New Revised NERDC JSS 1 Computer Hardware and GSM Repairs Scheme of Work
Week 1: Book Keeping in GSM Repairs
1. Content: Knowledge of the meaning of bookkeeping in business, sources of primary books of entries, and types and methods of bookkeeping. Skill development in keeping records.
2. Performance Objectives: Students should be able to explain the meaning of bookkeeping in business, identify sources of primary books of entries, and identify types and methods of bookkeeping.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming sessions on meaning of bookkeeping, leads group discussions on sources of primary books, explains different types and methods.
ii. Learning Activities: The learners brainstorm on the meaning of bookkeeping in GSM repairs business, discuss in groups the sources of primary books of entries, identify different bookkeeping methods.
4. Teaching and Learning Resources: ICT devices with spreadsheet software for digital record-keeping, bookkeeping manuals or workbooks for reference and exercises, payment receipts and vouchers for practical exercises, samples of typical record books from real enterprises, and samples of workbooks used in business setups.
Week 2: Book Keeping in GSM Repairs
1. Content: Knowledge of benefits of bookkeeping to enterprises, business owners, and customers. Skill development in keeping records.
2. Performance Objectives: Students should be able to explain the benefits of bookkeeping to enterprises, business owners, and customers, and record transactions in receipts, vouchers, and other documents.
3. Learning Activities:
i. Teacher Activities: The teacher guides use of documents and ICT for recording transactions, demonstrates proper record-keeping techniques, provides feedback on student work.
ii. Learning Activities: The learners use receipts, vouchers, and other documents to record transactions, use ICT software such as spreadsheets to digitally perform bookkeeping exercises, practice maintaining accurate records.
4. Teaching and Learning Resources: ICT devices with spreadsheet software for digital record-keeping, bookkeeping manuals or workbooks for reference and exercises, payment receipts and vouchers for practical exercises, samples of typical record books from real enterprises, and samples of workbooks used in business setups.
Week 3: Business Start-up in GSM Repairs
1. Content: Knowledge of the meaning of business start-up, industry entry requirements for GSM repairs enterprise, and benefits of starting an enterprise in GSM repairs.
2. Performance Objectives: Students should be able to state the meaning of business start-up, discuss various industry entry requirements for GSM repairs start-up, and explain the benefits of starting an enterprise.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming on meaning and requirements of business start-up, leads debate sessions on benefits of entrepreneurship, provides real-world examples.
ii. Learning Activities: The learners brainstorm in groups on the meaning of business start-up and industry requirements for GSM repairs start-up, debate on the importance of business start-up, explore entry requirements.
4. Teaching and Learning Resources: Samples of GSM repairs products for examination, samples of work resources and tools used in GSM repairs, workbooks for exercises and note-taking, and charts showing resources and tools required for starting a new trade enterprise.
Week 4: Business Start-up in GSM Repairs
1. Content: Knowledge of goods and services in GSM repairs and resources or tools for GSM repairs start-up.
2. Performance Objectives: Students should be able to identify GSM repairs products and services and identify resources or tools for GSM repairs start-up.
3. Learning Activities:
i. Teacher Activities: The teacher guides analysis of case studies of successful businesses, organizes visits to trade fairs or repair shops, facilitates observation and analysis activities.
ii. Learning Activities: The learners analyze case studies of successful GSM repairs businesses to understand their product offerings and market approaches, visit trade fairs, exhibitions, or GSM repairs shops to observe and analyze various products and services.
4. Teaching and Learning Resources: Samples of GSM repairs products for examination, samples of work resources and tools used in GSM repairs, workbooks for exercises and note-taking, and charts showing resources and tools required for starting a new trade enterprise.
Week 5: Marketing GSM Repairs (Goods and Services)
1. Content: Knowledge of the meaning of market and marketing, basic characteristics of a market, and importance of marketing.
2. Performance Objectives: Students should be able to state the meaning of market and marketing, explain the basic characteristics of markets, and discuss the importance of marketing.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming on meaning of market and marketing, facilitates online searches for characteristics of markets, leads discussions on marketing importance.
ii. Learning Activities: The learners brainstorm on the meaning of market and marketing, search online and other sources for characteristics of markets, participate in discussions on marketing importance.
4. Teaching and Learning Resources: Samples of trade-related products for demonstration, workbooks for exercises, invited trade practitioners to share experiences, pictorial charts depicting traditional marketing methods, ICT digital devices for research, and textbooks for reference.
Week 6: Marketing GSM Repairs (Goods and Services)
1. Content: Knowledge of factors for selecting a market, strategies for marketing including target markets and marketing mix (product, price, place, and promotion), and means of marketing including traditional and digital marketing.
2. Performance Objectives: Students should be able to identify factors that determine the choice of target markets, explain marketing strategies, and identify different means of marketing.
3. Learning Activities:
i. Teacher Activities: The teacher leads group debates on importance of marketing and factors determining target market selection, explains marketing strategies with practical examples, discusses traditional and digital marketing approaches.
ii. Learning Activities: The learners debate in groups on the importance of marketing and factors that determine the choice of target markets, explore marketing strategies through discussion, compare traditional and digital marketing methods.
4. Teaching and Learning Resources: Samples of trade-related products for demonstration, workbooks for exercises, invited trade practitioners to share experiences, pictorial charts depicting traditional marketing methods, ICT digital devices for research, and textbooks for reference.
Week 7: Mid-Term Break
Mid-term test should be conducted covering content from Week 1 to Week 6. Students should demonstrate understanding of bookkeeping, business start-up requirements, and marketing concepts. The break provides time for assessment, feedback, and rest before continuing with the second half of the term.
Week 8: Marketing GSM Repairs (Goods and Services)
1. Content: Review of marketing strategies and means of marketing.
2. Performance Objectives: Students should be able to explain marketing strategies and identify different means of marketing with clarity.
3. Learning Activities:
i. Teacher Activities: The teacher reinforces concepts through practical examples, facilitates discussions on applying marketing strategies, provides real-world case studies.
ii. Learning Activities: The learners debate in groups on the importance of marketing and factors that determine the choice of target markets, apply marketing concepts to GSM repair scenarios.
4. Teaching and Learning Resources: Samples of trade-related products for demonstration, workbooks for exercises, invited trade practitioners to share experiences, pictorial charts depicting traditional marketing methods, ICT digital devices for research, and textbooks for reference.
Week 9: Review Week (Topics 7-9)
1. Content: Consolidation of bookkeeping, business start-up, and marketing concepts.
2. Performance Objectives: Students should be able to record transactions and explain marketing strategies effectively.
3. Learning Activities:
i. Teacher Activities: The teacher guides practical recording exercises and debates, facilitates analysis of business concepts, reviews key learning points.
ii. Learning Activities: The learners use spreadsheets for bookkeeping exercises, analyze case studies of businesses, practice explaining marketing strategies.
4. Teaching and Learning Resources: All resources from weeks 1 through 6 and 8 including ICT devices with spreadsheet software, bookkeeping materials, business samples, marketing charts, and textbooks.
Week 10: Review Week (Topics 7-9)
1. Content: Consolidation of bookkeeping, business start-up, and marketing concepts.
2. Performance Objectives: Students should be able to identify resources and discuss benefits of business start-up.
3. Learning Activities:
i. Teacher Activities: The teacher organizes visits to repair shops and facilitates discussions, reviews business concepts comprehensively, addresses student questions.
ii. Learning Activities: The learners visit shops to observe business operations, brainstorm on start-up requirements, practice applying business concepts.
4. Teaching and Learning Resources: All resources from weeks 1 through 6 and 8 including ICT devices with spreadsheet software, bookkeeping materials, business samples, marketing charts, and textbooks.
Week 11: Revision
Revision of all lessons covered during the term should be conducted. Teachers should prepare students for the examination by reviewing bookkeeping principles, business start-up requirements, and marketing strategies for GSM repair services. Students should practice recording transactions using both manual and digital methods,
analyze case studies of successful businesses, and demonstrate understanding of marketing concepts. This revision period allows students to consolidate learning from all three topics while clarifying any remaining confusion before the examination.
Week 12: Examination
The examination for the term should commence. Students will be assessed on their knowledge of bookkeeping practices, understanding of business start-up requirements, and comprehension of marketing strategies. Both theoretical and practical assessments should be administered to evaluate comprehensive understanding.
The practical component should include bookkeeping exercises using spreadsheets, identification of business resources, and explanation of marketing approaches.
Week 13: Examination, Marking & Vacation
Examination should be concluded along with marking and recording of results. Teachers should provide feedback to students on their performance across all three terms, highlighting strengths and areas for improvement. Once all assessment activities have been completed, vacation follows.
Teachers should use this time to evaluate the effectiveness of their teaching methods and plan improvements for the next academic session.
Frequently Asked Questions and Answers About Computer Hardware and GSM Repairs Scheme of Work
1. What is the Computer Hardware and GSM Repairs scheme of work for JSS 1?
The Computer Hardware and GSM Repairs scheme of work for JSS 1 is a comprehensive curriculum framework that guides teachers in delivering technical education on mobile phone technology and repair. It covers three academic terms with topics ranging from safety protocols and component identification to fault diagnosis, repair techniques, and business management skills.
The scheme provides structured weekly lesson plans including content, performance objectives, learning activities, and required teaching resources. This framework ensures students develop both technical competencies and entrepreneurial skills necessary for success in the telecommunications repair industry.
2. How should teachers use this scheme of work effectively in the classroom?
Teachers should use this scheme of work as a detailed guide for planning and delivering lessons throughout the academic year. Each week’s content should be studied in advance to prepare appropriate teaching resources and plan effective learning activities.
Teachers must follow the specified teacher activities such as demonstrating repair techniques, guiding group discussions, facilitating brainstorming sessions, and organizing practical exercises. The performance objectives for each week help teachers assess whether students have achieved the intended learning outcomes.
Teachers should adapt the suggested activities to their classroom context while maintaining the core learning objectives and content coverage specified in the scheme.
3. What teaching resources are essential for delivering Computer Hardware and GSM Repairs lessons?
Essential teaching resources for this subject include personal protective equipment such as hand gloves, antistatic jackets, safety goggles, and respirators for safety training. Sample mobile phones in various conditions are needed for demonstration and practice exercises.
Technical tools including soldering irons, precision screwdrivers, multimeters, PCB holders, and magnifying lenses are required for practical repair work. ICT devices with internet connectivity and spreadsheet software support research activities and digital bookkeeping exercises.
Additional materials such as charts, video clips, workbooks, repair manuals, and bookkeeping documents enhance learning. Teachers should gather these resources before each lesson to ensure smooth delivery of practical and theoretical content.
4. How does this scheme develop entrepreneurial skills alongside technical knowledge?
This scheme integrates entrepreneurship throughout the curriculum to prepare students for potential business opportunities in GSM repairs. The second term introduces fundamental concepts of entrepreneurship, exploring characteristics of successful entrepreneurs, benefits of business ownership, and challenges facing entrepreneurs in Nigeria.
Students learn about money management including saving methods and sources of start-up funding. The third term focuses specifically on business applications with lessons on bookkeeping, business start-up requirements, and marketing strategies.
This integrated approach ensures students understand not only how to repair mobile phones but also how to establish and manage their own repair businesses. The combination of technical skills and business knowledge creates well-rounded students prepared for both employment and self-employment opportunities.
5. What safety precautions should teachers emphasize when teaching mobile phone repairs?
Teachers must prioritize safety from the very first week of instruction. Students should learn to use personal protective equipment including hand gloves to prevent cuts and electric shock, antistatic jackets to protect phone components from static electricity damage, safety goggles for eye protection during repair work, and respirators to guard against soldering fumes.
Teachers should demonstrate proper handling of tools such as soldering irons, emphasizing temperature control and safe placement when not in use. Students must understand the importance of working on antistatic mats and ensuring adequate ventilation when soldering.
Fire extinguishers should be accessible and students should know their location. Teachers should conduct regular safety demonstrations and require students to practice safety protocols before allowing them to work with actual repair equipment.
6. How can teachers assess student performance in practical repair activities?
Teachers should assess practical skills through direct observation during group activities and individual practice sessions. Performance objectives for each week provide clear criteria for evaluation such as the ability to identify components, use tools correctly, diagnose faults, and perform repairs.
Teachers can use checklists to track whether students demonstrate proper safety procedures, handle tools appropriately, and complete repair tasks successfully. Practical examinations at the end of each term should require students to perform specific tasks such as dismantling a phone, identifying faulty components, using diagnostic tools, and reassembling the device.
Teachers should provide continuous feedback during practice sessions, correcting errors immediately and acknowledging successful technique. Assessment should consider both the process students follow and the outcome of their repair work.
7. What is the importance of group activities in this scheme of work?
Group activities are central to this scheme because they develop collaboration skills essential for workplace success. When students work in groups to identify mobile phone components, discuss safety rules, or practice repair techniques, they learn to share ideas, respect diverse perspectives, and value individual contributions.
Group brainstorming sessions encourage communication skills as students articulate their understanding and learn from peers. Collaborative repair activities teach students to distribute responsibilities, support one another, and solve problems collectively.
Group debates on entrepreneurship challenges and marketing strategies develop critical thinking as students consider multiple viewpoints. These activities also build confidence as students gain support from peers while developing new skills. Teachers should carefully structure group work to ensure all students participate actively and benefit from collaborative learning.
8. How does this curriculum integrate ICT and digital competencies?
The scheme systematically develops ICT skills throughout all three terms. Students use internet-connected devices to research safety information, component specifications, and entrepreneurship concepts. They access online resources to explore characteristics of markets and sources of business funding.
Video clips demonstrate complex repair procedures and successful business operations. In the third term, students use spreadsheet software to perform digital bookkeeping exercises, learning to record transactions and maintain financial records electronically.
The curriculum also introduces digital marketing concepts alongside traditional methods. Teachers should ensure students develop comfort with technology while learning technical content. This integration prepares students for modern workplace environments where digital literacy is essential for both technical work and business management.
9. What are the key differences between the three terms in this curriculum?
The first term establishes foundational knowledge focusing on safety awareness, mobile phone components, and repair tools. Students learn to identify hardware and software parts, understand safety protocols, and become familiar with tools used in repair work.
The second term advances to practical application through fault diagnosis and repair while introducing entrepreneurship and money management concepts. Students learn to fix common hardware and software problems and begin understanding business opportunities in the repair industry.
The third term concentrates on business management skills including bookkeeping, start-up requirements, and marketing strategies. This progression from technical fundamentals to practical application to business management creates a comprehensive learning experience.
Each term builds on previous knowledge while introducing new concepts that prepare students for both technical competency and entrepreneurial success.
10. How can teachers prepare for mid-term breaks and examination periods?
Teachers should use the weeks before mid-term breaks to conduct comprehensive reviews of topics covered from Week 1 to Week 6. Mid-term tests should assess both theoretical knowledge through written questions and practical skills through hands-on demonstrations.
Teachers must prepare test materials in advance, ensuring questions align with performance objectives taught during the term. During revision weeks before final examinations, teachers should organize review sessions addressing difficult concepts, conduct practice exercises, and provide individual support to struggling students.
Examination periods require careful planning to assess both written understanding and practical competencies. Teachers should create evaluation rubrics for practical assessments and ensure all necessary materials are available. After examinations, prompt marking and feedback help students understand their performance and identify areas for improvement in subsequent terms.
Source: New Revised NERDC JSS 1 Computer Hardware and GSM Repairs Curriculum