New Revised NERDC JSS 1 Horticulture and Crop Production Scheme of Work
Week 1: Vegetable Production
1. Content: This week introduces the meaning of vegetables and classification into leafy vegetables, fruit vegetables, and root vegetables.
Students learn activities in vegetable production including varietal selection, sowing, watering, weeding, fertilizer application, and pest control.
The content covers planting and nurturing vegetables through their growth cycle and proper harvesting techniques.
2. Performance Objectives: Pupils should be able to define vegetable, state the classes of vegetables, explain activities involved in vegetable production, plant and nurture vegetables properly, and harvest vegetables correctly.
3. Learning Activities:
i. Teacher Activities: The teacher guides farm visits to observe classes and production activities, the teacher supervises collective vegetable production and harvesting, the teacher demonstrates proper planting, nurturing, and harvesting techniques.
ii. Learning Activities: The learners visit the school farm to observe different classes of vegetables, the learners observe activities involved in vegetable production, the learners produce vegetables by planting and nurturing them, the learners properly harvest vegetables using correct methods.
4. Teaching and Learning Resources: Seeds of various vegetables for planting, fertilizers for plant nutrition, implements such as hoes and watering cans, and pesticides for pest management. These resources support the complete vegetable production cycle from planting through harvest.
Week 2: Vegetable Production (Continued)
1. Content: Students continue practical application of vegetable production knowledge. The week reinforces understanding of vegetable classes and production activities including varietal selection, sowing, watering, weeding, fertilizer application, and pest control.
Continued focus on planting, nurturing, and harvesting vegetables develops student competence in complete vegetable cultivation.
2. Performance Objectives: Pupils should be able to define vegetable, state the classes of vegetables, explain activities involved in vegetable production, plant and nurture vegetables, and harvest vegetables properly.
3. Learning Activities:
i. Teacher Activities: The teacher oversees ongoing planting, nurturing, and pest control activities, the teacher provides practical demonstrations of production techniques, the teacher monitors student progress in vegetable cultivation.
ii. Learning Activities: The learners continue planting and nurturing vegetables in groups, the learners practice weeding and fertilizer application under supervision.
4. Teaching and Learning Resources: Seeds for continued planting, fertilizers for ongoing nutrition management, implements for cultivation and maintenance, and pesticides for pest control. Continued access to these resources supports skill development through sustained practical engagement.
Week 3: Vegetable Production (Continued)
1. Content: This week completes the vegetable production cycle with emphasis on final care activities and harvesting. Students consolidate their understanding of all vegetable classes and production activities from initial planting through final harvest. The focus shifts to harvesting techniques and evaluation of production outcomes.
2. Performance Objectives: Pupils should be able to define vegetable, state the classes of vegetables, explain activities involved in vegetable production, plant and nurture vegetables, and harvest vegetables using proper methods.
3. Learning Activities:
i. Teacher Activities: The teacher monitors harvesting activities and reviews all production steps, the teacher facilitates discussions on challenges encountered and solutions, the teacher assesses student achievement of production objectives.
ii. Learning Activities: The learners harvest vegetables using correct techniques, the learners discuss production activities and challenges in groups, the learners evaluate their vegetable production outcomes.
4. Teaching and Learning Resources: Seeds for any remaining planting, fertilizers for final applications, implements for harvesting, and pesticides for continued pest management. These resources support completion of the full production cycle and final harvest activities.
Week 4: Post-harvest Management of Vegetables
1. Content: Students learn the meaning and importance of post-harvest management in vegetables. The week covers activities in post-harvest management including sorting vegetables by quality, grading by size and appearance, packaging for market, storage to maintain freshness, and transporting to market destinations. Skills emphasize proper post-harvest handling to reduce losses and maintain vegetable quality.
2. Performance Objectives: Pupils should be able to define post-harvest management of vegetables, list the importance of post-harvest management of vegetables, list the activities involved in post-harvest management of vegetables, and explain the activities involved in post-harvest management of vegetables.
3. Learning Activities:
i. Teacher Activities: The teacher facilitates brainstorming on meaning and importance of post-harvest management, the teacher guides farm visits for practical demonstration of post-harvest activities, the teacher demonstrates proper sorting, grading, and packaging techniques.
ii. Learning Activities: The learners brainstorm in groups to discuss the meaning of post-harvest management in vegetables, the learners list the importance of post-harvest management of vegetables,
the learners explain activities involved in post-harvest management of vegetables, the learners visit the school farm to practically demonstrate post-harvest management of vegetables.
4. Teaching and Learning Resources: Vegetables of different types for sorting and grading, paper bags for packaging, crates for transportation, and nets for bulk handling. These resources enable students to practice proper post-harvest handling techniques that reduce losses and maintain product quality.
Week 5: Post-harvest Management of Vegetables (Continued)
1. Content: This week continues practical application of post-harvest management concepts. Students reinforce their understanding of post-harvest activities including sorting, grading, packaging, storage, and transporting vegetables. The focus remains on developing practical competence in handling vegetables after harvest to preserve quality and market value.
2. Performance Objectives: Pupils should be able to define post-harvest management of vegetables, list the importance of post-harvest management of vegetables, list the activities involved in post-harvest management of vegetables, and explain the activities involved in post-harvest management of vegetables.
3. Learning Activities:
i. Teacher Activities: The teacher supervises practical sorting, grading, and packaging activities, the teacher discusses storage and transport considerations, the teacher provides feedback on student post-harvest handling techniques.
ii. Learning Activities: The learners practice sorting, grading, packaging, storage, and transporting in groups, the learners refine their post-harvest management skills through repeated practice.
4. Teaching and Learning Resources: Vegetables of different types for continued practice, paper bags for various packaging exercises, crates for handling practice, and nets for different packaging methods. These resources support skill refinement in post-harvest management through hands-on practice.
Week 6: Concept of Entrepreneurship in Horticulture and Crop Production
1. Content: Students learn the meaning of entrepreneurship and its benefits in horticulture and crop production. The week covers entrepreneurs and intrapreneurs including their types, characteristics, skills, competencies, functions, and influencing factors.
Content addresses challenges of entrepreneurship in Nigeria including funding limitations, basic infrastructure deficits, and lack of skills and values. Students examine how entrepreneurship concepts apply to agricultural businesses.
2. Performance Objectives: Pupils should be able to explain the meaning of entrepreneurship, intrapreneur, and entrepreneur in horticulture and crop production, discuss the benefits of entrepreneurship in horticulture and crop production,
differentiate between entrepreneur and intrapreneur in horticulture and crop production, and identify the challenges of horticulture and crop production entrepreneurship practices in Nigeria.
3. Learning Activities:
i. Teacher Activities: The teacher guides group brainstorming on meaning and benefits of entrepreneurship, the teacher facilitates internet searches for information, the teacher organizes visits to entrepreneurs for real-world learning.
ii. Learning Activities: The learners brainstorm in groups on the meaning and benefits of entrepreneurship in horticulture and crop production, the learners search the internet and other sources for information on horticultural and crop production business enterprises,
the learners visit an entrepreneur in horticulture or crop production to find out resources required for the business.
4. Teaching and Learning Resources: ICT devices for research and information access, workbooks for recording findings, pictorial books in trade areas showing business operations,
video clips demonstrating entrepreneurship concepts, cardboards and markers for presentations. These resources support entrepreneurship learning through research, observation, and documentation.
Week 7: Mid-Term Break
Mid-term break provides rest and allows for mid-term assessment covering topics from Week 1 to Week 6. Teachers should evaluate student understanding of vegetable production, post-harvest management, and entrepreneurship concepts.
Assessments should include both written tests on theoretical content and practical demonstrations of vegetable production and post-harvest handling skills.
Week 8: Concept of Money
1. Content: This week covers the meaning and evolution of money, uses of money in economic transactions, and saving money including its meaning, importance, and methods.
Students learn about sources of funding for horticulture and crop production including personal sources and family sources. The content emphasizes financial management as a foundation for agricultural business operations.
2. Performance Objectives: Pupils should be able to explain the meaning and origin of money, discuss the uses of money, state the importance and methods of saving money, and describe the sources of funding for horticulture and crop production.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming on money’s meaning and uses, the teacher facilitates debate on saving importance and methods, the teacher demonstrates savings card design, the teacher guides online searches for funding sources.
ii. Learning Activities: The learners brainstorm in groups on the meaning, origin, and uses of money, the learners debate on the importance and methods of saving money, the learners design a savings card and demonstrate how to carefully record their savings, the learners search online for information on sources of funding for horticulture and crop production.
4. Teaching and Learning Resources: Samples of local currencies in different denominations for recognition, samples of piggy banks demonstrating saving methods, cardboard paper to design cards for recording savings, savings charts for tracking progress, and digital devices for online research.
Week 9: Book Keeping in Horticulture and Crop Production
1. Content: Students learn the meaning of bookkeeping in horticulture and crop production. The week covers sources of primary book entries, types and methods of bookkeeping, and benefits of maintaining proper records.
2. Performance Objectives: Pupils should be able to explain the meaning of bookkeeping in horticulture and crop production, identify sources of primary book entries, identify types and methods of bookkeeping in horticulture and crop production, explain the benefits of bookkeeping in horticulture and crop production, and record transactions in receipts, vouchers, and other documents.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming on bookkeeping meaning, the teacher facilitates group discussions on sources of book entries, the teacher demonstrates recording using receipts and digital tools, the teacher supervises ICT-based bookkeeping exercises.
ii. Learning Activities: The learners brainstorm on the meaning of bookkeeping in horticulture and crop production, the learners discuss in groups the sources of primary book entries,
the learners use receipts, vouchers, and other documents to record transactions in horticulture and crop production, the learners use ICT software such as spreadsheets to digitally perform bookkeeping exercises.
4. Teaching and Learning Resources: ICT devices with spreadsheet software for digital bookkeeping, bookkeeping manuals and workbooks for reference, payment receipts and vouchers for practice,
samples of typical record books from enterprises, and samples of workbooks in business setup. These resources support both manual and digital bookkeeping skill development.
Week 10: Book Keeping in Horticulture and Crop Production (Continued)
1. Content: This week continues practical application of bookkeeping concepts. Students reinforce their understanding of bookkeeping meaning, sources of entries, types and methods of bookkeeping, and benefits of proper record keeping.
2. Performance Objectives: Pupils should be able to explain the meaning of bookkeeping in horticulture and crop production, identify sources of primary book entries, identify types and methods of bookkeeping in horticulture and crop production, explain the benefits of bookkeeping in horticulture and crop production, and record transactions in receipts, vouchers, and other documents.
3. Learning Activities:
i. Teacher Activities: The teacher supervises practical recording and digital exercises, the teacher provides feedback on benefits understanding, the teacher monitors student progress in bookkeeping accuracy.
ii. Learning Activities: The learners continue recording transactions with increased independence, the learners practice digital bookkeeping in groups with refined skills.
4. Teaching and Learning Resources: ICT devices with spreadsheet software for continued practice, bookkeeping manuals and workbooks for reference, payment receipts and vouchers for additional exercises, samples of typical record books, and samples of business workbooks. Continued access to these resources supports skill refinement through repeated practice.
Week 11: Revision
Revision week allows comprehensive review of all second term topics from Week 1 through Week 10. Teachers should organize review sessions covering vegetable production, post-harvest management,
entrepreneurship concepts, money management, and bookkeeping. Students should engage in practice exercises, discussions, and demonstrations that reinforce learning outcomes and prepare them for comprehensive assessment.
Week 12: Examination
Examination week involves comprehensive assessment of all second term performance objectives. Teachers should prepare examinations testing both theoretical knowledge and practical skills in vegetable production, post-harvest handling, entrepreneurship concepts, financial management, and bookkeeping.
Assessments should include written questions and practical demonstrations of production and record-keeping skills.
Week 13: Examination, Marking and Vacation
This week concludes the second term with examination completion, marking, and results recording. Teachers should complete all grading, provide feedback on student performance, and maintain accurate records.
Once marking and recording are finished, students begin vacation. Teachers may use remaining time for curriculum evaluation and third term planning.