New Revised NERDC JSS 1 Livestock Farming Scheme of Work
Week 1-2: Business Start-up Poultry, Rabbit, Sheep and Goat Production (Continued)
1. Content: This extended period provides deeper exploration of business start-up through detailed resource planning and entry requirements analysis.
2. Performance Objectives: Students achieve full mastery of business start-up concepts through extended discussion and comprehensive planning activities.
3. Learning Activities:
i. Teacher Activities: The teacher guides in-depth group planning sessions focusing on detailed business proposals.
ii. Learning Activities: The learners develop detailed start-up plans including resource lists, budget estimates, and operational timelines.
4. Teaching and Learning Resources: The same resources from the second term continue to be used with additional planning templates and business proposal formats.
Week 3: Marketing Poultry, Rabbit, Sheep and Goat Products (Good & Services)
1. Content: The content reviews the meaning of marketing, importance, marketing strategies, and challenges to reinforce understanding.
2. Performance Objectives: Students should be able to explain meaning of marketing, state importance, identify strategies, and discuss challenges with increased confidence.
3. Learning Activities:
i. Teacher Activities: The teacher guides brainstorming and organizes market visits for renewed observation.
ii. Learning Activities: The learners brainstorm on marketing concepts, visit markets for fresh observations, develop enhanced marketing plans incorporating previous learning.
4. Teaching and Learning Resources: Samples of products provide marketing examples. Market charts display current trends. Audio-visual aids reinforce strategies. Workbooks contain advanced exercises. Digital devices enable deeper market research.
Week 4-6: Marketing Poultry, Rabbit, Sheep and Goat Products (Good & Services) (Extended)
1. Content: This extended period focuses on deeper strategy development, comprehensive trend analysis, and practical challenge mitigation.
2. Performance Objectives: Students achieve practical mastery of marketing through intensive application and problem-solving activities.
3. Learning Activities:
i. Teacher Activities: The teacher organizes marketing simulations and guides analysis of outcomes.
ii. Learning Activities: The learners simulate marketing activities including pricing, promotion, and sales, then analyze outcomes and refine strategies.
4. Teaching and Learning Resources: All marketing resources continue to be utilized with additional simulation materials, trend analysis tools, and strategy evaluation frameworks.
Week 7: Mid-Term Break
The final mid-term break provides rest before the concluding weeks. Teachers should conduct a mid-term test covering the intensive business and marketing content from Week 1 to Week 6.
Week 8-10: Revision of All Topics
1. Content: This comprehensive review covers all 13 topics from the curriculum, focusing on integration of themes across poultry, rabbit, sheep, goat production, and entrepreneurship.
2. Performance Objectives: Students should reinforce all objectives across the curriculum, demonstrating integrated understanding of livestock farming and business principles.
3. Learning Activities:
i. Teacher Activities: The teacher guides integrated reviews combining technical and business aspects, organizes practical demonstrations synthesizing multiple topics.
ii. Learning Activities: The learners participate in group reviews connecting different topics, engage in comprehensive demonstrations applying knowledge from all three terms.
4. Teaching and Learning Resources: All resources from previous topics are utilized for comprehensive review including live animals, equipment, feed samples, business documents, and digital tools.
Week 11: Revision
Final revision week dedicated to thorough preparation for the annual examination. Teachers should address any remaining knowledge gaps and ensure students feel confident about all curriculum content.
Week 12: Examination
The annual examination for JSS 1 Livestock Farming begins. The examination should comprehensively assess understanding of all topics covered throughout the academic year, including both theoretical knowledge and practical competencies.
Week 13: Examination, Marking & Vacation
The examination concludes during this week. Teachers complete marking, record final results, and submit reports. Students proceed on the long vacation after completing their first year of livestock farming education.
Frequently Asked Questions and Answers About NERDC JSS 1 Livestock Farming Scheme of Work
1. What is the NERDC JSS 1 Livestock Farming scheme of work?
The NERDC JSS 1 Livestock Farming scheme of work is a structured curriculum guide developed by the Nigerian Educational Research and Development Council. It provides comprehensive coverage of 13 topics across three terms, focusing on poultry, rabbit, sheep, and goat production alongside entrepreneurship skills. The scheme follows a competency-based approach that emphasizes practical skills and hands-on learning experiences.
2. How many teaching weeks are available in each term?
Each term contains 13 total weeks with 9 effective teaching weeks. Week 7 is reserved for mid-term break, Week 11 for revision, Week 12 for examination, and Week 13 for examination conclusion, marking and vacation. This structure provides adequate time for instruction, assessment, and student rest throughout the academic year.
3. What are the main themes covered in JSS 1 Livestock Farming?
The curriculum covers four main themes. Poultry production includes 3 topics addressing bird types, equipment, and feed ingredients. Rabbit production covers 2 topics on breeds and feeding. Sheep and goat production encompasses 4 topics including breeds, feeds, health management, and breeding. Entrepreneurship development includes 4 topics on business concepts, money management, start-up requirements, and marketing strategies.
4. What practical activities are included in the scheme of work?
Practical activities form the core of this curriculum. Students engage in farm visits to observe live animals, construct poultry equipment, classify feed ingredients at grain markets, participate in excursions to commercial farms, observe breeding behaviors, identify sick animals, design savings cards, analyze business case studies, visit trade fairs, and develop marketing plans. These hands-on experiences reinforce theoretical knowledge and build practical competencies.
5. What teaching resources are essential for implementing this scheme?
Essential resources include live animals for direct observation, audio-visual aids for multimedia presentations, models and catalogues for reference, feed samples for classification exercises, construction materials for equipment building, ICT devices for digital research, workbooks for structured exercises, and access to farms, markets, and veterinary clinics for field visits. Schools should prioritize acquiring locally available resources that support practical learning.
6. How does the curriculum integrate entrepreneurship with livestock production?
The curriculum systematically integrates entrepreneurship across all terms. Students learn about livestock production techniques in early weeks, then progressively explore entrepreneurship concepts, financial management, business start-up requirements, and marketing strategies. This integration ensures students understand both technical production skills and business principles necessary for establishing successful livestock enterprises.
7. How can teachers manage complex topics that span multiple weeks?
Complex topics are intentionally allocated 2 to 3 weeks for thorough coverage. Teachers should use the first week to introduce concepts and facilitate initial practice, the second week for deeper exploration and skill refinement, and any additional weeks for mastery through repetition and advanced applications. This extended timeframe allows students to progress from basic understanding to confident competency.
8. What assessment methods should teachers use throughout the term?
Teachers should employ multiple assessment methods including mid-term tests in Week 7, continuous assessment through practical demonstrations and group projects, observation of hands-on activities, evaluation of constructed equipment and developed plans, written examinations in Weeks 12-13, and performance-based assessments during farm visits and market observations. This varied approach captures both theoretical knowledge and practical skills.
9. How can rural schools with limited resources implement this scheme effectively?
Rural schools can adapt by maximizing locally available resources. Teachers can arrange visits to nearby farms instead of maintaining expensive school farms, use community markets for feed ingredient studies, invite local livestock farmers as guest speakers, create low-cost equipment from recycled materials, form partnerships with veterinary services for free educational visits, and utilize free digital resources when internet access is available. The focus should remain on understanding principles even when ideal resources are unavailable.
10. What competencies will students develop by completing this curriculum?
Students will develop multiple competencies including critical thinking through problem-solving in breeding and health management, creativity through equipment construction and business planning, collaboration through group activities and farm visits, communication through presentations and debates, environmental literacy through understanding animal care and sustainable practices, ICT skills through digital research, and entrepreneurship through business concept development. These 21st-century competencies prepare students for both further education and potential livestock farming ventures.
Source: New Revised NERDC First Term Livestock Farming Curriculum