Access free Unified Photography Scheme of work SSS2. SS2 Photography Syllabus for Secondary School Lagos State –Schemeofwork
SSS2 Photography Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1-2 | Welcome teal Historical development photography – Developmental stages a. Early b. Pre-modem c. Modern People Involved in the developmental stages a. Nicophore Niepce b. John Schulz c. Louis Dagusere d. William Fox etc. | By the end of the lesson, students should be able to: i. Discuss the historical development of photography ii. Identify the people involved in the developmental stages iii. Compare the photographs of early pre-modem and modern periods | Teacher should do the following: i. Discuss the pro-modern and modern stages ii. Discuss the contribution of people involved in the developmental photography iii. Display pictures early, pre-modern and modem periods | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Photographs |
| 3-4 | Photography to Nigeria – Pre-independence photography in Nigeria – Post-independence photography in Nigeria | By the end of the lesson, students should be able to: i. Discuss the pie and post-Independence development of photography to Nigeria ii. Compare photographs of pre and post independence periods | i. Discuss the pie end pest- independence development of photography to Nigeria ii. Display photographs of pie and post-independence periods | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Photographs. |
| 5 | Natural light – Sources natural light – eg. sun, moon and tiara – Natural light and photography | By the end of the lesson, students should be able to: i. Identify sources of natural light ii. Discuss natural light in relation to photography | i. Discuss the different pounces at natural light ii. Discuss natural light in relation to photography | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Camera iii. Film iv. Photograph taken during the day and night |
| 6 | Artificial light – Sources of artificial light – eg. flesh studio lighting equipment artificial light and photography | By the end of the lesson, students should be able to: i. Identify the sources of artificial light ii. Discuss the need for the use of artificial light in photography | i. Discuss tire different sources of artificial light d. Discuss artificial tight in relation with photography | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Camera iii. Flash iv, Florescent 5. Studio 1amrs |
| 7 | MID-TERM BREAK | ||||
| 8 | Basic principles of lenses Convergence of light Divergence of light, | By the end of the lesson, students should be able to: i. Explain the basic principles of lens as a component of a camera ii. Distinguish between the different lenses iii. Carryout experiment with concave and convex lenses in the sun. | i. Discuss the base principles of lens as a component of camera ii. State the difference between the lenses iii. Perform an experiment using concave and convex lenses in the sun | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Camera iii. Concave lens iv. Convex lens |
| 9 | Lens and aperture – Lens a. Focal length (normal, short and long). – Aperture a. Position b. F-stop | By the end of the lesson, students should be able to: i. Discuss focal length and aperture ii. Explain the relationship between lens and aperture. iii. Identify the types lens and aperture in cameras iv. Demonstrate how to manipulate lens and choose f-stop | i, Describe focal length and apertures ii. Discuss the relationship between lens and aperture iii. Identify the lens aperture in a camera iv. Demonstrate how to manipulate lens and choose f-stop | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbook ii. Camera with adjustable lens iii. Video link: https://m.youtube.com/watch?v=F8T94sdiNjc |
| 10 | Types of camera lenses – Types of camera lenses – standard, wide angle, harrow angle, zoom etc. – uses of camera lenses | By the end of the lesson, students should be able to: i. Identify the different camera lenses ii. Explain the use of different camera soups iii. Distinguish between the different lenses | l. Discuss the different types of camera lenses ii. Explain the use of different camera lenses iii. Enumerate the difference in the camera lenses | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbook ii. Various types of lenses iii. Video link: https://m.youtube.com/watch?v=QvJBSoxZT1Q |
| 11 | REVISION | ||||
| 12-13 | EXAMINATIONS |
Access free Unified Photography Scheme of work for SSS2. SS2 Photography Syllabus for Secondary School Lagos State –Schemeofwork
Photography Scheme of Work SSS2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1-2 | Welcome lest Composition – Elements of composition – line, shape, space, tone and colour | By the end of the lesson, students should be able to: i. Identify and list the elements composition ii. Explain the elements of composition | Teacher should do the following: i. Discuss the element of composition ii. State he elements of composition | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Photographs |
| 3-4 | Nature study – Shooting of plants, animals and landscape | By the and of the lesson, students should be able to: i. Carryout shooting of photographs from nature ii. Explain their experience train the shooting | i. Guide the students on shooting photographs from nature ii. Request the students to glee their experiences from the shooting | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Camera ii. Film iii. Tripod |
| 5-6 | Still life – Shooting of still objects – eg. fruits, household utensils etc. | By the end of the lesson, students should be able to: i. Carryout shooting of photographs from still life ii. Explain their experience from the shooting | Guide the students on shooting photographs from still ide ii. Request the students to give their experiences from the shooting | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Camera ii. Film iii. Video link: https://m.youtube.com/watch?v=a6Kz62IEjyw |
| 7 | MID-TERM BREAK | ||||
| 8 | Portraiture – Shooting of human beings in person and in group | By the end of the lesson, students should be able to: i. Carryout shooting of portraits of human beings ii. Explain their experience from the shooting | i. Guide tine students on shooting of portraits ii. Request the students to give their experiences from the shooting | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Camera ii. Film iii. Video link: https://m.youtube.com/watch?v=YjkqhPnT0c&=10s |
| 9 | Mounting and framing of photographs – Mounting of photographs – Framing of photographs – Laminating of photographs | By the end of the lesson, students should be able to: i. Demonstrate now to mount and frame photographs using yards process and materials | i. Explain the process of mounting, framing and lamination ii. Demonstrate Mounting, training and laminating of photographs | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Photographs ii. Cardboard iii. Frame iv. Glass v. Board vi. Video link: https://m.youtube.com/watch?v=4pqiJPpP_zq |
| 10 | (a). Basic concepts of entrepreneurship (b). Entrepreneurship education (c). Qualities of an entrepreneur (d) importance of entrepreneurship | By the end of the lesson, students should be able to: 1, explain the term entrepreneurship; 2. examine the concept entrepreneurship education critically; 3. Outline the importance of entrepreneurship; 4. analyse the qualities of an entrepreneur, | 1, Whole class discussion on the meaning of entrepreneurship. 2. Students in small groups dismiss e term entrepreneurship education and share their knowledge wills the class, 3. Students, as a class, discuss the importance of entrepreneurship. 4. Students, in the same groups, critically analyze the qualities of an entrepreneur. | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | www.smallbusiness.cron.com>basci-com Charts Pictures |
| 11 | REVISION | ||||
| 12-13 | EXAMINATIONS |
Photography Scheme of Work SSS2 Third Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1-2 | Welcome test/ Revision Emergence of digital photography – Development of digital photography from the early 80s. – Digital photography today | By the end of the lesson, students should be able to: Discuss the history of digital photography. ii. Enumerate the development of digital photography in the early 80s today iii. Compare digital photography with traditional photography | Teacher should do the following: i. Traces the development of digital photography from the early 80s ii. Discuss the effect of digital photography in the practice of photography iii. Compare digital photography with traditional photography | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Relevant textbooks ii. Digital camera iii. Computer system iv. Photographs (analog and digital). |
| 3-4 | Digital photography equipment – Digital camera – Computer system – Printer | By the end of the lesson, students should be able to: i. Identify equipment used in digital photography ii. Explain the use of each of the equipment used in digital photography iii. Use the digital photography equipment | i. Display and identify each of the equipment used in digital photography ii. Explain the use of various equipment iii. Demonstrate how to use the equipment | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Digital camera ii. Computer system iii. printer |
| 5-6 | Digital photography software – Uploading from digital camera – Use of Adobe Photoshop application. | By the end of the lesson, students should be able to: i. Demonstrate how to upload photographs from digital camera into the computer system ii. Use Adobe Photoshop the application to edit and photography | i. Explain how to upload images from the digital camera to computer system ii. Demonstrate the use of Adobe Photoshop to edit and print photographs | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Digital camera ii. Computer system iii. Printer iv. Adobe Photoshop software |
| 7 | MID-TERM BREAK |
| 8 | Excursion to a photography studio | By the end of the lesson, students should be able to: i. Narrate field trip experiences acquired from the visit to the photography studio | i. Lead the students to an established photography studio | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | i. Camera ii. Notebooks iii. Photographs |
| 9 | Basic concept of marketing. (a) Meaning of marketing (b) Methods of marketing (c) Importance of marketing (d) Marketing/ distribution channel chart | By the end of the lesson, students should be able to: 1. describe the term marketing 2. examine the methods of marketing; 3. analyse the importance marketing; 4. create a flow chart of tile marketing of channel distribution. | 1. Students, an a class, brainstorm on the term marketing. 2. Whole class discussion en the different methods of marketing 3. Small group discussion on why marketing the important 4. Smelt groups activities on chart of distribution channels of marketing. | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | https://marketbusinessnews.com/financialgrossary/marketingtools/amp/ https://www.researchgate.net/figure/marketing-channels-and-distribution-for-plantains-in-Abidjan-cote-divore-figi-273770927 Pictures chart |
PHOTOGRAPHY
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 10 | Marketing continued (a) Product Branding (b) Product Packaging (c) Casting (d) Pricing | By the end of the lesson, students should be able to: 1. highlight the factors to be considered in product price-tag; 2. distinguish between the term packaging & Branding, 3. develop a feasibility study for setting up a profitable business or a production unit; 4. creatively design a betting package for their products, | 1. Whole class discussion on the factors to be considered before fixing a product price. 2. Students, in pairs, discuss the differences between packaging & branding. 3. Students, in small groups, present a feasibility study of a said production or business setup (Group project) 4. Students, in the some groups, produce or come up with betting packages for their products. | Communication and Collaboration Leadership and Personal Development Critical thinking and Problem solving Creativity and Imagination | Branded products, Packaged products Pictures Charts www.brandinqmag.com www.resources.mojomedialbs.com www.ptpackaging.com>blog www.smallbusiness.cron.com www.oegcropnhottine.org |
| 11 | REVISION | ||||
| 12-13 | EXAMINATIONS |
