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JAMB Syllabus for Hausa [2024 Latest Version]

JAMB Syllabus for Hausa 2024: Joint Admissions and Matriculation Board (JAMB) Syllabus for Hausa. This is the 2024 Updated and Official Syllabus.

On this page, Allschool will show you the JAMB Syllabus for Hausa. We will also show you the list of recommended JAMB Syllabus for Hausa.

The aim of the Unified Tertiary Matriculation Examination (UTME) syllabus in Hausa is to prepare the candidates for the Board’s examination. It is designed to test their achievement of the course objectives, which are to enable the candidates to:

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  1. acquire the ability to read and write competently in the Hausa language;
  2. know the basic features of Hausa grammar;
  3.  have the basic knowledge of oral and written Hausa literature;
  4. have the ability to appreciate the culture, customs, and institutions of the Hausa people.

PLEASE NOTE: After listing out recommended text-books below, you will see an option to view syllabus for other subjects.

Recommended Articles for JAMB Aspirants

JAMB Syllabus for Hausa

The syllabus covers the following areas:

  1. Harshe (Language)
  2. Al’adu (culture)
  3. Adabi (Literature) – oral and written literature.

This detailed JAMB Hausa syllabus is presented below:

1. HARSHE (LANGUAGE)

Under HARSHE (LANGUAGE), their are eight (8) sub-topics. They include:

(a) ƘA’IDOJIN RUBUTU (ORTHOGRAPHY)

Candidates should focus on: Alphabetization; spelling; rules of word merger and division; punctuation, paragraphing; all in line with standard Hausa.

After reading, candidates should be able to:

i. recognize the basic Hausa orthographical rules.
ii. apply the Hausa orthographical rules.
iii. detect linguistic errors, such as grammar, wrong choice of words, wrong spelling etc.

(b) ƘIRAR KALMA (MORPHOLOGY)

Candidates should focus on:

(a) roots and stems.
(b) affixation – e.g. prefix, infix suffix and their derivational and inflectional functions.
(c) gender and number inflections.
(d) derivation of nouns and adjectives from verbs; adjectives and verbs from nouns.

After reading, candidates should be able to:

i. explain the inflectional processes in Hausa word formation.
ii. explain the derivational process of word formation in Hausa.
iii. differentiate between the two morphological processes.

(c) AUNA FAHIMTA (COMPREHENSION)

Candidates should focus on: Contextual questions from short unseen passages of about 200 words.

After reading, candidates should be able to:

i. read written Hausa texts.
ii. comprehend a given Hausa text.
iii. interpret various meanings and functions of words in a given text.
iv. acquire sufficient vocabulary.
v. recognize central issues in a given text.
vi. draw conclusions based on available evidence in a given text.

(d) FASSARA (TRANSLATION)

Candidates should focus on:

(a) Ire-iren fassara.
(b) ’a-idojin fassara.
(c) Matsalolin fassara.

After reading, candidates should be able to:

i. translate proverbial and idiomatic expression and new words from English to Hausa.
ii. recognize the different types of translation.
iii. understand the basic techniques of translating proverbial and idiomatic expression and new words in to Hausa.
iv. identify the problems of translation in to Hausa.

(e) GININ JUMLA (SYNTAX)

Candidates should focus on:

(a) word classes – e.g. nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, interjections and ideophones.
(b) grammatical categories – e.g. tense and aspect (general and relative past: general and relative continuous, first and second future, habitual); mood (subjunctive and negative); gender (masculine, feminine and neuter) and number (singular and plural).
(c) sentence structure – e.g. verbal sentence, nominal phrase + verbal phrase and their components, non-verbal sentence: nominal phrase + stabilizer, nominal phrase+ compliment + stabilizer, nominal phrases + continuous frame (yana../yake’) (+da) + nominal phrase.
(d) sentence types – e.g. simple sentences, compound sentences and complex sentences.
(e) clauses – types (e.g. relative and subjunctive); functions (e.g. main and subordinate).

After reading, candidates should be able to:

i. analyse the process governing word combination to form phrases; clauses and sentences in Hausa.
ii. detect linguistic errors in the grammar.
iii. observe punctuation rules.
iv. recognize ideas or thoughts in written form.
v. construct meaningful sentences for effective communication.
vi. use the appropriate tenses in spoken and written Hausa.
vii. use the appropriate gender and number in spoken and written Hausa.
viii. differentiate between types of sentence structure.
ix. distinguish between nominal and verbal phrase.
x. distinguish between types of sentences.
xi. compare types of clauses.

(f) MA’ANA (SEMANTICS)

Candidates should focus on:

  1. lexical aspects of word meaning – e.g. ambiguity, synonymy and antonymy.
  2. figures of speech – aspects of specialized meanings of words and phrases.

After reading, candidates should be able to:

  1. analyse the mechanisms of generating meanings in Hausa.
  2. build up their vocabulary.
  3. distinguish between the speech sounds of the language to reflect the acceptable grammar.
  4. recognize the significance of punctuation rules.
  5. recognize the various meanings and functions of sentences in communication.
  6. use words and sentences suitable for a particular purpose.
  7. construct meaningful sentences for effective communication.

(g) SARIN RUBUTUN INSHA’I (COMPOSITION/LETTER WRITING TECHNIQUES)

Candidates should focus on: Tsarin Rubutun Insha’i (Composition/Letter Writing Techniques).

After reading, candidates should be able to:

  1. acquire the knowledge of the techniques of composition writing in Hausa.
  2. recognize the different segments of composition in Hausa.
  3. recognize the different types of Hausa composition.

(h) TSARIN SAUTI (PHONOLOGY)

Candidates should focus on:

(a) consonants – production and classification in terms of phonation, place and manner of articulation.
(b) vowels – production and classification in terms of position of tongue and lips; monophthongs and dipthongs.
(c) tone – e.g. high, low and falling tones.
(d) syllable structure – syllable types, e.g. open and closed syllables, light and heavy syllables syllabic categories of words – monosyllabic, disyllabic, etc.
(e) vowel length – long and short vowels.
(f) phonological processes – e.g. assimilatory: palatalization, labialization and vowel harmony; non-assimilatory: insertion and deletion.

After reading, candidates should be able to:

  1. analyse the process of sound production and combination of sounds to form meaningful words in Hausa.
  2. appraise the importance of vowels in determining word meaning.
  3. distinguish between the phonetic attributes of sounds.
  4. recognize the number of syllables and their types in a word.
  5. appraise the importance of vowels in determining meaning.
  6. analyse the phonological processes in Hausa.

2. Al’adu (culture)

Under HARSHE (LANGUAGE), their are eight (8) sub-topics. They include:

(a) BUKUKUWA DA WASANNI (CULTURAL FESTIVITIES)

Candidates should focus on:

(a) na addini (religious) – irin su bikin salla da takutaha (sallar gani) da cika-ciki da saukar karatu.
(b) na gargajiya (traditional) – irin su kalankuwa da buɗar dawa, da bikin shan kabewa.
(c) na sana’a (occupational) – bikin kamun kifi da dambe da kokawa da wasan farauta da wasan maƙera da hawan ƙaho.
(d) na nishaɗi – sukuwa;
(e) na yara (children’s games) – irin su shalle da kulli-kurciya da a-sha-ruwan-tsuntsaye da gaɗa da carafke.
(f) tasirin zamani kan bukukuwa da wasanni.

After reading, candidates should be able to:

i. zayyana ire-iren wasanni da bukukuwan Hausawa.
ii. nuna mahimancinsu.
iii. nuna yadda za a adana su kar su ɓace.
iv. nuna yadda ake gudanar da su.
v. nuna tasirin zamani a kan bukukuwa da wasanni.

(b) CAMFE-CAMFE DA BAUTA (TRADITIONAL BELIEFS AND WORSHIP)

Candidates should focus on:

(a) camfe-camfe irinsu kangida da camfi, da kambun baka.
(b) bauta irin su bori da maita da tsafi.
(c) tasirin zamani a kan camfe-camfe da bauta.

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya) :

i. tantance ire-ire da hanyoyin aiwatar da su.
ii. bayyana amfaninsu.
iii. bayyana rashin amfaninsu.
iv. bayyana tasirin zamani a kansu.

(c) KAYAYYAKIN BU?ATUN RAYUWA (MATERIAL CULTURE)

Candidates should focus on:

(a) na buƙatun cikin gida (household) – tufafi da karikitan cikin gida.
(b) na sauran buƙatu (others) – gine-gine da girke-girke da sauransu.
(c) tasirin zamani a kan kayayyakin buƙatuwa.

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya):

i. tantance kayayyakin buƙatun rayuwar Bahaushe.
ii. tantance amfanin kayayyakin buƙatun rayuwar Bahaushe.
iii. tantance tsarin zamani a kan kayayyakin buƙatu.

(d) MAGUNGUNAN GARGAJIYA (TRADITIONAL MEDICINE)

Candidates should focus on:

i. ire-irensu – sassaƙe-sassaƙe da sauyoyi da na gari da na ruwa da layu da rubutu;
ii. hanyar amfani da su – sha da shafawa da surace da turare da shaƙawa da taunawa da tsotsawa da ɗaurawa da liƙawa;
iii. awo da kimantawa;
iv. ayyukansu – riga-kafi da warkarwa;
v. tasirin zamananci a kansu
(vi) tasirin zamani a kansu.

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya):

i. kasafta ire-iren magunguna da hanyoyin amfani da su;
ii. zayyana hanyoyin amfani da su;
iii. nuna amfaninsu;
iv. nuna tasirin zamananci a kan su.

(e) RAYUWAR HAUSAWA (HAUSA RITE DE PASSAGE)

Candidates should focus on:

(i) haihuwa (birth) –ɗaukar ciki da goyon ciki da haihuwa da shayarwa da al’adun makon haihuwa da wanka da ɓanti da yaye da kaciya da samartaka;
ii. aure (marriage) – ire-irensa da nema da baiko da ɗaurin aure da biki da zaman aure da saki da zawarci;
iii. mutuwa (death) – faɗar mutuwa da wanka da salla da jana’iza da zaman makoki da sadaka da takaba da gado
iv. Tasirin zamani akan rayuwar Hausawa.

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya):

i. bayyana al’adun da ke tattare da ɗaukar ciki har zuwa haihuwa;
ii. bayyana al’adun neman aure har zuwa tarewa;
iii. bayyana hanyoyin faɗar mutuwa zuwa rabon gado
iv. bayyana al’adun da ke tattare da ɗaukar ciki har zuwa haihuwa;
v. bayyana al’adun neman aure har zuwa tarewa;
vi. bayyana hanyoyin faɗar mutuwa zuwa rabon gado

(f) SANA’O’IN GARGAJIYA (TRADITIONAL OCCUPATIONS)

Candidates should focus on:

i. ire-irensu – noma da ƙira da jima da kasuwanci da wanzanci da sassaƙa da farauta da dukanci da saƙa da kitso da rini da fawa da fafar ƙorai, da sauransu;
ii. yanayinsu – hanyoyin gadon su da kayayyakin yin su da matakan tafiyar da su da muhimmancinsu;
iii. kayayyaki ko amfanin da suke samarwa;
iv. sarautunsu
vi. sana’o’i masu dangantaka da jinsi – aikatau da ƙwadago; kitso da aski.

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya):

i. tantance ɗabi’un masu sana’a;
ii. tantance kayayyakin da ake sana’antawa;
iii. tantance sana’o’in maza da na mata;
iv. zayyana kayayyakin sana’o’in;
v. tantance hanyoyin gadon sana’o’in;
vi. zayyana amfanin kayayyakin;
vii. bayyana sarautun sana’o’in;
vii. bambanta sana’o’in maza da na mata

(g) SARAUTUN GARGAJIYA (TRADITIONAL AUTHORITY)

Candidates should focus on:

ire-irensu – sarki da hakimai da dagatai da masu unguwanni;
ii. na bayin sarki – shantali da jakadiya da baraya da sauransu;
iii. masu alaƙa da addini; liman da alƙali;
iv. ayyukansu;

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya):

i. zayyana su ta fuskar ire-iren muƙamai;
ii. tantance aikin kowane muƙami;
iii. tantance mahimmancin kowane muƙami.
iv. zayyana hawa-hawan muƙami

(h) ZAMANTAKEWA (SOCIAL INSTITUTIONS)

Candidates should focus on:

i. tsarin zaman iyali da zaman gandu da dangantakar kishiyoyi da ‘yan uwantaka da barantaka da agolanci;
ii. maƙwabtaka;
iii. aikin gandu da na gayya;
iv. abota da ƙawance
v. gaisuwa da karimci
vi. tasirin zamani a kan zamantakewa.

After reading, candidates should be able to (Lallai ne waɗanda za su rubuta jarabawa su iya):

i. bayyana tsarin dangantaka da ma’amalar Hausawa;
ii. bayyana mahimmancinsu a zamantakewar Hausawa
iii. tantance ire-iren tasirin zamani a kan al’adun zamantakewa.

3. Adabi (Literature)

Note: From (a) – (d) are ADABIN BAKA (ORAL LITERATURE). While from (e) – (f) are RUBUTACCEN ADABI (WRITTEN LITERATURE).

Under Adabi (Literature), their are seven (7) sub-topics. They include:

(a) MAGANGANUN AZANCI (FOLK – SAYINGS)

Candidates should focus on: take da kirari da habaici da zambo da karin magana da kacici-kacici da salon magana da adon harshe.

Lallai ne waɗanda za su rubuta jarabawa su iya (After reading, candidates should be able to):

i. tantance sigogi da bayyana hanyoyin amfani da su;
ii. naƙalta da amfani da kalmomin da suka dace da maganganun azanci.

(b) WAƘOƘI NA BAKA (ORAL SONGS)

Candidates should focus on:

i. ire-irensu – na fada da na jama’a da na maza da sauransu:
ii. jigo da salo da zubi da tsari da mawaƙi da kayan kiɗa da abin da aka waƙe.
iii. waƙoƙin aiki: na niƙa da daɓe da na daka da na talla da sauransu;
iv. Waƙoƙin yara (maza da mata); na aure da na dandali da sauransu;

Lallai ne waɗanda za su rubuta jarabawa su iya (After reading, candidates should be able to):

i. mayyaze ire-iren waƙoƙin baka;
ii. tantance masu yin ire-iren waƙoƙin;
iii. rarrabe sigogi da jigo da salailai da zubi da kayayyakin aiwatar da su

(c) WASANNIN KWAIKWAYO NA GARGAJIYA (TRADITIONAL DRAMA)

Candidates should focus on:

i. Na yara:
– ire-iren su langa da wasan’yartsana da tashe da wasan gauta da dokin kara da sauransu;
– yadda ake yin su.
– muhimmancinsu

ii. Na manya:
– ire-iren su ‘yan kama da kalankuwa da hoto da wowwo da tashe, da sauransu;
– yadda ake yin su;
– muhimmancinsu

Lallai ne waɗanda za su rubuta jarabawa su iya (After reading, candidates should be able to):

i. tantance nau’o’in waƙoƙin aiki.
ii. tantance masu yin waƙoƙin aiki.
iii. bambance sigogin waƙoƙin yara.
***
i. tantance sigogin wasannin kwaikwayo na gargajiya.
ii. tantance hanyoyin gudanar da wasannin kwaikwayo na gargajiya.
iii. tantance muhimmancin wasannin kwaikwayo na gargajiya.

(d) ZUBEN BAKA (NARRATIVES)

Candidates should focus on: Irin su tatsuniya da almara da hikaya da ƙissa da tarihi.

Lallai ne waɗanda za su rubuta jarabawa su iya (After reading, candidates should be able to):

i. tantance nau’o’ in zuben baka.
ii. amfani da kalmomin da suka dace da kan labari.

jamb recommended texts for literature

JAMB Syllabus for All Subjects

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ENGLISH LANGUAGE JAMB SYLLABUS
MATHEMATICS JAMB SYLLABUS
BIOLOGY JAMB SYLLABUS
PHYSICS JAMB SYLLABUS
CHEMISTRY JAMB SYLLABUS
AGRICULTURAL SCIENCE JAMB SYLLABUS
HOME ECONOMICS JAMB SYLLABUS
LITERATURE-IN-ENGLISH JAMB SYLLABUS
GOVERNMENT JAMB SYLLABUS
CHRISTIAN RELIGIOUS STUDIES (CRS) JAMB SYLLABUS
ISLAMIC RELIGIOUS STUDIES (IRS) JAMB SYLLABUS
ECONOMICS JAMB SYLLABUS
PRINCIPLE OF ACCOUNT JAMB SYLLABUS
COMMERCE JAMB SYLLABUS
GEOGRAPHY JAMB SYLLABUS
MUSIC JAMB SYLLABUS
HAUSA JAMB SYLLABUS
IGBO JAMB SYLLABUS
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FRENCH JAMB SYLLABUS
ARABIC JAMB SYLLABUS
ART JAMB SYLLABUS
HISTORY JAMB SYLLABUS

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