WAEC SSCE - English Language - 2025 (Essay)

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                                                                                              32 Greenfield Estate,

                                                                                              Lekki, Lagos.

                                                                                              6th March, 2026.

Dear Kevin,

I was absolutely over the moon to receive your last letter! Reading that you are seriously considering transferring to my school for your final years of secondary education is easily the best news I have heard all year. I have spent the last few days imagining how much fun we would have navigating our senior year together. Since you asked for the "real gist" of what to expect, I have put together a detailed breakdown to help you and your parents make this big decision.

First things first, let’s talk about the academics. You know I’m passionate about linguistics, and I can honestly say this school is a great fit for that. We follow the WAEC syllabus strictly, which is quite a jump from what you are used to abroad. It is intensive, but the teachers here, especially in the English and Science department, are incredibly supportive. They don’t just lecture; they encourage us to engage with the material. However, be prepared for the workload! We have "Continuous Assessment" tests almost every three weeks, and they actually count toward our final grades, so you have to stay on your toes from day one.

Beyond the books, the social atmosphere is where the school really shines. We recently had our inter-school sports festival at the City Stadium, and as the Sports Prefect, I can tell you the energy was unlike anything else. Our relay team actually broke a district record! You’ll definitely want to join one of the houses: Red, Blue, Green or Yellow, because the rivalry during Inter-House sports is legendary. Even if you aren't a track star, the cheering and the camaraderie are something you shouldn't miss.

Now, for some practical advice. Lagos is a vibrant, bustling city, but it can be a bit of a culture shock if you’re coming from a quieter environment. Our school is a bit of a serene bubble within the chaos of Lekki, but you still need to be "street smart." Also, the school is quite particular about the dress code. You’ll need to get your uniforms, including the Friday traditional wear and the sports kits, from the bursary as soon as you arrive. I’d also recommend brushing up on some local slang so you don't feel left out during lunch breaks at the buttery!

Regarding your living arrangements, if you’re staying in the hostel, you’ll need to bring a sturdy trunk, a mosquito net, and a good rechargeable lamp for those inevitable "lights out" study sessions. The hostel master is firm but fair, though he has a zero-tolerance policy for lateness to the dining hall.

I am already planning all the places I’ll take you once you settle in. From the best suya spots near the estate to the quietest corners of the school library where we can hide away to study for the Mock exams, it’s going to be an unforgettable experience.

Please give my warmest regards to your parents. Let me know if they need me to go to the Registrar’s office to pick up any specific prospectuses or admission forms for them. I’m counting down the days until you get here!

Yours sincerely,

Oluoma.

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Report on the Annual Inter-School Sports Festival

To: The Principal, Jaiyeola Comprehensive High School

From: The Sports Prefect

Date: 6th March 2026

The purpose of this report is to provide a comprehensive account of our school’s participation in the recently concluded Inter-School Sports Festival. The event, which involved twelve secondary schools from within the district, took place from the 24th to the 26th of February 2026 at the City Stadium. Our school was represented by a contingent of fifty athletes and five officiating staff members.

In anticipation of the festival, our athletes underwent rigorous training sessions for four weeks under the supervision of the Physical Health Education (PHE) department. The school management provided necessary kits and refreshments, which significantly boosted the morale of the team. We departed the school premises at 7:30 am on the opening day and were promptly registered at the venue.

The festival featured various track and field events, including the 100m sprint, long jump, high jump and relay races. Our school performed exceptionally well in the track events. Our senior boys’ team clinched the Gold medal in the 4 X 100m relay. Furthermore, Master John Chukwunendu won Silver in the 200m sprint. In the high jump, we secured a Bronze medal, though we faced stiff competition in the shot put and discus throws. Our school team reached the semi-finals but was narrowly defeated in a penalty shootout.

Despite our successes, a few challenges were noted. Firstly, the late arrival of the chartered bus on the second day caused a slight delay in our warm-up routine. Secondly, two of our key athletes sustained minor muscle pulls due to the hardness of the track, although they were promptly treated by the first-aid team.

Overall, the festival was a success, and our school placed 4th out of the 12 participating institutions. To improve our performance in the next edition, I recommend the early procurement of professional spiked shoes to provide better grip on the stadium track. I also recommend the invitation of a professional coach to assist our PHE teachers in specialised field events like the javelin and discus.

The discipline displayed by our students throughout the event was commendable, and they served as excellent ambassadors for the school.

(Signature)

Jane Ayomikun,

Sports Prefect

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a. She left home to meet "The Pathfinder" (Dr Felix Adoka) at a junction to give him a parcel containing her three months' savings for her son who was studying at a university in the city.

b. The two difficultioes Mma Koku faced on her way to meet The Pathfinder includes:

i. She was a frail, elderly woman with poor eyesight ("rheumy eyes") and delicate health.

ii. She had to navigate muddy potholes from previous rain and was eventually caught in a heavy rainfall that left her drenched.

c. He was the very first person from the village of Koomla to earn the highest postgraduate degree (a PhD).

d. Two indications that Mma Koku was poor include:

i. She was wearing a "threadbare sweater over an equally aged wrapper".

ii. She had to save for three months just to provide the "widow's mite" (a small amount of money) she sent to her son.

e. His attitude was one of respect, empathy and kindness.

f. She expected and prayed that her son would amount to something in this life and turn out well through his university education.

g. She is in her early seventies.

h. The figure of speech used is personification.

i. i. Adverbial clause of time.

ii. It modifies the verb "shall see".

j. i. delicate: frail, fragile, weak

ii. ominous: threatening, menacing, foreboding

iii. an obligation: a duty, a responsibility, a debt

iv. overcast: cloudy, dark, gloomy

v. pensively: thoughtfully, reflectively, deeply in thought

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The Auction of Dreams

Elias had spent three years saving every spare coin for a very specific goal: a vintage 1950s printing press. As an aspiring independent publisher, he didn't just want any machine; he wanted the Heidelberg Windmill, a masterpiece of engineering that would give his books a soul that digital printers simply couldn't match.

The day of the regional estate auction arrived, and Elias sat in the front row, his palms damp. He had managed to scrape together £2,500. He knew it was a modest sum, but he hoped the remote location of the auction would deter the big-city collectors.

When the lot finally came up, the bidding started at £1,000. Elias’s heart soared. He bid £1,500. A man in the back immediately countered with £2,000. Elias went to £2,200. The stranger went to £2,500.

Elias felt the air leave his lungs. He pushed his luck. "Two thousand, five hundred and fifty!" he called out, adding the emergency cash from his pocket.

"Three thousand," the stranger said calmly.

The gavel fell. The dream was gone. Elias walked out of the hall, his chest tight with a mixture of anger and grief. He was ready to give up entirely. If he couldn't have the Heidelberg, he told himself, he didn't want to print at all.

As he walked toward the car park, an elderly man named Arthur, who had been watching the auction, caught up with him.

"Tough luck, son," Arthur said. "But you know, I have an old tabletop Adana press in my shed. It’s small—you can only print one page at a time, and it needs a bit of oil—but it works. I’d let it go for £300."

Elias scoffed. "An Adana? That’s a hobbyist’s toy. I’m trying to start a publishing house. I need the Heidelberg or nothing."

"Well," Arthur shrugged, "nothing is exactly what you have right now. With the Adana, you could at least print your first collection of poems. You’d be a publisher by sunset."

Elias stopped. He looked at his empty hands, then back at the auction hall where the big machine was being loaded onto a truck. He realised that his pride was keeping him stationary. If he waited until he had the "perfect" setup, he might never start.

He bought the small press. It was slow, and it required twice the effort, but two months later, Elias held the first physical copy of a book he had printed himself. It wasn't the "full loaf" he had envisioned, but that half-loaf fed his career and kept his dream alive until he could eventually afford the rest.

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REVIVING THE HEARTBEAT OF LEARNING: THE CASE FOR SCHOOL CLUBS AND SOCIETIES

By: Oluoma Chidi

In the modern educational landscape, there is a growing, dangerous tendency to view schools solely as "grade factories." We focus so intensely on the curriculum and examination results that we have inadvertently allowed the vibrant culture of school clubs and societies to wither away. However, as any seasoned educator will tell you, a school without active societies is like a body without a heartbeat. There is an urgent need to revive these clubs to ensure a truly holistic education for the 21st-century student.

Firstly, clubs and societies are the primary incubators for leadership and soft skills. While a mathematics classroom teaches logic, the Literary and Debating Society teaches the art of persuasion, confidence, and public speaking. In a world where emotional intelligence and collaboration are increasingly valued by employers, the "hidden curriculum" found in the Press Club or the Jet Club is indispensable. These platforms allow students to take initiative, manage peers and solve real-world problems - skills that cannot be fully captured in a standardised test.

Furthermore, these societies bridge the gap between theoretical knowledge and practical application. A student in the Agricultural Club doesn't just read about soil erosion; they get their hands dirty in the school garden. This aligns perfectly with the "active learning pathways" that modern pedagogy advocates. When students engage in hobbies through the Music Club or the Drama Society, they find a healthy outlet for stress, which significantly improves their mental well-being and, ironically, their academic performance.

Finally, clubs foster a sense of community and belonging. In a large school, it is easy for a student to feel like just another number. However, being a member of a niche group, like the Chess Club or the Red Cross Society, provides a support system and a sense of identity. To revive these groups, school management must allocate dedicated time within the weekly timetable for club activities and provide modest funding for their projects.

In conclusion, education must be more than the pursuit of an "A" grade. We must revive our clubs and societies to produce well-rounded individuals who are not only academically sound but also socially competent and emotionally resilient.