According to Hot (2000), the word “Identification is defined as the process of showing, providing or recognizing who or what somebody or something is”.
Therefore, the identification of difficult teaching and learning topics in SS3 physics, chemistry and English language curricula in Nigeria can be seen as the process of showing or providing or recognizing the difficult topics in teaching and learning physics, chemistry and English language in SS3 curricula in Nigeria.
But, in order to identify the difficult teaching and learning topics in SS3 physics, chemistry and English language curricula, we have to look into how the definitions of the word curriculum have been offered by different educationists.

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Curriculum, according Hosford (2005) in Badmus (2006), is a set of experiences planned to influence learners towards the goal of an organization. However, Lawis and Niel (2002) cited in Akanybon (2007) define curriculum as a set of intentions about opportunities for engagement of person to be educated with other persons and with things (all bearers of information, process, techniques and values) in certain arrangement of time and space.
On the other hand, Tanner and Tanner (2000) in Akangbon (2007) see curriculum as the cumulative tradition of organized knowledge, modes of thought, a planned learning environment, cognitive/affective content and process, an instructional plan, instructional outcomes and a technological system of production.
Therefore, the content of the curriculum and the methods employed to present the content have to be determined by the nature of the society and the nature of the learner.Chemistry is one of the three main branches of pure sciences, the other two being biology and physics. Chemistry deals with the composition, properties and uses of matter. It probes into the principles governing the changes that matter undergoes. So, it is not, of course, for those who teach chemistry in schools to concern themselves directly with the economic future of the nations for which they work. But it remains a fact that students want to do useful things and that they will profit from being shown how they can contribute to a dynamic part of their country’s industry. This provides an added reason for teaching chemistry in school.
The teaching and learning of chemistry, on the other hand, is not a simple job for those who teach the subject and learners. The fact that some terms in chemistry cannot be observed or be related to the physical activities, makes the teaching and learning of some topics in chemistry very difficult for teachers and students. In other words, the teaching and learning of some topics in chemistry involves mathematical expression and critical thinking.
Physics is the science concerned with the study of physical objects and substances and of natural forces such as light, heat and measurement. As physics is based on exact measurements, every such measurement requires two things; first a member or quantity, and secondly a unit. All branches of it deal inevitably with difficulties whose solution, are often envisaged to benefit humanity. Unfortunately, some students in SS3 hardly register the subject in the SSCE examinations because they find some of its topics very difficult to understand. Many reasons, according to Charles and Chester (2001), might be broadly deduced for students’ poor performance in physics and these included: Psychological factors like confidence, cognitive styled decisiveness, ideational fluency, intellectual ability attitude, curiosity and so on.