Nursery 1 Scheme of Work Unified

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Contents

NURSERY 1 SCHEME OF WORK UNIFIED FOR PRESCHOOL NURSERY 1 HEALTH HABITS SCHEME OF WORK FIRST TERM NURSERY 1 HEALTH HABITS SCHEME OF WORK SECOND TERM NURSERY 1 HEALTH HABITS SCHEME OF WORK THIRD TERM NURSERY 1 HANDWRITING SCHEME OF WORK FIRST TERM NURSERY 1 HANDWRITING SCHEME OF WORK SECOND TERM TOPIC/PATTERN LINES IN DOUBLE FORMATION LINES IN DOUBLE PUPILS’ ACTIVITIES MATERIALS FORMATION INTERSECTING SLANT LINES (Right)MID-TERM ASSESSMENT/TES T MID-TERM BREAK INTERSECTING SLANT LINES (Mixed Patterns)CIRCLES (Large)CIRCLES (Small) & SEMI-CIRCLES REVISION OF SECOND TERM WORK NURSERY 1 HANDWRITING SCHEME OF WORK THIRD TERM NURSERY 1 LITERACY SCHEME OF WORK FIRST TERM NURSERY 1 LITERACY SCHEME OF WORK SECOND TERM NURSERY 1 LITERACY SCHEME OF WORK THIRD TERM NURSERY 1 NUMERACY SCHEME OF WORK FIRST TERM NURSERY 1 NUMERACY SCHEME OF WORK SECOND TERM NURSERY 1 NUMERACY SCHEME OF WORK THIRD TERM NURSERY 1 PRE-SCIENCE SCHEME OF WORK FIRST TERM NURSERY 1 PRE-SCIENCE SCHEME OF WORK SECOND TERM NURSERY 1 PRE-SCIENCE SCHEME OF WORK THIRD TERM SOCIAL HABITS SCHEME OF WORK FIRST TERM NURSERY 1 SOCIAL HABITS SCHEME OF WORK SECOND TERM NURSERY 1 SOCIAL HABITS SCHEME OF WORK THIRD TERM Preprimary School Scheme of Work Unified Links

First Term, Second Term and Third Term Unified Scheme of work for Nursery 1 School Education for Private and Public School Compliance with the Government Approved New National Curriculum NERDC (Nigerian Educational Research and Development Council) and NAPPS (National Association of Proprietors of Private Schools) for Early Childhood Education Development.

The Subjects includes; Literacy (Letter Work), Numeracy (Number Work), Handwriting, Health Habits, Social Habits, Basic science and technology, Civic Education, Physical and Health Education, Personal Development, Creativity, Songs and rhymes etc.

NURSERY 1 SCHEME OF WORK UNIFIED FOR PRESCHOOL

Health habits

Handwriting

Literacy

Numeracy

Pre-science

Social habits

NURSERY 1 HEALTH HABITS SCHEME OF WORK FIRST TERM


WEEK	TOPIC	CONTENT	TEACHER’S	PUPIL’S	RESOURCES
			ACTIVITIES	ACTIVITIES
1	IDENTIFYING PARTS OF THE HUMAN BODY (Part 1)	The head The neck The shoulders The arms Functions of each body part	Sing “Head, Shoulders, Knees and Toes” Point to and name each body part on self Use large body part charts/posters Let children touch and identify parts on themselves Use mirrors for self- identification Play “Simon Says” with body parts Use dolls to	Touch their own head Touch their own neck Touch their shoulders Touch their arms Sing body part songs Point to parts when named Look in mirror Follow “Simon Says” instructions	Large body chart, mirror, dolls, body parts flashcards, “Head, Shoulders, Knees and Toes” song chart
			show body
			parts
2	IDENTIFYING PARTS OF THE HUMAN BODY (Part 2)	The chest The stomach/belly The back The waist The hips Review all parts learned	Continue body part identification Use body outline drawings Let children lie on paper and trace outline Label body parts on drawings Practice	Identify chest, stomach, back Touch waist and hips Lie down for body tracing Color body part pictures Sing and dance to body songs Play body part games	Large paper for tracing, crayons, body outline worksheets, full-length mirror, body part puzzle


			touching each part Use more body songs and games Review Week
			1 parts
3	SIMPLE HEALTH HABITS – Hand Washing (Part 1)	Why we wash our hands When to wash hands: Before eating After eating After using the toilet Proper hand washing steps	Demonstrate proper hand washing technique Show germs with glitter demonstration Teach hand washing song (20 seconds) Practice at sink with all children Use posters showing hand washing steps Discuss importance of clean hands Make it a	Watch hand washing demonstration Practice washing hands properly Count to 20 while washing Sing hand washing song Wash hands before snack time Wash hands after toilet Learn to use soap	Sink, soap, towels, hand washing poster, glitter for germs demonstration, hand washing song chart, step-by-step pictures
			daily routine
4	SIMPLE HEALTH HABITS – Hand Washing (Part 2)	More times to wash hands: After playing After touching animals After touching refuse/dirt After sneezing Consequences of dirty hands	Continue hand washing practice Show pictures of situations requiring hand washing Discuss germs and sickness Use story about dirty hands Practice in various scenarios Reinforce hand washing	Practice washing after play Learn when hands are dirty Identify situations needing hand washing Wash hands independently with supervision Tell when to wash hands Make hand washing a habit	Hand washing scenarios pictures, germs story book, soap, water, towels, dirt demonstration materials


			routine
			– Check
			children’s hand
			washing skills
5	MIDTERM EXAMINATION	Assessment of Topics Covered in Weeks 1-4	– Point to body parts and ask children to identify	Point to body parts when asked Touch and	Assessment checklist, body chart, hand washing station, observation forms
			– Observe	name body
			children	parts
			identifying	– Demonstrate
			body parts on	hand washing
			themselves	– Tell when to
			– Watch	wash hands
			children wash	– Show proper
			hands properly – Ask questions about when to	hand washing technique
			wash hands
			– Practical
			hand washing
			demonstration
			– Record
			observations
6	MIDTERM BREAK	Rest and
		Relaxation Period
7	SIMPLE HEALTH HABITS – Covering Mouth and Nose (Part 1)	Why we cover our mouth and nose When sneezing When coughing	Demonstrate proper covering technique Show picture	Practice covering mouth when coughing Practice covering nose	Tissues, tissue box, elbow demonstration, germs spreading poster, cough/sneeze etiquette pictures, dustbin for tissues
		– How to cover	of germs	when sneezing
		properly (with elbow or tissue)	spreading – Practice using tissue or elbow	Use tissue properly Sneeze into
			– Role-play	elbow if no
			sneezing and	tissue
			coughing	– Watch
			– Teach “sneeze	demonstrations
			into elbow”	– Role-play
			song – Provide	scenarios
			tissues in
			classroom


			– Model good
			behavior
			constantly
8	SIMPLE HEALTH HABITS – Covering Mouth and Nose (Part 2)	Covering mouth when yawning Disposing tissues properly Washing hands	Continue practicing good habits Teach proper tissue disposal	Cover mouth when yawning Throw tissues in bin Wash hands	Tissues, dustbin, puppets, hand washing station, courtesy posters, stickers for good behavior
		after	– Link to hand	after sneezing
		sneezing/coughing	washing after	– Practice all
		– Being considerate	sneezing	covering habits
		of others	– Discuss spreading	– Be considerate of friends
			germs to others	– Remember to
			– Use puppets to demonstrate	use tissue
			– Practice all
			covering
			behaviors
			– Reinforce
			with positive
			feedback
9	HOW TO STAY HEALTHY (Part 1)	Eating good food Drinking clean water	– Discuss healthy foods vs unhealthy	Identify healthy foods Learn to drink	Healthy food pictures, fruits (real or plastic), water bottles, exercise mat, health habits chart, food sorting cards
		– Getting enough	foods	water regularly
		sleep/rest	– Show food	– Talk about
		– Playing and	pictures (fruits,	sleep time
		exercising	vegetables) – Talk about	– Do simple exercises
			water	– Jump, run,
			importance	play
			– Discuss	– Sort
			bedtime and sleep – Lead simple	healthy/unhealt hy food pictures
			exercises
			– Use health
			posters
			– Teach healthy
			habits song
10	HOW TO STAY HEALTHY (Part 2)	Staying clean (bathing daily) Wearing clean	– Discuss daily bathing importance	Learn about daily bath Recognize	Doll for bathing


		clothes Keeping nails short and clean Visiting the doctor when sick Avoiding sick people	Show clean vs dirty clothes Check children’s nails (gently) Talk about doctor visits Teach staying away when friends are sick Use health stories Create health	clean clothes Show their nails Learn about doctor Understand sickness Complete health checklist Share healthy habits	demonstration, clean/dirty clothes pictures, doctor play set, health checklist chart, hygiene story books
			checklist
11	REVISION	Review all topics from First Term	Review all body parts with games Practice hand washing again Review covering mouth/nose Discuss staying healthy Use songs and games for revision Informal	Identify all body parts Demonstrate hand washing Show covering techniques Tell healthy habits Participate in revision games Sing all learned songs	All materials from term, revision games, body chart, hand washing station, health posters
			assessment
			through play
12	EXAMINATION	End of Term Assessment	– Comprehensive body parts assessment Practical hand washing test Observe covering behaviors Question about staying healthy Record	Show all learned skills Name body parts Wash hands properly Cover mouth and nose Tell healthy habits	Assessment forms, all teaching materials, progress report cards

NURSERY 1 HEALTH HABITS SCHEME OF WORK SECOND TERM


WEEK	TOPIC	CONTENT	TEACHER’S ACTIVITIES	PUPIL’S ACTIVITIES	RESOURCES
1	HOW TO CARE FOR OUR TEETH (Part 1)	Parts of the mouth (teeth, tongue, lips) Functions of the mouth: To talk To eat To sing Functions of teeth: To bite To chew To tear To grind	Show large teeth model Let children touch their own teeth Use mirror for teeth inspection Demonstrate biting, chewing with apple Discuss different uses of mouth Sing songs about teeth Show	Open mouth and look in mirror Touch their own teeth Count teeth (simple) Practice biting (with apple slice) Practice chewing Sing with mouth Talk about teeth	Large teeth model, mirrors, apple slices, teeth pictures, mouth diagram, dental health posters
			pictures of
			healthy teeth
2	HOW TO CARE FOR OUR TEETH (Part 2)	Function of the tongue: To taste To swallow To talk How to care for teeth: Brush regularly (morning & night) Avoid too many sweets Rinse mouth after eating Use dental floss (with parents) Use mouthwash (age-appropriate) Visit dentist	Demonstrate tongue functions with tasting Show proper tooth brushing technique Use large toothbrush and teeth model Discuss harmful effects of too many sweets Practice rinsing mouth Talk about	Touch their tongue Taste safe foods (sweet, sour) Practice brushing motion Brush teeth (if brought toothbrush) Rinse mouth with water Learn about dentist Sing brushing song Practice for	Large toothbrush, teeth model, individual toothbrushes (optional), safe tasting foods, cups for rinsing, dentist pictures, timer, brushing song chart


		regularly	dentist visits Teach tooth brushing song (2 minutes) Let children practice with own toothbrush	2 minutes
3	CLEANLINESS – Taking Care of Our Environment	Keeping classroom clean Putting trash in dustbin Not littering Keeping school compound clean Keeping home clean Why cleanliness is important	Organize classroom cleanup activity Show proper waste disposal Discuss importance of clean environment Take children on school cleanup walk Use “Keep Clean” songs Assign daily cleanup tasks Praise clean	Pick up trash and put in bin Keep desk area clean Participate in cleanup Learn not to litter Help keep classroom tidy Throw wrappers in dustbin Take pride in clean space	Dustbins, cleaning tools (child-safe), trash bags, cleaning gloves, clean/dirty environment pictures, cleanup chart
			behavior
4	GOOD TABLE MANNERS	Washing hands before eating Sitting properly at table Using spoon/fork correctly Chewing with mouth closed Not talking with mouth full Saying “Please” and “Thank you” Cleaning up after eating	Demonstrate good table manners Set up proper dining scenario Practice using utensils correctly Model proper eating behavior Discuss mealtime courtesy Practice during snack	Wash hands before snack Sit properly at table Hold spoon correctly Practice chewing with mouth closed Wait to talk until swallowing Say “Please” and “Thank you” Clean eating	Table setting, plates, spoons, forks, cups, napkins, table manners posters, good/bad manners picture cards, snacks for practice


			time – Use picture cards of good/bad manners	area
5	MIDTERM EXAMINATION	Assessment of Topics Covered in Weeks 1-4	Test teeth and mouth knowledge Observe tooth brushing technique Check environmental cleanliness habits Assess table manners during snack time Record	Name teeth functions Show brushing technique Dispose trash properly – Demonstrate good table manners Answer simple questions	Assessment checklist, teeth model, toothbrush, dustbin, table setting, observation forms
			observations
6	MIDTERM BREAK	Rest and Relaxation Period
7	TOILET HYGIENE	Using the toilet properly Flushing after use Washing hands after toilet Keeping toilet clean Telling teacher when need toilet Not playing in toilet	Show proper toilet use (age- appropriate) Demonstrate flushing Review hand washing after toilet Discuss toilet cleanliness Teach children to ask permission Use social story about toilet use Establish	Learn to use toilet properly Flush after use Wash hands with soap Keep toilet clean Ask teacher when need toilet Follow toilet rules	Toilet demonstration (toy toilet or pictures), hand washing station, toilet hygiene posters, social story book, toilet routine chart


			toilet routine
8	SAFETY – Harmful and Sharp Objects (Part 1)	Identifying sharp objects: Knife Scissors Needle Broken glass Razor Dangers of sharp objects Not touching without adult	Show pictures of sharp objects (never real dangerous ones) Discuss why sharp objects are dangerous Teach “Don’t touch, tell an adult” Use safety stories Role-play safe behavior Teach safety rules Use warning signs	Recognize sharp objects in pictures Learn to say “No, dangerous” Practice telling adult Understand “Don’t touch” Look but don’t touch sharp things Learn safety rules	Sharp objects pictures (sealed), safety posters, safety story books, warning sign cards, role- play props
9	SAFETY – Avoiding Accidents at School and Home (Part 2)	Not running indoors Walking carefully on stairs Not climbing on furniture Not playing with fire/matches Not playing with electrical outlets Not putting things in mouth, nose, ears Playing safely	Demonstrate safe behavior Practice walking (not running) indoors Show safe stair use Discuss fire danger (age- appropriate) Show electrical safety Teach “No putting things in body openings” Establish safety rules	Practice walking indoors Walk carefully on stairs Play safely Learn about fire danger Stay away from outlets Keep objects out of body Follow safety rules	Safety posters, stair demonstration, fire safety pictures, electrical outlet covers (to show), safety rules chart, safe play area
10	ROAD SAFETY	– Looking both ways before crossing	Make traffic light model Practice road	Learn traffic light colors Practice	Traffic light model (red, yellow, green),


		Holding adult’s hand near road Understanding traffic lights: Red means STOP Yellow means WAIT/CAREFUL Green means GO Walking on sidewalk/footpath Not playing near roads	crossing in classroom Teach road safety song Discuss holding adult’s hand Use road safety stories Role-play safe road behavior Show road signs Create road	“Stop, Look, Listen” Pretend to cross road safely Hold teacher’s hand (practice) Sing road safety song Recognize pedestrian crossing Play road	road safety posters, toy cars, road crossing mat, road safety story books, pedestrian crossing picture
			safety	safety games
			scenario
11	REVISION	Review all topics from Second Term	Review teeth care and functions Practice cleanliness habits Review table manners Practice toilet hygiene Review all safety rules Use games and songs	– Demonstrate teeth brushing Show good table manners Practice safety behaviors Tell about toilet hygiene Identify dangers Follow all	All materials from second term, revision games, safety charts, health posters
				learned rules
12	EXAMINATION	End of Term Assessment	Assess teeth care knowledge Observe cleanliness and manners Test safety awareness Check toilet hygiene understanding Record	Show teeth brushing – Demonstrate table manners Identify safety hazards Tell safety rules Show learned	Assessment materials, all teaching aids, progress forms

NURSERY 1 HEALTH HABITS SCHEME OF WORK THIRD TERM


WEEK	TOPIC	CONTENT	TEACHER’S ACTIVITIES	PUPIL’S ACTIVITIES	RESOURCES
1	ILLNESS – Causes and Prevention (Part 1)	What is illness/sickness Common childhood illnesses: Cold/Cough Fever Stomach ache Malaria Signs of being sick Telling adults when sick	Explain sickness in simple terms Discuss common symptoms (fever, cough) Teach children to tell teacher if they feel bad Use dolls to show sick behavior Read sickness story books Discuss what doctor does Teach empathy	Learn what sickness is Recognize feeling unwell Learn to tell adult if sick Practice saying “I don’t feel well” Be kind to sick friends Understand doctor helps Learn illness	Doll (sick doll), doctor play set, thermometer (toy), illness story books, symptom picture cards, doctor/hospital pictures
			for sick friends	signs
2	ILLNESS – Causes and Prevention (Part 2)	Causes of diseases: Germs Dirty water Dirty food Mosquito bites How to avoid getting sick: Washing hands Eating clean food Drinking clean water Using mosquito net Getting vaccinations Staying away	Explain germs using glitter again Discuss clean vs dirty water/food Show mosquito net and explain malaria prevention Review hand washing importance Talk about injections/vaccines (without fear) Teach prevention habits Use prevention songs	Learn about germs Identify clean water Choose clean food Learn about mosquito net Understand vaccines help us Practice prevention habits Wash hands to prevent sickness	Glitter for germs demo, clean/dirty water pictures, clean/dirty food pictures, mosquito net, vaccine information (positive), prevention poster
		from sick
		people


3	COMMON RELIGIOUS FESTIVALS – Christmas	What is Christmas When is Christmas (December 25) Why we celebrate Christmas Christmas symbols (tree, star, gifts) How we celebrate Being kind during Christmas	Tell Christmas story (age- appropriate) Show Christmas pictures Discuss Christmas celebrations Make simple Christmas crafts Sing Christmas songs Teach about sharing and kindness Discuss family celebrations	Learn about Christmas Recognize Christmas symbols Make Christmas crafts Sing Christmas songs Talk about Christmas day Learn about giving gifts Practice kindness	Christmas pictures, Christmas tree (small), star, gifts, Christmas story book, craft materials, Christmas songs
4	COMMON RELIGIOUS FESTIVALS – Sallah/Eid	What is Sallah/Eid When is Sallah (after Ramadan) Why Muslims celebrate How it is celebrated Special Sallah clothes Sharing food during Sallah	Tell Sallah story (simple, respectful) Show pictures of Sallah celebrations Discuss Muslim traditions Show traditional Sallah clothes Discuss sharing food with neighbors Teach respect for all religions Sing unity songs	Learn about Sallah See Sallah celebration pictures Learn about sharing Respect different celebrations Learn about special clothes Understand different religions	Sallah celebration pictures, traditional clothes pictures, food sharing images, religious respect posters, unity songs
5	MIDTERM EXAMINATION	Assessment of Topics Covered in Weeks 1-4	Check illness prevention knowledge Assess understanding of religious festivals Test prevention habits Simple questions about Christmas and Sallah	Tell about preventing illness Name Christmas and Sallah Show hand washing Talk about festivals Answer	Assessment materials, illness pictures, festival pictures, observation forms


			– Observe hygiene practices	simple questions
6	MIDTERM BREAK	Rest and Relaxation Period
7	COMMON RELIGIOUS FESTIVALS – Easter	What is Easter When is Easter (March/April) Why Christians celebrate Easter Easter symbols (eggs, bunny, cross) How Easter is celebrated Easter activities	Tell Easter story (age-appropriate) Show Easter pictures Discuss Easter traditions Make Easter crafts (egg coloring) Sing Easter songs Discuss resurrection concept simply Easter egg hunt activity	Learn about Easter Recognize Easter symbols Color Easter eggs Sing Easter songs Participate in egg hunt Make Easter crafts Learn about celebration	Easter pictures, eggs for coloring, Easter baskets, Easter story book, craft materials, Easter songs, toy bunny
8	REVIEW: IDENTIFYING PARTS OF THE BODY	– Comprehensive body parts review: Head to toes Arms, legs, chest, back Elbows, knees, waist Adding new parts: – Wrist, ankle, thigh, shin Functions of body parts	Review all body parts from Term 1 Introduce new parts (wrist, ankle, thigh, shin) Use complete body chart Practice with full body songs Play advanced body part games Draw and label body parts Physical activities with body parts	Name all major body parts Touch new body parts Learn additional parts Draw body and label Play body games Dance and use all body parts Complete body part activities	Complete body chart, full- length mirror, body part flashcards, drawing materials, body outline worksheet, body part songs
9	COMPREHENSIVE HEALTH HABITS REVIEW	All health habits learned: Hand washing Covering	Comprehensive review of all hygiene habits Practice all skills learned	– Demonstrate hand washing – Show teeth brushing	All hygiene materials, hand washing station, teeth


		mouth/nose Teeth brushing Cleanliness Table manners Toilet hygiene – Staying healthy daily	Create health habits checklist Watch children demonstrate skills Discuss daily health routine Reinforce all good habits Celebrate progress	Practice table manners Follow toilet hygiene Keep environment clean Show all learned habits Complete	model, toothbrush, health habits checklist, cleanliness supplies
				health
				checklist
10	COMPREHENSIVE SAFETY REVIEW	All safety rules learned: Sharp objects safety Home and school safety Road safety Accident prevention Being safe everyday	Review all safety topics Practice safety behaviors Role-play safety scenarios Review traffic lights and road crossing Discuss home and school dangers Create safety pledge Test safety knowledge	Name safety rules Identify dangers Practice road crossing Tell traffic light meanings – Demonstrate safe behaviors Take safety pledge Show what they learned	All safety materials, traffic light model, road crossing mat, safety posters, danger pictures, safety pledge chart
11	REVISION	Review all	Comprehensive year review Review body parts, health habits, safety Review religious festivals Review illness prevention Practice all learned skills Use games, songs, activities Final preparation for exam	Participate in full revision – Demonstrate all skills Review body parts Practice all health habits Show safety knowledge Name religious festivals Complete	All materials
		topics from			from entire
		Third Term and Entire Year			year, revision games, comprehensive charts, all
					health and
					safety materials


				revision activities
12	EXAMINATION	End of Year Comprehensive Assessment	Full year assessment Body parts identification Health habits demonstration Safety knowledge test Illness prevention knowledge Religious festivals knowledge Practical demonstrations Record annual	Show all year’s learning Name body parts – Demonstrate health habits Tell safety rules Answer all questions Show good behaviors Complete all	Comprehensive assessment forms, all teaching materials, year- end progress reports, assessment stations
			progress	assessments
13	CLOSING/VACATION	End of School Year	Celebrate successful year Award certificates of achievement Send comprehensive annual reports Give health and safety tips for vacation Graduation ceremony (if applicable) Party and fun	Celebrate achievements Receive certificates and awards Get annual reports Enjoy graduation ceremony Party with friends Prepare for next class	Certificates, awards, annual reports, decorations, treats, graduation materials, party supplies
			activities

NURSERY 1 HANDWRITING SCHEME OF WORK FIRST TERM

WEEK	TOPIC	OBJECTIVES	TEACHERS’ ACTIVITIES	PUPILS’ ACTIVITIES	RESOURCES
1	Pre-Writing Skills (Free Writing)	Develop proper pencil grip Improve hand- eye coordination Build confidence in making marks on paper	Demonstrate correct pencil/crayon holding technique (tripod grip) Guide pupils to take a proper sitting position and grip their pencils properly Encourage pupils as they strive to copy the given patterns Provide large sheets of paper for unrestricted movement	Pupils attempt to perfectly copy given strokes or lines Practice holding pencils and crayons correctly Make free marks, scribbles, and patterns on paper Engage in hand strengthening activities	Writing book, Pencil, Eraser, Chart paper, crayons, play dough
2	Pre-Writing Skills (Free Writing Continued)	Strengthen fine motor control Develop directionality awareness Encourage creative expression	Guide pupils to take a proper sitting position and grip their pencils properly Demonstrate circular, zigzag, and wavy movements Encourage pupils as they strive to copy the given patterns Provide tracing activities	Pupils attempt to perfectly copy given strokes or lines Practice making different types of marks Trace patterns in sand or salt trays Complete simple coloring activities	Writing book, Pencil, Eraser, Sand/salt trays, finger paints, dotted worksheets
3	VERTICAL LINES Writing vertical	Recognize and draw vertical lines Develop top-	– Demonstrate and guide pupils to take a proper sitting position and	– Pupils attempt to perfectly copy given strokes or lines	Writing book, Pencil, Eraser, Chart showing vertical lines,

	lines \|\|\|\| \|\|\|\| \|\|\|\|	to-bottom stroke direction – Improve pencil control	grip their pencils properly Demonstrate drawing vertical lines from top to bottom Encourage and supervise pupils as they strive to copy the given patterns	Draw vertical lines from top to bottom Trace dotted vertical lines Practice on lined paper and slates	dotted worksheets
4	VERTICAL LINES Writing vertical lines \|\|\|\| \|\|\|\| \|\|\|\|	Master vertical line formation Write multiple vertical lines with spacing Develop consistent line length	Demonstrate and guide pupils to take a proper sitting position and grip their pencils properly Demonstrate spacing between vertical lines Encourage and supervise pupils as they strive to copy the given patterns	Pupils attempt to perfectly copy given strokes or lines Practice writing rows of vertical lines Draw vertical lines with proper spacing Create patterns using vertical lines	Writing book, Pencil, Eraser, Worksheets, lined paper
5	MIDTERM ASSESSMENT	Assess understanding of concepts taught Evaluate pencil grip and control Check line formation skills	Prepare assessment sheets Observe individual pupils’ pencil grip Assess free writing and vertical line formation Record pupils’ progress Provide individual feedback	Complete assessment tasks Draw free patterns Write vertical lines independently Demonstrate proper pencil grip	Assessment sheets, observation checklist, pencils, erasers
6	MIDTERM BREAK
7	HORIZONTAL LINES Writing	Recognize and draw horizontal lines Develop left-	– Demonstrate and guide pupils to take a proper sitting position and	– Pupils attempt to perfectly copy given strokes or lines	Writing book, Pencil, Eraser, Charts with

	horizontal lines ——— ——— ———	to-right stroke direction – Understand horizontal orientation	grip their pencils properly Demonstrate drawing horizontal lines from left to right Encourage and supervise pupils as they strive to copy the given patterns	Draw horizontal lines from left to right Trace dotted horizontal lines Practice on different surfaces	horizontal lines, dotted worksheets
8	HORIZONTAL LINES Writing horizontal lines ——— ——— ———	Master horizontal line formation Write multiple horizontal lines with consistent spacing Combine vertical and horizontal lines	Demonstrate and guide pupils to take a proper sitting position and grip their pencils properly Demonstrate spacing between lines Encourage and supervise pupils as	Pupils attempt to perfectly copy given strokes or lines Practice writing rows of horizontal lines Draw horizontal lines with even spacing Create simple	Writing book, Pencil, Eraser, Worksheets, grid paper
			they strive to copy	patterns
			the given patterns
9	Writing of slanting lines e.g.	– Recognize slanting lines	– Demonstrate and guide pupils to	– Pupils attempt to perfectly copy	Writing book, Pencil, Eraser, Chart showing slanting lines, dotted worksheets
	\\\	– Draw slanting	take a proper	given strokes or
	\\\	lines (down-left	sitting position and	lines
	\\\	to right)	grip their pencils	– Draw slanting
		– Develop	properly	lines going down-
		controlled diagonal movements	Demonstrate slanting lines \ Encourage and supervise pupils as	left to right Trace dotted slanting lines Copy slanting
			they strive to copy	line patterns
			the given patterns
10	Writing of slanting lines e.g.	– Master slanting lines	– Demonstrate and guide pupils to	– Pupils attempt to perfectly copy	Writing book, Pencil, Eraser, Pattern charts, worksheets
	///	(up-left to right)	take a proper	given strokes or
	///	– Distinguish	sitting position and	lines
	///	between different slant	grip their pencils properly	– Draw slanting lines going up-left
		directions	– Demonstrate	to right
		– Develop	slanting lines ///	– Practice both

		pattern recognition	– Encourage and supervise pupils as they strive to copy the given patterns	/// and \\ patterns – Create alternating patterns
11	REVISION WEEK	Review all line types covered Consolidate handwriting skills Prepare for examination	Review vertical, horizontal, and slanting lines Revisit proper pencil grip and posture Provide practice exercises for all line types Give individual attention to struggling pupils Conduct group	Practice all line types learned Complete revision worksheets Demonstrate proper writing techniques Participate in group activities Ask questions for clarification	Revision worksheets, charts of all line types, pencils, erasers
			revision activities
12	EXAMINATION WEEK	Assess overall handwriting development Evaluate line formation skills Test pencil control and grip	Administer examination Observe and assess individual performance Evaluate pencil grip, posture, and line formation Record results and observations Prepare report feedback	Complete examination tasks independently Draw vertical lines Draw horizontal lines Draw slanting lines Create basic patterns	Examination papers, observation forms, pencils, erasers
13	CLOSING WEEK	Celebrate achievements Provide feedback to pupils Distribute reports	Review examination results with pupils Celebrate progress and effort Give positive reinforcement and encouragement Distribute report cards Provide tips for	Receive feedback on their work Celebrate their achievements Participate in closing activities Receive report cards Listen to holiday practice tips	Report cards, certificates, display of pupils’ work, treats/rewards
			holiday practice

NURSERY 1 HANDWRITING SCHEME OF WORK SECOND TERM

WEEK

TOPIC/PATTERN

REVISION OF FIRST TERM WORK

Basic lines and curves

LINES IN DOUBLE FORMATION

(Horizontal)

══════

LINES IN DOUBLE

TEACHER’S ACTIVITIES

The teacher reviews first term patterns through demonstration on the board.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher revises horizontal, vertical, and curved lines.

The teacher encourages and supervises pupils as they practice.

The teacher uses songs and rhymes to reinforce learning.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher draws double horizontal lines on the board, showing spacing between lines.

The teacher emphasizes keeping lines parallel and evenly spaced.

The teacher provides dotted guidelines for pupils to trace.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

i. The teacher

PUPILS’ ACTIVITIES

Pupils watch and listen attentively to teacher’s demonstration.

Pupils practice proper sitting position and pencil grip.

Pupils trace and copy basic patterns from first term.

Pupils participate in singing handwriting rhymes.

Pupils attempt to perfectly copy given double line patterns.

Pupils trace dotted double horizontal lines.

Pupils practice maintaining even spacing between lines.

Pupils attempt to draw double lines independently.

Pupils attempt to

MATERIALS

Writing book Pencil

Eraser

Chart with patterns Crayons

Writing book Pencil

Eraser

Ruler (for teacher) Dotted worksheets

Writing book

FORMATION

(Vertical)

║ ║ ║ ║

INTERSECTING SLANT LINES (Right)

>>> >>>

MID-TERM ASSESSMENT/TES T

demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher draws double vertical lines on the board.

The teacher demonstrates top-to- bottom movement for both lines.

The teacher provides practice sheets with dotted double vertical lines.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher demonstrates how to make intersecting slant lines pointing right.

The teacher shows the pattern step by step on the board.

The teacher uses visual aids to help pupils understand the direction.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher prepares assessment worksheets with patterns covered in weeks 1-4.

The teacher provides clear instructions for each task.

perfectly copy double vertical lines.

Pupils trace dotted patterns in their books.

Pupils practice drawing double vertical lines.

Pupils maintain proper pencil grip throughout.

Pupils attempt to perfectly copy given strokes or lines.

Pupils trace dotted intersecting slant line patterns.

Pupils practice the >>> pattern repeatedly.

Pupils identify arrow-like shapes in their environment.

Pupils listen to instructions carefully.

Pupils attempt to reproduce patterns: double lines and >>>

Pencil Eraser

Pattern charts Tracing sheets

Writing book Pencil

Eraser Arrow charts Visual aids

Assessment sheets Pencils

Erasers Assessment record book

MID-TERM BREAK

INTERSECTING SLANT LINES (Left)

<<< <<

<<< <<<

INTERSECTING SLANT LINES (Mixed Patterns)

>>> <<

<<< >>>

The teacher observes pupils’ pencil grip, sitting position, and pattern formation.

The teacher provides gentle assistance where necessary.

The teacher records pupils’ performance for reporting.

–

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher demonstrates intersecting slant lines pointing left on the board.

The teacher compares >>> and <<<

patterns to help pupils see the difference.

The teacher provides dotted patterns for tracing practice.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher combines both >>> and <<< patterns in one lesson.

The teacher demonstrates alternating patterns on the board.

The teacher encourages

patterns.

Pupils work at their own pace on assessment sheets.

Pupils demonstrate proper pencil grip and sitting position.

–

Pupils attempt to perfectly copy given strokes or lines.

Pupils trace dotted <<< patterns.

Pupils practice making left- pointing slant lines.

Pupils distinguish between >>> and

<<< patterns.

Pupils attempt to perfectly copy both types of intersecting slant lines.

Pupils practice alternating between >>> and

<<< patterns.

Pupils trace mixed pattern worksheets.

–

Writing book Pencil

Eraser Pattern charts

Comparison charts

Writing book Pencil

Eraser

Mixed pattern sheets Colored pencils

CIRCLES (Large)

○ ○ ○ ○

CIRCLES (Small) & SEMI-CIRCLES

o o o o o

∪ ∪ ∪ ∪

REVISION OF SECOND TERM

pupils to identify and copy both patterns.

v. The teacher supervises and provides individual support.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher draws large circles on the board using continuous anti-clockwise motion.

The teacher provides large dotted circles for tracing.

The teacher uses fun objects like plates or hoops to illustrate circles.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher introduces smaller circles and semi- circles.

The teacher demonstrates how semi- circles are “half circles.”

The teacher provides varied practice with both shapes.

The teacher encourages and supervises pupils as they practice.

i. The teacher systematically reviews all patterns covered during the

iv. Pupils identify directional differences.

Pupils attempt to perfectly copy circles.

Pupils trace large dotted circles in their books.

Pupils practice making circular movements in the air first.

Pupils identify circular objects in the classroom.

Pupils attempt to copy small circles and semi-circles.

Pupils trace dotted patterns of both shapes.

Pupils practice controlling pencil for smaller shapes.

Pupils identify semi-circles in objects (rainbow, tunnel).

Pupils practice all patterns learned: double

Writing book Pencil

Eraser

Circular objects Tracing sheets

Writing book Pencil

Eraser Shape charts Picture cards

Writing book Pencil

Eraser

WORK

END OF TERM EXAMINATION

CLOSING ACTIVITIES

term.

The teacher provides mixed practice sheets with various patterns.

The teacher identifies areas of difficulty and provides extra support.

The teacher uses games and activities to make revision fun.

The teacher praises pupils’ progress and builds confidence for examination.

The teacher administers end-of-term examination with various patterns.

The teacher provides clear instructions and demonstrations.

The teacher observes and assesses overall handwriting development.

The teacher evaluates pencil grip, posture, and pattern accuracy.

The teacher records scores and prepares report cards.

The teacher returns marked scripts and discusses performance with pupils.

The teacher celebrates pupils’ achievements and progress.

The teacher gives encouragement for continuous practice during holidays.

The teacher conducts closing activities and distribution of report cards.

lines, >>>, <<<, and circles.

Pupils complete mixed pattern worksheets.

Pupils ask questions about patterns they find difficult.

Pupils demonstrate improved pencil control.

Pupils attempt all examination patterns independently.

Pupils demonstrate proper sitting position and pencil grip.

Pupils work calmly and at their own pace.

Pupils show improvement from mid-term assessment.

Pupils receive their marked work and report cards.

Pupils participate in closing activities.

Pupils celebrate their handwriting achievements.

Revision worksheets Pattern charts

Examination papers Pencils

Erasers Mark book Report cards

Report cards Marked scripts Awards/stickers

NURSERY 1 HANDWRITING SCHEME OF WORK THIRD TERM

WEEK	TOPIC/PATTERN	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	TWO-LETTER WORDS Words: it, if	The teacher revises second term patterns briefly. The teacher introduces the concept of writing simple words. The teacher demonstrates writing “it” and “if” clearly on the board. The teacher sounds out each letter as they write. The teacher provides dotted words for tracing. The teacher	Pupils trace and copy the words “it” and “if.” Pupils practice letter formation within the words. Pupils attempt to read the words they have written. Pupils identify the letters in each word.	Writing book Pencil Eraser Word charts Flashcards
		encourages and
		supervises pupils as
		they practice.
2	TWO-LETTER WORDS Words: in, is	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “in” and “is” on the board with clear letter formation. The teacher sounds out and explains each word. The teacher provides practice sheets with dotted words to trace. The teacher helps	Pupils trace and copy the words “in” and “is.” Pupils practice writing the words repeatedly. Pupils attempt to read and recognize the words. Pupils use the words in simple oral sentences.	Writing book Pencil Eraser Word charts Picture cards

		pupils understand word spacing. vi. The teacher encourages and supervises pupils as they practice.
3	TWO-LETTER WORDS Words: at, an	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher introduces “at” and “an” with clear demonstrations. The teacher uses pictures and objects to illustrate word meanings. The teacher provides dotted practice for tracing. The teacher encourages and supervises pupils as they write. The teacher	Pupils trace and copy the words “at” and “an.” Pupils practice correct letter formation. Pupils read the words they have written. Pupils review words from weeks 1-2. Pupils match words to pictures.	Writing book Pencil Eraser Picture word cards Tracing sheets
		reviews previously
		learned words.
4	TWO-LETTER WORDS Words: am, as	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “am” and “as” on the board clearly. The teacher helps pupils understand the meaning of each word. The teacher	Pupils trace and copy the words “am” and “as.” Pupils practice writing words from weeks 1-4. Pupils read the words: it, if, in, is, at, an, am, as. Pupils use words in simple sentences orally.	Writing book Pencil Eraser Word flashcards Sentence strips

		provides structured practice with proper spacing. The teacher conducts oral reading of all words learned so far. The teacher encourages and supervises pupils.
5	MID-TERM ASSESSMENT/TEST	The teacher prepares assessment with words from weeks 1-4. The teacher dictates words for pupils to write. The teacher provides reading assessment of learned words. The teacher observes handwriting quality and letter formation. The teacher	Pupils write words from dictation: it, if, in, is, at, an, am, as. Pupils read words from flashcards. Pupils demonstrate proper pencil grip and letter formation. Pupils work independently on assessment.	Assessment sheets Flashcards Pencils Erasers Mark book
		records pupils’
		performance.
6	MID-TERM BREAK	–	–	–
7	TWO-LETTER WORDS Words: on, ox	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher introduces “on” and “ox” with demonstrations. The teacher uses visual aids (picture of an ox, showing things “on” surfaces). The teacher	Pupils trace and copy the words “on” and “ox.” Pupils practice making the circular letter ‘o’ correctly. Pupils read and recognize the new words. Pupils identify pictures related to the words.	Writing book Pencil Eraser Picture charts Word cards

		provides dotted words for tracing practice. The teacher emphasizes proper letter formation, especially the ‘o’. The teacher encourages and supervises pupils.
8	TWO-LETTER WORDS Words: of, or	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “of” and “or” clearly on the board. The teacher helps pupils distinguish between similar- looking words. The teacher provides practice sheets with proper spacing. The teacher reviews words: on, ox, of, or. The teacher	Pupils trace and copy the words “of” and “or.” Pupils practice all four words: on, ox, of, or. Pupils read the words they have written. Pupils differentiate between the words.	Writing book Pencil Eraser Comparison charts Flashcards
		encourages and
		supervises pupils.
9	TWO-LETTER WORDS Words: lo, no	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher introduces “lo” and “no” with clear demonstrations. The teacher emphasizes the word	Pupils trace and copy the words “lo” and “no.” Pupils recognize and read “no” easily. Pupils practice proper letter spacing. Pupils use “no” in simple	Writing book Pencil Eraser Word flashcards Picture cards

		“no” as familiar to pupils. The teacher provides dotted practice sheets. The teacher conducts oral reading practice. The teacher encourages and supervises pupils.	sentences.
10	TWO-LETTER WORDS Words: go, so	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “go” and “so” on the board. The teacher uses actions to demonstrate “go” (walking, running). The teacher provides comprehensive practice of all words learned. The teacher reviews: lo, no, go, so. The teacher encourages and supervises pupils.	Pupils trace and copy the words “go” and “so.” Pupils practice all four words: lo, no, go, so. Pupils read words with increasing confidence. Pupils perform actions for word “go.”	Writing book Pencil Eraser Action word cards Tracing sheets
11	REVISION OF THIRD TERM WORK All two-letter words	The teacher conducts comprehensive revision of all words taught. The teacher uses games and activities for word recognition. The teacher provides mixed	Pupils practice writing all learned words: it, if, in, is, at, an, am, as, on, ox, of, or, lo, no, go, so. Pupils read words from flashcards fluently. Pupils play	Writing book Pencil Eraser All word flashcards Revision sheets Games

		practice sheets with all words. The teacher conducts oral reading sessions. The teacher identifies and addresses individual difficulties. The teacher	word recognition games. iv. Pupils demonstrate improved handwriting.
		prepares pupils for
		final examination.
12	END OF TERM/YEAR EXAMINATION	The teacher administers comprehensive examination covering all words. The teacher dictates words for pupils to write. The teacher conducts reading assessment. The teacher evaluates handwriting quality, letter formation, and word spacing. The teacher assesses overall progress from beginning of the year. The teacher marks	Pupils write words from dictation. Pupils read words from flashcards during oral assessment. Pupils demonstrate proper pencil grip and posture. Pupils show confidence in their handwriting ability. Pupils work independently.	Examination papers Flashcards Pencils Erasers Mark book Report cards
		and records scores.
13	CLOSING & PROMOTION ACTIVITIES	The teacher returns marked scripts and discusses performance. The teacher celebrates pupils’ achievements throughout the year. The teacher provides feedback to parents/guardians.	Pupils receive marked work and report cards. Pupils showcase their handwriting progress. Pupils participate in closing activities. Pupils celebrate their achievements.	Report cards Marked scripts Certificates Awards Progress portfolios

		The teacher encourages continued practice during holidays. The teacher conducts closing ceremonies and report card distribution. The teacher	v. Pupils prepare for promotion to the next class.
		prepares pupils for
		transition to next
		class.

NURSERY 1 LITERACY SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in simple conversations about their names, family, and school. The teacher tells short, simple stories with picture aids. The teacher asks pupils simple questions and encourages responses. Reading: The teacher displays pictures of objects in the home (bed, cup, spoon, chair). The teacher names objects and asks pupils to identify them. The teacher uses picture flashcards for recognition activities. Writing: i. The teacher demonstrates proper sitting	Listening & Speaking: Pupils listen attentively to the teacher’s stories. Pupils respond to simple questions about themselves. Pupils practice greeting words (Good morning, Hello). Reading: Pupils observe and identify pictures of home objects. Pupils point to named objects in pictures. Pupils name familiar objects they see. Writing: Pupils practice proper sitting and pencil holding. Pupils trace dotted letters Aa and Bb. Pupils color letter shapes Aa and Bb. Pupils	Picture charts Flashcards Writing book Pencils Crayons Erasers Alphabet chart Story book Audio player (optional)
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Aa, Bb
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		position and pencil grip. The teacher writes uppercase and lowercase ‘Aa’ on the board, showing starting points and direction. The teacher writes ‘Bb’ demonstrating straight lines and curves. The teacher provides dotted letters for tracing practice. The teacher guides pupils in coloring letter shapes.	attempt to copy letters from the board. Songs/Rhymes: Pupils listen to the rhyme. Pupils sing along with actions. Pupils enjoy the musical activity.
		Songs/Rhymes: The teacher teaches “Twinkle, Twinkle Little Star” The teacher uses actions and gestures while singing. The teacher
		encourages pupils
		to sing along.
2	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in “Show and Tell” activities. The teacher teaches positional words (in, on, under) through	Listening & Speaking: Pupils participate in Show and Tell. Pupils use positional words in simple sentences. Pupils	Picture charts Real objects Flashcards Writing book Pencils Crayons Coloring sheets Alphabet chart Song charts

3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets	demonstration. iii. The teacher encourages pupils to describe what they see in pictures. Reading: The teacher shows pictures of school objects (bag, book, pencil, desk). The teacher helps pupils match objects to their pictures. The teacher plays picture recognition games. Writing: The teacher reviews Aa and Bb. The teacher introduces letter ‘Cc’ with clear demonstration. The teacher emphasizes the circular shape of C. The teacher provides practice sheets for all three letters. The teacher guides coloring activities for Aa, Bb, Cc. Songs/Rhymes: i. The teacher reviews “Twinkle,	describe pictures using simple words.
Aa, Bb, Cc
4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.		Reading: Pupils identify school objects in pictures. Pupils match real objects to pictures. Pupils name school objects around them.
		Writing: Pupils trace and copy Aa, Bb, Cc. Pupils practice making circular shapes for C. Pupils color all three letters beautifully. Pupils recognize and name the letters.
		Songs/Rhymes: Pupils sing familiar rhymes confidently. Pupils learn new rhyme with actions. Pupils enjoy
		group singing
		activities.

		Twinkle Little Star” The teacher introduces “Baa Baa Black Sheep” The teacher encourages group singing.
3	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in describing daily routines (morning, afternoon). The teacher uses puppets to demonstrate conversations. The teacher teaches action words (run, jump, sit, stand). Reading: The teacher displays pictures of community helpers (teacher, doctor, police). The teacher talks about what each helper does. The teacher asks pupils to identify helpers by their uniforms. Writing: i. The teacher conducts comprehensive practice of Aa, Bb, Cc.	Listening & Speaking: Pupils talk about their morning routines. Pupils participate in puppet play conversations. Pupils demonstrate action words physically. Reading: Pupils identify community helpers in pictures. Pupils talk about helpers they know. Pupils recognize helpers by uniforms. Writing: Pupils practice writing Aa, Bb, Cc confidently. Pupils demonstrate improved letter formation. Pupils color	Picture charts Puppets Flashcards of helpers Writing book Pencils Crayons Coloring books Letter cards Rhyme charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Aa, Bb, Cc
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher emphasizes correct letter formation and starting points. The teacher provides individual assistance where needed. The teacher introduces coloring within boundaries. The teacher uses letter recognition games.	letters neatly within lines. iv. Pupils identify letters randomly shown. Songs/Rhymes: Pupils learn new rhyme with gestures. Pupils sing all learned rhymes with enthusiasm. Pupils perform rhymes with confidence.
		Songs/Rhymes: The teacher introduces “Humpty Dumpty” The teacher teaches hand gestures for the rhyme. The teacher
		reviews all
		previously
		learned rhymes.
4	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community. WRITING SKILLS: Tracing, coloring, and writing of the alphabets	Listening & Speaking: The teacher engages pupils in listening to short stories and answering questions. The teacher teaches courtesy words (please, thank you, sorry). The teacher	Listening & Speaking: Pupils listen and respond to story questions. Pupils use courtesy words in conversations. Pupils attempt to speak in sentences. Reading:	Story books Picture charts Animal flashcards Writing book Pencils Crayons Tracing sheets Alphabet chart Song charts

	Dd, Ee, Ff 4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	encourages pupils to speak in complete sentences. Reading: The teacher shows pictures of animals (dog, cat, bird, fish). The teacher makes animal sounds and asks pupils to identify. The teacher plays matching games with animal pictures. Writing: The teacher introduces letter ‘Dd’ with demonstration. The teacher shows how to write ‘Ee’ with straight and curved lines. The teacher introduces ‘Ff’ emphasizing the vertical line and cross lines. The teacher provides dotted practice for Dd, Ee, Ff. The teacher prepares pupils for mid-term assessment.	Pupils identify animals in pictures. Pupils imitate animal sounds. Pupils match animals to their pictures. Writing: Pupils trace and copy letters Dd, Ee, Ff. Pupils practice correct letter formation. Pupils color new letters. Pupils review letters Aa-Ff in preparation for test. Songs/Rhymes: Pupils sing new song with animal sounds. Pupils practice all learned rhymes. Pupils prepare for rhyme recitation.
		Songs/Rhymes: i. The teacher introduces “Old

		MacDonald Had a Farm” The teacher uses animal sounds in the song. The teacher reviews all rhymes for assessment.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher prepares assessment sheets for all literacy skills. The teacher conducts oral assessment for listening and speaking. The teacher tests picture recognition and identification. The teacher assesses letter writing (Aa-Ff). The teacher evaluates letter coloring and neatness. The teacher conducts rhyme recitation assessment. The teacher provides positive reinforcement. The teacher	Assessment Tasks: Pupils respond to oral questions. Pupils identify pictures shown by teacher. Pupils trace and write letters Aa-Ff. Pupils color designated letters. Pupils recognize and name letters randomly shown. Pupils recite at least one rhyme learned. Pupils demonstrate proper pencil grip.	Assessment sheets Picture cards Letter cards Pencils Crayons Assessment record book Stickers/stamps
		records pupils’
		performance.
6	MID-TERM BREAK	–	–	–

7	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher reviews previous lessons through storytelling. The teacher engages pupils in describing their holiday experiences. The teacher teaches size words (big, small, tall, short). Reading: The teacher displays pictures of food items (bread, rice, orange, banana). The teacher discusses healthy eating habits. The teacher conducts picture sorting activities (fruits, vegetables). Writing: The teacher reviews and reinforces letters Dd, Ee, Ff. The teacher provides extensive practice sheets. The teacher focuses on pupils who need extra support. The teacher emphasizes	Listening & Speaking: Pupils share holiday stories. Pupils describe objects using size words. Pupils listen attentively to instructions. Reading: Pupils identify food items in pictures. Pupils name their favorite foods. Pupils sort pictures into groups. Writing: Pupils practice Dd, Ee, Ff with improved confidence. Pupils write letters with better control. Pupils demonstrate neater handwriting. Pupils color letters carefully. Songs/Rhymes: Pupils sing familiar rhymes enthusiastically. Pupils learn new rhyme with actions. Pupils perform rhymes	Picture charts Food flashcards Writing book Pencils Crayons Practice sheets Song charts Rhyme book
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Dd, Ee, Ff
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		proper spacing between letters. v. The teacher uses fun coloring activities. Songs/Rhymes: The teacher reviews “Old MacDonald Had a Farm” The teacher introduces “Pat-a- Cake, Pat-a- Cake” The teacher encourages creative actions with rhymes.	creatively.
8	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community. WRITING SKILLS: Tracing, coloring, and writing of the alphabets Gg, Hh, Ii SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Listening & Speaking: The teacher engages pupils in describing weather conditions. The teacher uses picture sequences to teach simple stories. The teacher introduces color names through conversation. Reading: The teacher shows pictures of transportation (car, bus, bicycle, airplane). The teacher discusses how people travel.	Listening & Speaking: Pupils talk about the weather today. Pupils arrange picture sequences correctly. Pupils name colors of objects around them. Reading: Pupils identify transportation in pictures. Pupils talk about vehicles they have traveled in. Pupils play picture identification games.	Weather chart Picture sequences Transport flashcards Writing book Pencils Crayons Letter cards Song props (toy vehicles)

		iii. The teacher plays “I Spy” with transport pictures. Writing: The teacher introduces letter ‘Gg’ with demonstration. The teacher writes ‘Hh’ showing the tall vertical lines. The teacher introduces ‘Ii’ (the shortest letter). The teacher provides guided practice for Gg, Hh, Ii. The teacher uses letter formation rhymes.	Writing: Pupils trace and copy letters Gg, Hh, Ii. Pupils practice proper letter formation. Pupils color new letters. Pupils recognize the new letters. Songs/Rhymes: Pupils sing action songs with movements. Pupils enjoy making vehicle sounds. Pupils sing enthusiastically.
		Songs/Rhymes: The teacher introduces “The Wheels on the Bus” The teacher uses circular hand movements for wheels. The teacher
		adds verses about
		different vehicle
		sounds.
9	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects	Listening & Speaking: The teacher engages pupils in describing family members. The teacher	Listening & Speaking: Pupils talk about their family members. Pupils use pronouns in	Family pictures Body part charts Writing book Pencils Crayons Letter flashcards Games materials

around the home, school, and community. 3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets	teaches pronouns (I, you, he, she) through games. iii. The teacher uses role-play for conversations. Reading: The teacher shows pictures of body parts (head, hand, leg, eye). The teacher sings songs about body parts while pointing. The teacher conducts “Simon Says” game for body part recognition. Writing: The teacher provides extensive practice of Gg, Hh, Ii. The teacher reviews all letters learned (Aa-Ii). The teacher conducts letter recognition games. The teacher assesses individual progress. The teacher provides reinforcement activities. Songs/Rhymes: i. The teacher introduces “Head,	simple sentences. iii. Pupils participate in role-play activities.	Song charts
Gg, Hh, Ii
4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.		Reading: Pupils identify body parts in pictures. Pupils point to their own body parts. Pupils play “Simon Says” game.
		Writing: Pupils write Gg, Hh, Ii confidently. Pupils review all letters Aa-Ii. Pupils identify letters randomly shown. Pupils demonstrate improved handwriting.
		Songs/Rhymes: Pupils sing and touch body parts. Pupils enjoy the action song. Pupils sing
		faster with
		practice.

		Shoulders, Knees and Toes” The teacher demonstrates touching body parts while singing. The teacher increases tempo gradually for fun.
10	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in comprehensive oral activities. The teacher conducts picture description exercises. The teacher assesses oral communication skills. Reading: The teacher reviews all picture categories covered. The teacher conducts comprehensive picture recognition exercises. The teacher uses picture books for story reading. Writing: i. The teacher conducts comprehensive	Listening & Speaking: Pupils participate in oral activities confidently. Pupils describe pictures using learned vocabulary. Pupils demonstrate improved speaking skills. Reading: Pupils identify various pictures accurately. Pupils recognize objects from different categories. Pupils enjoy picture story sessions. Writing: Pupils write all letters Aa-Ii from memory. Pupils demonstrate mastery of letter formation.	Comprehensive picture charts Story books Writing book Pencils Crayons Complete alphabet chart (A-I) All rhyme charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Aa – Ii
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		review of Aa-Ii. The teacher provides mixed practice sheets with all letters. The teacher assesses letter formation and recognition. The teacher identifies pupils needing extra support. The teacher prepares pupils for revision week.	Pupils identify and name all letters learned. Pupils color letters neatly. Songs/Rhymes: Pupils perform all learned rhymes. Pupils sing confidently in groups. Pupils enjoy musical
		Songs/Rhymes: The teacher reviews all rhymes learned during the term. The teacher organizes group performances. The teacher	activities.
		celebrates pupils’
		progress.
11	REVISION OF FIRST TERM WORK All topics covered	Comprehensive Revision: The teacher systematically reviews all listening and speaking activities. The teacher conducts intensive picture recognition revision. The teacher provides extensive writing practice for Aa-Ii.	Revision Activities: Pupils participate in all revision exercises. Pupils practice identifying various pictures. Pupils write all letters Aa-Ii multiple times. Pupils engage in revision games. Pupils recite	All term’s materials Revision worksheets Mock test papers Flashcards Writing books Pencils Crayons Charts

		The teacher uses games and fun activities for revision. The teacher identifies and addresses individual weaknesses. The teacher conducts mock examination exercises. The teacher reviews all rhymes and songs. The teacher	all learned rhymes. Pupils attempt mock test papers. Pupils demonstrate readiness for examination.
		builds pupils’
		confidence for
		examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive examination covering all skills. The teacher conducts oral assessment (listening, speaking, rhymes). The teacher tests picture recognition and identification. The teacher assesses letter writing (Aa-Ii). The teacher evaluates letter recognition. The teacher	Examination Tasks: Pupils respond to oral questions. Pupils identify all pictures presented. Pupils write letters Aa-Ii from dictation and copying. Pupils recognize and name letters shown. Pupils color letters neatly. Pupils recite learned rhymes. Pupils demonstrate all acquired skills.	Examination papers Picture cards Letter cards Pencils Crayons Mark book Report cards Assessment rubrics

		marks and records all scores. The teacher prepares report cards. The teacher provides constructive feedback.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked scripts with comments. The teacher discusses performance with pupils. The teacher celebrates pupils’ achievements. The teacher gives encouragement for home practice. The teacher distributes report cards. The teacher provides holiday learning tips to parents. The teacher	Closing Activities: Pupils receive marked work and report cards. Pupils listen to teacher’s feedback. Pupils participate in end-of-term celebrations. Pupils receive holiday assignments (practice letters Aa-Ii). Pupils say goodbye to classmates and teacher.	Report cards Marked scripts Certificates Holiday practice sheets Stickers/rewards
		prepares pupils
		for next term.

NURSERY 1 LITERACY SCHEME OF WORK SECOND TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher welcomes pupils back and discusses holiday experiences. The teacher reviews first term oral skills through conversations. The teacher introduces new vocabulary about seasons. Reading: The teacher displays pictures of clothing items (shirt, dress, shoe, hat). The teacher discusses appropriate clothing for different occasions. The teacher plays dress-up picture matching games. Writing: The teacher reviews letters Aa- Ii briefly. The teacher introduces letter ‘Jj’ with	Listening & Speaking: Pupils share holiday stories. Pupils participate in welcome-back discussions. Pupils learn new vocabulary words. Reading: Pupils identify clothing in pictures. Pupils name clothes they are wearing. Pupils match clothes to occasions. Writing: Pupils review previous letters quickly. Pupils trace and copy letters Jj, Kk, Ll. Pupils practice correct letter formation. Pupils color new letters. Songs/Rhymes: i. Pupils sing familiar rhymes confidently.	Clothing pictures Flashcards Writing book Pencils Crayons Alphabet chart Toy lamb Song charts
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Jj, Kk, Ll
	4. SONGS,
	RHYMES AND
	POEMS: Singing traditional
	rhymes, songs, and
	poems.

		demonstration. The teacher writes ‘Kk’ showing diagonal and vertical lines. The teacher introduces ‘Ll’ with simple vertical and horizontal lines. The teacher provides dotted practice for Jj, Kk, Ll.	Pupils learn new rhyme with props. Pupils enjoy the story in the song.
		Songs/Rhymes: The teacher reviews favorite rhymes from first term. The teacher introduces “Mary Had a Little Lamb” The teacher
		uses soft toy props
		for engagement.
2	1. LISTENING AND	Listening & Speaking: The teacher engages pupils in describing classroom objects. The teacher teaches number words (one to five) orally. The teacher uses question words (what, where, who). Reading: i. The teacher shows pictures of	Listening & Speaking: Pupils describe objects in the classroom. Pupils count objects from one to five. Pupils use question words appropriately. Reading: Pupils identify toys in pictures. Pupils talk about their favorite toys. Pupils name	Toy pictures Real toys Number cards Writing book Pencils Crayons Letter comparison charts Song charts
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Jj, Kk, Ll
	4. SONGS,

	RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	toys (ball, doll, car, drum). The teacher discusses favorite toys and games. The teacher conducts toy identification activities. Writing: The teacher provides continuous practice of Jj, Kk, Ll. The teacher emphasizes correct letter formation and direction. The teacher compares similar letters (I, l, J, j). The teacher uses individual correction and guidance. The teacher provides coloring activities.	various toys. Writing: Pupils write Jj, Kk, Ll with improved control. Pupils demonstrate proper letter formation. Pupils distinguish between similar letters. Pupils color letters carefully. Songs/Rhymes: Pupils sing learned rhyme fluently. Pupils learn new rhyme with finger actions. Pupils enjoy the spider movements.
		Songs/Rhymes: The teacher reviews “Mary Had a Little Lamb” The teacher introduces “Itsy Bitsy Spider” The teacher
		demonstrates
		finger movements
		for the spider.
3	1. LISTENING AND	Listening &	Listening &	Story books

SPEAKING SKILLS 2. READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Speaking: The teacher engages pupils in storytelling activities. The teacher introduces opposite words (hot/cold, big/small). The teacher uses dramatization for comprehension. Reading: The teacher displays pictures of fruits (apple, mango, orange, banana). The teacher discusses colors, shapes, and tastes of fruits. The teacher plays fruit basket identification games. Writing: The teacher conducts comprehensive review of Jj, Kk, Ll. The teacher provides mixed practice with previous letters. The teacher uses letter formation games and activities. The teacher prepares practice	Speaking: Pupils participate in storytelling. Pupils identify and use opposite words. Pupils engage in drama activities. Reading: Pupils identify fruits in pictures. Pupils describe fruits by color and shape. Pupils name fruits they have tasted. Writing: Pupils write Jj, Kk, Ll confidently. Pupils review letters Aa-Ll. Pupils participate in letter games. Pupils demonstrate improved handwriting skills. Songs/Rhymes: Pupils learn counting rhyme with actions. Pupils count along while singing. Pupils perform all learned rhymes.	Opposite word cards Fruit pictures Real fruits (optional) Writing book Pencils Crayons Letter games Song charts
3. WRITING
SKILLS: Tracing, coloring, and writing of the alphabets Jj, Kk, Ll
4. SONGS,
RHYMES AND
POEMS: Singing traditional
rhymes, songs, and
poems.

		sheets combining Aa-Ll. v. The teacher emphasizes neatness and proper spacing. Songs/Rhymes: The teacher introduces “Five Little Monkeys” The teacher uses counting and actions with the rhyme. The teacher reviews all previous rhymes.
4	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community. WRITING SKILLS: Tracing, coloring, and writing of the alphabets Mm, Nn, Oo SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Listening & Speaking: The teacher engages pupils in describing daily activities. The teacher introduces time concepts (morning, afternoon, night). The teacher uses pictures to sequence daily routines. Reading: The teacher shows pictures of vegetables (carrot, tomato, onion, lettuce). The teacher discusses healthy eating and nutrition. The teacher	Listening & Speaking: Pupils describe what they do in the morning/afternoon . Pupils identify time of different activities. Pupils arrange routine pictures in sequence. Reading: Pupils identify vegetables in pictures. Pupils name vegetables they have eaten. Pupils differentiate fruits from vegetables. Writing: i. Pupils trace and copy letters Mm,	Time of day pictures Sequence cards Vegetable pictures Writing book Pencils Crayons Practice sheets Song charts

		compares fruits and vegetables. Writing: The teacher introduces letter ‘Mm’ with demonstration. The teacher writes ‘Nn’ showing vertical and diagonal lines. The teacher introduces ‘Oo’ emphasizing perfect circles. The teacher provides guided practice for Mm, Nn, Oo. The teacher prepares pupils for mid-term assessment.	Nn, Oo. Pupils practice making circular shapes for O. Pupils color new letters. Pupils review all letters Jj-Oo for test. Songs/Rhymes: Pupils sing rowing song with actions. Pupils practice all learned rhymes. Pupils prepare for rhyme recitation.
		Songs/Rhymes: The teacher introduces “Row, Row, Row Your Boat” The teacher uses rowing actions with the song. The teacher
		reviews all rhymes
		for assessment
		preparation.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: i. The teacher administers comprehensive mid-term	Assessment Tasks: Pupils respond to oral questions confidently. Pupils identify all pictures	Assessment papers Picture cards Letter flashcards Pencils

		assessment. The teacher conducts oral assessment for listening and speaking skills. The teacher tests picture recognition (all categories covered). The teacher assesses letter writing (Jj-Oo). The teacher evaluates letter formation and recognition. The teacher conducts rhyme recitation assessment. The teacher records pupils’ performance. The teacher	presented. Pupils write letters Jj-Oo from dictation. Pupils trace and copy letters neatly. Pupils recognize and name letters shown. Pupils color letters properly. Pupils recite learned rhymes. Pupils demonstrate acquired literacy skills.	Crayons Mark book Assessment record
		provides
		encouraging
		feedback.
6	MID-TERM BREAK	–	–	–
7	1. LISTENING AND	Listening & Speaking: The teacher reviews previous lessons through discussions. The teacher engages pupils in describing weather conditions. The teacher introduces descriptive words (hot, cold, rainy, sunny).	Listening & Speaking: Pupils discuss mid-term break experiences. Pupils describe today’s weather. Pupils use descriptive weather words. Reading: i. Pupils identify nature elements in	Weather chart Nature pictures Writing book Pencils Crayons Practice sheets Song charts Weather props
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING
	SKILLS: Tracing, coloring, and

writing of the alphabets Mm, Nn, Oo 4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Reading: The teacher displays pictures of natural things (sun, moon, star, tree, flower). The teacher discusses day and night observations. The teacher conducts nature identification activities. Writing: The teacher reviews and reinforces letters Mm, Nn, Oo. The teacher provides extensive practice activities. The teacher focuses on pupils needing additional support. The teacher compares letters with similar shapes. The teacher uses creative coloring activities.	pictures. Pupils talk about what they see in the sky. Pupils name things they see outdoors. Writing: Pupils practice Mm, Nn, Oo with better control. Pupils write letters more confidently. Pupils demonstrate improved formation. Pupils color letters neatly. Songs/Rhymes: Pupils sing all learned rhymes. Pupils learn weather rhyme with actions. Pupils enjoy musical activities.
	Songs/Rhymes: The teacher reviews all previous rhymes. The teacher introduces “Rain, Rain, Go Away” The teacher
	uses weather
	actions with the

		rhyme.
8	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in describing feelings (happy, sad, angry). The teacher uses picture cards to identify emotions. The teacher teaches empathy through stories. Reading: The teacher shows pictures of insects (butterfly, bee, ant, spider). The teacher discusses where insects live. The teacher conducts insect identification games. Writing: The teacher introduces letter ‘Pp’ with demonstration. The teacher writes ‘Qq’ showing the circular shape with tail. The teacher introduces ‘Rr’ with vertical line and curve. The teacher provides guided	Listening & Speaking: Pupils identify and express different feelings. Pupils recognize emotions in picture cards. Pupils discuss what makes them happy/sad.	Emotion picture cards Insect pictures Writing book Pencils Crayons Letter practice sheets Song charts Action props
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Pp, Qq, Rr 4. SONGS, RHYMES AND POEMS: Singing traditional		Reading: Pupils identify insects in pictures. Pupils talk about insects they have seen. Pupils learn about helpful insects.
	rhymes, songs, and
	poems.		Writing: Pupils trace and copy letters Pp, Qq, Rr. Pupils practice correct letter formation. Pupils pay attention to letter shapes. Pupils color new letters.
			Songs/Rhymes: Pupils sing action song enthusiastically. Pupils clap and stamp with the rhythm. Pupils show
			emotions through

		practice for Pp, Qq, Rr. v. The teacher uses letter formation songs. Songs/Rhymes: The teacher introduces “If You’re Happy and You Know It” The teacher uses clapping and stamping actions. The teacher incorporates different emotions in verses.	actions.
9	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community. WRITING SKILLS: Tracing, coloring, and writing of the alphabets Pp, Qq, Rr SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Listening & Speaking: The teacher engages pupils in telephone conversation role- play. The teacher teaches polite phone greetings. The teacher uses puppets for conversation practice. Reading: The teacher displays pictures of common places (market, park, hospital, church/mosque). The teacher discusses activities done at each place. The teacher	Listening & Speaking: Pupils engage in phone conversation role-play. Pupils practice polite greetings. Pupils participate in puppet conversations. Reading: Pupils identify places in pictures. Pupils talk about places they have visited. Pupils match activities to places. Writing: Pupils write Pp, Qq, Rr confidently. Pupils review letters Jj-Rr effectively.	Toy phones Puppets Place pictures Writing book Pencils Crayons Letter flashcards Song charts

		plays picture sorting games. Writing: The teacher provides extensive practice of Pp, Qq, Rr. The teacher reviews all letters from Jj to Rr. The teacher conducts letter recognition activities. The teacher assesses individual progress. The teacher provides reinforcement exercises.	Pupils identify letters accurately. Pupils demonstrate mastery of letter formation. Songs/Rhymes: Pupils sing and make bridge actions. Pupils enjoy the game-song activity. Pupils perform all rhymes learned.
		Songs/Rhymes: The teacher introduces “London Bridge is Falling Down” The teacher uses bridge- making actions with pupils. The teacher
		reviews all learned
		rhymes.
10	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher conducts comprehensive oral communication activities. The teacher engages pupils in	Listening & Speaking: Pupils engage in conversations confidently. Pupils demonstrate expanded vocabulary. Pupils speak	Comprehensive picture sets Story books Writing book Pencils Crayons Complete alphabet chart (A-R) All rhyme

3. WRITING	extended conversations. iii. The teacher assesses speaking fluency and vocabulary. Reading: The teacher reviews all picture categories from the term. The teacher conducts comprehensive picture recognition exercises. The teacher uses picture story books for reading sessions. Writing: The teacher conducts comprehensive review of Aa-Rr (18 letters). The teacher provides mixed practice sheets with random letters. The teacher assesses letter formation, recognition, and writing. The teacher identifies areas needing improvement. The teacher prepares pupils for revision week.	more fluently.	charts Performance
SKILLS: Tracing, coloring, and writing of the alphabets Aa – Rr 4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and		Reading: Pupils identify all picture types accurately. Pupils recognize various objects from all categories. Pupils enjoy picture book sessions.	props
poems.		Writing: Pupils write all letters Aa-Rr from memory. Pupils demonstrate excellent letter formation. Pupils identify all 18 letters learned. Pupils show significant handwriting improvement.
		Songs/Rhymes: Pupils perform all learned rhymes. Pupils sing with confidence and joy. Pupils
		demonstrate
		musical
		development.

		Songs/Rhymes: The teacher reviews all rhymes learned during second term. The teacher organizes rhyme performance sessions. The teacher celebrates pupils’ musical progress.
11	REVISION OF SECOND TERM WORK All topics covered	Comprehensive Revision: The teacher systematically reviews all listening and speaking topics. The teacher conducts intensive picture recognition revision from all categories. The teacher provides extensive writing practice for all letters Aa- Rr. The teacher uses games, songs, and interactive activities for revision. The teacher identifies and addresses individual learning gaps. The teacher conducts mock examination exercises.	Revision Activities: Pupils participate actively in all revision sessions. Pupils practice identifying pictures from various categories. Pupils write all letters Aa-Rr repeatedly for mastery. Pupils engage enthusiastically in revision games. Pupils recite all learned rhymes confidently. Pupils complete mock examination papers. Pupils demonstrate readiness for examination. Pupils review	All term’s materials Comprehensive revision sheets Mock test papers All flashcards Writing books Pencils Crayons All charts and aids
			with increased
			confidence.

		The teacher reviews all rhymes and songs comprehensively. The teacher builds pupils’ confidence for final examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end-of-term examination. The teacher conducts oral assessment (listening, speaking, rhymes). The teacher tests picture recognition from all categories. The teacher assesses letter writing (Aa-Rr – 18 letters). The teacher evaluates letter recognition and identification. The teacher assesses coloring and neatness. The teacher marks examination papers and records scores. The teacher	Examination Tasks: Pupils respond to all oral questions. Pupils identify pictures from various categories. Pupils write letters Aa-Rr from dictation. Pupils copy letters neatly. Pupils recognize and name all 18 letters. Pupils color letters properly. Pupils recite at least two rhymes. Pupils demonstrate all literacy skills acquired.	Examination papers Picture cards Letter cards (A- R) Pencils Crayons Mark book Report cards Assessment records
		prepares detailed
		report cards.
13	CLOSING & END	Closing	Closing Activities:	Report cards

OF TERM ACTIVITIES	Activities: The teacher returns marked examination scripts. The teacher discusses individual performance with pupils. The teacher celebrates pupils’ literacy achievements. The teacher awards certificates/sticker s for good performance. The teacher distributes report cards. The teacher provides holiday practice tips. The teacher gives preview of third term topics. The teacher	Pupils receive marked work and report cards. Pupils listen to performance feedback. Pupils celebrate their achievements. Pupils receive awards and recognition. Pupils get holiday practice sheets (letters Aa- Rr). Pupils say farewell to classmates. Pupils look forward to third term.	Marked scripts Certificates Awards/sticker s Holiday practice materials Parent feedback forms
	encourages
	continued practice
	at home.

NURSERY 1 LITERACY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	1. LISTENING AND	Listening & Speaking: The teacher welcomes pupils back to final term. The teacher reviews previous terms’ oral skills through discussions. The teacher introduces action verbs (walk, run, jump, sit). Reading: The teacher displays pictures of musical instruments (drum, piano, flute, guitar). The teacher discusses sounds different instruments make. The teacher plays sound identification games. Writing: The teacher reviews letters Aa- Rr briefly. The teacher introduces letter ‘Ss’ with curved snake- like shape. The teacher writes ‘Tt’ showing	Listening & Speaking: Pupils share holiday experiences enthusiastically. Pupils participate in welcome discussions. Pupils demonstrate action verbs physically. Reading: Pupils identify instruments in pictures. Pupils name instruments they know. Pupils match instruments to their sounds. Writing: Pupils quickly review previous letters. Pupils trace and copy letters Ss, Tt, Uu. Pupils practice correct letter formation. Pupils color new letters. Songs/Rhymes:	Musical instrument pictures Sound recordings (optional) Writing book Pencils Crayons Complete alphabet chart Song charts
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Ss, Tt, Uu
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		vertical and horizontal lines. The teacher introduces ‘Uu’ with curved bottom. The teacher provides guided practice for Ss, Tt, Uu.	Pupils sing familiar rhymes. Pupils learn the alphabet song. Pupils point to letters while singing.
		Songs/Rhymes: The teacher reviews favorite rhymes from previous terms. The teacher introduces “The Alphabet Song” (A- Z). The teacher uses
		alphabet chart
		while singing.
2	1. LISTENING AND	Listening & Speaking: The teacher engages pupils in describing their favorite activities. The teacher introduces prepositions (in, on, under, beside) with demonstrations. The teacher uses objects to show positional concepts. Reading: i. The teacher shows pictures of sports equipment (ball, bat, net, racket).	Listening & Speaking: Pupils talk about activities they enjoy. Pupils demonstrate understanding of positional words. Pupils place objects using prepositions correctly. Reading: Pupils identify sports equipment in pictures. Pupils talk about games	Objects for positioning Sports equipment pictures Writing book Pencils Crayons Letter comparison charts Song charts Counting props
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Ss, Tt, Uu
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher discusses different games and sports. The teacher conducts sports picture matching activities. Writing: The teacher provides continuous practice of Ss, Tt, Uu. The teacher emphasizes curved and straight line formation. The teacher compares letter shapes (S, C, U). The teacher provides individual guidance and correction. The teacher uses creative coloring activities.	they play. iii. Pupils match equipment to sports. Writing: Pupils write Ss, Tt, Uu with better control. Pupils practice making curved and straight lines. Pupils distinguish between similar letters. Pupils color letters neatly. Songs/Rhymes: Pupils sing alphabet song confidently. Pupils learn counting song with actions. Pupils enjoy
		Songs/Rhymes: The teacher reviews “The Alphabet Song” The teacher introduces “This Old Man” The teacher uses	rhythmic activities.
		counting and
		rhythm with the
		song.
3	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and	Listening & Speaking: i. The teacher engages pupils in group storytelling activities.	Listening & Speaking: i. Pupils participate in group storytelling.	Calendar Learning materials Picture cards Writing book Pencils

recognition of objects around the home, school, and community.	The teacher teaches days of the week through songs. The teacher uses calendar for daily discussions. Reading: The teacher displays pictures of books and learning materials (book, pencil, crayon, paper). The teacher discusses importance of learning materials. The teacher conducts identification and sorting activities. Writing: The teacher conducts comprehensive review of Ss, Tt, Uu. The teacher provides mixed practice with all previous letters. The teacher uses letter formation games and activities. The teacher prepares comprehensive practice sheets. The teacher emphasizes proper spacing and neatness.	Pupils learn and recite days of the week. Pupils identify today’s day on calendar. Reading: Pupils identify learning materials in pictures. Pupils name materials they use in school. Pupils sort pictures of school supplies. Writing: Pupils write Ss, Tt, Uu confidently. Pupils practice all letters learned so far. Pupils participate in letter games. Pupils demonstrate improved handwriting. Songs/Rhymes: Pupils learn days of week song. Pupils sing along with calendar pointing. Pupils perform all	Crayons Letter games Days of week chart Song charts
3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
Ss, Tt, Uu
4. SONGS, RHYMES
AND POEMS: Singing traditional
rhymes, songs, and
poems.

		Songs/Rhymes: The teacher introduces “The Days of the Week Song” The teacher points to days on calendar while singing. The teacher reviews all previously learned rhymes.	learned rhymes.
4	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in describing celebrations and festivals. The teacher discusses birthdays, Christmas, and other celebrations. The teacher uses picture cards of celebrations. Reading: The teacher shows pictures of party items (cake, balloon, gift, candle). The teacher discusses birthday parties and celebrations. The teacher conducts celebration-themed activities. Writing:	Listening & Speaking: Pupils talk about celebrations they have attended. Pupils describe birthday parties. Pupils discuss their favorite festivals. Reading: Pupils identify party items in pictures. Pupils name things seen at parties. Pupils talk about gifts they have received. Writing: Pupils trace and copy letters Vv, Ww, Xx. Pupils practice making diagonal and	Celebration pictures Party item flashcards Writing book Pencils Crayons Practice sheets Birthday props Song charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Vv, Ww, Xx
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher introduces letter ‘Vv’ with diagonal lines meeting at point. The teacher writes ‘Ww’ showing the wavy pattern. The teacher introduces ‘Xx’ with crossing diagonal lines. The teacher provides guided practice for Vv, Ww, Xx. The teacher prepares pupils for mid-term assessment.	wavy lines. Pupils color new letters. Pupils review all letters for test preparation. Songs/Rhymes: Pupils sing birthday song joyfully. Pupils practice all learned rhymes. Pupils prepare for rhyme assessment.
		Songs/Rhymes: The teacher introduces “Happy Birthday Song” The teacher acts out birthday celebration while singing. The teacher
		reviews all rhymes
		for assessment.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers comprehensive mid-term assessment. The teacher conducts oral assessment for listening and speaking.	Assessment Tasks: Pupils respond to oral questions. Pupils identify all pictures presented. Pupils write letters Ss-Xx from dictation. Pupils trace	Assessment papers Picture cards Letter flashcards Pencils Crayons Mark book Assessment records

		The teacher tests picture recognition from all categories. The teacher assesses letter writing (Ss-Xx). The teacher evaluates letter formation and recognition. The teacher conducts rhyme and song recitation assessment. The teacher records all pupils’ performance. The teacher	and copy letters accurately. Pupils recognize and name letters shown. Pupils color letters neatly. Pupils recite learned rhymes and songs. Pupils demonstrate literacy progress.
		provides
		encouraging
		feedback.
6	MID-TERM BREAK	–	–	–
7	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher reviews previous lessons through discussions. The teacher engages pupils in describing their dreams and aspirations. The teacher discusses “What I want to be when I grow up” Reading: i. The teacher displays pictures of occupations (doctor, teacher,	Listening & Speaking: Pupils share their dreams and aspirations. Pupils talk about what they want to become. Pupils describe different occupations. Reading: Pupils identify workers in pictures. Pupils name jobs their parents do. Pupils match	Career pictures Occupation flashcards Career props Writing book Pencils Crayons Complete alphabet chart Song charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Yy, Zz
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		pilot, farmer). The teacher discusses what different workers do. The teacher conducts career identification activities. Writing: The teacher introduces letter ‘Yy’ with Y-shape demonstration. The teacher introduces ‘Zz’ showing zigzag pattern. The teacher celebrates reaching the end of the alphabet! The teacher provides guided practice for Yy and Zz. The teacher begins comprehensive alphabet review.	workers to their tools. Writing: Pupils trace and copy letters Yy and Zz. Pupils celebrate learning all 26 letters! Pupils practice the last two letters. Pupils begin reviewing the complete alphabet. Songs/Rhymes: Pupils sing action song about careers. Pupils act out different occupations. Pupils review favorite rhymes.
		Songs/Rhymes: The teacher reviews all rhymes from the year. The teacher introduces “When I Grow Up” action song. The teacher uses
		career props and
		costumes.
8	1. LISTENING AND SPEAKING SKILLS	Listening & Speaking:	Listening & Speaking:	All picture categories

READING SKILLS: Picture reading and recognition of objects around the home, school, and community. WRITING SKILLS: Tracing, coloring, and writing of the alphabets	The teacher engages pupils in comprehensive oral communication activities. The teacher reviews all vocabulary learned during the year. The teacher conducts extended conversation sessions. Reading: The teacher reviews all picture categories from the entire year. The teacher uses comprehensive picture recognition activities. The teacher introduces simple picture storybooks. Writing: The teacher provides extensive practice of Yy and Zz. The teacher conducts alphabet sequence activities (A-Z). The teacher reviews letter recognition for all 26 letters. The teacher identifies letters needing more practice. The teacher uses alphabet games and	Pupils engage in conversations confidently. Pupils demonstrate expanded vocabulary from the year. Pupils speak more fluently and clearly. Reading: Pupils identify pictures from all categories learned. Pupils recognize various objects confidently. Pupils enjoy picture storybook sessions. Writing: Pupils write Yy and Zz confidently. Pupils recite and write alphabet in sequence. Pupils recognize all 26 letters. Pupils demonstrate mastery of letter formation. Songs/Rhymes: i. Pupils sing complete alphabet song	Simple storybooks Writing book Pencils Crayons Complete alphabet materials Alphabet games Song charts
Yy, Zz
4. SONGS, RHYMES
AND POEMS: Singing traditional
rhymes, songs, and
poems.

		activities. Songs/Rhymes: The teacher reviews “The Alphabet Song” comprehensively. The teacher conducts group rhyme performances. The teacher	perfectly. Pupils perform favorite rhymes. Pupils demonstrate musical confidence.
		celebrates musical
		learning
		achievements.
9	LISTENING AND SPEAKING SKILLS READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher conducts year-end oral assessment activities. The teacher celebrates pupils’ speaking achievements. The teacher reviews all conversation skills learned. Reading: The teacher conducts comprehensive picture recognition review. The teacher uses all picture categories in mixed activities. The teacher assesses reading readiness skills. Writing:	Listening & Speaking: Pupils demonstrate excellent oral communication. Pupils speak confidently and clearly. Pupils use rich vocabulary learned. Reading: Pupils identify all picture types accurately. Pupils demonstrate strong visual recognition skills. Pupils show readiness for reading instruction. Writing: i. Pupils write all letters Aa-Zz	Comprehensive materials All picture sets Writing book Pencils Crayons Complete alphabet chart All rhyme charts Performance
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets			props
	Aa – Zz
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher conducts comprehensive alphabet review (Aa-Zz). The teacher provides mixed practice sheets with random letters. The teacher assesses mastery of all 26 letters. The teacher celebrates completing the alphabet journey! The teacher prepares pupils for intensive revision. Songs/Rhymes: The teacher reviews all rhymes and songs from the year. The teacher organizes final performance sessions. The teacher	from memory. Pupils demonstrate excellent letter formation. Pupils identify all 26 letters confidently. Pupils celebrate their writing achievements! Songs/Rhymes: Pupils perform all learned rhymes beautifully. Pupils sing with joy and confidence. Pupils demonstrate musical growth.
		celebrates pupils’
		musical
		development.
10	1. LISTENING AND	Listening & Speaking: The teacher conducts final oral communication exercises. The teacher assesses year-long speaking development. The teacher prepares pupils for	Listening & Speaking: Pupils demonstrate confident oral skills. Pupils show remarkable speaking development. Pupils are ready for next	All year’s materials Assessment tools Writing books Pencils Crayons Complete alphabet materials All rhyme charts
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING SKILLS:

	Tracing, coloring, and writing of the alphabets	next class transition.	level.
	Aa – Zz 4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Reading: The teacher finalizes picture recognition activities. The teacher introduces simple word recognition (if appropriate). The teacher assesses overall reading readiness. Writing: The teacher finalizes comprehensive alphabet review. The teacher conducts final letter writing assessments. The teacher emphasizes uppercase and lowercase recognition. The teacher celebrates year-long writing progress. The teacher prepares pupils for final revision and examination. Songs/Rhymes: The teacher conducts final rhyme performance sessions. The teacher reviews all rhymes for examination.	Reading: Pupils demonstrate strong visual recognition. Pupils show interest in word reading. Pupils exhibit reading readiness. Writing: Pupils master all letters Aa-Zz. Pupils write letters confidently and neatly. Pupils recognize uppercase and lowercase letters. Pupils celebrate their literacy achievement! Songs/Rhymes: Pupils perform all rhymes expertly. Pupils demonstrate musical competence. Pupils celebrate their progress.

		iii. The teacher celebrates year-long musical journey.
11	REVISION OF THIRD TERM & YEAR’S WORK All topics covered	Comprehensive Year-End Revision: The teacher systematically reviews all listening and speaking skills from the year. The teacher conducts intensive picture recognition revision (all categories). The teacher provides extensive writing practice for complete alphabet (Aa-Zz). The teacher uses games, songs, and interactive activities for fun revision. The teacher addresses all individual learning gaps. The teacher conducts mock final examination. The teacher reviews ALL rhymes and songs learned during the year. The teacher builds strong confidence for final examination. The teacher celebrates year-long learning journey.	Comprehensive Revision Activities: Pupils participate actively in all year-end revision. Pupils practice identifying pictures from all categories learned. Pupils write complete alphabet multiple times for mastery. Pupils engage enthusiastically in revision games and activities. Pupils recite all learned rhymes confidently. Pupils complete comprehensive mock examination. Pupils demonstrate excellent readiness for final exam. Pupils celebrate their literacy journey. Pupils show	All year’s materials Comprehensive revision sheets Mock examination papers All flashcards Writing books Pencils Crayons All charts Celebration materials

			pride in their achievements.
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end-of-year examination. The teacher conducts extensive oral assessment (listening, speaking). The teacher tests comprehensive picture recognition (all year). The teacher assesses complete alphabet writing (Aa-Zz). The teacher evaluates letter formation, recognition, and sequencing. The teacher assesses uppercase and lowercase identification. The teacher conducts rhyme and song recitation assessment. The teacher marks thoroughly and records final scores. The teacher	Final Examination Tasks: Pupils respond to comprehensive oral questions. Pupils identify pictures from all categories. Pupils write complete alphabet Aa-Zz. Pupils copy and trace letters accurately. Pupils recognize and name all 26 letters. Pupils arrange letters in alphabetical order. Pupils color letters neatly. Pupils recite multiple rhymes learned. Pupils demonstrate all literacy skills mastered.	Comprehensive examination papers Picture cards (all) Letter cards (A- Z) Pencils Crayons Mark book Report cards Year-end assessment records
		prepares
		comprehensive
		end-of-year report

		cards.
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Year-End Closing Activities: The teacher returns marked examination scripts with detailed feedback. The teacher discusses individual year-long performance. The teacher celebrates pupils’ remarkable literacy achievements. The teacher awards certificates and prizes for excellence. The teacher distributes comprehensive end-of-year report cards. The teacher provides recommendations for holiday practice. The teacher prepares pupils for promotion to Nursery 2. The teacher conducts graduation/closing ceremony. The teacher thanks parents and bids farewell to	Year-End Closing Activities: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long performance review. Pupils celebrate their literacy achievements proudly. Pupils receive certificates and awards. Pupils get holiday practice materials. Pupils prepare for promotion to Nursery 2. Pupils participate in graduation ceremony. Pupils showcase their literacy skills to parents. Pupils say goodbye with joy and confidence.	Report cards Marked examination scripts Certificates Awards/prizes Holiday practice books Parent feedback forms Graduation props Celebration materials
		pupils.

NURSERY 1 NUMERACY SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	NUMBERS: 0-5 Counting Numbers Orally: 0-5 Count objects orally: 0-5 Learn number rhymes and songs Introduction to number concept	Number Concepts: The teacher introduces the concept of counting using real objects (fingers, pencils, books). The teacher counts from 0-5 aloud slowly with pupils. The teacher shows number cards 0-5 and names each number. The teacher demonstrates one- to-one correspondence by touching objects while counting. Counting Activities: The teacher uses counting songs like “One, Two, Buckle My Shoe” The teacher counts familiar classroom objects (chairs, tables, pupils). The teacher plays counting games with pupils.	Number Activities: Pupils listen and repeat numbers 0-5 after teacher. Pupils look at and identify number cards 0- 5. Pupils count along with teacher using fingers. Pupils touch and count real objects (0-5). Counting Practice: Pupils sing counting songs with actions. Pupils count classroom objects pointed out by teacher. Pupils participate in counting games. Rhymes: Pupils learn and sing number rhymes. Pupils count on their fingers. Pupils enjoy counting with	Number cards 0-5 Counting objects (buttons, beads, blocks) Number chart Fingers Classroom objects Song charts Picture cards Number rhyme book

		Songs/Rhymes: The teacher teaches “Five Little Ducks” The teacher uses finger counting rhymes. The teacher demonstrates counting with actions.	actions.
2	NUMBERS: 0-5 Recognition of Numbers: 0-5 Tracing, Coloring and Scribbling Matching numbers to quantities	Number Recognition: The teacher demonstrates writing numbers 0- 5 on the board. The teacher shows starting points and direction for each number. The teacher provides large dotted numbers for tracing. The teacher guides pupils in proper pencil grip for number writing. Writing Activities: The teacher demonstrates tracing number 0 (circle shape). The teacher shows how to write numbers 1-5 step by step. The teacher provides coloring	Number Recognition: Pupils identify and name numbers 0-5 when shown. Pupils watch teacher’s number formation demonstration. Pupils hold pencils correctly. Writing Practice: Pupils trace dotted numbers 0-5 in their books. Pupils practice making number shapes. Pupils color numbers 0-5 with crayons. Pupils attempt to copy numbers from the board. Matching:	Writing books Pencils Crayons Dotted number worksheets Number flashcards Counting objects Matching cards Number coloring sheets

		activities with numbers 0-5. Matching Activities: The teacher demonstrates matching numbers to corresponding quantities. The teacher uses flashcards with numbers and objects. The teacher	Pupils match number cards to groups of objects. Pupils count and match quantities. Pupils play number matching games.
		plays matching
		games.
3	NUMBERS: 0-10 Counting Numbers Orally: 0-10 Count objects orally: 0-10 Learn number rhymes and songs Comparing quantities (more/less/same)	Counting Extension: The teacher reviews counting 0-5, then extends to 6-10. The teacher counts from 0-10 slowly with pupils multiple times. The teacher uses ten fingers for counting to 10. The teacher counts objects in groups up to 10.	Counting Activities: Pupils count from 0-10 aloud with teacher. Pupils use their fingers to count to 10. Pupils count various objects up to 10. Pupils practice counting forward from 0- 10.	Number cards 0-10 Ten fingers Counting objects Comparison cards Picture cards with groups Song charts Beads/counters Number line 0- 10
		Concept Development: The teacher introduces concepts of “more,” “less,” and “same.” The teacher compares groups of objects. The teacher	Comparison: Pupils identify which group has “more” or “less” Pupils compare quantities in pictures. Pupils say if groups are the “same”

		uses real-life examples for comparison. Songs/Rhymes: The teacher teaches “Ten Little Fingers” The teacher sings “One, Two, Three, Four, Five, Once I Caught a Fish Alive” The teacher	Rhymes: Pupils sing finger counting songs. Pupils learn new counting rhymes. Pupils perform actions with songs.
		reviews previous
		number songs.
4	NUMBERS: 6-10 Recognition of Numbers: 6-10 Tracing, Coloring and Scribbling Writing practice	Number Recognition: The teacher introduces numbers 6-10 with flashcards. The teacher demonstrates writing numbers 6- 10 on the board. The teacher emphasizes proper number formation. The teacher provides dotted numbers 6-10 for tracing. Writing Practice: The teacher guides pupils through tracing each number 6-10. The teacher demonstrates starting points for each number. The teacher provides	Recognition: Pupils identify and name numbers 6-10. Pupils observe number formation demonstrations. Pupils recognize numbers 6-10 in random order. Writing: Pupils trace dotted numbers 6-10. Pupils practice writing numbers 6-10. Pupils color numbers 6-10. Pupils attempt to copy numbers independently. Pupils review numbers 0-10 for assessment.	Writing books Pencils Crayons Number flashcards 6-10 Dotted worksheets Coloring sheets Number games Practice sheets

		individual assistance where needed. iv. The teacher prepares pupils for mid-term assessment. Activities: The teacher uses number coloring activities. The teacher plays number recognition games. The teacher	Games: Pupils participate in number games. Pupils match numbers to quantities. Pupils practice all learned numbers.
		reviews all
		numbers 0-10.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers comprehensive numeracy assessment. The teacher conducts oral counting from 0- 10. The teacher tests number recognition (0-10). The teacher assesses counting objects (0-10). The teacher evaluates number writing (0-10). The teacher tests matching numbers to quantities. The teacher assesses knowledge of	Assessment Tasks: Pupils count orally from 0-10. Pupils identify numbers 0-10 when shown randomly. Pupils count objects presented (0-10). Pupils write/trace numbers 0-10. Pupils match numbers to correct quantities. Pupils color designated numbers. Pupils recite number rhymes learned. Pupils demonstrate	Assessment sheets Number cards Counting objects Pencils Crayons Matching cards Mark book Assessment records

		number rhymes. viii. The teacher records pupils’ performance and identifies areas needing support.	one-to-one correspondence.
6	MID-TERM BREAK	–	–	–
7	NUMBERS: 0-15 Counting Numbers Orally: 0-15 Count objects orally: 0-15 Learn number rhymes and songs Number patterns and sequences	Extended Counting: The teacher reviews counting 0-10, then extends to 11-15. The teacher counts from 0-15 slowly and clearly multiple times. The teacher uses concrete objects to demonstrate counting to 15. The teacher introduces counting in groups (5s). Pattern Introduction: The teacher introduces simple number patterns (1,2,3…). The teacher shows number sequences on number line. The teacher identifies missing numbers in sequences.	Counting Practice: Pupils count from 0-15 with teacher. Pupils count objects in groups up to 15. Pupils practice forward counting 0-15. Pupils count in small groups of 5. Patterns: Pupils identify number patterns shown. Pupils follow number sequences. Pupils find missing numbers in sequences. Rhymes: Pupils sing counting songs to 15. Pupils recite number rhymes. Pupils count	Number cards 0-15 Counting objects Number line 0- 15 Pattern cards Song charts Beads/counters Number sequence cards
			rhythmically.
		Songs/Rhymes:

		The teacher teaches counting rhymes up to 15. The teacher reviews all previous number songs. The teacher uses rhythmic counting activities.
8	NUMBERS: 11-15 Recognition of Numbers: 11-15 Tracing, Coloring and Scribbling Number order and sequencing	Number Recognition: The teacher introduces numbers 11-15 with flashcards. The teacher demonstrates writing numbers 11-15. The teacher emphasizes two- digit number concept. The teacher provides dotted numbers for tracing practice. Writing Activities: The teacher guides pupils in writing numbers 11-15. The teacher demonstrates proper spacing for two digits. The teacher provides individual support and correction. Sequencing:	Recognition: Pupils identify and name numbers 11-15. Pupils observe two- digit number formation. Pupils recognize numbers 11-15 randomly. Writing: Pupils trace dotted numbers 11-15. Pupils practice writing numbers 11-15. Pupils color numbers 11-15. Pupils copy numbers from board. Ordering: Pupils arrange number cards in order. Pupils identify what number comes next. Pupils	Writing books Pencils Crayons Number flashcards 11-15 Dotted worksheets Sequencing cards Number line Coloring sheets

		The teacher arranges numbers 0-15 in order. The teacher plays “what comes before/after” games. The teacher uses number ordering activities.	participate in sequencing games.
9	NUMBERS: 0-20 Counting Numbers Orally: 0-20 Count objects orally: 0-20 Learn number rhymes and songs Introduction to basic shapes	Comprehensive Counting: The teacher counts from 0-20 slowly with pupils. The teacher uses various concrete objects for counting to 20. The teacher practices skip counting by 5s (5, 10, 15, 20). The teacher counts backwards from 10 to 0. Shape Introduction: The teacher introduces basic shapes (circle, square, triangle). The teacher relates shapes to numbers (circle = 0). The teacher identifies shapes in the environment. Songs/Rhymes: i. The teacher teaches counting songs to 20.	Counting: Pupils count orally from 0-20. Pupils count various objects up to 20. Pupils attempt skip counting by 5s. Pupils try counting backwards from 10. Shapes: Pupils identify basic shapes shown. Pupils find shapes in the classroom. Pupils name shapes they see. Rhymes: Pupils sing counting songs to 20. Pupils learn shape songs. Pupils perform all learned rhymes.	Number cards 0-20 Counting objects Shape cards Shape manipulatives Number line 0- 20 Song charts Environmental objects Skip counting chart

		The teacher introduces shape songs. The teacher reviews all number rhymes.
10	NUMBERS: 16-20 Recognition of Numbers: 16-20 Tracing, Coloring and Scribbling Number review 0-20 Size concepts (big/small)	Number Recognition: The teacher introduces numbers 16-20 with flashcards. The teacher demonstrates writing numbers 16-20. The teacher provides dotted practice for numbers 16-20. The teacher conducts comprehensive review of 0-20.	Recognition: Pupils identify numbers 16-20. Pupils write numbers 16-20. Pupils trace and color numbers 16-20. Size Activities: Pupils identify big and small objects. Pupils compare sizes of objects. Pupils sort objects by size.	Writing books Pencils Crayons Number flashcards 16-20 Objects of different sizes Dotted worksheets Review materials Sorting trays
		Size Concepts: The teacher introduces concepts of big and small. The teacher compares objects by size. The teacher sorts objects by size.	Review: Pupils practice all numbers 0- 20. Pupils count objects to 20. Pupils demonstrate mastery of 0-20. Pupils prepare for
			revision.
		Comprehensive
		Practice: The teacher reviews all numbers 0-20 recognition and writing. The teacher

		conducts oral counting exercises. iii. The teacher prepares pupils for revision week.
11	REVISION OF FIRST TERM WORK Numbers 0-20	Comprehensive Revision: The teacher systematically reviews counting from 0-20. The teacher revises number recognition for all numbers 0-20. The teacher provides extensive writing practice for numbers 0-20. The teacher uses counting games and activities for fun revision. The teacher reviews counting objects and one-to- one correspondence. The teacher revises concepts: more, less, same, big, small. The teacher reviews basic shapes. The teacher conducts mock examination exercises. The teacher reviews all number rhymes and songs. The teacher	Revision Activities: Pupils practice counting 0-20 multiple times. Pupils identify all numbers 0-20 randomly. Pupils write/trace all numbers 0-20. Pupils participate enthusiastically in counting games. Pupils count various objects to 20. Pupils demonstrate understanding of more/less/same . Pupils identify shapes. Pupils complete mock test papers. Pupils recite all number rhymes. Pupils show readiness for examination.	All term’s materials Number cards 0-20 Counting objects Revision worksheets Mock test papers Shape cards Games materials Song charts
		builds confidence

		for final examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end-of-term examination. The teacher tests oral counting from 0-20. The teacher assesses number recognition (0-20). The teacher tests counting objects up to 20. The teacher evaluates number writing (0-20). The teacher tests number sequencing and ordering. The teacher assesses matching numbers to quantities. The teacher tests understanding of concepts (more/less, big/small). The teacher evaluates shape recognition. The teacher conducts rhyme recitation assessment. The teacher marks and records all scores.	Examination Tasks: Pupils count orally from 0-20. Pupils identify all numbers 0-20 when shown. Pupils count objects presented (up to 20). Pupils write/trace numbers 0-20. Pupils arrange numbers in correct order. Pupils match numbers to quantities. Pupils identify more, less, or same quantities. Pupils identify big and small objects. Pupils recognize and name basic shapes. Pupils recite number rhymes. Pupils demonstrate all numeracy skills learned.	Examination papers Number cards Counting objects Shape cards Pencils Crayons Comparison cards Mark book Report cards

		xii. The teacher prepares report cards.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked examination scripts. The teacher discusses individual performance with pupils. The teacher celebrates numeracy achievements. The teacher awards certificates/sticker s for excellence. The teacher distributes report cards. The teacher provides holiday practice recommendations. The teacher gives preview of second term topics. The teacher encourages continued counting practice at home. The teacher	Closing Activities: Pupils receive marked work and report cards. Pupils listen to performance feedback. Pupils celebrate their numeracy progress. Pupils receive awards and recognition. Pupils get holiday practice sheets (counting 0-20). Pupils participate in end-of-term celebrations. Pupils look forward to second term. Pupils say goodbye with confidence.	Report cards Marked scripts Certificates Awards/sticker s Holiday practice sheets Celebration materials
		thanks pupils and
		prepares them for
		next term.

NURSERY 1 NUMERACY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	NUMBERS: 0-25 Review and extend: 0- 20 to 0-25 Counting Numbers Orally: 0-25 Count objects orally: 0-25 Learn number rhymes and songs	Review and Extension: The teacher reviews counting from 0-20 from first term. The teacher extends counting from 21-25. The teacher counts from 0-25 slowly and clearly. The teacher uses concrete objects to count to 25. Counting Activities: The teacher practices counting in different contexts. The teacher counts classroom objects up to 25. The teacher introduces counting by 2s (2, 4, 6…). Songs/Rhymes: The teacher reviews favorite number songs from first term. The teacher introduces new counting rhymes.	Counting Practice: Pupils review counting 0-20 quickly. Pupils learn to count from 21- 25. Pupils count from 0-25 with teacher. Pupils count various objects up to 25. Activities: Pupils practice counting in groups. Pupils count items in the classroom. Pupils attempt counting by 2s. Rhymes: Pupils sing familiar counting songs. Pupils learn new number rhymes. Pupils count rhythmically.	Number cards 0- 25 Counting objects Number line 0- 25 Song charts Beads/counters Skip counting chart

		iii. The teacher uses rhythmic counting to 25.
2	NUMBERS: 21-25 Recognition of Numbers: 21-25 Tracing, Coloring and Scribbling Place value introduction (tens and ones)	Number Recognition: The teacher introduces numbers 21-25 with flashcards. The teacher demonstrates writing numbers 21-25. The teacher introduces simple place value concept (2 tens and some ones). The teacher provides dotted numbers for tracing. Writing Practice: The teacher guides pupils in writing numbers 21-25. The teacher emphasizes two- digit number formation. The teacher provides individual support.	Recognition: Pupils identify numbers 21-25. Pupils watch number writing demonstrations. Pupils understand simple tens and ones concept. Writing: Pupils trace numbers 21-25. Pupils practice writing 21-25. Pupils color numbers 21-25. Pupils copy numbers from board. Place Value: Pupils count bundles of 10. Pupils understand 20 = 2 tens. Pupils count tens and ones together.	Writing books Pencils Crayons Number flashcards 21-25 Dotted worksheets Bundles of sticks/straws Ten-frames Coloring sheets
		Place Value: The teacher uses bundles of 10 to show tens and ones. The teacher counts by tens (10, 20) then adds

		ones. iii. The teacher makes counting visual and concrete.
3	NUMBERS: 0-28 Counting Numbers Orally: 0-28 Count objects orally: 0-28 Learn number rhymes and songs More shape recognition	Extended Counting: The teacher extends counting from 0-28. The teacher practices counting to 28 multiple times daily. The teacher uses various counting materials. The teacher counts in groups (10s and 1s). Shape Review: The teacher reviews circle, square, triangle. The teacher introduces rectangle and oval. The teacher identifies shapes in environment. The teacher counts shapes (how many circles?).	Counting: Pupils count from 0-28 with teacher. Pupils count objects up to 28. Pupils practice daily counting to 28. Pupils count in tens and ones. Shapes: Pupils identify all learned shapes. Pupils recognize rectangle and oval. Pupils find shapes around them. Pupils count different shapes. Rhymes: Pupils sing counting songs. Pupils learn shape songs. Pupils recite	Number cards 0- 28 Counting materials Shape cards Shape manipulatives Number line 0- 28 Song charts Shape sorting trays
			favorite rhymes.
		Songs/Rhymes: The teacher teaches counting songs to 28. The teacher uses shape songs. The teacher

		reviews previous rhymes.
4	NUMBERS: 26-28 Recognition of Numbers: 26-28 Tracing, Coloring and Scribbling Ordinal numbers introduction (1st, 2nd, 3rd)	Number Recognition: The teacher introduces numbers 26-28 with flashcards. The teacher demonstrates writing 26-28. The teacher provides practice materials. The teacher prepares for mid- term assessment.	Recognition: Pupils identify numbers 26-28. Pupils write numbers 26-28. Pupils trace and color 26-28. Ordinals: Pupils understand “first,” “second,” “third” Pupils identify who is first in line. Pupils recognize ordinal positions. Review: Pupils practice all numbers 0-28. Pupils count confidently to 28. Pupils prepare for mid- term test.	Writing books Pencils Crayons Number flashcards 26-28 Ordinal position cards Practice sheets Review materials
		Ordinal
		Numbers: The teacher introduces concept of position (first, second, third). The teacher uses line of pupils to show ordinal positions. The teacher uses picture cards showing order.
		Review: The teacher reviews all numbers 0-28. The teacher conducts comprehensive counting practice. The teacher
		prepares pupils for
		assessment.

5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers mid- term numeracy assessment. The teacher tests oral counting from 0-28. The teacher assesses number recognition (0-28). The teacher tests counting objects up to 28. The teacher evaluates number writing (0-28). The teacher assesses place value understanding (tens and ones). The teacher tests shape recognition (circle, square, triangle, rectangle, oval). The teacher assesses ordinal number understanding. The teacher	Assessment Tasks: Pupils count orally from 0-28. Pupils identify numbers 0-28 randomly. Pupils count objects presented (up to 28). Pupils write/trace numbers 0-28. Pupils demonstrate understanding of tens and ones. Pupils identify all shapes learned. Pupils demonstrate understanding of first, second, third. Pupils recite number rhymes. Pupils show numeracy progress.	Assessment papers Number cards Counting objects Shape cards Pencils Crayons Ten-frames Mark book Assessment records
		records
		performance and
		provides feedback.
6	MID-TERM BREAK	–	–	–
7	NUMBERS: 0-30 Counting Numbers Orally: 0-30 Count objects orally: 0-30	Extended Counting: The teacher extends counting to 30. The teacher	Counting: Pupils count from 0-30 confidently. Pupils count objects up to 30.	Number cards 0- 30 Counting objects Number line 0- 30 Skip counting

	Learn number rhymes and songs Number patterns and skip counting	practices counting 0-30 multiple times. The teacher uses various concrete materials. The teacher emphasizes the milestone of reaching 30. Skip Counting: The teacher practices skip counting by 2s (0, 2, 4…30). The teacher introduces skip counting by 5s (0, 5, 10…30). The teacher uses number line for skip counting.	Pupils practice counting daily. Pupils celebrate reaching 30! Skip Counting: Pupils attempt skip counting by 2s. Pupils try skip counting by 5s. Pupils use number line for skip counting. Patterns: Pupils identify number patterns. Pupils create simple patterns. Pupils sing pattern songs.	charts Pattern cards Song charts Manipulatives
		Patterns: The teacher identifies number patterns. The teacher creates simple AB patterns with numbers. The teacher
		uses songs for
		pattern
		recognition.
8	NUMBERS: 29-30 Recognition of Numbers: 29-30 Tracing, Coloring and Scribbling Addition concept introduction	Number Recognition: The teacher introduces numbers 29-30. The teacher demonstrates writing 29-30.	Recognition: Pupils identify numbers 29-30. Pupils write numbers 29-30. Pupils trace and color 29-30.	Writing books Pencils Crayons Number flashcards 29-30 Counting objects Manipulatives

	(combining groups)	iii. The teacher provides practice materials. Addition Introduction: The teacher introduces concept of “putting together” or “combining” The teacher uses concrete objects to show 1+1, 2+1, etc. The teacher uses language “and” to show addition (2 apples and 1 apple). The teacher makes addition visual and hands- on.	Addition: Pupils understand “putting together” Pupils combine groups of objects. Pupils count total when groups are combined. Pupils use “and” language (2 and 1 makes 3). Practice: Pupils practice counting and writing. Pupils play addition games with objects.	for addition Picture cards showing groups
		Practice: The teacher provides extensive counting and writing practice. The teacher
		uses
		manipulatives for
		addition activities.
9	NUMBERS: 0-35 Counting Numbers Orally: 0-35 Count objects orally: 0-35 Learn number rhymes and songs Measurement concepts (long/short)	Extended Counting: The teacher extends counting to 35. The teacher practices counting 0-35 daily. The teacher uses different counting contexts.	Counting: Pupils count from 0-35. Pupils count objects up to 35. Pupils practice skip counting by 5s to 35. Pupils count in various	Number cards 0- 35 Counting objects Objects of different lengths Non-standard measuring tools Number line 0- 35 Song charts

		iv. The teacher emphasizes counting by 5s to 35. Measurement: The teacher introduces concepts of long and short. The teacher compares lengths of objects. The teacher uses language: longer, shorter, longest, shortest. The teacher measures using non-standard units. Songs/Rhymes: The teacher teaches counting songs to 35. The teacher reviews all learned rhymes. The teacher	contexts. Measurement: Pupils identify long and short objects. Pupils compare lengths of objects. Pupils use comparison language. Pupils measure with blocks or paper clips. Rhymes: Pupils sing counting songs. Pupils recite all rhymes learned. Pupils enjoy measurement activities.	Comparison cards
		uses measurement
		songs.
10	NUMBERS: 31-35 Recognition of Numbers: 31-35 Tracing, Coloring and Scribbling Review 0-35 Data handling (simple pictographs)	Number Recognition: The teacher introduces numbers 31-35. The teacher demonstrates writing 31-35. The teacher provides extensive practice. The teacher reviews all	Recognition: Pupils identify numbers 31-35. Pupils write numbers 31-35. Pupils practice all numbers 0-35. Pupils demonstrate mastery. Data:	Writing books Pencils Crayons Number flashcards 31-35 Simple pictograph charts Picture stickers Review materials Celebration stickers

		numbers 0-35.	Pupils look at simple pictographs. Pupils count pictures in graphs. Pupils identify more and less from graphs. Pupils participate in data collection. Review: Pupils review all learned concepts. Pupils prepare for revision. Pupils celebrate reaching 35!
		Data Handling: The teacher introduces simple pictographs (favorite fruits, colors). The teacher counts pictures in each category. The teacher identifies which has more/less. The teacher makes data collection fun and visual.
		Comprehensive
		Review: The teacher reviews all concepts from second term. The teacher prepares pupils for revision week. The teacher
		celebrates
		progress to 35!
11	REVISION OF SECOND TERM WORK Numbers 0-35	Comprehensive Revision: The teacher systematically reviews counting from 0-35. The teacher revises number recognition and writing (0-35). The teacher reviews place value (tens and ones).	Revision Activities: Pupils practice counting 0-35 multiple times. Pupils identify and write all numbers 0-35. Pupils demonstrate tens and ones understanding. Pupils practice skip	All term’s materials Number cards 0- 35 Counting objects Shape cards Revision worksheets Mock test papers Measurement objects Skip counting

		The teacher revises skip counting by 2s and 5s. The teacher reviews all shapes learned. The teacher revises ordinal numbers (1st, 2nd, 3rd). The teacher reviews addition concept (combining groups). The teacher revises measurement concepts (long/short). The teacher reviews simple data handling. The teacher conducts mock examination. The teacher reviews all rhymes and songs. The teacher	counting. Pupils identify all shapes. Pupils show understanding of ordinal positions. Pupils combine groups of objects (addition). Pupils compare lengths of objects. Pupils read simple pictographs. Pupils complete mock test. Pupils recite all rhymes. Pupils demonstrate readiness for examination.	charts Games materials
		builds
		examination
		confidence.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end-of-term examination. The teacher tests oral counting from 0-35. The teacher	Examination Tasks: Pupils count orally from 0-35. Pupils identify all numbers 0-35. Pupils count objects presented. Pupils write/trace	Examination papers Number cards Counting objects Shape cards Pencils Crayons Measurement objects Pictograph

		assesses number recognition (0-35). The teacher tests counting objects up to 35. The teacher evaluates number writing (0-35). The teacher assesses place value understanding. The teacher tests skip counting by 2s and 5s. The teacher evaluates shape recognition. The teacher tests ordinal number knowledge. The teacher assesses addition understanding (combining). The teacher tests measurement concepts. The teacher evaluates simple data reading. The teacher	numbers 0-35. Pupils demonstrate tens and ones. Pupils skip count by 2s and 5s. Pupils identify all shapes learned. Pupils show ordinal understanding. Pupils combine groups (addition). Pupils compare long and short objects. Pupils read simple pictographs. Pupils recite number rhymes. Pupils demonstrate second term progress.	charts Mark book Report cards
		marks and
		prepares report
		cards.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked examination scripts. The teacher discusses individual	Closing Activities: Pupils receive marked work and report cards. Pupils listen to performance feedback. Pupils	Report cards Marked scripts Certificates Awards/stickers Holiday practice sheets Celebration materials

		performance. The teacher celebrates numeracy achievements and progress to 35. The teacher awards certificates for excellence. The teacher distributes report cards. The teacher provides holiday practice tips. The teacher gives preview of third term (counting to 50!). The teacher encourages continued counting practice. The teacher	celebrate reaching 35! Pupils receive awards and recognition. Pupils get holiday practice materials. Pupils look forward to third term. Pupils say goodbye with excitement for counting to 50!
		prepares pupils for
		final term.

NURSERY 1 NUMERACY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	NUMBERS: 0-40 Review and extend: 0- 35 to 0-40 Counting Numbers Orally: 0-40 Count objects orally: 0-40 Learn number rhymes and songs	Review and Extension: The teacher reviews counting from 0-35 from second term. The teacher extends counting from 36-40. The teacher counts from 0-40 slowly and clearly. The teacher uses concrete objects for counting to 40. The teacher emphasizes counting by 10s (10, 20, 30, 40). Counting Activities: The teacher practices daily counting to 40. The teacher uses various counting contexts and materials. The teacher celebrates the milestone of 40. Songs/Rhymes: The teacher reviews favorite counting songs. The teacher introduces	Counting Practice: Pupils review counting 0-35 quickly. Pupils learn to count from 36- 40. Pupils count from 0-40 with teacher. Pupils count various objects up to 40. Pupils practice counting by 10s. Activities: Pupils count daily to 40. Pupils use different counting materials. Pupils celebrate reaching 40! Rhymes: Pupils sing familiar songs. Pupils learn new counting rhymes. Pupils count rhythmically to 40.	Number cards 0-40 Counting objects Number line 0- 40 Song charts Beads/counters Ten-frames Skip counting chart

		counting rhymes to 40. iii. The teacher uses rhythmic counting activities.
2	NUMBERS: 36-40 Recognition of Numbers: 36-40 Tracing, Coloring and Scribbling Place value reinforcement	Number Recognition: The teacher introduces numbers 36-40 with flashcards. The teacher demonstrates writing numbers 36-40. The teacher emphasizes two- digit number formation. The teacher provides dotted numbers for tracing. Place Value: The teacher reinforces tens and ones concept. The teacher shows 40 = 4 tens and 0 ones. The teacher uses base-ten blocks or bundles. The teacher counts by tens and adds ones.	Recognition: Pupils identify numbers 36-40. Pupils watch writing demonstrations. Pupils recognize two- digit patterns. Place Value: Pupils understand tens and ones. Pupils recognize 4 tens = 40. Pupils count using tens and ones. Pupils group objects by tens. Writing: Pupils trace numbers 36-40. Pupils practice writing 36-40. Pupils color numbers 36-40. Pupils	Writing books Pencils Crayons Number flashcards 36-40 Base-ten blocks Bundles of sticks Dotted worksheets Ten-frames
			demonstrate
		Writing Practice: The teacher guides extensive writing practice. The teacher provides individual support.	improved number writing.

		iii. The teacher celebrates progress.
3	NUMBERS: 0-45 Counting Numbers Orally: 0-45 Count objects orally: 0-45 Learn number rhymes and songs Subtraction introduction (taking away)	Extended Counting: The teacher extends counting to 45. The teacher practices counting 0-45 multiple times daily. The teacher uses skip counting by 5s (5, 10, 15…45). The teacher counts forward and backward. Subtraction Introduction: The teacher introduces concept of “taking away” The teacher uses concrete objects to demonstrate subtraction. The teacher shows 3 – 1 = 2 with real objects. The teacher uses language “take away” consistently. The teacher makes subtraction visual and hands- on.	Counting: Pupils count from 0-45. Pupils count objects up to 45. Pupils skip count by 5s to 45. Pupils try counting backward from 10. Subtraction: Pupils understand “taking away” Pupils remove objects from groups. Pupils count what’s left after taking away. Pupils use “take away” language. Pupils play subtraction games with objects. Rhymes: Pupils sing counting songs. Pupils sing “taking away” rhymes. Pupils act out	Number cards 0-45 Counting objects Manipulatives for subtraction Number line 0- 45 Song charts Picture cards showing subtraction
			subtraction
		Songs/Rhymes: i. The teacher teaches counting	stories.

		songs to 45. ii. The teacher uses “taking away” rhymes (5 little ducks, 10 green bottles).
4	NUMBERS: 41-45 Recognition of Numbers: 41-45 Tracing, Coloring and Scribbling Simple addition and subtraction practice	Number Recognition: The teacher introduces numbers 41-45. The teacher demonstrates writing 41-45. The teacher provides practice materials. The teacher prepares for mid- term assessment.	Recognition: Pupils identify numbers 41-45. Pupils write numbers 41-45. Pupils trace and color 41-45. Operations: Pupils combine groups (addition). Pupils take away objects (subtraction). Pupils count results of both operations. Pupils play number games. Review: Pupils practice all numbers 0- 45. Pupils prepare for mid-term assessment.	Writing books Pencils Crayons Number flashcards 41-45 Manipulatives Practice sheets Review materials Games
		Addition &
		Subtraction: The teacher reviews combining groups (addition). The teacher reviews taking away (subtraction). The teacher uses real objects for both operations. The teacher plays number operation games.
		Review: The teacher reviews all numbers 0-45. The teacher
		prepares pupils for

		mid-term test.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers mid- term numeracy assessment. The teacher tests oral counting from 0-45. The teacher assesses number recognition (0-45). The teacher tests counting objects up to 45. The teacher evaluates number writing (0-45). The teacher assesses place value understanding. The teacher tests skip counting by 5s and 10s. The teacher assesses addition understanding (combining). The teacher tests subtraction understanding (taking away). The teacher	Assessment Tasks: Pupils count orally from 0-45. Pupils identify numbers 0-45 randomly. Pupils count objects presented (up to 45). Pupils write/trace numbers 0-45. Pupils demonstrate tens and ones. Pupils skip count by 5s and 10s. Pupils combine groups of objects. Pupils take away objects from groups. Pupils recite number rhymes. Pupils show third term progress.	Assessment papers Number cards Counting objects Manipulatives Pencils Crayons Mark book Assessment records
		records
		performance and
		provides feedback.
6	MID-TERM BREAK	–	–	–
7	NUMBERS: 0-50 Counting Numbers Orally: 0-50 Count objects orally:	Extended Counting to 50: i. The teacher extends counting to the milestone of	Counting to 50: Pupils count from 0-50 excitedly! Pupils	Number cards 0-50 Counting objects Number line 0-

	0-50 Learn number rhymes and songs Celebrating reaching 50!	50! The teacher practices counting 0-50 enthusiastically. The teacher emphasizes 50 = 5 tens. The teacher counts by 10s (10, 20, 30, 40, 50). The teacher celebrates this achievement with pupils.	practice counting to 50 daily. Pupils understand 50 = 5 tens. Pupils skip count by 10s to 50. Pupils celebrate reaching 50! Practice: Pupils count in different contexts. Pupils count large groups of objects. Pupils use number line to 50. Celebration: Pupils sing “counting to 50” songs. Pupils recite all rhymes learned. Pupils celebrate their achievement!	50 Base-ten blocks Song charts Celebration materials Large quantity counters
		Comprehensive
		Practice: The teacher uses various counting contexts. The teacher counts objects in large groups to 50. The teacher uses number line to 50.
		Songs/Rhymes: The teacher teaches special “counting to 50” songs. The teacher reviews all counting rhymes from the year. The teacher
		celebrates with
		number music.
8	NUMBERS: 46-50 Recognition of Numbers: 46-50 Tracing, Coloring and	Number Recognition: i. The teacher introduces numbers 46-50.	Recognition: Pupils identify numbers 46-50. Pupils write numbers 46-50.	Writing books Pencils Crayons Number flashcards 46-50

	Scribbling – Money introduction (coins)	The teacher demonstrates writing 46-50. The teacher emphasizes reaching the milestone of 50. The teacher provides extensive practice. Money Introduction: The teacher introduces concept of money and coins. The teacher shows different coin denominations. The teacher discusses what money is used for (buying things). The teacher lets pupils handle play coins. The teacher counts coins (simple amounts).	Pupils trace and color 46-50. Pupils celebrate reaching 50! Money: Pupils learn about money and coins. Pupils identify different coins. Pupils understand money is for buying. Pupils handle and count play coins. Pupils count simple coin amounts. Writing: Pupils practice writing 46-50. Pupils master all numbers 0- 50!	Play coins Real coins (for display) Dotted worksheets Money charts
		Writing Practice: The teacher guides writing practice for 46-50. The teacher
		celebrates
		completing
		numbers to 50!
9	NUMBERS: 0-50 Comprehensive practice All number concepts	Comprehensive Number Practice: i. The teacher conducts comprehensive	Number Practice: i. Pupils practice all numbers 0- 50.	Number cards 0-50 Counting objects Clock

	review – Time introduction (o’clock)	practice of 0-50. The teacher reviews counting, recognition, and writing. The teacher practices skip counting (2s, 5s, 10s). The teacher reviews place value to 50.	Pupils count, recognize, and write confidently. Pupils skip count effectively. Pupils demonstrate place value understanding. Time: Pupils learn about telling time. Pupils identify hour hand on clock. Pupils recognize o’clock times. Pupils relate time to their activities. Review: Pupils practice addition and subtraction. Pupils review all shapes and concepts. Pupils prepare for revision week.	(demonstration) Play clocks Time charts Comprehensive materials Shape cards Manipulatives
		Time
		Introduction: The teacher introduces concept of telling time. The teacher shows clock and identifies hour hand. The teacher teaches “o’clock” times (1 o’clock, 2 o’clock). The teacher relates time to daily activities.
		All Concepts: The teacher reviews addition and subtraction. The teacher reviews shapes and measurement. The teacher
		prepares for
		comprehensive
		revision.
10	NUMBERS: 0-50 Mastery of 0-50 Year-end	Mastery Activities: i. The teacher conducts final	Mastery: i. Pupils demonstrate mastery of 0-50.	All year’s materials Number cards 0-50

	comprehensive activities – Celebration of numeracy journey	mastery activities for 0-50. The teacher assesses overall numeracy development. The teacher reviews all concepts from the entire year. The teacher celebrates year- long progress. Year Review: The teacher reviews first term concepts (0-20). The teacher reviews second term concepts (21- 35). The teacher reviews third term concepts (36-50). The teacher reviews all mathematical concepts taught. Celebration: The teacher celebrates pupils’ numeracy achievements. The teacher prepares pupils for final revision and examination. The teacher	Pupils show overall numeracy competence. Pupils review year-long learning. Pupils celebrate their progress! Year Review: Pupils recall first term numbers. Pupils recall second term numbers. Pupils master third term numbers. Pupils demonstrate all learned concepts. Celebration: Pupils celebrate numeracy achievements. Pupils prepare for final revision. Pupils feel proud of their progress!	Comprehensive resources Celebration materials Achievement certificates Games and activities
		recognizes
		individual
		progress.
11	REVISION OF THIRD TERM &	Comprehensive Year-End	Comprehensive Revision:	All year’s materials

YEAR’S WORK Numbers 0-50 and all concepts

Revision: The teacher systematically reviews counting from 0-50. The teacher revises all number recognition and writing (0-50). The teacher reviews place value (tens and ones to 50). The teacher revises all skip counting (2s, 5s, 10s). The teacher reviews all shapes learned during the year. The teacher revises addition (combining groups). The teacher reviews subtraction (taking away). The teacher revises measurement concepts (long/short, big/small). The teacher reviews ordinal numbers. The teacher revises time (o’clock), money (coins), and data handling. The teacher conducts comprehensive

Pupils practice counting 0-50 fluently. Pupils identify and write all numbers 0-50. Pupils demonstrate place value mastery. Pupils skip count by 2s, 5s, and 10s. Pupils identify all shapes learned. Pupils combine groups (addition). Pupils take away from groups (subtraction). Pupils compare measurements. Pupils demonstrate ordinal understanding. Pupils show time and money knowledge. Pupils complete comprehensive mock test. Pupils recite all number rhymes. Pupils demonstrate year-long numeracy growth. Pupils

Number cards 0-50 All manipulatives Comprehensive revision sheets Mock examination papers Shape cards Clock, coins, measurement tools All games and resources

		mock examination. The teacher reviews ALL number rhymes and songs from the year. The teacher builds strong confidence for final examination. The teacher	celebrate their journey from 0 to 50!
		celebrates
		complete
		numeracy journey!
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end-of-year numeracy examination. The teacher tests oral counting from 0-50. The teacher assesses number recognition (0-50). The teacher tests counting objects up to 50. The teacher evaluates number writing (0-50). The teacher assesses place value understanding (tens and ones). The teacher tests all skip counting patterns (2s, 5s, 10s).	Final Examination Tasks: Pupils count orally from 0-50 fluently. Pupils identify all numbers 0-50 randomly. Pupils count objects presented (up to 50). Pupils write/trace numbers 0-50 accurately. Pupils demonstrate tens and ones to 50. Pupils skip count by 2s, 5s, and 10s. Pupils identify all shapes learned. Pupils combine groups effectively (addition). Pupils take	Comprehensive examination papers Number cards 0-50 Counting objects Shape cards Pencils Crayons Manipulatives Clock Play coins Measurement tools Pictographs Mark book Report cards

		The teacher evaluates shape recognition (all shapes). The teacher tests addition understanding (combining groups). The teacher assesses subtraction understanding (taking away). The teacher tests measurement concepts. The teacher evaluates ordinal number knowledge. The teacher tests basic time and money concepts. The teacher assesses simple data reading. The teacher	away from groups (subtraction). Pupils compare measurements correctly. Pupils demonstrate ordinal positions. Pupils show time and money understanding. Pupils read simple pictographs. Pupils recite number rhymes. Pupils demonstrate complete Nursery 1 numeracy mastery.
		marks thoroughly
		and prepares
		comprehensive
		report cards.
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Year-End Closing: The teacher returns marked examination scripts with detailed feedback. The teacher discusses individual year- long numeracy performance.	Year-End Closing: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long performance review. Pupils	Report cards Marked examination scripts Certificates Awards/medals Graduation materials Holiday practice workbooks Number charts

The teacher celebrates remarkable achievement of mastering 0-50! The teacher awards certificates and prizes for numeracy excellence. The teacher distributes comprehensive end-of-year report cards. The teacher provides recommendations for holiday practice. The teacher prepares pupils for promotion to Nursery 2. The teacher conducts numeracy graduation ceremony. The teacher celebrates pupils’ journey from 0 to 50! The teacher thanks pupils and parents for wonderful year. The teacher	celebrate counting from 0 to 50 proudly! Pupils receive certificates and awards for achievements. Pupils get holiday practice materials. Pupils prepare excitedly for promotion to Nursery 2. Pupils participate in graduation ceremony. Pupils showcase numeracy skills to parents. Pupils celebrate their amazing number journey! Pupils say goodbye with confidence and numeracy pride. Pupils look forward to continued learning in Nursery 2.	0-50 Celebration decorations Parent feedback forms “I can count to 50!” badges
encourages
continued
numeracy practice
during holidays.

NURSERY 1 PRE-SCIENCE SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	LIVING THINGS: PLANTS Meaning of plants Identification of plants Examples of plants (e.g., flowers, grass, trees)	Introduction to Plants: The teacher takes pupils on a nature walk around the school compound to observe plants. The teacher explains that plants are living things that grow in soil and need water and sunlight. The teacher shows real plants and pictures of different plants. The teacher demonstrates how to touch plants gently. Identification Activities: The teacher points out different parts of plants (leaves, stem, roots, flowers). The teacher names various plants in the environment. The teacher shows pictures and real samples of common plants.	Learning Activities: Pupils observe plants during nature walk. Pupils listen and repeat “plants are living things” Pupils look at and touch real plants gently. Pupils observe plant parts pointed out by teacher. Identification: Pupils point to plants around them. Pupils name plants they see (with teacher’s help). Pupils identify plants in pictures. Examples: Pupils look at different plant examples. Pupils match picture cards of plants. Pupils sing	Real plants (potted) Picture cards of plants Chart showing parts of plants Flowers Grass samples Leaves Song charts Nature walk area
		Examples:	plant songs with

		The teacher presents examples: flowers (rose, sunflower), grass, trees (mango tree, palm tree). The teacher uses picture cards to show variety of plants. The teacher sings plant-related songs.	actions.
2	LIVING THINGS: PLANTS (Continued) Growing plants Caring for plants Drawing and coloring plants	Plant Care: The teacher demonstrates how to water plants properly. The teacher explains that plants need water, sunlight, and soil to grow. The teacher shows pupils how to care for classroom plants. The teacher discusses what happens when plants don’t get water (they die). Hands-on Activities: The teacher guides pupils in planting seeds in small pots or cups. The teacher demonstrates gentle handling of plants. The teacher organizes plant watering activities.	Plant Care: Pupils watch watering demonstration. Pupils understand plants need water and sunlight. Pupils help water classroom plants (with supervision). Pupils observe healthy and unhealthy plants. Hands-on: Pupils plant seeds in small containers. Pupils handle plants gently. Pupils take turns watering plants. Creative: Pupils color plant pictures. Pupils draw	Small pots/cups Soil Seeds (beans, maize) Watering can Real plants Coloring sheets Crayons Drawing paper Plant stickers Craft materials

		Creative Activities: The teacher provides plant pictures for coloring. The teacher guides pupils in drawing simple plants. The teacher uses	simple plants (flowers, trees). iii. Pupils create plant crafts with teacher’s guidance.
		stickers and craft
		materials for plant
		activities.
3	LIVING THINGS: FRUITS Meaning of fruits Identification of fruits Examples of fruits Fruits come from plants	Introduction to Fruits: The teacher explains that fruits are parts of plants that we can eat. The teacher shows real fruits (apple, banana, orange, mango). The teacher allows pupils to touch, smell, and observe fruits. The teacher explains that fruits come from plants/trees. Identification: The teacher displays various fruits and names each one. The teacher describes fruits by color, shape, and size. The teacher uses picture cards for	Learning: Pupils learn that fruits come from plants. Pupils observe real fruits brought by teacher. Pupils touch, smell, and feel different fruits. Pupils understand fruits grow on plants. Identification: Pupils identify and name different fruits. Pupils describe fruits (red apple, yellow banana). Pupils match fruit pictures. Pupils observe cut fruits and seeds.	Real fruits (apple, banana, orange, mango, pineapple) Fruit pictures Flashcards Chart showing fruits Cutting board and knife (teacher use) Plates Fruit song charts Fruit models/toys

		fruit recognition. iv. The teacher cuts fruits to show inside (seeds, flesh). Activities: The teacher organizes fruit tasting activity (with permission). The teacher plays fruit identification games. The teacher	Activities: Pupils taste different fruits (if permitted). Pupils play fruit games. Pupils sing fruit songs enthusiastically.
		teaches fruit-related
		songs and rhymes.
4	ANIMALS Meaning of animals Description of animals Parts of animal bodies Similarities between animals and humans	Introduction to Animals: The teacher explains that animals are living things that can move from place to place. The teacher shows pictures and toy animals. The teacher describes different animals (dog, cat, goat, cow, bird, fish). The teacher makes animal sounds and encourages imitation. Body Parts: i. The teacher identifies animal body parts: head, eyes, ears, nose, mouth, legs, tail.	Learning: Pupils understand animals are living things. Pupils observe animal pictures and toys. Pupils listen to descriptions of animals. Pupils make animal sounds (moo, bark, meow). Body Parts: Pupils identify animal body parts in pictures. Pupils point to their own body parts (like animals). Pupils understand similarities: we	Animal pictures Toy animals Animal flashcards Chart showing animal body parts Videos of animals (optional) Animal masks Song charts Story books about animals

		The teacher compares animal parts with human parts. The teacher shows that both animals and humans have eyes, ears, nose, mouth. The teacher discusses differences (tails, four legs vs two legs).	both have eyes, ears, etc. iv. Pupils notice differences: animals have tails, four legs. Activities: Pupils imitate animal movements. Pupils watch animal videos/pictures. Pupils sing
		Activities: The teacher plays animal movement games (hop like a rabbit, walk like a dog). The teacher uses videos or pictures showing animals. The teacher	animal songs with actions.
		sings animal songs.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers comprehensive pre- science assessment. The teacher tests knowledge of plants (identification, parts). The teacher assesses fruit recognition and naming. The teacher tests animal identification and sounds. The teacher	Assessment Tasks: Pupils identify plants in pictures and real samples. Pupils name parts of plants shown. Pupils identify and name fruits presented. Pupils identify animals in pictures. Pupils make animal sounds when asked.	Assessment sheets Plant samples Fruit pictures Animal pictures Body parts chart Real objects Mark book Assessment checklist

		evaluates understanding of body parts (animals and humans). The teacher uses oral questions, picture identification, and practical tasks. The teacher observes pupils’ responses and participation. The teacher	Pupils point to animal body parts. Pupils identify their own body parts. Pupils demonstrate understanding of topics covered.
		records individual
		performance and
		identifies areas
		needing support.
6	MID-TERM BREAK	–	–	–
7	DOMESTIC ANIMALS Meaning of domestic animals Examples of domestic animals Where domestic animals live Caring for domestic animals	Introduction: The teacher explains that domestic animals are animals we keep at home. The teacher lists examples: dog, cat, rabbit, chicken, goat, sheep, cow. The teacher shows pictures of domestic animals. The teacher discusses why we keep these animals at home (pets, food, help). Homes of Animals: i. The teacher shows where domestic animals live (kennel for dogs, coop for	Learning: Pupils understand domestic animals live with us. Pupils name domestic animals: dog, cat, chicken, goat. Pupils observe pictures of domestic animals. Pupils learn we keep them for various reasons. Animal Homes: i. Pupils identify where animals live (kennel, coop).	Pictures of domestic animals Toy domestic animals Pictures of animal homes Flashcards Chart showing domestic animals Song charts Story books Videos
				(optional)

		chickens). The teacher discusses how we care for domestic animals (feeding, cleaning, shelter). The teacher demonstrates responsible animal care. Activities: The teacher organizes visit to see domestic animals (if possible). The teacher plays domestic animal identification games. The teacher	Pupils understand animals need food and care. Pupils learn to treat animals kindly. Activities: Pupils observe domestic animals (if available). Pupils play animal identification games. Pupils sing songs about domestic animals with enthusiasm.
		teaches songs about
		domestic animals.
8	PARTS OF THE BODY: THE HEAD Identification of the head Parts on the head Uses of the head	Introduction to the Head: The teacher points to their own head and asks pupils to touch theirs. The teacher explains the head is the top part of our body. The teacher shows pictures and charts of the head. The teacher names parts found on the head: hair, forehead, eyes, ears, nose, mouth, chin.	Learning: Pupils touch their own heads. Pupils understand the head is on top of the body. Pupils observe head pictures and charts. Pupils identify parts on the head. Parts Identification: i. Pupils point to their hair, eyes, ears, nose,	Large body chart Head diagram Mirror Pictures of heads Flashcards Helmet (for demonstration) Simon Says game materials

		Parts on the Head: The teacher identifies each part on their own head. The teacher asks pupils to point to each part on their own heads. The teacher uses a large diagram showing parts of the head. The teacher plays “Simon Says” touching head parts. Uses of the Head: The teacher explains: the head holds our brain (for thinking), face (for seeing, smelling, eating, hearing). The teacher demonstrates nodding (yes) and shaking head (no). The teacher	mouth. Pupils touch each part when named by teacher. Pupils observe large head diagram. Pupils play “Simon Says” game with head parts. Uses: Pupils understand the head helps us think, see, hear, smell, eat. Pupils practice nodding and shaking head. Pupils learn to protect their heads.
		discusses protecting
		our heads (wearing
		helmets).
9	PARTS OF THE BODY: MOUTH AND TEETH Identification of the mouth Identification of the teeth Uses of mouth and teeth Care of mouth and	The Mouth: The teacher points to their mouth and asks pupils to point to theirs. The teacher shows pictures of mouths. The teacher opens mouth to show inside: teeth,	The Mouth: Pupils point to their mouths. Pupils observe mouth pictures. Pupils open their mouths to see teeth and tongue. Pupils look at their mouths	Mirrors Pictures of mouth and teeth Toothbrush and toothpaste Dental chart Flashcards Healthy food pictures Tooth brushing song chart

	teeth	tongue, gums. iv. The teacher uses a mirror so pupils can see their own mouths. The Teeth: The teacher identifies teeth inside the mouth. The teacher explains teeth help us chew food. The teacher shows picture of healthy teeth. The teacher discusses baby teeth and adult teeth (simply). Uses and Care: The teacher explains: mouth is for eating, talking, singing, drinking. The teacher explains: teeth are for biting and chewing food. The teacher demonstrates proper tooth brushing. The teacher emphasizes brushing teeth twice daily. The teacher	in mirrors. The Teeth: Pupils identify their teeth. Pupils understand teeth help us chew. Pupils observe pictures of teeth. Pupils count some of their teeth (with help). Uses and Care: Pupils understand mouth is for eating and talking. Pupils understand teeth help us chew food. Pupils watch tooth brushing demonstration. Pupils practice brushing motion. Pupils learn to brush teeth daily.
		discusses healthy
		foods for strong
		teeth.
10	PARTS OF THE BODY: LIPS AND TONGUE	The Lips: i. The teacher points to their lips	The Lips: i. Pupils touch their lips.	Mirrors Pictures of lips and tongue

Identification of lips Identification of tongue Uses of lips and tongue Importance of these organs

and asks pupils to touch theirs. The teacher explains lips are the outer part of the mouth. The teacher shows that lips can move (smiling, pouting, talking). The teacher uses pictures showing lips. The Tongue: The teacher sticks out tongue and asks pupils to see theirs in mirror. The teacher explains the tongue is inside the mouth. The teacher shows pictures of the tongue. The teacher demonstrates tongue movements. Uses: The teacher explains: lips help us talk, eat, drink, whistle, kiss, smile. The teacher explains: tongue helps us taste food, talk, swallow, lick. The teacher discusses how we taste different flavors (sweet, sour, bitter, salty). The teacher conducts simple tasting activity (if

Pupils understand lips are outside the mouth. Pupils move their lips (smile, pout). Pupils observe lip pictures. The Tongue: Pupils stick out their tongues safely. Pupils see their tongues in mirrors. Pupils observe tongue pictures. Pupils move their tongues around. Uses: Pupils understand lips help us talk and eat. Pupils understand tongue helps us taste food. Pupils learn about different tastes. Pupils taste safe foods (if permitted). Pupils learn to keep mouth parts clean.

Body parts chart Safe tasting samples (sugar- sweet, lemon- sour) Flashcards Song charts about body parts

		permitted). v. The teacher emphasizes keeping lips and tongue clean.
11	REVISION OF FIRST TERM WORK All topics covered	Comprehensive Revision: The teacher systematically reviews living things: plants (identification, parts, care). The teacher revises fruits (identification, examples, where they come from). The teacher reviews animals (meaning, body parts, similarities with humans). The teacher revises domestic animals (examples, where they live, care). The teacher reviews parts of the body: head, mouth, teeth, lips, tongue. The teacher revises uses of each body part. The teacher uses games, songs, and interactive activities for revision. The teacher conducts mock examination activities. The teacher	Revision Activities: Pupils identify plants and their parts. Pupils name and identify various fruits. Pupils identify animals and their body parts. Pupils name domestic animals and their uses. Pupils identify all body parts learned: head, mouth, teeth, lips, tongue. Pupils explain uses of body parts (with help). Pupils participate in revision games and songs. Pupils complete mock test activities. Pupils ask questions about difficult areas. Pupils prepare confidently for	All term’s materials Plant samples Fruit pictures Animal pictures Body parts charts Revision worksheets Mock test materials Games Song charts

		identifies areas where pupils need extra support. x. The teacher builds confidence for final examination.	examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term examination. The teacher tests plant identification and knowledge. The teacher assesses fruit recognition and naming. The teacher tests animal knowledge (identification, sounds, body parts). The teacher assesses domestic animal knowledge. The teacher tests body parts identification (head, mouth, teeth, lips, tongue). The teacher evaluates understanding of uses of body parts. The teacher uses oral questions, picture identification, and practical demonstrations. The teacher marks examination	Examination Tasks: Pupils identify plants in pictures and real samples. Pupils name fruits shown in pictures. Pupils identify animals and make appropriate sounds. Pupils name domestic animals. Pupils point to and name body parts: head, mouth, teeth, lips, tongue. Pupils explain uses of body parts (simply). Pupils answer oral questions from teacher. Pupils demonstrate practical knowledge. Pupils complete all examination	Examination materials Plant pictures Fruit pictures Animal pictures Body parts chart Real samples Assessment sheets Mark book Report cards

		and records scores. x. The teacher prepares report cards with comments.	tasks. x. Pupils show understanding of first term topics.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked examination scripts. The teacher discusses individual performance with pupils. The teacher celebrates pupils’ science learning achievements. The teacher awards certificates/stickers for good performance. The teacher distributes report cards. The teacher provides holiday tips (observing plants, animals at home). The teacher gives preview of second term topics. The teacher encourages continued observation of nature. The teacher	Closing Activities: Pupils receive marked work and report cards. Pupils listen to teacher’s feedback. Pupils celebrate their science learning. Pupils receive awards and recognition. Pupils get holiday observation tasks. Pupils look forward to second term. Pupils say goodbye to classmates and teacher.	Report cards Marked scripts Certificates Awards/stickers Holiday observation sheets Celebration materials
		thanks pupils for
		active participation.

NURSERY 1 PRE-SCIENCE SCHEME OF WORK SECOND TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	THE FIVE SENSES: Introduction What are senses? The five senses overview Sense organs introduction	Introduction to Senses: The teacher welcomes pupils back and reviews first term briefly. The teacher explains that senses help us know about things around us. The teacher introduces the five senses: sight, hearing, smell, taste, touch. The teacher shows pictures of the five sense organs. Sense Organs: The teacher names sense organs: eyes (seeing), ears (hearing), nose (smelling), tongue (tasting), skin (touching). The teacher asks pupils to point to each organ on their bodies. The teacher explains each sense helps us in different ways. Activities: The teacher sings “Five Senses Song” The teacher plays identification games	Learning: Pupils understand senses help us know things. Pupils learn there are five senses. Pupils observe pictures of sense organs. Identification: Pupils point to their eyes, ears, nose, tongue, and touch their skin. Pupils name sense organs with teacher. Pupils understand each sense does something different. Activities: Pupils sing five senses song. Pupils participate in sense games. Pupils observe and discuss sense	Five senses chart Pictures of sense organs Body diagram Flashcards Song charts Story books about senses

		with senses. iii. The teacher uses charts showing the five senses.	charts.
2	THE SENSE OF SIGHT: EYES The eyes as organs of sight Uses of eyes Caring for our eyes	The Eyes: The teacher explains eyes help us see things around us. The teacher asks pupils to point to their eyes. The teacher shows pictures of eyes and explains parts (eyelids, eyelashes, eyebrows). The teacher uses mirrors so pupils can see their own eyes. Uses of Eyes: The teacher explains: eyes help us see colors, shapes, people, things, words, pictures. The teacher demonstrates looking at various objects. The teacher plays “I Spy” game using sight. The teacher discusses what happens when we close our eyes (can’t see). Eye Care: i. The teacher teaches: don’t rub eyes with dirty hands, don’t look at bright sun, visit eye doctor, eat healthy	The Eyes: Pupils understand eyes help us see. Pupils point to their eyes. Pupils observe eye pictures. Pupils look at their eyes in mirrors. Uses: Pupils understand eyes help us see everything around us. Pupils look at objects teacher points out. Pupils play “I Spy” using their sight. Pupils experience closing eyes and not seeing. Care: Pupils learn to keep hands away from eyes. Pupils learn not to look at bright sun. Pupils	Mirrors Eye pictures and charts Various colorful objects Pictures of healthy foods Glasses (for demonstration) I Spy game materials Eye care posters

		foods (carrots), rest eyes when tired. The teacher demonstrates proper face washing including eyes. The teacher discusses wearing glasses if needed.	understand importance of eye health. iv. Pupils learn about healthy foods for eyes.
3	THE SENSE OF HEARING: EARS & THE SENSE OF SMELL: NOSE Ears as organs of hearing Nose as organ of smell Uses and care	The Ears: The teacher explains ears help us hear sounds. The teacher asks pupils to touch their ears. The teacher makes different sounds (clapping, bell, whistle) for pupils to hear. The teacher shows pictures of ears.	The Ears: Pupils understand ears help us hear. Pupils touch their ears. Pupils listen to different sounds made by teacher. Pupils observe ear pictures.	Pictures of ears and nose Sound-making objects (bell, drum, whistle) Safe smelling items (perfume, orange, flower, soap) Tissues Body charts Listening game materials
		Uses and Care of Ears: The teacher explains: ears help us hear voices, music, warnings, animals, nature sounds. The teacher teaches: don’t put things in ears, keep ears clean, protect from loud noise. The teacher plays listening games. The Nose: The teacher explains nose helps us smell things. The teacher asks pupils to touch their	Care: Pupils understand ears help us hear many things. Pupils learn to keep ears safe and clean. Pupils play listening games. The Nose: Pupils understand nose helps us smell. Pupils touch their noses. Pupils smell

		noses. The teacher presents items with different smells (perfume, orange, soap). The teacher guides safe smelling activities. Uses and Care: The teacher explains: nose helps us smell good and bad things, helps us breathe. The teacher teaches: blow nose gently with tissue, keep nose clean. The teacher plays	different safe items. iv. Pupils practice safe smelling. Care: Pupils understand nose helps us breathe and smell. Pupils learn to keep nose clean. Pupils identify smells in games.
		smell identification
		games (if safe).
4	THE SENSE OF	The Skin (Touch): The teacher explains skin covers our whole body and helps us feel. The teacher asks pupils to touch their skin (arms, face, hands). The teacher presents objects with different textures (soft, hard, rough, smooth, hot, cold). The teacher guides touching activities safely. Uses and Care: i. The teacher explains: skin helps us feel things,	The Skin: Pupils understand skin helps us feel. Pupils touch their skin on different body parts. Pupils touch objects with different textures. Pupils identify soft, hard, rough, smooth objects. Care: i. Pupils understand skin protects us	Different textured objects (cotton, sandpaper, stone, fabric) Body diagram Safe tasting samples (if permitted) Soap and water Lotion Pictures of skin care Taste flashcards
	TOUCH: SKIN &
	THE SENSE OF
	TASTE: TONGUE
	Skin as organ of touch Tongue as organ of taste Uses and care

		protects our body, shows when something is hot or sharp. ii. The teacher teaches: keep skin clean (bathing), use lotion, protect from sun, cover wounds.	and helps us feel. Pupils learn to keep skin clean and safe. Pupils understand importance of bathing.
		The Tongue (Taste): The teacher reviews tongue from first term. The teacher explains tongue helps us taste flavors. The teacher introduces four basic tastes: sweet, sour, salty, bitter. The teacher provides safe tasting samples (if permitted).	The Tongue: Pupils recall tongue from first term. Pupils understand tongue helps us taste. Pupils learn about sweet, sour, salty, bitter. Pupils taste safe foods (if permitted).
		Uses and Care: The teacher explains: tongue helps us taste food, talk, swallow. The teacher	Care: Pupils understand multiple uses of tongue. Pupils learn
		teaches: keep mouth	to keep mouth
		clean, brush teeth,	and tongue
		don’t eat dirty things.	clean.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers mid-term assessment on the five senses. The teacher tests identification of sense organs (eyes, ears, nose, tongue, skin).	Assessment Tasks: Pupils identify all five sense organs on their bodies. Pupils name what each sense organ does (eyes-see,	Assessment sheets Five senses chart Sound objects Smelling items Textured objects Flashcards Mark book Assessment

		The teacher assesses understanding of what each sense does. The teacher tests matching senses to their uses. The teacher evaluates knowledge of sense organ care. The teacher uses oral questions and practical demonstrations. The teacher assesses through games (listening, smelling, touching, seeing activities). The teacher	ears-hear, nose- smell, tongue- taste, skin- touch). Pupils match senses to activities. Pupils demonstrate understanding of sense organ care. Pupils participate in practical sense activities. Pupils answer oral questions from teacher. Pupils	checklist
		records pupils’	show
		performance.	understanding
			of five senses
			topics.
6	MID-TERM BREAK	–	–	–
7	AIR Description of air Air is invisible but can be felt Air occupies space Air is everywhere	Introduction to Air: The teacher explains that air is all around us but we cannot see it. The teacher demonstrates feeling air by waving hand in front of face. The teacher uses a fan to show moving air. The teacher explains air is invisible but real.	Learning: Pupils understand air is around us but invisible. Pupils wave hands to feel air movement. Pupils feel air from fan. Pupils understand we can’t see air but it’s real.	Balloons Fan Empty plastic bottle Bubble solution and wand Pictures showing air Chart about air Outdoor space for wind observation
		Properties of Air: i. The teacher	Air Properties: i. Pupils observe balloon

		demonstrates air takes up space using balloon experiment. The teacher blows up a balloon to show air filling space. The teacher shows empty bottle is actually full of air. The teacher explains air is everywhere: in room, outside, in balloons, in tires. Feeling Air: The teacher conducts activities where pupils feel air (blowing, fanning). The teacher takes pupils outside to feel wind (moving air). The teacher demonstrates breathing in and out (air going in our bodies). The teacher	being inflated with air. Pupils see air takes up space in balloon. Pupils learn “empty” bottle has air. Pupils understand air is everywhere. Feeling Air: Pupils blow on their hands to feel air. Pupils go outside to feel wind. Pupils breathe in and out, feeling air. Pupils observe bubbles showing air movement.
		makes air visible
		using bubbles or
		smoke (with
		supervision).
8	USES OF AIR Breathing (most important use) Cooling Filling balloons and tires Drying clothes	Uses of Air: The teacher explains the most important use: breathing (we need air to live). The teacher demonstrates breathing in and out. The teacher explains we breathe air all the time, even	Learning: Pupils understand breathing air keeps us alive. Pupils practice breathing in and out. Pupils understand we need air every	Balloons Hand fans Pictures of tires, balls Pictures of clothes drying Air conditioning/fa n for demonstration Chart showing

		when sleeping. iv. The teacher discusses that all living things need air.	moment. iv. Pupils learn all living things need air.	uses of air
		Other Uses: The teacher explains air helps cool us (fanning, air conditioning, wind). The teacher demonstrates using hand fan for cooling. The teacher shows air fills balloons, tires, balls, swimming floats. The teacher explains air helps dry wet clothes on the line. The teacher shows pictures of wind blowing clothes dry.	Other Uses: Pupils understand air helps cool us down. Pupils fan themselves and feel cooling. Pupils see balloons filled with air. Pupils understand air dries wet clothes. Pupils observe pictures of air drying things.
		Activities: The teacher inflates balloons with pupils. The teacher demonstrates fanning motion for cooling. The teacher discusses importance of fresh air.	Activities: Pupils help blow up balloons (with assistance). Pupils practice fanning for cooling. Pupils
			breathe fresh
			air outside.
9	AIR TRANSPORTATIO N Air as means of transportation Vehicles that move through air	Air Transportation: The teacher explains some vehicles move through the air (not on ground or water). The teacher shows pictures of airplanes,	Learning: Pupils understand some things move through air. Pupils observe	Pictures of airplanes, helicopters, hot air balloons, kites Toy planes Videos of air transportation

Examples: airplane, helicopter, kite, hot air balloon Smell travels through air	helicopters, hot air balloons, kites. The teacher explains airplanes carry people and goods through the sky. The teacher shows videos or pictures of air travel.	pictures of air vehicles. Pupils learn airplanes fly in the sky. Pupils watch videos of air transport. Types: Pupils identify airplanes in pictures. Pupils recognize helicopters. Pupils observe hot air balloons. Pupils understand kites fly with wind. Pupils make airplane sounds and movements. Smell: Pupils understand smells move through air. Pupils smell things from across the room. Pupils learn about air carrying smells.	Paper to make paper airplanes Perfume for smell demonstration Chart showing air transport
	Types of Air
	Transport: The teacher describes airplane: big, has wings, carries many people, flies high. The teacher describes helicopter: has spinning blades on top, can hover. The teacher describes hot air balloon: big balloon with basket, floats in air. The teacher explains kites: toys that fly in the wind.
	Smell in Air: The teacher explains smells travel through air to our noses. The teacher demonstrates with perfume or cooking smell traveling. The teacher
	discusses how we
	smell things from far
	away because smell
	moves in air.

WATER Description of water Properties of water Clean and dirty water Importance of clean water

Introduction to Water: The teacher shows water in a clear container. The teacher explains water is a liquid we can see and feel. The teacher discusses properties: water is clear (transparent), has no color when clean, can pour, takes shape of container. The teacher lets pupils touch water safely. Clean vs Dirty Water: The teacher shows samples of clean water and dirty water. The teacher explains clean water is clear, safe to drink. The teacher shows dirty water has dirt, is not clear, not safe to drink. The teacher emphasizes drinking only clean water. The teacher discusses where we get clean water (tap, filtered, bottled). Importance: i. The teacher explains we need clean water to stay healthy.

Learning: Pupils observe water in container. Pupils understand water is a liquid. Pupils learn water is clear when clean, pours, takes shape of container. Pupils touch water safely. Clean vs Dirty: Pupils observe samples of clean and dirty water. Pupils identify clean water as clear and safe. Pupils recognize dirty water is not safe. Pupils learn to drink only clean water. Pupils identify sources of clean water. Importance: Pupils understand importance of clean water for health. Pupils learn

Clear containers Clean water samples Dirty water samples Pictures of water sources Drinking water Chart showing clean vs dirty water Water bottles

		The teacher discusses dangers of dirty water (sickness). The teacher emphasizes keeping water containers clean. The teacher teaches not to play in dirty water.	dirty water makes us sick. Pupils learn to keep drinking water clean. Pupils avoid dirty water.
11	SOURCES OF	Sources of Water: The teacher explains where water comes from: rain from sky, tap in homes, wells, streams, rivers, ocean. The teacher shows pictures of different water sources. The teacher discusses which sources give us drinking water (tap, well, filtered rain). The teacher explains rain is important source of water. Uses of Water: The teacher lists uses: drinking (most important), cooking food, bathing, washing hands/clothes/dishes , cleaning house, watering plants, for animals. The teacher shows pictures of each use. The teacher emphasizes not	Sources: Pupils learn water comes from rain, tap, well, river. Pupils observe pictures of water sources. Pupils identify safe drinking water sources. Pupils understand rain gives us water. Uses: Pupils learn many uses of water: drinking, cooking, bathing, washing, cleaning, watering plants. Pupils observe pictures of water uses. Pupils understand importance of	Pictures of water sources Pictures of water uses Large water container/basin Objects for experiment (wood, stone, plastic, metal spoon, leaf, cork, key) Towels Chart showing uses of water
	WATER & USES OF
	WATER
	Sources: rain, tap, well, stream, river Uses: drinking, cooking, bathing, washing, cleaning Objects that float and
	sink

		wasting water. iv. The teacher discusses turning off taps when not using water.	not wasting water. iv. Pupils learn to turn off taps.
			Float and
		Float and Sink: The teacher conducts water experiment with objects. The teacher explains some things float (stay on top of water), some sink (go down in water). The teacher demonstrates with objects: wood floats, stone sinks, plastic bottle floats, metal spoon sinks, leaf floats. The teacher lets	Sink: Pupils observe water experiment. Pupils learn some things float, some sink. Pupils watch objects floating and sinking. Pupils predict what will float or sink. Pupils enjoy hands-on water
		pupils predict and observe.	activity.
12	REVISION & END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term examination. The teacher tests knowledge of five senses (identification, uses, care). The teacher assesses understanding of air (properties, uses, transportation). The teacher tests water knowledge (clean vs dirty, sources, uses).	Examination Tasks: Pupils identify all five sense organs and their uses. Pupils explain how to care for sense organs. Pupils answer questions about air and its uses. Pupils identify air transportation vehicles. Pupils	Examination papers Five senses pictures Air and water pictures Float/sink objects Clean/dirty water samples Assessment sheets Mark book Report cards

		The teacher evaluates understanding of floating and sinking. The teacher uses oral questions, picture identification, and practical tasks. The teacher conducts practical demonstrations (identifying senses, float/sink activity). The teacher marks examination and prepares report cards.	distinguish clean from dirty water. Pupils name sources and uses of water. Pupils identify which objects float or sink. Pupils answer oral questions. Pupils participate in practical demonstrations . Pupils show
			understanding
			of second term
			topics.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked scripts with feedback. The teacher discusses individual performance. The teacher celebrates science achievements. The teacher awards certificates for excellence. The teacher distributes report cards. The teacher provides holiday activities (observe senses, air, water at home). The teacher previews third term	Closing Activities: Pupils receive marked work and report cards. Pupils listen to feedback. Pupils celebrate their science learning. Pupils receive awards. Pupils get holiday activities. Pupils look forward to third term. Pupils say goodbye	Report cards Marked scripts Certificates Awards Holiday activity sheets Celebration materials

topics. viii. The teacher encourages continued science curiosity.

happily.

NURSERY 1 PRE-SCIENCE SCHEME OF WORK THIRD TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	SIMPLE MACHINES Definition of simple machines Introduction to machines Machines help us do work	Introduction: The teacher welcomes pupils back and reviews previous terms briefly. The teacher explains machines are things that help us do work easily. The teacher explains simple machines are basic tools that make work easier. The teacher shows examples of simple machines in the classroom and environment. Understanding Machines: The teacher demonstrates how machines help us: scissors help us cut, broom helps us sweep, wheelbarrow helps us carry. The teacher shows that without machines, work would be harder. The teacher introduces simple machines: lever, wheel, inclined plane (simple concepts).	Learning: Pupils understand machines help us work. Pupils learn simple machines make work easy. Pupils observe examples of machines. Understanding: Pupils see how scissors cut, brooms sweep, wheelbarrows carry. Pupils understand machines make work easier. Pupils learn about simple machines. Activities: Pupils observe real machines and pictures. Pupils watch demonstrations of tools. Pupils identify machines in	Pictures of simple machines Real tools (scissors, broom, rake) Toy wheelbarrow Simple machine chart Flashcards

		Activities: The teacher shows real simple machines or pictures. The teacher demonstrates using simple tools. The teacher plays games identifying machines.	games.
2	SIMPLE MACHINES (Continued) Identification of simple machines Examples: scissors, broom, knife, spoon, wheelbarrow, door handle Uses of simple machines	Identification: The teacher shows various simple machines one by one. The teacher names each: scissors (for cutting), knife (for cutting), spoon (for eating/scooping), broom (for sweeping), rake (for gathering), wheelbarrow (for carrying), door handle (for opening), bottle opener. The teacher lets pupils handle safe simple machines. The teacher shows pictures of machines we use at home and school. Uses: The teacher demonstrates use of each machine: cutting paper with scissors, sweeping with broom, etc. The teacher explains how each machine makes	Identification: Pupils observe various simple machines. Pupils name machines with teacher: scissors, knife, spoon, broom, rake, wheelbarrow. Pupils handle safe machines carefully. Pupils recognize machines in pictures. Uses: Pupils watch demonstrations of each machine. Pupils learn what work each machine does. Pupils understand safety with machines. Pupils learn machines are tools, not toys.	Real simple machines (scissors, broom, spoon, rake) Pictures of machines Toy wheelbarrow Door handle Bottle opener Matching cards Safety posters Song charts

		specific work easier. The teacher discusses safety when using machines (especially sharp ones). The teacher emphasizes machines are tools that help us, not toys.	Activities: Pupils practice using safe machines (sweeping, scooping). Pupils match machines to their uses. Pupils sing
		Activities: The teacher organizes safe hands- on activities (sweeping, scooping with spoon). The teacher plays matching games (machine to its use). The teacher sings	songs about tools.
		songs about tools
		and machines.
3	COLOURS Identification of colors Primary colors: red, blue, yellow Other colors: green, orange, purple, black, white, brown	Introduction to Colors: The teacher shows objects of different colors one by one. The teacher names each color clearly: red, blue, yellow, green, orange, purple, black, white, brown. The teacher explains colors make our world beautiful. The teacher shows that objects have colors.	Learning: Pupils observe different colored objects. Pupils learn color names: red, blue, yellow, green, orange, purple, black, white, brown. Pupils understand colors are everywhere. Pupils see that everything has color.	Colored objects (balls, blocks, toys) Colored paper Paint (red, blue, yellow) Crayons of all colors Coloring sheets Color flashcards Color sorting trays Color song charts
		Primary Colors: i. The teacher introduces red, blue, yellow as primary	Primary Colors: i. Pupils learn

		(main) colors. The teacher shows objects of each primary color. The teacher explains these colors can mix to make other colors (simple introduction). Color Activities: The teacher conducts color identification games (color hunt in classroom). The teacher shows how to sort objects by color. The teacher demonstrates simple color mixing with paint (red + yellow = orange). The teacher provides coloring activities. The teacher sings color songs.	red, blue, yellow are primary colors. Pupils observe objects of each primary color. Pupils see colors can mix (simple concept). Activities: Pupils play color identification games. Pupils sort objects by color. Pupils watch color mixing demonstration. Pupils color pictures with crayons. Pupils sing color songs enthusiastically.
4	COLOURS (Continued) Uses of colors Colors in nature Recognizing and naming colors Favorite colors	Uses of Colors: The teacher explains colors help us identify things (red apple, yellow banana, green grass). The teacher discusses colors make things beautiful (clothes, houses, flowers, paintings). The teacher explains some colors have meanings: red (stop), green (go), yellow (caution) –	Uses: Pupils understand colors help us know things. Pupils learn colors make things pretty. Pupils learn about traffic light colors (simple). Pupils use colors in art activities.	Nature pictures Pictures of traffic lights Colored flashcards Painting materials Drawing paper Crayons Craft materials Outdoor observation area

		traffic light introduction. iv. The teacher shows how we use colors in drawings and art. Colors in Nature: The teacher shows pictures of nature with colors: blue sky, green trees, brown soil, colorful flowers, rainbow. The teacher discusses animals have different colors too. The teacher takes pupils outside to observe colors in nature. Activities: The teacher conducts color naming activities with flashcards. The teacher asks pupils their favorite colors. The teacher provides creative activities with colors (painting, drawing, crafts). The teacher	Nature: Pupils observe colors in nature pictures. Pupils learn about colorful flowers, sky, trees. Pupils go outside to see colors around them. Activities: Pupils name colors when shown flashcards. Pupils tell teacher their favorite color. Pupils paint, draw, and create with colors. Pupils prepare for mid- term test.
		prepares pupils for
		mid-term assessment.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers mid-term assessment. The teacher tests	Assessment Tasks: i. Pupils identify simple machines in pictures and	Assessment sheets Simple machine pictures Real machines

		identification of simple machines. The teacher assesses knowledge of uses of machines. The teacher tests color identification (all colors taught). The teacher assesses ability to name colors shown. The teacher evaluates understanding of color uses. The teacher uses oral questions, picture identification, and practical activities. The teacher records pupils’ performance.	real objects. Pupils explain what each machine does (with prompts). Pupils name all colors shown: red, blue, yellow, green, orange, purple, black, white, brown. Pupils identify colors of objects presented. Pupils match colors correctly. Pupils explain uses of colors (simply). Pupils answer oral questions. Pupils	Colored objects Color flashcards Matching materials Mark book Assessment records
			demonstrate
			learning
			through
			practical tasks.
6	MID-TERM BREAK	–	–	–
7	SOIL Meaning of soil Where we find soil Observation of soil Soil supports plants	Introduction to Soil: The teacher shows samples of soil in containers. The teacher explains soil is the earth/ground we walk on. The teacher lets pupils touch and feel soil safely. The teacher explains soil is found	Learning: Pupils observe soil samples. Pupils understand soil is the ground we walk on. Pupils touch and feel soil safely. Pupils learn soil is everywhere on	Soil samples in containers Small spade Water Potted plants Pictures of soil Seeds for planting Small pots Magnifying glass (optional)

		on the ground, in gardens, farms, under our feet. Observation: The teacher guides pupils to observe soil: color (usually brown or black), texture (grainy, can be wet or dry). The teacher shows that soil can be dug with spade. The teacher demonstrates how soil holds water. Soil and Plants: The teacher reviews plants from first term. The teacher explains plants grow in soil. The teacher shows plants growing in soil. The teacher explains soil gives food and support to plants. The teacher	ground. Observation: Pupils observe soil’s color and texture. Pupils see how soil feels (grainy). Pupils watch teacher dig soil. Pupils see soil hold water. Soil and Plants: Pupils recall plants from first term. Pupils understand plants need soil to grow. Pupils observe plants in soil. Pupils learn soil feeds and holds plants. Pupils watch planting demonstration.
		demonstrates
		planting in soil.
8	SOIL (Continued) Types of soil: clay, loam, sandy Simple differences Uses of soil	Types of Soil: The teacher shows three types of soil: clay (sticky, holds water), loam (good for planting, mixture), sandy (grainy, doesn’t hold water well). The teacher lets	Types: Pupils observe three types of soil: clay, loam, sandy. Pupils touch and feel different soils (carefully). Pupils notice	Three types of soil samples (clay, loam, sandy) Small containers Water Pictures of soil uses Seeds

		pupils touch and feel each type (if available). The teacher explains differences simply: some soil is sticky, some is sandy, some is in between. The teacher demonstrates how each feels different. Uses of Soil: The teacher explains soil is used for: growing plants and food, making bricks, making pottery, building (foundation of houses). The teacher shows pictures of soil uses. The teacher demonstrates simple activity with soil (planting seeds). The teacher emphasizes not eating soil or putting in mouth.	some soil is sticky, some is sandy. iv. Pupils learn soils feel different. Uses: Pupils learn soil is for: growing plants, making bricks, making pottery. Pupils observe pictures of soil uses. Pupils participate in planting activity. Pupils learn not to eat soil. Activities: Pupils observe and sort soil samples. Pupils plant seeds with teacher’s help. Pupils learn	Small pots for planting Spades Pictures of bricks, pottery
			to keep soil
		Activities: The teacher conducts soil sorting/observation activities. The teacher guides pupils in planting activity. The teacher	clean.
		discusses keeping soil
		clean (not littering).
9	CHEMICALS USED AT HOME	Introduction: i. The teacher	Learning: i. Pupils	Pictures of kerosene

Introduction to chemicals Common household chemicals Kerosene Petrol Safety with chemicals

explains chemicals are special liquids or powders we use at home for different purposes. The teacher emphasizes chemicals can be dangerous if not used properly. The teacher shows pictures of household chemicals (not real dangerous ones to pupils). The teacher teaches that chemicals are for adults to handle. Kerosene: The teacher shows picture of kerosene stove/lamp. The teacher explains kerosene is used for cooking in stoves and for lighting lamps. The teacher emphasizes kerosene is not for drinking, very dangerous. The teacher discusses that adults use kerosene carefully. Petrol: The teacher shows pictures of vehicles and generators. The teacher explains petrol powers cars, motorcycles,

understand chemicals are special liquids/powder s used at home. Pupils learn chemicals can be dangerous. Pupils observe pictures of chemicals (safely). Pupils understand only adults use chemicals. Kerosene: Pupils see pictures of kerosene stove/lamp. Pupils learn kerosene is for cooking and lighting. Pupils understand kerosene is dangerous to drink. Pupils learn adults must handle it. Petrol: Pupils observe pictures of vehicles. Pupils learn petrol makes cars and generators work. Pupils understand

stove/lamp Pictures of vehicles and generators Chemical safety posters Flashcards Safety warning signs Story book about safety

		generators. The teacher emphasizes petrol is very dangerous, never touch or drink. The teacher explains petrol smell is strong. Safety: The teacher emphasizes: never touch chemicals, never drink chemicals, tell adults if you see chemicals, keep away from chemical containers. The teacher discusses dangers of chemicals (can burn, poison, make very sick). The teacher	petrol is very dangerous. iv. Pupils recognize petrol has strong smell. Safety: Pupils learn important safety rules: never touch, never drink chemicals. Pupils learn to tell adults about chemicals. Pupils understand dangers of chemicals. Pupils learn to ask adults for
		teaches to ask adults	help.
		for help with
		anything we don’t
		know.
10	CHEMICALS USED AT HOME (Continued) Detergent and soap Disinfectants and antiseptics Pesticides Safety rules review	Detergent and Soap: The teacher shows pictures or containers (closed) of detergent and soap. The teacher explains detergent is for washing clothes and dishes. The teacher explains soap is for bathing and washing hands. The teacher demonstrates hand washing with soap (practical, safe	Detergent and Soap: Pupils observe pictures of detergent and soap. Pupils learn detergent washes clothes and dishes. Pupils learn soap is for bathing and hand washing. Pupils practice washing hands	Pictures of detergent, soap, disinfectants Real soap for hand washing demonstration Pictures of cleaning First aid pictures Pest control pictures Safety posters Hand washing station

		activity). v. The teacher emphasizes we use soap every day for cleanliness.	with soap properly. v. Pupils understand soap keeps us clean.
		Disinfectants and
		Antiseptics: The teacher explains (simply) that disinfectants kill germs on floors and surfaces. The teacher explains antiseptics kill germs on our skin (like on cuts). The teacher shows pictures of cleaning and first aid. The teacher emphasizes these are also chemicals, only adults use them. Pesticides: The teacher explains pesticides kill insects and pests that harm us or plants. The teacher shows pictures of pest control. The teacher emphasizes pesticides are dangerous, never touch.	Disinfectants and Antiseptics: Pupils learn disinfectants clean and kill germs. Pupils understand antiseptics are for cuts (first aid). Pupils observe cleaning and first aid pictures. Pupils remember only adults use these. Pesticides: Pupils learn pesticides kill harmful insects. Pupils see pest control pictures. Pupils understand pesticides are very dangerous.
		Safety Review: The teacher reviews all chemical safety rules. The teacher emphasizes:	Safety: Pupils review all safety rules about chemicals. Pupils

		chemicals help us but can harm us if used wrongly. The teacher teaches always ask adults, never put chemicals in mouth, keep chemicals away from eyes. The teacher prepares pupils for	understand chemicals help but can harm. Pupils remember: ask adults, never drink chemicals, keep away from eyes and mouth. Pupils
		revision week.	prepare for
			revision.
11	REVISION OF THIRD TERM & YEAR’S WORK All topics from three terms	Comprehensive Year-End Revision: The teacher systematically reviews Third Term: simple machines (identification, uses), colors (all colors, uses), soil (types, uses), chemicals (kerosene, petrol, soap, safety). First Term Review: The teacher briefly reviews First Term: plants, fruits, animals, domestic animals, body parts (head, mouth, teeth, lips, tongue). Second Term Review: The teacher briefly reviews Second Term: five senses (eyes, ears, nose, tongue, skin), air (uses, transportation), water (clean/dirty,	Third Term Revision: Pupils identify simple machines and their uses. Pupils name all colors learned. Pupils explain types and uses of soil. Pupils remember chemical safety rules. First Term Review: Pupils recall plants, fruits, animals, body parts from first term. Second Term Review: Pupils recall five senses, air, and water topics from second term.	All year’s materials Plant samples Fruit pictures Animal pictures Body parts charts Five senses materials Balloons (air) Water samples Simple machines Colored objects Soil samples Chemical safety posters Comprehensiv e revision worksheets Mock examination papers Celebration materials

		sources, uses, float/sink).	Activities: Pupils participate enthusiastically in all revision games and activities. Pupils complete comprehensive mock examination. Pupils ask questions about difficult areas. Pupils demonstrate readiness for final examination. Pupils celebrate their amazing science learning!
		Comprehensive
		Activities: The teacher uses games, songs, demonstrations, and hands-on activities for fun revision. The teacher conducts comprehensive mock examination covering all three terms. The teacher identifies areas needing extra support. The teacher builds strong confidence for final examination. The teacher
		celebrates year-long
		science learning
		journey.
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end- of-year pre-science examination. First Term Topics: The teacher tests: plant identification, parts, fruits, animal knowledge, domestic animals, body parts (head, mouth, teeth, lips, tongue).	Final Examination Tasks: First Term: Pupils identify plants, fruits, animals, domestic animals, body parts. Second Term: Pupils identify five senses and their uses.	Comprehensive examination papers All pictures: plants, fruits, animals, body parts, senses, machines, colors Real samples: plants, fruits, soil, simple machines Colored objects Water and floating objects Assessment

Second Term Topics: iii. The teacher tests: five senses identification and uses, air properties and uses, air transportation, water (clean/dirty, sources, uses), floating and sinking.	Pupils answer questions about air and water. Pupils identify floating and sinking objects. Third Term: Pupils identify simple machines and explain their uses. Pupils name all colors shown. Pupils explain types and uses of soil. Pupils demonstrate knowledge of chemical safety. Performance: Pupils answer all oral questions. Pupils complete practical demonstrations. Pupils show complete understanding of Nursery 1 Pre-Science topics. Pupils demonstrate year-long learning and growth.	sheets Mark book Report cards
Third Term Topics: iv. The teacher tests: simple machines identification and uses, color identification and naming, soil types and uses, household chemicals and safety.
Assessment
Methods: The teacher uses oral questions, picture identification, practical demonstrations, and simple written tasks (matching, coloring). The teacher observes pupils’ responses, understanding, and participation. The teacher marks examination thoroughly. The teacher
prepares
comprehensive end-
of-year report cards
with detailed
comments.

CLOSING, PROMOTION & GRADUATION ACTIVITIES

Year-End Closing: The teacher returns marked examination scripts with detailed feedback and encouragement. The teacher discusses individual year-long performance and growth. The teacher celebrates remarkable pre-science achievements! The teacher awards certificates and prizes for science excellence. The teacher distributes comprehensive end- of-year report cards. The teacher provides holiday activities (observe nature, practice safety). The teacher prepares pupils for promotion to Nursery 2. The teacher conducts science showcase/graduatio n ceremony where pupils demonstrate what they learned. The teacher thanks pupils for wonderful year of discovery and learning. The teacher encourages continued curiosity

Year-End Closing: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long performance review with pride. Pupils celebrate their amazing pre- science learning journey! Pupils receive certificates and awards for achievements. Pupils get holiday observation and safety activities. Pupils prepare excitedly for promotion to Nursery 2. Pupils participate in science showcase, demonstrating their knowledge to parents. Pupils say goodbye with confidence and pride in their science knowledge. Pupils look forward to

Report cards Marked examination scripts Certificates Science achievement awards Graduation materials Holiday activity workbooks Science showcase displays All learning materials from the year Celebration decorations Parent feedback forms “I Love Science!” badges

		about the world around them. xi. The teacher celebrates pupils’	continued learning in Nursery 2. x. Pupils
		journey through	celebrate
		plants, animals,	learning about:
		body, senses, air,	living things,
		water, machines,	senses,
		colors, soil, and	elements,
		safety!	machines, colors, soil, and
			safety!

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	SELF- AWARENESS Talking about self Knowing my name Knowing my age I am special	Introduction to Self: The teacher creates a welcoming environment and helps each child feel special. The teacher asks pupils to say their names one by one. The teacher teaches pupils to introduce themselves: “My name is…” The teacher helps pupils understand they are unique and special. Personal Information: i. The teacher asks pupils how old they are and helps them	Self-Introduction: Pupils say their names when called. Pupils practice saying “My name is…” Pupils understand they are special and unique. Pupils listen to classmates’ names. Personal Information: Pupils show their age with fingers. Pupils talk about what makes them special. Pupils look at themselves in mirrors. Pupils have	Mirrors Name tags Photos of pupils Drawing paper Crayons Name game materials Song charts “All About Me” worksheets Display board

		show with fingers. The teacher discusses things that make each pupil special (hair, smile, talents). The teacher uses mirror activities for self-recognition. The teacher takes individual photos of pupils (if permitted). Activities: The teacher sings “What’s Your Name?” song. The teacher plays name games and recognition activities. The teacher guides pupils to draw themselves. The teacher	their photos taken (if permitted). Activities: Pupils sing name songs. Pupils participate in name recognition games. Pupils draw pictures of themselves. Pupils share about themselves.
		creates “All About
		Me” displays.
2	SIMPLE	Teaching Greetings: The teacher demonstrates proper greetings with a smile. The teacher teaches time- appropriate greetings: “Good morning” (before 12pm), “Good afternoon” (after 12pm), “Good evening” (after 6pm). The teacher explains “Hello” and	Learning Greetings: Pupils watch greeting demonstrations. Pupils learn “Good morning,” “Good afternoon,” “Good evening” Pupils practice saying “Hello” and “Hi” Pupils greet with smiles. Practice: i. Pupils watch role-play	Puppets Role-play materials Pictures of people greeting Chart showing different greetings Time of day pictures Song charts Flashcards
	COURTESY:
	GREETINGS
	Greeting with appropriate courtesy Good morning, Good afternoon, Good evening Hello and Hi Importance of
	greetings

		“Hi” can be used anytime. iv. The teacher emphasizes greeting with a smile and eye contact. Practice: The teacher role- plays greeting scenarios with puppets. The teacher practices greetings with each pupil individually. The teacher demonstrates greeting elders with respect (adding “sir/ma”). The teacher explains we greet teachers, parents, friends, visitors.	demonstrations. Pupils practice greeting teacher and classmates. Pupils learn to greet elders respectfully. Pupils understand they should greet everyone. Understanding: Pupils understand greetings are important. Pupils see how greetings make people smile. Pupils greet teachers and friends at school. Pupils sing greeting songs
			happily.
		Importance: The teacher explains greetings show we are friendly and respectful. The teacher discusses how greetings make people happy. The teacher encourages pupils to greet everyone at school. The teacher sings
		greeting songs.
3	SIMPLE COURTESY: SAYING	Teaching “Thank You”: i. The teacher	Learning “Thank You”: i. Pupils	Role-play props Gift boxes

“THANK YOU” When to say “Thank you” Why we say “Thank you” Being grateful Appreciation	explains “Thank you” is a polite way to show we appreciate something. The teacher demonstrates saying “Thank you” when receiving something. The teacher lists situations: when someone gives us something, helps us, does something nice, shares with us. The teacher emphasizes saying it with a smile. When to Say Thank You: The teacher gives examples: receiving a gift, getting help, being served food, someone opens door for you, teacher helps you. The teacher role- plays various “thank you” scenarios. The teacher demonstrates “Thank you very much” for extra politeness. The teacher introduces “You’re welcome” as response.	understand “Thank you” shows appreciation. Pupils watch teacher demonstrate “Thank you” Pupils learn when to say “Thank you” Pupils say it with smiles. Practice: Pupils identify situations needing “Thank you” Pupils watch and participate in role-plays. Pupils learn “Thank you very much” Pupils learn to respond “You’re welcome” Understanding: Pupils feel grateful for things they have. Pupils understand gratitude makes everyone happy. Pupils practice saying “Thank you” in class. Pupils listen to	(empty) Story books about gratitude Thank you cards Pictures of thank you scenarios Puppets Chart with “Thank you” phrases
		thank you stories.
	Gratitude: i. The teacher discusses being thankful for what we have.

		The teacher explains gratitude makes us and others happy. The teacher practices “thank you” with real classroom situations. The teacher reads stories about saying thank you.
4	SIMPLE COURTESY: SAYING “I AM SORRY” When to say “I am sorry” Why we apologize Making things right Forgiveness	Teaching “I Am Sorry”: The teacher explains “I am sorry” is what we say when we make a mistake or hurt someone. The teacher demonstrates apologizing sincerely. The teacher lists situations: when we hurt someone, break something, make someone sad, do something wrong. The teacher emphasizes meaning it when we say it. When to Apologize: The teacher gives examples: pushing someone, taking someone’s toy, saying mean words, not sharing, breaking something. The teacher role-	Learning “I Am Sorry”: Pupils understand when they should say “I am sorry” Pupils watch apology demonstrations. Pupils learn situations requiring apologies. Pupils understand sincerity matters. Practice: Pupils identify when “sorry” is needed. Pupils watch apology role-plays. Pupils practice saying “I am sorry” Pupils learn to respond “It’s okay” Understanding: i. Pupils understand sorry means trying to be	Puppets Role-play materials Story books about apologies Pictures of apologizing Forgiveness chart Sorry/forgiven ess cards

		plays apology scenarios with puppets. The teacher demonstrates saying “I am sorry” and making amends. The teacher introduces “It’s okay” or “I forgive you” as responses.	better. Pupils learn not to repeat mistakes. Pupils learn to forgive others. Pupils listen to forgiveness stories. Pupils prepare for mid-term test.
		Making Amends: The teacher explains saying sorry should be followed by being nice. The teacher discusses not repeating the same mistake. The teacher teaches about forgiveness when someone says sorry to us. The teacher reads stories about saying sorry and forgiveness. The teacher
		prepares pupils for
		mid-term
		assessment.
5	MID-TERM ASSESSMENT/T EST	Assessment Activities: The teacher administers mid- term assessment on social habits. The teacher tests self-awareness: pupils state their names and ages.	Assessment Tasks: Pupils state their full names and ages clearly. Pupils greet teacher appropriately (“Good morning/afternoo	Assessment checklist Role-play scenarios Observation forms Courtesy cards Mark book Assessment materials

		The teacher assesses greeting skills: pupils demonstrate appropriate greetings for different times. The teacher tests “Thank you”: pupils identify situations and practice saying it. The teacher assesses “I am sorry”: pupils identify when to apologize. The teacher evaluates courtesy and politeness in interactions. The teacher uses role-play, oral questions, and observation. The teacher	n”). Pupils demonstrate saying “Thank you” in given scenarios. Pupils show when to say “I am sorry” Pupils participate in courtesy role- plays. Pupils demonstrate polite behavior. Pupils interact courteously with teacher and classmates. Pupils show understanding of courtesy topics covered.
		records pupils’ social
		behavior and
		courtesy skills.
6	MID-TERM BREAK	–	–	–
7	MY FAMILY Identifying members of the family Father, Mother, Brother, Sister Grandparents Family love	Introduction to Family: The teacher explains what a family is: people who live together and love each other. The teacher shows pictures of different families. The teacher discusses immediate family members:	Learning About Family: Pupils understand what a family is. Pupils observe pictures of families. Pupils learn about immediate family members. Pupils look at simple family	Family pictures Family tree chart Drawing paper Crayons Family story books Finger family props Song charts Photos of different

father, mother, siblings. iv. The teacher uses family tree diagrams (simple). Family Members: The teacher identifies and names family members: father/daddy, mother/mummy, brother, sister, grandfather/grandp a, grandmother/grand ma. The teacher shows pictures and asks pupils to identify family members. The teacher asks pupils to talk about their own families. The teacher discusses that families can be different sizes. Family Love: The teacher emphasizes families love and care for each other. The teacher discusses what families do together. The teacher encourages pupils to draw their families. The teacher sings family songs (“Finger Family”). The teacher reads

trees. Identifying Members: Pupils learn names of family members: father, mother, brother, sister, grandparents. Pupils identify family members in pictures. Pupils talk about their own families. Pupils understand families are different. Understanding: Pupils understand families love each other. Pupils share what they do with families. Pupils draw pictures of their families. Pupils sing “Finger Family” song. Pupils listen to family stories.

families

		family story books.
8	MY FAMILY (Continued) Extended family Uncles, Aunts, Cousins Family gatherings Respect for family members	Extended Family: The teacher introduces extended family: uncles, aunts, cousins. The teacher explains these are relatives we see at gatherings. The teacher shows pictures of extended family structures. The teacher discusses how extended family supports us. Family Relationships: The teacher explains: uncle is father’s or mother’s brother, aunt is father’s or mother’s sister, cousins are uncle’s or aunt’s children. The teacher uses simple relationship diagrams. The teacher asks pupils to share about their relatives. Family Gatherings: The teacher discusses family gatherings: parties, celebrations, holidays, visits. The teacher talks about activities at family events.	Extended Family: Pupils learn about uncles, aunts, cousins. Pupils understand these are relatives. Pupils observe extended family pictures. Pupils learn family helps each other. Relationships: Pupils understand basic family relationships. Pupils see relationship diagrams. Pupils talk about their relatives. Gatherings: Pupils discuss family gatherings they’ve attended. Pupils share what happens at family events. Pupils learn to respect family members, especially elders. Pupils practice greeting relatives. Pupils share family photos (if available).	Extended family pictures Family relationship chart Photos of family gatherings Drawing materials Pupils’ family photos Story books about families

		The teacher emphasizes being respectful to all family members, especially elders. The teacher teaches greeting relatives properly. The teacher encourages sharing family photos (if brought).
9	ROLES OF MEMBERS OF THE FAMILY What father does What mother does What children do Helping at home	Father’s Role: The teacher discusses what fathers do: work to provide money, protect family, play with children, teach us, love us. The teacher shows pictures of fathers at work and with families. The teacher encourages pupils to share what their fathers do. Mother’s Role: The teacher discusses what mothers do: cook food, take care of children, work, clean house, teach us, love us. The teacher shows pictures of mothers doing various activities. The teacher emphasizes both parents work hard for the family.	Father’s Role: Pupils learn what fathers do for families. Pupils observe pictures of fathers. Pupils share about their fathers. Mother’s Role: Pupils learn what mothers do for families. Pupils observe pictures of mothers. Pupils understand both parents work hard.	Pictures of fathers at work Pictures of mothers Pictures of children helping Family roles chart Role-play props Story books about family cooperation
			Children’s Role: Pupils understand they can help at home too. Pupils learn to be obedient and respectful. Pupils identify simple chores they can do.
			Cooperation:

		Children’s Role: The teacher discusses what children can do: be obedient, help with small chores, love parents, be respectful, do well in school. The teacher emphasizes children should help at home. The teacher lists simple chores: putting toys away, helping set table, tidying room.	Pupils understand families work together. Pupils learn everyone contributes to family happiness. Pupils appreciate what parents do. Pupils participate in family role-plays.
		Family
		Cooperation: The teacher explains families work together. The teacher discusses everyone has a role in making home happy. The teacher encourages appreciation for what parents do. The teacher role-
		plays family
		scenarios.
10	ACTIVITIES AT	Activities at Home: The teacher discusses things we do at home: eating, sleeping, playing, watching TV, helping parents, bathing. The teacher	Home Activities: Pupils learn about daily home activities. Pupils compare weekday and weekend. Pupils share what they do at	Pictures of home activities Pictures of school activities School sign/logo Teachers’ name cards
	HOME AND IN
	SCHOOL &
	SCHOOL
	AWARENESS
	Activities at home Activities at

school Knowing school name Knowing teachers’ and friends’ names

compares weekday and weekend activities. iii. The teacher asks pupils to share their home activities. Activities at School: The teacher discusses things we do at school: learning, playing, singing, eating snacks, making friends, listening to teacher. The teacher compares home and school activities. The teacher emphasizes school is for learning. School Awareness: The teacher teaches pupils the name of their school and helps them repeat it. The teacher shows the school sign/logo. The teacher reviews all teachers’ names and helps pupils remember them. The teacher conducts name recognition activities for classmates. The teacher emphasizes we are part of school

home. School Activities: Pupils identify school activities. Pupils understand differences between home and school. Pupils know school is for learning. School Awareness: Pupils learn and say their school name. Pupils identify school sign/logo. Pupils know and can name their teachers. Pupils recognize classmates’ names. Pupils feel part of school family. School Pride: Pupils learn school song. Pupils understand importance of caring for school. Pupils prepare for revision.

Pupils’ name tags School anthem/song chart Comparison chart

		family. School Pride: The teacher teaches school anthem/song (if any). The teacher discusses loving and taking care of school. The teacher prepares pupils for revision week.
11	REVISION OF FIRST TERM WORK All social habits topics	Comprehensive Revision: The teacher systematically reviews self- awareness: naming self, stating age. The teacher revises all courtesy phrases: greetings (Good morning, afternoon, evening, Hello, Hi), “Thank you,” “I am sorry” The teacher reviews family: immediate family members, extended family, roles of family members. The teacher revises activities at home and school. The teacher reviews school awareness: school name, teachers’ names, friends’ names. The teacher uses role-plays, games,	Revision Activities: Pupils state their names and ages confidently. Pupils practice all courtesy phrases: greetings, “Thank you,” “I am sorry” Pupils identify and name family members and their roles. Pupils discuss home and school activities. Pupils state school name and teachers’ names. Pupils participate enthusiastically in revision games and role-plays. Pupils complete mock assessment tasks. Pupils demonstrate polite, courteous	All term’s materials Family pictures Courtesy charts Role-play props Name cards School materials Revision worksheets Mock test materials Games

		songs for revision. The teacher conducts mock assessment activities. The teacher reinforces polite behavior and good manners. The teacher identifies areas needing extra support. The teacher	behavior. Pupils ask questions about difficult areas. Pupils show readiness for examination.
		builds confidence
		for final
		examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term social habits examination. The teacher tests self-awareness: pupils state names, ages clearly. The teacher assesses greetings: pupils greet appropriately for different times of day. The teacher tests courtesy: pupils demonstrate “Thank you” and “I am sorry” in scenarios. The teacher assesses family knowledge: pupils name family members and their roles.	Examination Tasks: Pupils state their full names and ages. Pupils demonstrate appropriate greetings. Pupils show when and how to say “Thank you” and “I am sorry” Pupils identify family members in pictures and explain their roles. Pupils discuss activities at home and school. Pupils state their school name and name teachers. Pupils demonstrate polite, courteous behavior	Examination materials Family pictures Courtesy scenario cards Role-play props School materials Assessment checklist Observation forms Mark book Report cards

		The teacher tests knowledge of home and school activities. The teacher assesses school awareness: pupils state school name, identify teachers and friends. The teacher evaluates overall courtesy, politeness, and social behavior. The teacher uses oral questions, role- plays, and practical demonstrations. The teacher	throughout examination. Pupils participate in all role-play scenarios. Pupils answer oral questions. Pupils show complete understanding of first term social habits.
		marks and prepares
		report cards with
		behavior comments.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked work with positive feedback. The teacher discusses individual behavior and social development. The teacher celebrates pupils’ courtesy and good manners. The teacher awards certificates for exemplary behavior. The teacher distributes report cards. The teacher provides holiday tips: continue	Closing Activities: Pupils receive marked work and report cards. Pupils listen to behavior feedback. Pupils celebrate their social development. Pupils receive behavior awards/certificates . Pupils get holiday courtesy reminders. Pupils look forward to second term. Pupils say polite goodbyes to teachers and	Report cards Marked work Behavior certificates Awards Holiday behavior tips sheets Celebration materials

practicing courtesy at home, help parents, be respectful. The teacher gives preview of second term topics. The teacher encourages continued good behavior during holidays.

friends.

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	PERSONAL HYGIENE Importance of cleanliness Washing hands Bathing daily Brushing teeth	Introduction to Hygiene: The teacher welcomes pupils back and reviews first term courtesy briefly. The teacher introduces personal hygiene: keeping our bodies clean. The teacher explains cleanliness keeps us healthy and makes us look good. The teacher discusses when we need to be clean. Hand Washing: The teacher demonstrates proper handwashing with soap and water. The teacher explains when to wash hands: before eating, after toilet, after playing, when dirty. The teacher teaches handwashing steps: wet hands, apply soap, scrub all parts, rinse, dry. The teacher supervises practical	Learning Hygiene: Pupils understand importance of being clean. Pupils learn keeping clean makes us healthy. Pupils know cleanliness makes us look and feel good. Hand Washing: Pupils watch handwashing demonstration. Pupils learn when to wash hands. Pupils learn handwashing steps. Pupils practice washing hands properly. Other Practices: Pupils understand importance of daily baths. Pupils recall tooth brushing importance. Pupils understand wearing clean	Hand washing station Soap Water Towels Hygiene charts Pictures of clean children Song charts Demonstration materials

		handwashing activities.	clothes. iv. Pupils sing
			hygiene songs.
		Other Hygiene
		Practices: The teacher emphasizes bathing every day to stay clean and smell nice. The teacher reviews tooth brushing from first term (pre-science). The teacher discusses wearing clean clothes. The teacher
		sings hygiene songs.
2	CLEANLINESS AND TIDINESS Keeping our environment clean Proper waste disposal Tidying up toys and books Clean classroom	Environmental Cleanliness: The teacher explains keeping our surroundings clean is important. The teacher discusses clean environments: classroom, home, school compound. The teacher demonstrates picking up litter and putting in bin. The teacher emphasizes not littering. Waste Disposal: The teacher shows proper use of waste bins/trash cans. The teacher demonstrates	Learning Cleanliness: Pupils understand importance of clean environment. Pupils learn about clean spaces. Pupils watch litter disposal demonstration. Pupils learn not to litter. Waste Disposal: Pupils learn to use waste bins properly. Pupils practice disposing waste correctly. Pupils understand not	Waste bins Cleaning materials Toys Books Tidiness charts Before/after pictures Reward stickers Cleaning tools (child-safe)

		disposing of paper, food wrappers, etc. The teacher teaches “don’t throw things on the floor” The teacher organizes classroom clean-up activities. Tidiness: The teacher teaches putting toys back after playing. The teacher demonstrates organizing books on shelves. The teacher emphasizes keeping personal space tidy. The teacher assigns simple classroom tidying duties. The teacher	to throw things on floor. iv. Pupils participate in clean-up activities. Tidiness: Pupils learn to put toys away after use. Pupils organize books properly. Pupils keep their spaces tidy. Pupils help with classroom tidying. Pupils enjoy being clean and tidy.
		rewards tidiness and
		cleanliness.
3	SHARING AND CARING Importance of sharing Sharing toys and books Caring for others Being kind	Introduction to Sharing: The teacher explains sharing means letting others use what we have. The teacher demonstrates sharing toys with classmates. The teacher discusses why sharing is important: makes friends, makes others happy, shows kindness.	Learning Sharing: Pupils understand what sharing means. Pupils watch sharing demonstrations. Pupils learn why sharing is important. Pupils listen to sharing stories. Practice: i. Pupils share	Toys for sharing Books Story books about sharing Sharing chart Reward stickers Pictures of children sharing Role-play props

		iv. The teacher reads stories about sharing. Practice Sharing: The teacher organizes sharing activities with classroom toys and books. The teacher teaches taking turns when sharing. The teacher demonstrates asking politely to share: “Can I share with you?” The teacher addresses difficulties in sharing and encourages generosity. Caring for Others: The teacher explains caring means showing love and concern for others. The teacher demonstrates helping someone who falls or is sad. The teacher teaches checking on friends who are absent or unwell. The teacher emphasizes being kind to everyone. The teacher	toys and books with classmates. Pupils learn to take turns. Pupils ask politely to share. Pupils try to be generous with their things. Caring: Pupils understand caring means showing concern. Pupils help friends who need assistance. Pupils show concern for absent or unwell classmates. Pupils practice kindness to everyone. Pupils enjoy being caring and sharing.
		rewards sharing and
		caring behavior.

GOOD EATING HABITS Eating properly Table manners Not wasting food Healthy eating

Proper Eating: The teacher demonstrates eating properly: sitting down, using utensils correctly, chewing with mouth closed, not talking with mouth full. The teacher emphasizes washing hands before eating. The teacher teaches eating slowly and not rushing. The teacher discusses eating at appropriate times. Table Manners: The teacher teaches basic table manners: saying “Please” and “Thank you,” waiting turn to be served, not grabbing food, using napkin. The teacher demonstrates proper use of spoon/fork. The teacher teaches not playing with food. The teacher emphasizes staying seated while eating. Food Appreciation: i. The teacher teaches not wasting food – eat what is served.

Proper Eating: Pupils learn to sit properly while eating. Pupils practice using utensils correctly. Pupils learn to chew with mouth closed. Pupils understand importance of handwashing before meals. Table Manners: Pupils practice saying “Please” and “Thank you” at meals. Pupils wait their turn to be served. Pupils use spoons/forks properly. Pupils learn not to play with food. Pupils stay seated while eating. Appreciation: Pupils learn not to waste food. Pupils feel grateful for food. Pupils learn about healthy foods. Pupils prepare for mid-

Plates, spoons, forks Napkins Table setting materials Pictures of good eating habits Healthy food pictures Table manners chart Role-play materials

		The teacher discusses being grateful for food. The teacher introduces healthy eating simply (fruits, vegetables). The teacher prepares pupils for mid-term assessment.	term test.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers mid- term social habits assessment. The teacher tests personal hygiene knowledge: when to wash hands, importance of bathing. The teacher assesses cleanliness and tidiness: proper waste disposal, tidying toys. The teacher tests sharing and caring: pupils demonstrate sharing, show kindness. The teacher assesses eating habits: table manners, proper eating behavior. The teacher evaluates practical application of good habits. The teacher uses observation, oral questions, and	Assessment Tasks: Pupils explain when to wash hands and demonstrate proper handwashing. Pupils demonstrate proper waste disposal and tidying up. Pupils show sharing toys and books with classmates. Pupils demonstrate caring behavior. Pupils show proper eating habits and table manners. Pupils apply all good habits learned. Pupils participate in practical demonstrations. Pupils show social development	Assessment materials Handwashing station Toys and books Eating materials Waste bins Observation checklist Mark book

		practical demonstrations. viii. The teacher records pupils’ behavior and social development.	and good habits.
6	MID-TERM BREAK	–	–	–
7	SAFETY AT HOME AND SCHOOL Basic safety rules Staying safe at home Staying safe at school Stranger danger (simple)	Safety Introduction: The teacher explains safety means keeping ourselves free from danger and harm. The teacher discusses why safety is important. The teacher introduces basic safety rules.	Safety Understanding: Pupils understand safety keeps us from harm. Pupils learn importance of being safe. Pupils learn basic safety rules.	Safety pictures Safe/unsafe behavior charts Role-play props Safety rules posters Pictures of trusted adults Story books about safety
		Home Safety: The teacher teaches home safety rules: don’t play with fire/matches, don’t touch electrical outlets, don’t play with knives/sharp objects, don’t open door to strangers, stay away from hot stoves, don’t climb dangerous places. The teacher shows pictures of safe and unsafe behaviors. The teacher emphasizes telling adults about dangers.	Home Safety: Pupils learn not to play with fire, electricity, sharp objects. Pupils learn not to open doors to strangers. Pupils observe safe and unsafe pictures. Pupils understand to tell adults about dangers. School Safety: Pupils learn to walk carefully in school. Pupils practice safe playground

		School Safety: The teacher teaches school safety: walk, don’t run in classroom, be careful on playground, line up properly, stay with teacher during trips, tell teacher if hurt. The teacher demonstrates safe behavior in class and playground. The teacher practices safety rules. Stranger Awareness: The teacher introduces stranger danger simply: don’t go with people you don’t know, don’t take things from strangers, don’t talk to strangers when alone, stay close to trusted adults. The teacher identifies trusted adults: parents, teachers, known family friends. The teacher role-	behavior. Pupils stay with teachers during activities. Pupils tell teacher when hurt. Stranger Safety: Pupils learn not to go with strangers. Pupils understand not to take things from strangers. Pupils identify trusted adults. Pupils practice safe responses in role-plays.
		plays safe responses
		to strangers.
8	RESPECTING OTHERS Showing respect to elders Respecting teachers Respecting classmates	Respect Introduction: i. The teacher explains respect means treating others well and showing we value	Understanding Respect: i. Pupils understand respect means treating others well.	Respect charts Pictures of respectful behavior Role-play materials Classroom

– Respect for property	them. The teacher demonstrates respectful behavior. The teacher discusses why respect is important.	Pupils observe respectful behavior. Pupils learn why respect is important. Respecting Elders: Pupils learn to respect parents, grandparents, older relatives. Pupils practice listening and obeying elders. Pupils speak politely to elders. Pupils understand elders deserve special respect. Respecting Teachers: Pupils show respect to teachers. Pupils listen when teacher talks. Pupils follow teacher’s instructions. Pupils maintain classroom respect. Respecting Peers: Pupils treat classmates kindly. Pupils handle	rules poster Reward stickers Story books about respect
	Respecting Elders: The teacher teaches respect for parents, grandparents, older relatives: listen to them, obey them, greet them properly, help them, speak politely. The teacher demonstrates respectful body language (no shouting, no talking back). The teacher emphasizes elders deserve special respect.
	Respecting
	Teachers: The teacher discusses respecting teachers: listen when teacher talks, follow instructions, greet teacher, raise hand to speak, don’t disturb class. The teacher practices classroom respect rules.
	Respecting Peers
	and Property: i. The teacher

		teaches respecting classmates: be kind, don’t hit or push, don’t take others’ things, listen when they speak, play nicely. The teacher teaches respecting property: don’t break toys, handle books carefully, take care of school materials. The teacher	toys and books carefully. Pupils take care of school materials. Pupils enjoy being respectful.
		rewards respectful
		behavior.
9	FEELINGS AND EMOTIONS Identifying feelings Happy, sad, angry, afraid Expressing feelings appropriately Understanding others’ feelings	Identifying Feelings: The teacher introduces basic feelings: happy, sad, angry, afraid, surprised, excited. The teacher shows pictures of facial expressions for each feeling. The teacher demonstrates each feeling with facial expressions and body language. The teacher helps pupils name feelings they experience. Expressing Feelings: The teacher teaches it’s okay to have feelings. The teacher demonstrates	Identifying Feelings: Pupils learn about basic feelings. Pupils observe facial expressions for each feeling. Pupils watch teacher demonstrate feelings. Pupils name feelings they have experienced. Expressing Feelings: Pupils understand all feelings are okay. Pupils learn to express feelings appropriately. Pupils	Feelings flashcards Emotion face pictures Feelings chart Mirror Story books about emotions Feelings games Role-play props

		appropriate ways to express feelings: saying “I feel sad” instead of crying uncontrollably, saying “I feel angry” instead of hitting. The teacher teaches asking for help when feeling overwhelmed. The teacher practices using “feeling words” Understanding Others: The teacher teaches recognizing feelings in others by looking at faces and listening to voices. The teacher demonstrates empathy: if someone is sad, ask “Are you okay?” or try to help. The teacher discusses not hurting others’ feelings. The teacher reads stories about feelings. The teacher plays	practice saying “I feel…” iv. Pupils learn to ask for help with big feelings. Understanding Others: Pupils recognize feelings in classmates. Pupils show empathy when others are sad or hurt. Pupils try not to hurt others’ feelings. Pupils listen to feelings stories. Pupils play feelings games.
		feelings
		identification
		games.
10	LISTENING AND FOLLOWING INSTRUCTIONS – Importance of listening	Importance of Listening: i. The teacher explains listening means paying attention when	Understanding Listening: Pupils understand what listening means. Pupils learn	Listening games materials Instruction cards Simon Says

Listening to parents and teachers Following instructions Obeying rules

someone talks. The teacher demonstrates good listening: looking at speaker, being quiet, thinking about what is said. The teacher discusses why listening is important: to learn, stay safe, understand, be respectful. Listening Practice: The teacher teaches listening to parents at home and teachers at school. The teacher demonstrates active listening behaviors. The teacher plays listening games (Simon Says, following verbal instructions). The teacher rewards good listening. Following Instructions: The teacher explains instructions are directions we should follow. The teacher demonstrates following simple instructions: “Please sit down,” “Line up,” “Put books away”

good listening behaviors. iii. Pupils understand why listening is important. Practice: Pupils listen carefully to parents and teachers. Pupils practice active listening. Pupils play listening games. Pupils enjoy listening activities. Following Instructions: Pupils understand instructions are directions. Pupils follow simple instructions given by teacher. Pupils practice one-step and two-step tasks. Pupils do what they’re told promptly. Obedience: Pupils understand importance of obeying rules. Pupils follow classroom rules.

props Classroom rules chart Reward stickers Pictures of listening

		The teacher practices one-step and two-step instructions. The teacher emphasizes doing what we’re told promptly.	iii. Pupils prepare for revision.
		Obedience: The teacher teaches obeying rules at home and school keeps us safe and helps everything run smoothly. The teacher reviews classroom rules. The teacher
		prepares pupils for
		revision week.
11	REVISION OF SECOND TERM WORK All social habits topics	Comprehensive Revision: The teacher systematically reviews personal hygiene: handwashing, bathing, cleanliness. The teacher revises cleanliness and tidiness: waste disposal, organizing toys/books. The teacher reviews sharing and caring: sharing toys, being kind. The teacher revises good eating habits: table manners, not wasting food.	Revision Activities: Pupils demonstrate proper handwashing and cleanliness practices. Pupils show proper waste disposal and tidying. Pupils demonstrate sharing and caring behaviors. Pupils show good eating habits and table manners. Pupils recall and practice	All term’s materials Handwashing station Safety pictures Feelings cards Respect charts Eating materials Sharing toys Revision worksheets Mock test materials Games and role-play props

		The teacher reviews safety rules: home safety, school safety, stranger danger. The teacher revises respect: for elders, teachers, classmates, property. The teacher reviews feelings and emotions: identifying, expressing appropriately. The teacher revises listening and following instructions. The teacher uses games, role-plays, demonstrations for revision. The teacher conducts mock examination. The teacher reinforces all good social habits. The teacher	safety rules. Pupils demonstrate respectful behavior to all. Pupils identify and appropriately express feelings. Pupils demonstrate good listening and following instructions. Pupils participate in all revision activities enthusiastically. Pupils complete mock examination. Pupils show mastery of good social habits. Pupils demonstrate readiness for examination.
		builds confidence
		for final
		examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term examination. The teacher tests personal hygiene: handwashing demonstration,	Examination Tasks: Pupils demonstrate proper handwashing technique. Pupils show cleanliness and tidying skills. Pupils	Examination materials Handwashing station Eating materials Toys for sharing Safety pictures Feelings cards Respect

		cleanliness knowledge. The teacher assesses cleanliness and tidiness through observation and practical tasks. The teacher tests sharing and caring: pupils demonstrate sharing and kindness. The teacher assesses eating habits: table manners demonstration. The teacher tests safety knowledge: pupils explain safety rules for home and school. The teacher assesses respect: pupils demonstrate respectful behavior. The teacher tests feelings identification and expression. The teacher evaluates listening skills and following instructions. The teacher uses oral questions, practical demonstrations, observation, and role-plays. The teacher	demonstrate sharing toys and caring for others. Pupils show proper table manners during snack time. Pupils explain safety rules and identify safe/unsafe behaviors. Pupils demonstrate respectful behavior to teacher and classmates. Pupils identify feelings in pictures and express their own appropriately. Pupils show good listening skills and follow multi-step instructions. Pupils participate in all examination activities. Pupils demonstrate complete understanding of second term social habits.	scenarios Observation checklist Mark book Report cards
		marks and prepares
		comprehensive
		report cards.
13	CLOSING & END OF	Closing Activities:	Closing	Report cards

TERM ACTIVITIES	The teacher returns marked work with positive feedback and encouragement. The teacher discusses individual social and behavioral development. The teacher celebrates pupils’ progress in good habits. The teacher awards certificates for exemplary social behavior. The teacher distributes report cards with detailed behavior comments. The teacher provides holiday reminders: practice hygiene, be safe, share, respect family, listen to parents. The teacher gives preview of third term topics. The teacher	Activities: Pupils receive marked work and report cards. Pupils listen to feedback about their social development. Pupils celebrate their good habits and achievements. Pupils receive behavior certificates and awards. Pupils get holiday social habits reminders. Pupils look forward to third term. Pupils say polite goodbyes using all courtesy learned. Pupils leave with pride in their social development.	Marked work Behavior certificates Achievement awards Holiday reminders sheet Celebration materials Parent feedback forms
	encourages
	continued practice
	of good social
	habits during
	holidays.

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	OUR ENVIRONMENT Understanding our environment Things in our environment Taking care of our environment	Introduction to Environment: The teacher welcomes pupils back and briefly reviews second term. The teacher explains environment means everything around us: home, school, neighborhood, nature. The teacher discusses things in our environment: people, animals, plants, buildings, roads, air, water. The teacher takes pupils on environment observation walk. Types of Environment: The teacher discusses different environments: home environment, school environment, neighborhood, natural environment (parks, forests). The teacher shows pictures of various environments. The teacher compares clean and dirty environments.	Learning Environment: Pupils understand environment is everything around us. Pupils identify things in environment: people, animals, plants, buildings. Pupils go on observation walk. Types: Pupils learn about different environments. Pupils observe environment pictures. Pupils compare clean and dirty environments. Care: Pupils understand importance of caring for environment. Pupils learn not to litter and to keep environment	Environment pictures Clean/dirty environment comparison Waste collection bags Gloves for clean-up Plants Environment charts Nature walk area

		Caring for Environment: The teacher teaches we must take care of our environment. The teacher demonstrates: don’t litter, use waste bins, plant trees, don’t destroy plants, keep surroundings clean. The teacher organizes environmental clean- up activity. The teacher	clean. Pupils participate in clean-up activity. Pupils appreciate beautiful, clean environments.
		emphasizes beautiful
		environments make
		us happy and
		healthy.
2	OUR ENVIRONMENT (Continued) Living and non-living things in environment Animals in our environment Plants in our environment Protecting nature	Living and Non- Living: The teacher reviews living things (from pre-science): people, animals, plants – they grow, move, eat, breathe. The teacher introduces non-living things: rocks, water, air, buildings, toys – they don’t grow or move on their own. The teacher helps pupils sort pictures into living and non- living. Animals and Plants: i. The teacher discusses animals in our environment:	Living and Non-Living: Pupils recall living things from pre- science. Pupils learn about non- living things. Pupils sort pictures into living and non- living categories. Animals and Plants: Pupils identify animals in environment. Pupils identify plants around them.	Pictures of living and non- living things Sorting cards Pictures of animals and plants Nature protection posters Real plants Story books about nature

		pets, birds, insects, farm animals. The teacher discusses plants around us: trees, flowers, grass, vegetables. The teacher emphasizes both are important for our world. Protecting Nature: The teacher teaches being kind to animals: don’t hurt them, feed pets, don’t destroy nests. The teacher teaches protecting plants: don’t uproot, water plants, don’t break branches. The teacher discusses how plants and animals help us. The teacher	iii. Pupils understand importance of animals and plants. Protection: Pupils learn to be kind to animals. Pupils learn to protect plants. Pupils understand how plants and animals help us. Pupils appreciate nature.
		conducts nature
		appreciation
		activities.
3	GOOD MANNERS Review and reinforcement of courtesy Polite behavior in public Excuse me, May I, Please Being well-behaved	Review of Courtesy: The teacher reviews all courtesy learned: greetings, “Thank you,” “I am sorry” The teacher emphasizes consistent use of polite words. The teacher rewards pupils using courtesy naturally. Additional Polite	Review: Pupils review all courtesy phrases learned. Pupils use polite words consistently. Pupils enjoy being courteous. New Phrases: i. Pupils learn “Excuse me” and when to	Courtesy charts Role-play props Public places pictures Polite phrases flashcards Reward stickers Story books about manners

		Phrases: The teacher introduces “Excuse me”: when passing by someone, when interrupting (politely), when you need attention, after burping/sneezing. The teacher introduces “May I…?” for asking permission: “May I go to the toilet?”, “May I have water?”, “May I play with this?” The teacher reinforces “Please” when asking for anything. The teacher practices all polite phrases through role- plays. Public Behavior: The teacher discusses behaving well in public places: markets, church/mosque, parties, restaurants. The teacher teaches: speak quietly, don’t run around, stay close to adults, be respectful, don’t touch things that aren’t yours. The teacher emphasizes good manners everywhere, not just at school. The teacher role-	use it. Pupils learn “May I…?” for asking permission. Pupils practice saying “Please” when requesting. Pupils participate in courtesy role- plays. Public Behavior: Pupils learn how to behave in public places. Pupils understand public behavior rules. Pupils know good manners apply everywhere. Pupils participate in public scenario role-plays.
		plays various public

		scenarios.
4	GENDER FAIRNESS Boys and girls are equal Everyone can do things No gender stereotypes Respecting everyone	Gender Equality Introduction: The teacher explains boys and girls are equally important and valuable. The teacher discusses we are different but equal. The teacher emphasizes everyone deserves respect regardless of being boy or girl.	Understanding Equality: Pupils understand boys and girls are equally important. Pupils learn we are different but equal. Pupils respect everyone regardless of gender.	Pictures of men and women in various professions Diverse toy collection Equality posters Story books about gender equality Flashcards Activity materials
		Breaking	No
		Stereotypes: The teacher teaches both boys and girls can: play with any toys, do any activities, be good at different things, have any dreams. The teacher shows pictures of men and women in various professions. The teacher discusses: girls can play with cars, boys can play with dolls; girls can be doctors, boys can be nurses; anyone can cook, clean, or build. The teacher emphasizes no job or activity is “only for boys” or “only for girls”	Stereotypes: Pupils understand both boys and girls can do anything. Pupils see men and women in various jobs. Pupils learn anyone can play with any toys. Pupils understand no limits based on gender. Respect: Pupils treat everyone kindly. Pupils play with both boys and girls. Pupils don’t

		Respect and Inclusion: The teacher teaches treating everyone kindly regardless of gender. The teacher encourages boys and girls to play together. The teacher addresses any gender-based teasing firmly. The teacher celebrates diversity and equality. The teacher	tease based on gender. Pupils celebrate equality. Pupils prepare for mid-term test.
		prepares pupils for
		mid-term assessment.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers mid-term social habits assessment. The teacher tests environment knowledge: identifying things in environment, living vs non-living. The teacher assesses environmental care: pupils explain how to care for environment. The teacher tests good manners: pupils demonstrate all courtesy phrases including “Excuse me” and “May I” The teacher assesses gender	Assessment Tasks: Pupils identify things in environment. Pupils sort living and non- living things. Pupils explain how to care for environment. Pupils demonstrate all courtesy phrases learned. Pupils show polite behavior in role-play scenarios. Pupils explain that boys and girls are equal and can do anything.	Assessment materials Environment pictures Living/non- living sorting cards Courtesy scenario cards Gender equality pictures Observation checklist Mark book

		fairness understanding: pupils explain boys and girls are equal. The teacher evaluates respectful, inclusive behavior. The teacher uses oral questions, picture identification, and practical demonstrations. The teacher	Pupils demonstrate respectful, inclusive behavior. Pupils show understanding of third term topics.
		records pupils’
		understanding and
		behavior.
6	MID-TERM BREAK	–	–	–
7	HELPING OTHERS Importance of helping Helping at home Helping at school Community helpers	Importance of Helping: The teacher explains helping means making things easier for others. The teacher discusses why helping is important: shows love, builds friendships, makes work easier, makes helpers happy. The teacher demonstrates various helping actions. The teacher reads stories about helping. Helping at Home: i. The teacher discusses ways to help at home: putting toys away, helping set table, tidying room, helping younger siblings,	Understanding Helping: Pupils understand helping makes things easier for others. Pupils learn why helping is important. Pupils observe helping demonstrations. Pupils listen to helping stories. Home Helping: Pupils learn ways to help at home. Pupils understand they can be helpers. Pupils share how they help at home.	Pictures of helping behaviors Story books about helping Community helpers pictures Helper badges/stickers Role-play props Charts about helping

		doing small chores. The teacher emphasizes children can be helpers too. The teacher asks pupils to share how they help at home. Helping at School: The teacher discusses ways to help at school: helping classmates who struggle, sharing materials, cleaning up, following instructions, being kind. The teacher assigns classroom helper roles. The teacher rewards helpful behavior. Community	School Helping: Pupils learn ways to help at school. Pupils help classmates and teachers. Pupils take on classroom helper roles. Pupils enjoy being helpful. Community Helpers: Pupils learn about community helpers. Pupils understand how helpers serve us. Pupils
		Helpers: The teacher introduces community helpers: teachers, doctors, nurses, police, firefighters, cleaners, drivers. The teacher discusses how they help us. The teacher	appreciate community helpers.
		shows appreciation
		for community
		helpers.
8	PEOPLE AND THEIR PROFESSIONS	Introduction to Professions: i. The teacher explains professions	Learning Professions: i. Pupils understand	Pictures of various professions Career

Different jobs people do Importance of all jobs What I want to be	are jobs people do to earn money and help society. The teacher shows pictures of people in various professions. The teacher discusses different workplaces.	professions are jobs people do. Pupils observe pictures of various professions. Pupils learn about different workplaces.	flashcards Professional tools/uniform pictures Drawing materials Career dress-up props (optional) Story books
			about
	Various Professions: The teacher presents professions: teacher, doctor, nurse, engineer, farmer, driver, chef, pilot, police officer, firefighter, artist, shopkeeper, banker. The teacher discusses what each profession does. The teacher shows tools/uniforms associated with each profession. The teacher emphasizes all jobs are important and deserving of respect. Career Aspirations: The teacher asks pupils “What do you want to be when you grow up?” The teacher encourages diverse career aspirations. The teacher validates all career choices. The teacher helps pupils draw themselves in their	Various Jobs: Pupils learn about many different professions. Pupils understand what each profession does. Pupils identify tools and uniforms for professions. Pupils understand all jobs are important. Career Dreams: Pupils think about what they want to be. Pupils share their career dreams. Pupils feel their dreams are valued. Pupils draw themselves in dream careers. Pupils understand education is important for	professions

		dream profession. v. The teacher discusses that education helps us get good jobs.	careers.
9	TRANSPORTATION IN MY NEIGHBOURHOOD & MEANS OF TRANSPORTATION Vehicles around us Land, water, air transportation Road safety basics	Neighborhood Transportation: The teacher discusses vehicles commonly seen in neighborhood: cars, buses, motorcycles, bicycles, tricycles (keke), trucks. The teacher asks pupils what vehicles they see daily. The teacher discusses how people travel in the neighborhood. Means of Transportation: The teacher categorizes transportation: Land (cars, buses, trains, bicycles), Water (boats, ships), Air (airplanes, helicopters). The teacher shows pictures of each type. The teacher discusses which is fastest, which carries most people, etc. The teacher asks pupils about their travel experiences. Basic Road Safety: i. The teacher introduces basic road	Neighborhood Vehicles: Pupils identify vehicles in their neighborhood. Pupils share vehicles they see daily. Pupils discuss how people travel around them. Transportation Types: Pupils learn about land, water, and air transportation. Pupils observe pictures of various vehicles. Pupils compare different transportation types. Pupils share their travel experiences. Road Safety: Pupils learn basic road safety rules. Pupils understand importance of	Pictures of various vehicles Land/water/ai r transportation charts Traffic light model Zebra crossing demonstration Road safety posters Toy vehicles Road safety games

		safety: look left and right before crossing, use pedestrian crossings/zebra crossings, hold adult’s hand when crossing, obey traffic lights (red-stop, green-go), don’t play on the road. The teacher demonstrates safe road crossing. The teacher shows traffic light colors and meanings. The teacher emphasizes safety is most important. The teacher plays	looking before crossing. Pupils learn about traffic lights. Pupils understand not to play on roads. Pupils play road safety games.
		road safety games.
10	OUR COUNTRY – NIGERIA Name of our country Nigerian flag Being Nigerian National pride	Introduction to Nigeria: The teacher teaches pupils the name of their country: Nigeria. The teacher helps pupils say “I am Nigerian” or “I am from Nigeria” The teacher shows map of Nigeria (simple introduction). The teacher discusses what makes Nigeria special. Nigerian Flag: The teacher shows the Nigerian flag: green-white-green. The teacher	Learning About Nigeria: Pupils learn Nigeria is their country. Pupils practice saying “I am Nigerian” Pupils observe map of Nigeria. Pupils learn what makes Nigeria special. Nigerian Flag: Pupils identify Nigerian flag colors. Pupils learn meaning of flag colors. Pupils draw	Nigerian flag Map of Nigeria Pictures of Nigerian culture Nigerian foods pictures Traditional dress pictures National symbols pictures Drawing materials Green and white paper/crayons

		explains green represents agriculture/forests, white represents peace. The teacher helps pupils draw and color Nigerian flag. The teacher teaches flag respect. Being Nigerian: The teacher discusses Nigerian culture simply: foods, languages, festivals, dances. The teacher shows pictures of Nigerian landmarks, traditional dress, foods. The teacher teaches simple Nigerian greeting in local language (if appropriate). The teacher discusses national symbols: flag, coat of arms (show picture).	and color Nigerian flag. iv. Pupils learn to respect the flag. Nigerian Culture: Pupils learn about Nigerian culture. Pupils observe pictures of Nigerian things. Pupils learn simple greeting in local language. Pupils see national symbols. Pride: Pupils feel proud to be Nigerian. Pupils understand being good citizens. Pupils
		National Pride: The teacher encourages love for Nigeria. The teacher teaches (simply) that we should be good citizens: obeying rules, being kind, keeping environment clean, respecting others. The teacher	prepare for revision.
		prepares pupils for

		revision week.
11	REVISION OF THIRD TERM & YEAR’S WORK All social habits from three terms	Comprehensive Year-End Revision: Third Term Review: The teacher reviews environment: caring for environment, living/non-living things. The teacher revises good manners: all courtesy phrases. The teacher reviews gender fairness: boys and girls are equal. The teacher revises helping others and community helpers. The teacher reviews professions and career aspirations. The teacher revises transportation and road safety. The teacher reviews Nigeria: flag, being Nigerian, national pride. First Term Review: The teacher briefly reviews: self- awareness, courtesy (greetings, thank you, sorry), family, family roles, school awareness. Second Term	Comprehensiv e Revision: Third Term: Pupils explain caring for environment. Pupils demonstrate all courtesy phrases. Pupils explain gender equality. Pupils discuss helping others. Pupils name various professions. Pupils identify transportation types and practice road safety. Pupils show knowledge of Nigeria and flag. First Term: Pupils recall self- awareness, courtesy, family topics from first term. Second Term: Pupils recall hygiene, safety, respect, feelings topics from	All year’s materials Environment pictures Courtesy charts Gender equality posters Helping pictures Profession flashcards Transportation pictures Nigerian flag Comprehensive revision worksheets Mock examination Celebration materials

		Review: The teacher briefly reviews: hygiene, cleanliness, sharing, eating habits, safety, respect, feelings, listening. Comprehensive Activities: The teacher uses games, songs, role- plays, demonstrations for fun year-end revision. The teacher conducts comprehensive mock examination covering all three terms. The teacher celebrates year-long social development journey. The teacher	second term. Activities: Pupils participate enthusiastically in all revision activities. Pupils complete comprehensive mock examination. Pupils celebrate their amazing year- long social development! Pupils demonstrate readiness for final examination.
		builds strong
		confidence for final
		examination.
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end- of-year social habits examination. Third Term Topics: The teacher tests environment knowledge, good manners (all courtesy), gender	Final Examination Tasks: Third Term: i. Pupils explain environment care, demonstrate courtesy, explain equality, discuss helping, name	Comprehensive examination materials All pictures and charts from year Role-play props Nigerian flag Family pictures Courtesy cards Safety pictures Profession pictures Transportation

fairness, helping others, professions, transportation, Nigeria.	professions, identify transportation, show Nigeria knowledge. Second Term: Pupils demonstrate hygiene practices, show respect, share appropriately, display good eating habits, explain safety, identify feelings. First Term: Pupils state name/age, demonstrate all courtesy, identify family members, state school name. Performance: Pupils answer all oral questions. Pupils participate in role-plays. Pupils demonstrate year-long social development. Pupils show excellent courtesy, respect, kindness throughout. Pupils	pictures Observation checklist Mark book Report cards
Second Term
Topics: iii. The teacher tests hygiene, cleanliness, sharing, eating habits, safety, respect, feelings, listening.
First Term Topics: iv. The teacher tests self-awareness, courtesy (greetings, thank you, sorry), family knowledge, school awareness.
Assessment
Methods: The teacher uses oral questions, role- plays, practical demonstrations, picture identification. The teacher observes overall social behavior, courtesy, respect, kindness throughout examination. The teacher assesses year-long social development and character growth. The teacher
marks thoroughly
and prepares
comprehensive end-
of-year report cards
with detailed

		behavior comments.	demonstrate complete Nursery 1 social habits mastery!
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Year-End Closing: The teacher returns marked examination scripts with detailed, encouraging feedback. The teacher discusses individual year-long social and character development. The teacher celebrates remarkable growth in courtesy, respect, kindness, and all social habits! The teacher awards certificates and prizes for exemplary social behavior and character. The teacher distributes comprehensive end- of-year report cards. The teacher provides holiday reminders: continue all good habits learned, be courteous, help family, stay safe, be respectful. The teacher prepares pupils for promotion to Nursery 2. The teacher	Year-End Closing: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long social development review with pride. Pupils celebrate their amazing character growth! Pupils receive certificates and awards for social excellence. Pupils get holiday social habits reminders. Pupils prepare excitedly for promotion to Nursery 2. Pupils participate in social habits showcase, demonstrating courtesy and good manners	Report cards Marked examination scripts Character excellence certificates Social behavior awards Graduation materials Holiday social habits reminders Social habits showcase displays All year’s learning materials Celebration decorations Parent feedback forms “I Have Good Manners!” badges

		conducts social habits showcase/graduation where pupils demonstrate courtesy, respect, and good habits to parents. The teacher celebrates pupils’ transformation into well-mannered, respectful, kind individuals. The teacher thanks pupils for wonderful year and encourages continued character development. The teacher celebrates journey	to parents. Pupils say polite, respectful goodbyes using all courtesy learned throughout the year. Pupils feel proud of becoming well- mannered, kind, respectful individuals. Pupils look forward to continued growth in Nursery 2. Pupils
		through: self-	celebrate
		awareness, courtesy,	learning:
		family, hygiene,	courtesy,
		safety, respect,	kindness,
		feelings,	respect, safety,
		environment,	helping,
		equality, helping,	equality, and
		professions, Nigeria!	being good
			citizens!