Access Free Nursery 2 Scheme of work Unified for Preschool subjects topics, and all terms available download PDF link for Early Childhood Education (ECE) –Schemeofwork.com
First Term, Second Term and Third Term Unified Scheme of work for Nursery 2 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 rhymesetc.
NURSERY 2 SCHEME OF WORK UNIFIED FOR PRESCHOOL
Literacy (Letter Work)
Literacy (Language Domain)
Numeracy
Basic science and technology
Health Habits
Social Habits
Civic Education
Physical and Health Education
Personal Development
Creativity
Songs and rhymes
Handwriting
LITERACY (LETTER WORK) SCHEME OF WORK FIRST TERM
WEEK
TOPIC
CONTENT
1
SPEECH: ALPHABETS, RHYMES AND SONGS
Introduction to lowercase letters a-e Learning letter sounds (phonics) for a-e Letter recognition and identification Simple alphabet rhymes Songs: “A is for Apple,” “Baa Baa Black Sheep” Sound-letter association Picture-word matching for letters a-e
2
SPEECH: SIMPLE INSTRUCTION (VALUES). ALPHABETS
Simple instructions (values): please, thank you, sorry, excuse me Learning letter sounds and letters in lowercase: f-j Phonics for letters f-j (/f/ as in fan, /g/ as in goat, /h/ as in hat, /i/ as in ink, /j/ as in jug) Simple stories that portray honesty and transparency Songs promoting good values Following simple classroom instructions Letter recognition f-j
3
READING AND WRITING: PICTURE READING AND MAKING FREE PATTERNS
Picture reading: identifying objects, animals, and people in pictures Making free patterns using crayons and pencils Developing vertical lines (top to bottom) Developing horizontal lines (left to right) Pre-writing skills: tracing vertical and horizontal lines Picture description and interpretation Associating pictures with simple words
4
READING AND WRITING: PATTERN MAKING. LISTENING TO MUSIC & RHYMES
Letter sounds for k-o Learning letter sounds and letters in lowercase: k-o Making free patterns with various materials Making slant strokes (diagonal lines) Listening to and reciting nursery rhymes Listening to music and rhythm activities Pattern tracing and copying Sound recognition for k-o (/k/ as in kite, /l/ as in lion, /m/ as in mango, /n/ as in nest, /o/ as in orange)
5
MID-TERM ASSESSMENT/TEST
Oral assessment: identifying lowercase letters a- o Recognizing and naming letter sounds for a-o Picture reading assessment Pattern making evaluation (vertical, horizontal, slant lines) Following simple instructions Reciting rhymes learned Letter-sound matching test Identifying objects that start with letters a-o
6
MID-TERM BREAK
–
7
WRITING AND SPEECH: MAKING PATTERNS OF DIFFERENT SHAPES. PARTS OF THE BODY
Learning names of body parts: head, eyes, ears, nose, mouth, hands, legs, fingers, toes Identifying self as boy or girl Making running curves from bottom to top Making running curves from top to bottom Pattern making with curved lines Body parts songs and rhymes Drawing simple body shapes
8
WRITING AND SPEECH: MAKING PATTERNS. BODY PARTS. ALPHABETS
Learning letter sounds and letters in lowercase: p-t Letter sounds: /p/ as in pen, /q/ as in queen, /r/ as in rat, /s/ as in sun, /t/ as in tap Continued learning of body parts (arms, neck, shoulders, knees, back) Identifying wavy lines Tracing wavy lines and patterns Body parts identification games Letter recognition p-t
9
READING, WRITING AND SPEECH: PICTURE READING. ALPHABETS. MAKING PATTERNS
Learning letter sounds and letters in lowercase: u-z Letter sounds: /u/ as in umbrella, /v/ as in van, /w/ as in water, /x/ as in box, /y/ as in yam, /z/ as in zebra Describing simple stories with pictures Pattern making with various strokes Picture sequencing activities Completing the alphabet a-z Review of all lowercase letters
10
WRITING AND SPEECH: DOMESTIC ANIMALS. OBJECTS IN THE HOME
Learning names of domestic animals: dog, cat, goat, sheep, cow, chicken, duck, rabbit Identifying objects in the home: bed, chair, table, cup, spoon, plate
AND SCHOOL. MAKING PATTERNS
Identifying objects in school: desk, board, chalk, book, pencil, bag Pattern making with horizontal strokes Animal sounds and movements Object-name association
11
REVISION OF FIRST TERM WORK
Comprehensive review of all lowercase letters a-z Review of letter sounds (phonics) for all letters Picture reading revision Pattern making revision: vertical, horizontal, slant, curved, wavy lines Body parts identification review Domestic animals and objects revision Rhymes and songs review Simple instructions and values review Mock examination exercises
12
END OF TERM EXAMINATION
Oral test: identifying and naming all lowercase letters a-z Letter sounds test for a-z Picture reading examination Pattern making assessment (all pattern types) Body parts identification test Naming domestic animals Identifying home and school objects Rhyme recitation Following instructions test Overall literacy skills evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scripts Distribution of report cards Review of term’s achievements Award ceremony for excellent performance Holiday literacy practice tips Celebration activities Farewell songs and rhymes Preview of second term topics
NURSERY 2 LITERACY (LETTER WORK) SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
READING AND WRITING: PICTURE READING. MAKING PATTERNS
Picture reading of objects and animals Describing pictures in simple sentences Pattern making in slant form from left to right (/) Naming objects in pictures Pattern making in slant form from right to left () Picture-word association Review of lowercase letters a-z
2
SPEECH AND WRITING: MUSIC AND POEMS. ALPHABETS. MAKING PATTERNS
Listening to music and songs Reciting poems and rhymes Pattern making: horizontal with vertical lines (crosses +) Reciting alphabets a-z in sequence Identifying all alphabets a-z when shown randomly Learning new nursery rhymes Musical rhythm activities
3
READING AND WRITING: ALPHABETS (UPPERCASE AND LOWERCASE) Aa-Bb. MAKING PATTERNS
Introduction to uppercase letters A and B Recognition and pronunciation of uppercase and lowercase Aa and Bb Tracing uppercase and lowercase letters Aa and Bb Writing letters Aa and Bb Making curves from left to right Matching uppercase with lowercase: A- a, B-b Words starting with A and B (Apple, Ball)
4
READING AND WRITING: IDENTIFYING LETTERS OF ALPHABETS Cc-Dd. MAKING PATTERNS
Recognition and pronunciation of uppercase and lowercase Cc and Dd Tracing letters Cc and Dd (uppercase and lowercase) Writing letters Cc and Dd Making curves from right to left Matching uppercase with lowercase: C- c, D-d Words starting with C and D (Cat,
Dog) – Curved line patterns
5
MID-TERM ASSESSMENT/TEST
Recognition test for uppercase and lowercase letters A-D Writing assessment for Aa, Bb, Cc, Dd Matching uppercase with lowercase letters Pattern making evaluation (curves, slants, crosses) Picture reading and naming test Recitation of poems and rhymes Letter sounds test for A-D Identifying words that start with A-D
6
MID-TERM BREAK
–
7
READING AND SPEECH: IDENTIFYING LETTERS OF ALPHABETS Ee-Ff. NURSERY RHYMES AND SONGS. GREETINGS
Greeting at school: Good morning madam/sir, Good afternoon Greeting at home: Good morning daddy, Good morning mummy Simple instructions at school: sit down, stand up, line up, be quiet Simple instructions at home: welcome, come here, good night Recognition and writing of letters Ee and Ff (uppercase and lowercase) Tracing letters Ee and Ff Nursery rhymes about greetings
8
READING AND WRITING: IDENTIFYING LETTERS Gg-Hh. MAKING PATTERNS
Recognition and pronunciation of uppercase and lowercase Gg and Hh Tracing alphabets Gg and Hh Writing letters Gg and Hh Intersecting lines patterns Slanting lines patterns Matching uppercase with lowercase: G- g, H-h Words starting with G and H (Goat, Hat)
9
READING AND WRITING: IDENTIFYING LETTERS Ii-Jj. STORYTELLING. DAILY ROUTINE
Learning daily routine: greetings, prayers, bathing, brushing teeth, eating breakfast, going to school Recognition and writing of letters Ii and Jj (uppercase and lowercase) Tracing letters Ii and Jj Coloring letters and objects
READING AND WRITING: IDENTIFYING LETTERS Kk-Ll. PATTERN MAKING
Recognition and pronunciation of uppercase and lowercase Kk and Ll Tracing and writing letters Kk and Ll Making different patterns (combination of lines learned) Pre-writing skills development through scribbles Free drawing and pattern creation Matching K-k, L-l Words starting with K and L (Kite, Lion)
11
REVISION OF SECOND TERM WORK
Comprehensive review of uppercase and lowercase letters A-L Review of all pattern making techniques Picture reading and description revision Greetings and simple instructions review Daily routine activities revision Writing practice for all letters A-L (uppercase and lowercase) Matching uppercase with lowercase A- L Rhymes, poems, and songs review Mock examination practice
12
END OF TERM EXAMINATION
Recognition test for uppercase and lowercase letters A-L Writing examination for letters Aa-Ll Matching uppercase with lowercase letters A-L Pattern making comprehensive assessment Picture reading and description test Greetings and instructions practical test Daily routine sequencing test Storytelling assessment Rhyme recitation Overall literacy progress evaluation
13
CLOSING & END OF TERM
– Return of marked examination scripts
ACTIVITIES
Distribution of report cards Celebration of literacy achievements Awards for excellent performance Holiday practice materials distribution Review of term’s progress Fun literacy games and activities Preview of third term topics Farewell and holiday wishes
.
NURSERY 2 LITERACY (LETTER WORK) SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
READING AND WRITING: IDENTIFYING LETTERS Mm- Nn. SCRIBBLING
Recognition and pronunciation of uppercase and lowercase Mm and Nn Tracing and writing letters Mm and Nn Tracing pictures of objects Slanting strokes practice Free scribbling and creative drawing Matching M-m, N-n Words starting with M and N (Mango, Nest)
2
READING AND WRITING: IDENTIFYING LETTERS Oo-Tt
Identification of uppercase and lowercase letters Oo, Pp, Qq, Rr, Ss, Tt Tracing letters Oo-Tt (uppercase and lowercase) Writing practice for letters Oo-Tt Matching letters with objects that start with each letter Letter sounds for O-T Making circular patterns Words beginning with O-T
3
READING AND SPEECH: IDENTIFYING LETTERS Uu- Ww. STORIES AND RHYMES. LINES
Identification of uppercase and lowercase letters Uu, Vv, Ww Tracing and writing letters Uu-Ww Nursery rhymes and songs Simple story listening and retelling Recognition and tracing horizontal strokes Matching U-u, V-v, W-w Picture stories
4
READING AND WRITING: IDENTIFYING LETTERS Xx-Zz. MAKING PATTERNS: CIRCLE
Identification of uppercase and lowercase letters Xx, Yy, Zz Tracing and writing letters Xx-Zz Completing the alphabet A-Z (uppercase and lowercase) Making circular patterns and shapes Drawing circles of different sizes Words with X, Y, Z (Box, Yam, Zebra) Review of entire alphabet A-Z
5
MID-TERM
– Recognition test for all uppercase and
ASSESSMENT/TEST
lowercase letters A-Z Writing assessment for letters M-Z Matching uppercase with lowercase letters M-Z Complete alphabet recitation A-Z Letter sounds test Pattern making evaluation (circles, slants, horizontal strokes) Picture identification and naming Rhyme recitation assessment
6
MID-TERM BREAK
–
7
SPEECH AND STRUCTURE:
Comprehensive identification of all letters A-Z (uppercase and lowercase) Matching all uppercase letters with lowercase A-Z Greetings at school: Good morning teacher, Good afternoon sir/ma Greetings at home: Good morning/evening daddy/mummy, welcome Identifying names and titles: Mr., Mrs., Miss, Dr. General greetings: Hello, Hi, How are you? Polite responses: I’m fine thank you, You’re welcome
MATCHING UPPERCASE
LETTERS WITH LOWERCASE.
SIMPLE GREETINGS AND
COMMANDS
8
SPEECH AND WRITING:
Associating pictures with corresponding words Introduction to 2-letter words: at, an, am, as, it, in, is, if, or, on, ox, of Introduction to 3-letter words: cat, bat, rat, mat, hat, sat, fat, pat, can, man, fan, pan, ran, van, etc. Identifying words that start with A-E Practicing correct writing skills Copying letters Aa-Ee correctly Beginning word formation
MATCHING LETTERS Aa-Ee
WITH PICTURES. WRITING 2-
LETTER AND 3-LETTER
WORDS. COPYING LETTERS
Aa-Ee
9
SPEECH AND WRITING: MATCHING LETTERS Ff-Jj WITH PICTURES. COPYING LETTERS Ff-Jj
Associating pictures with words starting with F-J Writing 2-letter words: up, us Writing 3-letter words: fun, bun, sun, run, gun, fox, box, jam, jug, jet, jog, etc. Picture-word matching activities
Copying letters Ff-Jj with correct formation Simple word recognition
Associating pictures with words starting with K-O Writing 2-letter and 3-letter words: kit, kid, key, let, lot, leg, log, met, mat, mop, mug, net, not, nut, nap, etc. Telling simple stories Singing songs and nursery rhymes Copying letters Kk-Oo correctly Story sequencing activities
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Revision: Review of letters M-Z (uppercase and lowercase) Matching all uppercase with lowercase letters A-Z 2-letter and 3-letter words revision Picture-word association for all letters Greetings, commands, and polite expressions Year-Long Revision: Complete alphabet A-Z recognition (uppercase and lowercase) All letter sounds (phonics) a-z Pattern making comprehensive review Picture reading and description Simple word reading (2-letter and 3-letter words) Body parts, domestic animals, home and school objects Rhymes, songs, and poems from entire year Writing practice for all letters Mock examination covering all three terms
12
END OF YEAR EXAMINATION
Third Term Topics: Letters M-Z recognition and writing test Matching uppercase with lowercase A-Z 2-letter and 3-letter words reading and writing Picture-word matching for all letters Greetings and commands practical test
Complete Year Assessment: Comprehensive alphabet recognition A-Z (uppercase and lowercase) Letter sounds test for all letters a-z Writing examination for all letters Aa-Zz Reading simple 2-letter and 3-letter words Picture reading and identification Pattern making comprehensive test Storytelling assessment Rhyme and song recitation Following instructions test Overall Nursery 2 literacy mastery evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of marked examination scripts with feedback Distribution of comprehensive end-of- year report cards Celebration of literacy achievements (knowing A-Z, reading simple words) Awards ceremony for literacy excellence Certificate distribution Holiday literacy practice materials Preparation for promotion to Nursery 3/Primary 1 Literacy showcase for parents (alphabet recitation, rhymes, simple reading) Graduation ceremony activities Farewell celebrations Encouragement for continued literacy development
LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK
LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK FIRST TERM
WEEK
TOPIC
CONTENT
1
INTRODUCTION OF THE FIRST GROUP OF SOUNDS: s,a, t, i, p, n
Introduction to letter sound /s/ as in sun, snake, sat Introduction to letter sound /a/ as in apple, ant, cat Introduction to letter sound /t/ as in tap, top, mat Introduction to letter sound /i/ as in ink, insect, sit Introduction to letter sound /p/ as in pen, pig, cap Introduction to letter sound /n/ as in net, nut, pan Sound recognition and pronunciation practice Blending simple sounds: s-a-t (sat), p-i-n (pin), t-a-p (tap) Basic word formation using sounds s, a, t, i, p, n Reading simple CVC words: sat, pin, tap, nap, pit, tin, pan, sip
2
INTRODUCTION OF THE SECOND GROUP OF SOUNDS:c, k, e, h, r, m, d
Introduction to letter sound /c/ as in cat, cup, cap Introduction to letter sound /k/ as in kite, king, kit Introduction to letter sound /e/ as in egg, elephant, pen Introduction to letter sound /h/ as in hat, hen, hop Introduction to letter sound /r/ as in rat, red, run Introduction to letter sound /m/ as in mat, man, mum Introduction to letter sound /d/ as in dog, dad, dip Sound recognition and pronunciation Blending sounds: c-a-t (cat), h-e-n (hen), r- a-t (rat), m-a-t (mat), d-a-d (dad) Word formation combining first and second group sounds Reading CVC words: cat, hen, red, mat,
dad, kit, cap, pen, rat, rim
3
INTRODUCTION OF THE THIRD GROUP OF SOUNDS: g,o, u, l, f, b
Introduction to letter sound /g/ as in goat, girl, got Introduction to letter sound /o/ as in orange, octopus, pot Introduction to letter sound /u/ as in umbrella, up, cup Introduction to letter sound /l/ as in lion, leg, lip Introduction to letter sound /f/ as in fan, fish, fun Introduction to letter sound /b/ as in ball, bat, big Sound recognition and pronunciation Blending sounds: g-o-t (got), c-u-p (cup), l- i-p (lip), f-u-n (fun), b-i-g (big) Word formation using all three groups of sounds Reading CVC words: got, cup, lip, fun, big, bag, log, fog, bug, mud
4
REVIEW SOUNDS s-b
Comprehensive review of all sounds learned: s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b Sound identification and pronunciation practice Blending practice with all learned sounds Word formation using combinations of learned sounds Reading multiple CVC words Sound-picture association Dictation of simple sounds Preparation for mid-term assessment
5
MID-TERM ASSESSMENT/TEST
Sound recognition test for s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b Letter sound pronunciation test Blending sounds assessment Reading CVC words test Sound-picture matching Simple word formation evaluation Identifying beginning sounds in words Oral blending assessment
6
MID-TERM BREAK
–
7
INTRODUCTION OF THE FOURTH GROUP OF SOUNDS:ai, oa, ie, ee, or
Introduction to digraph /ai/ as in rain, train, tail, pain Introduction to digraph /oa/ as in boat, goat, coat, road Introduction to digraph /ie/ as in pie, tie, lie, cried Introduction to digraph /ee/ as in tree, bee, see, feed Introduction to digraph /or/ as in fork, corn, horn, born Understanding two letters making one sound Sound recognition and pronunciation of digraphs Blending with digraphs: r-ai-n (rain), b-oa-t (boat), t-ie (tie), b-ee (bee), f-or-k (fork) Word formation using digraphs Reading words with ai, oa, ie, ee, or
8
INTRODUCTION OF THE FIFTH GROUP OF SOUNDS: z,w, ng, v, oo
Introduction to letter sound /z/ as in zebra, zoo, zip, buzz Introduction to letter sound /w/ as in water, wet, wig, win Introduction to digraph /ng/ as in ring, sing, king, long Introduction to letter sound /v/ as in van, vet, vase, oven Introduction to digraph /oo/ as in moon, soon, book, look (two sounds: long oo and short oo) Sound recognition and pronunciation Blending sounds: z-i-p (zip), w-i-n (win), r- i-ng (ring), v-a-n (van), m-oo-n (moon), b- oo-k (book) Word formation with new sounds Reading words: zip, win, ring, van, moon, book, zoom, wing, long
9
INTRODUCTION OF PURE VOWEL SOUNDS
Review of vowel letters: a, e, i, o, u Pure vowel sounds in short form: /a/ (cat), /e/ (pen), /i/ (pin), /o/ (pot), /u/ (cup) Pure vowel sounds in long form: /ā/ (cake), /ē/ (Pete), /ī/ (kite), /ō/ (rope), /ū/ (cube) Identifying vowels in words Vowel sound recognition
Short vowel words: cat, pen, pin, pot, cup, hat, bet, sit, dot, nut Introduction to long vowel concept Blending with vowel sounds Word formation emphasizing vowel sounds
10
VOWEL SOUNDS & ASSOCIATE SOUND WITH PICTURE (s-oo)
Continued practice with short and long vowel sounds Distinguishing between short and long vowels in words Comprehensive review of all sounds learned: s through oo Sound-picture association for all learned sounds Matching pictures to beginning sounds Matching pictures to ending sounds Identifying middle sounds in CVC words Blending practice with all sounds Word formation using complete sound knowledge Reading words with various sound combinations
11
REVISION OF FIRST TERM WORK
Comprehensive review of all sound groups (First: s,a,t,i,p,n; Second: c,k,e,h,r,m,d; Third: g,o,u,l,f,b; Fourth: ai,oa,ie,ee,or; Fifth: z,w,ng,v,oo) Review of pure vowel sounds (short and long) Sound identification and pronunciation revision Blending sounds revision Word formation comprehensive practice Reading CVC words and digraph words Sound-picture association review Mock examination exercises Preparation for end of term examination
12
END OF TERM EXAMINATION
Comprehensive sound recognition test (all sounds s through oo) Letter sound pronunciation examination Blending sounds assessment Reading test: CVC words and simple digraph words Sound-picture matching test Word formation evaluation
Identifying beginning, middle, and ending sounds Short and long vowel identification Oral reading of simple words Overall phonics progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scripts Distribution of report cards Celebration of phonics achievements Awards for reading excellence Holiday phonics practice materials Review of term’s literacy progress Fun reading games and activities Preview of second term topics Encouragement for continued practice at home
NURSERY 2 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK SECOND TERM
WEE K
TOPIC
CONTENT
1
REVIEW SOUNDSs-oo
Comprehensive review of first term sounds Review of sound groups 1-5 (s,a,t,i,p,n,c,k,e,h,r,m,d,g,o,u,l,f,b,ai,oa,ie,ee,or,z,w,ng,v,o o) Sound recognition and pronunciation practice Blending sounds revision Word formation practice Reading familiar CVC words and digraph words Sound-picture association activities Preparation for new sound introduction
2
INTRODUCTION OF THE SIXTH GROUP OF SOUNDS: y, x, ch,sh, th (Part 1)
Introduction to letter sound /y/ as in yellow, yes, yam, yell Introduction to letter sound /x/ as in box, fox, six, mix (ending sound) Introduction to digraph /ch/ as in chair, chip, church, much Sound recognition and pronunciation Understanding /ch/ as two letters making one sound Blending with new sounds: y-e-s (yes), b-o-x (box), ch-i-p (chip) Word formation with y, x, ch Reading words: yes, box, chip, chat, fox, such
3
INTRODUCTION OF THE SIXTH GROUP OF SOUNDS: y, x, ch,sh, th (Part 2)
Introduction to digraph /sh/ as in ship, shop, fish, wish Introduction to digraph /th/ as in this, that, thin, path (voiced and unvoiced th) Sound recognition and pronunciation for sh and th Understanding digraphs as two letters making one sound Blending with new sounds: sh-i-p (ship), th-i-s (this), f-i- sh (fish), p-a-th (path) Word formation with sh and th Reading words: ship, fish, this, that, thin, with, bath Review of all sixth group sounds: y, x, ch, sh, th
4
INTRODUCTION OF THE SEVENTH GROUP OFSOUNDS: qu, ou, oi, ue, er, ar (Part 1)
Introduction to digraph /qu/ as in queen, quick, quit, quiz (qu always together) Introduction to digraph /ou/ as in out, shout, house, mouse Introduction to digraph /oi/ as in oil, coin, boil, soil Sound recognition and pronunciation
Blending with new sounds: qu-i-ck (quick), sh-ou-t (shout), c-oi-n (coin) Word formation with qu, ou, oi Reading words: queen, quick, out, house, oil, coin, loud, point
5
MID-TERM ASSESSMENT/TES T
Sound recognition test including sixth group (y, x, ch, sh, th) Sound recognition test for qu, ou, oi Pronunciation assessment for all new digraphs Blending sounds test Reading words with new digraphs Word formation evaluation Sound-picture matching Identifying digraphs in words Oral reading assessment
6
MID-TERM BREAK
–
7
INTRODUCTION OF THE SEVENTH GROUP OFSOUNDS: qu, ou, oi, ue, er, ar (Part 2)
Review of qu, ou, oi Introduction to digraph /ue/ as in blue, true, glue, clue Introduction to digraph /er/ as in her, fern, term, verb Introduction to digraph /ar/ as in car, far, star, park Sound recognition and pronunciation Blending with new sounds: b-l-ue (blue), h-er (her), c-ar (car), st-ar (star) Word formation with ue, er, ar Reading words: blue, true, her, term, car, far, star, park Complete review of seventh group: qu, ou, oi, ue, er, ar
8
VOWEL SOUNDS
Comprehensive review of all vowel sounds Short vowels: a (cat), e (pen), i (pin), o (pot), u (cup) Long vowels: ā (cake), ē (Pete), ī (kite), ō (rope), ū (cube) Vowel digraphs: ai, oa, ie, ee, oo, ou, oi, ue Identifying vowels in words Vowel sound discrimination (short vs long) Blending with various vowel sounds Word formation emphasizing different vowel sounds Reading words with different vowel patterns
9
CONSONANT SOUNDS (Part 1)
Review of single consonant sounds: s, t, p, n, c, k, h, r, m, d, g, l, f, b, z, w, v, y, x Consonant sound recognition and pronunciation Identifying consonants at beginning of words Identifying consonants at end of words Understanding consonants vs vowels Blending consonants with various vowels Word formation using different consonants
– Reading words emphasizing consonant sounds
10
CONSONANT SOUNDS (Part 2)
Review of consonant digraphs: ch, sh, th, ng, qu Understanding digraphs as special consonant combinations Identifying digraphs in words Distinguishing single consonants from digraphs Blending practice with all consonant sounds Word formation using consonant digraphs Reading words with various consonant patterns Comprehensive consonant sound practice
11
REVISION OF SECOND TERM WORK
Comprehensive review of sixth group sounds (y, x, ch, sh, th) Review of seventh group sounds (qu, ou, oi, ue, er, ar) All vowel sounds revision (short, long, digraphs) All consonant sounds revision (single and digraphs) Sound identification and pronunciation comprehensive practice Blending sounds revision Word formation practice with all learned sounds Reading practice with various word patterns Mock examination exercises Preparation for end of term examination
12
END OF TERM EXAMINATION
Comprehensive sound recognition test (all sounds learned) Vowel sounds identification and pronunciation test Consonant sounds identification and pronunciation test Digraphs recognition test (ch, sh, th, ng, qu, ai, oa, ie, ee, or, oo, ou, oi, ue, er, ar) Blending sounds assessment Reading test with various word patterns Word formation evaluation Sound discrimination test (vowels vs consonants, short vs long vowels) Oral reading of words and simple sentences Overall phonics and early reading progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scripts with feedback Distribution of report cards Celebration of reading and phonics progress Awards ceremony for literacy excellence Holiday reading practice materials Review of second term achievements Fun phonics games and reading activities Preview of third term topics (word formation, grammar
basics) – Encouragement for home reading practice
NURSERY 2 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
REVIEW VOWEL AND CONSONANT SOUNDS (Part 1)
Comprehensive review of all vowel sounds learned Short vowels: a, e, i, o, u Long vowels: ā, ē, ī, ō, ū Vowel digraphs: ai, oa, ie, ee, oo, ou, oi, ue, er, ar Review of all single consonant sounds Vowel-consonant discrimination Identifying vowels and consonants in words Sound recognition and pronunciation practice Blending revision Reading words with various vowel and consonant combinations
2
REVIEW VOWEL AND CONSONANT SOUNDS (Part 2)
Continued review of consonant sounds Review of all consonant digraphs: ch, sh, th, ng, qu Comprehensive vowel and consonant practice Sound sorting activities (vowel vs consonant) Blending consonants and vowels Word formation using complete phonics knowledge Reading fluency practice Preparation for word formation focus
3
WORD FORMATION (Part 1)
Building words by blending learned sounds CVC word formation (consonant-vowel- consonant): cat, pen, dog, sit, run CVCC word formation (adding ending consonant): hand, sent, mist, went CCVC word formation (beginning consonant blend): flat, trip, stop, grab Simple word building activities Reading self-made words Understanding word structure Writing simple words from dictation
4
WORD FORMATION (Part 2)
Continued word formation practice Words with digraphs: ship, chat, that, king, rain, boat Words with vowel digraphs: moon, feet, road, coin, blue Building longer words Word families: -at family (cat, bat, rat, mat, hat), -en family (pen, hen, ten, men), – ig family (big, dig, pig, wig) Reading and writing word families Creative word formation
5
MID-TERM ASSESSMENT/TEST
Vowel and consonant identification test Sound recognition comprehensive assessment Word formation evaluation Building words from given sounds Reading words test (CVC, CVCC, CCVC) Word families test Writing simple words from dictation Blending and segmenting sounds assessment
6
MID-TERM BREAK
–
7
USE OF ‘a’ and ‘an’ (Part 1)
Introduction to articles ‘a’ and ‘an’ Understanding when to use ‘a’ before consonant sounds: a cat, a dog, a pen, a book Understanding when to use ‘an’ before vowel sounds: an apple, an egg, an orange, an umbrella Rule: ‘a’ before words starting with consonant sounds Rule: ‘an’ before words starting with vowel sounds (a, e, i, o, u) Practice with picture-word matching using ‘a’ and ‘an’ Reading simple phrases: a cat, an egg, a pen, an owl Oral practice with ‘a’ and ‘an’
8
USE OF ‘a’ and ‘an’ (Part 2) & WORD FORMATION WITH REPEATED LETTERS
Continued practice with ‘a’ and ‘an’ More examples and practice Introduction to words with repeated consonant letters: ball, egg, hill, buzz, kiss,
bell, grass, well Introduction to words with repeated vowel letters: feet, moon, seen, book, sleep, green Understanding double letters in words Reading words with repeated letters Writing words with double consonants and double vowels Combining ‘a’/’an’ practice with repeated letter words: an egg, a bell, a book
9
CONSONANT BLENDS (InitialBlends)
Introduction to initial consonant blends (two consonants at beginning of word) L-blends: bl (blue, black), cl (clap, class), fl (flag, flip), gl (glad, glue), pl (play, plus), sl (slip, slap) R-blends: br (bread, bring), cr (crab, cry), dr (drum, drop), fr (frog, from), gr (green, grab), pr (pray, print), tr (tree, trip) S-blends: sc (scab), sk (skip, sky), sm (smile, smell), sn (snail, snap), sp (spin, spot), st (stop, star), sw (swim, swing) Blending and reading words with initial blends Word formation using initial blends
10
CONSONANT BLENDS (FinalBlends) & REVIEW
Introduction to final consonant blends (two consonants at end of word) Final blends: -nd (hand, sand), -nt (tent, went), -nk (pink, tank), -st (first, best), -lt (belt, melt), -mp (jump, camp), -ft (gift, left), -pt (kept, slept) Blending and reading words with final blends Words with both initial and final blends: plant, spent, trust Comprehensive review of all consonant blends Reading sentences with blend words Writing words with consonant blends
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Revision: Review of articles ‘a’ and ‘an’ usage Word formation comprehensive review Words with repeated consonant and vowel letters Initial consonant blends (l-blends, r-
blends, s-blends) Final consonant blends Year-Long Comprehensive Revision: All sound groups (1st through 7th groups) All vowel sounds (short, long, digraphs) All consonant sounds (single and digraphs) Blending and segmenting sounds Word formation from sounds Reading CVC words, digraph words, and blend words Grammar basics: ‘a’ and ‘an’ Mock examination covering all three terms Preparation for final examination
12
END OF YEAR EXAMINATION
Third Term Topics: Articles ‘a’ and ‘an’ test Word formation assessment Words with repeated letters test Initial consonant blends reading test Final consonant blends reading test Comprehensive Year Assessment: Complete sound recognition test (all sounds a-z and digraphs) Vowel and consonant identification Blending and segmenting sounds assessment Reading test: CVC words, digraph words, blend words Word formation evaluation Simple sentence reading test Writing words from dictation Grammar test: ‘a’ and ‘an’ usage Overall Nursery 2 phonics and early reading mastery evaluation Reading fluency assessment
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of marked examination scripts with detailed feedback Distribution of comprehensive end-of- year report cards Celebration of remarkable literacy achievements (mastering phonics, reading words and simple sentences)
Awards ceremony for reading and phonics excellence Certificate distribution Holiday reading materials and practice workbooks Preparation for promotion to Nursery 3/Primary 1 Literacy showcase for parents (reading demonstration, phonics display) Graduation ceremony activities Reading achievement celebration Encouragement for continued reading development Farewell and promotion celebrations
NUMERACY SCHEME OF WORK FIRST TERM
WEEK
TOPIC
CONTENT
1
NUMBERS 1-50: MAKING PATTERNS
Review of numbers 1-50 from Nursery 1 Counting orally from 1-50 Recognition of numbers 1-50 Tracing numbers 1-50 Writing numbers 1-50 Counting objects from 1-50 Making number patterns: 1,2,3,4,5…; 2,4,6,8…; 5,10,15,20… Skip counting by 2s, 5s, and 10s up to 50 Number sequences and identifying missing numbers One-to-one correspondence with objects up to 50
2
NUMBERS 1-55: MAKING PATTERNS
Counting orally from 1-55 Recognition and identification of numbers 51- 55 Tracing numbers 51-55 Writing numbers 51-55 Counting objects from 1-55 Number patterns up to 55 Skip counting by 5s to 55 Number sequences 1-55 Before, after, and between concepts (e.g., what comes after 52?) Comparing quantities (more, less, equal) up to 55
3
NUMBERS 1-60: MAKING PATTERNS
Counting orally from 1-60 Recognition and identification of numbers 56- 60 Tracing numbers 56-60 Writing numbers 56-60 Counting objects from 1-60 Number patterns up to 60 Skip counting by 2s, 5s, and 10s up to 60 Number sequences 1-60 Identifying missing numbers in sequences Grouping objects in tens (6 groups of 10 = 60)
4
SHAPES
– Identification of common shapes: circle, square, triangle, rectangle, oval, diamond
Properties of shapes: counting sides and corners Recognizing shapes in the environment Sorting and classifying shapes Counting shapes in a group Coloring different shapes with specific colors Drawing basic shapes Creating patterns using shapes Shape matching and recognition games 3D shapes introduction: sphere (ball), cube (box), cone (ice cream cone), cylinder (can)
5
MID-TERM ASSESSMENT/TEST
Counting orally from 1-60 Number recognition test 1-60 Writing numbers 1-60 from dictation Counting objects test (up to 60) Number patterns and sequences test Skip counting assessment (by 2s, 5s, 10s) Shape identification test Counting sides and corners of shapes Before, after, between concepts test Comparing quantities assessment
6
MID-TERM BREAK
–
7
NUMBERS 1-65: MAKING PATTERNS
Counting orally from 1-65 Recognition and identification of numbers 61- 65 Tracing numbers 61-65 Writing numbers 61-65 Counting objects from 1-65 Number patterns up to 65 Skip counting to 65 Number sequences 1-65 Place value introduction: understanding tens and ones (65 = 6 tens and 5 ones) Comparing numbers using greater than, less than concepts
8
NUMBERS 1-70: MAKING PATTERNS
Counting orally from 1-70 Recognition and identification of numbers 66- 70 Tracing numbers 66-70 Writing numbers 66-70 Counting objects from 1-70 Number patterns up to 70 Skip counting by 2s, 5s, and 10s up to 70
Number sequences 1-70 Place value practice: tens and ones Number line activities up to 70
9
NUMBERS 1-80: MAKING PATTERNS
Counting orally from 1-80 Recognition and identification of numbers 71- 80 Tracing numbers 71-80 Writing numbers 71-80 Counting objects from 1-80 Number patterns up to 80 Skip counting to 80 Number sequences 1-80 Identifying even and odd numbers (simple introduction) Grouping in tens: 8 groups of 10 = 80
10
NUMBERS 1-90: MAKING PATTERNS
Counting orally from 1-90 Recognition and identification of numbers 81- 90 Tracing numbers 81-90 Writing numbers 81-90 Counting objects from 1-90 Number patterns up to 90 Skip counting by 2s, 5s, and 10s up to 90 Number sequences 1-90 Place value reinforcement: tens and ones Comprehensive number recognition activities 1-90
11
REVISION OF FIRST TERM WORK
Comprehensive counting practice 1-90 Number recognition review 1-90 Writing numbers 1-90 practice Number patterns and sequences revision Skip counting practice (2s, 5s, 10s) Shapes identification and properties review Before, after, between concepts revision Comparing quantities review Place value (tens and ones) review Mock examination exercises
12
END OF TERM EXAMINATION
Oral counting test 1-90 Number recognition comprehensive test 1-90 Writing numbers 1-90 examination Counting objects test Number patterns and sequences test Skip counting assessment
Shapes identification and properties test Place value test (tens and ones) Before, after, between test Comparing numbers test Overall numeracy progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scripts Distribution of report cards Celebration of numeracy achievements Awards for mathematics excellence Holiday numeracy practice materials Review of term’s progress Fun mathematics games Preview of second term topics Encouragement for continued practice
NURSERY 2 NUMERACY SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
NUMBERS 1-100: MAKING PATTERNS
Counting orally from 1-100 Recognition and identification of numbers 91-100 Tracing numbers 91-100 Writing numbers 91-100 Counting objects from 1-100 Number patterns up to 100 Skip counting by 2s, 5s, and 10s up to 100 Understanding 100 as 10 tens Number sequences 1-100 Celebrating the milestone of counting to 100!
2
FRACTION – ½ (ONE-HALF)
Introduction to the concept of fractions (simple) Understanding “half” as one of two equal parts Identifying half of shapes: circle, square, rectangle Dividing objects into two equal parts Recognizing ½ symbol Half of quantities: half of 2, 4, 6, 8, 10 Real-life examples: half an apple, half a glass of water Coloring half of given shapes Sharing equally between two people Introduction to “whole” vs “half”
3
NUMBERS 1-100 (COMPREHENSIVE – PART 1)
Recognition of figures 1-100 (comprehensive review) Random number identification 1-100 Counting objects 1-100 in various groupings Tracing figures 1-100 Writing figures 1-100 with proper formation Place value: tens and ones for all numbers 1- 100 Number bonds to 10 (pairs that make 10: 1+9, 2+8, 3+7, etc.) Counting forwards and backwards Number line activities 1-100
4
NUMBERS 1-100
Reading figures 1-100 Introduction to reading numbers written in
(COMPREHENSIVE – PART 2)
words: one, two, three, four, five, six, seven, eight, nine, ten Reading number words: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Reading tens: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred Matching numbers to number words (1-20) Writing simple number words (one through ten) Number word recognition games
5
MID-TERM ASSESSMENT/TEST
Counting orally 1-100 test Number recognition test 1-100 Writing numbers 1-100 assessment Reading numbers 1-100 Number words recognition test (1-20) Fraction ½ identification test Place value test (tens and ones) Counting objects test Number patterns and sequences Skip counting assessment
6
MID-TERM BREAK
–
7
ORDINAL NUMBERS: 1st to 5th (FIRST TO FIFTH)
Introduction to ordinal numbers: 1st, 2nd, 3rd, 4th, 5th Understanding ordinal numbers show position or order Writing ordinal numbers: 1st, 2nd, 3rd, 4th, 5th Reading ordinal words: first, second, third, fourth, fifth Using ordinal numbers in sequences (who is first in line?) Real-life applications: first day, second place, third floor Identifying positions in pictures and queues Ordinal number games and activities Extension: 6th to 10th (sixth to tenth) – introduction only
8
ORDER OF NUMBERS: 1-10
Understanding ascending order (smallest to largest): arranging numbers 1-10 Understanding descending order (largest to smallest): arranging numbers 10-1 Comparing numbers: greater than (>), less
than (<), equal to (=) Arranging numbers 1-10 in ascending order Arranging numbers 1-10 in descending order Ordering objects by quantity Number sequencing activities Identifying smallest and largest numbers in a group Practicing with numbers 1-20 (extension)
9
ADDITION OF NUMBERS (PART 1)
Introduction to the concept of addition (putting together, combining) Understanding addition symbol: + (plus) Understanding equals sign: = Addition as “and” or “plus” Addition of one-digit numbers (0-5): 1+1, 2+1, 3+2, etc. Using concrete objects for addition Addition with pictures and counting Horizontal addition: 2 + 3 = 5 Vertical addition introduction Addition stories (word problems): “I have 2 apples and get 3 more. How many do I have?”
10
ADDITION OF NUMBERS (PART 2)
Continued addition of one-digit numbers (0- 10) Addition combinations to 10 Number bonds: pairs that make 5, 6, 7, 8, 9, 10 Addition with zero: 5+0=5, 0+3=3 Commutative property (simple): 2+3 = 3+2 Addition using number line Mental addition practice Simple addition word problems Addition games and activities Preparing for addition with larger numbers
11
REVISION OF SECOND TERM WORK
Numbers 1-100 comprehensive review Number words review (1-20) Fraction ½ revision Ordinal numbers revision (1st-5th) Ascending and descending order practice Addition comprehensive review Place value revision Reading and writing numbers review Mock examination exercises Preparation for final examination
12
END OF TERM EXAMINATION
Counting and number recognition 1-100 test Writing numbers 1-100 examination Reading numbers and number words test Fraction ½ identification and application test Ordinal numbers test (1st-5th) Ascending and descending order test Addition of one-digit numbers examination Place value test Word problems (simple addition) Overall second term numeracy evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scripts Distribution of report cards Celebration of reaching 100 and learning addition! Awards ceremony for numeracy excellence Holiday mathematics practice materials Review of term’s achievements Fun addition games Preview of third term topics (subtraction, weight, money) Encouragement for continued numeracy practice
NURSERY 2 NUMERACY SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
SUBTRACTION (INTRODUCTION)
Introduction to the concept of subtraction (taking away, removing, difference) Recognition of subtraction symbol: – (minus) Understanding subtraction as “take away” Subtraction language: “minus,” “take away,” “less” Using concrete objects for subtraction (removing items from a group) Subtraction with pictures Simple subtraction within 5: 5-1, 4-2, 3-1, etc. Horizontal subtraction format: 5 – 2 = 3 Understanding zero in subtraction: 5-0=5, 5- 5=0 Subtraction stories: “I have 5 candies and eat 2. How many are left?”
2
SIMPLE SUBTRACTION OF NUMBERS (PART 1)
Continued concept of subtraction as “take away” or “remove” Subtraction of one-digit numbers (0-5) Practicing subtraction facts within 5 Using number line for subtraction (counting backwards) Vertical subtraction format introduction Subtraction with objects and counters Mental subtraction practice Simple subtraction word problems Comparing addition and subtraction (inverse operations – simple introduction)
3
SIMPLE SUBTRACTION OF NUMBERS (PART 2)
Subtraction of one-digit numbers (0-10) Subtraction facts within 10 Subtraction using fingers Subtraction on number line More subtraction word problems Relating addition and subtraction: 5+3=8, so 8-3=5 Missing number problems: 5 – ? = 2 Practical subtraction activities Subtraction games
4
REVIEW OF ADDITION AND SUBTRACTION
Comprehensive review of addition concepts Comprehensive review of subtraction concepts Mixed addition and subtraction problems Understanding when to add and when to subtract in word problems Addition and subtraction fact families: 3+2=5, 2+3=5, 5-2=3, 5-3=2 Mental math practice (addition and subtraction) Problem-solving activities Preparation for mid-term assessment
5
MID-TERM ASSESSMENT/TEST
Subtraction symbol recognition test Subtraction concept test (take away, remove) Simple subtraction problems test (0-10) Addition and subtraction mixed test Word problems (addition and subtraction) Number line use assessment Missing number problems Fact families test Mental math assessment
6
MID-TERM BREAK
–
7
WEIGHT (CONCEPT OF WEIGHT)
Introduction to the concept of weight Understanding that objects have weight Heavy and light: comparing weights of different objects Heavier, lighter, same weight (equal) Using balance scale (simple demonstration) Comparing weights by lifting objects Ordering objects by weight (lightest to heaviest) Estimating weight: which is heavier – a book or a feather? Weight vocabulary: heavy, light, heavier, lighter, heaviest, lightest Practical weight comparison activities
8
WEIGHT (CONTINUED)
Continued weight comparison activities Sorting objects by weight (heavy, medium, light) Introduction to measuring weight (simple) Weighing objects using non-standard units (e.g., blocks)
Understanding that larger doesn’t always mean heavier Weight in real life: weighing fruits, vegetables, toys Weight estimation and checking Drawing and identifying heavy and light objects Weight problem-solving: “If an apple is heavier than a grape, which is lighter?”
9
MONEY (PAPER AND COIN, NAIRA AND KOBO)
Introduction to money and its uses Understanding we use money to buy things Nigerian currency: Naira (₦) and Kobo (k) Recognizing Nigerian coins: 50k, ₦1, ₦2 Recognizing Nigerian paper money: ₦5, ₦10, ₦20, ₦50 (denominations children commonly see) Identifying coin and note values Counting money in ones: ₦1, ₦2, ₦3, ₦4, ₦5 Understanding 100 kobo = ₦1 (simple introduction) Money recognition games
10
MONEY (SIMPLE TRANSACTIONS)
Continued money recognition Counting money: adding coins and small notes Simple shopping role-play Buying and selling concept: “This costs ₦5” Matching items to prices Giving correct money for purchases (exact amount) Understanding change (very simple): buying ₦3 item with ₦5 Money word problems: “An orange costs ₦2. How many can you buy with ₦6?” Saving money concept Practical money activities
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Revision: Subtraction comprehensive review Addition and subtraction mixed practice Weight concepts revision Heavy and light comparison review Money recognition and counting revision Simple transactions practice
Year-Long Comprehensive Revision: Numbers 1-100: counting, recognition, writing Number patterns and sequences Shapes identification Fraction ½ Ordinal numbers (1st-5th) Ascending and descending order Place value (tens and ones) Addition and subtraction Weight comparison Money recognition Mock examination covering all three terms
12
END OF YEAR EXAMINATION
Third Term Topics: Subtraction comprehensive test Addition and subtraction mixed examination Weight identification and comparison test Money recognition and counting test Simple transactions test
13
CLOSING
– Return of marked examination scripts with detailed feedback
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
DANGEROUS OBJECTS
Simple meaning of dangerous objects Understanding that some objects can hurt us Examples of dangerous objects: broken bottles, broken plates/potties, razors, needles, pins, sharp sticks, knives, scissors, nails, glass pieces Why these objects are dangerous: they can cut, pierce, or injure Identifying dangerous objects in pictures and real samples Dangers of playing with dangerous objects Ways to avoid dangerous objects: don’t touch, tell an adult, stay away Safe behavior around dangerous objects What to do if you see a dangerous object Safety rules at home and school regarding dangerous objects
2
DANGEROUS LIQUIDS
Simple meaning of dangerous liquids Understanding that some liquids can harm us Examples of dangerous liquids: hot water, boiling water, kerosene, petrol, methylated spirit, bleach, detergent, insecticide, acid Why these liquids are dangerous: can burn, poison, harm skin, cause illness Identifying dangerous liquids and their containers Dangers of playing with or drinking dangerous liquids Safety signs and warnings on containers Ways to avoid dangerous liquids: don’t touch, don’t drink, don’t play with, tell an adult What to do if you touch or swallow a dangerous liquid Keeping dangerous liquids away from children Safety rules for liquids at home and school
3
PLANTS: OBSERVING PARTS OF A PLANT
Introduction to plants in our environment Observing plants and trees around the school and neighborhood Identification of a plant Parts of a plant: root, stem, leaf, flower, fruit, seed
– Functions of each part (simple explanation): Root: holds plant in soil, takes in water Stem: holds plant upright, carries water Leaf: makes food for plant, green in color Flower: beautiful part, becomes fruit Fruit: contains seeds Seed: grows into new plant Observing a real plant sample and identifying parts Drawing and labeling parts of a plant Importance of plants: food, shade, oxygen, beauty Caring for plants: watering, not destroying
4
TECHNOLOGY: INTRODUCTION TO MACHINES
Simple meaning of technology: things that help make work easier Simple meaning of machines: tools and equipment that help us do work Understanding that machines make work easier and faster Examples of simple machines at home: broom, spoon, knife, scissors, hammer, bottle opener, wheelbarrow Examples of simple machines at school: pencil sharpener, stapler, scissors, hole puncher Identifying machines in pictures Songs and rhymes about machines How machines help us in daily activities Differences between using machines and doing work without machines Introduction to careful use of machines
5
MID-TERM ASSESSMENT/TEST
Identification of dangerous objects test Naming dangerous liquids assessment Safety rules evaluation (dangerous objects and liquids) Parts of a plant identification test Labeling parts of a plant on diagram Drawing a plant assessment Definition of technology and machines Identification of simple machines (home and school) Oral questions on all topics covered Picture identification test Practical observation and safety awareness evaluation
6
MID-TERM BREAK
–
7
SIMPLE MACHINES: USES AT HOME
Review of simple machines from week 4 Detailed study of machines used at home: Broom: for sweeping Knife: for cutting (adults only) Spoon and fork: for eating Scissors: for cutting paper, cloth Hammer: for hitting nails Screwdriver: for tightening screws Bottle opener: for opening bottles Can opener: for opening cans Wheelbarrow: for carrying heavy things Demonstrating how each machine is used Importance of careful use of machines Safety precautions: some machines are for adults only Dangers of misusing machines Proper storage of machines after use Respecting machines and tools
8
SENSE ORGANS: IDENTIFICATION
Introduction to sense organs of the body The five sense organs: Eyes – for seeing Ears – for hearing Nose – for smelling Tongue – for tasting Skin – for touching/feeling Identifying sense organs on a labeled diagram Locating sense organs on own body Understanding each organ helps us know about our environment Touching and pointing to each sense organ Songs and rhymes about sense organs and body parts Importance of each sense organ Taking care of our sense organs What happens when a sense organ is not working properly
9
USES OF SENSE ORGANS: FUNCTIONS
Detailed functions of each sense organ: Eyes (Sense of Sight): Seeing objects in the environment Identifying colors, shapes, sizes Recognizing people and things Reading and learning
Tongue (Sense of Taste): Tasting food: sweet (sugar, candy), bitter (bitter leaf, medicine), sour (lemon, orange), salty (salt) Enjoying different flavors Skin (Sense of Touch): Feeling textures: soft, hard, rough, smooth Feeling temperature: hot, cold, warm Feeling pain when hurt Nose (Sense of Smell): Smelling pleasant things: flowers, perfume, food, talcum powder Smelling unpleasant things: rotten food, dirt, smoke Warning us of danger (smoke, gas) Ears (Sense of Hearing): Hearing different sounds: loud, quiet, high, low Hearing music, voices, warnings Listening to teachers and parents Practical activities: tasting, touching, smelling, listening, observing Importance of all five senses working together
10
DRUG ABUSE
Simple meaning of drugs: medicine that helps us when sick Uses of drugs/medicine: To cure sickness To stop pain To make us feel better when ill To prevent diseases (vaccines) Understanding drugs are given by adults (parents, doctors, nurses) Simple meaning of drug abuse: using medicine in wrong way or taking medicine when not sick Examples of drug abuse: Taking medicine without adult permission Taking too much medicine Taking someone else’s medicine Eating sweet-coated medicine like candy Dangers of drug abuse: can make you very sick, can harm your body, can cause death Rules for medicine safety:
Never take medicine alone Only take medicine given by parents/adults Don’t eat medicine like candy Tell adults if you find medicine Keep away from medicine cabinets – Staying safe from medicine and drugs
11
REVISION OF FIRST TERM WORK
Comprehensive review of dangerous objects and liquidsSafety rules revision (objects and liquids)Parts of a plant review and labeling practiceDrawing and identifying plant partsTechnology and machines revisionIdentifying simple machines at home and schoolUses of machines reviewSense organs identification revisionFunctions of all five sense organs reviewPractical activities: tasting, touching, smelling, listeningDrug abuse concepts reviewMedicine safety rules revisionMock examination exercisesQuestion and answer sessionsPreparation for final examination
12
END OF TERM EXAMINATION
Dangerous objects identification and safety testDangerous liquids identification and safety testParts of a plant examination (identification, labeling, drawing)Functions of plant parts testDefinition of technology and machinesIdentification of simple machines test (pictures and real objects)Uses of machines examinationSense organs identification testFunctions of sense organs comprehensive testMatching sense organs to their functionsPractical test: identifying tastes, textures, smells, soundsDrug abuse and medicine safety testOverall safety awareness evaluationOral and practical assessmentsPicture identification tests
13
CLOSING & END OF TERM
– Return of marked examination scripts with feedback
ACTIVITIES
Distribution of report cardsCelebration of science and technology learning achievementsAwards for excellent performance in Basic ScienceReview of term’s safety lessons and practical knowledgeHoliday safety tips and remindersEncouragement to observe plants, machines, and practice safety at homeFun science games and activitiesScience showcase (if applicable)Preview of second term topicsFarewell activities and holiday wishes
NURSERY 2 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
WATER: DEFINITION AND SOURCES
Simple definition of water: clear liquid we drink and useUnderstanding water is essential for lifeDefinition of ‘source’: where something comes fromSources of water:Rain (from the sky/clouds)Tap (in homes and schools)Well (dug in the ground)River and streamBoreholeSpringOcean/seaIdentifying sources of water in pictures and chartsUnderstanding rainwater is the primary source of all waterSources of water in our communitySongs and rhymes about waterImportance of water sources
2
WATER: USES AND PROPERTIES
– Uses of water: Drinking (most important)Bathing and washing our bodiesWashing clothes and dishesCooking foodCleaning the house and surroundingsWatering plantsFor animals to drinkSwimming and playing – Properties of clean water: Colorless (no color, clear)Odorless (no smell)Tasteless (no taste, pure)Can flow and take shape of containerDifference between clean water and dirty waterIdentifying clean water vs dirty water by observationImportance of drinking only clean waterWater safety: boiling or filtering waterNot wasting water
3
LIVING AND NON-LIVING THINGS: MEANING AND EXAMPLES
Simple definition of living things: things that have life, can grow, move, eat, and breatheSimple definition of non-living things: things that do not have life, cannot grow, move by themselves, or eatExamples of living things:People/HumansAnimals (dog, cat, goat, bird, fish, etc.)Plants (trees, flowers, grass)Insects (butterfly, ant, bee) – Examples of non-living things: Stones and rocksTables and chairsShoes and clothesBooks and pencilsCars and bicyclesWater and airIdentifying living and non-living things in the environmentObserving living and non-living things around school and homeSorting objects into living and non-living categories
4
LIVING AND NON-LIVING THINGS: DIFFERENCES
– Characteristics of living things: They move by themselves (walk, run, fly, swim, grow)They grow (babies grow to adults, seeds grow to plants)They eat food (animals eat, plants take nutrients from soil)They breathe (take in air)They reproduce (have babies/young ones)They respond to surroundingsThey can die – Characteristics of non-living things: They do not move by themselves (need to be pushed or carried)They do not growThey do not eat or drinkThey do not breatheThey do not reproduceThey do not respondThey do not die (but can break or wear out)Comparing living and non-living thingsClassification activities: sorting objects
Songs and rhymes demonstrating characteristics of living thingsUnderstanding both living and non-living things are important
5
MID-TERM ASSESSMENT/TEST
Definition of water testSources of water identificationUses of water assessmentProperties of clean water testIdentifying clean vs dirty waterDefinition of living and non-living thingsExamples of living things testExamples of non-living things testCharacteristics of living things assessmentCharacteristics of non-living things assessmentClassification test: sorting living and non-living thingsPicture identification testsOral questions on all topics covered
6
MID-TERM BREAK
–
7
ANIMALS AS PETS
Definition of pets: tame animals kept at home for friendship and companionshipUnderstanding pets are friendly animals we care forExamples of animals used as pets:Dog (puppy)Cat (kitten)RabbitFish (in aquarium)Parrot/bird (in cage)TortoiseGuinea pigHamster – Why people keep pets: Friendship and companionshipProtection (dogs guard homes)Beauty and entertainmentTo teach responsibility – Ways to care for pets: Feeding them regularlyGiving them clean waterProviding shelter/homeBathing and groomingTaking to veterinary doctor when sickPlaying with them
* Showing love and kindness Being responsible pet ownersUnderstanding pets depend on us for care
8
ANIMALS: DOMESTIC AND WILD ANIMALS
Definition of domestic animals: friendly animals that live around or with humans, found at home or farmsDefinition of wild animals: dangerous or harmful animals that live in forests, jungles, or far from humansExamples of domestic animals:Dog, cat, rabbit (pets)Goat, sheep, cow, pig (farm animals)Chicken, duck, turkey (poultry)Horse, donkey (work animals) – Examples of wild animals: Lion, tiger, leopardElephant, hippopotamusSnake, crocodileBear, wolfMonkey (some species) – Differences between domestic and wild animals: Domestic animals are friendly; wild animals are dangerousDomestic animals live near humans; wild animals live far awayWe can touch domestic animals; we cannot touch wild animalsWhy domestic animals are kept at home: safe, useful, provide food and helpWhy wild animals live away from humans: dangerous, need special environmentGrouping animals: domestic vs wildRespecting all animals
9
INSECTS: MEANING AND EXAMPLES
Definition of insects: small living creatures (animals) with six legsUnderstanding insects are everywhere in our environmentCharacteristics of insects:Very small in sizeHave six legsHave three body parts (head, thorax, abdomen)Many have wings and can flySome crawl on the ground
– Examples of common insects: Butterfly (beautiful, flies)Bee (makes honey, flies)Ant (small, crawls, lives in colonies)Mosquito (flies, bites, spreads diseases)Housefly (flies, carries germs)Cockroach (crawls, found in homes)Grasshopper (jumps and flies)Beetle (hard shell, crawls)Termite (eats wood)Ladybug/Ladybird (red with spots)Observing real insects (safely)Identifying insects in pictures and videosUnderstanding insects are living things
Soil: Simple definition of soil: the top layer of earth where plants growUnderstanding soil is on the ground under our feetObserving soil: color (brown, black, red), texture (grainy)Feeling and touching soilImportance of soil: plants grow in soil, provides food for plants
Sound: – Simple definition of sound: what we hear with our ears
Understanding sounds are all around usTypes of sounds:Loud sounds (shouting, drum, siren, thunder)Soft/Quiet sounds (whisper, rustling leaves, ticking clock)Things that make sound: people talking, animals, music, vehicles, bellsMaking sounds with different objectsPleasant vs unpleasant sounds
11
REVISION OF SECOND TERM WORK
Comprehensive review of water: definition, sources, uses, propertiesLiving and non-living things revision: meanings, examples, differencesAnimals as pets review: definition, examples, careDomestic and wild animals revision: definitions, examples, differencesInsects comprehensive review: meaning, examples, flying vs crawling, harmful vs helpfulSoil revision: definition, observation, importanceSound revision: definition, types (loud and soft), sourcesClassification activities reviewQuestion and answer sessionsMock examination exercisesPicture identification practicePractical observation activitiesPreparation for final examination
12
END OF TERM EXAMINATION
Water definition and sources testUses and properties of water examinationClean vs dirty water identificationLiving and non-living things definition testExamples of living and non-living thingsCharacteristics/differences testClassification assessment (living vs non-living)Animals as pets examinationCare of pets testDomestic vs wild animals testExamples and grouping of animalsInsects identification and classification testFlying vs crawling insectsHarmful vs helpful insectsSoil identification testSound types and sources test
Picture identification comprehensive testOral and practical assessmentsOverall second term science evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scripts with feedbackDistribution of report cardsCelebration of science learning achievementsAwards for excellent performanceReview of term’s practical science knowledgeHoliday science observation tips: observe water sources, identify living/non-living things, watch animals and insects safely, observe soil, listen to different soundsFun science games and activitiesScience quiz competition (optional)Preview of third term topicsEncouragement for continued curiosity about natureFarewell activities and holiday wishes
NURSERY 2 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
FLOATING OBJECTS IN WATER
Understanding what “floating” means: staying on top of water, not sinkingConcept of floating: some objects stay on the surface of waterExamples of objects that float:Wood and wooden objectsPlastic bottles (empty)CorkLeavesPaper boatsSpongeStyrofoam/foamBalloons (inflated)OilSome fruits (apple, coconut)Why objects float: they are light or have air insidePractical water experiment: testing objects to see which ones floatObserving floating objects in a basin/container of waterPredicting which objects will float before testingUnderstanding boats and ships float on waterSafety around water
2
SINKING OBJECTS IN WATER
Understanding what “sinking” means: going down to the bottom of waterConcept of sinking: some objects go down in waterExamples of objects that sink:Stones and rocksMetals (spoon, coin, key, nail)Glass marbleScissorsPencilCup (when filled with water)SandMost fruits (orange, mango when ripe)Why objects sink: they are heavy or densePractical water experiment: testing objects to see which ones sinkComparing floating and sinking objects
Understanding the difference between light and heavy objects in waterSorting objects: will it float or sink?Predicting and testing hypothesisFun water play activities with floating and sinking objects
3
AIR
Simple definition of air: invisible substance all around us that we breatheUnderstanding air is everywhere but we cannot see itProperties of air:Invisible (cannot be seen)Can be felt (when wind blows, when we wave hand)Has no colorHas no smell (pure air)Takes up spaceCan move – Ways to feel air: Wind blowingFanning ourselvesBlowing on handsInflating balloon – Demonstrating air occupies space: Blowing up a balloonAir in an “empty” bottleBubbles in water – Uses of air: Breathing (most important)Filling balloons, tires, ballsDrying clothesFlying kitesWind turns windmillsImportance of fresh, clean airSimple experiments showing air exists
4
WEATHER: MEANING
Simple definition of weather: what the sky and air outside are like each dayUnderstanding weather is what is happening outside (hot, cold, rainy, sunny, windy, cloudy)Weather changes every dayWeather tells us how to dress and what to doIntroduction to weather elements:Sun (brings heat and light)Rain (water falling from clouds)Wind (moving air)
Clouds (in the sky)Temperature (hot or cold)Observing today’s weather: What is the weather like today?Weather affects our daily activitiesDressing according to weatherUnderstanding weather forecasts (simple introduction)Weather songs and rhymesDrawing different weather conditions
5
MID-TERM ASSESSMENT/TEST
Floating objects identification testSinking objects identification testPredicting which objects float or sinkPractical test: sorting objects (float vs sink)Air definition and properties testUses of air assessmentDemonstrating that air existsWeather definition testIdentifying weather elementsDescribing today’s weatherPicture identification: floating/sinking objectsOral questions on all topics coveredPractical observation tests
6
MID-TERM BREAK
–
7
TYPES OF WEATHER
– Different types of weather conditions: 1. Sunny/Hot Weather: Sky is clear and brightSun is shiningFeels hotGood for drying clothes, playing outsideNeed to wear light clothes, hats, drink water 2. Rainy Weather: Rain falling from cloudsSky is usually gray/darkCan be light rain or heavy rainNeed umbrella, raincoat, bootsRoads and ground become wetGood for plants to grow 3. Cloudy Weather: Many clouds in the skySky looks graySun is hidden by cloudsNot very hotMay rain soon
4. Windy Weather: Strong wind blowingTrees sway, leaves blowClothes on line dry fastGood for flying kitesCan blow away light objects 5. Cold Weather: Temperature is low, feels cool or coldNeed to wear warm clothes (sweater, jacket)Harmattan season (in Nigeria) Identifying weather types in picturesAppropriate clothing for different weatherActivities suitable for each weather typeWeather observation and recordingSafety in different weather conditions
8
STONES
Simple definition of stones: hard, solid objects found naturally on the groundUnderstanding stones come from rocksCharacteristics of stones:Hard and solidHeavyDifferent sizes (small pebbles to large rocks)Different colors (brown, gray, black, white, red)Different shapes (round, flat, rough, smooth)Do not break easilyNon-living things – Where stones are found: On the groundIn rivers and streamsOn beachesMountainsRoads and paths – Types of stones (simple): Pebbles (small, smooth stones)Gravel (tiny stones)Large rocksSand (very tiny stone particles) – Uses of stones: Building houses and wallsMaking roadsDecoration in gardensGrinding food (grinding stone)Children’s play (but must be careful) – Observing and sorting stones by size, color, shape
Understanding stones sink in water (from week 2)Safety: stones can hurt if thrown; don’t throw stones
9
ANIMALS AND THEIR SOUNDS
Understanding animals make different sounds to communicateLearning sounds different animals make: Domestic Animals: Dog – barks (bow-wow, woof-woof)Cat – meows (meow, miaow)Cow – moos (moo)Goat – bleats (maa, maa)Sheep – bleats (baa, baa)Pig – oinks/grunts (oink, oink)Horse – neighs (neigh)Donkey – brays (hee-haw) Poultry/Birds: Chicken/Hen – clucks (cluck, cluck)Rooster/Cock – crows (cock-a-doodle-doo)Duck – quacks (quack, quack)Turkey – gobbles (gobble, gobble)Bird – chirps/tweets (tweet, tweet) Wild Animals: Lion – roars (roar)Elephant – trumpetsSnake – hisses (ssss)Frog – croaks (croak, croak)Bee – buzzes (buzz, buzz)Imitating animal soundsMatching animals to their soundsAnimal sound songs and gamesUnderstanding why animals make sounds (to communicate, warn, call babies)Listening to animal sounds (recordings or videos)Fun activities: “What animal am I?” guessing game by sounds
10
ANIMAL MOVEMENT
Animal Movement: Understanding animals move in different waysTypes of animal movements: Walking/Running: Humans, dogs, cats, goats, cows, horses, elephants Flying: Birds, butterflies, bees, batsUse wings to fly in the air
Swimming: Fish, whales, dolphins, ducksUse fins, flippers, or webbed feet Crawling/Creeping: Snakes, worms, snails, some insectsMove on their bellies Hopping/Jumping: Frogs, rabbits, kangaroos, grasshoppersUse strong back legs Climbing: Monkeys, squirrels, goats (on rocks)Use hands, feet, or claws Demonstrating different animal movementsMatching animals to how they moveMovement games and activities
11
SIMPLE MACHINES
Simple Machines Review of simple machines from first termSimple machines make work easierExamples: broom, scissors, spoon, knife, hammerUses of simple machines at home and schoolSafety with machines
12
EXAMINATION
Third Term Topics: Floating objects identification testSinking objects identification testSorting objects (float vs sink) practical testAir properties and uses examinationWeather types identification testDescribing different weather conditions Stones characteristics and uses testAnimals and their sounds matching testImitating animal sounds assessmentAnimal movements identification and demonstrationSimple machines review test
13
CLOSING
Closing
HEALTH HABITS SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
GOOD GROOMING
Meaning of good grooming: keeping our body clean, neat, and well cared forImportance of good grooming: looking good, feeling good, staying healthy, making good impressionElements of good grooming: clean body, neat hair, clean clothes, trimmed nails, clean teeth, pleasant smellDaily grooming habits: bathing, brushing teeth, combing hair, wearing clean clothesUnderstanding good grooming shows self-respect and respect for othersLooking neat and tidy for school and home
2
CARE OF THE NAILS
Understanding what nails are: hard coverings at the tips of fingers and toesImportance of clean nails: prevents dirt, germs, and infectionsHow to care for nails: keeping them short, clean, and trimmedWashing under nails during hand washingWhy we should not bite nails: spreads germs, looks untidy, damages nailsWhy long nails are not good for children: can scratch, collect dirt, break easilyAdults should cut children’s nails with nail clippersChecking nails daily for cleanliness
3
CARE OF THE HAIR
Understanding hair is on our head and needs regular careImportance of hair care: prevents lice, dandruff, tangling, keeps hair healthy and neatHow to care for hair: washing/shampooing regularly (at least twice a week), combing/brushing daily, keeping hair neatUsing appropriate hair products: shampoo, oil, creamDifferent hair types and stylesVisiting barber or salon for haircutsNot sharing combs, brushes, or hair accessories to prevent liceTying long hair neatly for school
4
CARE OF THE HANDS
Understanding hands do many things and need special careImportance of hand care: prevents spread of germs and diseasesWhen to wash hands: before eating, after using toilet, after playing, after touching dirt, when hands are dirtyProper handwashing steps: wet hands, apply soap, scrub all parts (palms, back, between fingers, under nails), rinse, dryKeeping hands clean throughout the dayNot putting dirty hands in mouth or on faceUsing hand sanitizer when water not availableProtecting hands from injuries
5
MID-TERM ASSESSMENT/TEST
Good grooming knowledge testNail care assessmentHair care evaluationHand care and handwashing demonstrationImportance of cleanliness testPractical handwashing assessmentIdentifying clean vs unclean groomingOral questions on topics covered
6
MID-TERM BREAK
–
7
CARE OF THE LEGS
Understanding legs carry us everywhere and need careImportance of leg care: prevents injuries, infections, keeps legs healthy and strongHow to care for legs: washing daily (especially feet), drying properly (between toes), wearing clean socks, wearing proper footwearKeeping toenails short and cleanApplying lotion/cream to prevent dryness and crackingChecking for cuts, bruises, or injuriesNot walking barefoot in dirty places or where there may be sharp objectsWashing feet before going to bed
8
CARE OF THE SKIN
Understanding skin covers our whole body and is the largest organFunctions of skin: protects body, helps us feel things, controls body temperatureImportance of skin care: prevents rashes, infections, keeps skin healthy and glowing
How to care for skin: daily bathing with soap and water, drying properly, applying lotion/cream (especially after bathing), protecting from sun, wearing clean clothesDrinking plenty of water for healthy skinNot scratching skin with dirty nailsTelling adults about rashes, cuts, or skin problemsUnderstanding different skin colors are all beautiful
9
CARE OF THE EARS
Understanding ears help us hear soundsParts of ear: outer ear (what we see), ear canal, eardrum (inside)Importance of ear care: protects hearing, prevents infections, keeps ears cleanHow to care for ears: washing outer ear gently during bath, drying ears after bath or swimming, not putting anything in ears (fingers, sticks, pencils, cotton buds deep inside)Keeping ears clean but letting ear wax do its job (protects ear)Adults clean ears safely if neededProtecting ears from loud noisesTelling adults about earache or hearing problems
10
CARE OF THE NOSE
Understanding nose helps us breathe and smellImportance of nose care: keeps nose clean, prevents infections, ensures good breathingHow to care for nose: keeping nose clean, blowing nose gently with tissue/handkerchief when needed, not picking nose with fingersProper way to blow nose: one nostril at a time, gentlyNot putting objects in noseBreathing through nose (not mouth) when possibleDisposing of used tissues properlyWashing hands after touching noseTelling adults about blocked nose or nosebleeds
11
REVISION OF FIRST TERM WORK
Comprehensive review of good groomingCare of nails, hair, hands, legs revisionSkin care reviewCare of ears and nose revisionImportance of all hygiene practicesPractical demonstrations reviewDaily grooming routine revisionMock examination exercises
12
END OF TERM EXAMINATION
Good grooming comprehensive testNail care assessmentHair care evaluationHand care and handwashing practical testLeg care testSkin care assessmentEar care evaluationNose care testOverall hygiene knowledge evaluationPractical demonstration assessments
13
CLOSING & END OF TERM ACTIVITIES
Return of marked scriptsDistribution of report cardsCelebration of health habits learningAwards for best grooming practicesHoliday health tipsEncouragement to maintain good grooming at homePreview of second term topics
NURSERY 2 HEALTH HABITS SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
CARE OF THE MOUTH
Understanding mouth is for eating, drinking, speaking, and tastingParts of mouth: lips, teeth, tongue, gumsImportance of mouth care: prevents tooth decay, bad breath, gum disease, keeps teeth healthyHow to care for mouth: brushing teeth twice daily (morning and night), using toothbrush and toothpaste, rinsing mouth after eatingNot eating too many sweets and sugary foodsVisiting dentist regularlyNot putting dirty objects in mouthKeeping lips clean and moist
2
CARE OF THE MOUTH (PRACTICAL)
Practical tooth brushing demonstrationCorrect toothbrushing technique: up and down, circular motions, brush all surfaces (front, back, top), brush tongue gently, rinse mouth thoroughlyHow much toothpaste to use (pea-sized amount)Brushing for at least 2 minutesSpitting out toothpaste, not swallowingRinsing toothbrush after use and storing uprightNot sharing toothbrushesPractical session: pupils practice brushing with teacher’s guidanceUnderstanding healthy teeth are white and strong
3
CARE OF THE EYES
Understanding eyes help us see and are very importantParts of eye: eyeball, eyelids, eyelashes, eyebrows, tearsImportance of eye care: protects vision, prevents infections, keeps eyes healthyHow to care for eyes: keeping clean, not rubbing with dirty hands, washing face daily, getting enough sleep, not looking at bright sun, reading in good lightProtecting eyes from dust, dirt, and chemicalsEating foods good for eyes (carrots, fruits, vegetables)Not poking or putting objects in eyesWearing glasses if prescribed by doctor
– Telling adults about eye pain or vision problems
4
PERSONAL HYGIENE
Meaning of personal hygiene: keeping our whole body clean and healthyImportance of personal hygiene: prevents diseases, makes us look and feel good, shows self-respectComplete personal hygiene routine: daily bathing, brushing teeth, washing hands, clean clothes, neat hair, trimmed nails, clean shoesUnderstanding germs are everywhere and hygiene prevents illnessHygiene at home, school, and playNot sharing personal items: toothbrush, towel, comb, handkerchiefCovering mouth when coughing or sneezingUsing toilet properly and flushingOverall cleanliness as a habit
5
MID-TERM ASSESSMENT/TEST
Mouth care knowledge testPractical tooth brushing assessmentEye care evaluationPersonal hygiene comprehensive testIdentifying good hygiene practicesDemonstrating proper hygiene techniquesOral questions on topics covered
6
MID-TERM BREAK
–
7
CLEANLINESS: DRESSING
Importance of wearing clean clothes: prevents skin infections, makes us look neat, shows self-respectDaily clothing hygiene: wearing fresh, clean clothes daily, changing clothes after bath, wearing appropriate clothes for different activitiesTaking off dirty clothes and putting in laundry basketNot wearing clothes that are torn, stained, or smellyFolding or hanging clothes properlyWearing school uniform neatly and proudlyMatching clothes appropriatelyKeeping clothes clean during the day (not sitting on dirty surfaces, protecting from spills)Understanding clothes protect and cover our bodies
8
CLEANLINESS: FOOTWEAR
Importance of clean footwear: prevents foot infections, looks neat, protects feetTypes of footwear: shoes, sandals, slippers, boots
Wearing appropriate footwear: school shoes for school, play shoes for playing, slippers at homeDaily footwear care: cleaning/wiping shoes, checking for damage, wearing clean socks with closed shoesNot sharing footwear (prevents fungal infections)Wearing correct shoe size (not too big or too small)Taking off shoes when entering home (depending on family rules)Storing shoes properlyNot walking barefoot in dirty or dangerous places
9
PERSONAL SAFETY RULES
Understanding safety means protecting ourselves from danger and harmSafety rules at home: not playing with fire/matches, not touching electrical outlets, not playing with sharp objects, staying away from dangerous liquids and chemicalsSafety rules at school: walking (not running) in corridors, following teacher’s instructions, playing safely, telling teacher if hurtRoad safety: holding adult’s hand when crossing, looking left and right, using pedestrian crossings, obeying traffic lightsStranger danger: not going with strangers, not accepting things from strangers, staying close to trusted adults, screaming and running if in dangerKnowing full name, parents’ names, and home addressKnowing emergency contacts
10
FIRST AID (BASIC)
Simple meaning of first aid: immediate help given when someone is hurt or sickUnderstanding adults give first aid, but children should know basicsCommon minor injuries: cuts, scrapes, bruises, burns, insect bites, nosebleedsWhat to do when injured: stay calm, call for adult help immediately, don’t touch wound with dirty handsBasic first aid awareness: clean water for washing wounds, bandages for cuts, cold water for small burns, pressure for nosebleedsImportance of first aid kit at home and schoolNever trying to treat serious injuries aloneComforting someone who is hurt
– Emergency numbers and when to call adults
11
REVISION OF SECOND TERM WORK
Mouth and teeth care review (theory and practical)Eye care revisionPersonal hygiene comprehensive reviewCleanliness in dressing and footwear revisionPersonal safety rules reviewFirst aid basics revisionPractical demonstrations reviewMock examination exercises
12
END OF TERM EXAMINATION
Mouth care comprehensive testPractical tooth brushing examinationEye care assessmentPersonal hygiene testCleanliness (dressing and footwear) evaluationPersonal safety rules testFirst aid basic knowledge assessmentPractical demonstrationsOverall health habits evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked scriptsDistribution of report cardsCelebration of health achievementsAwards for best health practicesHoliday health and safety tipsEncouragement to practice hygiene and safety at homePreview of third term topics
NURSERY 2 HEALTH HABITS SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
CARE OF OUR BELONGINGS
Understanding belongings are things that belong to us: school bag, books, pencils, lunch box, toys, clothesImportance of caring for belongings: makes them last longer, saves money, shows responsibility, keeps things clean and usableHow to care for belongings: keeping them clean, putting them in proper places, not throwing or mishandling, repairing when broken, not losing themOrganizing school bag dailyKeeping books clean and neat (not tearing, not writing on covers)Washing lunch box after useTaking care of toys and returning them to proper placesRespecting others’ belongings tooBeing responsible and organized
2
PERSONAL SAFETY RULES (EXPANDED)
Review of safety rules from second termAdditional home safety: not playing in kitchen when adults are cooking, not climbing on furniture, not playing near staircases, being careful in bathroom (slippery floors)School safety: staying in designated play areas, using playground equipment properly, not pushing classmates, lining up orderlyWater safety: not swimming alone, staying in shallow water, listening to adults around water, wearing floatation devicesSun safety: wearing hats in hot sun, staying in shade during hottest hours, drinking plenty of waterFire safety: knowing escape routes, not hiding if fire, stop-drop-roll if clothes catch fireDigital safety (basic): limiting screen time, asking adults before using devices
3
FIRST AID (EXPANDED)
Review of first aid basics from second termMore first aid awareness: recognizing when someone needs help (crying, bleeding, unconscious, difficulty breathing)
Calling for help: shouting “Help!”, finding nearest adult, using phone to call emergency numbers (with adult supervision)Understanding different types of injuries need different helpNever giving medicine without adult permissionStaying calm in emergencies helps everyoneBeing a good helper: getting water, getting adult, comforting person, staying out of way when adults helpingUnderstanding prevention is better than treatmentFirst aid heroes: doctors, nurses, paramedicsHaving home emergency contacts displayed
4
EXERCISE
Meaning of exercise: physical activities that make our body move and workImportance of exercise: keeps body strong and healthy, makes bones and muscles strong, helps heart and lungs, prevents obesity, makes us happy, helps us sleep well, gives energyTypes of exercise for children: running, jumping, skipping, dancing, swimming, playing football, riding bicycle, climbing (safely), playing active gamesExercise at school: PE lessons, sports, playground activitiesExercise at home: helping with chores, playing outside, dancing to musicExercising safely: warming up, wearing proper clothes and shoes, drinking water, stopping if tired or in painMaking exercise fun and regularUnderstanding our bodies are made to move
5
MID-TERM ASSESSMENT/TEST
Care of belongings testPersonal safety rules comprehensive assessmentFirst aid knowledge evaluationExercise importance and types testDemonstrating safety awarenessIdentifying safe vs unsafe behaviorsOral questions on topics covered
6
MID-TERM BREAK
–
7
FOOD AND FRUITS
– Understanding food gives us energy and helps us grow
Importance of eating healthy food: strong body, healthy growth, fighting sickness, energy for play and learningDifferent food groups (simple): body-building foods (proteins), energy-giving foods (carbohydrates), protective foods (vitamins and minerals)Examples of healthy foods: rice, yam, beans, fish, chicken, eggs, milk, vegetablesImportance of fruits: provide vitamins, minerals, and fiber, keep us healthyCommon fruits: apple, orange, banana, mango, pineapple, watermelon, pawpaw, grapeBenefits of specific fruits (simple)Eating variety of fruits and foodsWashing fruits before eatingLimiting sweets, candies, and soft drinks
8
FOOD: BREAKFAST
Understanding breakfast means “breaking the fast” – first meal after sleepingImportance of breakfast: most important meal, gives energy for morning, helps us concentrate in school, prevents hunger, helps us growWhy we should never skip breakfastHealthy breakfast options: bread and egg, cereal with milk, oatmeal, yam and egg, beans, fruits, tea/milkUnhealthy breakfast: only sweets or sugary foodsEating breakfast at home before coming to schoolTaking time to eat breakfast properly (not rushing)Including fruits or fruit juice with breakfastUnderstanding good breakfast = good day
9
HEALTHY EATING HABITS
Eating three meals daily: breakfast, lunch, dinnerEating healthy snacks: fruits, nuts, yogurt (not just biscuits and sweets)Drinking plenty of water daily (6-8 glasses)Eating slowly and chewing food properlyWashing hands before eatingSitting properly while eatingNot talking with mouth fullEating variety of foods (not just one type)Trying new foods
Not wasting foodEating right portion sizesLimiting junk food (chips, candy, soft drinks)Understanding balance: sometimes treats are okay, but healthy food should be regular
10
REVIEW OF ALL HEALTH HABITS
Comprehensive review of all health habits from the entire year:First Term: Good grooming, care of nails, hair, hands, legs, skin, ears, noseSecond Term: Care of mouth (theory and practical), eyes, personal hygiene, cleanliness (dressing, footwear), personal safety rules, first aidThird Term: Care of belongings, safety rules (expanded), first aid (expanded), exercise, food and fruits, breakfast, healthy eatingUnderstanding all habits work together for healthy lifeCreating personal daily health routineCommitment to practicing all health habitsBeing healthy, safe, and responsible
11
REVISION OF THIRD TERM & YEAR’S WORK
Care of belongings revisionPersonal safety comprehensive reviewFirst aid knowledge revisionExercise importance and types reviewFood, fruits, and breakfast revisionHealthy eating habits reviewComplete year’s health habits comprehensive revision
12
END OF YEAR EXAMINATION
Third Term Topics: Care of belongings testPersonal safety rules comprehensive testFirst aid assessmentExercise knowledge testFood, fruits, and breakfast evaluationHealthy eating habits test Comprehensive Year Assessment: All grooming and hygiene topics (nails, hair, hands, legs, skin, ears, nose, mouth, eyes)Personal hygiene practicesCleanliness (dressing and footwear)Safety rules (home, school, road, water, sun, fire)First aid basics
Care of belongingsExercise and nutritionOverall health habits mastery evaluationPractical demonstrationsOverall healthy living knowledge assessment
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of marked examination scripts with feedbackDistribution of comprehensive end-of-year report cardsCelebration of health habits achievements throughout the year
SOCIAL HABITS SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
MY FAMILY
Understanding what a family is: people who live together and love each otherMembers of the nuclear family: father, mother, brothers, sistersExtended family members: grandparents, uncles, aunts, cousinsFamily relationships and how members are relatedDifferent family sizes and structuresLove and care in familiesDrawing and talking about own familyFamily songs and activities
2
ROLES OF MEMBERS OF THE FAMILY
Father’s roles: provides for family, protects, works, teaches, plays with childrenMother’s roles: cares for children, cooks, manages home, works, teachesChildren’s roles: obey parents, help with chores, study well, respect family membersGrandparents’ roles: give advice, share wisdom, care for grandchildrenEveryone working together makes family happyAppreciating what each family member doesSimple household chores children can help with
parents, family prayers Activities at school: learning, singing, playing with friends, eating snacks, listening to teacher, art and craftsWeekend vs weekday activitiesDifferences and similarities between home and schoolImportance of both home and school activitiesBalancing play and learning
4
ADVANTAGES OF LIVING TOGETHER AS A FAMILY
Love and care: family members love and support each otherProtection and safety: family keeps us safeLearning: we learn from parents and eldersSharing: sharing food, space, things, happiness, and problemsHelp: family helps when we are sick or in troubleFun and happiness: playing, celebrating, and enjoying togetherSense of belonging: we have people who care about usGrowing up in a loving environment
5
MID-TERM ASSESSMENT/TEST
Family members identificationRoles of family members testHome and school activities assessmentAdvantages of family living evaluationOral questions on topics coveredDrawing family assessment
6
MID-TERM BREAK
–
7
PLACES IN THE HOUSE
Common rooms in the house: living room, bedroom, kitchen, bathroom, toilet, dining roomFunctions of each roomOther places: compound/yard, garage, store roomUnderstanding privacy in certain rooms (bathroom, bedroom)Keeping different rooms clean and tidySafety rules for different rooms (especially kitchen and bathroom)Respecting family spaces
8
GREETINGS ON SPECIAL OCCASIONS
Birthday greetings: “Happy Birthday,” singing birthday songsHoliday greetings: “Happy New Year,” “Merry Christmas,” “Happy Easter,” “Happy Sallah”Wedding greetings: “Congratulations,” wishing couple happinessSuccess/achievement greetings: “Congratulations,” “Well done”Get well wishes: “Get well soon” for sick peopleCondolence (simple): showing care when someone is sadUsing appropriate greetings for different occasions
9
GOOD MANNERS
Review of courtesy words: please, thank you, sorry, excuse me, you’re welcomeGreetings: good morning, good afternoon, good eveningTable manners: eating properly, not talking with mouth full, using utensilsPolite behavior: not interrupting, waiting turn to speak, listening when others talkRespect for elders and peersKnocking before entering roomsSaying goodbye when leavingBeing kind and considerate to everyone
10
GENDER FAIRNESS
Understanding boys and girls are equally important and valuableBoth boys and girls can do any activity, play with any toys, have any dreamEveryone deserves equal respect and fair treatment regardless of genderNo job or activity is “only for boys” or “only for girls”Treating classmates fairly regardless of whether they are boys or girlsRespecting everyone’s choices and preferencesUnderstanding differences don’t mean inequalityCelebrating diversity and equality
11
REVISION OF FIRST TERM
Family and family roles reviewHome and school activities revision
WORK
Advantages of family living reviewPlaces in the house revisionSpecial occasion greetings reviewGood manners comprehensive reviewGender fairness revisionMock examination exercises
12
END OF TERM EXAMINATION
Family knowledge comprehensive testRoles of family members assessmentHome and school activities testAdvantages of family living evaluationPlaces in the house identificationSpecial greetings testGood manners assessmentGender fairness concepts test
13
CLOSING & END OF TERM ACTIVITIES
Return of marked scriptsDistribution of report cardsCelebration of social learning achievementsAwards for good behavior and mannersHoliday social behavior tipsPreview of second term topics
NURSERY 2 SOCIAL HABITS SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
CEREMONIES IN OUR CULTURE: MARRIAGE
Understanding marriage: when man and woman become husband and wifeWhy people get married: to start family, love and companionshipMarriage ceremonies: traditional and church/mosque weddingsMarriage celebrations: decorations, food, music, dancing, guestsSpecial clothes worn during weddingsRole of bride and groomChildren attending weddings with parentsUnderstanding marriage is for adults
2
CEREMONIES IN OUR CULTURE: NAMING CEREMONY
Understanding naming ceremony: welcoming new baby and giving baby a nameWhen held: usually 7-8 days after baby is born (depending on culture/religion)Who attends: family, friends, well-wishersWhat happens: prayers, announcing baby’s name, celebrations, gifts for babyTraditional practices in naming ceremoniesSpecial foods and drinks servedImportance of names and meaning of namesRejoicing over new life
3
CEREMONIES IN OUR CULTURE: FESTIVALS
Understanding festivals: special celebrations in communities and culturesTypes of festivals: religious festivals (Christmas, Easter, Eid-el-Fitr, Eid-el-Adha), cultural festivals (New Yam Festival, Durbar, Eyo Festival, Argungu Fishing Festival)Why we celebrate festivals: thanksgiving, remembrance, tradition, unity, joyActivities during festivals: special foods, music, dancing, wearing traditional attire, visiting familyLearning about different cultures through festivalsRespecting different festivals
4
TRADITIONAL MUSICAL INSTRUMENTS
Understanding traditional instruments: music tools from our culturesTypes of traditional instruments: drums (talking
drum, bata drum), gong, shekere, thumb piano (molo), flute, xylophone How instruments are played and sounds they makeUse in ceremonies, festivals, and traditional eventsSongs and music with traditional instrumentsAppreciating traditional music and instrumentsDifferences from modern instruments
5
MID-TERM ASSESSMENT/TEST
Marriage ceremony knowledge testNaming ceremony assessmentFestivals identification and understandingTraditional instruments recognitionCultural knowledge evaluationOral questions on topics covered
6
MID-TERM BREAK
–
7
TRADITIONAL RULERS AND FESTIVALS
Understanding traditional rulers: kings, emirs, obas, chiefs who lead communitiesRoles of traditional rulers: leading people, settling disputes, preserving culture, organizing festivalsRespecting traditional rulers and their authorityHow traditional rulers connect to festivals and cultural celebrationsTraditional attire and symbols of authorityPalaces where traditional rulers liveImportant traditional rulers in Nigeria (examples)
8
PEOPLE IN OUR COUNTRY
Understanding Nigeria is our countryPeople in Nigeria: different ethnic groups (Yoruba, Igbo, Hausa, and many others)Unity in diversity: different languages, cultures, foods, dressing, but one nationNigerian flag: green-white-greenLiving together peacefully despite differencesRespecting all ethnic groups and culturesBeing proud NigeriansNational symbols and identity
9
SOCIAL DUTIES: COMMUNITY HELPERS
Understanding community helpers: people who help make our community betterExamples: teachers (help us learn), doctors/nurses (treat sick people), police officers (protect us), firefighters (put out fires), cleaners
(keep environment clean), drivers (transport people), shopkeepers (sell goods) How each helper serves the communityAppreciating and respecting community helpersSaying “thank you” to helpersUnderstanding everyone’s job is important
10
MY SCHOOL: PEOPLE IN THE SCHOOL
People in school: head teacher/principal, teachers, pupils, librarian, cleaners, security guards, school nurseRoles of each person in schoolHead teacher: leads the school, makes important decisionsTeachers: teach and care for pupilsPupils: learn, play, and obey school rulesSupport staff: help keep school running smoothlyRespecting everyone in schoolSchool as our second home and learning family
11
REVISION OF SECOND TERM WORK
Cultural ceremonies review (marriage, naming, festivals)Traditional instruments revisionTraditional rulers and festivals reviewPeople in Nigeria revisionCommunity helpers reviewSchool people revisionMock examination exercises
12
END OF TERM EXAMINATION
Marriage, naming, and festivals ceremonies testTraditional instruments assessmentTraditional rulers knowledge testPeople in Nigeria evaluationCommunity helpers identificationSchool people testCultural awareness comprehensive assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of marked scriptsDistribution of report cardsCelebration of cultural learningAwards for displaying good valuesHoliday tips on respecting culture and helpersPreview of third term topics
NURSERY 2 SOCIAL HABITS SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
OUR ENVIRONMENT
Understanding environment: everything around us (home, school, neighborhood, nature)Things in our environment: people, animals, plants, buildings, roads, air, waterClean vs dirty environmentImportance of keeping environment clean: prevents diseases, looks beautiful, healthy livingWays to care for environment: not littering, using waste bins, planting trees, not destroying plantsEnvironmental cleanliness at home, school, and communityEveryone’s responsibility to protect environment
2
HELPING OTHERS
Importance of helping others: shows kindness, makes others happy, builds friendshipsWays to help at home: helping parents with chores, helping siblings, tidying upWays to help at school: helping classmates, sharing materials, being kind, assisting teacherHelping in the community: being polite to neighbors, not littering, respecting othersHelping those in need: sharing with less privileged, showing compassionUnderstanding helping makes us feel good tooBeing a helpful and caring person
3
VALUES: HONESTY AND TRUSTWORTHINESS
Understanding honesty: always telling the truth, not lyingWhy honesty is important: builds trust, shows good character, makes people respect usBeing truthful even when difficult or afraidConsequences of lying: people won’t trust you, punishment, guiltTrustworthiness: being reliable, keeping promises, doing what we sayPeople trust honest childrenExamples of honest behavior
– Admitting mistakes instead of lying
4
VALUES: RESPONSIBILITY AND TOLERANCE
Understanding responsibility: doing what we should do, taking care of dutiesBeing responsible: doing homework, keeping belongings safe, following rules, helping at homeTaking responsibility for our actions (accepting when we make mistakes)Understanding tolerance: accepting and respecting people who are different from usTolerating differences: in opinions, cultures, abilities, appearancesLiving peacefully with others despite differencesNot bullying or excluding others because they are differentPatience and understanding
5
MID-TERM ASSESSMENT/TEST
Environment knowledge testHelping others assessmentHonesty and trustworthiness values testResponsibility and tolerance evaluationPractical values demonstrationOral questions on topics covered
6
MID-TERM BREAK
–
7
PEOPLE AND THEIR PROFESSIONS
Understanding professions: jobs people do to earn money and serve societyExamples of professions: doctor, nurse, teacher, engineer, lawyer, farmer, driver, pilot, chef, artist, banker, soldierWhat each profession does and how they help societyImportance of all professions: everyone contributes to societyRespecting all professions – no job is better than anotherUnderstanding education helps us get good jobs”What I want to be when I grow up” – career aspirationsEncouraging diverse career dreams
8
TRANSPORTATION IN MY NEIGHBORHOOD
Understanding transportation: ways of moving from one place to anotherVehicles commonly seen in neighborhood:
cars, buses, motorcycles (okada), tricycles (keke), bicycles, trucks Why people use these vehicles: going to work, school, market, hospitalUnderstanding different vehicles serve different purposesObserving transportation around usRoad users: drivers, passengers, pedestriansBasic road safety: zebra crossing, traffic lights, holding adult’s hand when crossing
9
MEANS OF TRANSPORTATION
– Types of transportation by location: Land transportation: cars, buses, trains, motorcycles, bicycles, trucksWater transportation: boats, ships, canoes, ferriesAir transportation: airplanes, helicoptersUnderstanding which is fastest, which carries most peopleChoosing appropriate transportation for different journeysModern vs traditional means (e.g., canoe vs ship)Safety rules for each type of transportationRespecting transportation workers
10
OUR COUNTRY: NIGERIA
Nigeria is our country – our homeLocation: Nigeria is in West AfricaNigerian flag: green-white-green (green=agriculture, white=peace)Capital city: AbujaMajor cities: Lagos, Kano, Port Harcourt, IbadanLanguages: English (official), Hausa, Yoruba, Igbo, and many othersNigerian culture: diverse foods, music, dances, festivalsBeing good Nigerian citizens: obeying rules, being kind, keeping environment clean, going to schoolNational pride and unity
11
REVISION OF THIRD TERM
Environment care revisionHelping others reviewValues comprehensive review (honesty, trustworthiness, responsibility, tolerance)Professions and careers revision
Third Term Topics: Environment testHelping others assessmentHonesty and trustworthiness testResponsibility and tolerance evaluationProfessions identification testTransportation comprehensive testNigeria knowledge evaluation
13
CLOSING
Return of marked examination scriptsDistribution of comprehensive report cardsCelebration of social development and good characterAwards for exemplary behavior, values, and citizenship
CIVIC EDUCATION SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
GREETINGS
Importance of greetings in societyTime-appropriate greetings: Good morning, Good afternoon, Good evening, Good nightGreetings for different people: elders, peers, teachers, parentsCultural greetings in local languagesBody language in greetings: smiling, eye contact, bowing/kneeling for elders (in some cultures)Responding to greetings appropriatelyGreetings show respect and friendliness
2
DRESSING
Understanding appropriate dressing for different occasionsSchool dressing: wearing neat school uniform properlyHome dressing: casual, comfortable clothesSpecial occasions: traditional attire, party clothes, religious wearWeather-appropriate dressing: light clothes for hot weather, warm clothes for coldCultural dressing: traditional Nigerian attire (agbada, iro and buba, kaftan, etc.)Importance of clean, neat, and modest dressingRespecting different dressing styles and cultures
3
SOCIAL DEVELOPMENT: EATING
Proper eating behavior in public and at homeTable manners: sitting properly, using utensils correctly, chewing with mouth closedWashing hands before and after eatingSaying prayers before and after mealsNot talking with mouth full of foodSharing food and eating together as family or communityCultural eating practices: eating with right hand, communal eatingAppreciating and not wasting food
4
CULTURAL VALUES: HELPING OTHERS
Understanding helping as a core cultural value in African societiesUbuntu philosophy: “I am because we are” –
community support Ways to help: at home (chores, helping siblings), at school (helping classmates), in communityHelping elderly people: carrying loads, showing respect, listeningHelping those in need: sharing, showing kindness, compassionBenefits of helping: builds community, makes everyone happyCultural saying: “A helping hand is better than a praying mouth”
5
MID-TERM ASSESSMENT/TEST
Greetings demonstration and assessmentAppropriate dressing identification testEating behavior evaluationHelping others knowledge testPractical demonstration of cultural valuesOral questions on topics covered
6
MID-TERM BREAK
–
7
CULTURAL VALUES: RESPECT
Understanding respect as foundation of African cultureRespect for elders: greeting properly, not interrupting, obeying, using respectful titlesRespect for peers: being kind, not bullying, sharing, playing fairlyRespect for parents and teachers: listening, obeying, being politeRespect for cultural practices and traditionsRespect for different cultures, religions, and beliefsBody language of respect: kneeling, bowing, prostrating (depending on culture)Understanding respect earns respect
8
CULTURAL VALUES: FOLK SONGS
Understanding folk songs as part of cultural heritagePurpose of folk songs: teaching values, entertainment, preserving history, celebrating eventsTypes of folk songs: lullabies, work songs, festival songs, moral teaching songsLearning simple Nigerian folk songs in local languagesSongs that teach values: respect, hard work,
honesty, unity Singing folk songs together as community activityPreserving culture through music and songs
9
COMMUNITY VALUES
Understanding community: group of people living togetherUbuntu values: cooperation, sharing, caring for each otherCommunity activities: market days, communal work, festivals, celebrationsImportance of living peacefully in communityCommunity support systems: neighbors helping each otherResponsibility to community: keeping environment clean, obeying rules, being respectful”It takes a village to raise a child” – community responsibility for children
10
CULTURAL ACTIVITIES
Understanding cultural activities preserve traditions and heritageTypes of cultural activities: festivals, ceremonies, traditional dances, storytellingFestivals: New Yam Festival, Durbar, Eyo Festival, Argungu Fishing FestivalTraditional dances: cultural significance and occasionsStorytelling: moonlight stories, folktales with moral lessonsTraditional games and sportsImportance of participating in cultural activitiesLearning from cultural activities
11
REVISION OF FIRST TERM WORK
Greetings and appropriate responses reviewDressing for different occasions revisionProper eating behavior reviewHelping others as cultural value revisionRespect in African culture reviewFolk songs and their meanings revisionCommunity values reviewCultural activities comprehensive reviewMock examination exercises
12
END OF TERM EXAMINATION
Greetings practical and theory testAppropriate dressing assessment
Eating behavior evaluationHelping others testRespect demonstration and knowledge testFolk songs identification and singingCommunity values assessmentCultural activities comprehensive test
13
CLOSING & END OF TERM ACTIVITIES
Return of marked scriptsDistribution of report cardsCelebration of civic learningAwards for displaying good cultural valuesHoliday civic responsibility tipsPreview of second term topics
NURSERY 2 CIVIC EDUCATION SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
CULTURAL ACTIVITIES: PRACTICAL
Practical participation in cultural activitiesLearning and performing traditional dancesWearing traditional attire for cultural dayPracticing traditional greetings and gesturesStorytelling session: learning and telling folktalesPlaying traditional games: ayo (oware), ten-ten, boju-bojuSinging folk songs learned previouslyCreating simple traditional craftsCultural drama and role-play
2
SOCIAL INSTITUTIONS
Understanding social institutions: important organizations in societyFamily as primary social institution: where we learn first valuesSchool: where we learn education and social skillsReligious institutions: churches, mosques, temples – teaching moral valuesMarket: economic institution where people buy and sellTraditional councils: settling disputes, maintaining orderHow institutions work together for society’s benefitRespecting all social institutions
3
NAMING CEREMONY
Understanding naming ceremony as important cultural practiceSignificance: welcoming new baby, giving identity, community celebrationWhen held: 7-8 days after birth (varies by culture/religion)Who attends: family, friends, community membersActivities: prayers, announcing name, giving gifts, celebrationsTraditional practices: special foods, rituals, blessingsDifferent naming ceremonies: Yoruba, Igbo,
Hausa, Christian, Muslim traditions – Understanding names have meanings and significance
4
KINSHIP
Understanding kinship: family relationships and connectionsNuclear family: father, mother, children (immediate family)Extended family: grandparents, uncles, aunts, cousinsUnderstanding family tree and how people are relatedKinship terms: brother, sister, cousin, nephew, nieceFamily responsibilities and support systemImportance of family bonds and relationshipsAfrican concept: “blood is thicker than water” – family loyalty
5
MID-TERM ASSESSMENT/TEST
Cultural activities practical demonstrationSocial institutions identification testNaming ceremony knowledge assessmentKinship and family relationships testOral questions on topics coveredPractical cultural demonstrations
6
MID-TERM BREAK
–
7
CHIEFTAINCY
Understanding chieftaincy in Nigerian traditional systemTraditional rulers: Oba, Emir, Igwe, Obi – leaders in communitiesRoles of traditional rulers: settling disputes, preserving culture, leading community, organizing festivalsChieftaincy hierarchy: paramount rulers, district chiefs, village headsSymbols of authority: crown, staff, throne, regaliaRespect for traditional institution and rulersHow chieftaincy connects with modern governmentFamous traditional rulers in Nigeria
8
RELIGIOUS INSTITUTIONS
Understanding religion teaches moral values and gives spiritual guidanceMajor religions in Nigeria: Christianity, Islam, Traditional religion
Religious institutions: churches, mosques, shrines, templesFunctions: worship, teaching values, helping community, celebrationsReligious leaders: pastors, imams, priests, traditional priestsReligious celebrations: Christmas, Easter, Eid-el- Fitr, Eid-el-AdhaRespecting all religions and religious practicesReligious tolerance and peaceful coexistence
9
PEACE EDUCATION
Understanding peace: living together without fighting or violenceImportance of peace: in home, school, community, nationWays to promote peace: being kind, sharing, forgiving, respecting othersConflict causes: misunderstanding, selfishness, anger, differencesPeace values: tolerance, patience, understanding, loveBeing peacemaker: helping friends reconcile, not fighting, reporting problems to adults”Peace begins with me” – personal responsibility for peace
10
RIGHTS AND RESPONSIBILITIES
Understanding children have rights (things they deserve)Children’s rights: education, healthcare, protection, love and care, play, food, shelter, name and identityUnderstanding rights come with responsibilitiesChildren’s responsibilities: obey parents and teachers, study well, respect others, help at home, follow rulesRights of others: respecting other people’s rightsBalance between rights and responsibilitiesResponsible citizenship from childhood
11
REVISION OF SECOND TERM WORK
Cultural activities practical reviewSocial institutions revisionNaming ceremony reviewKinship and family relationships revisionChieftaincy system reviewReligious institutions revisionPeace education reviewRights and responsibilities revision
– Mock examination exercises
12
END OF TERM EXAMINATION
–
13
CLOSING
–
NURSERY 2 CIVIC EDUCATION SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
CONFLICT RESOLUTION
Understanding conflict: disagreement or fight between peopleCommon conflicts among children: sharing toys, playing games, misunderstandingsEffects of conflict: hurt feelings, broken friendships, unhappinessWays to resolve conflicts: talking calmly, saying sorry, forgiving, compromising, sharingRole of adults in resolving conflictsAvoiding conflicts: being patient, taking turns, being fairPeaceful problem-solving skillsMaking up after conflicts
2
EMOTIONAL DEVELOPMENT: CONFIDENCE
Understanding confidence: believing in yourself and your abilitiesImportance of confidence: helps us try new things, make friends, learn betterBuilding confidence: practicing skills, accepting mistakes as learning, positive thinkingConfident behavior: speaking up, trying activities, making eye contactOvercoming shyness and fearEncouraging words build confidenceUnderstanding everyone has strengths and weaknesses”I can do it” attitude
3
SELF EXPRESSION
Understanding self-expression: showing our feelings, thoughts, and ideasWays to express ourselves: speaking, drawing, singing, dancing, playing, writingImportance of expressing feelings: helps others understand us, prevents frustrationExpressing appropriately: using words not violence, respectful communicationCreativity as self-expression: art, music, drama, storytellingListening when others express themselvesUnderstanding everyone expresses differently
– Confidence in self-expression
4
PSYCHOSOCIAL VALUES: ATTITUDE
Understanding attitude: how we think, feel, and behave towards thingsPositive attitude: being happy, hopeful, kind, helpful, gratefulNegative attitude: complaining, being mean, ungrateful, unhelpfulImportance of positive attitude: makes us happy, makes others like us, helps us succeedAttitude is a choice: we can choose to be positivePositive attitude examples: smiling, saying thank you, being cheerfulEffect of attitude on learning and relationships”Attitude determines altitude”
5
MID-TERM ASSESSMENT/TEST
Conflict resolution knowledge testConfidence demonstration assessmentSelf-expression practical evaluationAttitude concepts testOral questions on emotional and social developmentPractical demonstrations
6
MID-TERM BREAK
–
7
PSYCHOSOCIAL VALUES: LOVE AND CARE
Understanding love: deep affection and caring for othersShowing love: hugging, helping, sharing, being kind, spending time togetherLove in family: parents love children, siblings love each otherLove in community: caring for neighbors, helping othersUnderstanding care: looking after someone’s wellbeingCaring behaviors: checking on people, helping when sick, sharing foodLove and care make strong relationships”Love one another” – universal value
8
EMOTIONAL STATE: FEAR
Understanding fear: feeling afraid or scaredThings children fear: darkness, loud noises, strangers, being alone, animalsFear is normal: everyone feels afraid sometimes
Healthy vs unhealthy fear: fear keeps us safe vs fear that stops usManaging fear: talking to trusted adults, deep breathing, facing fears graduallyNot teasing others for being afraidCourage: being brave even when afraidAdults can help with fears
9
EMOTIONAL STATE: SADNESS
Understanding sadness: feeling unhappy or downThings that make children sad: loss, disappointment, being hurt, seeing others hurt, being left outSadness is okay: it’s normal to feel sad sometimesExpressing sadness: crying is okay, talking about feelingsDealing with sadness: talking to someone, doing fun activities, time healsComforting others who are sad: being kind, listening, giving hugsSadness doesn’t last foreverAsking for help when very sad
10
EMOTIONAL STATE: HAPPINESS
Understanding happiness: feeling joyful, pleased, contentThings that make children happy: playing, family time, friends, treats, achievements, praiseImportance of happiness: healthy emotion, makes life enjoyableSpreading happiness: smiling, being kind, sharing joyGratitude increases happiness: being thankful for what we haveHappiness choices: choosing to focus on good thingsCelebrating happy momentsUnderstanding happiness comes from inside, not just things
11
REVISION OF THIRD TERM
Conflict resolution reviewConfidence and self-expression revisionAttitude reviewLove and care revisionFear, sadness, and happiness emotional states review
12
END OF YEAR EXAMINATION
–
13
CLOSING
–
PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
GENERAL BODY EXERCISE
Introduction to physical exercise and its importanceWarm-up activities: stretching, shaking body partsSimple movements: marching on the spot, walking, jogging in placeMoving different body parts: arms, legs, head, waistCool-down exercises and relaxationUnderstanding exercise keeps us healthy and strong
2
TAMBOURINE MOVEMENT
Introduction to tambourine as musical exercise toolMoving to tambourine rhythm: fast and slow movementsDancing and moving when tambourine playsFreezing/stopping when tambourine stopsMarching, jumping, and dancing to tambourine beatsCoordination of movement with soundMusical movement games
3
TIMING
Understanding timing in movements and activitiesFast vs slow movementsCounting while exercising (1-10)Timing exercises: holding positions, counting jumpsStarting and stopping on commandFollowing rhythm and beat in movementsCoordination and control of body movements
4
HOPPING EXERCISE
Understanding hopping: jumping on one footHopping on right foot, then left footHopping forward, backward, and in placeCounting hops (how many can you do?)Hopping games and activitiesBalance and leg strength development
– Safety: hopping in safe, open space
5
MID-TERM ASSESSMENT/TEST
Practical demonstration of general exercisesMovement to tambourine assessmentTiming and coordination testHopping skills evaluationFollowing instructions assessmentPhysical fitness observation
6
MID-TERM BREAK
–
7
LEAPING EXERCISE
Understanding leaping: big jump from one foot to the otherDifference between hopping and leapingPracticing leaps: forward leaps, long leapsLeaping over small objects or linesArm movements while leapingLeg strength and coordination developmentFun leaping games and activities
8
SONG: “WHO IS IN THE GARDEN?”
Learning the song “Who is in the Garden?”Singing and performing actions to the songMovement activities related to the songActing out garden activities: digging, planting, wateringGroup singing and movement coordinationCreative expression through song and movementFun musical physical activity
9
NEURO MUSCULAR SKILL
Understanding body control and coordinationHand-eye coordination activitiesBalance exercises: standing on one foot, walking on lineFine motor skills: touching fingers, clapping patternsGross motor skills: running, jumping, climbingBody awareness activitiesDeveloping control over body movements
10
SWINGING OF ARMS
Arm swinging exercises: forward and backwardSide to side arm swingsLarge arm circles: forward and backward circlesArm swinging while marching
Synchronized arm movementsShoulder and arm muscle developmentCoordination of arm movements with body
11
REVISION OF FIRST TERM WORK
Review of general body exercisesTambourine movement activities revisionTiming exercises reviewHopping and leaping practiceSong performance reviewNeuro muscular coordination activitiesArm swinging exercises reviewMock practical assessment
12
END OF TERM EXAMINATION
Comprehensive physical exercise demonstrationMovement to music/tambourine testHopping and leaping assessmentSong performance evaluationCoordination and balance testFollowing instructions evaluationOverall physical development assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsCelebration of physical achievementsAwards for physical excellenceHoliday exercise tipsFun physical activity gamesPreview of second term activities
NURSERY 2 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
MANIPULATIVE MOVEMENT (CATCHING A BALL)
Introduction to ball catching skillsStarting with large, soft ballsHand positioning for catchingEye-hand coordination practiceCatching balls thrown gently from short distanceGradually increasing distancePair activities: throwing and catching with partnerSafety rules when playing with balls
2
SIMPLE & FUN EXERCISE
Variety of enjoyable exercises for childrenAnimal walks: bear walk, crab walk, frog jumpSimon Says exercise gameFollow the leader movementsDance and freeze gamesBalloon games and activitiesMaking exercise fun and engagingUnderstanding exercise should be enjoyable
3
HEAD, SHOULDERS, KNEES AND TOES
Learning the “Head, Shoulders, Knees and Toes” songTouching body parts while singingFast and slow versions of the songBody parts identification through songCoordination of singing and movementBending and stretching exercisesFun group activity for body awareness
4
JACK IN THE BOX
Learning “Jack in the Box” song and movementsCrouching down low (box closed)Jumping up high (Jack pops out)Timing jumps with song rhythmCreative jumping variationsLeg strength development through
jumping Fun musical jumping activityGroup performance and coordination
5
MID-TERM ASSESSMENT/TEST
Ball catching skills assessmentSimple exercise demonstrationsSong performance: “Head, Shoulders, Knees and Toes””Jack in the Box” movement evaluationCoordination and timing testFollowing instructions assessment
6
MID-TERM BREAK
–
7
LONDON BRIDGE
Learning “London Bridge is Falling Down” gameUnderstanding game rules and movementsTwo children form bridge with armsOthers pass under while singingBridge falls and catches someoneTaking turns being the bridgeCooperation and social interactionTraditional game and physical activity
8
KANGAROO MOVEMENT
Understanding how kangaroos move: jumping with both feetKangaroo hopping: jumping forward with feet togetherArm positioning like kangaroo pawsHopping distances and directionsKangaroo races and gamesLeg strength and balance developmentCreative animal movement activity
9
APART TOGETHER
Exercise involving spreading and bringing togetherFeet movements: apart-together (jumping jacks position)Arm movements: out-in, up-downCombining feet and arm movementsCounting while doing apart-together movementsRhythm and coordination development
– Basic jumping jack introduction
10
SOMERSAULTING
Introduction to forward roll/somersault (basic, supervised)Safety rules and proper supervisionUsing mats or soft surfacesTucking head and rolling forwardBody control and spatial awarenessBuilding confidence graduallyUnderstanding not everyone can do it yet – that’s okayTeacher supervision essential
11
REVISION OF SECOND TERM WORK
Ball catching practiceFun exercise activities reviewSong performances: Head Shoulders, Jack in the BoxLondon Bridge game reviewKangaroo movement practiceApart-together exercisesSafe somersaulting review (if appropriate)Mock practical assessment
12
END OF TERM EXAMINATION
Ball manipulation skills testExercise demonstrations assessmentSong and movement performancesLondon Bridge game participationAnimal movements (kangaroo) evaluationCoordination exercises testOverall physical skills assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsCelebration of physical developmentAwards for improvement and excellenceHoliday physical activity tipsFun games and activities dayPreview of third term activities
NURSERY 2 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
THERE IS FIRE ON THE MOUNTAIN
Learning “There is Fire on the Mountain” gameUnderstanding game rules and movementsRunning when song playsForming groups when song stops (“Run run run!”)Grouping by numbers calledPhysical activity through running and groupingSocial interaction and quick thinkingTraditional Nigerian game
2
BENDING EXERCISE
Forward bending: touching toesSide bending: left and rightBackward bending: gentle backward stretchWaist bending exercisesFlexibility developmentSafe bending techniquesUnderstanding importance of stretchingWarm-up and cool-down bending
3
THROWING AND CATCHING OF BALLS
Advanced throwing techniques: overhand and underhandThrowing accuracy: aiming at targetsCatching balls from different heightsPartner throwing and catching activitiesIncreasing throwing distances graduallyTeam ball gamesHand-eye coordination developmentSafety: throwing only when clear
4
RACING IN PEERS
Introduction to running races with classmatesUnderstanding starting positions and finish lineWaiting for “Ready, Set, Go!”Running in lanes/designated paths
Fair play and sportsmanshipCelebrating all participants (winning isn’t everything)Different race types: straight, relay (simple)Safety in racing activities
5
MID-TERM ASSESSMENT/TEST
Fire on the Mountain game participationBending and flexibility assessmentThrowing and catching skills testRacing participation and sportsmanshipCoordination and physical skills evaluationFollowing rules and instructions test
6
MID-TERM BREAK
–
7
FILLING THE BASKET WITH SMALL BALLS
Game activity: collecting small balls and putting in basketRunning to collect balls, returning to deposit in basketIndividual or team competitionSpeed and coordination challengeCounting balls collectedHand-eye coordination and fine motor skillsTurn-taking and fair playFun competitive activity
8
KANGAROO HOP
Review and advancement of kangaroo movementHopping with both feet together like kangarooKangaroo hop racesHopping over small obstaclesHopping in different directionsEndurance building through continued hoppingCreative kangaroo gamesLeg strength and balance
9
TAMBOURINE MOVEMENT (ADVANCED)
Advanced tambourine movement activitiesComplex rhythms and patternsCreative movement to tambourine beats
Different movements for different beatsGroup coordination with tambourineDance routines with tambourine musicMusical movement creativityPerformance and expression
10
FLYING OF KITES
Introduction to kite flying (outdoor activity)Understanding wind and how kites flyHolding kite string safelyRunning with kite to make it flyWatching and controlling kite in airTaking turns with kitesOutdoor exercise and funSafety: away from roads, power lines, and obstaclesWeather and space permitting
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Fire on the Mountain gameBending exercisesThrowing, catching, and racingBasket filling activityKangaroo hoppingTambourine movementsKite flying experience
Year-Long Review: All exercises, movements, and games from three termsSong and movement performancesBall skills and coordination activitiesMock comprehensive assessment
12
END OF YEAR EXAMINATION
Third Term Assessment: Game participation and rules followingFlexibility and bending testBall throwing and catching skillsRacing and sportsmanshipCoordination activities
Comprehensive Year Assessment: Overall physical fitness evaluationCoordination and balance skillsGame participation and social skillsFollowing instructions and rulesPhysical development progress evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of assessment resultsDistribution of comprehensive report cardsCelebration of year-long physical achievementsAwards for physical excellence and improvement
CREATIVITY SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
COLOURING A SHIRT
Introduction to colouring within linesIdentifying shirt outline and parts (collar, sleeves, buttons)Choosing appropriate colours for shirtsUsing crayons or colour pencilsStaying within boundariesUnderstanding patterns and designs on clothingCreating own shirt design with colours
2
COLOURING A LEAF
Observing real leaves and their coloursUnderstanding leaf shapes and veinsUsing green and other natural leaf coloursColouring techniques: light and dark shadesLearning about nature through artCreating leaf patternsAppreciation of natural colours
3
THUMB PRINT
Introduction to thumb printing techniqueUsing washable paint or ink padsMaking thumb impressions on paperCreating patterns with thumb printsMaking simple pictures: caterpillar, flowers, trees using thumb printsUnderstanding each thumb print is uniqueCleaning hands after activity
4
FREE EXPRESSION
Creative freedom in art makingDrawing and colouring own choice of subjectUsing various materials: crayons, pencils, paintExpressing feelings and ideas through artNo right or wrong in creative expressionSharing and explaining artwork to classBuilding confidence in creativity
5
MID-TERM ASSESSMENT/TEST
Practical colouring assessmentStaying within lines evaluationColour choice and creativity testThumb printing skills assessmentFollowing instructions evaluation
– Neatness and completion of work
6
MID-TERM BREAK
–
7
HAND PRINT
Introduction to hand printingDipping hand in washable paintMaking hand impressions on paperCreating pictures from hand prints: trees, flowers, birds, fishDecorating hand prints with additional detailsUnderstanding hand prints as artProper cleaning and hygiene after activity
8
COLOURING A RABBIT
Identifying rabbit features: long ears, fluffy tail, whiskersChoosing appropriate colours: white, brown, greyColouring rabbit outline carefullyAdding details: eyes, nose, fur textureUnderstanding animals through artCreating background for rabbit pictureNeat colouring practice
9
COLOURING A PIG
Identifying pig features: snout, curly tail, round bodyUsing pink and other pig coloursColouring within pig outlineAdding details: eyes, ears, hoovesLearning about farm animals through artCreating muddy background (optional)Careful and neat colouring
10
COLOURING AN UMBRELLA
Identifying umbrella shape and parts: canopy, handleUsing bright, multiple colours for umbrellaCreating patterns: stripes, dots, sectionsUnderstanding colour combinationsAdding raindrops or sun around umbrellaCreative design choicesFinishing work neatly
11
REVISION OF FIRST TERM WORK
Review of colouring techniquesPractice with printing activities (thumb and hand prints)Reviewing free expression conceptsSample colouring exercisesPreparing portfolio of best works
Mock practical assessmentCleaning and organizing art materials
12
END OF TERM EXAMINATION
Comprehensive colouring testPrinting skills assessment (thumb or hand print)Creative expression evaluationFollowing instructions testNeatness and completion assessmentColour choice and creativity evaluationOverall artistic development assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed artworksDistribution of report cardsArt exhibition: displaying pupils’ best worksAwards for creativity and improvementHoliday art activity suggestionsCelebration of creative achievementsPreview of second term activities
NURSERY 2 CREATIVITY SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
TRACING AND COLOURING A SHOE
Introduction to tracing techniqueTracing shoe outline carefullyUnderstanding shoe parts: sole, laces, tongueColouring traced shoeChoosing shoe colours and designsAdding patterns: stripes, dots, decorationsDeveloping fine motor skills through tracing
2
VEGETABLE PRINT
Introduction to vegetable printingUsing vegetables as stamps: okra, carrots, potatoes (halved)Dipping vegetables in paintCreating patterns and pictures with vegetable printsUnderstanding shapes vegetables makeCombining different vegetable printsLearning about vegetables through artCleaning vegetables and hands after activity
3
PLASTICINE
Introduction to plasticine/modelling clayLearning to soften and shape plasticineMaking simple shapes: balls, snakes, coilsCreating simple objects: fruits, animals, flowersMixing colours by blending plasticineUnderstanding 3D art (not flat like drawing)Proper storage of plasticine after use
4
MAKING/DESIGNING A HAND FAN
Introduction to hand fan makingUsing paper, cardboard, or popsicle sticksDecorating fan: colouring, drawing patterns, adding designsUnderstanding purpose of fansCreating unique fan designsAssembling fan pieces (with teacher help)Functional art project
5
MID-TERM ASSESSMENT/TEST
– Tracing skills assessment
Printing techniques evaluationPlasticine modelling testHand fan creation assessmentCreativity and originality evaluationFollowing instructions and neatness test
6
MID-TERM BREAK
–
7
COLOUR SPLASH
Introduction to colour splash techniqueFlicking or splashing paint on paper (controlled)Creating patterns with colour splashesUnderstanding abstract artMixing colours through splashingExpressing emotions through colourUsing aprons and protecting work areaFun and expressive art activity
8
SPIKY HEDGEHOG
Creating spiky hedgehog art projectDrawing or using template for hedgehog bodyAdding spikes: using fork prints, painted sticks, or cut paperColouring hedgehog brown/greyAdding eyes, nose, and feetUnderstanding hedgehog featuresCreative texture makingMixed media art project
9
PAPER COLLAGE
Introduction to collage techniqueTearing and cutting coloured paper into piecesUsing glue to stick paper piecesCreating pictures or patterns with paper piecesUnderstanding composition and arrangementMaking pictures: flowers, houses, animals from paper piecesDeveloping fine motor skillsPatience in creating detailed work
10
COLOURING A HOUSE
Identifying house parts: roof, walls, windows, door, chimneyChoosing appropriate house coloursColouring each part differentlyAdding details: curtains, door handle, pathway
Creating background: sky, sun, trees, gardenUnderstanding buildings through artNeat and careful colouring
11
REVISION OF SECOND TERM WORK
Review of tracing and printing techniquesPlasticine work practiceCollage technique reviewColour splash and creative techniquesReviewing completed projectsPreparing best works for exhibitionMock practical assessment
12
END OF TERM EXAMINATION
Comprehensive practical art testCollage making assessmentColouring and tracing evaluationPlasticine modelling testCreative techniques assessmentOverall artistic skills evaluationPortfolio review
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed artworksDistribution of report cardsArt exhibition and gallery walkAwards for creativity and effortHoliday creative activities suggestionsCelebration of artistic growthPreview of third term projects
NURSERY 2 CREATIVITY SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
FRIENDSHIP TREE
Creating friendship tree projectDrawing or tracing tree trunk and branchesMaking leaves from hand prints or paperWriting or putting names of friends on leavesDecorating tree with coloursUnderstanding friendship and communityCollaborative or individual projectCelebrating friendships through art
2
MAKING JEWELRIES
Introduction to simple jewelry makingUsing safe materials: beads, pasta, paper, straws, stringThreading beads to make necklaces or braceletsCreating patterns with different coloured beadsUnderstanding patterns and sequencesDeveloping fine motor skillsWearable art creationSafety with small objects
3
RABBIT COLLAGE
Creating rabbit using collage techniqueUsing cotton wool for fluffy textureAdding paper pieces for rabbit body partsCreating 3D effect with materialsGluing materials carefullyAdding details: eyes, nose, whiskers, earsUnderstanding texture in artMixed media creativity
4
SAND COLLAGE
Introduction to sand art/collageApplying glue on specific areas of pictureSprinkling sand on glued areasCreating textured pictures with sandUsing coloured sand for variety
(optional) Understanding texture and natural materials in artCareful handling of sandUnique artistic technique
5
MID-TERM ASSESSMENT/TEST
Collage techniques assessmentJewelry making skills evaluationCreativity and originality testUse of different materials assessmentFollowing instructions evaluationFine motor skills observation
6
MID-TERM BREAK
–
7
DESIGNING A PAPER PLATE
Using paper plate as art canvasDecorating plate: painting, colouring, adding patternsCreating face designs, flower designs, or creative patternsUsing various materials: paint, markers, stickers, glitterUnderstanding circular design spaceFunctional or decorative artCreative use of everyday items
8
DESIGNING A CONE HAT
Making cone hat from paper or cardboardRolling and shaping paper into coneDecorating hat: colouring, painting, adding designsUsing ribbons, stickers, or drawingsCreating unique hat designsWearing created hats (hat parade)3D wearable art projectCelebration of creativity
9
MAKING CARDS
Introduction to card making (greeting cards)Folding paper to create cardDecorating card front: drawings, colours, stickersWriting or copying simple messages inside (with help)Understanding cards for different occasions: birthday, thank you, get wellGiving handmade cards to someone special
– Meaningful art creation
10
FEATHER ART
Introduction to using feathers in artCreating pictures or designs with feathersCombining feathers with drawing, colouring, gluingUnderstanding texture and natural materials
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Collage techniques (rabbit, sand)Jewelry and card makingPaper plate and cone hat designsFriendship tree and free expression Year-Long Review: All colouring techniques learnedPrinting methods (thumb, hand, vegetable)Collage and mixed media work3D projects (plasticine, jewelry, hats)Creative expression throughout the yearPreparing comprehensive portfolioMock examination
12
END OF YEAR EXAMINATION
Third Term Assessment: Collage work evaluationDesign projects assessmentCard and jewelry making testCreative expression evaluation Comprehensive Year Assessment: Overall artistic developmentMastery of techniques learnedCreativity and originalityFine motor skills developmentFollowing instructions and completionPortfolio review of year’s best works
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of all assessed artworksDistribution of comprehensive report cardsGrand art exhibition: displaying year’s best works for parentsAwards for creativity, improvement, and artistic excellence
PERSONAL DEVELOPMENT SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
WELCOMING AND GETTING TO KNOW EACH OTHER
Welcome back to school activitiesIntroduction games and ice-breakersLearning about new classmatesSharing what we did during holidaysMaking new friends and reconnecting with old friendsUnderstanding we are one class familyCreating friendly and welcoming classroom environment
2
NAME AND GREETINGS
Importance of knowing and using namesSaying own name clearly and confidentlyLearning to greet properly: Good morning, Good afternoonGreeting teachers with respect: “Good morning, Ma/Sir”Greeting classmates and visitors politelyUnderstanding greetings show respect and friendlinessPractice greeting activities
3
MY NAME, TEACHERS AND FRIENDS’ NAMES
Learning to say and spell own full nameMemorizing teachers’ names and titlesLearning friends’ names in classUnderstanding importance of calling people by their namesNot using nicknames that hurt othersName recognition and pronunciation practiceBuilding relationships through knowing names
4
SCHOOL AND CLASS RULES
Understanding why we have rulesImportant school rules: arriving on time, wearing uniform, respecting teachers, being kindClassroom rules: raising hand before speaking, staying seated, listening when teacher talks, taking turnsConsequences of breaking rulesBenefits of following rules: safe and happy environment
Understanding rules help everyoneCommitment to following rules
5
MID-TERM ASSESSMENT/TEST
Name recognition and speaking testGreetings demonstrationSchool rules knowledge assessmentBehavior observation evaluationOral questions on topics coveredSocial interaction assessment
6
MID-TERM BREAK
–
7
GOOD MANNERS (GENERAL)
Understanding good manners make us pleasant peopleMagic words: Please, Thank you, Sorry, Excuse me, You’re welcomeBeing polite to everyone: teachers, friends, visitors, support staffRespecting others’ property and spaceHelping others when neededNot interrupting when others are speakingPracticing good manners daily
8
ANSWERING YOUR NAME
Importance of responding when name is calledProper responses: “Yes, Ma/Sir,” “Present,” “Here”Speaking clearly and audibly when answeringLooking at the person calling your nameNot ignoring when name is calledUnderstanding answering shows respect and attentionPractice sessions for name-calling
9
SPEAKING UP AND ANSWERING QUESTIONS
Building confidence to speak in classRaising hand before speakingWaiting to be called before answeringSpeaking clearly and loud enough to be heardNot being afraid to answer even if unsureUnderstanding mistakes are part of learningRespecting others when they speakEncouraging each other
10
SILENCE TIME
Understanding when silence is neededBeing quiet during: teacher’s instruction,
story time, rest time, exams Benefits of silence: better concentration, respect, hearing clearlyLearning to control talking urgeUnderstanding difference between talking time and quiet timePracticing silence periodsRespecting others’ need for quiet
11
REVISION OF FIRST TERM WORK
Review of names and greetingsSchool and class rules revisionGood manners comprehensive reviewAnswering name practiceSpeaking up and silence time reviewBehavior expectations reviewMock assessment activities
12
END OF TERM EXAMINATION
Practical behavior assessmentGreetings and manners testSchool rules knowledge testSpeaking and listening evaluationSocial skills observationOverall personal development assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsCelebration of good behavior and improvementAwards for exemplary manners and conductHoliday behavior expectationsReview of term’s growthPreview of second term topics
NURSERY 2 PERSONAL DEVELOPMENT SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
CORRECT SITTING POSITION
Understanding importance of sitting properlyCorrect sitting: back straight, feet on floor, facing forwardSitting in assigned seatNot rocking chair or standing unnecessarilyReasons for proper sitting: better learning, safety, health (good posture)Adjusting sitting position when remindedPracticing correct sitting throughout the day
2
LEARNING POSITION IN CLASS
Understanding different learning positionsSitting at desk for table workSitting on mat/carpet for story time or circle timeStanding for certain activities: songs, exercisesMaintaining appropriate position for each activityFollowing teacher’s instructions about positioningUnderstanding positions help learningTransitioning between positions quietly
3
PAYING ATTENTION DURING LEARNING TIME
Understanding what paying attention meansLooking at teacher when teachingListening carefully to instructionsNot playing with objects during lessonsAsking questions when don’t understandStaying focused on task at handNot distracting classmatesBenefits of paying attention: learning
better, not missing information
4
MAKING A STRAIGHT LINE
Understanding when to form lines: going to assembly, going home, moving between classesHow to form a straight lineStanding behind person in frontKeeping appropriate space (arm’s length)Not pushing or playing in lineWalking quietly and orderly in lineBenefits: safety, orderliness, respectPractice forming lines
5
MID-TERM ASSESSMENT/TEST
Sitting position observationLearning position compliance testAttention and focus assessmentLine formation practical testFollowing instructions evaluationBehavior during lessons observation
6
MID-TERM BREAK
–
7
BULLYING AND FIGHTING ARE BAD HABITS
Understanding what bullying is: hurting others with words or actions, taking things, excluding othersWhy bullying is wrong: hurts feelings, not kind, against school rulesUnderstanding fighting doesn’t solve problemsEffects of bullying: sadness, fear, injuriesWhat to do if bullied: tell teacher, tell parents, walk awayBeing kind to everyoneZero tolerance for bullying
8
REPORTING MATTERS TO YOUR TEACHER RATHER THAN FIGHTING
Understanding importance of telling teacher about problemsWhen to report: if someone hurts you, takes your things, bullies youHow to report calmly without fighting backUnderstanding teachers are there to helpFighting makes problems worseUsing words instead of hittingPeaceful problem-solving
– Being a peace-maker
9
LAUGHING/CRYING UNNECESSARILY
Understanding appropriate times to laughNot laughing at others’ mistakes or misfortuneControlling excessive laughter during serious momentsUnderstanding when crying is appropriate vs unnecessaryManaging emotions and reactionsBeing respectful of different situationsDeveloping emotional maturityShowing empathy to others
10
GOOD MANNERS: COMING TO SCHOOL EARLY
Importance of arriving at school on timeBenefits of punctuality: not missing lessons, being organized, showing respectPreparing for school the night beforeWaking up early enoughUnderstanding lateness disrupts classRespecting school start timeDeveloping good time habits earlyBeing responsible
11
REVISION OF SECOND TERM WORK
Correct positioning reviewPaying attention and line making practiceAnti-bullying messages reviewConflict resolution reviewEmotional control revisionPunctuality importance reviewMock assessment activities
12
END OF TERM EXAMINATION
Classroom behavior comprehensive testPositioning and attention assessmentConflict resolution knowledge testEmotional control evaluationPunctuality and responsibility assessmentOverall conduct evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsCelebration of improved behavior
Awards for punctuality, good conduct, and kindnessHoliday behavior remindersReview of term’s developmentPreview of third term topics
NURSERY 2 PERSONAL DEVELOPMENT SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
DOING MY HOMEWORK
Understanding what homework is and why it’s importantHomework reinforces classroom learningTaking homework home carefullyFinding quiet place to do homework at homeDoing homework neatly and completelyReturning homework on timeAsking parents for help when neededDeveloping responsibility and discipline
2
ARRANGING PERSONAL BELONGINGS
Keeping school bag organizedArranging books and materials neatlyPutting things in designated placesNot mixing up own things with others’Checking bag before leaving schoolTaking care of personal itemsDeveloping organizational skillsBeing responsible for belongings
3
HOW TO HANDLE MATERIALS
Proper handling of books: not tearing, bending pages, keeping cleanUsing pencils, crayons, and scissors safely and carefullyReturning materials to proper places after useNot wasting materialsSharing materials with classmatesAsking permission before using others’ materialsRespecting school propertyBeing careful and responsible
4
GOOD TABLE MANNERS
Washing hands before eatingSitting properly at table during snack/lunchUsing utensils properlyChewing with mouth closed, not talking with food in mouthNot playing with foodCleaning up after eatingSaying please and thank you
Understanding break time rulesPlaying in designated areas onlyNot running in dangerous areasPlaying fair and taking turnsNot fighting or rough playIncluding others in gamesReporting injuries to teacher immediatelyReturning to class when break endsSafety and fun together
8
SCHOOL FACILITIES AND PLAY EQUIPMENT
Understanding school facilities: library, playground, toilets, water fountainsProper use of play equipment: swings, slides, see-sawTaking turns on equipmentNot breaking or damaging school propertyKeeping facilities cleanRespecting school propertyUnderstanding facilities are for everyoneReporting damaged equipment
9
PROPER WAYS TO MAKE REQUESTS
Using polite language when asking for somethingSaying “Please” and “May I”Raising hand to ask teacher for somethingNot demanding or being rudeAccepting “no” gracefullySaying “Thank you” when request is grantedUnderstanding polite requests get better responsesPractice making polite requests
10
SHOWING LOVE AND CARE TO
– Understanding love means caring about others’ feelings
OTHERS
Ways to show love: being kind, helping, sharing, smilingCaring for classmates: comforting when sad, celebrating when happyShowing appreciation to teachers and parentsIncluding everyone in activitiesBeing gentle and considerateUnderstanding love makes happy communityPracticing kindness daily
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Homework responsibilityOrganization and material handlingTable manners and break safetyProper requests and showing care Year-Long Review: First Term: Names, greetings, rules, manners, speaking up, silenceSecond Term: Positioning, attention, anti-bullying, punctualityThird Term: Responsibility, safety, care for othersComplete personal development growth reviewMock comprehensive assessment
12
END OF YEAR EXAMINATION
Third Term Assessment: Responsibility skills testSafety knowledge evaluationSocial skills and caring assessmentPractical behavior demonstrations Comprehensive Year Assessment: Overall behavior and conductSocial and emotional developmentResponsibility and organizational skillsManners and respect demonstrationFollowing rules and instructionsComplete personal development evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of assessment resultsDistribution of comprehensive report cards
Celebration of year-long personal growth and developmentAwards for: Best Behaved, Most Improved, Most Helpful, Most Punctual, Best MannersCertificate distributionReflection on personal development journeyPreparation for promotion to Nursery 3/Primary 1Character development showcase for parentsGraduation ceremonyCommitment to continued good behaviorFarewell and promotion celebrations
SONGS AND RHYMES SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
TWINKLE TWINKLE LITTLE STAR
Learning the complete song with all versesUnderstanding meaning: star in the sky, diamond brightHand movements: opening and closing fingers like twinkling starsSinging together as a classNight sky and stars discussionCreating star shapes while singingPracticing rhythm and melody
2
RAIN RAIN GO AWAY
Learning the simple rain songUnderstanding the lyrics: wanting rain to stop so children can playAdding names of children in class: “Rain rain go away, [child’s name] wants to play”Hand movements mimicking rain fallingDiscussion about rainy days and sunny daysSinging togetherWeather connection
3
PAT-A-CAKE
Learning the traditional clapping songUnderstanding lyrics: baking a cakeClapping patterns and hand movementsPartner activity: clapping with a friendActions: rolling, patting, marking with “B”Rhythm and coordination developmentFun interactive singing game
4
OLD MACDONALD HAD A FARM
Learning the classic farm songUnderstanding farm animals and their soundsAnimal sounds: cow (moo), pig (oink), duck (quack), sheep (baa), horse (neigh)E-I-E-I-O chorusRepetitive verse structureActing out different animalsTaking turns choosing animals to sing about
5
MID-TERM ASSESSMENT/TEST
Singing assessment: Twinkle Twinkle Little StarRain Rain Go Away performancePat-a-cake with actions testOld MacDonald participationRhythm and melody evaluation
– Actions and movements assessment
6
MID-TERM BREAK
–
7
HOT CROSS BUNS
Learning the traditional hot cross buns songUnderstanding lyrics: selling buns, one a penny, two a pennySimple melody and rhythmDiscussion about hot cross buns (special Easter bread)Counting in the song (one, two)Singing in rounds (simple introduction)Cultural connection to traditions
8
HEY DIDDLE DIDDLE
Learning the classic nursery rhymeUnderstanding the silly, imaginative lyrics: cat and fiddle, cow jumping over moon, dish and spoonActing out different charactersDeveloping imagination through nonsense rhymeRhythm and rhyming wordsGroup performanceDiscussing how rhymes can be fun and silly
9
LITTLE JACK HORNER
Learning the traditional nursery rhymeUnderstanding the story: Jack sitting in corner, eating Christmas pie, pulling out plumActing out the rhymeDiscussion about good behavior and sharingRhyming words: corner/Horner, pie/I, thumb/plumSimple actions while recitingCultural heritage learning
10
MARY HAD A LITTLE LAMB
Learning the complete songUnderstanding the story: Mary’s lamb following her to schoolWhy the lamb followed Mary: “loved Mary so”School connection in the songGentle melody and simple lyricsActing out Mary and the lambDiscussion about kindness to animalsAll verses practice
11
REVISION OF FIRST TERM WORK
Review and singing of all term’s songsTwinkle Twinkle Little Star with actionsRain Rain Go Away with different names
Pat-a-cake clapping practiceOld MacDonald with various animalsHot Cross Buns, Hey Diddle Diddle, Little Jack Horner, Mary Had a Little LambGroup performancesChoosing favorite songs to perform
12
END OF TERM EXAMINATION
Individual or group singing assessmentSong recall and lyrics testActions and movements evaluationRhythm and melody assessmentParticipation and confidence evaluationPerformance of selected songs from term
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsConcert/performance for parents (optional)Singing celebration: all favorite songsAwards for musical participationHoliday song practice encouragementDistribution of song lyrics sheets for home practicePreview of second term songs
NURSERY 2 SONGS AND RHYMES SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
HEAD, SHOULDERS, KNEES AND TOES
Learning the action song with body partsTouching body parts while singing: head, shoulders, knees, toes, eyes, ears, mouth, noseStarting slow, then faster versionsBody awareness and coordinationFollowing rhythm and increasing speedFun exercise and singing combinedGroup activity
2
I HAVE TWO HANDS
Learning the song about body partsUnderstanding we have two hands, two feet, two eyes, two earsActions: clapping hands, stomping feet, blinking eyesCounting body partsAppreciating our bodiesMovement coordinationSinging with actions
3
JACK AND JILL WENT UP THE HILL
Learning the classic nursery rhymeUnderstanding the story: fetching water, Jack falling, Jill tumbling afterRhyming words: hill/Jill, crown/down, after/laughterActing out climbing hill and falling down (safely)Discussing helping each otherTraditional nursery rhyme heritageSimple melody
4
IN A COTTAGE IN A WOOD
Learning the narrative action songStory: little man by window, rabbit running, fox coming, “Help me! Help me!”Hand movements for cottage, window, rabbit ears, runningUnderstanding helping othersSequential storytelling through songActing out the complete storyEmpathy and kindness lesson
5
MID-TERM ASSESSMENT/TEST
– Body parts songs assessment (Head
Shoulders, I Have Two Hands) Jack and Jill performanceIn a Cottage story song with actionsActions and coordination evaluationSong recall testParticipation assessment
6
MID-TERM BREAK
–
7
OLD MOTHER HUBBARD
Learning the traditional nursery rhymeStory: Mother Hubbard, bare cupboard, poor dog getting nothingMultiple verses about the dog’s activitiesRhyming pattern and rhythmActing out the storyUnderstanding disappointment and making doTraditional rhyme appreciation
8
ONE LITTLE, TWO LITTLE, THREE LITTLE FINGERS
Learning the counting finger songCounting from one to ten using fingersHolding up correct number of fingersRhythm and counting practiceNumber recognition through songHand coordinationMaking counting fun through music
9
WHERE IS THUMBKIN?
Learning the finger family songFinger names: Thumbkin, Pointer, Tall Man, Ring Man, PinkyHiding and showing each fingerDialogue in the song: “How are you?” “Very well, I thank you”Fine motor skills and finger isolationPoliteness in the songFun finger play activity
10
THE LITTLE PIG WENT TO MARKET
Learning the toe/finger counting rhymeFive verses for five toes/fingersStory: market, home, roast beef, none, wee wee wee homeTouching each toe/finger with versesCounting and sequenceTraditional nursery activityParent-child bonding rhyme
11
REVISION OF SECOND TERM
Review of all body parts songsHead Shoulders Knees and Toes with
WORK
speed variations Finger songs practice (One Little, Where is Thumbkin, Little Pig)Story songs: Jack and Jill, In a Cottage, Old Mother HubbardGroup performancesActing out favorite songsMock examination practice
12
END OF TERM EXAMINATION
Comprehensive singing assessmentAction songs with movements testFinger play coordination evaluationStory songs performanceLyrics recall and melody testParticipation and expression assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsMusical performance showcaseAwards for musical excellenceHoliday song practice materialsFamily song singing encouragementPreview of third term songs
NURSERY 2 SONGS AND RHYMES SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
LITTLE MISS MUFFET
Learning the classic nursery rhymeStory: Miss Muffet, tuffet, curds and whey, spider frightening herUnderstanding rhyming: Muffet/tuffet, whey/awayActing out sitting, eating, being frightenedDiscussing fears (spiders) and reactionsTraditional nursery rhyme heritageSimple actions and expressions
2
I SEE THE MOON
Learning the gentle night-time songLyrics: seeing moon, moon seeing me, God bless the moon and God bless meUnderstanding night sky and bedtimeSoft, calm singing voiceConnection to bedtime routineAppreciating nature (moon and stars)Gentle lullaby-style song
3
GOOSEY GOOSEY GANDER
Learning the traditional nursery rhymeStory: gander wandering upstairs, downstairs, lady’s chamberUnderstanding old nursery rhyme languageActing out wandering and walkingRhyming words: gander/wander, stairs/prayersDiscussion about old-fashioned rhymesCultural heritage appreciation
4
PUSSY CAT, PUSSY CAT, WHERE HAVE YOU BEEN?
Learning the traditional dialogue rhymeConversation: cat going to London to visit the QueenFrightening mouse under chairActing out dialogue between two groupsUnderstanding question and answer formatRoyal connection (Queen)Interactive performance rhyme
5
MID-TERM ASSESSMENT/TEST
– Little Miss Muffet performance
I See the Moon singing assessmentGoosey Goosey Gander testPussy Cat dialogue rhymeExpression and acting evaluationSong recall and melody test
6
MID-TERM BREAK
–
7
LITTLE BO-PEEP
Learning the classic nursery rhymeStory: Bo-Peep losing sheep, they’ll come home wagging tailsUnderstanding shepherd and sheepRhyming: Peep/sheep, alone/home, tails/trailsActing out searching for lost sheepPatience and trust messageTraditional nursery rhyme
8
HOW MUCH IS THAT DOGGIE IN THE WINDOW?
Learning the popular children’s songStory: wanting to buy the doggie with waggly tailUnderstanding pet shops and wanting petsWagging motion and barking soundsMelody and chorusDiscussion about caring for petsFun, catchy tune
9
DOH A DEAR (DO-RE-MI)
Introduction to musical notesLearning Do-Re-Mi-Fa-Sol-La-Ti-DoWord associations: Doe (deer), Ray (sun), Me (myself), etc.Simple melody practiceUnderstanding musical scales (basic)Singing up and down the scaleBuilding musical foundationMaking music learning fun
10
I CAN DO ALL THINGS
Learning the inspirational Christian songUnderstanding message: “I can do all things through Christ”Building confidence through songFaith-based encouragementPositive affirmationMelody and rhythmPersonal empowerment message
– Spiritual development
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Songs: Little Miss Muffet, I See the Moon, Goosey Goosey GanderPussy Cat, Little Bo-PeepHow Much is That Doggie, Do-Re-Mi, I Can Do All Things Year-Long Review: First Term favorites: Twinkle Twinkle, Old MacDonald, Mary Had a Little LambSecond Term body songs and finger playsAll learned songs comprehensive practiceConcert preparationGroup and solo performances
12
END OF YEAR EXAMINATION
Third Term Assessment: Recent songs performance testDo-Re-Mi musical notes assessmentExpression and confidence evaluation Comprehensive Year Assessment: Overall singing abilitySong recall from all three termsActions and movements coordinationRhythm and melody masteryParticipation and musical developmentPerformance of chosen songs from year
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of assessment resultsDistribution of comprehensive report cardsGrand musical concert for parents: performing favorite songs from the yearAwards for musical excellence and participationCertificate distributionCelebration of musical journeySong books or lyrics compilation for homeEncouragement to continue singingPreparation for promotion to Nursery 3/Primary 1
Graduation ceremony with musical performancesFarewell celebrations with songs
HANDWRITING SCHEME OF WORK (NURSERY 2) FIRST TERM
WEEK
TOPIC
CONTENT
1
GRIPPING OF PENCIL AND SCRIBBLING
Correct pencil grip: tripod grip (thumb, index, and middle finger)Proper sitting position for writingHand and finger exercises for flexibilityFree scribbling activities on paperControlling pencil movementsMaking marks on paper with confidenceUnderstanding pressure control (not pressing too hard)Building hand-eye coordination
2
TRACING OF VERTICAL AND HORIZONTAL LINES AND STROKES
Understanding vertical lines (up and down, top to bottom)Practicing vertical line tracing on worksheetsUnderstanding horizontal lines (left to right)Practicing horizontal line tracingStarting and stopping pointsMaintaining straight linesLine control and hand steadinessCombined vertical and horizontal line patterns
3
TRACING OF RIGHT, LEFT AND DOWN FACING CURVES
Introduction to curved strokesRight-facing curves (like letter C opening right)Left-facing curves (like letter C opening left)Down-facing curves (like smile or rainbow)Up-facing curves (like letter U)Smooth curve tracing practiceUnderstanding direction of curvesCombining curves with straight lines
4
TRACING OF CIRCLES
Understanding circular shapesClockwise circular movementsCounter-clockwise circular movementsStarting point for circles (usually at top)Completing full circles without lifting pencilSmall and large circlesMultiple circles in sequencePreparing for letters with circular shapes (o, a, d, g, q)
5
MID-TERM ASSESSMENT/TEST
Pencil grip observationLine tracing assessment (vertical and horizontal)
Curve tracing evaluationCircle tracing testHand control and steadiness observationFollowing directions assessmentNeatness and completion evaluation
6
MID-TERM BREAK
–
7
TRACING OF VARIOUS PATTERNS
Introduction to pattern tracingSimple repeating patterns: zigzag, waves, loopsBorder patterns and designsCombining lines and curves in patternsFollowing pattern sequencesDeveloping rhythm in hand movementsPre-writing pattern skillsCreative pattern tracing
8
TRACING AND DRAWING VARIOUS PATTERNS
Advancing from tracing to independent drawingDrawing patterns without templatesCreating own simple patternsRepeating patterns consistentlyCombining different pattern elementsUnderstanding sequence and repetitionBuilding confidence in drawingPreparation for letter formation
9
TRACING OF NUMBERS 1, 4, 7, 9
Introduction to number formationNumber 1: straight vertical lineNumber 4: vertical, horizontal, and slant strokesNumber 7: horizontal and slant strokesNumber 9: circle and vertical lineStarting points and direction for each numberTracing numbers multiple timesUnderstanding number shapes
10
TRACING OF NUMBERS 2, 3, 6, 8
Number 2: curved top and slanted bottomNumber 3: two curves facing rightNumber 6: curve down and aroundNumber 8: continuous S-curve forming two circlesProper stroke sequence and directionPracticing smooth curves in numbersMultiple tracing practiceNumber recognition through writing
11
REVISION OF FIRST TERM WORK
Review of pencil grip and posturePracticing all line types: vertical, horizontal, curvesCircle and pattern tracing reviewNumbers 1-9 comprehensive tracing practiceIdentifying weak areas for extra practiceBuilding speed and confidenceMock examination preparation
12
END OF TERM EXAMINATION
Pencil grip and sitting position assessmentLine tracing comprehensive testCurve and circle tracing evaluationPattern completion testNumbers 1-9 tracing assessmentHand control and neatness evaluationOverall handwriting development assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed workDistribution of report cardsCelebration of handwriting progressAwards for neatness and improvementHoliday handwriting practice materialsEncouragement for home practicePreview of second term topics (numbers and letters)
NURSERY 2 HANDWRITING SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
TRACING NUMBERS 1-5
Comprehensive review and practice of numbers 1-5Number 1: vertical strokeNumber 2: curve and slantNumber 3: two right-facing curvesNumber 4: three strokes combinationNumber 5: horizontal, vertical, and curveCorrect formation sequence for each numberMultiple tracing exercisesBuilding number writing fluency
2
TRACING NUMBERS 6-10
Number 6: curve down and loopNumber 7: horizontal and diagonalNumber 8: continuous S-curveNumber 9: circle and lineNumber 10: vertical line and circle (1 and 0)Proper stroke direction and sequenceUnderstanding teen number formation starts with 1Extensive tracing practice
3
TRACING NUMBERS 1-10 (COMBINED)
Comprehensive practice of all numbers 1-10Number sequence recognitionTracing numbers in orderRandom number tracingComparing number formationsIdentifying similar strokes in different numbersBuilding confidence with all single-digit numbersPreparation for independent number writing
4
TRACING AND WRITING SOUNDS: c, e,o, a, i, x, z (LOWER CASE)
Introduction to letter formation (lower case)Letter c: circle opening to rightLetter e: curve and horizontal lineLetter o: complete circleLetter a: circle and vertical lineLetter i: vertical line and dotLetter x: two diagonal crossing strokesLetter z: horizontal, diagonal, horizontal (zigzag)Letter sounds review while writing
– Tracing and beginning independent writing
5
MID-TERM ASSESSMENT/TEST
Numbers 1-10 tracing testLetter formation assessment (c, e, o, a, i, x, z)Stroke direction and sequence evaluationNeatness and size consistency testFollowing starting points assessmentOverall progress evaluation
6
MID-TERM BREAK
–
7
TRACING AND WRITING SOUNDS: p, g, y, q, l (LOWER CASE)
Letter p: vertical line down below line, circle on topLetter g: circle and tail going downLetter y: two diagonal strokes meeting, tail downLetter q: circle and vertical tail down on rightLetter l: tall vertical lineUnderstanding letters that go below the line (descenders: p, g, y, q)Letter sounds practiceTracing and writing practice
8
TRACING AND WRITING SOUNDS: k, t, d, f (LOWER CASE)
Letter k: vertical line and two diagonal strokesLetter t: vertical line and horizontal crossLetter d: circle and tall vertical line (ascender)Letter f: curve and two horizontal crossesUnderstanding tall letters (ascenders: t, d, f, l, k)Correct stroke sequenceLetter sounds reviewExtensive tracing and writing practice
9
TRACING AND WRITING SOUNDS: n, m, w, v, h, s (LOWER CASE)
Letter n: vertical line and humpLetter m: vertical line and two humpsLetter w: four diagonal strokes (v-v)Letter v: two diagonal strokes meeting at bottomLetter h: tall vertical line and humpLetter s: continuous S-curveUnderstanding similar letter formationsLetter sounds practiceTracing and writing exercises
10
TRACING AND WRITING a-i (LOWER CASE REVIEW)
Comprehensive review of letters a through iAlphabetical sequence practiceTracing letters a, b, c, d, e, f, g, h, iUnderstanding alphabetical orderCombining letters learned in previous weeksLetter recognition and formation
Building towards independent writingPhonics connection with letter writing
11
REVISION OF SECOND TERM WORK
Numbers 1-10 comprehensive reviewAll lower case letters learned (a-i and others)Stroke direction and formation reviewDistinguishing between similar lettersAscenders and descenders practiceSpeed and neatness improvementMock examination exercises
12
END OF TERM EXAMINATION
Numbers 1-10 writing assessmentLower case letters (a-i and all learned) comprehensive testLetter formation accuracy evaluationSize consistency and neatness testStroke sequence and direction assessmentOverall handwriting progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed workDistribution of report cardsCelebration of writing achievementsAwards for excellent handwritingHoliday practice materials (numbers and letters)Encouragement for continued practicePreview of third term (uppercase letters and higher numbers)
NURSERY 2 HANDWRITING SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
TRACING AND WRITING A-I (UPPER CASE)
Introduction to uppercase/capital lettersLetter A: two diagonal lines and horizontal crossLetter B: vertical line and two bumps on rightLetter C: large curve opening to rightLetter D: vertical line and large curveLetter E: vertical line and three horizontal linesLetter F: vertical line and two horizontal lines (top and middle)Letter G: curve and horizontal line insideLetter H: two vertical lines with horizontal connectorLetter I: vertical line with horizontal top and bottomUnderstanding difference between upper and lower case
2
TRACING AND WRITING j-s (LOWER CASE)
Letter j: vertical line down with hook, dot on topLetter k: vertical line with two diagonal strokesLetter l: tall vertical lineLetter m: vertical line with two humpsLetter n: vertical line with one humpLetter o: complete circleLetter p: vertical down and circleLetter q: circle and vertical tail downLetter r: vertical line with small curve on topLetter s: S-curveCompleting lower case alphabet learning
3
TRACING AND WRITING J-S (UPPER CASE)
Letter J: vertical line with curve at bottomLetter K: vertical line and two diagonal strokesLetter L: vertical and horizontal lines (L- shape)Letter M: two vertical lines with two diagonal strokes meeting at topLetter N: two vertical lines with diagonal connectorLetter O: large circleLetter P: vertical line with bump on top rightLetter Q: circle with small tail
Letter R: vertical line, bump and diagonal legLetter S: large S-curveMatching upper and lower case letters
4
TRACING AND WRITING s-z (LOWER CASE)
Letter s: small S-curve (review)Letter t: vertical line with horizontal crossLetter u: curve down and up with short lineLetter v: two diagonal strokes meeting at bottomLetter w: four diagonal strokes (double-v)Letter x: two diagonal crossing strokesLetter y: two diagonals with tail going downLetter z: horizontal, diagonal, horizontal (zigzag)Completing entire lower case alphabetAlphabet sequence a-z practice
5
MID-TERM ASSESSMENT/TEST
Upper case letters A-S writing testLower case letters j-z assessmentMatching upper and lower case lettersAlphabet sequence testLetter formation accuracy evaluationNeatness and consistency assessment
6
MID-TERM BREAK
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7
TRACING AND WRITING S-Z (UPPER CASE)
Letter S: large S-curve (review)Letter T: horizontal line on top, vertical line downLetter U: curve down and upLetter V: two diagonal strokes meeting at bottomLetter W: four diagonal strokes (large)Letter X: two large diagonal crossing strokesLetter Y: two diagonal strokes meeting, vertical line downLetter Z: horizontal, diagonal, horizontal (large zigzag)Completing entire upper case alphabetA-Z sequence practiceComparing upper and lower case formations
8
TRACING AND WRITING 11-20
Understanding teen numbers formationAll teen numbers start with 1Number 11: two vertical lines (1 and 1)Number 12: vertical line and curve (1 and 2)Numbers 13-19: combining 1 with 3-9Number 20: combining 2 and 0
Understanding place value through writingConsistent spacing between digitsExtensive tracing and writing practice
9
TRACING AND WRITING 21-30
Understanding twenties formationAll start with 2Numbers 21-29: combining 2 with 1-9Number 30: combining 3 and 0Understanding number patternsConsistent number formationDigit spacing practiceSequential number writing
10
TRACING AND WRITING 41-50
Understanding forties formationAll start with 4Numbers 41-49: combining 4 with 1-9Number 50: combining 5 and 0Skipping 31-40 for now (will cover later or in higher class)Building confidence with two-digit numbersNumber sequence understandingPreparation for higher numbers
11
REVISION OF THIRD TERM & YEAR’S WORK: WRITING OF NUMBERS AND LETTERS TAUGHT
Third Term Review: Upper case letters A-Z comprehensive practiceLower case letters a-z comprehensive practice – Numbers 11-20, 21-30, 41-50 review
Year-Long Comprehensive Review: All numbers 1-50 (selected ranges)Complete alphabet upper and lower caseMatching upper and lower case lettersIndependent writing without tracingProper letter and number formationSpeed and neatness improvementMock examination preparation
12
END OF YEAR EXAMINATION
Comprehensive Assessment: Numbers 1-10 independent writingNumbers 11-20, 21-30, 41-50 writing testLower case alphabet a-z writing assessmentUpper case alphabet A-Z writing assessmentLetter-number formation accuracyPencil grip and posture evaluationNeatness, size consistency, and spacingOverall handwriting mastery assessmentProgress from beginning of year evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of all assessed handwriting workDistribution of comprehensive report cardsHandwriting exhibition: displaying best work samples from the yearAwards for: Best Handwriting, Most Improved, Neatest WorkCertificate distributionCelebration of handwriting journey from scribbling to writing letters and numbersHoliday handwriting practice booksPreparation for promotion to Nursery 3/Primary 1Handwriting portfolio for parentsGraduation ceremonyEncouragement for continued handwriting developmentFarewell and promotion celebrations
