Access Free Pre-school 2 Blended British and Nigerian Scheme of Work for EYFS Education Subjects topics for Early Years Foundation Stages (EYFS) all three Terms available free download PDF–Schemeofwork.com
Blended British and Nigerian Scheme of Work for Pre-school 2 SubjectsLANGUAGE AND LITERACY SCHEME OF WORK 1ST TERMLANGUAGE AND LITERACY SCHEME OF WORK 2ND TERMLANGUAGE AND LITERACY SCHEME OF WORK 3RD TERMNUMERACY SCHEME OF WORK 1ST TERMNUMERACY SCHEME OF WORK 2ND TERMNUMERACY SCHEME OF WORK 3RD TERMCREATIVE ACTIVITIES SCHEME OF WORK 1ST TERMCREATIVE ACTIVITIES SCHEME OF WORK 2ND TERMCREATIVE ACTIVITIES SCHEME OF WORK 3RD TERMPERSONAL AND SOCIAL DEVELOPMENT SCHEME OF WORK 1ST TERMPERSONAL AND SOCIAL DEVELOPMENT SCHEME OF WORK 2ND TERMPERSONAL AND SOCIAL DEVELOPMENT SCHEME OF WORK 3RD TERMPHYSICAL DEVELOPMENT SCHEME OF WORK 1ST TERMPHYSICAL DEVELOPMENT SCHEME OF WORK 2ND TERMPHYSICAL DEVELOPMENT SCHEME OF WORK 3RD TERM KNOWLEDGE AND UNDERSTANDING OF THE WORLD SCHEME OF WORK 1ST TERMKNOWLEDGE AND UNDERSTANDING OF THE WORLD SCHEME OF WORK 2ND TERMKNOWLEDGE AND UNDERSTANDING OF THE WORLD SCHEME OF WORK 3RD TERMBlended British and Nigerian Scheme of work for EYFS Subjects Links
Preschool Term 1, Term 2 and Term 3 Scheme of work for British national curriculum with a blend of the Nigerian National Curriculum with a blend of the Nigerian National Curriculum for British and Montessori Schools
Blended British and Nigerian Scheme of Work for Pre-school 2 Subjects
The Subjects includes;
- Language and Literacy
- Numeracy
- Physical Development
- Knowledge and understanding of the world
- Personal and social development
- Creative Development
LANGUAGE AND LITERACY SCHEME OF WORK 1ST TERM
| Week 1 | Entry Behaviour Playing with toys Rhymes – A B C D Communication – Personal names.Jolly Phonics Activity: Action songs (My head, my shoulders, my knees, my toes) |
| 2 | Letter Aa Story line: Letter sound ‘a’ Action: Letter sound ‘a’ Sound/action of ‘a’ using the three part session for teaching letters Letter name A Identification/ association with objects Tracing/ colouring/ writing curves and strokes Communication story: Personal names. Rhymes – A B C D Jolly phonics activity: Action songs (My head etc) |
| 3 | Letter – Bb Story line: Letter sound ‘b’ Action: Letter sound ‘b’ Sound ‘b’ using the three part session for teaching letters Letter name B Identification/ association with objects Tracing/ colouring/ writing/ curves and strokes Communication – The ginger bread man (re – tell the story) Rhyme: Baa baa black sheep Jolly phonics activity: Mouth Movement |
| 4 | Letter – Cc Story line: Letter sound ‘C’ Action: Letter sound ‘c’ Sound ‘c’ using the three part session for teaching letters Letter name C Identification/ association with objects Tracing/ colouring/ writing/ curves and strokes Communication- The ginger bread man (re – tell the story) Rhymes: Baa baa black sheep Jolly Phonics Activity: Mouth movement |
| 5 | Letter – Dd Story line: Letter sound ‘d’ Action: Letter sound ‘d’ Sound ‘d’ using the three part session for teaching letter Letter name D Identification/ association with objects Tracing/ colouring/ writing of letters Communication story – The ginger bread man (re – tell the story) Rhymes: Clap, clap, clap together Jolly Phonics Activity: Mirror play |
| 6 | Letter – Ee Story line: Letter sound ‘e’ Action: Letter sound ‘e’ Sound ‘e’ using the three part session for teaching letters Letter name E Identification/ association with objects Tracing/ colouring/ writing of letters Telling the story line action Communication story: The little red hen Rhyme: Clap, clap, clap together Jolly Phonics Activity: Mirror play |
| 7 | Midterm Week |
| 8 | Letter Ff Story line: Letter sound ‘f’ Action: Letter sound ‘f’ Sound ‘f’ using the three part session for teaching letters Letter name F Identification/ association with objects Tracing/ colouring/ writing of letters a – f Rhyme: Incy wincy spider Communication story: The little red hen Jolly phonics activity: voice sound |
| 9 | Letter – Gg Story line: Letter sound ‘g’ Action: Letter sound ‘g’ Sound ‘g’ using the three part session for teaching letters Letter name G Identification/ association/ with objects Tracing/ colouring/ writing of letters a – g Communication story: The little red hen Rhyme: Incy wincy spider. Jolly phonics activity: Animal sound |
| 10 | Letter – Hh Story line: Letter sound ‘h’ Action: Letter sound ‘h’ Sound ‘h’ using the three part session for teaching letters Letter name H Identification/ association with objects Tracing/ colouring/ writing of letters Communication story: Goldilocks and the three bears Rhyme: Twinkle twinkle little star. Jolly phonics activity: Animal sound. |
| 11 | Letter – Ii Story lines: Letter sound ‘I’ Action: Letter sound ‘I’ Sound ‘I’ using the three part session for teaching letters Letter name I Identification/ association with objects Tracing/ colouring/ writing of letters Communication story: Goldilocks and the three bears Rhyme: Twinkle twinkle little star. Jolly phonics activity: New words to old sounds |
LANGUAGE AND LITERACY SCHEME OF WORK 2ND TERM
| Week | 2ND TERM |
| 1 | Letter Aa- Ii (Revision) What is sound? Sound / action of j Letter name J Identification/association with objects Tracing/ colouring/writing of letters Telling the story line action Rhyme- Hello, hello, hello, hello how do you do? I spy letter game / puzzle Communication: Picture reading (The bear and the two travellers) Activity; Chains game. |
| 2 | Letter Jj Sound / action of j Letter name J Identification/association with objects Tracing colouring/writing of letters Telling the story line action Rhyme-Polly put the kettle on I spy letter game / puzzle Communication – The bear and the two travellers (Tell the story) Activity; Our sound box/bag |
| 3 | Letter Kk Sound / action of k Letter name K Identification/association with objects Tracing/ colouring/ writing of letters Telling the story line action Rhyme – Lady bird , Lady bird I spy letter game / puzzle Communication – Picture reading (The crow and pitcher) Activity; Our sound box/bag. |
| 4 | Letter – Ll Sound / action of l Letter name L Identification/association with objects Tracing/ colouring / writing of letters Telling the story line action Rhyme – Head shoulder knee and toes I spy letter game / puzzle Communication – The crow and pitcher (Tell the story) Activity: Matching sounds. |
| 5 | Letter Mm Sound / action of m Letter name M Identification/association with objects Tracing/ colouring / writing of letters Telling the story line action Rhyme – Jack and Jill. I spy letter game / puzzle Communication – Picture reading (The lion and the mouse) Activity: Matching sound |
| 6 | Letter Nn Sound / action n Letter name N Identification/association with objects Tracing/ colouring /writing of letters Telling the story line action Rhyme – Birds are flying in the sky I spy letters game / puzzle Communication – The lion and the mouse (Tell the story) Activity; Mrs Brown has a box |
| 7. | Mid Term Break |
| 8. | Letter Oo Sound / action o Letter name O Identification/association with objects Tracing/ colouring/writing of letters Telling the story line action Rhyme – Rain, rain go away I spy letter game / puzzle Communication- Picture reading (The three little pigs) Activity; Mrs Brown has a box |
| 9. | Letter Pp Sound / action of p Letter name P Identification/association with objects Tracing/ colouring/writing of letters Telling the story line action Rhyme – Paw is a kind of fruit I spy letter game / puzzle Communication- The three little pigs. (Tell the story) Activity; Enlivening stories Humpty Dumpty |
| 10. | Letter Qq Sound / action of q Letter name Q Identification/association with objects Tracing/ colouring/writing of letters Telling the story line action Rhyme – Row, row, row your boat I spy letter game / puzzle Communication- Picture reading (Goldilock and the three bear) |
| 11. | Letter Rr Sound / action of r Letter name R Identification/association with objects Tracing/ colouring/writing of letters Telling the story line action Rhymes: Humpty Dumpty I spy letter game Communication: Goldilock and the three bears(Tell the story) Jolly Activities: Chain games |
LANGUAGE AND LITERACY SCHEME OF WORK 3RD TERM
| WK | PRE-SCHOOL II 3RD TERM |
| 1 | Letter Aa-Rr Tell the storyline : a – r Actions: a –r Letter names: A-R Identification/association with objects Tracing/colouring/writing of letters a-d. Rhyme: I see the moon I spy letter Game/puzzle Communication: Picture reading (The fox and the grapes) Jolly Phonics: A listening Moment |
| 2 | LETTER SsSound/actions of s Tell the storyline : s Actions: s Letter names: S Identification/association with objects Tracing/colouring/writing of letters e Rhyme: Jack the nimble I spy letter game/puzzle Communication: The fox and the grapes (Tell the story) Jolly Phonics: A Listening Moment |
| 3 | LETTER Tt Tell the storyline : t Actions: t Letter names T Identification/association with objects Tracing/colouring/writing of letters e Rhyme : Little sunny water I spy letter game/puzzle Communication: Picture reading (The ant and the grasshopper) Jolly Phonics Activity: Whose Voice |
| 4 | LETTER Uu Tell the storyline : u Actions: u Letter names U Identification/association with objects Tracing/colouring/writing of letters f Rhyme : Fly, fly, fly the butterfly I spy letter game/puzzle Communication : The ant and the grasshopper (Tell the story) Jolly Phonics Activity: Whose Voice |
| 5 | LETTER Vv Tell the storyline : v Actions: v Letter names V Identification/association with objects Tracing/colouring/writing of letters f Rhyme : Toys, toys, toys I spy letter game/puzzle Communication : Picture reading (The dog and his reflection) Jolly Phonics activity: Bertha goes to the zoo |
| 6 | LETTER Ww Tell the storyline : w Actions: w Letter names W Identification/association with objects Tracing/colouring/writing of letters g Rhyme : Early to bed I spy letter game/puzzle Communication: The dog and his reflection (Tell the story) Jolly Phonics Activity: Bertha goes to the zoo. (We are going to the zoo) |
| 7. | Mid Team Break |
| 8. | LETTER Xx Tell the storyline : x Actions: x Letter names X Identification/association with objects Tracing/colouring/writing of letters g Rhyme: Traffic light, traffic light I spy letter game/puzzle Communication: Picture reading(The goose with the golden egg) Jolly Phonics Activity: Target sounds |
| 9. | LETTER Yy Tell the storyline : y Actions: y Letter names Y Identification/association with objects Tracing/colouring/writing of letters h Rhyme: Oranges and lemons I spy letter game/puzzle Communication: The goose with the golden egg (Tell the story) Jolly Phonics Activity: Chain games |
| 10. | LETTER Zz Tell the storyline : z Actions: z Letter names Z Identification/association with objects Tracing/colouring/writing of letters h Rhyme : Buzz, buzz, buzz, busy, busy bee I spy letter game/puzzle Communication : Picture reading (The hares and the frogs) Jolly Phonics activity: chain games |
| 11. | LETTER Aa – Zz Actions: a – z Letter names A – Z Identification/association with objects Tracing/colouring/writing of letters i. Rhymes: Buzz, buzz, buzz, busy, busy bee I spy letter game Communication: The hares and the frogs (Tell the story) Jolly Activities: Chain games |
NUMERACY SCHEME OF WORK 1ST TERM
| WEEK 1 | Playing with toys Rhythm: One, two buckle my shoe Sensorial: Playing with lego blocks |
| 2 | Introduction of 0 (Zero) Concept of zero Counting, recognition, writing of strokes / \\/\/\ Rhymes: One, two buckle my shoe Sensorial: Colour box 1 (red) & playing with lego blocks |
| 3 | Counting 0 – 1 Counting, recognition, writing of strokes /\\/\/\ Rhymes: 1, 2,3,4,5 teacher waiting at the door. Sensorial: Colour box 1 (red) & water play (sponging) |
| 4 | Counting of 0 – 2 Counting, recognition, colouring of O, writing of curves ))))) Rhyme: 1,2,3,4,5 teacher waiting at the door. Sensorial: Colour box 1 (blue), Sand play |
| 5 | Counting of 0 – 3 Counting, recognition, colouring of 1 (0ne), writing of Curves (((( Rhyme: Take a little step and dance to the corner Sensorial: Colour box (blue) & water play (scooping with spoon) |
| 6 | Counting of 0 – 4 Counting, recognition, colouring of 2 Writing of zigzag WWWWWW ZZZZZZZ Rhyme: Take a little step and dance to the corner Sensorial: Colour box 1 (Yellow) & water play (splashing) |
| 7 | Mid term break |
| 8 | Counting of 0 – 5 Counting, recognition, colouring of 3, writing of zigzag WWWWWW Rhyme: Roses are red Sensorial: Colour box 1 (Yellow) & sorting according to colours |
| 9 | Counting of 0 – 6 Counting, recognition, colouring of 4 writing of SSSSSS Rhyme: Roses are red Sensorial: Circle shape & Pink tower (1st 5 cubes) |
| 10 | Counting, recognition, of 5 writing of 0 Rhyme – Apple red, apple round Sensorial : circle shape & pink tower (1st 5 cubes) |
| 11 | Counting of 0 – 7 Counting, recognition, colouring of 5 and writing of 1 Rhymes: Apple red, apple round Sensorial: triangle shape & sorting according to shapes |
| 12 | Counting of 0 – 8 Counting, recognition, colouring of 6 and writing of 1 Rhymes: Ticks says the clock Sensorial: triangle shape & sorting according to shapes |
NUMERACY SCHEME OF WORK 2ND TERM
| WK | TOPIC/CONTENT |
| 1 | Counting of 0-10 Counting/recognition Colouring, writing of I What can we count? Rhyme: Tick says the clock Sensorial: Colour box I (red) and water play(Sponging) |
| 2 | Counting of 0-11 Counting/recognition Colouring, writing of curves ))))) Rhyme: 1,2,3,4,5, Once I caught a fish alive Sensorial: Colour box I (Yellow) and sand play (pouring) |
| 3 | Counting of 0-12 Introduction to size (bigger than, small than) Counting/recognition Colouring, writing of curves ))))) Rhyme: 1,2,3,4,5, Once I caught a fish alive Sensorial: Colour box 1(blue) and Velcro frame |
| 4 | Counting of 0-13 Counting, recognition Colouring, writing of 2 Rhyme: Hot cross buns Sensorial: Sorting according to colour and zipping frame |
| 5 | Counting of 0-14 Counting/recognition Colouring, writing of 3 Rhyme: Hot cross buns Sensorial: Shape- cycle and Knobbed cylinder |
| 6 | Counting of 0-15 Counting/recognition Colouring, writing of 3 Rhyme: To market, to market Sensorial: Knobbed cylinder and shape – triangle |
| 7 | MID TERM BREAK |
| 8 | Counting of 0-16 Counting/recognition Colouring, writing of 4 Rhyme: To Market, To Market Sensorial: Number puzzles & shape – square |
| 9 | Counting of 0-17 Counting/recognition Colouring, writing of 4 Rhyme: There were two black birds Sensorial: sorting according to shapes & Big buttoning frame |
| 10 | Counting of 0-18 Counting/recognition Colouring, writing of 4 Rhyme: There were two black birds Sensorial: sorting according to shapes and colours |
| 11 | Counting of 0-20 Counting/recognition Colouring, writing of 5 Rhyme: I love to eat fruits Sensorial: Pink tower(1st five cubes) and water play(scooping) |
NUMERACY SCHEME OF WORK 3RD TERM
| WK | PRE-SCHOOL II 3RD TERM |
| 1 | Counting of 0-20 Counting/recognition and colouring, writing of 1-5 Rhyme: London bridge is falling down Sensorial: Sorting according to colours and Water play (sponging) |
| 2 | Counting of 0 – 21 Counting, recognition, colouring and writing 6 Introduction to weight (Comparing heavy and light objects) Rhyme : London bridge is falling down Sensorial: Pink tower (1st five cube) and sand play (pouring) |
| 3 | Counting of 0 – 22 Counting, recognition, colouring and writing 7 Rhyme: Yankee doodle came to town Sensorial : Sorting according to shapes and Knobbed cylinder |
| 4 | Counting of 0 – 23 Counting, recognition, colouring and writing 8 Weight (Comparing heavy and light objects) Rhyme: Yankee doodle came to town Sensorial: Pink tower( 1st five cubes) and sorting movable numbers in serial |
| 5 | Counting of 0 – 24 Counting, recognition, colouring and writing 9 Introduction to Length (Comparing different lengths) Rhyme : Goosey goosey gander Sensorial : Pink tower (all the cubes) and constructing with lego |
| 6 | Counting of 0 – 25 Counting, recognition, colouring and writing 10 Length (Comparing different lengths) Rhyme: Goosey goosey gander Sensorial: Number rod (1st five rods) and sand play (scooping) |
| 7 | Mid Term Break |
| 8 | Counting of 0 – 26 Counting, recognition, colouring and writing 11 Rhyme: Hickory, dickory dock Sensorial: Number rod (1st five rods) and sorting according to colour |
| 9 | Counting of 0 – 27 Counting, recognition, colouring and writing 12 Rhyme: Hickory, dickory dock Sensorial : Number puzzle and Zipping frame |
| 10 | Counting of 0 – 28 Counting, recognition, colouring and writing 13 Rhyme: Old MacDonald had a farm Sensorial: Buttoning frame and sound box |
| 11 | Counting of 0 – 30 Counting, recognition, colouring and writing 14 & 15 Rhyme: Old Macdonald had a farm Sensorial: Velcro frame and water play (sponging) |
CREATIVE ACTIVITIES SCHEME OF WORK 1ST TERM
Week 1
Constructing with Lego
Music: If you are happy and you know it
Week 2
Scribbling on a paper with crayon
Music: If you are happy and you know
Week 3
Splashing of paint
Music: Hello, hello, hello
Drama: demonstrate the song
Week 4
Colouring of an apple
Music: Hello, hello, hello
Drama: demonstrate the song
Week 5
Water play (blowing bubbles) and okro print
Music: We are H-A-P-P-Y
Drama: Demonstrate the song
Week 6
Collage of a ball
Music: We are H-A-P-P-Y
Drama: Giving and receiving gifts
Week 7 Mid Term Break
Week 8
Colouring of a hat
Music: Mary had a little lamb
Drama: demonstration of the song
Week 9
Collage of a sheep
Music: We wish you a merry Christmas
Drama: demonstration of the song
Week 10
Colouring of Animals in a manger
Music: We wish you a merry Christmas
Drama: demonstration of the song
Week 11
Colouring of Santa Claus
Music: There was a man on Christmas Day
Drama: demonstration of duties of members of the family
CREATIVE ACTIVITIES SCHEME OF WORK 2ND TERM
WK 1 Water play and leaf print
Music: The wheels on the bus
Drama – dramatize animal movements and sounds.
WK 2 scribbling with crayon and plant print
Music: The wheels on the bus
Drama – demonstration of a bus driver and the passengers.
WK 3 Colouring of a flower
Music: As I was going to the market
Drama – dramatize the song.
WK 4 Making a valentine card
Music: Singing (melody) recorded music and I have 2 hands.
Drama – dramatize going shopping
WK 5 Colouring of a fish and blowing bubbles
Music- 1,2,3,4,5 once I caught a fish alive
Drama – dramatize the song
WK 6 Colouring of a house
Music- rhythm (drumming)
Drama – dancing to rhythm (movement of the body to the drum)
WK7 Mid Term break
WK 8 Colouring of a giraffe
Music – Here we go round the mango tree
Drama – dancing round a tree
WK 9 Foot print
Music – Take a little step
Drama – dramatize the song
WK 10 Colouring of an Easter egg
Music – Jesus loves the little children
Drama – egg hunt.
WK 11 Making of Easter card
Music – 1,2,3 Jesus loves me
Drama – dramatization of the crucifixion of Jesus Christ.
CREATIVE ACTIVITIES SCHEME OF WORK 3RD TERM
| WK | PRE-SCHOOL II 3RD TERM |
| 1 | C/Art – Colouring of a Jug Music – I’m a little tea pot Drama – Demonstration of the song BQ: What is this? |
| 2 | Tearing and sticking of paper on a card board to form pictures Music – Pieces of paper Drama – Dramatize animal movement and sounds BQ: what can you tear? |
| 3 | Colouring of a kettle Music – The more we are together Drama: demonstration |
| 4 | Tracing and cutting of the palm to make a palm tree. Music – Recorded music (tape) Drama – Receiving visitors BQ: What is this? |
| 5 | San Play (Modelling with sand and clay) Music – We are singing, singing, singing Drama – Dramatize good table manners BQ: What is sand play? |
| 6 | Free will painting Music: Running over, running over Drama – Dramatize riding a horse BQ: Do you like painting |
| 7 | Mid Term Break |
| 8 | Yam print picture Music: Call, call, call a friend Drama – Calling a friend and answering the phone BQ: What is this? |
| 9 | Colouring paper with different colours of crayon Music – Making sounds with boxes of different sizes of stones and grains Drama: Dancing to their own music BQ: What can you colour? |
| 10 | Dry grass collage of a nest Music: We are happy today Drama: Dramatize what happens in the hospital |
| 11 | Finger painting with different colours Music – Be careful little hands BQ: What can you do with your fingers? |
PERSONAL AND SOCIAL DEVELOPMENT SCHEME OF WORK 1ST TERM
WEEK 1
Working independently with Lego
- Working independently
- Gain confidence
- I.Q building
Week 2
Making choices (using toys)
- Not fighting for toys
- Sharing
- Care for toys
Week 3
Courtesy/greetings
- Greet at appropriate time of the day
- Use may I if you want something from an elder
- Thank you Ref- (Scholastic big books)
Week 4
Tidying of the classroom
- Sweeping the floor
- Picking of dirt/litter and toys
- Arranging and dusting the chairs
- Cleaning the board
Week 5
Adhering to simple rules
- Class rules
- School rules
Week 6
Avoiding sharp objects
- Knives, pins, nails, blades, broken bottles.
Week7 Mid -term Break
Week 8
Laying of tables
- Things used for laying the tables
- Table cloth, table mat, napkins etc
Week 9
Table manners
- Do not talk when eating
- Keep your elbows down while eating
- Do not put your hands in your mouth
- Close your mouth when chewing
Weeks 9 Tidying up the table after eating
- Clearing the table
- Putting the table mats in place
Week 10 Tidying up the table after eating
- Clearing the table
- Putting the table mats in place
PERSONAL AND SOCIAL DEVELOPMENT SCHEME OF WORK 2ND TERM
1. Working independently with ego
BQ – What can you build?
- Work independently
- Gain confidence
- I.Q. building
2. Feelings
BQ – What makes you happy or sad?
- Happy (Laughing, Singing)
- Sad (Crying, grumpy)
3. Good habits
BQ – What is a good habit?
- Not spiting on the floor,
- Biting of fingers, sucking of finger
- Picking of the nose, urinating on self
- Picking and eating things from the floor.
4. Good habits
BQ – What is good habit?
- Coming to school early
- Going to bed early
- Obeying your homework
- Pray regularly.
5. Proper use of the toilet
BQ – How do we use the toilet?
- Clean up with your tissue paper
- Flush the toilet properly
- Wash hands after use
6. Sense of value
BQ – Why do we keep our belonging well?
- Keeping personal belongings
- Value for people (maids, drivers etc)
7. Mid- term Break
8. Personal cleanliness
BQ – How do we care for our body?
- bathing
- Brushing of teeth
- Brushing of hair
9. Proper postures
BQ – What is good posture?
- Sitting
- Standing
- Walking
10 Carrying of chairs
BQ – How do we carry chairs?
- Roper positioning of arm and chair
- Proper posture.
11. Threading large beads with shoe lace
BQ – What do we do with beads?
- Identify the materials
- Handle beads with left finger
- Thread the beads
- Rhyme : Long thread and needle
PERSONAL AND SOCIAL DEVELOPMENT SCHEME OF WORK 3RD TERM
| WK | PRE-SCHOOL II 3RD TERM |
| 1 | Rolling and Unrolling of Mats BQ: What can we spread on the floor? Uses of Mats Different types of Mats Proper rolling and unrolling of mat |
| 2 | Proper shutting of door BQ: What can we shut |
| 3 | How to receive Visitors BQ: Who is a Visitor? Always say welcome Smile Offer a seat Serve refreshments if available |
| 4 | How to receive calls BQ: What is a call Say hello May, I know who’s speaking please? Good bye Ref – hello (Scholastic big books) |
| 5 | Planting BQ: What can we plant Planting of seeds Caring and watering of the plant Know what plants need to grow |
| 6 | Watering of Flowers BQ: What can we use for watering flower Materials – Watering can, hose, water Watering of flowers |
| 7. | Mid- term Break |
| 8 | Friendship BQ: Who is a friend How to make friends How to keep friends What they do together |
| 9 | Zip frame and button frame BQ: What can we zip and button Zipping and unzipping Buttoning and unbuttoning |
| 10 | Dressing and Undressing BQ: What is dressing Boys and girls uniforms |
| 11 | Wearing of socks BQ: What can we wear Identification of the heel area Proper wearing |
PHYSICAL DEVELOPMENT SCHEME OF WORK 1ST TERM
FIRST TERM Pre School 2
Week 1
Playing outside
-sliding
-swinging
Week 2
Playing outside
-sliding
-swinging
Week 3
Playing with ball
-Throwing and catching of ball
Week4
Arm exercise
-Flying like an aeroplane
Week 5
Flexibility exercise
-Hand rolling and waist twisting
Week 6
Flexibility exercise
-Running on the spot
Week 7
Mid- term Break
Week 8
Playing with ball
-foot ball
Week 9
Balancing
-Balancing on plank
Week 10
Jumping
-Jumping over plank
Week 11
Racing
-Fill in the basket
PHYSICAL DEVELOPMENT SCHEME OF WORK 2ND TERM
2ND TERM
Week 1
General Flexibility exercise
Do as instructed
BQ: What keeps us fit?
Week 2
Walking exercise
Walk fast and slow
BQ: What is an exercise?
Week 3
Game
Hide and seek
BQ: What kind of game do you like?
Week 4
Race
Big shoe race
BQ: What kind of game do you like?
Week 5
Racing
25m race
BQ: What kind of race do you like?
Week 6
General flexibility exercise
Floor exercise
BQ: What keeps us fit?
Week 7
Mid- term Break
Week 8
Playing with ball
BQ: What do we do with ball?
Week 9
Game
Ring-a-ring-a-roses
BQ: What kind of game do you like?
Week 10
Game
There is fire on the mountain
BQ: What kind of game do you like?
Week 11
Flexibility exercise
Jumping and shaking like a wet dog
What keeps us fit?
PHYSICAL DEVELOPMENT SCHEME OF WORK 3RD TERM
| WK | PRE-SCHOOL II 3RD TERM |
| 1 | Playing with ball Football BQ: What do we do with ball? |
| 2 | Walking Exercise Walking on a line (rope or line) BQ: What is an exercise? |
| 3 | Walking Exercise Walking forward and backward BQ: What is an exercise? |
| 4 | Race Obstacle Race BQ: What kind of game do you like? |
| 5 | Flexibility Exercise Rolling of mat BQ: Have you seen a mat? |
| 6 | Playing with ball Fill in the basket BQ: Have you seen a basket before? |
| 7 | Mid- term Break |
| 8 | Balancing Balancing on a planet BQ: can you walk straight |
| 9 | Racing 25m race BQ: What kind of game do you like? |
| 10 | General Exercise Sliding and Swinging BQ: What are we doing? |
| 11 | Revision Floor Exercise Balancing Racing BQ: What are we doing? |
KNOWLEDGE AND UNDERSTANDING OF THE WORLD SCHEME OF WORK 1ST TERM
| WEEK1 | Exploring the school environment Excursion to offices and special rooms within the school premises Ref. Science outside (scholastic big book) |
| 2 | Myself Identification of sexes Age and name |
| 3 | My body Parts of the body How many of each part Functions e.g. legs for walking |
| 4 | Care of the body Why we care for the body? How we care for the body? Bathing Brushing of teeth Care of the hair |
| 5 | My face Parts of the face How many of each Functions e.g. sense of hearing e.t.c |
| 6 | Places around us Market, offices, church, shop Excursion in school Ref— Markets (Scholastic big books) |
| 7 | Mid- term Break |
| 8 | My school Visiting offices and special rooms Objects in the school People in the school Ref— school (scholastic big book) |
| 9 | Exploring plants around us Flowers Trees Grass Ref— colours in the desert (scholastic big books Story Time: The Birth Of Jesus |
| 10 | My Family members Duties of the family members. Story time:: The Visit of the wise men |
KNOWLEDGE AND UNDERSTANDING OF THE WORLD SCHEME OF WORK 2ND TERM
| WK | TOPIC CONTENT |
| 1 | Family members Duties of the family members BQ: what is a family? |
| 2 | FOOD Food we eat help us grow -Food that spoils our teeth |
| 3 | Common fruits -Identification Importance of eating fruits, -sweet and sour fruits Rhyme: I love to eat fruits |
| 4 | Pets (Animals) Names, Their needs/care, where they live. BQ: Which animal is your friend? |
| 5 | Dangerous Animals (wild) Names, Where they live and what they eat. BQ: Which animals live in the jungle? |
| 6 | Objects at home Safety rules at home Ref. look and learn – pg 10& 11 (Scholastic Big books) BQ: What are the objects found at home? |
| 7 | Mid- term Break |
| 8 | Objects in the School Safety rules at School. BQ: What are the objects found in the School? |
| 9 | Creepy Crawlies and insects: in the home, in the garden, Helpful ones and harmful ones. BQ: Which Insects crawls? |
| 10 | Objects found in the sky Day and Night ( song-Twinkle, twinkle little star) BQ: What Objects can you found in the sky Story time: Crucifixion of Jesus Christ. |
| 11 | Weather – Rainy, Sunny, Weather. Right clothing BQ: What do you wear when it is raining? Story time: Death and resurrection of Jesus |
KNOWLEDGE AND UNDERSTANDING OF THE WORLD SCHEME OF WORK 3RD TERM
| WK | PRE-SCHOOL II 3RD TERM |
| 1 | Revision of weather BQ: What do you see in the sky |
| 2 | Uses of water Watering flower, drinking, washing, cooking, bathing etcSinking/floating objectsContainers that hold water BQ: What do we do with water |
| 3 | Texture Changes in textureWater and flour, garri, etcWater and bread BQ: What do you feel |
| 4 | The five senses Identification of the organsHearing – earSeeing – eyesSmelling – noseTasting – tongueFeeling – skin BQ: with what do you see? Ref: look, listen & learn (Scholastic Big Books) |
| 5 | Living things and non-living things -Identification – features BQ: what are living things? |
| 6 | Under water world (Sea creatures) -Animals that lives in the sea |
| 7 | Mid- term Break |
| 8 | Texture -Smooth and tough surfaces -texture of different fabrics BQ: What do you feel |
| 9 | Hospital and Medication -People in the hospital – Objects in the hospital – Importance of medication Ref – first and (scholastic big books) BQ: Why do we go to the hospital |
| 10 | Traffic Rules Traffic lightZebra crossing (song- Traffic Light) BQ: Show me red colour Story time: Creation |
| 11 | Transportation Means of transportation Type – car, bus, train, aeroplane, boat etc ( song- early in the morning) BQ: How did you come to school today Story time: Adam and Eve |
Blended British and Nigerian Scheme of work for EYFS Subjects Links
Pre-school 1 Blended British and Nigerian Scheme of Work Link
Pre-school 2 Blended British and Nigerian Scheme of Work Link
Reception 1 Blended British and Nigerian Scheme of Work Link
Reception 2 Blended British and Nigerian Scheme of Work Link
