TOPIC
Identifying position
CONTENT
Before and behind
3RD TERM SEASONAL CREATIVITY
WEEK 1 – 2
TOPIC
Identifying big/little
TOPIC
Identifying large and small
CONTENT
Large and small
WEEK 5 – 6
TOPIC
Identifying position
CONTENT
Under and over
WEEK 10
TOPIC
Positions in front and back
CONTENT
Using different objects
WEEK 11
TOPIC
Finding the missing part
WEEK 12
TOPIC
Outside and inside
WEEK 13
TOPIC
Review positions
1ST TERM PHYSICAL & HEALTH EDUCATION
WEEK 1 – 2
TOPIC
General physical exercise
WEEK 3 – 4
TOPIC
Kicking balls
WEEK 5 – 6
TOPIC
Tambourine movement
WEEK 7 – 8
TOPIC
Flying kites
WEEK 9 – 10
TOPIC
Filling the basket with balls.
WEEK 11 – 12
TOPIC
Matching and swinging of arms.
WEEK 13
TOPIC
Mr. Wolf what is the time.
2ND TERM PHYSICAL & HEALTH EDUCATION
WEEK 1
TOPIC
General exercise
WEEK 2
TOPIC
Tambourine movement
WEEK 3
TOPIC
Up and down
WEEK 4
TOPIC
Swinging of arms
WEEK 5
TOPIC
Part of the body game
WEEK 6
TOPIC
Catching & kicking of balls
WEEK 7
TOPIC
Fill in the basket
WEEK 8
TOPIC
Mr. Wolf what’s the time
WEEK 9
TOPIC
Animal movement, Kangaroo haps
WEEK 10
TOPIC
Fill in the basket with balls
WEEK 11
TOPIC
Apart, together, up, down.
WEEK 12
TOPIC
Semum says game
WEEK 13
TOPIC
Head, shoulder, knees, toes.
3RD TERM PHYSICAL & HEALTH EDUCATION
WEEK 1
TOPIC
General/Physical exercise
WEEK 2 – 3
TOPIC
Racing in pairs
WEEK 4
TOPIC
Hopping exercise
WEEK 5
TOPIC
What is the time Mr. Wolf
WEEK 6
TOPIC
Filling the basket
CONTENT
Using small ball
WEEK 7
TOPIC
Tambourine movement
WEEK 8
TOPIC
Kangaroo movement
WEEK 9
TOPIC
Pinching exercise
WEEK 10
TOPIC
Head, shoulder, knee, and toe.
WEEK 11
TOPIC
Somersaulting
WEEK 12
TOPIC
Bouncing a ball
WEEK 13
TOPIC
Walking on the line with arms apart
1st TERM STORY
WEEK 1- 2
TOPIC
Reading of individual picture book
WEEK 3 – 4
TOPIC
Listening to a story on radio
WEEK 5 – 6
TOPIC
The ugly duckling
WEEK 7 – 8
TOPIC
Listening to story on radio
WEEK 9 – 10
TOPIC
The Giant’s stew
WEEK 11 – 12
TOPIC
Cinderella.
WEEK 13
TOPIC
Review all story
2ND TERM STORY
WEEK 1 – 2
TOPIC
The little red riding hood
WEEK 3 – 4
TOPIC
The three little pig
WEEK 5 – 6
TOPIC
Goldilocks and three bears
WEEK 7 – 8
TOPIC
Chicking licking
WEEK 9 – 10
TOPIC
Thumbelina
WEEK 11 – 12
TOPIC
Listening to a story on a radio.
3RD TERM STORY
WEEK 1 – 2
TOPIC
The story of old Macdonald.
WEEK 3 – 4
TOPIC
The story of Mary who had a little lamb
WEEK 5 – 6
TOPIC
Cinderella
WEEK 7 – 8
TOPIC
Ginger bread man
WEEK 9 – 10
TOPIC
Thumbelina
WEEK 11 – 12
TOPIC
Listening to a story radio
WEEK 13
TOPIC
Review all stories
1ST TERM SONGS AND RHYMES
WEEK 1 – 2
TOPIC
Twinkle, Twinkle little star
WEEK 3 – 4
TOPIC
Jesus loves me this I know
WEEK 5 – 6
TOPIC
One, two buckle my shoes
WEEK 7 – 8
TOPIC
The place to be happy is here
WEEK 9 – 10
TOPIC
Hey diddle, diddle, the cat and the fiddle
WEEK 11 – 12
TOPIC
Jesus loves the little children
WEEK 13
TOPIC
Review all
2ND TERM SONGS AND RHYMES
WEEK 1
TOPIC
Ladybird, ladybird
WEEK 2
TOPIC
I have two hands
WEEK 3
TOPIC
Baa, baa, black sheep
WEEK 4
TOPIC
Diana blow your horn
WEEK 5
TOPIC
When I see the traffic light
WEEK 6 – 7
TOPIC
Pat …a… cake
WEEK 8
TOPIC
King Jesus was a little child
WEEK 9
TOPIC
Little pollyflinder
WEEK 10
TOPIC
Mary, Mary quite contrary
WEEK 11
TOPIC
I love Jesus
WEEK 12
TOPIC
Pussy cat
WEEK 13
TOPIC
Review difficult song and rhymes
3RD TERM SONGS AND RHYMES
WEEK 1
TOPIC
Old mother hub board
WEEK 2
TOPIC
Polly put the kettle on
WEEK 3
TOPIC
Oh! Where has my little dog gone
WEEK 4
TOPIC
Little Bo beep
WEEK 5
TOPIC
Oh! The big ship sails
WEEK 6
TOPIC
Clap your hand one, two, three
WEEK 7 – 8
TOPIC
Good morning my dear children
WEEK 9
TOPIC
Row, row, row your boat
WEEK 10
TOPIC
Mary had a little lamb
WEEK 11
TOPIC
Rat-a-tat-tat.
WEEK 12
TOPIC
Pussy cats
WEEK 13
TOPIC
Review difficult song rhymes
GRACE AND COURTESY 1ST TERM
WEEK 1 – 2
TOPIC
Welcoming and talking about love
WEEK 3 – 4
TOPIC
Caring for one another
WEEK 5 – 6
TOPIC
Sucking and crying unnecessarily are bad habits
WEEK 7 – 8
TOPIC
Greeting Good morning
WEEK 9
TOPIC
Saying thank you
WEEK 10 – 11
TOPIC
Orderliness
WEEK 12
TOPIC
Observing the silent time
WEEK 13
TOPIC
Saying yes please
GRACE AND COURTESY 2ND TERM
WEEK 1 – 2
TOPIC
Welcoming back to school and greeting people
WEEK 3
TOPIC
How to excuse oneself when passing in front of some one
WEEK 4
TOPIC
How to interrupt when is necessary
WEEK 5 – 6
TOPIC
Silent time
WEEK 7 – 8
TOPIC
Sucking and crying unnecessarily
WEEK 9 – 10
TOPIC
The proper way to yawn, sneeze, cough and clean running nose
WEEK 11
TOPIC
Showing appreciation
WEEK 12 – 13
TOPIC
Proper toilet habit
GRACE AND COURTESY 3RD TERM
WEEK 1
TOPIC
Welcoming children back to school
WEEK 2
TOPIC
Saying welcome, how was your day?
CONTENT
Saying excuse me
WEEK 3
TOPIC
Some good habits, e.g.: playing gently,
WEEK 4
TOPIC
Some bad habits, e.g.: biting, pushing, and scratching with finger nail.
WEEK 5
TOPIC
When to say I’ m sorry
WEEK 6 – 7
TOPIC
Silent time
WEEK 8
TOPIC
Good table manners
WEEK 9 – 10
TOPIC
Appreciating one’s property
WEEK 11
TOPIC
Asking for permission
CONTENT
Please may I
WEEK 12 – 13
TOPIC
Caring for one another
1ST TERM PRACTICAL LIFE
WEEK 1 – 2
TOPIC
Gripping exercise
CONTENT
Pencil crayon, spoon
WEEK 3 – 4
TOPIC
Sitting and standing properly
WEEK 5 – 6
TOPIC
Playing with sand
CONTENT
Baking & building castle
WEEK 7 – 8
TOPIC
Opening and closing the door
WEEK 9
TOPIC
Beading Exercise
WEEK 10
TOPIC
Pairing exercise
CONTENT
Water from a bottle into cup
WEEK 11
TOPIC
Revision Exercise
WEEK 12 – 13
TOPIC
Examination
2ND TERM PRACTICAL LIFE
WEEK 1
TOPIC
Washing Exercise
WEEK 2 -3
TOPIC
Drying and pegging Exercise
WEEK 4 – 5
TOPIC
Walking up and down the staircase
WEEK 6
TOPIC
Gripping exercise
CONTENT
Pencil crayon, spoon
WEEK 7 – 8
TOPIC
Lacing Exercise
CONTENT
Handkerchief
WEEK 9
TOPIC
Beading exercise
CONTENT
Pasta or straw
WEEK 10 – 11
TOPIC
Zipping and unzipping
CONTENT
Using the zip
WEEK 12 – 13
TOPIC
Buttoning and unbuttoning
CONTENT
Button frame exercise
3RD TERM PRACTICAL LIFE
WEEK 1 – 2
TOPIC
Spooning exercise
CONTENT
Dry spooning of rich beans
WEEK 3 – 4
TOPIC
Pouring exercise
CONTENT
Water from cup to cup
WEEK 5 – 6
TOPIC
Dancing without knocking into furniture
WEEK 7 – 8
TOPIC
Threading
CONTENT
Using lace frame
WEEK 9 – 10
TOPIC
Walking on a line
WEEK 11 – 12
TOPIC
Folding exercise
CONTENT
Napkins, handkerchief, towels & other cloths
WEEK 13
TOPIC
Washing exercise
CONTENT
Bathing a doll
1ST TERM BASIC SCIENCE
WEEK 1 – 2
TOPIC
Taking a walk round the school
WEEK 3 – 4
TOPIC
All about my school
CONTENT
Outdoors, show them round the school
WEEK 5 – 6
TOPIC
All about my school
CONTENT
Indoors
WEEK 7 – 8
TOPIC
The home
CONTENT
Areas in the home and what is done there
WEEK 9 – 10
TOPIC
Basic animals and their sounds
CONTENT
Using futures and chart
WEEK 11 – 12
TOPIC
Types of fruits
CONTENT
Pictures/real objects
WEEK 13
TOPIC
Review all topics
2ND TERM BASIC SCIENCE
WEEK 1
TOPIC
Living things: Using animals, plants, human beings.
CONTENT
Meaning of living things Characteristics of living things.
ACTIVITY/ASSESSMENT
Identify, circle, and color living things
WEEK 2
TOPIC
Non-living things: using Objects
CONTENT
- Meaning of non- living things
- Characteristics of non-living things.
ACTIVITY/ASSESSMENT
Identify, circle, and color non- living things
WEEK 3
TOPIC
Difference between living and non- things
ACTIVITY/ASSESSMENT
Identify and color
WEEK 4
TOPIC
Animals and their young ones and their sound.
CONTENT
Names of animals and what the young ones are called.
ACTIVITY/ASSESSMENT
Identify, match and color
WEEK 6 – 7
TOPIC
Introduce some basic parts of the body
CONTENT
Say what parts of the body are for
ACTIVITY/ASSESSMENT
Point at each parts one after the other. Identify and color
WEEK 8 – 9
TOPIC
Family (family)
CONTENT
- The meaning of family
- What the family is made up of.
ACTIVITY/ASSESSMENT
Identify father, mother and children and color.
1ST TERM BIBLE CLUB
WEEK 1 – 2
TOPIC
When God made the animals
CONTENT
Using pictures of cat, dog, birds and pig etc
WEEK 3 – 4
TOPIC
When God made me
CONTENT
Picture card, creation using a hand mirror
WEEK 5 – 6
TOPIC
Sing and be glad
CONTENT
Be happy of the butterflies and oneself
WEEK 7 – 8
TOPIC
Jesus loves the little children
CONTENT
Sing song: Jesus loves me this I know
WEEK 9 – 10
TOPIC
I am special
CONTENT
Let the children know they are very special
WEEK 10 – 11
TOPIC
All about Christmas
2ND TERM BIBLE CLUB
WEEK 1 – 4
TOPIC
What is prayer?
CONTENT
Prayer is talking and listening to God.
WEEK 5 – 6
TOPIC
Thankfulness
CONTENT
The story of the ten lepers.
WEEK 7
TOPIC
Pray in the morning/evening, /learning our Lord prayer
WEEK 9 – 10
TOPIC
A simple story of creation
CONTENT
Man, see a, tree, sun, moon and stars.
WEEK 11 – 12
TOPIC
Easter tidings
CONTENT
The purpose of Jesus Christ: saving the world
3RD TERM BIBLE CLUB
WEEK 1 – 2
TOPIC
The Good Samaritan
CONTENT
Explain who a Good Samaritan is
WEEK 3 – 4
TOPIC
Bible adventure
CONTENT
Jonah and the big fish Lesson learnt: obedience
WEEK 5 – 6
TOPIC
Bible adventure
CONTENT
David the giant killer Lesson learnt: protection
WEEK 7 – 8
TOPIC
Miracles of Jesus
CONTENT
Jesus feeds five thousand
WEEK 9 – 10
TOPIC
Brave queen Esther
WEEK 11 – 12
TOPIC
Balaam and the donkey
1ST TERM HAND WRITING
WEEK 1
TOPIC
Introduction of gripping of pencil
WEEK 2 – 3
TOPIC
Scribbling on various pictures
WEEK 4
TOPIC
Making of dots on various pictures
WEEK 5
TOPIC
Tracing of vertical lines
WEEK 6
TOPIC
Tracing of horizontal lines
WEEK 7 – 8
TOPIC
Tracing of strokes
WEEK 9
TOPIC
Tracing of right and left curves
WEEK 10 – 11
TOPIC
Tracing of downward and upward curves
WEEK 12
TOPIC
Trace all patterns taught from week 1-12
2nd TERM HAND WRITING
WEEK 1
TOPIC
Review activity on gripping
WEEK 2
TOPIC
Tracing of vertical/horizontal lines
WEEK 3
TOPIC
Tracing of strokes
WEEK 4
TOPIC
Tracing of circle
WEEK 5 – 6
TOPIC
Tracing of number 1
WEEK 7 – 8
TOPIC
Tracing of zigzag lines (connect to w, z, x)
WEEK 9
TOPIC
Tracing and writing of number 4 and 7.
WEEK 10
TOPIC
Tracing of number 2 and 5.
WEEK 11
TOPIC
Tracing of number 3 and 8.
WEEK 12
TOPIC
Tracing of number 6 and 9
WEEK 13
TOPIC
Trace difficult pattern numbers and letters.
3rd TERM HAND WRITING
WEEK 1
TOPIC
TRACING OF NUMBER 1-5
WEEK 2
TOPIC
Tracing of number 6-10
WEEK 3 – 4
TOPIC
Tracing of number 1-10
WEEK 5
TOPIC
Tracing of sound f, j, t, k, h, l
WEEK 6
TOPIC
Tracing of sounds c, n, m, u, v
WEEK 7 – 8
TOPIC
Tracing of sounds w, q, p, y, g
WEEK 9 – 10
TOPIC
Tracing and writing of numbers, review (1-10)
WEEK 11 – 12
TOPIC
Tracing and writing of letters f, j, t, k, h, l, c, n, mu, v.
WEEK 13
TOPIC
Review of writing using activity book.
NURSERY 1 LANGUAGE ART 1ST TERM
WEEK 1
TOPIC
Introduction of the 1st group of sounds s, a, t, i, p, n
Tricky words, I,
CONTENT
- Rote read single sounds
- Introduce sounds using associated flash cards, actions and stories
KEY SKILL
- Able to build 2 letter words
- Identify sound using action
ASSESSEMENT
- Match sounds to the correct picture
- Identify and colour these sounds
REFERENCE
Jolly phonics hand book and C/D
WEEK 2
TOPIC
Introduction of the 2nd group of sounds c, k, e, h, r, m, d, Tricky word, He,
CONTENT
- Rote read jolly phonics 42 sounds
- Introduce sounds using associated flash cards actions and stories
KEY SKILL
- Able to build 2 letter words,
- Identify sound using action
ASSESSEMENT
- Colour the right picture for each sound
- Sound and match these sounds
REFERENCE
- Jolly phonics hand book and C/D
WEEK 3
TOPIC
Introduction of the 3rd group of sounds g, o, u, l, f, b Tricky word, me.
CONTENT
- Rote read jolly phonics 42 sounds
- Introduce sounds using associated flash cards, actions and stories
- Match and colour these pictures
KEY SKILL
- Able to build 2 letter words,
- Identify sound using action
ASSESSEMENT
- Name and trace these sounds
- Match sounds to the correct picture and colour
REFERENCE
- Jolly phonics hand book and C/D
WEEK 4
TOPIC
Review sounds s-b Tricky word, Me.
CONTENT
As in week 1-3
KEY SKILL
As in week 1-3
ASSESSEMENT
Identify and colour these sounds
REFERENCE
Jolly phonics hand book and C/D
WEEK 5
TOPIC
Introduction of the 4th group of sounds ai, oa, ie, ee, or Tricky word, We.
CONTENT
- Rote read jolly phonics 42 sounds
- Introduce sounds using associated flash cards, actions and stories
- Match and colour these pictures
KEY SKILL
- Able to build 2 Letter words.
- Able to trace sounds.
- Identify sounds.
ASSESSEMENT
- Match sounds to the correct picture
- Identify and colour these sounds
REFERENCE
Jolly phonics hand book and C/D
WEEK 6
TOPIC
Introduce the 5th group of sounds z, w, ng, v, oo. Tricky word, Be.
CONTENT
- Rote read jolly phonics 42 sounds
- Introduce sounds using associated flash cards, actions and stories
KEY SKILL
- Able to build 2 Letter words.
- Able to trace sounds.
- Identify sounds
ASSESSEMENT
- Name and trace these sounds
- Match sounds to the correct picture and colour
REFERENCE
Jolly phonics hand book and C/D
WEEK 7 – 8
TOPIC
Introduce capital letters. Tricky word, To.
CONTENT
- To rote read sounds
- To read and form the capital letters.
- Identify the capital letters
KEY SKILL
- To drill learner on sound.
- To explore learner ability to form and read the letters of the alphabets.
ASSESSEMENT
Name and trace letter. Look and copy letters.
REFERENCE
Jolly phonics hand book and C/D
WEEK 9 – 10
TOPIC
Introduction of vowel sound. Tricky word, Do.
CONTENT
- Rote read sound.
- Identify the vowels and consonant.
KEY SKILL
- Identify vowel letters from capital letter. Build 2 letter words.
- To differentiate the vowel from the consonant.
ASSESSEMENT
- Identify and circle all the vowels.
- Match vowel sound to the picture it likes
REFERENCE
Jolly phonics hand book and C/D
WEEK 11
TOPIC
Review capital letter and vowel sounds. Tricky word “Go”
CONTENT
Build 2 letter words. Rote read capital letters
KEY SKILL
Identify capital letters and small letters. Build 2 letter words.
ASSESSEMENT
- Name and trace letters.
- Name and match letters to their sound.
- Match vowel sound to the picture it likes
CROSS CURRICULUM LINK
- Songs/rhymes: ba, ba, Black sheep.
- Vowel songs a, a, apple
REFERENCE
Jolly phonics hand book and C/D.
WEEK 12
TOPIC
Review s-oo. Associate sound with picture
CONTENT
As in week 1-11
KEY SKILL
As in week 1-11
ASSESSEMENT
As in week 1-11
CROSS CURRICULUM LINK
As in week 1-11
REFERENCE
As in week 1-11
NURSERY 1 LANGUAGE ART 2nd TERM
WEEK 1
TOPIC
Review sounds s-oo Tricky word, Go.
CONTENT
- Rote read s-ar
- Review sounds s-oo with stories action and real objects
KEY SKILL
- Able to build 2 letter words.
- Identify sound using action
ASSESSEMENT
- Colour the right picture for each sound
- Sound and match these sounds
CROSS CURRICULUM LINK
Discovery: Animal sound. Snake sound ssssssss the dog bark, the cork crow oo oo
REFERENCE
Jolly phonics hand book and C/D
WEEK 2 -3
TOPIC
Introduce the 6th group of sounds y, x, ch, sh, th, th Tricky word, No.
CONTENT
- Rote read sounds s-ar
- Introduce y-th with stories actions pix
KEY SKILL
- Able to build 2 letter words
- Identify sound using action
ASSESSEMENT
- Name and trace these sounds
- Match sounds to the correct picture and colour
CROSS CURRICULUM LINK
- Discovery: church- we go to church on Sunday
- Sheep sounds baa, baa
REFERENCE
Jolly phonics hand book and C/D
WEEK 4 – 5
TOPIC
Introduce the 7th group of sounds qu, ou, oi, ue, er, ar. Tricky word, So
CONTENT
- Rote read sounds s-ar
- Introduce qu-ar with stories actions pix
KEY SKILL
- Able to build 2 letter words
- Identify sound using action
ASSESSEMENT
- Match sounds to the correct picture
- Identify and colour these sounds
REFERENCE
Jolly phonics hand book and C/D
WEEK 6 – 7
TOPIC
Capital letters/ small letters. Tricky word, “My”
CONTENT
- Rote read s-ar
- Introduce the capital letters
KEY SKILL
- Identify capital letters and small letters.
- Build 2 letter words.
ASSESSEMENT
- Name and trace letters
- Name and match letters to their sounds
CROSS CURRICULUM LINK
Songs/rhymes: ba, ba, Black sheep.
REFERENCE
Letter land C/D
WEEK 8 – 9
TOPIC
Vowel sounds/small letters Tricky word, by.
CONTENT
Rote read a, e, I, o, u Rote read 42 sounds
KEY SKILL
- Identify vowel letters
- Build 2 letter words
ASSESSEMENT
- Identify and circle all the vowel sounds
- Match vowel sounds to the picture it likes
CROSS CURRICULUM LINK
Songs/rhymes Vowel song
REFERENCE
Phonic hand book and C/D
WEEK 10 – 11
TOPIC
Consonant sounds Tricky word, the,
CONTENT
Rote read 42 sounds Identify and colour
KEY SKILL
- Build 2 letter words
- Identify consonant letters
ASSESSEMENT
- Identify and circle all the consonant sounds
- Match consonant sounds to the picture it likes
CROSS CURRICULUM LINK
Songs/rhymes: Ba, ba, black sheep
REFERENCE
Letter land C/D
WEEK 12
TOPIC
Review capital letters Tricky word, No.
CONTENT
Build 2 letter words Rote read capital letters
KEY SKILL
- Identify capital letters
- Building 2 letter words
ASSESSEMENT
- Name and trace letters
- Name and match letters to their sounds
CROSS CURRICULUM LINK
S.o.s: State and capitals
REFERENCE
Letter land C/D
NURSERY 1 LANGUAGE ART 3RD TERM
WEEK 1 – 2
TOPIC
Review vowel and consonant sounds
CONTENT
- Rote read 42 sounds
- Identify consonant and vowel sound
KEY SKILL
- Build 2 letter words.
- Able to trace sound
ASSESSEMENT
- Identify and circle all the vowel sounds
- Identify and circle all the consonant sounds
CROSS CURRICULUM LINK
Songs and rhymes
REFERENCE
Phonics hand book and C/D
WEEK 3 – 4
TOPIC
Introduce two letter words
CONTENT
- Rote read 42 sounds.
- Build meaningless words
KEY SKILL
Build simple words
ASSESSEMENT
Read and copy two letter words
CROSS CURRICULUM LINK
S.O.S: State and capital
REFERENCE
Key phonics by schofild
WEEK 5- 6
TOPIC
Introduce three letter words
CONTENT
- Rote read 42 sounds
- Review 2 letter words
- Build 3 letter words
KEY SKILL
- Build simple words
- Identify2/3 letter words
ASSESSEMENT
- Read and copy three letter words
- Listen and write
CROSS CURRICULUM LINK
N/concept: Number names
REFERENCE
Jolly phonics hand book
WEEK 7
TOPIC
Review two and three letter words Tricky words
CONTENT
- Rote read 42 sounds
- Build 2/3 letter words
- Build meaningless word
KEY SKILL
- Build simple words
- Identify consonant and vowel letters
ASSESSEMENT
Read and copy Listen and write
CROSS CURRICULUM LINK
Songs and rhymes
REFERENCE
First aid in English
WEEK 8 – 9
TOPIC
Use of ‘a’ and ‘an’
CONTENT
- Rote read 42 sounds
- Identify vowel /consonant sound
KEY SKILL
Build simple words
ASSESSEMENT
Match the right article to the right picture
CROSS CURRICULUM LINK
Songs and rhymes an apple
REFERENCE
Jolly phonics hand book
WEEK 10 – 11
TOPIC
Introduce consonant blends (initial and final blends)
CONTENT
- Rote read the 42 sound
- Identify the initial and final blends.
- Build words
KEY SKILL
Building simple words
ASSESSEMENT
- Circle the final blend for each picture and colour
- Fill in the final blend for each picture
CROSS CURRICULUM LINK
Songs and rhymes
REFERENCE
Jolly phonics hand book
WEEK 12
TOPIC
Review consonant blends
CONTENT
- Rote read 42 sounds
- Identify and blend the initial and final blends
KEY SKILL
Building simple words
ASSESSEMENT
- Circle the final blend for each picture and colour
- Fill in the final blend for each picture
CROSS CURRICULUM LINK
Songs and rhymes
REFERENCE
Jolly phonics hand book
1st TERM NUMBER WORK
WEEK 1 – 2
TOPIC
Introduction of numbers 1-5 and their values
CONTENT
- Rote count numbers 1-20
- Introduce no 1-5 with formation (straight down as1) etc.
- Introduce no1-5 values with different objects and animal counters.
KEY SKILL/CURRICULAR LINK
- Able to identify no1-5 parts of the body.
- Songs/ rhymes l have two hands.
ASSESSEMENT
- Count and match objects to the correct number
- Identify and colour these numbers
WEEK 3 – 4
TOPIC
Introduction of no 6-10 and their values
CONTENT
- Rote count numbers 1-20
- Introduces no 6-10 with formation (curve in no. 6 etc.
- Introduces no. 6-10 values with different objects and animals or counters.
KEY SKILL/CURRICULAR LINK
- able to identify 6-10 in isolation
- Songs / Rhymes God made me. W.W.J.D: creation
ASSESSEMENT
- Count and circle the correct number for each set
- Draw counter for each number in the b; ox
WEEK 5
TOPIC
Introduction of shape triangle square, circle Form number 11-12
CONTENT
- Rote count number 1-20
- Introduce triangle square circle shapes with different objects.
KEY SKILL/CURRICULAR LINK
a) Identify shapes by sorting.
b) Practical life: sorting
ASSESSEMENT
- Identify and colour the circle shape
- Find and colour all the triangle shapes
REFERENCE
Early learner Bk 1
WEEK 6 – 7
TOPIC
Introduction of shape cone rectangle oval diamond, Form number 13-14
CONTENT
- Rote count numbers 1-25
- Introduce cone, rectangle, oval, diamond shape using different objects
KEY SKILL/CURRICULAR LINK
- Identify by sorting
- Sensorial Act.
- Concept of sameness by shape
ASSESSEMENT
- Match shape correctly.
- Colour the cone shape and circle the rectangle shape.
REFERENCE
Collins
WEEK 8 – 9
TOPIC
Introduction of colours yellow, red, blue, green .Form number 15-18
CONTENT
- Rote count number 1-25
- Introduce colours yellow, red, and blue, green with real objects.
KEY SKILL/CURRICULAR LINK
- Identify by sorting.
- Songs/ rhymes Jesus love. Little children.
ASSESSEMENT
- Identify and these shape correctly
- Colour correctly.
REFERENCE
Schofields &Sims
WEEK 10 – 11
TOPIC
Introduction of colours pink, purple, orange, brown, black white, peach. Form number 19-20.
CONTENT
- Rote count numbers 1-25
- Introduce colours pink ,purple, orange brown, black, white, peach with real object
KEY SKILL/CURRICULAR LINK
Identify by sorting
Songs / Rhymes I love colours.
ASSESSEMENT
- Colour objects appropriately
- Identify and colour these shapes correctly.
REFERENCE
Early learner Bk 1
WEEK 12
TOPIC
Reviews values 1- 10, shape and colours.
CONTENT
Same as week 1-11
KEY SKILL/CURRICULAR LINK
Same as week 1-11
2ND TERM NUMBER WORK
WEEK 1 – 2
TOPIC
Review no 1-20 and their values.
CONTENT
- Rote count numbers 1-30
- Review no 1-20, recognize and formation
- Review no 1-20 values with different objects and animal counters.
KEY SKILL/CURRICULAR LINK
Same as in 1st term week 1-4.
ASSESSEMENT
- Count and circle numbers for each set.
- Draw counter for each number in the box.
REFERENCE
Collins
WEEK 3 – 4
TOPIC
Introduction of numbers 21-25 and their values.
CONTENT
- Rote count number 1-40
- Introduce no 21-25 with different objects and animals or counters.
KEY SKILL/CURRICULAR LINK
Able to count & identify no 1-40
ASSESSEMENT
- Trace numbers and match to the right value.
- Count and ring the number that match each set.
REFERENCE
Number book 1-10.
WEEK 5 – 6
TOPIC
Introduction of number 26-30 and their values
CONTENT
1 Rote count number 1-60 using different objects.
ASSESSEMENT
- Count and circle the correct number for each set.
- Draw counter for each number in the box
REFERENCE
Schofields & Sims
WEEK 7 – 8
TOPIC
Review shapes and colour triangle square circle diamond red blue yellow green.
Introduce number 31-40. Form numbers accordingly.
CONTENT
- Rote count number 1-50.
- Review colours and shape using different objects
KEY SKILL/CURRICULAR LINK
- Identify colours by sorting.
- Discovery : see the rainbow
- Identify and count 1-60.
ASSESSEMENT
- Colour object appropriately
- Identify and colour these shape correctly.
REFERENCE
Collins.
WEEK 9 – 10
TOPIC
Introduce no 41-50. Form numbers accordingly.
CONTENT
Rote count number 1-80 using aids.
KEY SKILL/CURRICULAR LINK
- Able to identify and count 1-80
- Discovery: we have 36 state & capital.
ASSESSEMENT
- Trance numbers and match to the right values
- Count and ring the number that match each set.
REFERENCE
Leaning solutions age 3-4
WEEK 11 – 12
TOPIC
Review shape and colours, oval, cone, rectangle, pink, purple, brown, black, white, peach etc.
CONTENT
Rote count number 1-100 using aids.
KEY SKILL/CURRICULAR LINK
Able to identify and count 1-100.
ASSESSEMENT
- Colour objects appropriately
- Identify and colour these shapes correctly
REFERENCE
Collins
3RD TERM NUMBER WORK
WEEK 1 – 2
TOPIC
Review colours: orange pink brown peach black white Shapes: diamond, cone, star, oval. Review number 1-50.
CONTENT
- Rote count numbers 1-100.
- Introduce orange pink black white diamond cone star oval
KEY SKILL/CURRICULAR LINK
To identify by sorting. Sensorial Act: Concept of sameness
ASSESSEMENT
- Colour objects appropriately
- Identify and colour these shapes correctly
REFERENCE
Learning solution Ages 3-4
WEEK 3 – 4
TOPIC
Form number 51-55
CONTENT
- Rote count no’s 1- 100
- Explain sequencing
KEY SKILL/CURRICULAR LINK
To be able to recognize and write numbers o-9 Sensorial Act: Concept of size
ASSESSEMENT
- Fill in the missing numbers.
- Write from memory.
REFERENCE
Schofield & Sims
WEEK 5 – 6
TOPIC
Form numbers 56-60
CONTENT
- Rote count numbers 1-100
- Fill in the missing numbers from 51- 60.
KEY SKILL/CURRICULAR LINK
To be able to write numbers orderly. Grace and courtesy: Orderliness
ASSESSEMENT
- Fill in the missing numbers
- Write from memory 1-20
REFERENCE
Learning solution
WEEK 7 – 8
TOPIC
Form number 61-65.
CONTENT
- Rote count numbers 1-100
- Explain the meaning of ascending order
- Count numbers in descending order
KEY SKILL/CURRICULAR LINK
To be able to know what number comes next when writing’ Sensorial Act: What comes next?
ASSESSEMENT
Count Number in ascending order. Join the dot.
REFERENCE
Activity Bk
WEEK 9 – 10
TOPIC
Form numbers 66-70.
CONTENT
- Rote numbers 1- 100.
- Fill in missing numbers from 61-70
KEY SKILL/CURRICULAR LINK
- To be able to identify and write numbers 1- 70
- Songs and Rhymes; 12345, once I caught a fish…..
ASSESSEMENT
- Trace number and match to the right values
- Count and ring the number that match each set
REFERENCE
Learning solution
WEEK 11 – 12
TOPIC
Review all shapes and colours taught. Review numbers 1-70 in ascending and descending order.F
CONTENT
Fill in missing numbers 1-70.
KEY SKILL/CURRICULAR LINK
To be able to identify and write numbers 1- 70 in sequence.
ASSESSEMENT
Colour object and shapes appropriately
REFERENCE
Activity Bk.
1ST TERM PRACTICAL LIFE
WEEK 1
TOPIC
Sand play
CONTENT
Building castle tower u, t, C.
KEY SKILL
To build with sand, castle, ball, cups etc
ASSESSEMENT
Build shapes
CROSS CURRICULUM LINK
Dis: None/Wing things WWJD: Creation
REFERENCE
Phonic hand look and C/D
WEEK 2
TOPIC
Washing and drying of hands
CONTENT
Washing of hands with soap and towel
KEY SKILL
Keeping hands clean & healthy hand wash, water, and towel
ASSESSEMENT
Wash and dry our hands
CROSS CURRICULUM LINK
P/E/: Good grooming D/cov: parts of the body
REFERENCE
Phonic hand book and C/D
WEEK 3
TOPIC
Carrying exercise
CONTENT
How to carry chairs, and cup, water bottle and chair
KEY SKILL
- Carrying and position of objects
- Carrying of chairs
ASSESSEMENT
Carry and position seat properly
CROSS CURRICULUM LINK
PE: Body excise sensorial: orderliness song/rhymes: clean up
REFERENCE
Letter hand C/D
WEEK 4
TOPIC
Pulling out and pushing in of chair
CONTENT
How to pull out chair and push in
KEY SKILL
Pull out and push in chair
ASSESSEMENT
Pulling and pushing exercise
CROSS CURRICULUM LINK
P: E body ex Sensorial: orderliness Dis: cleanliness
WEEK 5
TOPIC
Gripping and spooning exercise
CONTENT
How to grip and spoon, to grip objects cup, pencil
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Spoon rice beans, sand into a bowl
CROSS CURRICULUM LINK
Hand writing grace and write Lang art, my spoon, S: as in spoon
REFERENCE
Letter hand C/D
WEEK 6
TOPIC
Dusting surfaces with a cloth
CONTENT
How to dust surfaces what to dust
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Dusting of tables, window, TV, plate
CROSS CURRICULUM LINK
Grace, courting good table manner and care of our properly
REFERENCE
Key phonic 3 by school filed
WEEK 7 – 8
TOPIC
Pouring exercise
CONTENT
How to pour from cup into a bottle
KEY SKILL
Improve on their concentration level. How to pour into a bottle
ASSESSEMENT
Pour water into bottle
CROSS CURRICULUM LINK
N/concept number nam\ creative art: rain drop Discovery: we cook with water
REFERENCE
Jolly phones hand book
WEEK 9
TOPIC
Sorting exercise
CONTENT
How to sort button, objects shapes and colour
KEY SKILL
Identify objects by colours, shapes and sizes
ASSESSEMENT
Sort out shapes, s and sizes
CROSS CURRICULUM LINK
Number concept
Shapes, circle shape bang art: match object with same shapes
REFERENCE
First Aid in English
WEEK 10 – 11
TOPIC
Keeping our class neat
CONTENT
How to sweep and arrange the shelf
KEY SKILL
Sweeping arranging, and dusting the classroom
ASSESSEMENT
Identifying these object broom, dustpan
CROSS CURRICULUM LINK
P: E Cleaning Disc: Care of our environment.
REFERENCE
Video
WEEK 12
TOPIC
Wearing my socks and shoes
CONTENT
To know how to wear socks and shoes
KEY SKILL
Identify socks and shoe demonstrate
ASSESSEMENT
Say and colour, Shoe and sock
CROSS CURRICULUM LINK
P: L: our belongings
REFERENCE
Video
2nd TERM PRACTICAL LIFE
WEEK 1 – 2
TOPIC
Washing exercise
CONTENT
Wash a doll
KEY SKILL
Identify dolls, water soap
ASSESSEMENT
Identify dolls.
Identify soap and bow.
CROSS CURRICULUM LINK
Disc: cleanliness Sensorial Act: Nos of dolls.
REFERENCE
Collins
WEEK 3
TOPIC
Spooning exercise
CONTENT
How to spoon food from plate to plate
KEY SKILL
Improve learner ability on the use of spoon
ASSESSEMENT
Grip and spoon the rice.
CROSS CURRICULUM LINK
Disc: Cooking utensils
Songs\ rhymes: I have two hands
REFERENCE
Collins
WEEK 4 – 5
TOPIC
Carrying exercise
CONTENT
How to grip objects cup, pencil How to handle a tray.
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Hold the chair and walk round the class
CROSS CURRICULUM LINK
Sen. Act: Handling toys Songs\ Rhymes: Jack and Jill
REFERENCE
Collins
WEEK 6
TOPIC
Buttering a slice bread
CONTENT
Know how to butter bread
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Paste butter on a bread
CROSS CURRICULUM LINK
Disc: Types of food
Num Concept: Two breads for number
REFERENCE
Learning is fun
WEEK 7 – 8
TOPIC
Washing exercise
CONTENT
To have good personnel hygiene
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Identify soap and towel
CROSS CURRICULUM LINK
Disc: personal hygiene
WEEK 9
TOPIC
Sorting
CONTENT
Pegging and drying
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Identify and sort all the red balls
CROSS CURRICULUM LINK
Num Concept: 3 balls for number 3
WEEK 10
TOPIC
Threading
CONTENT
Using lace frame
KEY SKILL
Eye and hand co- ordination
ASSESSEMENT
Identify lace and frame
CROSS CURRICULUM LINK
Song\Rhymes: I can tie my shoe lace.
WEEK 11 – 12
TOPIC
Touching exercise
CONTENT
Rough/ smooth
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Identify rough and smooth surfaces
CROSS CURRICULUM LINK
Disc: things in the classroom
3rd TERM PRACTICAL LIFE
WEEK 1
TOPIC
Zipping and unzipping exercise
CONTENT
Using zipping frame
KEY SKILL
Improve gross motor skill
ASSESSEMENT
Identify zip in a shirt
CROSS CURRICULUM LINK
Disc: Clothe
REFERENCE
Video
WEEK 2
TOPIC
Buttoning and unbuttoning exercise
CONTENT
Using buttoning frame
KEY SKILL
Eye and hand co- ordination
ASSESSEMENT
Identify buttoning frame
CROSS CURRICULUM LINK
Sen. Act: Sorting diff colours of buttons
REFERENCE
Video
WEEK 3
TOPIC
Lacing and unlacing exercise
CONTENT
Using buttoning frame
KEY SKILL
Eye and hand co- ordination
ASSESSEMENT
Identify lacing frame
CROSS CURRICULUM LINK
Rhymes: I can tie my shoe lace
REFERENCE
Video
WEEK 4
TOPIC
Buckling and unbuckling exercise
CONTENT
Using buttoning frame
KEY SKILL
Gross motor skill
ASSESSEMENT
Identify buckling frames
CROSS CURRICULUM LINK
Disc: clothe
REFERENCE
Collins
WEEK 5
TOPIC
Varied activities
CONTENT
WK 1-4
KEY SKILL
Gross motor skill
ASSESSEMENT
Identify various frames
CROSS CURRICULUM LINK
Disc: clothe
REFERENCE
Collins
WEEK 6 – 7
TOPIC
Arranging of bags and boxes in shelves
CONTENT
Orderliness
KEY SKILL
Co- ordination
ASSESSEMENT
Identify shelves, bags, boxes
CROSS CURRICULUM LINK
Lang Art: b for bag s for shelve
REFERENCE
Science is fun
WEEK 8
TOPIC
Washing and rinsing of handkerchief
CONTENT
To wash and rinse with water
KEY SKILL
Gross motor skill
ASSESSEMENT
Identify handkerchief
CROSS CURRICULUM LINK
T P D: Proper use of handkerchief
REFERENCE
Science is fun
WEEK 9
TOPIC
Drying and pegging of handkerchief
CONTENT
Using pegs
KEY SKILL
Improve Co- ordination
ASSESSEMENT
Identify pegs and handkerchief
CROSS CURRICULUM LINK
T P D: Proper use of handkerchief
REFERENCE
Science is fun
WEEK 10
TOPIC
Folding a handkerchief
CONTENT
To fold handkerchief properly
KEY SKILL
Hand co-ordination
ASSESSEMENT
Identify handkerchief
CROSS CURRICULUM LINK
T P D: Proper use of handkerchief
REFERENCE
Science is fun
WEEK 11
TOPIC
Care to plant
CONTENT
Watering of plant
KEY SKILL
Hand co-ordination
ASSESSEMENT
Identify watery can
CROSS CURRICULUM LINK
Disc: Plant
REFERENCE
Science is fun
WEEK 12
TOPIC
Care of oneself
CONTENT
Tucking in our shirt
Fastening your shoes
KEY SKILL
Orderliness
ASSESSEMENT
Is it good to fly our shirt?
CROSS CURRICULUM LINK
T P D: Proper way of dress.
REFERENCE
Video
1ST TERM DISCOVERY
WEEK 1
TOPIC
All about me
CONTENT
Childs name, name of teacher etc. My school, class, friends
KEY SKILL
To know their names and the name of their school
ASSESSEMENT
What is your name?
CROSS CURRICULUM LINK
Songs\ Rhymes: do you love Hilltop Sch……
REFERENCE
Early Learner Environmental Studies
WEEK 2 – 3
TOPIC
Environment
CONTENT
My school, Things in my school environment
KEY SKILL
To mention some objects in the school environment
ASSESSEMENT
What can you find in the school environment?
CROSS CURRICULAR LINK
Sen. Act: Things in my environment
REFERENCE
Early Learner Environmental Studies
WEEK 4
TOPIC
Parts of the body
CONTENT
Mention parts of the body
KEY SKILL
To identify parts of the body
ASSESSEMENT
Touch your head Touch your eye
CROSS CURRICULUM LINK
Num concept: 2 eyes
REFERENCE
Early Learner Environmental Studies
WEEK 5 – 6
TOPIC
Good grooming
CONTENT
- Care of my body
- Care of my finger nails, hair, teeth etc.
- Discuss more good and bad habits.
KEY SKILL
To keep body clean
ASSESSEMENT
Match body parts with things we need to keep them clean
CROSS CURRICULUM LINK
P\Life: washing exercise
REFERENCE
Early Learner Environmental Studies
WEEK 7 – 8
TOPIC
Care of our belongings
CONTENT
- How to care for our pants, socks etc.
- How to care for our books bags, shoes etc.
KEY SKILL
Children should know that cleanliness is important to be healthy.
ASSESSEMENT
Circle the things we use in brushing our teeth.
CROSS CURRICULUM LINK
P\Life: washing exercise
REFERENCE
Early Learner Environmental Studies pg. 43
WEEK 9 – 10
TOPIC
Personal hygiene
CONTENT
The proper use of toilet. The use of our handkerchief.
KEY SKILL
Children should know that cleanliness is important to be Healthy
ASSESSEMENT
Circle the things we use to take our bathe
CROSS CURRICULUM LINK
Lang Art: soap, water
REFERENCE
Early Learner Environmental Studies
WEEK 11 – 12
TOPIC
Personal safety rules and decision making
CONTENT
- The meaning of safety.
- How to make good decision
KEY SKILL
To know how to make decision
ASSESSEMENT
How many times should we brush our teeth in a day?
CROSS CURRICULUM LINK
Sen. Act: Brushing Exercise
REFERENCE
Early Learner Environmental Studies
2ND TERM DISCOVERY
WEEK 1
TOPIC
Non-living things
CONTENT
- Define non-living things.
- Mention the non-living things. Chair, bags. Etc.
KEY SKILL
To mention non- living thing
ASSESSEMENT
Mention some non- living things
CROSS CURRICULUM LINK
Lang Art: stone, shoe, bag etc
REFERENCE
Early Learner English
WEEK 2
TOPIC
Living things
CONTENT
Define living things. Mention living things. Plants. Animals, human beings
KEY SKILL
To mention living- things
ASSESSEMENT
Mention some living- things
CROSS CURRICULUM LINK
p\life: I take my bathe has a living-thing
REFERENCE
Early learner English
WEEK 3 – 4
TOPIC
Animals
CONTENT
- Types of animals (pets, farm and wild)
- The sound each animal makes
KEY SKILL
To mention names of animals
ASSESSEMENT
Mention some pet and wild animals
CROSS CURRICULUM LINK
Lang Art: cat, dog, lion etc
REFERENCE
Early Learner English
WEEK 5 – 6
TOPIC
Animals and their homes
CONTENT
To know the names of some animals and their homes.
KEY SKILL
To mention some animals and their homes
ASSESSEMENT
Mention some animals and their homes
CROSS CURRICULUM LINK
Lang Art: animals and their sounds
REFERENCE
Science is fun
WEEK 7 – 8
TOPIC
Animals and their young ones
CONTENT
To mention the names of some animals and their young ones.
KEY SKILL
To mention some animals and say the names of their young ones
ASSESSEMENT
Mention some animals and say the names of their young ones
CROSS CURRICULUM LINK
Num Concept: 2 animals for number 2.
REFERENCE
Zoo
WEEK 9 – 10
TOPIC
Growth and reproduction
CONTENT
- Explain growth and reproduction.
- Stages of growth.
KEY SKILL
To make learner know the different stages of growth and reproduction
ASSESSEMENT
Is mummy a baby, girl or woman?
CROSS CURRICULUM LINK
Num concept: one woman for number 1.
REFERENCE
Early Learner Environmental Studies
WEEK 11- 10
TOPIC
Plants
CONTENT
Parts of plants
KEY SKILL
Know some names of parts of plants.
ASSESSEMENT
What do you call the colourful part of plant?
CROSS CURRICULUM LINK
P\ Life: care to plant
REFERENCE
Early Learner Environmental Studies
3RD TERM DISCOVERY
WEEK 1
TOPIC
Heavenly bodies
CONTENT
- Explain heavenly bodies.
- Name the heavenly bodies
KEY SKILL
Say what heavenly bodies are.
ASSESSEMENT
What is this?
CROSS CURRICULUM LINK
Songs\Rhymes: O’ Mr. Sun, sun, Mr. Golden sun.
REFERENCE
Sch environment
WEEK 2
TOPIC
Temperature
CONTENT
- Explain temperature
- Types of temperature
KEY SKILL
Know what temperature means
ASSESSEMENT
When the sun shines, the temperature is——
CROSS CURRICULUM LINK
Sensorial Act: hot and cold objects
REFERENCE
Early Learner Environment Studies
WEEK 3 – 4
TOPIC
Animals with furs and those with smooth skin
CONTENT
Differentiate animals with furs and those with smooth skin
KEY SKILL
Give example of animal with furs and the one with smooth skin
ASSESSEMENT
A dog has what skin?
CROSS CURRICULUM LINK
Songs\ Rhymes: Mary has a little lamb
REFERENCE
Science is fun
WEEK 5
TOPIC
Occupation
CONTENT
Define occupation.
Name the type of occupation
KEY SKILL
Know what their parents do for a living
ASSESSEMENT
A person that gives a sick person injection
CROSS CURRICULUM LINK
Lang. Act: What I want to be…..
REFERENCE
Social skill
WEEK 6
TOPIC
Transportation
CONTENT
- Define transportation.
- Basic forms of transportation.
KEY SKILL
Say what transportation means
ASSESSEMENT
Airplane moves in the——-
CROSS CURRICULUM LINK
Songs\Rhymes: the wheels in the bus go round and round…..
REFERENCE
Old note
WEEK 7 – 8
TOPIC
Water and its uses
CONTENT
- Define water
- Uses of water
KEY SKILL
Say the importance of water.
ASSESSEMENT
Mummy uses water to ———–
CROSS CURRICULUM LINK
Sensorial Activity: more\less
REFERENCE
Early learner’ Environmental study
WEEK 9 – 10
TOPIC
Keeping our body healthy
CONTENT
How to keep our body healthy, exercise, sleep and rest)
KEY SKILL
Say the importance of sleep and rest
ASSESSEMENT
What is rest?
CROSS CURRICULUM LINK
Songs\Rhymes: Early to bed, early to rise…..
REFERENCE
Science is fun.
WEEK 11 – 12
TOPIC
Sounds
CONTENT
Explain sounds Types of sounds (soft and loud sound)
KEY SKILL
Say the difference b\w soft and loud sound
ASSESSEMENT
What is sound?
CROSS CURRICULUM LINK
Songs\Rhymes: Diana blow your horn.
CRK 1ST TERM
WEEK 1 – 2
TOPIC
Story of creation
CONTENT
Explain creation
Name the things God created and when
KEY SKILL
Know that God created Heaven and Earth
ASSESSEMENT
Identify and Colour what God created on the 1st day
Colour Adam
CROSS CURRICULUM LINK
Number Concept: shapes and Colours
REFERENCE
My bible story books and video
WEEK 3 – 4
TOPIC
Prayer
CONTENT
Define prayer
Morning evening and meal time prayer
KEY SKILL
Know how to say a short prayer
ASSESSEMENT
Colour mummy and daddy praying
CROSS CURRICULUM LINK
Songs\Rhymes: Prayer is the key
REFERENCE
My bible story books and video
WEEK 5
TOPIC
Prayer the morning
CONTENT
Define prayer Morning evening and meal time prayer
KEY SKILL
Know how to say Morning Prayer
ASSESSEMENT
Colour a boy praying by the bed side.
CROSS CURRICULUM LINK
Lang.Act: prayer is a word.
REFERENCE
My bible story books and video
WEEK 6
TOPIC
Prayer in the evening
CONTENT
Define prayer Evening.
KEY SKILL
Know how to say evening prayer
ASSESSEMENT
What is prayer?
CROSS CURRICULUM LINK
Songs\Rhymes: Little Miss Muffet
REFERENCE
My bible story books and video
WEEK 7 – 8
TOPIC
Meal time prayer
CONTENT
- Say the meal time prayer
- The important of prayer
KEY SKILL
Know how to say meal time prayer.
ASSESSEMENT
Say the meal prayer
CROSS CURRICULUM LINK
Number Concept: twenty buns for number 20
REFERENCE
My bible story books and video
WEEK 9 -10
TOPIC
Thankfulness
CONTENT
The story of ten lepers
KEY SKILL
Say the moral lesson of the ten lepers
ASSESSEMENT
Identify and color the ten lepers
CROSS CURRICULUM LINK
Number Concept: ten lepers for number 10
REFERENCE
My bible story books and video
WEEK 11 – 12
TOPIC
Jesus is our saviour He came to save the world
CONTENT
The death of Jesus Christ
KEY SKILL
Mention the earthly parents of Jesus Christ
ASSESSEMENT
Identify and colour Jesus
CROSS CURRICULUM LINK
Songs\Rhymes: King Jesus was a little child tra la, la, la
REFERENCE
My bible story books and video
CRK 2ND TERM
WEEK 1 – 2
TOPIC
The Lord’s Prayer
CONTENT
Say the meaning of Prayer
KEY SKILL
Learn to say the Lord’s Prayer
ASSESSEMENT
What is prayer?
CROSS CURRICULUM LINK
Lang.Act: Prayer is word
REFERENCE
My bible story books and video
WEEK 3 – 4
TOPIC
Jesus heals
CONTENT
Jarius daughter
KEY SKILL
Know moral lesson of the story
ASSESSEMENT
Who was Jarius’ daughter?
CROSS CURRICULUM LINK
Songs\Rhymes:
REFERENCE
My bible story books and video
WEEK 5 – 6
TOPIC
Forgiveness
CONTENT
Story of Stephen
KEY SKILL
Know how to forgive each other
ASSESSEMENT
Who was Stephen?
REFERENCE
My bible story books and video
WEEK 7 – 8
TOPIC
Mary and Martha
CONTENT
The Story
KEY SKILL
Learn the moral lesson
ASSESSEMENT
Who was Jesus to Mary and Martha?
CROSS CURRICULUM LINK
Num. concept: two sisters for number 2
REFERENCE
My bible story books and video
WEEK 9 – 10
TOPIC
Help to strangers
CONTENT
The story of the Good Samaritan
KEY SKILL
Know the story of Good Samaritan
ASSESSEMENT
Who helped the wounded man?
CROSS CURRICULUM LINK
T P D: Showing love to others
REFERENCE
My bible story books
CRK 3RD TERM
WEEK 1 – 2
TOPIC
God our deliverer
CONTENT
Story of the Israelites in Egypt
KEY SKILL
Know the moral lesson
ASSESSEMENT
Who was Joseph?
CROSS CURRICULUM LINK
Lang.Act: Joseph is a boy
REFERENCE
My bible story books and video
WEEK 3 – 4
TOPIC
Morning, night, mid time prayer
CONTENT
Importance of prayer
KEY SKILL
Know how to say these prayers
ASSESSEMENT
What is prayer?
CROSS CURRICULUM LINK
Songs\Rhymes
REFERENCE
My bible story books and video
WEEK 5 – 6
TOPIC
Obedience to God
CONTENT
Story of Noah/ story of Samuel
KEY SKILL
To know the story of Noah and Samuel
ASSESSEMENT
Identify and colour Noah’s Ark
CROSS CURRICULUM LINK
Songs\Rhymes: Obedience is better than sacrifice.
REFERENCE
My bible story books and video
WEEK 7 – 8
TOPIC
Mary and Martha.
CONTENT
The story of Jesus with the children
KEY SKILL
To know the story of Mary and Martha
ASSESSEMENT
Identify and circle Mary and Martha
CROSS CURRICULUM LINK
Num Concept: Two sisters for number 2
REFERENCE
My bible story books and video
WEEK 9 – 10
TOPIC
Kindness
CONTENT
Esther’s story
KEY SKILL
To know the meaning of kindness
ASSESSEMENT
Identify and colour Esther
CROSS CURRICULUM LINK
Lang. Act: kindness means love.
REFERENCE
My bible story books and video
WEEK 11 – 12
TOPIC
Boldness
CONTENT
David and Goliath
KEY SKILL
To know the story of David and Goliath
ASSESSEMENT
Identify and colour David
CROSS CURRICULUM LINK
Songs\Rhymes: A Lion, a lion, a lion has a tail, it has a big head…….
REFERENCE
My bible story books and video
STORY 1ST TERM
WEEK 1 – 2
TOPIC
Reading individual picture books
CONTENT
- Describe terms
- Identify different pictures
KEY SKILL
To identify different pictures.
ASSESSEMENT
Identify and colour
CROSS CURRICULUM LINK
Sensorial Activity. Perception and discrimination
REFERENCE
Story books
WEEK 3 – 4
TOPIC
Town mouse and country mouse
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Friendship
ASSESSEMENT
Color town mouse.
CROSS CURRICULUM LINK
- Pre science; farm animals.
- Sensorial Activity; concept of size
REFERENCE
Story books and DVD.
WEEK 5 – 6
TOPIC
The three little pigs
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
- Boldness, living together as one.
- Love.
ASSESSEMENT
Identify and colour the 1st pig.
CROSS CURRICULUM LINK
Number concept; number. Discovery: animal
REFERENCE
Ladybird story books
WEEK 7 – 8
TOPIC
Snow white and the seven dwarf
CONTENT
- Describe terms
- Identify each character in the story
- Tell the pupils the story.
- State the moral lessons in the story.
KEY SKILL
- To identify and describe the characters
- To give a summary of the story.
- To say the moral lessons in the story.
ASSESSEMENT
Colour the snow white.
CROSS CURRICULUM LINK
Number concept: colour, number.
REFERENCE
The DVD on snow white and the seven dwarfs and story book.
WEEK 9 – 10
TOPIC
Pinocchio
CONTENT
- Describe terms
- Identify each character in the story.
- Tell the pupils the story.
- State the moral lessons in the story.
KEY SKILL
- To identify and describe the characters in the story.
- To give a summary of the story.
- To say the moral lessons in the story.
ASSESSEMENT
Obedient
CROSS CURRICULUM LINK
W.W.J.D. what I should do as a good child.
REFERENCE
The DVD and story book.
WEEK 11 – 12
TOPIC
The clever monkey
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story.
KEY SKILL
To be clever in all things.
ASSESSEMENT
- To identify and role play some of the characters in the story.
- To give a short summary of the story.
- To say the moral lessons in the story.
CROSS CURRICULUM LINK
Discovery; animals
REFERENCE
The clever monkey story book
STORY 2nd TERM
WEEK 1 – 2
TOPIC
The three little pigs
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Boldness, living together as one. Love.
ASSESSEMENT
Identify and color the 1s pig.
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: animal
REFERENCE
Video and the story book.
WEEK 3 – 4
TOPIC
The three Billy goat gruff
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Cleverly
ASSESSEMENT
Colour three Billy goat gruff.
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: animal
REFERENCE
Video and the story book.
WEEK 5 – 6
TOPIC
The bad tempered goat
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Do not have Bad temper.
ASSESSEMENT
Identify the bad tempered goat.
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: animal
REFERENCE
Video and the story book.
WEEK 7 – 8
TOPIC
Goldilocks and the three bears
CONTENT
- Describe terms
- identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Greedy
ASSESSEMENT
Who is goldilocks?
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: animal
REFERENCE
Video and the story book.
WEEK 9 – 10
TOPIC
Why the bear tail is short
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Greedy
ASSESSEMENT
Concept of size.
CROSS CURRICULUM LINK
Concept of size Discovery: animal
REFERENCE
Video and the story book.
WEEK 11 – 12
TOPIC
Watch video of goldilocks and the three bears
CONTENT
Narrate, role play and watch video
KEY SKILL
Greedy
ASSESSEMENT
How many bears are there?
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: Animal
REFERENCE
Video and the story book.
WEEK 13
TOPIC
Watch video of the Goldilocks and the three bears
CONTENT
- Describe terms
- Identify and name the
- Characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Obedient
ASSESSEMENT
Identify the three bears.
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: animal
REFERENCE
Video and the story book.
STORY 3RD TERM
WEEK 1 – 2
TOPIC
The story of old Mac -Donald
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Animal and the sound they make.
ASSESSEMENT
What sound does the duck make?
CROSS CURRICULUM LINK
Discovery: farm animal and their sound.
REFERENCE
Video and the story book.
WEEK 3 – 4
TOPIC
Beauty and the beast
CONTENT
- Describe terms
- Identify and name the
- Characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Love
ASSESSEMENT
Identify the beast
CROSS CURRICULUM LINK
Number concept; number 3 Discovery: animal
REFERENCE
Video and the story book.
WEEK 5 – 6
TOPIC
Puss in the boot
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Friendship
ASSESSEMENT
Colour the boot
CROSS CURRICULUM LINK
Discovery: animal
REFERENCE
Video and the story book.
WEEK 7 – 8
TOPIC
The ugly duckling
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Love one another.
ASSESSEMENT
Identify the ugly duckling.
CROSS CURRICULUM LINK
Number concept; number Discovery: animal
REFERENCE
Video and the story book.
WEEK 9 – 10
TOPIC
Cinderella
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Obedient
ASSESSEMENT
Who is Cinderella?
CROSS CURRICULUM LINK
Sensorial Activity; concept of size, number
REFERENCE
Video and the story book.
WEEK 11 – 12
TOPIC
Little red riding hood
CONTENT
- Describe terms
- Identify and name the characters in the story
- Dramatize and say the story to the pupils
- State the moral lessons in the story
KEY SKILL
Disobedient
ASSESSEMENT
Who is little red riding hood.
CROSS CURRICULUM LINK
Sensorial Activity; concept of colours.
REFERENCE
Video and the story book.
SONG/RHYMES 1ST TERM
WEEK 1
TOPIC
Twinkle, twinkle little star
CONTENT
Recite the rhyme and sing the song.
KEY SKILL
Children will learn heaven bodies
ASSESSEMENT
Where can we see the star?
CROSS CURRICULUM LINK
Discovery: heavenly -body
REFERENCE
Video.
WEEK 2
TOPIC
Rain, rain go away
CONTENT
Recite the rhyme and sing the song.
KEY SKILL
Children will learn rhythm
ASSESSEMENT
Rain give us what?
CROSS CURRICULUM LINK
Discovery: important of water
REFERENCE
Video.
WEEK 3
TOPIC
Pat-a-cake
CONTENT
Recite and role play the song
KEY SKILL
Repetition of sounds
ASSESSEMENT
Who made the cake?
CROSS CURRICULUM LINK
Practical life: buttering of bread
REFERENCE
Video
WEEK 4
TOPIC
Old Mac- Donald
CONTENT
Recite and role play the song
KEY SKILL
Children will learn rhythm
ASSESSEMENT
Mention things in Old Mac-Donald farm
CROSS CURRICULUM LINK
Discovery: Animals and their sounds
REFERENCE
Video
WEEK 5
TOPIC
Hot cross buns
CONTENT
Recite and role play the song
KEY SKILL
Children will learn rhythm
ASSESSEMENT
One buns is for one
CROSS CURRICULUM LINK
Discovery: Hot and cool
REFERENCE
Video
WEEK 6 – 7
TOPIC
Hey diddle diddle
CONTENT
Recite the rhyme sing the song.
KEY SKILL
Children will learn the rhythm
ASSESSEMENT
What jump over the moon?
CROSS CURRICULUM LINK
Sensorial Activity: Positional word over
REFERENCE
Video
WEEK 8
TOPIC
Little jack Horner
CONTENT
Recite and sing the song
KEY SKILL
Children will learn the rhythm
ASSESSEMENT
Who is little jack?
REFERENCE
Video
WEEK 9
TOPIC
Mary had a little lamp
CONTENT
Recite and sing the song
KEY SKILL
Children will learn rhythm
ASSESSEMENT
Is Mary lamp small or big?
CROSS CURRICULUM LINK
Discovery: Animals with furs
REFERENCE
Video, chart
WEEK 10
TOPIC
A lion a lion
CONTENT
Recite and role play the song
KEY SKILL
Children will learn Rhythm
ASSESSEMENT
The lion has a big _
CROSS CURRICULUM LINK
Sensorial Activity: Concept of size
REFERENCE
Video, chart
WEEK 11
TOPIC
Head shoulders knees and toes
CONTENT
Recite and sing the song
KEY SKILL
Learn part of the body.
ASSESSEMENT
Touch your ear.
CROSS CURRICULUM LINK
Number concept; number Discovery; parts of the body
REFERENCE
Video, chart
WEEK 12
TOPIC
I have two Hands
CONTENT
Recite and sing the song
KEY SKILL
Keeping a clean hands
ASSESSEMENT
Touch your hand
CROSS CURRICULUM LINK
Number; number.
REFERENCE
Video, chart
SONG/RHYMES 2nd TERM
WEEK 1
TOPIC
Jack and Jill went up the hill
CONTENT
Recite and role play
KEY SKILL
Rhythm
ASSESSEMENT
Who is jack?
CROSS CURRICULUM LINK
Discovery; water
REFERENCE
Video and chart
WEEK 2
TOPIC
In a cottage in a wood
CONTENT
Recite and sing the song
KEY SKILL
Friendship
ASSESSEMENT
What is cottage?
CROSS CURRICULUM LINK
Discovery; farm
REFERENCE
Video and chart
WEEK 3
TOPIC
Old mother hub board
CONTENT
Recite and role play the song
KEY SKILL
Care
ASSESSEMENT
Identify old mother hub board
CROSS CURRICULUM LINK
Discovery; animal
REFERENCE
Video and chart
WEEK 4
TOPIC
One little two little three little fingers
CONTENT
Recite and sing the song
KEY SKILL
Number value
ASSESSEMENT
Touch your finger.
CROSS CURRICULUM LINK
Number concept; numbers
REFERENCE
Video and chart
WEEK 5
TOPIC
Rat-ta-tat-tat
CONTENT
Recite and role play
KEY SKILL
How to respond
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Discovery; animal
REFERENCE
Video and chart
WEEK 6
TOPIC
Little miss muffet
CONTENT
Recite and role play
KEY SKILL
Cleanliness
ASSESSEMENT
Colour little Miss Muffet
CROSS CURRICULUM LINK
Discovery; food
REFERENCE
Video and chart
WEEK 7
TOPIC
Review wks. 1-6
CONTENT
Recite all the songs / rhyme
REFERENCE
Video and chart
WEEK 8
TOPIC
I see the moon
CONTENT
Recite and sing
KEY SKILL
Heaven bodies
ASSESSEMENT
Point at the moon.
CROSS CURRICULUM LINK
Discovery; heavenly bodies
REFERENCE
Video and chart
WEEK 9
TOPIC
Where is thumbkin?
CONTENT
Recite and sing
KEY SKILL
Part of the body
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Part of the body
REFERENCE
Video and chart
WEEK 10
TOPIC
When cat wakes up in the morning
CONTENT
Recite and sing
KEY SKILL
Greeting
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Greeting
REFERENCE
Video and chart
WEEK 11
TOPIC
Goosey goosey gender
CONTENT
Recite and sing
KEY SKILL
Prayer
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Animals
REFERENCE
Video and chart
WEEK 12
TOPIC
Pussy cat, pussy cat
CONTENT
Recite and sing
KEY SKILL
How to respond
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Animals
REFERENCE
Video and chart
SONG/RHYMES 3RD TERM
WEEK 1
TOPIC
Little Bo beep
CONTENT
Recite and sing
KEY SKILL
Care
ASSESSEMENT
Recite
REFERENCE
Video and chart
WEEK 2
TOPIC
How much is the dog in the meadow?
CONTENT
Recite and sing
KEY SKILL
How to respond
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Farm Animal
REFERENCE
Video and chart
WEEK 3
TOPIC
See a pin and pick it up
CONTENT
Recite and role play
KEY SKILL
Carefulness and safety
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Good manners
REFERENCE
Video and chart
WEEK 4
TOPIC
On our way to grand pa’s
CONTENT
Recite and role play
KEY SKILL
Farm animal
ASSESSEMENT
Colour grand pa farm
CROSS CURRICULUM LINK
Farm animals
REFERENCE
Video and chart
WEEK 5
TOPIC
Oh the big ship sails
CONTENT
Recite and sing
KEY SKILL
Transportation
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Transportation
REFERENCE
Video and chart
WEEK 6 – 7
TOPIC
Dinah blow your horn
CONTENT
Recite and sing
KEY SKILL
Transportation
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Transportation
REFERENCE
Video and chart
WEEK 8
TOPIC
Doh a dear
CONTENT
Recite and role play
KEY SKILL
Caring
ASSESSEMENT
Recite
REFERENCE
Video and chart
WEEK 9
TOPIC
King Jesus was a little child
CONTENT
Recite and sing
KEY SKILL
Growth
ASSESSEMENT
Recite and clap hand
CROSS CURRICULUM LINK
Wwjd; about Jesus
REFERENCE
Video and chart
WEEK 10
TOPIC
I can do all things
CONTENT
Recite and sing
KEY SKILL
Boldness
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Wwjd; about Jesus
REFERENCE
Video and chart
WEEK 11
TOPIC
This little pig went to the market
CONTENT
Recite and sing
KEY SKILL
Manners
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
t.p.d; Good manners
REFERENCE
Video and chart
WEEK 12
TOPIC
Little Polly flinders
CONTENT
Recite and sing
KEY SKILL
Sen. Act; concept of Size
ASSESSEMENT
Recite
CROSS CURRICULUM LINK
Sen. Act; concept of size
REFERENCE
Video and chart
1ST TERM PHYSICAL AND HEALTH EDUCATION
WEEK 1 – 2
TOPIC
General body exercise
CONTENT
To move all parts of the body
KEY SKILL
To acquainted with exercise
ASSESSEMENT
What is exercise?
CROSS CURRICULUM LINK
Songs\ Rhymes: I have two hands, the left and the right
REFERENCE
Video
WEEK 3 – 4
TOPIC
Tambourine movement
CONTENT
To move body according to the rhythm
KEY SKILL
To know the use of tambourine
ASSESSEMENT
What is this?
CROSS CURRICULUM LINK
Lang. Art: Tambourine is an object Lang. Art: Tambourine is an object
REFERENCE
Playground
WEEK 5 – 6
TOPIC
What is the time Mr. Wolf
CONTENT
Recite and role play
KEY SKILL
To know the time
ASSESSEMENT
What number is this?
CROSS CURRICULUM LINK
Num. Concept: Number Value
REFERENCE
Playground
WEEK 7 – 8
TOPIC
Hopping exercise
CONTENT
Body movement
KEY SKILL
To learn how to move every part of the body
ASSESSEMENT
Move your arms, bend your knees.
CROSS CURRICULUM LINK
Lang. Art: Hopping is an action word
REFERENCE
Playground
WEEK 9 – 10
TOPIC
Leaping exercise
CONTENT
Body movement
KEY SKILL
To learn how to move with one leg
ASSESSEMENT
Lift up your leg
CROSS CURRICULUM LINK
Disc: Parts of the body
REFERENCE
Playground
WEEK 11 – 12
TOPIC
Who is in the garden
CONTENT
Recite and role play
KEY SKILL
To know how to sing the song
ASSESSEMENT
Who can sing this song?
CROSS CURRICULUM LINK
Lang. Art: girl
REFERENCE
Playground
2ND TERM PHYSICAL AND HEALTH EDUCATION
WEEK 1
TOPIC
Swinging of arms
CONTENT
Body Exercise
KEY SKILL
To exercise the arms
ASSESSEMENT
Show me your arms
CROSS CURRICULUM LINK
Disc: Parts of the body
REFERENCE
Playground
WEEK 2
TOPIC
Tambourine movement
CONTENT
To move body according to the rhyme
KEY SKILL
To know the use of tambourine
ASSESSEMENT
What is this?
CROSS CURRICULUM LINK
Lang.Act: Tambourine is an object.
REFERENCE
Playground
WEEK 3
TOPIC
Head, shoulder, knees and toes
CONTENT
Identification of the part of the body
KEY SKILL
To identify different parts of the body
ASSESSEMENT
- Touch your toes
- Touch your shoulders
CROSS CURRICULUM LINK
Disc: Parts of the body
REFERENCE
Body chart
WEEK 4
TOPIC
Jack in the box
CONTENT
Body movement
KEY SKILL
To recite and say
ASSESSEMENT
Where is Jack
CROSS CURRICULUM LINK
Sensorial Act: identification of object
REFERENCE
Playground
WEEK 5
TOPIC
Hopping exercise
CONTENT
General body move
KEY SKILL
To move all parts of the body
ASSESSEMENT
Can you hop? Do it
CROSS CURRICULUM LINK
Lang. Art: Hopping is an action word
REFERENCE
Playground
WEEK 6
TOPIC
London Bridge
CONTENT
Recite and role play
KEY SKILL
To sing the song
ASSESSEMENT
What happen to the bridge?
CROSS CURRICULUM LINK
Disc: means of transportation
REFERENCE
Playground
WEEK 6 – 8
TOPIC
What is the time Mr. Wolf
CONTENT
Recite and role play
KEY SKILL
To know the time
ASSESSEMENT
What number is this?
CROSS CURRICULUM LINK
Num. Concept: number value
REFERENCE
Playground
WEEK 9
TOPIC
Kangaroo movement
CONTENT
Body movement hopping
KEY SKILL
To know how kangaroo move
ASSESSEMENT
Hop like a kangaroo
CROSS CURRICULUM LINK
Disc: Animals
REFERENCE
Video
WEEK 10
TOPIC
Apart together
CONTENT
Body movement
KEY SKILL
To part and close the 2 legs
ASSESSEMENT
Show me your right leg?
CROSS CURRICULUM LINK
Disc: Parts of your body
REFERENCE
Playground
WEEK 11
TOPIC
Somersaulting
CONTENT
Body movement
KEY SKILL
To learn how to tumble
ASSESSEMENT
Show me the foam
CROSS CURRICULUM LINK
Disc: parts of body
REFERENCE
Playground
WEEK 12
TOPIC
Jumping Exercise
CONTENT
Body movement
KEY SKILL
To move the body
3rd TERM PHYSICAL AND HEALTH EDUCATION
WEEK 1
TOPIC
There is fire on the mountain
CONTENT
General body movement
KEY SKILL
To run round outside
ASSESSEMENT
Show me the fire
CROSS CURRICULUM LINK
Disc: hot and cool object
REFERENCE
Playground
WEEK 2
TOPIC
Bending exercise
CONTENT
To bend and touch the toes
KEY SKILL
To touch the knees and toes
ASSESSEMENT
Touch your TOES
CROSS CURRICULUM LINK
Disc: Parts of the body
REFERENCE
Playground
WEEK 3
TOPIC
Throwing and catching of balls
CONTENT
Using balls
KEY SKILL
To know how to throw and catch the ball
ASSESSEMENT
How do you catch the ball?
CROSS CURRICULUM LINK
Disc: Hand
REFERENCE
Playground
WEEK 4
TOPIC
Racing in pairs
CONTENT
Running in twos
KEY SKILL
Know how to run
ASSESSEMENT
On your mark, get set
CROSS CURRICULUM LINK
Disc: Exercise
REFERENCE
Playground
WEEK 5
TOPIC
Filling the basket with small balls
CONTENT
Using small balls
KEY SKILL
To know how to pick balls
ASSESSEMENT
Do we pick balls with two hands?
CROSS CURRICULUM LINK
Disc: Parts of the body {hand}
REFERENCE
Playground
WEEK 6 – 7
TOPIC
Kangaroo hop
CONTENT
- Hopping exercise
- To know how to move like kangaroo
KEY SKILL
Who can move like kangaroo?
ASSESSEMENT
Songs\ rhymes: I like to hop…
CROSS CURRICULUM LINK
REFERENCE
Playground
WEEK 8 – 9
TOPIC
Somersaulting
CONTENT
Body movement
KEY SKILL
To know how to somersault
ASSESSEMENT
How many of you can somersault
CROSS CURRICULUM LINK
Disc: Parts of the body
REFERENCE
Playground
WEEK 10
TOPIC
Hopping exercise
CONTENT
Hopping exercise
KEY SKILL
To know how to jump with two legs
ASSESSEMENT
How of you can hop
CROSS CURRICULUM LINK
Songs\ Rhymes: I like to hop, hop, hop….
REFERENCE
Playground
WEEK 11
TOPIC
Flying of kites
CONTENT
Running in kites
KEY SKILL
To know how to run fast
ASSESSEMENT
How many of you can run very fast
CROSS CURRICULUM LINK
Songs\Rhymes: Jonny running down …..
REFERENCE
Playground
WEEK 12
TOPIC
London Bridge
CONTENT
Recite and role play
KEY SKILL
To know how to sing the song
ASSESSEMENT
How many of you can sing this song?
CROSS CURRICULUM LINK
Songs\Rhymes: London Bridge is falling down…
REFERENCE
Playground
1ST TERM T.P.D
WEEK 1 – 2
TOPIC
Welcoming and getting to know each Other
CONTENT
Introducing oneself
KEY SKILL
To know their names and the names of their class mates.
ASSESSEMENT
What is your name?
CROSS CURRICULUM LINK
Disc: Names of animals
REFERENCE
Early Learner Environmental Studies
WEEK 3
TOPIC
My name, teacher and friend’s name and how to greeting in the morning & afternoon
CONTENT
Meaning/important of greeting
KEY SKILL
To know the proper way of greeting in the morning
ASSESSEMENT
How do we greet in the morning?
CROSS CURRICULUM LINK
Songs\Rhymes: When the dog wakes up in the morning……
REFERENCE
Early Learner Environmental Studies
WEEK 4
TOPIC
Doing my home work
CONTENT
The importance of doing home work
KEY SKILL
Know how to do their home work
ASSESSEMENT
Is it good to drink water while doing your homework?
CROSS CURRICULUM LINK
Lang. Act: Homework is a verb
REFERENCE
Early Learner Environmental Studies
WEEK 5
TOPIC
My name, teacher and friend’s name
CONTENT
Getting to know each other. How to respond when called
KEY SKILL
To know the proper responds when called
ASSESSEMENT
How do you answer to your name?
CROSS CURRICULUM LINK
Disc: Names of animals
REFERENCE
Early Learner Environmental Studies
WEEK 6
TOPIC
School/class rules and warding mind
CONTENT
Making rules together
KEY SKILL
To know what class agreement is all about
ASSESSEMENT
Bullying is a bad …….
CROSS CURRICULUM LINK
Songs\Rhymes: love your neighbor…
REFERENCE
Early Learner Environmental Studies
WEEK 7 – 8
TOPIC
Good manners
CONTENT
Proper ways of sneezing yawning and coughing
KEY SKILL
Learn how to use handkerchief always
ASSESSEMENT
Is it good to yawn with mouth open?
CROSS CURRICULUM LINK
Disc: cleanliness
REFERENCE
Early Learner Environmental Studies
WEEK 9
TOPIC
Speaking up and answering questions
CONTENT
When to speak and when to answer question
KEY SKILL
When to speak and when to answer question
ASSESSEMENT
Is it good to be shy in class?
CROSS CURRICULUM LINK
Songs\Rhymes: I can do all things
REFERENCE
Early Learner Environmental Studies
WEEK 10
TOPIC
Silence time
CONTENT
Learning, time, meal time, resting time,
KEY SKILL
Learn how to observe silence time
ASSESSEMENT
Is it good to talk during learning time?
CROSS CURRICULUM LINK
Songs\Rhymes: Obedience is better than ……..
REFERENCE
Early Learner Environmental Studies
WEEK 11
TOPIC
Bullying and fighting are bad habits
CONTENT
To know what bullying means
KEY SKILL
Consequences of bad habits
ASSESSEMENT
Is it good to fight your friends?
CROSS CURRICULUM LINK
W W J D: Love your neighbor
REFERENCE
Early Learner Environmental Studies
WEEK 12
TOPIC
Doing my homework & obeying instructions
CONTENT
Those things you should not do when doing your homework.
What instructions are?
KEY SKILL
To know how and when to do their home work
ASSESSEMENT
Is it good to eat while doing your homework?
CROSS CURRICULUM LINK
Songs\Rhymes: Obedience is better than….
REFERENCE
Early Learner Environmental Studies
WEEK 13
TOPIC
Revision
2nd TERM T.P.D
WEEK 1
TOPIC
Silence time
CONTENT
Learning, meal time and resting time.
KEY SKILL
To learn how to be quiet in class
ASSESSEMENT
Is it good to talk while eating?
CROSS CURRICULUM LINK
Songs\Rhymes: Obedience is better than sacrifice
REFERENCE
Early Learner Environmental Studies
WEEK 2
TOPIC
Good manners
CONTENT
Doing home works & greeting
KEY SKILL
To know the proper way of greet
ASSESSEMENT
Is it good to drink water while doing your homework?
CROSS CURRICULUM LINK
W.W.J.D: If you know the right thing to do
REFERENCE
Early Learner Environmental Studies
WEEK 3
TOPIC
Proper way of answering your name
CONTENT
Yes please
KEY SKILL
To know the proper way of answering your name
ASSESSEMENT
When somebody call your name, what do you say?
CROSS CURRICULUM LINK
Disc: names of animals
REFERENCE
Early Learner Environmental Studies
WEEK 4
TOPIC
Coming to school early
CONTENT
Good manners
KEY SKILL
To know the importance of coming to school early
ASSESSEMENT
Is it good to come to school late?
CROSS CURRICULUM LINK
Sensorial Act: good manners
REFERENCE
Early Learner Environmental Studies
WEEK 5
TOPIC
Laughing / crying unnecessarily
CONTENT
Bad habit
KEY SKILL
To know that crying unnecessarily is a bad habit.
ASSESSEMENT
Is it good to cry unnecessarily?
CROSS CURRICULUM LINK
Songs\Rhymes: Pussy cat, pussy cat
REFERENCE
Early Learner Environmental Studies
WEEK 6
TOPIC
Good table manners
CONTENT
Saying thank you, yes please, greeting
KEY SKILL
Know how to exhibit good manners
ASSESSEMENT
What do you say when you receive gift from somebody?
CROSS CURRICULUM LINK
Songs\Rhymes: please and thank you are magic words
REFERENCE
Early Learner Environmental Studies
WEEK 7 – 8
TOPIC
How to handle material
CONTENT
Orderliness
KEY SKILL
To know the proper ways of handling books
ASSESSEMENT
How do we handle our books?
CROSS CURRICULUM LINK
Lang Act: school materials
REFERENCE
Early Learner Environmental Studies
WEEK 9
TOPIC
Learning position in class
CONTENT
Sitting up
KEY SKILL
To know the proper ways to sit.
ASSESSEMENT
How do we sit in the classroom?
CROSS CURRICULUM LINK
P.E: Good posture
REFERENCE
Early Learner Environmental Studies
WEEK 10
TOPIC
Making a straight line
CONTENT
Making lines, folding arms standing
KEY SKILL
Know how to stand according to their height.
ASSESSEMENT
Stand according to your height
CROSS CURRICULUM LINK
Num. Concept: Measurement
REFERENCE
Early Learner Environmental Studies
WEEK 11 – 12
TOPIC
Playing safely during break
CONTENT
To know about safety
REFERENCE
Early Learner Environmental Studies
3RD TERM T.P.D
WEEK 1 – 2
TOPIC
Answering your name
CONTENT
Yes please
KEY SKILL
Manners
ASSESSEMENT
How do you respond when call?
CROSS CURRICULUM LINK
W.W.J.D God gives name to animals
REFERENCE
Chart and video
WEEK 3
TOPIC
Doing your homework, handling your books
CONTENT
Good manners
KEY SKILL
Proper ways to handle school materials
ASSESSEMENT
Is it proper to play while doing our homework?
CROSS CURRICULUM LINK
Songs\Rhymes: Obedience
REFERENCE
Early Learner Environmental Studies
WEEK 4
TOPIC
Proper ways to make request
CONTENT
Use of May I, excuse me
KEY SKILL
Good manners
ASSESSEMENT
What do you say when making a request?
CROSS CURRICULUM LINK
W.W.J.D: Proper way of making request
REFERENCE
Early Learner Environmental Studies
WEEK 5
TOPIC
Coming to school early
CONTENT
To know the proper time to come to school
KEY SKILL
Good manners
ASSESSEMENT
When is the right time to come to school?
CROSS CURRICULUM LINK
Songs\Rhymes: Punctuality
REFERENCE
Early Learner Environmental Studies
WEEK 6
TOPIC
Paying attention during learning time
CONTENT
Silence time
KEY SKILL
Good manners
ASSESSEMENT
What is the right thing to do during learning time?
CROSS CURRICULUM LINK
W.W.J.D: Obedience
REFERENCE
Early Learner Environmental Studies
WEEK 7 – 8
TOPIC
Showing love and care to others
CONTENT
Care giving
KEY SKILL
Loving one another
ASSESSEMENT
Is it good to bully your friends?
CROSS CURRICULUM LINK
Songs\Rhymes: friendship
REFERENCE
Early Learner Environmental Studies
WEEK 9
TOPIC
Reporting a matter to the teacher/ rather than fighting
CONTENT
Good manners
KEY SKILL
To make your teacher your friend
ASSESSEMENT
Is it good to fight your friends?
CROSS CURRICULUM LINK
W.W.J.D: love your neighbor
REFERENCE
Early Learner Environmental Studies
WEEK 10
TOPIC
Correct sitting & standing postures
CONTENT
Sitting up & standing straight
KEY SKILL
Safety
ASSESSEMENT
What is the proper way to sit in class?
CROSS CURRICULUM LINK
Disc: Posture
REFERENCE
Early Learner Environmental Studies
WEEK 11
TOPIC
Arranging my things in other
CONTENT
To know how to keep things in order
KEY SKILL
Orderliness
ASSESSEMENT
Is it good to scatter your things around?
CROSS CURRICULUM LINK
Songs\Rhymes
REFERENCE
Early Learner Environmental Studies
WEEK 12
TOPIC
How I will spend my holiday
CONTENT
Speaking up in class.
KEY SKILL
Boldness
ASSESSEMENT
Is it good to silence your teacher?
CURRICULUM LINK
Songs\Rhymes: I can do all things…..
REFERENCE
Early Learner Environmental Studies
1ST TERM HANDWRITING
WEEK 1 – 2
TOPIC
Gripping of pencil
CONTENT
Tripod grip
KEY SKILL
Gripping with the tall, thumb and pointing finger.
ACTIVITY
Gripping exercise Sen. act; concept of size. Outside and inside
CROSS CURRICULUM LINK
Learning solution handwriting.
REFERENCE
Dreamland handwriting,
WEEK 3 – 4
TOPIC
Tracing of vertical and horizontal line and strokes
CONTENT
Tracing of preschool pattern.
KEY SKILL
Identifying and tracing of preschool pattern.
ACTIVITY
Tracing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 5 – 6
TOPIC
Tracing of right, left, down Ware curves
CONTENT
Tracing of preschool pattern.
KEY SKILL
Identifying and tracing of preschool pattern.
ACTIVITY
Tracing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 7
TOPIC
Tracing of circles
CONTENT
Tracing
KEY SKILL
Identify and tracing of circle
ACTIVITY
Tracing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 8 – 9
TOPIC
Tracing of number 1,4,7,9
CONTENT
To identify the numbers
KEY SKILL
Tracing of numbers
ACTIVITY
Tracing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 10 – 11
TOPIC
Tracing of number 2,3,6,8
CONTENT
To identify the numbers
KEY SKILL
Tracing of numbers
ACTIVITY
Tracing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 12 – 13
TOPIC
Tracing of various patterns
CONTENT
Tracing all preschool patterns.
KEY SKILL
Tracing of patterns
ACTIVITY
Tracing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
2ND TERM HANDWRITING
WEEK 1 – 2
TOPIC
Tracing and drawing various patterns
CONTENT
To look and trace various patterns
KEY SKILL
Tracing
ACTIVITY/ASSESSMENT
Tracing and drawing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 3 – 4
TOPIC
Tracing and writing number 1 – 5
CONTENT
*To trace number 1-5
*To look and copy number 1-5
*To write number 1- 5 from memory
KEY SKILL
Tracing of numbers
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 5 – 6
TOPIC
Tracing and writing number 6 – 10
CONTENT
*To trace number 6- 10
*To look and copy number 6-10
*To write number 6- 10 from memory
KEY SKILL
Tracing numbers
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 7 – 8
TOPIC
Tracing and writing number 1 – 10
CONTENT
*To trace number 1- 10
*To look and copy number 1-10
*To write number 1- 10 from memory
KEY SKILL
Tracing of numbers
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 9
TOPIC
Tracing and writing sounds(c, e, 0, a, i, r, x, z)
CONTENT
*To identify the sounds.
*Formation of the letters.
KEY SKILL
Tracing of sounds
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 10
TOPIC
Tracing and Writing sounds (p, g, y, q, i)
CONTENT
*To identify the sounds
*.Formation of the letters.
*.To look and copy “g, p, j, q, y)
KEY SKILL
Tracing of sounds
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 11
TOPIC
Tracing and writing k, t, d, f, k,
CONTENT
*To identify the sounds
*.Formation of the letters.
*.To look and copy “k, t, d, f, k)
KEY SKILL
Tracing of sounds
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 12
TOPIC
Tracing and writing n, m, w, v h, l, s,
CONTENT
*To identify the sounds
*.Formation of the letters.
*.To look and copy
KEY SKILL
Tracing of sounds
ACTIVITY/ASSESSMENT
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
3rd TERM HANDWRITING
WEEK 1 – 2
TOPIC
Tracing and writing a-i and 11-20
CONTENT
*To identify the sounds and number
*To trace the sounds and numbers
* To look and copy sounds and number
KEY SKILL
Tracing of numbers and sounds
ACTIVITY
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 3 – 4
TOPIC
Tracing and writing sound j-s
CONTENT
*To identify the sounds and number
*To trace the sounds and numbers
* To look and copy sounds and number
KEY SKILL
Tracing of numbers and sounds
ACTIVITY
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 5 – 6
TOPIC
Tracing and writing s-z and 21-30
CONTENT
*To identify the sounds and number
*To trace the sounds and numbers
* To look and copy sounds and number
KEY SKILL
Tracing of numbers and sounds
ACTIVITY
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 9 – 10
TOPIC
Writing of number 41-50
CONTENT
*To identify the sounds and number
*To trace the sounds and numbers
* To look and copy sounds and number
KEY SKILL
Tracing of numbers and sounds
ACTIVITY
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
WEEK 11 – 12
TOPIC
Writing of number and letters taught.
CONTENT
*To identify the sounds and number
*To trace the sounds and numbers
* To look and copy sounds and number
KEY SKILL
Tracing of numbers and sounds
ACTIVITY
Tracing and writing exercise
CROSS CURRICULUM LINK
Sen. Act; concept of size. Outside and inside
REFERENCE
Learning solution handwriting. Dreamland handwriting,
NURSERY 2 LANGUAGE ART 1STTERM
WEEK 1 – 2
TOPICS
All Single Sounds. Sight words: I, go, A.
CONTENT
- Rote read the 42 Jolly Phonics Sounds.
- Identify the single sounds.
- Build 2 to 3 letter words.
- Spell, memorize and make sentences with sight words. I, are, A
KEY SKILL
- Match picture to the beginning sound.
- To identify the single sounds.
- To circle the picture with single sounds.
CROSS CURRUICULAR LINK
Pre-science; domestic and wild animal
ASSESSMENT
- Whole class activity at the beginning of the lesson on reading the single sounds will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on building 2/3 letter words will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Chart on single sounds, flash cards.
REFERENCES
The Phonic Handbook by Sue Lloyd
Photocopy section 2 and working with sounds
Phonics Nur.by NehraSherane. Pages 40 – 43.
First Phonics Book 1 – 3.
WEEK 3 – 4
TOPICS
Digraph Sounds. Sight words: are, the, no
CONTENT
1. Rote read the 42 Jolly Phonics.
2. Build words with the digraph sounds.
3. Build 4 to 5 letter words with the single sounds.
4. Identify the digraph sound.
5. Spell, memorize and make short sentences with the sight words “go, the”, no.
KEY SKILL
1. To identify the digraph sound.
2. To differentiate the single sounds from digraphs
3. Circle the digraphs in words
CROSS CURRUICULAR LINK
Number concept; counting in 2s.
ASSESSMENT
- Whole class activity at the beginning of the lesson on identifying the digraph sounds will provide evidence on the extent to which learner can apply their knowledge.
- Individual work on blending words will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on digraph sounds, chart on single sounds, flash cards
REFERENCES
Working with Sounds Phonics by NehraSherane. Pages 40 – 43 and the Phonics Handbook by Sue Lloyd. First Phonics Book 1 – 3.
WEEK 5 – 6
TOPICS
Capital Letters. Sight words. He, she.
CONTENT
- Rote read capital small letters together.
- Write the capital letters and the small letters.
- Match capital letters to small letters.
- Say when to use the capital letters.
- Spell, memorize and make short sentences with the sight words he, she, her.
KEY SKILL
- To identify the capital.
- To identify when to use capital letters
- To look and copy capital letters
CROSS CURRUICULAR LINK
Social skill; the family
ASSESSMENT
- Whole class activity at the beginning of the lesson on identifying and reading the 26 alphabet.
- Will provide evidence on the extent to which learner can apply their knowledge on the topic
- Individual work on the formation of the capital letters will provide evidence on the extent to which each learner have ascertained the topic.
RESOURCE
Chart on Jolly phonic sounds, chart on the capital letters
REFERENCES
The Grammar Handbook 3 by Sara Wemham and Sue Lloyd.
Pages 38 Collins Easy learning English Ages 4- 3.
WEEK 7 – 8
TOPICS
Vowels and consonants. Sight words: you, me.
CONTENT
- Rote read capital and small letters together.
- Identify the vowels and consonant letters.
- Build words with the vowels.
- Spell, memorize and make short sentences with the sight words he, her, you, so.
KEY SKILL
- To identify 5 vowels and the 21 consonant.
- To write the vowel and the consonants
- Build and read three letter words.
CROSS CURRUICULAR LINK
Pre science; classes of food
ASSESSMENT
- Whole class activity at the beginning of the lesson on the 26 alphabet will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on differentiating the vowels from the consonants will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Chart on the vowels and consonants, chart on three letter words, flash cards
REFERENCES
The Grammar Handbook 1 by Sara Wenham and Sue Lloyd page 26
WEEK 9 – 10
TOPICS
Vowels. Sight words: her, we
CONTENT
- Rote read the 42 Jolly Phonics sounds.
- Rote read the capital letters.
- Identify the long vowels.
- Build words with the short and long vowels.
- Make sentences with the vowels
- Spell, memorize and construct sentences with the sight words.
KEY SKILL
1. To identify the vowels and consonants.
2. Build words with the vowels and consonants
3. To make sentences with the vowels
CROSS CURRUICULAR LINK
Pre-science; classes of food
ASSESSMENT
- Whole class activity at the beginning of the lesson on identifying the short and long vowels will provide evidence on the extent to which learner can apply their knowledge.
- Individual work blending words with the vowels will provide evidence on the extent to which each learner have understood the Topic
RESOURCE
Chart on the vowels, chart on three letter words, flash cars
REFERENCES
The Grammar Handbook 1 by Sara Wenham and Sue Lloyd page 26
WEEK 11 – 12
TOPICS
Consonant Blends. Sight words: said, love
CONTENT
- Rote read the 42 sounds.
- Identify the consonant letters.
- Identify and blend the initial blends and thereafter, final blends.
- Build words with the consonant blends.
- Identify and circle the consonant blends in words.
- Spell, memorize and make short sentences with the sight words : me, said, love
KEY SKILL
- To identify the consonant blends
- Build words with the blends
- To differentiate the initial and final consonant blends
CROSS CURRUICULAR LINK
Pre- science; living and non-living things, practical life; care of plants
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on word building using the blends’ will provide evidence on the extent to which each learner have ascertained the topic.
RESOURCE
Chart on consonant blends, chart on single and digraph sounds, flash cards
REFERENCES
The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 41 – 43 and New Key Phonics 6 by Collins Education page 5.
NURSERY 2 LANGUAGE ART 2ND TERM
WEEK 1
TOPICS
Capital letters. Sight word: one
CONTENT
1. Rote read capital small letters together.
2. Write the capital letters and the small letters.
3. Match capital letters to small letters.
4. Say when to use the capital letters
5. Make sentences using capital letters
6. Spell, memorize and make short sentences with sight words one, we, some.
KEY SKILL
1. To identify the capital.
2. To identify when to use capital letters
3. To look and copy capital letters
CROSS CURRUICULAR LINK
Social skill; the family
ASSESSMENT
- Whole class activity at the beginning of the lesson on reading the capital letters will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on the use of capital letters will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Chart on capital letters, sounds and sight words
REFERENCES
The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 38
Collins Easy learning English Ages 3-4
WEEK 2
TOPICS
Double consonants sight word: Some
CONTENT
1. Rote read the 42 Jolly Phonic Sounds
2. Rote read consonant blends.
3. Say why the consonants are double
4. Identify and match double consonant
5. Build words with double consonant.
6. Make simple sentences with the consonant blends and double consonants.
7. Spell, memorize and make short sentences with the sight
KEY SKILL
1. To identify the double consonants
2. To blend word with double consonant.
3. To write words with double consonant.
CROSS CURRUICULAR LINK
Social skill; the family, number concept; counting in 2s
ASSESSMENT
- Whole class activity at the beginning of the lesson on identifying the double consonants will provide evidence on the extent to which learner can apply their knowledge.
- Individual work blending words will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on double consonants, sounds and sight words
REFERENCES
The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 50
WEEK 3 – 4
TOPICS
Alternative spellings (ai a-e, ay) (ee ea) (oa, ow, o-e). Sight words: be, like.
CONTENT
1. Rote read the 42 Jolly Phonic Sounds.
2. Say other words we can use in place of alternative.
3. State the need for forming alternative words.
4. Identify and build the words with alternative spellings of word sounds.
5. Spell, memorize and make short sentences with the sight words. Be, like.
KEY SKILL
1. To identify the Different Alternative Spellings
2. To blend words using the Alternative Spellings
3. To listen and write words with alternative spellings
CROSS CURRUICULAR LINK
Social skill; the family.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on word building using the alternative’ will provide evidence on the extent to which each learner have ascertained the topic.
RESOURCE
Chart on alternative spellings
REFERENCES
New Key Phonics 6. Collins Educational pages 5, 9 – 10. & Start Smart Phonics by MotunIge Malita Nkembo Nursery 3 pages 33 – 35. & Schofield & Sums Book 4, page 11.
WEEK 5 – 6
TOPICS
Alternative Spellings (igh, y, i-e) (oi -oy) (ou -ow). Sight words: was, here.
CONTENT
1. Rote read the 42 Jolly Phonic Sounds.
2. Say other words we can use in place of alternative.
3. State the need for forming alternative words.
4. Identify and build the words with alternative spellings of word sounds.
5. Spell, memorize and make short sentences with the sight words. Be, like.
KEY SKILL
1. To identify the Different Alternative Spellings
2. To blend words using the Alternative Spellings
3. To listen and write words with alternative spellings
CROSS CURRUICULAR LINK
Social skill; the family.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on word building using the alternative’ will provide evidence on the extent to which each learner have ascertained the topic.
RESOURCE
Chart on alternative spellings
REFERENCES
New Key Phonics 6. Collins Educational pages 6, 9 – 10. &
Start Smart Phonics by MotunIge Malita Nkembo Nursery 3 pages 33 – 35. &
The Grammar Handbook 1 by Sara W. pages 122.
WEEK 7 – 8
TOPICS
Trigraphs Sight words: have, to.
CONTENT
1. Rote read the 42 Jolly Phonic Sounds.
2. Rote read words with trigraph.
3. Build words with trigraph.
4. To introduce reading of simple sentences.
5. Listen and write trigraph.
6. Read and match trigraph to the appropriate pictures.
7. Spell, memorize and construct sentences with the sight words have, to.
KEY SKILL
1. To identify trigraph.
2. To build words with trigraphs.
3. To circle trigraphs in words.
4. To listen and write trigraphs
CROSS CURRUICULAR LINK
Number concept; counting in 3s
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on blending words with trigraphs will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Chart on trigraph, flash cards.
REFERENCES
Key Stage 2 Schofield & Sims
Key Spelling Book 4 Pages 1 – 12.
WEEK 9 – 10
TOPICS
The use of ‘a’ and ‘an’. Sight words: there, live, of.
CONTENT
1. Rote read the 42 Jolly Phonic Sounds.
2. Rote read alphabet letters.
3. Identify the vowel (5) and the 21 consonant letters.
4. Say when to use ‘a’ and ‘an’.
5. Make sentences with ‘a’ and ‘an’.
6. Match ‘a’ and ‘an’ to appropriate pictures.
7. Spell, memorize and make short sentences with sight words there, live, of.
KEY SKILL
1. To identify the vowels and the consonants.
2. To identify when to use ‘a’ and ‘an’
3. To match ‘a’ and ‘an’ to the correct pictures.
CROSS CURRUICULAR LINK
Pre-science; living and non-living
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on identifying the vowels and consonants.
- Individual work on when to use ‘a’ and ‘an’ will provide evidence on the extent to which each learner have ascertained the topic.
RESOURCE
Chart on ‘a’ and ‘an’, apple, orange etc
REFERENCES
Pry. English Course 1 by O. Taiwo L. L. pages 1 – 2. & the Grammar Handbook 1 by Sara
WEEK 11 – 12
TOPICS
Use of ‘a’ and ‘some’ (singular/plural). Sight words: do, they, give.
CONTENT
1. Rote read the 42 Jolly Phonics Sounds
2. State the thumb rules of using ‘a’ and ‘some’.
3. Identify the vowels and consonant letters.
4. Say when to use ‘a’ and some.
5. Match ‘a’, ‘an’ and ‘some’ to the appropriate pictures.
6. Make simple sentences with ‘a’ and some.
7. Singular / Plurals.
8. Spell, memorize and make short sentences with the sight words: do, they, give.
KEY SKILL
1. To identify the vowels and the consonants.
2. To identify when to use ‘a’ ‘an’ and ‘some’
3. To match ‘a’ ‘an’ and ‘some’ to the correct pictures.
CROSS CURRUICULAR LINK
Number concept; number values
ASSESSMENT
- Whole class activity at the beginning of the lesson on mentioning things with ‘a’ and ‘some’ will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on ‘a’ and ‘some’
REFERENCES
Pry. English Course 1 by O. Taiwo L. L. pages 1 – 2.
NURSERY 2 LANGUAGE ART 3RD TERM
WEEK 1
TOPICS
Rules of reading. Sight words: only, could, would.
CONTENT
1. Rote read the 42 jolly phonic sounds
2. Rote read blends digraphs, consonant blends, and trigraph and double consonants.
3. Build words with the blends.
4. Say the basic reading rules.
5. Read the sentences
6. (Introduce decodable readers) Read brief passages guided by pictures.
7. Spell, memorize and make short sentences with the sight words only could, would.
KEY SKILL
- to rote read the 42 sounds
- to read the reading rules
- to read simple sentences using the Queen’s prime And decodable
- to make simple sentences
CROSS CURRUICULAR LINK
Social skill; school rules
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on identifying reading rules will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Chart on rules of reading, single sounds, digraph sounds, sight words
REFERENCES
Queen Primer book 2 & Decidable by Ned Jenren
WEEK 2
TOPICS
Consonant blends. Sight words: other, were, two
CONTENT
- Rote read the 42 sounds.
- Identify the consonant letters.
- Identify and blend the initial blends and thereafter, final blends.
- Build words with the consonant blends.
- Identify and circle the consonant blends in words.
- Spell, memorize and make short sentences with the sight words: other, were, two
KEY SKILL
- to rote read the 42 sounds
- to identify the consonant blends the initial and final blends
- to build words with the blends
- to read simple sentences
CROSS CURRUICULAR LINK
Pre- science; living and non-living things, practical life; care of plants
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on blending words.
- Individual work will provide evidence on the extent to which each learner have ascertained the topic
RESOURCE
Chart on consonant blends, charts on single sounds
REFERENCES
The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 41 – 43 and New Key Phonics 6 by Collins Education page 5.
WEEK 3 – 4
TOPICS
Noun. Sight words: old, should, young.
CONTENT
1. Rote read the 42 Jolly Phonics sounds alphabet letters.
2. Describe a noun.
3. Read and circle the nouns.
4. Identify and cross out pictures that are nouns.
5. Identify nouns ‘n’ the class noun.
6. Spell, memorize and make simple sentences with the sight words old, should, young.
KEY SKILL
- To identify nouns.
- to associate nouns to objects and real life things
- read the decodable , Queen’s prime and identify the nouns
CROSS CURRUICULAR LINK
- Pre-science living and non-living thing
- Social skills some interesting places
ASSESSMENT
- Whole class activity at the beginning of the lesson on saying some nouns will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on noun, object in and outside the class
REFERENCES
The Grammar Handbook 1 by Sara Wenham and Sue Lloyd. Page 102
WEEK 5 – 6
TOPICS
Verb (ing). Sight words: upon, little, what.
CONTENT
1. Rote read the 42 jolly phonic sounds
2. Describe verb.
3. Read a passage and circle the verbs.
4. Add ‘ing’ to make verbs.
5. Demonstrate verbs.
6. Spell, memorize and make short sentences with the sight words.
7. Identify read and circle the sight words. Upon, little, what.
KEY SKILL
- to identify the verbs
- to match some word to their actions
- to the doubling rules by adding ‘ing’
CROSS CURRUICULAR LINK
Physical education; skipping, jumping. Etc
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on identifying verbs will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Chart on verbs, making actions.
REFERENCES
My second language book, ages 3-4 by M. O. Oluira M J, page 25. & Grammar Handbook 1 by Sara W &S. Page 126.
WEEK 7 – 8
TOPICS
More of nouns and verbs sight words: yellow, there
CONTENT
- Rote read the 42 jolly phonic sounds
- Identify the noun and verb in words.
- Underline and circle the verbs and nouns in a passage.
- Match verbs to nouns.
- Read the sentences
- Read brief passages guided by pictures.
- Spell, memorize and make short sentences with the sight words: yellow, there.
KEY SKILL
- to identify nouns
- to identify the verbs
- to match nouns to their verbs
- To read words with verbs and nouns.
CROSS CURRUICULAR LINK
- Social skills; some interesting places
- Physical education; running, jogging
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on stating nouns and verbs.
- Individual work will provide evidence on the extent to which each learner have ascertained the topic
RESOURCE
Chart on nouns and verbs, objects in the class
REFERENCES
- Collins Easy Learning ages 4-5.
- Pages 5 – 30 & Decidable by Ned James.
WEEK 9 – 10
TOPICS
Sentence construction. Sight words. Because, does, put.
CONTENT
- Rote read the 42 Jolly Phonic Sounds.
- Build words with the single sounds, digraphs consonant blends and double consonant, magic ‘e’.
- Make simple picture guided sentences
- Read the decodable
- Match pictures to it correct sentence.
- Spell, memorize and make short sentences with the sight words (because, does, put.
KEY SKILL
- to rote read
- the 42 sounds, consonant blends, double consonant, etc
- to construct sentences with the above
- to read simple sentences from a passage
CROSS CURRUICULAR LINK
Pre- science; living and non-living things, practical life; care of plants
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on sentence construction
REFERENCES
Pry. English Course 1 by O. Taiwo L.L. pages 1-2.
WEEK 11 – 12
TOPICS
Reading .sight words: their, want, once.
CONTENT
- Rote read the 42 Jolly Phonic Sounds.
- Make sentence.
- Rote read blends.
- Say the basic reading rules.
- Read passage in Queen Primer.
- Reading of Decodable.
- Read and match sentences to pictures.
- Make sentences with words / pictures.
- Read the sight words – their, want, once.
KEY SKILL
- to rote read
- the reading rules
- to make simple sentences
- to read the Queen’s prime and the decodable
- to match picture to sentences
CROSS CURRUICULAR LINK
Social skills; some interesting places.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work reading will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Queen primer, other readers, chart on reading rules
REFERENCES
Queen Primer book 2 & Decidable by Ned Jenren.
1ST TERM NUMBER CONCEPT
WEEK 1 – 2
TOPICS
Recognition of values 1-30
CONTENT
1. Rote counting of numbers 1 – 100.
2. Give values to number 1 – 30 using so many counters.
3. Count and match numbers to objects.
4. Write from memory 1 – 70.
5. Look and copy numbers 1 – 100.
6. Fill in the missing numbers 1 – 70.
KEY SKILL
1. To identify numbers 1-100.
2. To apportion value to number 1-30.
3. To look and copy numbers
4. To write from memory 1-70.
CROSS CURRUICULAR LINK
Pre-science; living and non-living things, language arts; noun
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on apportioning values to number.
- Individual work will provide evidence on the extent to which each learner have ascertained the topic
RESOURCE
Counters, balls, breads chart on numbers
REFERENCES
Macmillan New Pry. By Math Module 4. Page 13. & Collins Easy Learning Counting Age 3-5. Page 17.
WEEK 3 – 4
TOPICS
Counting in ascending and descending order. Form nos. 71-80
CONTENT
1. Rote count 1 – 120
2. Count and write in descending order 20-1.
3. Write from memory 1 – 70
4. Look and copy 1-
100
5. Join the dots 1 – 100
6. Fill the missing numbers 1 – 70.
KEY SKILL
1. To count and write in descending order.
2. To count and write number in ascending order.
3. To fill in the missing numbers
4. To look and copy numbers correctly.
CROSS CURRUICULAR LINK
Language Arts; consonant blends
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Staircase, slant, chart on ascending and descending order
REFERENCES
Macmillan New Pry. By Math. Module 4. Page 13. & Collins Easy
Learning Counting Age 3-5, 4-5.
WEEK 5
TOPICS
Addition. Form number 81 85.
CONTENT
1. Rote count 1 – 120.
2. Describe addition.
3. Add pictures and give the answer.
4. Work it out (Add the numbers)
5. Write from memory 1 – 40.
6. Look and write 1 – 40.
KEY SKILL
1. To describe addition by Demonstration
2. To identify the symbol of Addition
3. To add using pictures and objects.
CROSS CURRUICULAR LINK
Language art; consonant Blends copy numbers.
W.W.J.D the coming of Christ.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Sign on addition, counters, breads, balls, number chart
REFERENCE
Schofield & Sims Nursery Numbers Book 6, pages 14-15. & Macmillan Pry. Math Book 2, page 34 & Collins Easy Learning Counting 12 – 16.
WEEK 6
TOPICS
Subtraction. Form number 86-90.
CONTENT
1. Rote count 1-150
2. Describe Subtraction using principle.
3. Take-away (reduce) remove etc.
4. Give values to numbers.
5. Subtract objects and give answer. Write from memory 1 – 40.
KEY SKILL
1. To describe subtraction by demonstration
2. To identify the symbol of subtraction
3. To subtract using pictures and objects.
CROSS CURRUICULAR LINK
W.W.J.D; Jesus took away our sins
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the subtraction.
- Individual work will provide evidence on the extent to which each learner ascertained the topic
RESOURCE
Sign on subtraction, counters, breads, balls, number chart
REFERENCES
Schofield & Sims Nursery Number 6Pages 22 & 23 Macmillan New Pry. Math book 2, page 50.
WEEK 7
TOPICS
Review Addition and Subtraction
CONTENT
- Rote count 1 – 150
- Write from memory 1 – 90.
KEY SKILL
1. To demonstrate and say the principle of addition and subtraction
2. To add/subtract pictures and objects.
3. To identify the symbol of addition and subtraction.
CROSS CURRUICULAR LINK
Sensorial Activity; concept of sizes
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the topic
RESOURCE
Number chart, counters, balls, beads, and addition/subtraction sign
REFERENCES
Collins Easy= Learning Counting Age 3-4 Pages 12-2 1 & Macmillan New Pry. Math book 2, page 50. & Learning Solution Pry-School picture book, pages 1- 16.
WEEK 8
TOPICS
Recognition of values 1-50. Introduce number 91-100
CONTENT
- Rote count 1 – 170
- Give values to numbers 1 – 100
- Count and match objects appropriately.
- Write from memory 1 – 100
- Fill in the missing numbers.
KEY SKILL
- To apportion values to numbers
- To match objects to the correct number
- To write from memory 1-100.
- Pre-science; Living and non- living things
CROSS CURRUICULAR LINK
Sensorial Activity; concept of size
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner have understood the topic.
- Individual work will provide evidence on the extent to which each learner apply their knowledge on apportioning values to numbers
RESOURCE
Number chart, counters, balls, beads
REFERENCES
Macmillan New Pry. By Math Module 4. Page 13. & Collins Easy Learning Counting Age 3-5. Page 17.
WEEK 9 – 10
TOPICS
Introduce greater than >, less than <and equal to =
CONTENT
- Rote count 1 – 170.
- Describe and demonstrate greater <, less> and equal to =
- Write from memory 1 – 100.
- Join the dots 1 – 120
- Fill in the missing numbers, 1 – 100
KEY SKILL
- To demonstrate greater than/less than
- To identify the symbol of greater than / less than
- To fill in the missing number.
CROSS CURRUICULAR LINK
Sensorial Activity; concept of size
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Sign for greater than >, less than <and equal to
REFERENCES
Lacombe new primary math, pages 36-37
WEEK 11 – 12
TOPICS
Introduce Graph representation of data
CONTENT
- Rote count 1 – 200
- Represent numbers on the graph.
- Write from memory 1 –100
- Look and copy 1-120
- Find the value for numbers 50 – 100
- Join the dots 1 –120,
KEY SKILL
1. To sort objects using table
2. To represent data in the graph
3. To colour the graph correctly.
CROSS CURRUICULAR LINK
Sensorial Activity; concept of shapes
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on graph.
- Individual work will provide evidence on the extent to which each learner have ascertained the lesson
RESOURCE
Chart on graph representation of date, shapes, and colours
REFERENCES
Macmillan Pry. English Course book 1 by o. Taiwo L. Lorye. Page 4. & New Nursery Math Book 3 Macmillan series page 1
2ND TERM NUMBER CONCEPT
WEEK 1 – 2
TOPICS
Addition /subtraction of numbers using pictures and stories.
CONTENT
1. Rote count 1-250
2. Describe terms
3. Say the principles of addition/subtraction as in put together, plus, take away, remove, minus etc.
4. Add/subtract objects and give answers
5. Look and copy 1 – 150
6. Write from memory 1 – 120
7. Fill in the missing numbers 1- 100.
KEY SKILL
1. To demonstrate the meaning of addition/subtraction.
2. To identify the symbol of addition/subtraction
3. To solve problem on addition/subtraction
4. To write from memory.
CROSS CURRUICULAR LINK
Social Skill; Occupation.
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the lesson
RESOURCE
Sign for addition/ subtraction, counters, beads etc
REFERENCES
Number Key stage Pages 23 & Nursery number 6 Schofield &
Sims Pages 4-6. & Lacombe New Pry. Math, pages 30-31.
WEEK 3 – 4
TOPICS
Counting in 2s.
CONTENT
1. Rote count 1-300
2. Count and write in 2’s 2-20
3. Look and copy 1 – 200
4. Write from memory 1-130
KEY SKILL
1. To describe the term.
2. To count and write in 2s
3. To fill in the missing numbers in 2s.
CROSS CURRUICULAR LINK
W. W. J. D Noah’ Ark
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work skip count in 2s will provide evidence on the extent to which each learner assimilation of the topic.
RESOURCE
Chart on counting in 2s, counters, Number charts
REFERENCES
Nursery number 6 Schofield & Sims Pages 7 & 8 Number’s Key stage.
WEEK 5 – 6
TOPICS
Odd and even numbers
CONTENT
- Rote count 1-300
- Identify and write odd and even numbers
- Look and copy numbers 1-70
- Write from memory 1-140
- Join the dots.
KEY SKILL
- To describe odd and even number.
- To identify odd and even.
- To write odd and even numbers
- Write from memory 1 -140.
CROSS CURRUICULAR LINK
Sensorial Activity; Opposite
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on odd and even numbers.
- Individual work will provide evidence on the extent to which each learner have ascertained
RESOURCE
Chart on odd and even numbers
REFERENCES
Nursery number 6 Schofield & Sims Pages 7 & 8 Number’s Key stage.
WEEK 7
TOPICS
Review Addition/Subtraction
CONTENT
- rote count 1-350
- Add/subtract numbers using object.
- Say the principles of addition and /subtraction.
- Join the dots 1-30
- Look and copy 1-160
- Write from memory 1- 145
KEY SKILL
- To demonstrate and say the principle of addition and subtraction
- To add/subtract pictures and objects.
- To identify the symbol of addition and subtraction.
CROSS CURRUICULAR LINK
Sensorial Activity; concept of sizes
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the topic.
RESOURCE
Sign for addition/ subtraction, counters, beads etc
REFERENCES
Numbers key stage (learning at home from school) Pages 23, 25, 5-7
WEEK 8 – 9
TOPICS
Introduce 1-2 time table
CONTENT
- Rote count 1 – 400
- Recite and write 1 – 2 times tables.
- Write from memory 1 – 150
- Fill in the missing numbers 1 – 100.
- Multiply numbers using objects
KEY SKILL
1. To identify the symbol of multiplication
2. To recite the multiplication table
3. To fill in the missing numbers.
CROSS CURRUICULAR LINK
Language art; noun
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on 1-2 time table, number chart
REFERENCES
Lacombe new Pry math, pages, 27-29
WEEK 10
TOPICS
Counting in 5s
CONTENT
- Rote count 1-400
- Identify, count and write numbers in 5’s
- Look and copy 1- 200
- Write form memory 1-150
- Fill in the missing numbers 1-100
KEY SKILL
- To describe the term.
- To count and write in 5s
- To fill in the missing numbers in 5s
- To look and copy
CROSS CURRUICULAR LINK
Physical Education; skipping
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work skip count in 5s will provide evidence on the extent to which each learner assimilation of the topic.
RESOURCE
Chart on counting in 5s, counters, number charts
REFERENCES
Lacombe new pg. mathematics pages 38-41
WEEK 11 – 12
TOPICS
Counting in 10s
CONTENT
- Rote count 1-400
- Count and write on 10’s 10-200
- Look and copy 1- 200
- Write from memory 1-150
- Fill in the missing numbers 1-100
KEY SKILL
- To describe the term.
- To count and write in 10s
- To fill in the missing numbers in 10s
- To write from memory
CROSS CURRUICULAR LINK
Physical Education; skipping
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic
RESOURCE
Chart on counting in 10s, counters, number charts
REFERENCES
Lacombe new page math pages 38-41.
3RD TERM NUMBER CONCEPT
WEEK 1
TOPICS
Concept of money
CONTENT
1. Rote count 1-400
2. Identify different currency
3. Write from memory 1-150
KEY SKILL
1. To describe money
2. To identify money
3. To identify the different denominations/currency
CROSS CURRUICULAR LINK
Song/rhyme; how much is the dog
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on money.
- Individual work will provide evidence on the extent to which each learner have ascertained
RESOURCE
Money, chart on numbers, counters
REFERENCES
Lacombe new pry. Math Pages 30-31 & numbers key stage
Pages 5-7, 23, 25
WEEK 2 – 3
TOPICS
Shopping involving money
CONTENT
1. Rote count 1-400
2. Describe terms
3. Shop with money
4. Look and copy 1-200
5. Write from memory 1- 170
6. Join the dot
KEY SKILL
1. To identify money
2. To shop with money
3. To make change with money.
CROSS CURRUICULAR LINK
Song/rhyme; how much is the dog
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the adding/subtraction money, then make change.
- Individual work will provide evidence on the extent to which each learner have ascertained
RESOURCE
Money, butter supermarket, counters, chart on numbers
REFERENCES
Lacombe new pry. Math Pages 34
WEEK 4 – 5
TOPICS
Addition of numbers involving money
CONTENT
1. Rote count number 1-450
2. Addition using money
3. Join the dots
4. Look and copy 1-250
5. Write from memory 1- 190
6. Fill in the missing no: 1-150
KEY SKILL
1. To identify money
2. To shop with money
3. To make change with money.
CROSS CURRUICULAR LINK
Song/rhyme; how much is the dog
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the adding money.
- Individual work will provide evidence on the extent to which each learner have ascertained
RESOURCE
Real money, sign for addition, chart on numbers, counters
REFERENCES
Lacombe new pry. Math Pages 18
WEEK 6 – 7
TOPICS
Subtraction involving money
CONTENT
1. Rote count number 1- 500
2. Subtraction using money
3. Join the dots
4. Look and copy 1-270
5. Write from memory 1-200
6. Fill in the missing no: 1-160
KEY SKILL
1. To identify money
2. To shop with money
3. To make change with money.
CROSS CURRUICULAR LINK
Song/rhyme; five current buns
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on how to subtract money and have change.
- Individual work will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Money, sign for subtraction number chart, counters
REFERENCES
Lacombe new pry. Math Pages 34
WEEK 8
TOPICS
Greater/less, than and equal to
CONTENT
- Rote count 1-500
- Identify and write these symbols appropriately
- Write from memory 1- 210
KEY SKILL
- To demonstrate greater than/less than
- To identify the symbol of greater than / less than
- To fill in the missing number.
CROSS CURRUICULAR LINK
Sensorial Activity; concept of size
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on greater/less than and equal to.
- Individual work will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
The sign for less than/ greater than and equal to, chart on numbers
REFERENCES
Lacombe new Math Pages 36-37
WEEK 9 – 10
TOPICS
Introduce telling the time on the hours.
CONTENT
- Rote count 1-500
- Describe the term
- Identify the hand of the clock
- Look and copy 1-280
- Write from memory 1- 230
- Fill in the missing numbers 1-180
KEY SKILL
- To identify the period of the day
- To identify the minute and hour hand
- To tell the time in hours.
CROSS CURRUICULAR LINK
Pre-science; Season
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on identifying different period of the day.
- Individual work will provide evidence on the extent to which each learner differentiate minutes from the hour hand.
RESOURCE
Clocks, charts on number 1-200
REFERENCES
Lacombe new Math Pages 34
WEEK 11 – 12
TOPICS
Fraction
CONTENT
- Rote count 1-250
- Write from memory 1- 230
- Describe terms 4.Identify and shade/colour fraction.
KEY SKILL
- To identify the whole
- To identify the half, quarter’ ¼ etc
- To match fraction.
CROSS CURRUICULAR LINK
T.P.D; sharing with your friend
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on fraction.
- Individual work will provide evidence on the extent to which each learner identifying a whole object and parts of an object.
RESOURCE
Chart on fraction, different objects on fraction, and fruits on fraction
REFERENCES
Lacombe new Math Pages 36-37
1ST TERM PRE-SCIENCE
WEEK 1
TOPICS
Living and non- living things
CONTENT
1. Describe terms
2. Identify living and non- living things
3. Differentiate living and non- living things
KEY SKILL
- To say the meaning of living and non-living things.
- To identify and name the living and non-living things.
- To say the characteristic of living and non- living things.
CROSS CURRUICULAR LINK
Language Arts; noun.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can identify living and non- living.
- Individual work will provide evidence on the extent to which each learner can apply their knowledge on living and non-living things.
RESOURCE
Chair, table, man, boy, trees, animal and chart on living and non- living things
REFERENCES
Science is fun Bk 3 by s. T bajah page 3-5
WEEK 2
TOPICS
Plants and animals
CONTENT
Describe terms identify and mention some characteristics of plants and animals
KEY SKILL
- To identify plant and animals
- To state the feature of plant and animals.
- To differentiate plant and animals.
CROSS CURRUICULAR LINK
Practical life; care of plants.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on plants and animals.
- Individual work will provide evidence on the extent to which each learner differentiate plants from animals.
RESOURCE
Chart on plant and animals, real animals, plants
REFERENCES
Lantern comprehensive science Bk 7 and oxford advanced dic. Pages 887 And Scholastic (ecy.) page 527
WEEK 3
TOPICS
Classification of animals (domestic and wild)
CONTENT
- describe terms
- classify body coverings of animals
- identify and mention these body coverings
KEY SKILL
- To identify the wild animals and domestic animals.
- To say why some animals are wild and some lives close to us.
- To identify their differences.
CROSS CURRICULAR LINK
W.W.J.D. story of creation.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can say where they live.
- Individual work will provide evidence on the extent to which each learner identify wild and domestic animals.
RESOURCE
Chart on wild and domestic animals, real animals both wild and domestic
REFERENCE
Oxford advanced learner dic page 374 and early social st
For nursery sch. Page 33
WEEK 4 – 5
TOPICS
Growth and reproduction in plants and animals
CONTENT
1. Describe terms
2. State how some animals reproduce
3. Experiment and mention some stages of growth in some animals (using butterfly)
4. Demonstrate how things grow with a rhyme
KEY SKILL
- To say the meaning of growth and reproduction
- To identify the stages of growth in animals.
- To plant a seed and monitor it germinate.
CROSSCURRICULAR LINK
Songs/rhymes. We are like seeds…….
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner have ascertain the lesson.
- Individual work on planting will provide evidence on the extent to which each learner have understood the lesson.
RESOURCE
Chart on the life cycle of a butterfly, real life cycle of a frog, bean seeds, containers, water, and soil.
REFERENCE
Tender science is from Bk 2 by st bajah pages 6-7
Science is from Bk 3 pages 20-36
WEEK 6 – 7
TOPICS
Heavenly bodies
CONTENT
- describe terms
- identify and name the heavenly bodies
- state their functions
- Say their importance to us.
KEY SKILL
- To identify the heavenly bodies.
- To name the heavenly bodies.
- To identify and circle the heavenly bodies.
CROSSCURRICULAR LINK
W.W.J.D; creation.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on heavenly bodies.
- Individual work will provide evidence on the extent to which each learner can identify the heavenly bodies.
RESOURCE
Chart on heavenly bodies, the real sun and cloud.
REFERENCE
Scholastic children’s D.C page 476
WEEK 8
TOPICS
The sun
CONTENT
- Identify and name the heavenly bodies.
- Identify the sun in the midst of the heavenly bodies
- State the function/importance of sun to us.
KEY SKILL
- To identify the sun as a heavenly body
- To wash and dry handkerchief on the sun
- To identify the important of the sun to man.
CROSSCURRICULAR LINK
Songs/rhyme; oh Mr. Sun
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the function of the sun.
- Individual work will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Chart on heavenly bodies, sun, handkerchief, soap and water.
REFERENCE
Social studies bk2 and home
ECOMS for junior sec. Sch. By Elizabeth anyakoha
WEEK 9 – 10
TOPICS
Season (things we wear)
CONTENT
- Describe terms
- State how many seasons we have in Nigerian
- Match clothing to season
- Identify the season we are in now
KEY SKILL
- To identify the seasons
- To differentiate the national/ international season.
- To identify the things we wear at a particular season and say why we wear them.
CROSSCURRICULAR LINK
Social skill; clothing.
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on season.
- Individual work will provide evidence on the extent to which each learner can identify different season.
RESOURCE
Chart on season, chart on things we wear, cloths, shoes etc.
REFERENCE
Social studies from pry-schbk by Adisa bakare lesson 31-32 page 68-69
WEEK 11 – 12
TOPICS
Every day materials; matter (solid, liquid and gas)
CONTENT
- Describe terms
- State the process involved in changing solid to liquid and liquid to solid.
- Identify liquid object
- Identify solid objects.
- Experiment on liquid /solid, gaseous states.
- Identify tools and toys
KEY SKILL
- To identify solid and liquid
- To mention things that are solid and liquid.
- To differentiate solid from liquid.
- To differentiate toys from tools
CROSSCURRICULAR LINK
Sensorial Activity; shapes
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Chart on solid, liquid and gas Ice block, water, stone etc
REFERENCE
Oxford Advanced Learner Dic. Pages 1132/691
2ND TERM PRE-SCIENCE
WEEK 1 – 2
TOPICS
Human beings and other animals.
CONTENT
- describe term
- State the differences between human beings and other animals.
- state their characteristics
- Identify the similarities on them.
KEY SKILL
- To identify human beings and other animals.
- To mention their characteristic.
- To identify their differences.
CROSSCURRICULAR LINK
W.W.J.D; Story of creation
ASSESSMENT
- whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on human beings and other animals Individual work to differentiate between human beings and other animals will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Chart on human beings and other animals, real animals and the teachers.
REFERENCE
Science is discovering Bk 3 by benedict a c. Asjusioro pages &scholastic success with kindergarten 240-246
Uric primary science by chief kola adegbon page 4
WEEK 3
TOPICS
Parts of the body
CONTENT
- identify the part of the body
- say their function/importance 3.state how to take care of them
KEY SKILL
- To identify“ the part of the body
- To mention each part of the body. Songs/rhymes; I have two hands
- To state the function of each part.
CROSSCURRICULAR LINK
Songs/rhyme; my head, shoulders, kneel and toes
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge the topic
- Individual work will provide evidence on the extent to which each learner have ascertained the lesson
RESOURCE
Chart on parts of the body, human beings
REFERENCE
Now edition by health Ed. By e. A obogbaimwpa ges 7-8
WEEK 4
TOPICS
Sense organ
CONTENT
- identify the parts of the body
- identify and mention the sense organs of the body
- state their functions/importance
- State how they can be taken care of.
KEY SKILL
- To identify the sense organs.
- To say how many sense organs we have.
- To identify their functions.
CROSSCURRICULAR LINK
Songs/ rhymes, sensorial Activity; perception and discrimination
ASSESSMENT
- Whole class activity on identifying the sense organs at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
- Individual work will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Chart on sense organ, use the children
REFERENCE
Scholastic children encyclopedia page 527 &Schofields and sum science key stage 2 pages 6-7
WEEK 5
TOPICS
Pets
CONTENT
- Describe terms
- Identify and name pet animals
- state their uses /importance
- Say how to care for them
KEY SKILL
- To identify pet animals
- To differentiate pet from other animals.
- To colour the pet animals.
CROSSCURRICULAR LINK
Songs/ rhyme; oh where oh where has my little dog gone…….
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can identify pets Individual work to circle pet from other animals will provide evidence on the extent to which each learner have ascertained the lesson
RESOURCE
Chart on pet, real animal on cat, dog etc
REFERENCE
Internet: intomotessori. Com/ox. & Oxford advanced learner ds 6th edition page 870. 80
WEEK 6 – 7
TOPICS
Personal hygiene
CONTENT
- describe terms
- State how to take care of our body and our environments.
- Identify and mention things used in taking care of our body/environment.
- State the right time to take our bathe, wash our cloths and brush our teeth.
KEY SKILL
- To identify part of the body.
- To identify things used in taking care of our body e.g. soap, sponge, water, cream etc.
- To identify how we care for our environment.
- To state different ways we care for each part of the body.
CROSSCURRICULAR LINK
T.P.D; good toilet habit
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on cleanliness.
- Individual work to will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Soap, water, towel, toilet, drinking water, sponge, broom, mop, packer and the environment
REFERENCE
Comprehensive home Econs for primary school book 1 pages 28-31. Pages 28-31
WEEK 8
TOPICS
Water
CONTENT
- describe terms
- state the sources of water/uses
- State the importance of water and uses.
KEY SKILL
- To say the meaning of
- To identify the sources of water
- To mention the uses of water.
CROSSCURRICULAR LINK
Practical life; bathing exercise
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
- Individual work to identify the sources of water and it uses will provide evidence on the extent to which each learner assimilation of the topic.
RESOURCE
Chart on sources of water, tap, bore hole
REFERENCE
Health education bk.5 Comprehensive Agricultural Science for Pry.46-53
WEEK 9
TOPICS
Water purification
CONTENT
- Describe terms
- State how water can be purified
- Identify and mention things used for water purification
- Say the need/benefits of clean/ good water.
- Say why some object sinks and some floats.
KEY SKILL
- To differentiate clean water from dirty
- To identify some things used in purifying water.
- To identify the benefit of drinking water.
CROSSCURRICULAR LINK
Social skill; safety
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on water purification.
RESOURCE
Gas, kettle, water guard and water dispenser
REFERENCE
Health education bk.5. Comprehensive Agricultural Science for Pry.46-55
WEEK 10
TOPICS
Evaporation and condensation
CONTENT
- Describe terms
- Demonstrate evaporate.
- To experiment evaporation and condensation
KEY SKILL
- To describe evaporation and condensation using demonstration.
- To experiment evaporation and condensation.
CROSSCURRICULAR LINK
Song/rhyme; wincey wincey
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on evaporation and condensation.
RESOURCE
Gas, pot, matches and chart on evaporation.
REFERENCE
Health ed. Bk 5 pages 20-by obogamihe scholastic children encyclopedia s. Page 527 early social St. for Nursery Bk pages 11.
WEEK 11 – 12
TOPICS
Buoyancy
CONTENT
- describe terms
- identify and name some sinking objects
- Identity, colour and cross out floating object.
KEY SKILL
- To say the meaning of buoyancy
- To identify the floating objects.
- To identify the sinking objects
- To circle the sinking objects and colour the floating objects.
CROSSCURRICULAR LINK
Sensorial Activity; concept of heat.
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
Individual work to identify floating and sinking objects will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Big bowl, water, light and heavy objects.
REFERENCE
Early social St. For nursery sch. Bk 2 page 23 chact. 7
3RD TERM PRE-SCIENCE
WEEK 1
TOPICS
Classes of food
CONTENT
1. Describe terms
2. Identify and mention the 6 classes of food
3. State what each class of food gives to the body.
4. Match each class of food to the pictures.
KEY SKILL
1. To say the meaning of food
2. To identify some food
3. To identify the 6 classes of food.
4. To state the function of each class of food to the body.
CROSSCURRICULAR LINK
Social skill; food eaten by different nationals
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on classes of food.
- Individual work to name and identify the six classes of food will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Chat on the classes of food. Real foods.
REFERENCE
Pry. Health ed. Bk of by e.a obogbambu pages 92-97 figure 49-54
WEEK 2
TOPICS
Importance of food
CONTENT
- Identify and mention the 6 classes of food.
- State what each class of food gives to the body.
- Say the importance of food to the body
KEY SKILL
- To Say the reason for eating food.
- To identify the 6 classes of food.
- To state the importance of food to the body.
CROSSCURRICULAR LINK
Social skill; food eaten by different nationals
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on importance of food.
- Individual work to say the importance of food will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Chat on classes of food, real food.
REFERENCE
Pry. Health ed. Bk of by E.a obogbambu pages 92-97 figure 49-54
WEEK 3 – 4
TOPICS
Temperature
CONTENT
- Describe terms
- Say our normal body temperature
- State that when an object is hot, the temperature is high and that when and object is cold the temperature is very low.
- Identify a thermometer and state the function
- use a thermometer to observe a temperature
- State how a thermometer reads.
KEY SKILL
- To say the meaning of temperature.
- To identify a thermometer and the use.
- To mention the decree of hot and cold.
- To match object to it appropriate temperature.
CROSSCURRICULAR LINK
Social skill; clothing
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on temperature. Individual work to identify hot and cold objects will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Thermometer, ice block, hot water.
REFERENCE
Scholastic. From children page& science is from Bk 1 and 2 by s.t bajah pages 8, 9 Science is discovery pupil b/c 5 by olarewajua.o pages 74-80
WEEK 5
TOPICS
Concept of heat
CONTENT
- Describe terms.
- state how objects expand because of heat using the pop-corn and corn-popper
- Describe other ways heat could expand objects.
KEY SKILL
- To identify the function of heat.
- To say the source of heat.
- To experiment.
CROSSCURRICULAR LINK
Sensorial Activity; perception and discrimination
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on concept of heat.
RESOURCE
Gas, pot, corn, salt sugar groundnut oil (To show the pupil an experiment how the heat expands the corn into a pop-corn.)
REFERENCE
Health education bk3 pages 30-34 by obgbanuhe
WEEK 6 – 7
TOPICS
Electricity.
CONTENT
- describe terms
- identify and mention some electrical appliances
- identify switch; switch off and on
- state the importance of electricity
- State the dangers of playing with electricity.
KEY SKILL
- To identify electricity.
- To state the function of electricity.
- To identify the danger of not using it properly.
CROSSCURRICULAR LINK
Social skill; safety
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on electricity.
- Individual work to say the meaning of electricity will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Socket, extension
REFERENCE
Health ed. Bk 5 pages 20-by obogamihe scholastic children encyclopedias. Page 527
WEEK 8 – 9
TOPICS
Electrical appliance
CONTENT
- describe terms
- identify and mention some electrical appliances
- state the importance of electrical appliance
- 4.say how to switch off and on and watch the teacher demonstrate it
- State the danger of playing with electrical appliances.
KEY SKILL
- To identify and name some electrical appliance.
- To mention the uses of these appliances
- To say the danger of playing with these appliances.
CROSSCURRICULAR LINK
Social skill; safety
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on electrical appliances.
Individual work to identify and mention some electrical appliances will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Television, electric iron, fan, electric kettle. Etc.
REFERENCE
Health ed. Bk 5 pages 20-by obogamihe scholastic children encyclopedias. Page 527
WEEK 10
TOPICS
Sound
CONTENT
- describe terms
- make different sounds
- Use the imaginary telephone to demonstrate the adapt sounds.
- State the need to always pay attention.
- To experiment on sound.
- To differentiate the sounds. E.g. loud, soft. etc.
KEY SKILL
- To identify the different sounds by using the sound box.
- To illustrate the concept of sound by using the imaginary telephone.
- To differentiate the sounds.
CROSSCURRICULAR LINK
Songs/ rhyme; old Mac- Donald
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on sounds.
- Individual work to listen and identify different sound will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Sound box, imaginary telephone.
REFERENCE
Internet: motessori.com/sound box.
WEEK 11 – 12
TOPICS
Musical instrument
CONTENT
- describe terms
- identify and mention some musical instruments
- play some of the musical instruments and say the sound they produce
- Identify and mention some instrument that makes the same sounds
KEY SKILL
- To identify the musical instruments by name.
- To circle the musical instruments in the mist of other picture.
- To identify the sounds of some instruments.
CROSSCURRICULAR LINK
Social skill; occupation
ASSESSMENT
- Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on musical instrument.
- Individual work to identify and name different musical instrument will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Chat on musical instrument, the tambourine, the music lab
REFERENCE
Internet: www. Musical instrument.com
1ST TERM SOCIAL SKILLS
WEEK 1 – 2
TOPICS
The family (types)
CONTENT
- describe terms
- identify and mention the types of family
- Identify and name the leader of a family/member of a family.
KEY SKILL
- To identify the family.
- To differentiate the nuclear form the extended family
CROSSCURRICULAR LINK
Language Art: vowels and consonants
ASSESSMENT
- Class work (discussion) will give evidence on the extent to which learner understanding the meaning.
- An individual work (response) will ascertain each learner’s lead of assimilation on the topic.
RESOURCE
Chart on the family
REFERENCE
Basic facts in general sist. For sec. Sch by m.o a. Oledelem.c pages 14-15
Comprehensive socials tbk 1.
WEEK 3
TOPICS
Duties of members of the family
CONTENT
- say what a family is
- Identify and mention the member of a family.
- State the duties of the father, mother and children.
KEY SKILL
- To identify members of the family.
- To state the role of each of the member of the family
- To circle the father as the head of the family.
ASSESSMENT
Whole class work provide evidence and the extent to which learner can identify and mention the members of the family.
RESOURCE
Chart on the family
REFERENCE
Social studies form primary schools book one by Adisa, b ayisa b&briola h. Lesson 6-9
WEEK 4
TOPICS
Rules in the family
CONTENT
- identify and mention members of the family
- state the rules in the family
- match each member of the family and the rules
- State the importance of rules in the family.
KEY SKILL
- Name some members of the family
- To state the rules of each member of the family.
- To say the importance of obeying these rules in the family
CROSS CURRICULAR LINK
T.P.D; School and class agreement
ASSESSMENT
- Class discussion at the beginning of the lesson will ascertain learner’s previous knowledge on the meaning of family.
- Individual work (feedback) will also prove each lead of assimilation on the rules in the family and its importance.
RESOURCE
Chart on the family
REFERENCE
Social studies for primary schools book one by Adisa b & co lesson 6-9 &
Basic pry. Schbk 4
WEEK 5 – 6
TOPICS
My school
CONTENT
- describe school
- identify and way the name of our school, my teacher, head teachers, supervisor and proprieties
- identify the sections of my school
- draw the school
KEY SKILL
- To say the name of the school, teachers, supervisor, head teacher, administrator and proprietress
- To identify the things that can be found in the school.
- To say the name of their class.
CROSSCURRICULAR LINK
Language Arts; noun
ASSESSMENT
An open class activity will ascertain learner understanding of what a school is. An individual activity (feedback) will also give understanding on the extent to which each learner understand stood the lesson.
RESOURCE
The school environment
REFERENCE
Social studies for primary schools book one by Adisa b & co lesson 6-9 &
Basic pry. Schbk 4
WEEK 7 – 8
TOPICS
Rules in my school
CONTENT
- Describe school/rules
- outline some rules in our school
- state the benefits of observing their rules
- state the consequences of breaking the school rules
- using the class as a case study
- State the relationship between family rules and school rules.
KEY SKILL
- To describe what we do in school
- To mention some school rules
- To state the important of observing the school rules
CROSSCURRICULAR LINK
T.P.D; School and class agreement
ASSESSMENT
- An open class activity will prove learner understanding on the topic.
- Individual work (response) will also prove each learner level of assimilation in the topic.
RESOURCE
The school environment
REFERENCE
Social studies for primary school book one lesson 19. & Macmillan Nigerian socialst. Alas page 2/3
WEEK 9
TOPICS
My country
CONTENT
- mention the name of my country and the capitals
- say the 36 states and capitals in Nigerian
- say the name of our president
- identify the national flag and the coat of arm
- Say the national anthem.
KEY SKILL
- To say the name of our country and the capital city
- To identify and say the name of the president
- To recite the 36 states and capitals
CROSSCURRICULAR LINK
Language Arts noun
ASSESSMENT
- A whole class discussion at the beginning of the lesson will ascertain learner knowledge and the name of our country.
- An individual work (feedback) will prove each learner understanding and the topic.
RESOURCE
Chart on the map, picture of the president
REFERENCE
Social studies for primary school, book one by Adisa lesson 29
WEEK 10
TOPICS
The Nigeria flag
CONTENT
- say the name of our country
- Identify the Nigerian flag, say the colour and their meanings.
- Colour Nigerian flag with appropriate colour.
KEY SKILL
- To say the name of our country and the capital city
- To identify and say the name of the president
- To recite the 36 states and capitals
- To identify the Nigerian flag by saying the colours and the meaning.
CROSSCURRICULAR LINK
Sensorial Activity; sorting of colour.
ASSESSMENT
- An open class activity will ascertain learner’s ability to the name of our country and the capital.
- An individual activity will prove also tech learner level of assimilation on the topic.
RESOURCE
Chart on the Nigeria flag
REFERENCE
Early learner environmental studies page 80
WEEK 11 – 12
TOPICS
Transportation
CONTENT
- describe terms
- identify and name the traditional and modern means of transportation
- match different transport & respective means/routes
- Say the importance of obeying traffic rules.
KEY SKILL
- To define transportation
- To identify and name some means/route of transportation
- To tick the places where each vehicle moves
CROSSCURRICULAR LINK
Songs/rhymes; all the big ship sails
ASSESSMENT
- An open class activity will prove learner understanding on the meaning to transportation.
- An individual work will also ascertain each learner’s level of assimilations in the topic.
RESOURCE
Chart on transportation
REFERENCE
Early social Studies 4 nursery Bk 2 page 6 &Macmillan Nigerian social atlas page 26 & spectrum Social. Studies. By Dayo o. Unit 7, pg. 55
2ND TERM SOCIAL SKILLS
WEEK 1
TOPICS
Days of the week
CONTENT
- Identify and mention the 7 days in a week
- Identify and mention the first and last day (weekend) in the week
- Sing the days of the week’s song along with Barney.
KEY SKILL
1. To say the days of the week.
2. To identify that there are seven (7) days in the week
3. To choose the first and last day of the week
CROSSCURRICULAR LINK
Songs/rhyme; there’s even day in a week.
ASSESSMENT
- An open class activity of describe terms will ascertain learner understanding of the topic.
- Individual ability mention the 7 days in a week accordingly will prove each learner understanding on days of the week.
RESOURCE
Charts on days of the week
REFERENCE
Social Studies For pry school, Bk 1 by Adisa bakare farat wiaedu. Lesson 31-32 pages 68-69.
Oxford advanced learner dic 6th edition page 1044
WEEK 2
TOPICS
Months of the year
CONTENT
1. Say the meaning of month /year
2. Say how many months we have in a year and mention them
3. Identify the 1st and the last month of the year.
4. Recite rhymes& sing songs of the months of the years.
KEY SKILL
1. To identify the month in a year
2. To recite the 12 months in the year
3. To point out the months that has 28/29 days
CROSSCURRICULAR LINK
Songs/rhyme; 30 days has September…
ASSESSMENT
- An open class discussion at the beginning of the lesson will ascertain learner’s previous knowledge on days of the week.
- An individual activity will also prove each learner level of comprehension on the month of the year.
RESOURCE
Chart on months of the year
REFERENCE
Banney c.d & social St. For pry schools Bk 1 by Adisa lesson 31-32
WEEK 3
TOPICS
Seasons of the year (national)
CONTENT
- say the meaning of the term- season
- Identify the seasons of the year in our country.
- Identify and mention the different clothing’s we put on during each season.
- match the clothing to season
KEY SKILL
- To identify the season of the year in Nigeria
- To name the season in other part of the world
- To colour the clothing for each season
CROSSCURRICULAR LINK
Pre- science; the sun, heavenly bodies
ASSESSMENT
- A whole class activity will attest each learner understanding on the meaning of season.
- An individual activity will also prove each learner level of assimilation in the natural seasons of the year.
RESOURCE
Chart on season
REFERENCE
Social studies for primary schools. Book on. Lesson 31- 32 &Macmillan
English Dic. New edition pages 13388
WEEK 4
TOPICS
International season of the year.
CONTENT
1. Describe terms
2. State the season in other parts of the world (summers, writer, spring and autumn
3. Match clothing’s to each season.
KEY SKILL
1. To identify the season of the year in Nigeria
2. Name the season in other part of the world
3. To colour the clothing for each season
CROSSCURRICULAR LINK
Pre- science; the sun
ASSESSMENT
- An open class activity will ascertain learner’s previous knowledge on season.
- An individual activity will also prove each learner level of understanding on the international seasons of the year.
RESOURCE
Chart on the international season
REFERENCE
Social st.4 pry. Sch. Bk 1 lesson 31-32 &Macmillan English Dic. New edition page 1338
WEEK 5
TOPICS
Some interesting places
CONTENT
1. Say what an interesting place means
2. Mention some interesting places, say what is done there.
3. Say why we visit these interesting places
4. Go for an excursion
KEY SKILL
1. To describe interesting places
2. To name some of the places
3. To match what they can see in each of these place to the interesting place
CROSSCURRICULAR LINK
Pre- science; wild animals
ASSESSMENT
- An open class discussion at the beginning of the lesson will ascertain learner’s previous knowledge on the topic.
- An individual activity (feedback) will also prove each learner level of assimilation in the topic.
RESOURCE
Chart on the zoo, park, airport and seaport
REFERENCE
Early social St. Bk 2 by ochundaraj.a unit 3 page 5 & Social St. Or pry school book one page lesson 37-38
WEEK 6 – 7
TOPICS
Occupation
CONTENT
- Describe term
- Identify the different occupations.
- state the functions of each occupation /importance
- Match clothing to occupation.
KEY SKILL
- To say the meaning of occupation.
- To mention each occupation.
- To choose what they what to be when they grow up
CROSSCURRICULAR LINK
Song/rhyme; what I want to be when I grow up
ASSESSMENT
- An open class activity will prove learner understanding in the meaning of occupation
- Individual work will also prove each learner level of assimilation and the different types of occupation
RESOURCE
Chart on occupation
REFERENCE
Macmillan Nigeria social St. Atlas page 1& Social St. Or pry. Schools Bk 1 lesson 29&39.
WEEK 8 – 9
TOPICS
Clothing
CONTENT
- describe terms
- identify different clothing
- Identify and mention different clothing work by the three ethnic groups in Nigerian.
- Match clothing to occasions and season.
KEY SKILL
- To say the meaning of clothing
- To identify different cloth for different occasion
CROSSCURRICULAR LINK
Practical life; care of clothes
ASSESSMENT
- An individual ability to describe will ascertain each learner’s knowledge on the topic.
- An open class activity to mention the different clothing’s and matches to the occasion/ season will prove learner level of understanding on clothing.
RESOURCE
Different types of clothes
REFERENCE
Social St. For pry. School bk1 lesson 14& home Econs by r.aogunjime pages 18&19
WEEK 10
TOPICS
Food eaten by different nationality (Nigerian)
CONTENT
- describe terms
- Identify and mention the three ethnic groups in Nigeria and their touch.
- State the importance of level to the body.
- Say their favourite food and how foods can be preserved.
KEY SKILL
- To describe food
- To identify the food eaten by Nigerians
- To state the importance of food to the body
CROSSCURRICULAR LINK
Pre- science; Classes of food.
ASSESSMENT
- An open class activity will prove learner understanding in the topic.
- An individual activity will also ascertain each learner’s level of assimilation on the topic.
RESOURCE
Food eaten by Nigerians
REFERENCE
Social St. For pry school Bk/lesson 13.
WEEK 11
TOPICS
Food eaten by different people (internationally)
CONTENT
- describe terms
- identify and mention the three ethnic groups in Nigerian and say their favourite foods
- say the importance of food
- Identify and name of other countries’ dishes/food.
KEY SKILL
- To describe food
- To identify the food eaten by other countries
- To state the importance of food to the body
CROSSCURRICULAR LINK
Pre- science; Classes of food
ASSESSMENT
- A whole class discussion at the beginning of their lesson will give evidence on the extent to which each learner understanding the Lenin.
- An individual activity will also prove each learner level of understanding of other countries dishes/food.
RESOURCE
Different type of food like salad
REFERENCE
Social studies for pry. Sch. Bk 1 lesson page 13.
WEEK 12
TOPICS
Homes
CONTENT
1. Describe terms
2. Identify the different types of home and mention them
3. Identify and name some materials used to build home
4. Match the building materials to each home.
KEY SKILL
1. To define home
2. To identify different types of home
3. To say the importance of having a home
CROSSCURRICULAR LINK
Pre- science; animals and their home
ASSESSMENT
- An open class activity will ascertain learner understanding on the topic.
- An individual activity will also each learner comprehension on the home and their building materials.
RESOURCE
Chart on the home, the school building
REFERENCE
Social studies for primary school book 1 lesson 6-9 section 2.
3RD TERM SOCIAL SKILLS
WEEK 1
TOPICS
Some states in the north
CONTENT
1. Rote read the 36 states and capital.
2. Rote the four regions in Nigerian
3. Identify and mention some states in the north
4. Say their common food
5. Say their common language.
KEY SKILL
1. To say the name of our country
2. To name the state in the north by demonstration the four regions using the cardinal point
3. To identify their common foods and languages
CROSSCURRICULAR LINK
Number concept; addition, ascending and descending order.
ASSESSMENT
An open class activity to say our countries name and recite the 36 states & capital will ascertain learner’s knowledge on the lesson.
An individual ability to identify and mention the northern states and common language will also prove each learner Understanding on the topic.
RESOURCE
Charts on the 36 states and capitals
Chart on their dressing
REFERENCE
Social studies for pry. Sch Bk one lesson 28&34.
WEEK 2
TOPICS
Some states in the south.
CONTENT
1. Rote the 36 states and capital
2. Rote the four region in Nigerian
3. Identify and mention some states in the south.
4. Say their common language and food.
KEY SKILL
1. To say the name of our country
2. To name the state in the south by demonstration the four regions using the cardinal point
3. To identify their common foods and languages
CROSSCURRICULAR LINK
Number concept addition, ascending and descending order.
ASSESSMENT
- A whole classwork will prove learner understanding of the four regions in Nigerian.
- An individual work will also prove each learner understanding in some state in the south.
RESOURCE
Charts on the 36 states and capitals
Chart on their dressing
REFERENCE
Social studies for primary. School Bk one lesson 28 & 34.
WEEK 3
TOPICS
Some states in the East
CONTENT
- recite the 36 states and capital
- Rote the four regions in Nigerian
- Identify and mention some states in the East.
- Say their favorite food and the common language.
KEY SKILL
- To say the name of our country
- To name the state in the East by demonstration the four regions using the cardinal point
- To identify their common foods and languages
CROSSCURRICULAR LINK
Number concept; addition, ascending and descending order.
ASSESSMENT
An open class activity will ascertain learner’s knowledge on the four regions.
RESOURCE
- Charts on the 36 states and capitals
- Chart on their dressing
REFERENCE
Social studies for primary school book 1 lesson 28 &34 & Social St. For pry. Bk 1 by Adisa page 2,
WEEK 4
TOPICS
Some state in the west
CONTENT
- Rote the 36 states and capital
- Identify and mention some states in the western part of Nigeria.
- Say the common language and their common food.
- Say what the easterners call their king.
KEY SKILL
- To say the name of our country
- To name the state in the west by demonstration the four regions using the cardinal point
- To identify their common foods and languages
CROSSCURRICULAR LINK
Number concept; addition, ascending and descending order.
ASSESSMENT
- A whole class discussion will prove learner knowledge on the topic.
- An individual activity (respond) will also ascertain each learner’s level of assimilation on the topic.
RESOURCE
Charts on the 36 states and capitals Chart on their dressing
REFERENCE
Social studies for primary schools book 1 lesson 28 & 34
WEEK 5 – 6
TOPICS
National Anthem
CONTENT
- State the meaning/importance of national pledge and national
- State the need to obey, respect them.
- Recite the national anthem and pledge.
- Identify the national flag and the coats of arm.
KEY SKILL
- To recite the national Anthem
- To state the important of the national anthem/pledge.
- To colour the national flag
CROSSCURRICULAR LINK
Songs/rhymes
ASSESSMENT
- An open class activity will ascertain learner’s previous knowledge on national anthem.
- Learner’s ability to say the national pledge will proves each learner level of assimilation on the topic.
RESOURCE
The Nigeria flag chart on National Anthem
WEEK 6 – 7
TOPICS
The world continent
CONTENT
1. Describe terms
2. Say the continents using songs /rhymes.
3. Identify and mention the seven continents in the world.
4. Say the continent we belong to.
5. Say the continent that nobody lives in and why?
KEY SKILL
- To name the seven continents.
- To identify the continent that we live in
- To identify the coolest continent.
CROSSCURRICULAR LINK
Number concept; Rote counting
ASSESSMENT
- An open class discussion will provide evidence in the extent to which learner can describe terms Individual work to sing the continent song
- Identify and mention the continents in the world will each prove learner level of understanding in the topic.
RESOURCE
Chart on the world continent
REFERENCE
Early social St. Bk & by oshundara J.a Clint 17 pages 53 & unit 2 page 3 &Bk 1 unit 16 page 45.
WEEK 8
TOPICS
Some West African countries
CONTENT
- Rote read some West African countries
- Identify and mention some West African countries
- Identify colour and match the flags of close West African countries. E.g. Cameroun, Nigeria, Ghana etc.
KEY SKILL
- To identify the four cardinal point.
- To name some African countries
- To identify and match the flag
CROSSCURRICULAR LINK
Sensorial Activity; sorting colour
ASSESSMENT
- An open class activity will give understanding on learner’s previous knowledge on what a country is.
- An individual activity to identify and mention some West African countries and colour their flags accordingly will prove each learner understanding in the topic.
RESOURCE
Chart on West African countries
REFERENCE
Social studies for primary schools book one sector 4 unit 4 lesson 38
WEEK 9 – 10
TOPICS
Some countries in the world.
CONTENT
- say the name of countries
- State the importance of national anthem and the need to obey them.
- Recite the national anthem.
- Identify the national flag and the coats of arm.
KEY SKILL
- To rote read the some countries
- To identify the flags of these countries.
CROSSCURRICULAR LINK
Sensorial Activity; sorting colour
ASSESSMENT
- An open class activity will ascertain learner’s previous knowledge on nation anthem.
- Learner’s ability to say the national anthem and state the importance will also prove each learner level of assimilation on the topic.
RESOURCE
Chart on the world map
REFERENCE
Social studies for primary schools book 1 lesson 38
WEEK 11 – 12
TOPICS
Community helpers
CONTENT
1. Describe terms
2. Identify and mention some community helpers
3. State why they are called community helpers and what they do
4. Match community helpers to their works.
KEY SKILL
1. To define community helpers
2. To mention some community helpers 3.Match community helpers to their workers.
CROSSCURRICULAR LINK
Song/rhyme; what I want to be when I grow up.
ASSESSMENT
- An open class activity t& describe community helpers will prove learner understanding on the topic. An open class activity will also ascertain each learner’s level of assimilation on the topic.
RESOURCE
Chart on community helpers
REFERENCE
Macmillan Nigerian social studies. Atlas page 1.
C.R.K IST TERM
WEEK 1 – 2
TOPICS
The great God
CONTENT
- Describe God
- Tell the story of creation
- Identify and mention things God created on each day of the week
- Illustrate with story the need for rest.
KEY SKILL
1. To say some of the demonstration of God’s power.
2. To identify and mention the thing created in each day.
3. To say why it’s good to rest.
CROSSCURRICULAR LINK
Pre-science; classification of plants and animals.
ASSESSMENT
- And individual activity to describe God will prove learner understanding of who God is.
- An open activity will provide evidence of teach learner understanding in the topic.
RESOURCE
Pictures of what God created.
Projector
REFERENCE
The Bible, the really interesting Bit, Great stories from the bible illustrated by brain deld page 8
WEEK 3 – 4
TOPICS
The loving and caring God.
CONTENT
1. Describe God as a loving and caring father
2. Tell the story of the lost coin.
3. Make explicit the naughty characters to receive God (i.e.) from doing bad to Good.
KEY SKILL
1. To say the things God did to make Him a loving and caring God.
2. To summarize the story of the lost coin and state the moral lesson.
CROSSCURRICULAR LINK
Practical life; Grooming
ASSESSMENT
- An open class activity will guide learner’s ability to describe God.
- An individual activity will ascertain each learner their comprehension of the moral lesson form the story.
REFERENCE
Bible knowledge for pry. School Bk 2 by a.s falaiye page 31.
WEEK 5 – 6
TOPICS
Trust in God’s powers
CONTENT
- To make explicit the meaning of trust
- Tell the story of David and Goliath
- State the importance of prayer
- Identify the most powerful being on earth in heaven.
- State the need to be bold
- Identify and colour David
- Cross out Goliath
KEY SKILL
1. To define trust.
2. To summarize the story of David and Goliath and say the moral lessons.
3. Mention the importance of prayer.
CROSSCURRICULAR LINK
Language Art; initial consonant blend.
ASSESSMENT
- An open class discussion at the beginning of the lesson will ascertain learner’s pronoun, knowledge in the story of David and Goliath.
- Individual will only give evidence on the extent to which each learner is able to apply his/her knowledge in the lesson.
REFERENCE
My 100 best Love stories by Bruce Wilkinson
WEEK 7 – 8
TOPICS
Prayer
CONTENT
1. Describe terms
2. State the importance of prayer
3. Lead pupil to say the Lord’s prayers
KEY SKILL
1. To demonstrate prayer and pray.
2. To state some importance of prayer.
3. To say the Lord’s Prayer.
CROSSCURRICULAR LINK
Language Art; Initial consonant blend.
ASSESSMENT
An individual ability to describe the term “prayer” will ascertain each learner understanding of the topic.
An open class activity to ascertain learner understanding on how to pray.
RESOURCE
The Bible
REFERENCE
Christian Religion St. For pry sch. Bk2 (Evans) modular by a.sfalaye & co pages 8889
WEEK 9 – 10
TOPICS
God our provider
CONTENT
- to make explicit the meaning of provider
- tell brief story of the boy Samuel and Hannah
- state the importance of obedient and prayers
- identify and colour Samuel
KEY SKILL
- TO define provider.
- To summarize the story of Hannah and Samuel.
- To state the importance of prayer and obedience.
CROSSCURRICULAR LINK
Social skills; rules of members of the family.
ASSESSMENT
- An open class activity to ascertain learns knowledge in the story.
- Individual response/feedback will prove each learner understanding on the topic.
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson.
WEEK 11 – 12
TOPICS
The love of God for us.
CONTENT
- say the meaning of love
- say the love of God in relation of Christ’s birth
- state the reason for Christ birth
- Say how to reciprocate the love of God (obey his commands and love others).
- colour Jesus on the cross
KEY SKILL
- To define and demonstrate love.
- To say the reason of Christ birth.
CROSSCURRICULAR LINK
Pre –science; growth and reproduction
ASSESSMENT
An individual feedback will prove each learner understanding on the love of God. An open class activity to state the reason why Jesus was born
RESOURCE
My 100 best loved bible stories
REFERENCE
Christian religion knowledge for pry sch. Bk 2 by a. Falaye& co page 32-34
C.R.K 2nd TERM
WEEK 1 – 2
TOPICS
Telling others about God
CONTENT
- guide learner to describe God/Jesus
- State the importance/benefit of telling others about God.
- tell the story of Jesus at 12
- Describe who should tell others about God.
KEY SKILL
1. To describe God.
2. To mention some benefits of telling about God.
3. To summarize the story of Jesus at 12
ASSESSMENT
An individual work will ascertain each learner understanding on colour Jesus/God is. An open class activity will give evidence on the extent to which learner can state the importance/benefits of telling people about God.
RESOURCE
My 100 best loved bible stories.
Picture of Jesus at 12
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson
WEEK 3 – 4
TOPICS
Believing God (faith)
CONTENT
- To guide learner in defining faith using the story of father Abraham
- describe father Abraham
- the importance of faith
KEY SKILL
1. To define faith.
2. To say who father Abraham is to God.
3. To mention some importance of faith.
ASSESSMENT
Open class discussions at the beginning of the lesson will ascertain learner’s knowledge on the topic.
Individual feedback will prove each learner level of assimilation in the lesson
RESOURCE
My 100 best loved bible stories.
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson
WEEK 5
TOPICS
Dedication towards God’s work
CONTENT
- Lead learner to describe terms.
- State the need to be dedicated to the work of God.
- State the benefits reward of being dedicated using the story of Paul and Silas.
KEY SKILL
- To describe term (dedication).
- To state the importance of being dedicated to God’s work.
- State the benefits of being dedicated to God’s work.
ASSESSMENT
A whole class activity will ascertain learner knowledge on dedication
An individual activity will prove each learner understanding on the benefits of dedication toward God’s will.
REFERENCE
Christian religion St. Pry. Sch. Bk 2 by a.sfalaye page 77
WEEK 6 – 7
TOPICS
Dedication towards God’s work
CONTENT
- Describe terms
- Tell the story of the 12 disciples of Jesus and say the moral lesson.
- State the benefits of being dedicated toward the work of God.
- Say how we can be involve in God’s word.
KEY SKILL
- To describe term (dedication).
- To state the importance of being dedicated to God’s work.
- State the benefits of being dedicated to God’s work.
CROSSCURRICULAR LINK
Language Art; Nouns
ASSESSMENT
An individual (learner) feedback will ascertain each learner’s knowledge of the topic.
A whole class ability to state the benefits of dedication using the story of the 12 disciple will prove learner understanding of the lesson.
RESOURCE
My 100 best loved bible stories
REFERENCE
Christian religion St. Pry. Sch. Bk 2 by a.sfalaye page 77
WEEK 8 – 9
TOPICS
Love
CONTENT
- Say the meaning of love
- Outline various ways we can practically show love to others using the story of the Good Samaritan.
- State the benefits of showing love.
KEY SKILL
1. To define love.
2. To demonstrate ways we sow love.
3. To role play the story of the Good Samaritan
4. To state the benefits of showing love.
ASSESSMENT
Class discussion at the beginning of the lesson will prove learner knowledge on the meaning of love.
An individual activity (feedback) will provide the evidence of the extent to which each learner understand various ways we can practically show love to other and the benefits.
RESOURCE
My 100 best loved bible stories
REFERENCE
Christian religion studies bk. 2 by a.sfalaye, pages 52-53 & My 100 best loved bible stories by Bruce Wilkinson.
WEEK 10
TOPICS
Greed
CONTENT
- Describe greed
- Tell the story of king Ahab and Naboth’s vineyard and say some moral lessons from the story
- State the consequence of greed
KEY SKILL
- To describe greed.
- To role the story of Naboth’s vine yard and state the moral lesson.
- To state the consequences of greed.
CROSSCURRICULAR LINK
Language Art; initial consonant blends.
ASSESSMENT
Class work (discussion) will give evidence on the extent to which learner understand the story of Naboth’s Vineyards and the greed King Ahab.
Individual work (response) will ascertain each learner’s level of assimilation of Greed and consequence.
RESOURCE
To role play the story.
REFERENCE
My 100 best loved stories by Bruce Wilkinson
WEEK 11
TOPICS
Obedience
CONTENT
- Guide learner to say the meaning of obedience
- Tell the story of good Samuel and say some moral lesson from the story.
- State the benefits/reward s of obedience using the story of Samuel
KEY SKILL
1. To say the meaning of obedience.
2. To summarize the story of Samuel and say the moral lesson.
3. To state some benefits of being obedient.
CROSSCURRICULAR LINK
Songs and rhymes; obedient is better than sacrifice.
ASSESSMENT
Class discussion at the beginning of the lesson will ascertain learner’s knowledge on the topic obedience.
Individual work (feedback) will also prove each learner level of assimilation on the lesson.
RESOURCE
My 100 best loved
REFERENCE
The bible, tell really interesting bits great stories from the bible illustrated by Brian delft pages & Christian religious studies for pry-Sch-Bk 2 a.sfalaye pages 59-60 & 71
WEEK 12
TOPICS
Easter tide
CONTENT
- say the meaning of Easter
- state why we celebrate Easter
- Say how best to reciprocate to Jesus love.
- State how we can love others passionately like Jesus.
- State the benefits of Jesus’ death and resurrection.
KEY SKILL
1. To say the meaning of Easter tide.
2. To say why we celebrate Easter.
3. to state and show ways we can love others the way Jesus did.
ASSESSMENT
Class discussion at the beginning of the lesson will ascertain learner understanding on the topic.
Individual response will also prove each learner level of assimilation of benefits of Jesus death and resurrection.
RESOURCE
Role playing the death of Jesus.
Picture of Jesus.
REFERENCE
The bible, the really interesting bits great stories from the bible illustrated by Bruce delf pages 26-28
C.R.K 3RD TERM
WEEK 1
TOPICS
God cares for us
CONTENT
- Describe God
- Tell the story of the children of Israel in the wilderness and how God cared for them.
- say the moral lesson from the story
- state what we should do to show God we appreciate his love
KEY SKILL
1. To describe God
2. To summarize the story of the children of Israel in the wilderness
3. To state the moral lessons
4. To state how God cares for them and what they should do to appreciate his love.
CROSSCURRICULAR LINK
Language Art; Nouns
ASSESSMENT
An open class activity will ascertain learner understanding in who God is. Learner’ feedback will prove each learner level of assimilation on how God cares for us and how we can reciprocate his love
RESOURCE
D.V.D and Picture of the children of Israel in the wilderness.
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson
WEEK 3
TOPICS
Being thankful
CONTENT
- Say the meaning of thankful
- State reason to be thankful using the story of the 10 leper say when to be thankful
- Identify and mention who we should appreciate most
- State the benefits of being thankful.
KEY SKILL
1. To demonstrate thankfulness
2. To role play the story of the ten lepers.
3. To say when and why they should be thankful.
4. To state the benefits of being thankful.
CROSSCURRICULAR LINK
Number concept; Number value.
ASSESSMENT
A whole class activity will prove learner knowledge in the story of the 10 lepers and the moral lesson.
An individual work (feedback) will also give understanding on the extent to which each learner’s t can state the benefits of being thankful.
RESOURCE
Role play
My 100 best loved bible story
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson.
WEEK 4
TOPICS
Cheating and stealing are bad
CONTENT
- Describe terms
- Tell the story of Ananias and Saphira/ Achan
- State the consequences of stealing and cheating
- State the need for contentment.
KEY SKILL
1. To define cheating and stealing
2. To summarize the story of Ananias/Saphira and Achan.
3. To state why cheating and stealing are wrong.
4. To state the moral lessons.
CROSSCURRICULAR LINK
Story; The little red riding hood
ASSESSMENT
Class activity will ascertain learner knowledge on cheating and stealing Individual response will also prove each learner understanding on the consequence of cheating/stealing.
RESOURCE
My 100 best loved bible story
Role play
REFERENCE
Oxford advanced learner dic. Pages 185 &170 revised standard bible acts chapter 5 & my 100 best loved bible stories by Bruce Wilkinson.
WEEK 5
TOPICS
I don’t want to disobey
CONTENT
- Describe terms
- Tell the story of Jonah and some moral lesson form the story.
- Identify and mention practical ways we show disobedience using a role play
- Say the consequence of disobedience using the story of Jonah and some benefits of obedience.
KEY SKILL
- To describe the term disobey.
- To summarize the story of Jonah and state the moral lessons.
- To mention some ways we disobey.
- To say why it is wrong to disobey
CROSSCURRICULAR LINK
Social skills; Transportation
ASSESSMENT
- An open class activity will prove learner understanding/knowledge in the story of Jonah and the moral lesson.
- An individual ability to state the consequences of disobedience and the benefits of obedience will also ascertain each learner’s level of assimilation on the topic.
RESOURCE
D.V.D and picture of Jonah
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson, D.V.D on the story of Jonah
WEEK 6 – 7
TOPICS
Nobody knows but God.
CONTENT
- Describe God as the omnipresent
- Tell the story of Mirian and baby Moses
- Say the moral lesson from the story.
- Say the need to be well behaved at all times using a play let.
KEY SKILL
1. To say why God is omnipresent.
2. To say a short summary on the story of Moses and state the moral lessons.
3. To state the benefits of being well behaved.
CROSSCURRICULAR LINK
Social skills; the family.
ASSESSMENT
An individual ability to describe the Omnipresence God will prove each learner understanding on the topic. Class discussion at the end of the lesson will ascertain learner understanding on the story of Mirian and baby Moses.
RESOURCE
D.V.D on the story of Moses
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson.
WEEK 8 – 9
TOPICS
What I should do as a good child
CONTENT
- Identify and mention some good manners
- State the need to forgive using the story of Joseph.
- Say the benefits of forgiveness/consequence of unforgiving spirit using a role play.
KEY SKILL
- To describe being good.
- To say the need to forgive
- To state the benefits of forgiveness and the consequence of an unforgiving spirit.
ASSESSMENT
An open class discussion at the beginning of the lesson will ascertain learner knowledge on good manners Learner’s feedback will prove each learner ability to apply his/her knowledge in the lesson.
REFERENCE
Macmillan school dict. Pages 407 &grad Nevis bible pages 432 (Esther 4)
WEEK 10 – 11
TOPICS
Kindness
CONTENT
- describe terms
- mention other moral we can use in place of kindness
- State practical ways we can show kindness using the story of Queen Esther.
- State the benefits of showing kindness.
KEY SKILL
1. To demonstrate kindness.
2. To summarize the story of Queen Esther and say the moral lessons
3. To mention ways we can show kindness and to state the benefits of showing kindness.
CROSSCURRICULAR LINK
Language Art; Nouns.
ASSESSMENT
An open class activity will ascertain learner’s knowledge on the meaning to kindness.
Individual work will also give understanding to each learner level of assimilation in the benefits of kindness
RESOURCE
D.V.D of Queen Esther
REFERENCE
Macmillan school dict. Pages 407& Gonaives bible pages 432 (Esther)
WEEK 12
TOPICS
Jesus our role model
CONTENT
- describe terms
- identify and mention some good manners that Jesus displayed that make him outstanding (a role model)
- tell the story of Jesus and the devil (when Jesus was tempted)
- Say some moral lesson from the story.
- Identify and colour our role model Jesus.
KEY SKILL
1. To describe Jesus as a role model.
2. To identify and say some of the characters Jesus portrait that made him a role model.
3. To mention the ways Jesus was tempted by Satan.
CROSSCURRICULAR LINK
Sensorial Activity; Concept of height.
ASSESSMENT
An individual ability to describe Jesus and some good manners he displayed will prove each learner understanding on the topic.
An open class activity will also prove learner understanding in the story of JESUS
RESOURCE
Picture of Jesus and Satan
REFERENCE
My 100 best loved bible stories by Bruce Wilkinson
HANDWRITING 1ST TERM
WEEK 1
TOPICS
Tracing and writing sounds a, b
CONTENT
1. To guide learner in tracing “a” and “b”
2. To guide learner to form the sounds “a” and “b”
KEY SKILL
1. to grip with the tripod finger.
2. To trace a and b.
3. To form the sounds a and b.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
Open class activity on formation of the letters will provide evidence on the extent to which learner understand the lesson.
RESOURCE
Handwriting book and pencils
Dreamland handwriting book, Chart on single sounds
REFERENCE
Easy learning writing by Collins pages 7
WEEK 2
TOPICS
Tracing and writing sound “c” d
CONTENT
To guide learner to form the sounds “c” and “d”
To guide learner to trace “c” and “d”
To guide learner to write the letter “c” and “d”
KEY SKILL
1. To identify the sounds c and d.
2. to trace and form the sound c and d.
3. to look and copy the sounds c and d
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner understood work on tracing
RESOURCE
Handwriting book and pencils
Dreamland handwriting book,
Chart on single sounds
REFERENCE
Easy learning writing by Collins pages 8
WEEK 3
TOPICS
Tracing and writing sound e, f
CONTENT
1. To lead learner identify the sounds e and f
2. To guide learner to form the letters e, f
3. To guide learner to trace and write “e” and “f”
KEY SKILL
1. To identify the sounds c and d.
2. to trace and form the sound e and f.
3. to look and copy the sounds e and f
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
A whole class activity at the beginning of the lesson will prove learner understanding of the topic.
Individual activity to form, trace the letters.
RESOURCE
Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds
REFERENCE
Easy learning writing by Collins pages 13
WEEK 4
TOPICS
Tracing and writing “g” and “h”
CONTENT
1. To lead learner to identify the sound
2. To guide learner to form the letters “g” and “h”
3. To guide learner to trace and write “g” and “h”
KEY SKILL
1. To grip with the tripod finger.
2. To identify the sounds g and h.
3. To form and trace sounds g and h.
4. To look and copy g and h.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
- An open class activity at the beginning of the class will give understanding of learner level of assimilation on the topic
- An individual work on writing and tracing.
RESOURCE
- Handwriting book and pencils
- Dreamland handwriting book
- Chart on single sounds
REFERENCE
Easy learning writing by Collins pages 14-15
WEEK 5
TOPICS
Tracing and writing “i” j
CONTENT
- To identify the sounds
- Formation of the sounds “i” and j”
- To trace and write “i” and j”
KEY SKILL
- To grip with the tripod fingers.
- To identify the sounds i and j.
- To form and trace I and j.
- To look and write I and j.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic.
Individual work to write and trace letters will give feedback on learner ability to write
RESOURCE
Handwriting book and pencils
Dreamland handwriting book,
Chart on single sounds
REFERENCE
Easy learning writing by Collins pages 15-16
WEEK 6 – 7
TOPICS
Tracing and writing k, l
CONTENT
- To guide learner to identify the sounds
- Formation of the letters “k” and “L”
- To guide learner to trace and write k and L.
KEY SKILL
- To grip with the tripod fingers.
- To identify the sounds k and l.
- To form and trace k and l.
- To look and write k and l.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic.
Individual work on tracing and writing will give evidence on each learner’s ability to write.
RESOURCE
Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds.
REFERENCE
Easy learning, writing by Collins page 20-21
WEEK 8
TOPICS
Tracing and writing sounds “m” and n
CONTENT
1. To guide learner to identify the sounds
2. To guide learner to form the sounds “m” and “n”
3. to trace and write “M” and “N”
KEY SKILL
- To grip with the tripod fingers.
- To identify the sounds m and n.
- To form and trace m and n.
- To look and write m and n.
CROSSCURRICULAR LINK
Language Art; single sounds.
ASSESSMENT
- An open class work at the beginning of the class will provide feedback on learner understanding of the topic.
- An individual activity of form and write letters will prove each learner writing ability
RESOURCE
- Handwriting book and pencils
- Dreamland handwriting book
- Chart on single sounds
REFERENCE
Hand writing work book 3 by Nelson pages 2-4
WEEK 9
TOPICS
Tracing and writing sounds o, p, q
CONTENT
1. To guide learner to identify the sounds
2. To guide learner to form the sounds “o” “p” and “q”
3. To guide learner trace and write o” “p” and “q”
KEY SKILL
1. To grip with the tripod fingers.
2. To identify the sounds o, p and q.
3. To form and trace o, p and q.
4. To look and write o, p and q.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
An open class work to prove learner understanding of the lesson. Individual work on formation of letter “O” “P” and “Q”
RESOURCE
- Handwriting book and pencils
- Dreamland handwriting book,
- Chart on single sounds
REFERENCE
Hand writing work book 1 by Nelson pages 30-31
WEEK 10
TOPICS
Tracing and writing “r” “s” and “t”
CONTENT
- To identify the sounds
- Formation of the letters “R”, “S” and “T”
- To trace and write r”, “s” and “t”
KEY SKILL
- To grip with the tripod fingers.
- To identify the sounds r, s and t.
- To form and trace r, s and t.
- To look and write r, s and t.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
Whole class activity at the beginning of the class will give feedback on learner understanding of the topic.
Individual work will prove each learner knowledge on writing.
RESOURCE
- Handwriting book and pencils
- Dreamland handwriting book
- Chart on single sounds
REFERENCE
Hand writing work book 1 by Nelson pages 23-25
WEEK 11
TOPICS
Tracing and writing sounds “U”, “V” and W
CONTENT
1. To guide learner to identify the sounds
2. To guide learner to form the letters “U”, “V” and “W”
3. To guide learner to trace and write the sound “U”, “V” and “W”
KEY SKILL
1. To grip with the tripod fingers.
2. To identify the sounds r, s and t.
3. To form and trace r, s and t.
4. To look and write r, s and t.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
An open class activity will prove leaner’s knowledge on formation of letters.
Individual work on writing and tracing will provide evidence on each learner writing ability.
RESOURCE
Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds.
REFERENCE
Hand writing work book 1 by Nelson pages 15-17
WEEK 12
TOPICS
Tracing and writing “X”, “Y” and “Z”
CONTENT
1. To identify these sound
2. To form the sound “X”, “y” and “Z”
3. To trace and write these sounds.
4. To write all the sounds
KEY SKILL
1. to grip with the tripod fingers.
2. To identify the sounds x, y and z.
3. To form and trace x, y and z.
4. To look and write x, y and z.
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
An open class activity will give understanding of learner’s level of assimilation on the topic.
Individual activity to write the sounds will ascertain each learner’s ability to write.
RESOURCE
Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds
REFERENCE
Hand writing work book 1 by Nelson pages 11-14
HANDWRITING 2nd TERM
WEEK 1
TOPICS
Fill in the missing number 1-10
CONTENT
1. To guide learner to look and copy numbers 1-10
2. To guide learner to fill in the missing numbers 1-10
KEY SKILL
1. To grip with tripod fingers.
2. To look form and copy numbers 1-10
3. To fill in the missing numbers 1-10
CROSSCURRICULAR LINK
Number concept; number values
ASSESSMENT
Open class activity on look and copy will provide evidence on the extent to which learner understand the lesson. Individual activity to fill in the missing numbers.
RESOURCE
Number writing book, Activity book, Chart on numbers, Handwriting notebook, Pencil
REFERENCE
Nursery Numbers 6 by Schofield & Sims pages 7
WEEK 2
TOPICS
Write from memory 1-20
CONTENT
1. To guide learner to form number 1- 20
2. To guide learner to look and copy number 1-20
3. To write number 1- 20 from memory
KEY SKILL
1. To grip with tripod fingers.
2. To look form and copy numbers 1-20
3. To write from memory numbers 1-20
CROSSCURRICULAR LINK
Number concept; number value
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner understood the lesson. Individual work on writing from memory.
RESOURCE
Number writing book, Activity book, Chart on numbers, Handwriting notebook, Pencil
REFERENCE
Nursery Numbers 6 by Schofield & Sims pages 8
WEEK 3
TOPICS
Tracing and writing sounds ‘a, b’
CONTENT
1. To guide learner to identify the sound
2. To guide learner to form the letters a, b
3. To guide learner to trace and write “a” and “b”
KEY SKILL
1. to grip with the tripod finger.
2. To trace a and b.
3. To form the sounds a and b
CROSSCURRICULAR LINK
Language Art; single sounds
ASSESSMENT
A whole class activity at the beginning of the lesson will prove learner understanding of the topic.
Individual activity to form, trace the letters.
RESOURCE
Dreamland handwriting book,
Chart on single sounds Handwriting notebook, Pencil.
REFERENCE
Easy learning writing by Collins pages 13
WEEK 4
TOPICS
Look and copy “in, at, is, it”
CONTENT
1. To guide learner to blend the words.
2. To guide learner form two letter words.
3. To look and copy. “in, at, is, it”,
KEY SKILL
1. To build and blend two letter words.
2. To look and copy two letter words.
3. To read two letter words.
4. To listen and write two letter words.
CROSSCURRICULAR LINK
Sensorial Activity; preposition
ASSESSMENT
An open class activity at the beginning of the class will give understanding of learner level of assimilation on the topic. an individual work to look and copy.
RESOURCE
Early learner (phonic s and spelling) Chart on two letter words Handwriting note book, Pencil
REFERENCE
Easy learning writing by Collins pages 14-15
WEEK 5
TOPICS
Identify and copy the tall sounds (h, b, d, f)
CONTENT
1. To guide learner to identify the tall sounds.
2. To guide learner to Form and write the tall sounds.
3. To guide learner to look and copy “h, d, b, f”
KEY SKILL
1. To identify tall sounds.
2. To form and write tall sounds.
3. To look and copy tall sounds.
CROSSCURRICULAR LINK
Sensorial Activity; concept of height
ASSESSMENT
Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic. Individual work to look and copy letters will give feedback on learner ability to write
RESOURCE
Dreamland handwriting book, Handwriting notebook, Pencil.
REFERENCE
Easy learning writing by Collins pages 15-16
WEEK 6 – 7
TOPICS
Identify and copy the sounds with legs. (g, p, j, q, y)
CONTENT
1. To guide learner to identify the sounds
2. To guide learner to form the sounds with leg.
3. To look and copy “g, p, j, q, y)
KEY SKILL
1. To identify sounds with leg.
2. To form the sounds with leg.
3. To look and copy the sounds with leg (g, p, j, q, y).
CROSSCURRICULAR LINK
Pre-science; parts of the body
ASSESSMENT
Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic.
Individual work to look and copy will give evidence on each learner’s ability to write.
RESOURCE
Dreamland handwriting book, Handwriting notebook, Pencil.
REFERENCE
Easy learning, writing by Collins page 20-21
WEEK 8
TOPICS
Read and copy “of, me, my, we.”
CONTENT
1. To guide learner to read and memorize the sight words
2. To guide learner to look and copy. “Of, me. My, we.”
KEY SKILL
1. To read and memorize sight words me, my, we.
2. To look and copy sight words.
ASSESSMENT
An open class work at the beginning of the class will provide feedback on learner understanding of the topic.
An individual activity to read and copy words will prove each learner reading ability
RESOURCE
Early learner (phonic s and spelling) Chart on sight words Handwriting note book, Pencil
REFERENCE
Hand writing work book 3 by Nelson pages 2-4
WEEK 9
TOPICS
Read and copy. “Fat, dog, pig, box”
CONTENT
1. To guide learner blend the words
2. To guide learner to look and copy “fat, dog, pig, box.”
3. To guide learner to read these words.
KEY SKILL
1. To build and blend three letter words.
2. To look and copy three letter words.
3. To read three letter words.
4. To listen and write three letter words.
CROSSCURRICULAR LINK
Pre-science; animals
ASSESSMENT
An open class work to prove learner understanding on the lesson.
Individual work on look and copy, fat, dog, pig, box.
RESOURCE
Chart on three letter words, early learner (phonic s and spelling) Handwriting note book, Pencil `
REFERENCE
Phonics and Spelling by Collins. Ages 4-5, pages 5-6.
WEEK 10
TOPICS
Look and copy 11-20
CONTENT
1. To guide learner to count numbers 1- 20
2. To guide learner in Forming of numbers 1-20
3. To direct learner to look and copy 1-20
KEY SKILL
1. To count from number 1-20
2. To form and copy numbers 1-20
3. To write numbers 1- 20 from memory.
CROSSCURRICULAR LINK
Number concept; counting in ascending order
ASSESSMENT
Whole class activity at the beginning of the class will give feedback on learner understanding of the topic.
Individual work will prove each learner knowledge on writing.
RESOURCE
Number writing book, Activity book, Chart on numbers, Handwriting notebook, Pencil
REFERENCE
Nursery Numbers 6 by Schofield & Sims page9
WEEK 11
TOPICS
Read and copy, oo, oa, ee, or
CONTENT
1. To guide learner to identify the sounds
2. To guide learner to form the sounds
3. To direct learner to look and copy oo, oa, ee, or.
KEY SKILL
1. To identify the sounds oo, oa, ee, or.
2. To read look and copy oo, oa, ee, or.
3. To listen and write digraph sounds.
CROSSCURRICULAR LINK
Language Art digraph sounds
ASSESSMENT
An open class activity will prove leaner’s knowledge on formation of letters.
Individual work on read and copy will provide evidence on each learner writing ability.
RESOURCE
Chart on digraph sounds, Activity book, Handwriting notebook, Pencil
REFERENCE
Jolly phonics hand book
WEEK 12
TOPICS
Review all sounds with legs
CONTENT
1. To guide learner to identify these sounds
2. To direct learner form the sounds g, p, j, q, and y.
3. To guide learner to look and copy these sounds.
4. To direct learner to write all the with leg sounds
KEY SKILL
1. To identify all the sounds with legs.
2. To look and copy the sounds with leg.
3. To listen and write the sounds with leg
CROSSCURRICULAR LINK
Pre-science; part of my body
ASSESSMENT
An open class activity will give understanding of learner’s level of assimilation on the topic. Individual activity to write the sounds will ascertain each learner’s ability to write.
RESOURCE
Dreamland handwriting book, Handwriting notebook, Pencil.
REFERENCE
Hand writing work book 1 by Nelson pages 11-14
HANDWRITING 3rd TERM
WEEK 1
TOPICS
Look and copy tall sounds
CONTENT
1. To guide learner to identify the tall sounds.
2. To direct learner to form the tall sounds.
3. To guide learner to look and copy tall sounds, d, b, h, f, t, f, l, and k.
KEY SKILL
1. To identify all the tall sounds.
2. To form, look and copy all the tall sounds.
3. To listen and write all the tall sounds
CROSSCURRICULAR LINK
Sensorial Activity; concept of height
ASSESSMENT
Open class activity on look and copy will provide evidence on the extent to which learner understand the lesson. Individual activity to form letters correctly.
RESOURCE
Dreamland handwriting book, Handwriting notebook, Pencil.
REFERENCE
Easy learning writing by Collins pages 19
WEEK 2
TOPICS
Look and copy sounds with legs
CONTENT
1. To guide learner to identify the sounds with leg.
2. Guide learner to Form of sounds with legs.
3. To guide learner to look and copy, g, q, p, y.
KEY SKILL
1. To identify the sounds with leg.
2. To form, look and copy sounds with leg.
3. To listen and write sounds with leg.
CROSSCURRICULAR LINK
Pre-science; part of the body
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner understood the lesson. Individual work on writing letters with legs.
RESOURCE
Dreamland handwriting book, Handwriting notebook, Pencil.
REFERENCE
Easy learning writing by Collins pages 21
WEEK 3
TOPICS
Look and copy short sounds
CONTENT
1. To guide learner to identify the short sounds
2. To guide learner to form the letters a, c, e, i, m, n, o, r, s, u, v, w, z, x.
3. To guide learner to look and copy the short sounds.
KEY SKILL
1. To identify all the short sounds.
2. To look and copy the short sounds.
3. To listen and write all the short sounds.
CROSSCURRICULAR LINK
Sensorial Activity; concept of height
ASSESSMENT
A whole class activity at the beginning of the lesson will prove learner understanding of the topic.
Individual activity to form the letters.
RESOURCE
Dreamland handwriting book, Handwriting notebook, Pencil.
REFERENCE
Easy learning writing by Collins pages 25
WEEK 4
TOPICS
Look and copy three letter words.
CONTENT
1. To guide learner to build and blend three letter words.
2. To guide learner to read three letter words.
3. To direct learner to look and copy three letter words. Ant, sat, log, leg.
KEY SKILL
1. To build and blend three letter words.
2. To read three letter words.
3. To look and copy three letter words.
4. To listen and write three letter words.
ASSESSMENT
An open class activity at the beginning of the class will give understanding of learner level of assimilation on the topic. An individual work to look and copy.
RESOURCE
Chart on three letter words, early learner phonics and spelling. Dreamland handwriting book
Handwriting note book, pencil
REFERENCE
Easy learning writing by Collins pages 24-25
WEEK 5
TOPICS
Look and copy four letter words.
CONTENT
1. To guide learner to build and blend four letter words.
2. To lead leaners to read four letter words.
3. to direct learner to look and copy four letter words. Pink, frog, sing, swam.
KEY SKILL
1. To build and blend three letter words.
2. To read four letter words.
3. To look and copy four letter words.
4. To listen and write four letter words.
ASSESSMENT
Open class work at the beginning of the lesson on writing these words will prove learner knowledge on topic. Individual work to look and copy words will give feedback on learner ability to write
RESOURCE
Chart on three letter words, early learner phonics and spelling. Dreamland handwriting book
Handwriting note book, pencil
REFERENCE
Easy learning writing by Collins pages 26-27
WEEK 6 – 7
TOPICS
Look and copy five letter words.
CONTENT
- To guide learner to build and blend five letter words.
- To direct learner to read five letter words.
- To guide learner to look and copy, brush, queen, broom.
KEY SKILL
- To build and blend five letter words.
- To read five letter words.
- To look and copy five letter words.
- To listen and write five letter words.
CROSSCURRICULAR LINK
Songs and rhymes; there are five balloons floating in the air.
ASSESSMENT
Open class work at the beginning of the lesson reading this word will prove learner knowledge on topic. Individual work to look and copy will give evidence on each learner’s ability to write.
RESOURCE
Chart on three letter words, early learner phonics and spelling. Dreamland handwriting book
Handwriting note book, pencil
REFERENCE
Easy learning writing by Collins pages 30
WEEK 8
TOPICS
Copy this sentence; the door is shut.
CONTENT
1. To guild learner to construct and read sentences.
2. To direct learner to look and copy; the door is shut.
KEY SKILL
1. To construct and read sentences.
2. To look and copy sentence (The door is shut).
3. To listen and write the door is shut
CROSSCURRICULAR LINK
Pre-science; tools and toys.
ASSESSMENT
An open classwork at the beginning of the class will provide feedback on learner understanding of the topic. An individual activity to read and copy sentences will prove each learner reading ability
RESOURCE
Handwriting note book, pencil, and chart on sentence construction and Dreamland handwriting book.
REFERENCE
Hand writing work book 3 by Nelson pages 10
WEEK 9
TOPICS
Copy this sentence; Mum can cook.
CONTENT
1. To guild leaners to build and read the sentence.
2. To direct learner to look and copy; mum can cook.
KEY SKILL
1. To construct and read sentences.
2. To look and copy sentence (Mum can cook).
3. To listen and write mum can cook.
CROSSCURRICULAR LINK
Social skill; duties of members of the family
ASSESSMENT
An open classwork to prove learner understanding on the lesson. Individual work on look and copy, mum can cook.
RESOURCE
Handwriting note book, pencil, and chart on sentence construction and dreamland handwriting book.
REFERENCE
`Hand writing work book4 Nelson. Page 4.
WEEK 10
TOPICS
Copy this sentence; I like mum and dad.
CONTENT
1. To guide learner to build and read the sentence
2. To direct learner to look and copy; I like mum and dad.
KEY SKILL
1. To construct and read sentences.
2. To look and copy sentence (I like mum and dad).
3. To listen and write I like mum and dad.
CROSSCURRICULAR LINK
Social skill; the family.
ASSESSMENT
Whole class activity at the beginning of the class will give feedback on learner understanding of the topic.
Individual work on writing the sentence will prove each learner knowledge on writing.
RESOURCE
Handwriting notebook, pencil, and chart on sentence construct ion and dreamland handwriting book.
REFERENCE
Hand writing work book 4 by Nelson page 7
WEEK 11
TOPICS
Copy this sentence; Duck can swim.
CONTENT
1. To guide learner to construct and read the sentence.
2. To guide learner on the sound the duck makes.
3. To guide learner to look and copy; Duck can swim.
KEY SKILL
1. To construct and read sentences.
2. To make the sound the duck makes.
3. To look and copy sentence. The duck can swim.
CROSSCURRICULAR LINK
Songs and rhymes; old Mac-Donald has a farm
ASSESSMENT
An open class activity will prove leaner’s knowledge on the topic. Individual work on read and copy will provide evidence on each learner writing ability.
RESOURCE
Handwriting note book, pencil, and chart on sentence construct ion and Dreamland handwriting book.
REFERENCE
Hand writing work book 4 by Nelson page 9
WEEK 12
TOPICS
Copy this sentence; A bunch of banana.
CONTENT
1. To direct learner to construct and read the sentence.
2. To guide learner to look and copy the sentence; A bunch of banana.
KEY SKILL
1. To construct and read sentences.
2. To look and copy sentence. A bunch of banana.
CROSSCURRICULAR LINK
Pre-science; classes of food
ASSESSMENT
An open class activity will give understanding of learner’s level of assimilation on the topic. Individual activity to write the sounds will ascertain each learner’s ability to write.
RESOURCE
Handwriting note book, pencil, and chart on sentence construct ion.
REFERENCE
Hand writing work book 4 by Nelson page14
T.P.D 1ST TERM
WEEK 1
TOPICS
Coming to school early
CONTENT
To partake in the morning drill.
KEY SKILL
1. To always be punctual in school
2. To always be ready for the daily activities.
3. To go to bed in time
CROSSCURRICULAR LINK
Number concept: telling the time in the hour.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson.
Individual work the way a learner is able to answer his name will prove his understanding on the topic.
RESOURCE
Teachers and pupil
REFERENCE
WEEK 2
TOPICS
Orderliness
CONTENT
Making lines, folding arms and standing according to height.
KEY SKILL
1. To always make a straight line.
2. To always stand according to height on a queue
CROSSCURRICULAR LINK
W. W. J. D: the story creation
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on how to keep and maintain orderliness.
RESOURCE
Pupil and teachers
REFERENCE
www.lumosity.com
WEEK 3
TOPICS
Doing my homework
CONTENT
To do, handle homework with care / returning homework.
KEY SKILL
1. To do homework as instructed
2. To return homework in time.
CROSSCURRICULAR LINK
W. W. J. D: obedience
ASSESSMENT
The ability of child to do, keep and return homework neatly will prove learner understanding on the topic
RESOURCE
Book, water, file, table
REFERENCE
www.lumosity.com
WEEK 4
TOPICS
Correct learning position
CONTENT
To take a proper sitting posture while learning
KEY SKILL
To always sit the [right way during learning time.
CROSSCURRICULAR LINK
Physical education: jack in the box
ASSESSMENT
Whole class activity will give feedback on the extent to which pupil can take a good learning position
RESOURCE
Chair, table
REFERENCE
www.lumosity.com
WEEK 5
TOPICS
Proper use of materials
CONTENT
To handle materials with care
KEY SKILL
1. To always take care of their property/belonging
CROSSCURRICULAR LINK
W. W. J. D: the story of Queen Esther
ASSESSMENT
Child’s ability to handle and use materials will test how the child understands the proper use of materials.
RESOURCE
Books, table, pencil, easer, etc
REFERENCE
www.lumosity.com
WEEK 6 – 7
TOPICS
Bullying and fighting are wrong
CONTENT
To discourage learner from bullying and fighting.
KEY SKILL
1. To always avoid fighting
2. To treat others as will want others do to you.
CROSSCURRICULAR LINK
W. W. J. D: the story of the Good Samaritan
ASSESSMENT
Learner’ ability to mingle or associate with others will prove the extent to which pupil understanding that bullying and fighting are wrong
RESOURCE
Picture of two persons fighting
REFERENCE
www.lumosity.com
WEEK 8
TOPICS
Proper way of answering question
CONTENT
To encourage the use of pointer when question is asked.
KEY SKILL
1. To always make use of pointer to get attention
CROSSCURRICULAR LINK
W. W. J. D: the story of Samuel and Eli
ASSESSMENT
Whole class and individual activities will prove the extent to which learner understand the topic.
RESOURCE
Teacher, pupil, register, pen
REFERENCE
www.lumosity.com
WEEK 9
TOPICS
Silence time
CONTENT
To encourage silence during meal time, learning time and resting time
KEY SKILL
To keep and maintain silence during meal, learning and resting time
CROSSCURRICULAR LINK
W. W. J. D: the death and resurrection of Christ.
ASSESSMENT
The level at which learner observe silence during the meal, silence and resting time will show pupil understanding on the topic
RESOURCE
Table, teacher and pupil
REFERENCE
www.lumosity.com
WEEK 10
TOPICS
Proper way to sneeze, yawn and cough
CONTENT
To encourage the use of handkerchief
KEY SKILL
To make the use of handkerchief a habit
To always avoid sneezing on people
CROSSCURRICULAR LINK
Physical education: bending exercise
ASSESSMENT
Pupil regular use of handkerchief and value of handkerchief while coughing, yawning and sneezing will prove learner understanding on the topic
RESOURCE
Handkerchief and tissue
REFERENCE
WEEK 11
TOPICS
Orderliness
CONTENT
Carrying and keeping of bags and boxes on the shelves.
KEY SKILL
To always keep things in the right place and the right ways
CROSSCURRICULAR LINK
W. W. J. D: the story of creation.
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on how to keep and maintain orderliness.
RESOURCE
Boxes, bags, books etc
REFERENCE
www.lumosity.com
WEEK 12
TOPICS
Greetings in the morning and afternoon
CONTENT
To encourage good manners.
To encourage learner to always greet in the morning and after school
KEY SKILL
To master the correct greetings in the morning and afternoon.
To be respectful. To be polite
CROSSCURRICULAR LINK
W. W. J. D: thankfulness. The story of the ten lepers
ASSESSMENT
The ability of learner to greet the proper way in the morning and afternoon will show how deep learner understand the topic
RESOURCE
Teachers, pupil and parents
REFERENCE
www.lumosity.com
T.P.D 2nd TERM
WEEK 1
TOPICS
Coming to school early
CONTENT
1. To partake in morning drill.
KEY SKILL
1. To always be punctual in school
2. To always be ready for the daily activities.
3. To go to bed in time
CROSSCURRICULAR LINK
Number concept: telling the time in the hour.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson.
Individual work. The way a learner is able to answer his name will prove his understanding on the topic.
RESOURCE
Teachers and pupil
REFERENCE
www.lumosity.com
WEEK 2
TOPICS
Correct sitting and standing posture
CONTENT
To encourage learner to sit, stand and walk the right ways
KEY SKILL
• To always sit the right way
• To always walk the right way?
CROSSCURRICULAR LINK
Practical life: grooming
ASSESSMENT
Whole class work at the beginning of the lesson will provide evidence on the extent to which learner can sit and stand the right way.
RESOURCE
Teachers, pupil
REFERENCE
www.lumosity.com
WEEK 3
TOPICS
Silence time.
CONTENT
To encourage silence during meal, learning and resting time.
KEY SKILL
To keep and maintain silence during meal, learning and resting time
CROSSCURRICULAR LINK
W. W. J. D: the death and resurrection of Christ.
ASSESSMENT
The level at which learner observe silence during the meal, silence and resting time will show pupil understanding on the topic
RESOURCE
Table, pupil and teacher
REFERENCE
www.lumosity.com
WEEK 4 – 5
TOPICS
How to handle materials
CONTENT
The right way to use materials
KEY SKILL
1. To always take care of their property/belonging
CROSSCURRICULAR LINK
W. W. J. D: the story of Queen Esther
ASSESSMENT
Child’s ability to handle and use materials will test how the child understand the proper use of materials
RESOURCE
Pencils, books, eraser etc
REFERENCE
www.lumosity.com
WEEK 6 – 7
TOPICS
Handling homework books, doing and passing homework
CONTENT
To encourage learner to always handle books with care, doing and returning homework books
KEY SKILL
To do, handle homework with care / returning homework.
CROSSCURRICULAR LINK
W. W. J. D: obedience
ASSESSMENT
The ability of child to do, keep and return homework neatly will prove learner understanding on the topic
RESOURCE
Books, files, table
REFERENCE
WEEK 8 – 9
TOPICS
School rules / agreement.
CONTENT
1. To drill learner on observing school rules and class agreement.
KEY SKILL
1. To always obey school rules.
2. To always respect and regard the school rules
CROSSCURRICULAR LINK
W. W. J. D: the ten commandment s
ASSESSMENT
The manner in which pupil respond to the school rules will help evaluate pupil understanding on the topic
RESOURCE
Chart on class/ school agreement
REFERENCE
www.lumosity.com
WEEK 10
TOPICS
Good toilet habits
CONTENT
To encourage washing of hands with soap, flushing and drying of hands after using the toilet
KEY SKILL
1. To always wash hand after using the toilet
2. To see the need for flushing toilet after use
3. To lift skirt properly when trying to use the toilet.
CROSSCURRICULAR LINK
Pre-science: personal hygiene.
ASSESSMENT
The extent to which learner remember to wash hands with soap, flush toilet and lift skirt whenever they make use the toilet will prove their understanding on the topic
RESOURCE
Soap, water, towel, toilet
REFERENCE
www.lumosity.com
WEEK 11
TOPICS
Proper way of answering your name
CONTENT
To encourage learner to answer names the right way {yes please}
KEY SKILL
• To answer name the right way when called.
CROSSCURRICULAR LINK
W. W. J. D: the story of Samuel and Eli
ASSESSMENT
A whole class activity will tell if learner can answer their name correctly
RESOURCE
Teachers and pupil
REFERENCE
www.lumosity.com
WEEK 12
TOPICS
Don’t take things that do not belong to you.
CONTENT
To discourage stealing
KEY SKILL
1. To avoid stealing from people
2. To develop a good habit
CROSSCURRICULAR LINK
W. W. J. D: the story of Ananias and Saphira
ASSESSMENT
Whole class and individual activity will test for how best learner understand the topic.
RESOURCE
Thing on the table
REFERENCE
www.lumosity.com
T.P.D 3rd TERM
WEEK 1
TOPICS
Coming to school early and settling down in class
CONTENT
To settle down and partake in morning drills
KEY SKILL
1. To always be punctual in school
2. To always be ready for the daily activities.
3. To go to bed in time
CROSSCURRICULAR LINK
Number concept: telling the time in the hour.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson. Individual work the way a learner is able to answer his name will prove his understanding on the topic.
RESOURCE
Teachers and pupil
REFERENCE
www.lumosity.co m
WEEK 2
TOPICS
Handling my homework and books
CONTENT
To encourage learner to always handle books with care, do and return home work.
KEY SKILL
To do, handle homework with care / returning homework.
CROSSCURRICULAR LINK
W. W. J. D: obedience
ASSESSMENT
The ability of child to do, keep and return homework neatly will prove learner understanding on the topic
RESOURCE
Books, files
REFERENCE
www.lumosity.co m
WEEK 3
TOPICS
My class agreement.
CONTENT
To rote read the class agreement daily
KEY SKILL
• To master some good behavior while in class
• To always abide by rules
CROSSCURRICULAR LINK
W. W. J. D: the Ten Commandments
ASSESSMENT
The manner in which pupil respond to the class rules will help evaluate pupil understanding on the topic
RESOURCE
Chart on class agreement
REFERENCE
www.lumosity.co m
WEEK 4
TOPICS
Some good habits.
CONTENT
To encourage good table manners, good toilet habits,
KEY SKILL
1. To always observe good table manners.
2. to always sitting posture and greetings.
CROSSCURRICULAR LINK
Pre-science: personal hygiene.
ASSESSMENT
Observe good toilet habit / good walking, sitting and standing posture
The extent to which learner remember to wash hands with soap, flush toilet and lift skirt whenever they need to use the toilet/ eat properly without making crumbs, talking with mouth full and soiling shirt will help evaluate pupil knowledge on the topic
RESOURCE
Table, food, chair, toilet
REFERENCE
www.lumosity.co m
WEEK 5 – 6
TOPICS
Minding your language always
CONTENT
To encourage the use of polite words.
KEY SKILL
1. To always use polite words
2. To pronounce words correctly
3. To speak correct English
CROSSCURRICULAR LINK
Language art: the 42 jolly phonics sounds
ASSESSMENT
Learner ability to identify and pronounce sound the way it should be pronounced while speaking , the use of polite words always will give prove on their understanding on the topic.
RESOURCE
Teachers and pupil
REFERENCE
www.lumosity.co m
WEEK 7 – 8
TOPICS
Etiquette: minding your dressing.
CONTENT
To dress up properly
KEY SKILL
1. To always look neat.
2. To always be presentable
CROSSCURRICULAR LINK
Practical life: grooming.
ASSESSMENT
Learner, effort to always look neat will help to test pupil understanding on the topic.
RESOURCE
Pupil and teachers
REFERENCE
www.lumosity.co m
WEEK 9 – 10
TOPICS
Etiquette
CONTENT
Don’t laugh at your friend’s mistake
KEY SKILL
1. To always respect others opinion
2. Always see the good side of others
CROSSCURRICULAR LINK
W. W. J. D: the story of David and Goliath
ASSESSMENT
Pupil ability to listen to others and correct politely when the need arise rather than laughing will help to prove how much pupil imbibe the topic.
RESOURCE
Pupil and teachers
REFERENCE
www.lumosity.co m
WEEK 11
TOPICS
Good table manners
CONTENT
To discourage talking with mouth full, making of crumbs, soiling of clothes while eating.
KEY SKILL
1. To always be quiet, not soiling clothes, not making crumbs while eating
CROSSCURRICULAR LINK
Pre-science: personal hygiene.
ASSESSMENT
The ability of learner to eat with the mouth closed, unsoiled dress, not making crumbs will help determine their understanding on the topic.
RESOURCE
Table, food, chair
REFERENCE
www.lumosity.com
WEEK 12
TOPICS
Good toilet habits
CONTENT
To encourage washing of hands with soap, flushing and drying hands after using the toilet.
KEY SKILL
1. To always wash hand after using the toilet
2. To see the need for flushing toilet after use
3. To lift skirt properly when trying to use the toilet.
CROSSCURRICULAR LINK
Pre-science: personal hygiene.
ASSESSMENT
The extent to which learner remember to wash hands with soap, flush toilet and lift skirt whenever they make use the toilet will prove their understanding on the topic
RESOURCE
The toilet, water, soap, towel
REFERENCE
www.lumosity.co m
STORY 1ST TERM
WEEK 1
TOPICS
Reading individual picture book.
CONTENT
- describe terms
- identify different pictures
KEY SKILL
1. To say the meaning of reading.
2. To identify different pictures.
CROSSCURRICULAR LINK
Sensorial Activity. Perception and discrimination
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can read picture books. Individual work will provide evidence on the extent to which each learner can apply their knowledge on reading picture books.
RESOURCE
Different picture books.
REFERENCE
Ladybird story books
WEEK 2 – 3
TOPICS
Snow white and the seven dwarfs
CONTENT
1. Describe terms
2. Identify each character in the Story
3. Tell the pupil the story.
4. State the moral lessons in the story.
KEY SKILL
1. To identify and describe the characters
2. To give a summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Social skills; seasons
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on snow white and the seven dwarfs. Individual work will provide evidence on the extent to which each learner summarize the story.
RESOURCE
The DVD on snow white and the seven dwarfs
REFERENCE
Snow white story book
WEEK 4 – 5
TOPICS
Pinocchio
CONTENT
1. Describe terms
2. Identify each character in the story.
3. Tell the pupil the story.
4. State the moral lessons in the story
KEY SKILL
1. To identify and describe the characters in the story.
2. To give a summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
W.W.J.D. what I should do as a good child.
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on Pinocchio. Individual work will provide evidence on the extent to which each learner summarize the story.
RESOURCE
Wood, pupil and teachers
REFERENCE
The story book for Pinocchio
WEEK 6 – 7
TOPICS
Little red riding hood
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours.
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner have ascertained the lesson. Individual work on stating the moral lesson will provide evidence on the extent to which each learner have understood the lesson.
RESOURCE
Red material, pix of a wolf
REFERENCE
The story book for little red riding hood
WEEK 8 – 9
TOPICS
Amelia and the grasshopper
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; insects
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on story. Individual work on stating the moral lesson will provide evidence on the extent to which each learner have understood the lesson.
RESOURCE
Grasshopper, basketball court
REFERENCE
Amelia and the grasshopper story book
WEEK 10 – 11
TOPICS
The giant stew.
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Sensorial Activity; concept of size
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which earners can apply their knowledge on the story. Individual work on summarizing the story will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Carrot, knife, pot.
REFERENCE
The giant stew story book
WEEK 12
TOPICS
The clever monkey
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; animals
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on story. Individual work on stating the moral lesson will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
A jug, stones and water.
REFERENCE
The clever monkey story book
STORY 2nd TERM
WEEK 1
TOPICS
Reading individual story book
CONTENT
1. Describe terms
2. Identify different pictures
KEY SKILL
1. To say the meaning of reading.
2. To identify different pictures.
CROSSCURRICULAR LINK
W.W.J.D; Story of creation
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story.
Individual work to identify pictures will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Stories books.
REFERENCE
Individual story books
WEEK 2 – 3
TOPICS
The fox and the stork
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; wild animals
ASSESSMENT
whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge the topic Individual work on summarizing the story will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Picture of a fox,
REFERENCE
The fox and the stork story book
WEEK 4 – 5
TOPICS
Chicken licken
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; heavenly bodies
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work to summarize the story will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
A nut, pix of the chicken
REFERENCE
Chicken licken story book
WEEK 6 – 7
TOPICS
The three little pigs
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; farm animals.
Sensorial Activity; concept of size
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can identify the pigs. Individual work to state the moral lessons will provide evidence on the extent to which each learner have ascertained the lesson
RESOURCE
Straw, brick and wood
REFERENCE
The three little pig story book
WEEK 8 – 9
TOPICS
The duck and the hen
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre-science: domestic animals
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on lesson. Individual work to will provide evidence on the extent to which each learner have ascertained the lesson.
RESOURCE
Peak, picture of a hen and duck
REFERENCE
The duck and the hen story
WEEK 10 – 11
TOPICS
Why the bear tail is short
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
W.W.J.D: Greed
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic. Individual work will provide evidence on the extent to each assimilation of the topic.
RESOURCE
Fish, picture of snow, bear and fox.
REFERENCE
The book on why the bear tail is short.
WEEK 12
TOPICS
Why the giraffe and ox are good friends
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre-science: wild animals
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the lesson.
RESOURCE
Picture of a giraffe and ox
REFERENCE
The book on why giraffe and the ox are good friends
STORY 1ST TERM
WEEK 1
TOPICS
Reading of individual story book
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Sensorial Activity: shapes and objects
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on classes of food. Individual work to summarize the story will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Lady book story books.
REFERENCE
Individual picture book
WEEK 2 – 3
TOPICS
The three Billy goat gruff
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Number concept; Number value
Language Art; Nouns
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge to the lesson. Individual work to say the moral lesson will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Grass, picture of goats.
REFERENCE
The three Billy goat gruff story book
WEEK 4 – 5
TOPICS
The enormous turnip
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Sensorial Activity; Concept of size
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the lesson. Individual work to summarize the story will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Man, woman, dog, boy and girl.
REFERENCE
CD on the enormous turnip
WEEK 6 – 7
TOPICS
Jack and the bean stalk
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; classes of food
ASSESSMENT
Individual activity on questioning at the end of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story
RESOURCE
The picture of jack, beans
REFERENCE
The story book on Jack and the beanstalk, and DVD.
WEEK 8 – 9
TOPICS
The clever monkey
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre science; sources of water
Language Art; consonant blends
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story. Individual work to say the story will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Picture of a monkey, stones, jug and water
REFERENCE
The story book on the clever book
WEEK 10 – 11
TOPICS
Little red hen
CONTENT
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Language Art: double consonant
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story. Individual work to identify some moral lessons will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Grain of maize, grass, picture of a hen, pig, rat and cat.
REFERENCE
www.story.com, the book on little red hen
WEEK 12
TOPICS
The lion and the mouse
CONTENT
1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupil
4. State the moral lessons in the story.
KEY SKILL
1. To identify and role play some of the characters in the story.
2. To give a short summary of the story.
3. To say the moral lessons in the story.
CROSSCURRICULAR LINK
Pre- science: classification of animals
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic. Individual work on questioning will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Picture of lion and mouse.
REFERENCE
www.story.com, the book on the lion and the mouse.
SONGS & RHYMES 1ST TERM
WEEK 1
TOPICS
This little pig
CONTENT
1. Recite the rhyme and sing the song
2. Identify a pig as an animal and colour it.
3. Role play it 4.state the moral lessons from the rhyme
KEY SKILL
1. To identify the big, bigger and biggest pigs
2. Recite the rhyme and sing the song
CROSSCURRICULAR LINK
Pre-science; domestic animals
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic.
An individual activity to state the moral lesson from the rhyme.
REFERENCE
A golden sturdy book by mother goose word book illustrated by dicschweningen
WEEK 2
TOPICS
Old Macdonald had a farm
CONTENT
1. Recite the rhyme and sing the song.
2. Role play the song
3. Identify and colour the animals in old Macdonald’s farm
4. Describe a farm
KEY SKILL
1. To recite the rhyme and sing the song
2. To identify the animals in the farm
3. To make their sounds
CROSSCURRICULAR LINK
Language Arts; sounds. Pre- science; domestic animals
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge on the rhyme. An individual activity to recite and state some moral lesson.
RESOURCE
Picture of animals
REFERENCE
Old Mac-Donald had a farm
WEEK 3
TOPICS
Jack and Jill went up the hill.
CONTENT
1. Recite the rhyme and sing the song
2. Role play it
3. Say the moral lessons
4. We need to always walk, or do everything with care.
KEY SKILL
1. To recite the rhyme and sing the song.
2. To be careful why walking.
CROSSCURRICULAR LINK
Language Art; double consonant
ASSESSMENT
An open class discussion at the beginning of the lesson will ascertain learner understanding on the meaning of the rhyme. A pair work to role play it, an individual activity to say the moral lessons.
RESOURCE
A bucket of water
REFERENCE
Jack and Jill (a touch and a feel rhyme) illustrated by Emma Dodd.
WEEK 4
TOPICS
Two fat gentlemen
CONTENT
1. Recite the rhyme and sing the song
2. Role play it
3. Say the need to always greet with courtesy.
4. Say the importance of greeting people.
5. State the need to always be polite
6. Identify and colour a fat man.
KEY SKILL
1. To recite the rhyme
2. To always greet with courtesy
3. To state the need to be polite
CROSSCURRICULAR LINK
T.P.D; Proper way of greeting in the morning, afternoon and evening.
ASSESSMENT
An open class discussion at the beginning of the lesson will ascertain learner understanding on the meaning of the rhyme. A pair work to role play it, an individual activity to say the moral lessons.
REFERENCE
Two fat gentlemen (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 5
TOPICS
Hey diddle diddle
CONTENT
1. Recite the rhyme and sing the song
2. Say some moral lesson from the role play.
3. Identify and colour a cat.
KEY SKILL
1. Recite rhyme/ sing the song
2. To identify the cat, cow, etc
CROSSCURRICULAR LINK
Pre-science; domestic animals
ASSESSMENT
An open class activity to recite the rhyme and role play it. An individual activity to say the moral lesson
REFERENCE
Hey diddle diddle (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 6 – 7
TOPICS
Goosy goosy gander
CONTENT
1. Recite the rhyme and sing the song
2. Dramatize it and say some moral lessons from the rhyme/role play
3. Identify an old man
KEY SKILL
1. To recite the rhyme/ sing the song
2. To identify the need for prayer
3. To identify the an old man
CROSSCURRICULAR LINK
W.W.W.J.D; prayer
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic. An individual activity to state the moral lesson from the rhyme.
REFERENCE
Goosy goosy (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 8
TOPICS
Little fishes in a brook
CONTENT
1. Recite the rhyme
2. Dramatize
3. Say some duties of a father/ mother
KEY SKILL
1. To recite the rhyme
2. To identify and say the duties of each member of the family
CROSSCURRICULAR LINK
Social skill; the family
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic.
An individual activity to state the moral lesson from the rhyme.
RESOURCE
Fish, hook, pot
REFERENCE
Little fishes in the brook (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 9
TOPICS
One two buckle my shoes
CONTENT
1. Identify a shoe.
2. Recite the rhyme
3. Say the moral lesson.
KEY SKILL
1. To sing the song
2. To identify a shoe
3. To always buckle their shoes
CROSSCURRICULAR LINK
Practical life; lacing exercise
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic.
An individual activity to state the moral lesson from the rhyme.
RESOURCE
Shoes
REFERENCE
One two buckle my shoes (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 10
TOPICS
Cobber, cobbler, mend my shoe
CONTENT
1. Identify a shoes that is bad.
2. Recite the rhyme 3.Role play.
KEY SKILL
1. To recite the rhyme
2. Identify who a cobber is
CROSSCURRICULAR LINK
Practical life; lacing exercise
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic.
An individual activity to state the moral lesson from the rhyme.
RESOURCE
Shoes
REFERENCE
Cobber, cobbler mend my shoe (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 11
TOPICS
Five currant buns
CONTENT
1. Recite the rhyme.
2. State the principles of subtraction
3. Identify buns and say what it is used for.
4. Role play
5. Say some moral lesson.
KEY SKILL
1. To sing the song.
2. To state the principle of subtraction
3. Identify money and how to make change
CROSSCURRICULAR LINK
Number concept; subtraction involving money
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic.
An individual activity to state the moral lesson from the rhyme.
RESOURCE
Buns, a boy, the picture of a shop
REFERENCE
Five current buns (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 12
TOPICS
Hot cross buns
CONTENT
1. Recite the rhyme
2. Identify buns
3. Say the moral lesson from the role play.
KEY SKILL
1. To recite the rhyme
2. To identify the buns
3. To identify other currency
CROSSCURRICULAR LINK
Number concept; concept of money
ASSESSMENT
An open class activity to ascertain learner’s previous knowledge in the topic.
An individual activity to state the moral lesson from the rhyme.
RESOURCE
Buns
REFERENCE
Hot cross buns (a touch and a feel rhyme) illustrated by Emma Dodd
SONGS & RHYMES 1ST TERM
WEEK 1
TOPICS
Yankee doodle
CONTENT
- recite the rhyme
- role play it
- say the moral lesson
- say the need to always observe things carefully
- say the benefits of music as they play some musical instruments
KEY SKILL
- To sing the song.
- role play the song
CROSSCURRICULAR LINK
Pre-science; musical instrument
ASSESSMENT
An open class activity to recite the rhyme and role play it.
An individual activity to say the moral lesson
RESOURCE
Yankee Doodle’s hat, feather
REFERENCE
Yankee Doodle (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 2
TOPICS
Hush little baby
CONTENT
- recite the rhyme and sing the song
- say the benefits of not crying unnecessary and the disadvantage of crying unnecessarily
- state what we must do when we want some Things
KEY SKILL
- To sing the song
- To say what we must do when we need some thing
- To identify how bad it is to cry unnecessary
CROSSCURRICULAR LINK
T.P.D; crying unnecessary are bad habits
ASSESSMENT
An open class activity to ascertain learner understanding on the meaning of the rhyme. An individual activity to recite the rhyme
RESOURCE
A bell, a ring
REFERENCE
Hush little baby (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 3
TOPICS
Humpty dumpty
CONTENT
- recite the rhyme
- role play the rhyme
- say some moral lesson from the rhyme
- to be safety conscious
- avoid playing rough/unnecessarily
KEY SKILL
- recite the rhyme / sing the song
- To avoid playing rough
CROSSCURRICULAR LINK
Language Art; review of noun and verb
ASSESSMENT
An open class activity to recite the rhyme a pair works to role play it. An individual activity to say some moral lesson from the rhyme.
REFERENCE
Humpty dumpty (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 4
TOPICS
Mary, Mary, quiet contrary
CONTENT
- recite the rhyme and sing the song
- role play it
- Say the moral lessons from the song. Talk about caring.
KEY SKILL
1. To recite the rhyme
2. To keep thing in order
CROSSCURRICULAR LINK
T.P.D; orderliness
ASSESSMENT
An open class activity to recite the rhyme. A pair works to role play it.
An individual activity to say the moral lessons from the story.
RESOURCE
Picture of a garden
REFERENCE
Mary, Mary quite contrary (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 5
TOPICS
Dinah blow your horn
CONTENT
1. Recite the rhyme
2. Role play he dramatize it
3. Identify and name some musical instruments.
4. Say the need to always wake up early.
KEY SKILL
1. To sing the song
2. To identify and mention some musical instrument
3. To always wake up early and identify the important of work
CROSSCURRICULAR LINK
Pre-science; musical instrument
ASSESSMENT
An open class discussion to recite the rhyme and dramatize will prove learner knowledge on the meaning of the rhyme. An individual activity to say some moral lessons from the rhyme.
RESOURCE
Picture of a railway
REFERENCE
Dinah blow your horn (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 6
TOPICS
All the big ship sail.
CONTENT
1. Recite the rhyme and sing the song
2. Role play the rhyme
3. Identify ships
KEY SKILL
1. To recite the rhyme
2. To identify a ship using picture
CROSSCURRICULAR LINK
Social skill; some interesting places
ASSESSMENT
An individual activity to recite the rhyme will prove each learner understanding on the meaning of the rhyme.
An open class activity to identify ships and say some moral lesson from the rhyme.
REFERENCE
All the big ship (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 7 – 8
TOPICS
Touch a friend’s hand
CONTENT
1. Describe a friend
2. Recite the rhyme and sing the song
3. State the importance of greeting.
KEY SKILL
1. To describe a friend
2. To sing the song
3. To state the importance of greeting
CROSSCURRICULAR LINK
Pre-science; part of the body
ASSESSMENT
An open class activity to describe a friend will prove learner knowledge in the topic. An individual activity to state the importance of greetings will prove learner understanding in the rhyme.
REFERENCE
Touch a friend hands (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 9 – 10
TOPICS
Five balloons
CONTENT
1. Recite the rhyme
2. Identify 5 balloons for number5
3. State the need to always be safety conscious (moral lesson)
KEY SKILL
1. To sing the song
2. To identify number 5 for five balloons
3. To state some safety rules
CROSSCURRICULAR LINK
Number concept; number value
ASSESSMENT
An open class activity to ascertain learner understanding on the meaning of the rhyme. An individual activity to recite the rhyme
RESOURCE
Balloons
REFERENCE
Five balloon (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 11 – 12
TOPICS
This little pig
CONTENT
- recite the rhyme
- .role play the rhyme
- say the moral lesson
- it is not good to cry unnecessary
- we need to be disciplined
KEY SKILL
1. To recite the rhyme
2. To role play the rhyme 3.To identify how bad it is to cry unnecessary
CROSSCURRICULAR LINK
T.P.D; crying unnecessary are bad habits
ASSESSMENT
An open class activity to prove learner knowledge on the rhyme (meaning of the rhymes).
An individual activity to state the moral lessons from the rhyme.
RESOURCE
Pig of three pigs
REFERENCE
This little pig (a touch and a feel rhyme) illustrated by Emma Dodd
SONGS & RHYMES 3rd TERM
WEEK 1 – 2
TOPICS
Piggy on the railway
CONTENT
1. Describe terms
2. Recite the rhyme
3. Say the importance of caring for others.
4. State the need to be safety conscious
5. Role plays piggy on the railway.
KEY SKILL
- To recite the rhyme
- To always say sorry
CROSSCURRICULAR LINK
T.P.D; etiquette
ASSESSMENT
An open class discussion to ascertain learner’s knowledge on the importance of caring for others.
An individual activity to state the need to be safety conscious.
RESOURCE
Picture of a railway, stones
REFERENCE
Piggy on the railway (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 3
TOPICS
Five little birds
CONTENT
1. Identify and describe birds
2. Role play the 5 little birds
3. Recite the rhymes
4. Say the lesson from the rhyme.
KEY SKILL
- To identify the birds
- To recite the rhyme
- Identify five as values
CROSSCURRICULAR LINK
Number concept; number value
ASSESSMENT
An open class activity to recite the rhyme and identify birds will prove learner knowledge in the rhyme.
An individual activity to say the moral lesson forms the rhyme.
RESOURCE
Picture of five birds
REFERENCE
Five little birds (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 4
TOPICS
Mary had a little lamb
CONTENT
1. Describe a lamb
2. Recite and role-play the rhyme
3. Say the need to always do the right thing at the right time
KEY SKILL
- To sing the song
- To obey right
- To always do the right things at the right time
- say the need to always adhere to the school rules
CROSSCURRICULAR LINK
Social skills; my school
ASSESSMENT
An open class activity (discussion) will prove learner knowledge on the meaning of lamb.
An individual activity to state the need to always do the right things at the right using the class rules as a care study.
RESOURCE
Picture of Mary and a lamb
REFERENCE
Mary had a little lamb (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 5
TOPICS
Here we go around the mulberry bush.
CONTENT
- Recite rhyme and show the actions
- State some benefits of playing with our friends at the right time.
KEY SKILL
- To always brush in the morning and at night
- To recite the rhyme
- To care for the body
CROSSCURRICULAR LINK
Pre-science; personal hygiene
ASSESSMENT
An open class activity at the beginning of the lesson to ascertain the learner knowledge on the rhymes/action. An individual activity to state some benefits of playing with our friends at the right times.
REFERENCE
Here we go round (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 6 – 7
TOPICS
Old Mother Hubbard
CONTENT
- Recite the rhyme
- Role play it
- State the needs to always plan ahead of time.
KEY SKILL
- To recite the rhyme
- To identify the need
CROSSCURRICULAR LINK
Language Arts; noun
ASSESSMENT
An open class discussion to ascertain learner’s knowledge on the rhyme and old. An individual activity to recite the rhyme and state the need for proper planning (planning ahead of time).
RESOURCE
Cup board, picture of a dog
REFERENCE
Old Mother Hubbard (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 8
TOPICS
Sing a song of sixpence
CONTENT
1. Recite the rhyme &sing the song
2. Role play it
3. Identify and mention some of our duties as children.
4. State the need to be careful/safety conscious.
KEY SKILL
- To sing the song
- To identify the rules of members of the family
- To identify other currency
CROSSCURRICULAR LINK
Number concept; concept of money
ASSESSMENT
An open class discussion will prove on the rhyme. An individual activity to identify and mentions some of our duties as children and state the need to be careful/safety conscious.
RESOURCE
A bird, money, bread
REFERENCE
Sing a song of six pence (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 9
TOPICS
I can tie my shoe lace
CONTENT
1. Recite the rhyme
2. Role play the rhyme
3. State the consequence of being naughty (moral lesson)
4. State the need to always help others.
5. State the need to always greet (moral lesson).
KEY SKILL
- To identify a shoe lace
- To tie their shoe lace
- To state the need for personal hygiene
CROSSCURRICULAR LINK
Practical life; lacing exercise, pre- science; personal hygiene
ASSESSMENT
An open class discussion at the beginning of the lesson will ascertain knowledge on things we can do for ourselves. An individual activity to state the need for good looking /dicing
RESOURCE
Shoe, lace
REFERENCE
I can tie my shoe lace (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 10
TOPICS
Ding dong bell
CONTENT
1. Recite the rhyme
2. Role play the rhyme
3. State the consequence of being naughty (moral lesson)
4. State the need to always help others.
KEY SKILL
1. To recite the rhyme
2. To state the consequence of naughtiness.
3. To always help others
CROSSCURRICULAR LINK
Language Arts; double consonant
ASSESSMENT
An open class discussion at the beginning of the lesson will prove learner knowledge on the meaning of the rhyme. An individual activity to state the need to always help others.
RESOURCE
A bell, picture of a cat
REFERENCE
Ding dong bell (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 11
TOPICS
Pickety, hickety my black hen
CONTENT
1. Recite rhyme
2. Describe a black hen
3. Say the moral lesson from the rhyme.
KEY SKILL
1. To recite rhyme
2. To identify the hen as a bird
3. To identify the egg as protein
CROSSCURRICULAR LINK
Pre-science; classes of food
ASSESSMENT
A whole class activity to ascertain learner understanding on the meaning of the rhyme. An individual activity to prove each learner’s level of assimilation in the moral lesson from the rhyme.
RESOURCE
Picture of a hen, eggs
REFERENCE
Picket hickety (a touch and a feel rhyme) illustrated by Emma Dodd
WEEK 12
TOPICS
Clap clap hand
CONTENT
1. Recite the rhyme
2. Identify our hands as part of our body
3. Say the things we do with our hands.
KEY SKILL
1 .To recite the rhyme
2. To identify the hand as part of the body
CROSSCURRICULAR LINK
Language Arts; verb
ASSESSMENT
An open class activity to identify our hands as part of the body. An individual activity to state what we do with hands and the moral lesson from the rhyme.
RESOURCE
Hands
REFERENCE
Clap, clap hand (a touch and a feel rhyme) illustrated by Emma Dodd
PRACTICAL LIFE 1ST TERM
WEEK 1
TOPICS
Washing and drying exercise
CONTENT
1. To identify the a bowl, soap, towel and water
2. To wash and dry their hands
KEY SKILL
1. To say the things use in washing our hands
2. To wash and dry their hands.
CROSSCURRICULAR LINK
Pre-science; personal hygiene.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson. Individual work on washing and drying their hands will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Bowl, soap, towel, water.
REFERENCE
Comprehensive home Economics for primary school book 1 pages 28- 31. Pages 28-31
WEEK 2
TOPICS
Buttoning exercise
CONTENT
1. To identify buttons
2. To identify the buttoning frame
3. To button their cloth.
KEY SKILL
1. To identify button.
2. To put the button in the hole
3. Unbutton
CROSSCURRICULAR LINK
Pre-science: sense organ. Hand and eyes connection
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on buttoning.
Individual work to put the button in the right hole will provide each learner understanding of the lesson.
RESOURCE
Buttons, buttoning frame, clothes with button
REFERENCE
Www. Lumosity.com
WEEK 3
TOPICS
Zipping exercise
CONTENT
1. To identify zips 2.To identify the zipping frame
3. To zip and unzip their cloth
KEY SKILL
1. To identify zip.
2. To identify the zipping frame
3. Zip and unzip their bags, clothes and lunch bags and boxes
CROSSCURRICULAR LINK
Language Arts; verbs
ASSESSMENT
An open class activity to zip their frames using the zipping frames will ascertain learner’s knowledge on the topic. Individual work to unzip their bags and bring out their books and zip it back will give feedback on each learner understanding of the topic.
RESOURCE
Zips, zipping frame, bags and boxes.
REFERENCE
Www. Lumosity.com
WEEK 4
TOPICS
Buckling exercise
CONTENT
1. To identify buckles
2. To identify the buckling frame
3. To buckle and unbuckle their shoes, bags and belts
KEY SKILL
1. To identify buckle.
2. To identify the buckling frame
3. To buckle and unbuckle their bags, shoes and belts
CROSSCURRICULAR LINK
Language Arts; noun
ASSESSMENT
Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to buckle their shoes
RESOURCE
Belts, shoes, buckle frames
REFERENCE
Scholastic success with kindergarten pages 240-245
WEEK 5
TOPICS
Lacing exercise
CONTENT
1. To identify a lace
2. To identify the lacing frame
3. To lace and unlace their shoes, frame
KEY SKILL
1. To identify lacing frames
2. To unlace and unlace their frames
CROSSCURRICULAR LINK
Language Art: noun
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can lace their fames. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Shoes, lacing frame
REFERENCE
Macmillan primary English course 1 pages 4-5 by Taiwo l Honge
WEEK 6 – 7
TOPICS
Polishing exercise
CONTENT
1. To identify the polish
2. To polish their shoes.
KEY SKILL
1. To identify the polish
2. To polish their shoes.
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on topic.
An individual activity to polish their shoes.
RESOURCE
Shoes, polish, brush
REFERENCE
Basic Montessori learning activity by David gettman pages 102-103
WEEK 8
TOPICS
Spooning exercise
CONTENT
1. To identify the spoon and sand
2. To grip the spoon properly.
3. To scoop the sand
KEY SKILL
1. To identify the spoon and sand
2. To grip the spoon properly.
3. To scoop the sand
CROSSCURRICULAR LINK
Language Arts; verb
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson.
Individual work will provide evidence on the extent to which each learner can scoop the sand.
RESOURCE
Sand, spoon.
REFERENCE
www.lumosity.com
WEEK 9
TOPICS
Pouring exercise
CONTENT
1. To grip the jug
2. To pour water from the jug
KEY SKILL
1. To grip the jug
2. To pour water from the jug
CROSSCURRICULAR LINK
Pre-science; uses of water
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson.
Individual work will provide evidence on the extent to which each learner can scoop the sand.
RESOURCE
Jug, cup, water
REFERENCE
www.lumosity.com
WEEK 10
TOPICS
Various exercise of buttoning, zipping, lacing and buckling
CONTENT
1. To identify zips, buttons, lace and buckles
2. To put the button, lace into the hole
3. To zip and unzip, buckle and unbuckle.
KEY SKILL
1. To identify buckles, laces, zips, buttons.
2. To identify the buckling, buttoning, lacing and zipping frame
3. To buckle, zip, button, lace and unbuckle, unzip, unbutton and unlace their bags, shoes and belts
CROSSCURRICULAR LINK
Language Arts; more of noun and verb
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can lace their fames.
Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Zip, button, buckle and lace
REFERENCE
www.lumosity.com
WEEK 11
TOPICS
Washing exercise
CONTENT
1. To identify soap, sponge, water.
2. To wash the spoons and plates
KEY SKILL
1. To identify soap, sponge and water as things use in washing the spoon and plate
2. To wash the spoon and plate
3. To rinse the spoons and plates
CROSSCURRICULAR LINK
Language Arts; noun. Pre-science; water and its uses
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can consecrate on washing the plates and spoon. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Soap, sponge, water, spoons, plate
REFERENCE
www.lumosity.com
WEEK 12
TOPICS
Opening exercise
CONTENT
1. To identify the bag, boxes, and plates
2. To open bags, boxes, plates and water bottle
KEY SKILL
1. To identify the boxes, bags, plates and water bottle
2. To open the plate, bag, box
3. To close it properly
CROSSCURRICULAR LINK
Language Arts; noun. Pre-science; non-living things
ASSESSMENT
Whole class work will provide evidence on the extent to which ate on learner can open and close the plates, boxes, bags etc. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Bags, boxes, plates, etc
REFERENCE
www.lumosity.com
PRACTICAL LIFE 2nd TERM
WEEK 1
TOPICS
Washing and drying exercise
CONTENT
1. To identify the a bowl, soap, towel and water
2. To wash and dry their hands
KEY SKILL
1. To say the things use in washing our hands
2. To wash and dry their hands.
CROSSCURRICULAR LINK
Pre-science; personal hygiene.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson. Individual work on washing and drying their hands will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Bowl, soap, towel, water.
REFERENCE
Comprehensive home Econs for primary school book 1 pages 28-31. Pages 28-31
WEEK 2
TOPICS
Carrying exercise
CONTENT
1. To identify and carry a chair.
KEY SKILL
1. To identify and carry the chair properly
CROSSCURRICULAR LINK
Language Art; verb
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on the topic.
Individual work to carry chair properly will provide each learner understanding of the lesson.
RESOURCE
Chairs
REFERENCE
Www. Lumosity.com
WEEK 3
TOPICS
Posture
CONTENT
1. To identify the right sitting, standing and walking posture
KEY SKILL
1. To sit, stand and walk properly
CROSSCURRICULAR LINK
Language Arts; verbs
ASSESSMENT
An open class activity will ascertain learner’s knowledge on the topic. Individual work will give feedback on each learner understanding of the topic.
RESOURCE
Teachers, pupil.
REFERENCE
Www. Lumosity.com
WEEK 4
TOPICS
Walking on the line
CONTENT
1. To walk on the line, folding their arms
2. To stand according to height
KEY SKILL
1. To walk on the line, folding their arms
2. To stand according to height
CROSSCURRICULAR LINK
Language Arts; verb
ASSESSMENT
Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to walk according to height
REFERENCE
Scholastic success with kindergarten pages 240-245
WEEK 5
TOPICS
Care of surface
CONTENT
1. To identify and clean the surface of the mirror and window.
KEY SKILL
1. To identify and clean the surface of the mirror and window using powder
CROSSCURRICULAR LINK
Language Art: noun
ASSESSMENT
Whole class work will provide evidence on the extent to which learner understood the lesson. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Mirror, window, powder and towel
REFERENCE
Macmillan primary English course 1 pages 4-5 by Taiwo l Honge
WEEK 6 – 7
TOPICS
Washing and rinsing of handkerchief
CONTENT
1. To identify the a bowl, soap, towel and water
2. To wash, rinse and dry a handkerchief.
KEY SKILL
1. To identify the a bowl, soap, towel and water
2. To wash, rinse and dry handkerchief
CROSSCURRICULAR LINK
Pre-science; use of water
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on topic. An individual activity to wash and dry handkerchief will prove each learner understanding of the topic.
RESOURCE
Bowl, soap, handkerchief, water etc
REFERENCE
Basic Montessori learning activity by David gettman pages 102-103
WEEK 8
TOPICS
Care of the plant
CONTENT
1. To identify watering can
2. To water the plan and flower
KEY SKILL
1. To identify watering can
2. To water the plan and flower
CROSSCURRICULAR LINK
Language Arts; verb. Pre- science; plant
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can water the plant.
RESOURCE
Water, watering can, plants and flower
REFERENCE
www.lumosity.com
WEEK 9
TOPICS
Care of person
CONTENT
1. To groom by blowing the nose using the handkerchief
2. To pin their handkerchief on their shirts
KEY SKILL
1. To pin their handkerchief
2. To blow their nose using handkerchief
CROSSCURRICULAR LINK
T.P.D; proper way of sneezing, coughing and yawning.
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner have understood the topic.
RESOURCE
Handkerchief and tissue
REFERENCE
www.lumosity.com
WEEK 10
TOPICS
Grooming
CROSSCURRICULAR LINK
Language Arts; more of noun and verb
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can lace their fames.
Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Zip, button, buckle and lace
REFERENCE
www.lumosity.com
WEEK 11
TOPICS
Folding clothes or napkin
CONTENT
1. To fold the cloth, holding it at the edge
2. To arrange the clothes properly
KEY SKILL
1. To identify the two edge of the cloth and fold it
2. To arrange it neatly
CROSSCURRICULAR LINK
Social skill; clothing
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can fold the cloth. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Napkin, cloth
REFERENCE
www.lumosity.com
WEEK 12
TOPICS
Drying of cloth/ handkerchief
CONTENT
1. To identify the things use in washing
2. Wash and dry the cloth/handkerchief
KEY SKILL
1. To identify soap, water, bowl.
2. to wash and dry the cloth/handkerchief using peg
CROSSCURRICULAR LINK
Language Arts; verb
ASSESSMENT
Whole class work will provide evidence on the extent to which each learner can identify the things use to wash etc. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Soap, water, bowl
REFERENCE
www.lumosity.com
PRACTICAL LIFE 1ST TERM
WEEK 1
TOPICS
Grooming
KEY SKILL
1. To identify the things use in bathing.
2. To bathe
CROSSCURRICULAR LINK
Pre-science; personal hygiene.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson. Individual work on bathing and drying their doll baby will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Bowl, soap, towel, water, doll baby.
REFERENCE
Comprehensive home Econs for primary school book 1 pages 28-31. Pages 28-31
WEEK 2
TOPICS
Care of plants
CONTENT
1. To identify watering can
2. To water the plan and flower
KEY SKILL
1. To identify watering can
2. To water the plan and flower
CROSSCURRICULAR LINK
Language Arts; more of noun and verb. Pre-science; plants
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on watering plant.
Individual work will provide each learner understanding of the lesson.
RESOURCE
Watering can, water
REFERENCE
Www. Lumosity.com
WEEK 3
TOPICS
Brushing of teeth
CONTENT
1. To identify a tooth paste, a tooth brush
2. To brush their teeth.
KEY SKILL
1. To identify tooth paste, tooth brush
2. To identify the number of time we brush our teeth
3. To brush their teeth up down using the paste, tooth brush.
CROSSCURRICULAR LINK
Pre-science personal hygiene
ASSESSMENT
An open class activity to brush their teeth will ascertain learner’s knowledge on the topic. Individual work to brush their teeth twice daily will give feedback on each learner understanding of the topic.
RESOURCE
Tooth paste, tooth brush and water.
REFERENCE
Www. Lumosity.com
WEEK 4
TOPICS
Mopping exercise
CONTENT
1. To identify mopping stick, bucket, water and soap.
2. To mop the floor.
KEY SKILL
1. To identify mopping stick, bucket, water and soap.
2. To mop the floor.
CROSSCURRICULAR LINK
Language Arts; verb
ASSESSMENT
Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to mop.
RESOURCE
Mopping stick, bucket, water and detergent
REFERENCE
Scholastic success with kindergarten pages 240-245
WEEK 5
TOPICS
Washing glasses
CONTENT
1. To identify a glass cup
2. To identify soap, sponge and water
3. To wash and rinse the glass.
KEY SKILL
1. To identify a glass cup
2. To identify soap, sponge and water
3. To wash and rinse the glass.
CROSSCURRICULAR LINK
Language Art: noun, consonant blends
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can. Individual wash the glass work will give feedback learner level of assimilation on the topic.
RESOURCE
Glass cup, soap, sponge and water
REFERENCE
Macmillan primary English course 1 pages 4-5 by Taiwo l Honge
WEEK 6 – 7
TOPICS
Care of the fingernails
CONTENT
1. To identify the fingernails as part of the body
2. To trim the long fingernails.
3. To wash the hands with soap and use sanitizer.
KEY SKILL
1. To identify the fingernails as part of the body
2. To identify a nail cutter, scissor, razor blade
3. To trim the long fingernails.
4. To wash the hands with soap and use sanitizer
CROSSCURRICULAR LINK
Pre- science; Personal hygiene
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on topic. An individual activity to identify the things use in trimming our fingernails.
RESOURCE
Nail cutter, razor blade, scissor, etc
REFERENCE
Basic Montessori learning activity by David gettman pages 102-103
WEEK 8
TOPICS
Bathing exercise
CONTENT
1. To identify a doll baby.
2. To identify soap, water, towel and sponge
3. To bath the doll baby.
KEY SKILL
1. To identify a doll baby.
2. To identify soap, water, towel and sponge
3. To bath the doll baby.
CROSSCURRICULAR LINK
Language Arts; verb
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can bath a baby.
RESOURCE
Soap, water, towel and sponge.
REFERENCE
www.lumosity.com
WEEK 9
TOPICS
Watering plants
CONTENT
1. To identify watering can
2. To water the plan and flower
KEY SKILL
1. To identify watering can
2. To water the plan and flower
CROSSCURRICULAR LINK
Language Arts; more of noun and verb. Pre-science; plants
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson.
Individual work will provide evidence on the extent to which each learner can water the plants.
RESOURCE
Watering can, water
REFERENCE
www.lumosity.com
WEEK 10
TOPICS
Making sandwich
CONTENT
1. To identify bread, butter, tray and bread knife
2. To slice the bread in a triangular shape.
3. To butter the bread.
KEY SKILL
1. To identify bread, butter, tray and bread knife
2. To slice the bread in a triangular shape.
3. To butter the bread.
CROSSCURRICULAR LINK
Language Arts; more of noun and verb. Pre-science; classes of food
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can butter the bread. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Bread, butter, bread knife, tray
REFERENCE
www.lumosity.co m
WEEK 11 – 12
TOPICS
Cutting fruits into tray
CONTENT
1. To identify different fruits
2. To wash the fruits
3. To slice the fruit into pieces
KEY SKILL
1. To identify different fruits
2. To wash the fruits
3. To slice the fruit into pieces
CROSSCURRICULAR LINK
Language Arts; noun, magic ‘e’ Pre-science; classes of food
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can consecrate on cutting the fruits. Individual work will give feedback learner level of assimilation on the topic.
RESOURCE
Different fruits, tray, knife
REFERENCE
www.lumosity.com
SENSORIAL ACTIVITY 1ST TERM
WEEK 1 – 2
TOPICS
Concept of size
CONTENT
1. To describe by comparison
2. To compare different sizes of object
3. To identify and sort by size of objects.
KEY SKILL
1. To compare objects according to sizes
2. To identify object and sort them base on the size
3. To circle the biggest object.
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson. Individual work on identification of different sizes will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Pink tower and other objects.
REFERENCE
Easy learning size and measurement page 4-5
WEEK 3
TOPICS
Perception & discrimination (odd one)
CONTENT
1. To describe terms
2. To identify the differences in objects
3. To circle the odd one among the others.
KEY SKILL
1. To identify different objects.
2. To identify the odd object in the midst of other objects
CROSSCURRICULAR LINK
Pre-science: sense organ
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on perception and discrimination. Individual work to identify and circle the odd one will provide each learner understanding of the lesson.
RESOURCE
Two pink plates and one green, pencils and crayon
REFERENCE
Www. Lumosity.com
WEEK 4 – 5
TOPICS
Concept of size
CONTENT
1. To differentiate size using the pink tower.
2. To identify different sizes (small. smaller, smallest) etc
KEY SKILL
1. To compare objects according to sizes
2. To identify object and sort them base on the size
3. To circle the smallest object.
ASSESSMENT
An open class activity to compare objects using the pink tower will ascertain learner’s knowledge on the topic. Individual work to identify objects according to size e.g. big, biggest will give feedback on each learner understanding of the topic.
RESOURCE
Pink tower and other objects.
REFERENCE
Easy learning size and measurement pages 4-6
WEEK 6 – 7
TOPICS
Concept of colours
CONTENT
1. To name various colours of objects
2. To sort various object by colour.
3. To colour pictures accordingly
KEY SKILL
1. To identify different colours
2. To sort objects by colours.
CROSSCURRICULAR LINK
Physical Education: throwing of balls
ASSESSMENT
Whole class activity will give feedback on the extent learner have ascertained the lesson.
Individual work will prove each learner ability to identify the colours
RESOURCE
Colour box 1 and 2, objects in the classroom
REFERENCE
Scholastic success with kindergarten pages 240-245
WEEK 8
TOPICS
Concept of shapes
CONTENT
1. To identify various shapes
2. To associate the shapes to objects
3. To match pictures to right shapes
KEY SKILL
1. To identify different shapes
2. To match shapes to objects
CROSSCURRICULAR LINK
Language Art: noun
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can identify shapes. Individual work of associating shapes to objects will give feedback learner level of assimilation on the topic.
RESOURCE
Chart on shapes, the widow, doo, and bowl.
REFERENCE
Macmillan primary English course 1 pages 4-5 by Taiwo l Honge
WEEK 9 – 10
TOPICS
Perception
CONTENT
1. To identify trace missing part different objects
2. To identify the other half of objects and complete.
KEY SKILL
1. To identify the missing parts
2. To draw the missing parts
CROSSCURRICULAR LINK
Pre-science: part of the body.
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on twin. An individual activity to identify and match twin objects.
RESOURCE
Drawing an incomplete objects
REFERENCE
Basic Montessori learning activity by David gettman pages 102-103
WEEK 11 – 12
TOPICS
Observation
CONTENT
1. To identify different objects by shapes, colours, size etc
2. To identify the other half and completes.
KEY SKILL
1. To sort out objects by shapes
2. To match objects to shapes and colour.
CROSSCURRICULAR LINK
Pre-science: sense organ
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson.
Individual work will provide evidence on the extent to which each learner can identify the other half and circle.
RESOURCE
Chart on shapes, button of different colours.
REFERENCE
www.lumosity.com
SENSORIAL ACTIVITY 2ND TERM
WEEK 1
TOPICS
Concept of sizes
CONTENT
1. To describe comparison
2. To identify different sizes of objects.
KEY SKILL
1. To compare objects according to sizes
2. To identify object and sort them base on the size
3. To circle the big object.
ASSESSMENT
An open class activity will give understanding of learner’s level assimilation on the topic. An individual activity to identify and build with the building blocks.
RESOURCE
Pink tower and other objects.
REFERENCE
Basic Montessori learning activity by David gettman
WEEK 2
TOPICS
Concept of colour. (Sorting of colours)
CONTENT
1. To sort object by colours
2. To identify different colours
3. To say the colours
KEY SKILL
1. To identify different colours
2. To sort objects by colours
CROSSCURRICULAR LINK
Physical Education: throwing of balls
ASSESSMENT
Whole class work at the beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner is able to able to apply his/her knowledge of colours.
RESOURCE
Balls, animal counters and buttons
REFERENCE
Montessori learning activities for under five by
WEEK 3
TOPICS
Concept of sameness.
CONTENT
- To identify the shapes that are the same
- To sort out same shapes using buttons and beads of different colours
- circle objects that are the same shapes
KEY SKILL
1. To identify the same books.
2. To sort out all the blue buttons
CROSSCURRICULAR LINK
Songs/rhymes: two fat gentlemen
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work of sorting shapes will ascertain each learner understanding of the topic.
RESOURCE
Buttons, balls, counters
REFERENCE
Scholastic success with kindergarten pages 240-246
WEEK 4
TOPICS
Perception and discrimination (spot the difference & colour)
CONTENT
1. To describe terms
2. To spot the differences in many objects
3. To colour the objects
KEY SKILL
1. To identify objects and spot the difference
2. To colour objects
CROSSCURRICULAR LINK
Pre-science: sense organ
ASSESSMENT
An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.
RESOURCE
Chart on spot the difference
REFERENCE
Montessori learning activities for under five by David gettman pages 140-141
WEEK 5
TOPICS
Opposite
CONTENT
1. To describe term
2. To identify opposite objects
3. To match objects to their opposite
KEY SKILL
1. To identify the opposite
2. To match object to their opposite
CROSSCURRICULAR LINK
Number Concept: addition and subtraction.
ASSESSMENT
Whole class discussion at the beginning of the lesson will ascertain learner understanding. Individual work on associating object to the opposite will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Chart on the opposite, boy, girl, white, black
WEEK 6 – 7
TOPICS
Perception and Discrimination.
CONTENT
1. To describe terms.
2. To spot the mistake in an objects.
KEY SKILL
1. To identify the object that is different.
2. To spot the mistake
CROSSCURRICULAR LINK
Song/rhyme: Three blind mice.
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work to spot the mistake in objects will provide evidence on the extent which each leaner’s can discriminate
RESOURCE
Draw an incomplete objects
REFERENCE
Www. Lumosity.Com
WEEK 8
TOPICS
Perception (sorting of buttons)
CONTENT
1. To describe term
2. To sort according to colours
3. To sort according to shapes
KEY SKILL
1. Identify and sort out buttons by colours
2. To sort out buttons by shapes
ASSESSMENT
Whole class work at beginning of the lesson will provide evidence on the extent to which learner understand sorting. Individual work will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Buttons.
REFERENCE
Basic Montessori learning activities by David gettman pages 62-64
WEEK 9
TOPICS
Concept of sizes (wide and narrow)
CONTENT
1. Compare wide to narrow
2. To identify wide and narrow
KEY SKILL
1. To identify wide and narrow
2. To differentiate wide from narrow
ASSESSMENT
A whole class activity will ascertain learner’s knowledge on wide and narrow. An individual activity will give each learner ability to identify wide and narrow.
RESOURCE
The slant
REFERENCE
Easy learning size and measurement page 10-9 by Collins
WEEK 10
TOPICS
Observation (find the twin)
CONTENT
1. To describe term
2. To differentiate objects
3. To find the twin of objects.
KEY SKILL
1. To identify twin object
2. To differentiate objects
3. To find the twin object.
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner understanding of the topic. Individual work will provide evidence on the extent to which each learn can identify the twin
RESOURCE
Different objects
REFERENCE
Www. Lumosity.com
WEEK 11
TOPICS
Concept of Length.
CONTENT
1. To describe length
2. To identify short and tall objects.
KEY SKILL
1. To identify tall and short objects
2. To circle the object that is short and colour the tall one
CROSSCURRICULAR LINK
Pre-science: plants and animals
ASSESSMENT
An open class activity to ascertain learner’ knowledge on length. Individual work will prove each learner understanding on the topic.
RESOURCE
Red rod.
REFERENCE
Easy learning size and measurement pages 4-5 by Collins
WEEK 12
TOPICS
Preposition
CONTENT
1. To describe term
2. To mention some prepositional words.
3. To match objects to positions
KEY SKILL
1. To identify some prepositional words
2. To say the position of things
3. To write the correct position of objects
CROSSCURRICULAR LINK
Number Concept; numbers before, after and between
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on prepositional activity to identify and circle prepositional words.
RESOURCE
Door, table, tin, pencil, etc
REFERENCE
Internet, www.lumosity.Com
SENSORIAL ACTIVITY 3RD TERM
WEEK 1 – 2
TOPICS
Puzzles (Alphabets)
CONTENT
1. To describe puzzle
2. To build words with puzzle
3. To identify words in the puzzle
KEY SKILL
1. To identify the letters
2. To arrange the letters
3. To build words with the puzzle
CROSSCURRICULAR LINK
Language Art: Capital letter.
ASSESSMENT
A whole class activity at the beginning of the lesson with give feedback on the extent to which learner have understood the lesson. Individual work on identification of words in the puzzle will provide evidence on the extent each learner can apply the knowledge
RESOURCE
Alphabet puzzle game
REFERENCE
Basic Montessori learning activities by David gettman pages 134-135
WEEK 3 – 4
TOPICS
Puzzle (Numbers)
CONTENT
1. To Describe puzzle
2. To arrange numbers using the puzzle game.
3. To identify numbers in the puzzle.
KEY SKILL
1. To identify the numbers
2. To arrange the numbers in the puzzle.
CROSSCURRICULAR LINK
Number Concept: sequencing
ASSESSMENT
An open class activity will prove learner understanding of the topic. An individual activity to solve numbers in the puzzle will give feedback on each learner ability to apply their knowledge
RESOURCE
Number puzzle game
REFERENCE
Basic Montessori learning activities by David gettman page 134-135
WEEK 5
TOPICS
Concept of Weight.
CONTENT
1. To describe term
2. To identify light and heavy objects.
3. To differentiate the light objects from the heavy objects.
KEY SKILL
1. To identify light and heavy objects
2. To differentiate light and heavy object
CROSSCURRICULAR LINK
Story: three little pig
ASSESSMENT
An open class activity will prove learner’ ability to describe wide and narrow. An individual activity will ascertain each learner’s ability to identify wide and narrow.
RESOURCE
Scale
REFERENCE
Easy learning, size and measurement pages 11-12
WEEK 6 -7
TOPICS
Concept of Sizes.
CONTENT
1. To Describe Wide and narrow
2. To differentiate wide from narrow.
KEY SKILL
1. To identify wide and narrow
2. To differentiate wide from narrow
ASSESSMENT
An open class activity will prove learner’s ability to describe wide and narrow. An individual activity will ascertain each learner ability to identify wide and narrow
RESOURCE
Slant
REFERENCE
Easy learning, size and measurement pages 6-7
WEEK 8
TOPICS
Perception and Discrimination.
CONTENT
1. Describe term
2. To identify objects that doesn’t belong in a set.
3. To circle object that is different
KEY SKILL
1. To identify what doesn’t belong
2. To cross out what doesn’t belong
ASSESSMENT
Whole class work will ascertain learner’s knowledge on the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge on the lesson.
REFERENCE
Internet, httpllcpl.Reserve.com
WEEK 9
TOPICS
Concept of Quantity.
CONTENT
1. To describe quantity
2. To identify more and less as quantity.
3. To differentiate more from less.
KEY SKILL
1. To identify more and less
2. To differentiate more and less.
CROSSCURRICULAR LINK
Number Concept: Number value.
ASSESSMENT
Whole class work will provide feedback on learner’s level of assimilation on the topic. Individual work will ascertain each learner’s ability to apply their knowledge.
RESOURCE
Counters, beads etc
REFERENCE
Easy learning size and measurement by Collins pages 18-19
WEEK 10
TOPICS
Preposition
CONTENT
1. To describe term
2. To mention some prepositional words.
3. To match objects to positions
KEY SKILL
1. To identify some prepositional words
2. To say the position of things
3. To write the correct position of objects
CROSSCURRICULAR LINK
Number Concept; numbers before, after and between
ASSESSMENT
Whole class work will prove learner knowledge on preposition. Pair work will provide evidence on the extent to which leaner understand the use of some preposition E.g. (beside behind)
RESOURCE
Door, table, tin, pencil, etc
REFERENCE
Scholastic success with kindergarten pages 240-246
WEEK 11
TOPICS
Concept of colours (colour box)
CONTENT
1. To identify different colours in the colour box
2. To mention the colour names.
KEY SKILL
1. To identify different colours
2. To sort objects by colours
CROSSCURRICULAR LINK
Physical Education: throwing of balls
ASSESSMENT
Open class activity at the beginning of the class will ascertain learner’s knowledge on colors. Individual work on identification of different colours using the colour box 1& 2 will provide each learner ability to apply the knowledge.
REFERENCE
Scholastic success with kindergarten 240-245
WEEK 12
TOPICS
Perception and discrimination
CONTENT
1. To describe sameness.
2. To identify objects that is the same.
KEY SKILL
1. To identify the same books.
2. To sort out all the blue buttons
CROSSCURRICULAR LINK
Songs/rhymes: two fat gentlemen
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on sameness. Individual activity for learner to identify and circle the objects that are the same.
REFERENCE
Basic Montessori learning activities by David Gettman pages 50-51
CREATIVE ARTS 1ST TERM
WEEK 1
TOPICS
Coloring a car
CONTENT
1. To guide learner to identify a car.
2. To colour the car with red and yellow
KEY SKILL
1. To identify a car
2. To colour the car with red and yellow crayon.
CROSSCURRICULAR LINK
Sensorial Activity; Concept of colours
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson.
Individual work on coloring a car will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Picture of a car. Red and yellow crayon
WEEK 2
TOPICS
Free Expression
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice.
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D self confidence
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on free expression.
Individual work to draw any object of their choice will provide each learner understanding of the lesson.
RESOURCE
Scrap book Pencil Crayon
REFERENCE
Www. Lumosity.com
WEEK 3
TOPICS
Plasticine
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine.
KEY SKILL
1. To identify plasticine.
2. To mould different objects with plasticine.
CROSSCURRICULAR LINK
W.W.J.D; story of creation
ASSESSMENT
An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic.
Individual work on moulding objects with plasticine will give feedback on each learner understanding of the topic.
RESOURCE
Plasticine
REFERENCE
Www. Lumosity.com
WEEK 4
TOPICS
Thumb print
CONTENT
1. To identify different colours.
2. To identify a thumb.
3. To mix the colours.
4. To dip their thumbs into the poster colour and print
KEY SKILL
1. To identify different colours
2. To identify their thumbs.
3. To dip their thumbs into the poster colour and print.
CROSSCURRICULAR LINK
Songs and rhymes; where is thumb king
ASSESSMENT
Whole class activity will give feedback on the extent learner have ascertained the lesson.
Individual work will prove each learner ability to identify their thumb and to thumb print.
RESOURCE
Scrap book, poster colour, and their thumb
REFERENCE
Scholastic success with kindergarten pages 240-245
WEEK 5
TOPICS
Free Expression
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice.
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D Self-confidence
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can draw different objects. Individual work on drawing any object will give feedback learner level of assimilation on the topic.
RESOURCE
Scrap book Pencil Crayon
REFERENCE
Macmillan primary English course 1 pages 4-5 by Taiwo l Honge
WEEK 6 – 7
TOPICS
Hand print
CONTENT
1. To identify different colours.
2. To identify a hands.
3. To mix the colours.
4. To dip their hands into the poster colour and print
KEY SKILL
1. To identify different colours
2. To identify their hands.
3. To dip their hands into the poster colour and print.
CROSSCURRICULAR LINK
Songs and rhymes; i have two hands.
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on hand print. An individual activity to print hands.
RESOURCE
Scrap book, Poster colours hands
REFERENCE
Basic Montessori learning activity by David gettman pages 102-103
WEEK 8
TOPICS
Colouring of Barney
CONTENT
1. To identify Barney.
2. To colour a Barney with purple and green crayon.
KEY SKILL
1. To identify Barney.
2. To colour Barney nicely with green and purple crayon.
CROSSCURRICULAR LINK
Barney songs
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can identify and colour Barney nicely.
RESOURCE
Scrap book Picture Barney Purple and green crayon
REFERENCE
www.lumosity.com
WEEK 9
TOPICS
Plasticine
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine.
KEY SKILL
1. To identify plasticine.
2. To mould different objects with plasticine
CROSSCURRICULAR LINK
W.W.J.D story of creation
ASSESSMENT
An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic.
Individual work on moulding objects with plasticine will give feedback on each learner understanding of the topic.
RESOURCE
Plasticine
REFERENCE
Www. Lumosity.com
WEEK 10
TOPICS
Colouring a pig
CONTENT
1. To identify a pig.
2. To make the sound of a pig.
3. To colour a pig with peach crayon.
KEY SKILL
1. To identify a pig.
2. To colour a pig nicely with peach crayon.
CROSSCURRICULAR LINK
Pre-science; farm animals
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring. Individual activity for learner to identify and colour a pig
RESOURCE
Picture of a pig, crayon
REFERENCE
Www. Lumosity.com
WEEK 11
TOPICS
Colour splash
CONTENT
1. To identify different colour
2. To identify a paint brush
KEY SKILL
1. To identify different colour
2. To identify a paint brush
3. To dip the brush in the paint and splash
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to splash the colour
RESOURCE
Poster colours, paint brush, plate etc
REFERENCE
Www. Lumosity.com
WEEK 12
TOPICS
Straw jewelries
CONTENT
1. To identify a straw
2. To cut the straw with scissor
KEY SKILL
1. To identify the straw
2. To identify the rubber thread
3. To put the straw into the thread
CROSSCURRICULAR LINK
Sensorial Activity; eye and hand co-ordination
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread
RESOURCE
Straw, scissor, rubber thread
REFERENCE
Www. Lumosity.com
CREATIVE ARTS 2ND TERM
WEEK 1
TOPICS
Colouring a pig
CONTENT
- To identify a pig.
- To make the sound of a pig.
- To colour a pig with peach crayon
KEY SKILL
- To identify a pig.
- To colour a pig nicely with peach crayon.
CROSSCURRICULAR LINK
Pre-science; farm animals
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring. Individual activity for learner to identify and colour a pig
RESOURCE
Picture of a pig, crayon
REFERENCE
Basic Montessori learning activity by David gettman
WEEK 2
TOPICS
Colouring an umbrella
CONTENT
1 .To identify an umbrella
2. To identify different colours
3. To colour the umbrella correctly
KEY SKILL
- To identify an umbrella
- To identify different colours
- To colour the umbrella correctly
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
Whole class work at the beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner is able to apply his/her knowledge of colours.
RESOURCE
Picture of an umbrella, crayon
REFERENCE
Montessori learning activities for under five by David gettman. Pages 117-118
WEEK 3
TOPICS
Vegetable print.
CONTENT
1. To identify onions as a vegetable, plate and colours
2. To cut the onions
3. To dip the onion into the paint and print it on the scrap book
KEY SKILL
- To identify onions as a vegetable, plate and colours
- To cut the onions
- To dip the onion into the paint and print it on the scrap book
CROSSCURRICULAR LINK
Pre-science; classes of food
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work of printing the vegetable on their books will ascertain each learner understanding of the topic.
RESOURCE
Onions, poster colour, plates, knife
REFERENCE
Scholastic success with kindergarten pages 240-246
WEEK 4
TOPICS
Plasticine
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine.
KEY SKILL
- To identify plasticine.
- To mould different objects with plasticine.
CROSSCURRICULAR LINK
W.W.J.D; the story of creation
ASSESSMENT
An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.
RESOURCE
Plasticine
REFERENCE
Montessori learning activities for under five by David gettman pages 140-141
WEEK 5
TOPICS
Making/designing a hand fan
CONTENT
1. To identify the a paper
2. To fold the paper forward/ backward
3. To design the fan with permanent marker
KEY SKILL
- To identify the a paper
- To fold the paper forward/ backward
- To design the fan with permanent marker
CROSSCURRICULAR LINK
Language Art; vowel and consonant.
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner understanding. Individual work on folding the forward and backward paper will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Paper and marker
REFERENCE
Www. Lumosity.com
WEEK 6 – 7
TOPICS
Colour splash
CONTENT
- To identify different colour
- To identify a paint brush
KEY SKILL
- To identify different colour
- To identify a paint brush
- To dip the brush in the paint and splash
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours.
RESOURCE
Poster colours, paint brush, plate etc
REFERENCE
Www. Lumosity.Com
WEEK 8
TOPICS
Spiky hedgehog
CONTENT
- To identify a hedge hog
- To cut the broom into small size.
- To put the broom on the hedgehog using bond gum
KEY SKILL
1. To identify a hedge hog
2. To cut the broom into small size
3. To colour some part of the hedgehog
4. To put the broom on the hedgehog using bond gum
CROSSCURRICULAR LINK
Pre-science; animals. Songs/rhyme; five balloons
ASSESSMENT
Whole class work at beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner can put the broom on the body of the hedgehog.
RESOURCE
Brooms, picture of a hedgehog, bond gum.
REFERENCE
Basic Montessori learning activities by David gettman pages 62-64
WEEK 9
TOPICS
Free Expression
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D; self-confidence
ASSESSMENT
A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability to draw anything.
RESOURCE
Paper, pencil and crayon
REFERENCE
Www. Lumosity.Com
WEEK 10
TOPICS
Paper collage
CONTENT
1. To identify flora dress
2. To colour some part of flora’s dress and body
3. To cut different cardboard in piece and paste on flora’s dress
KEY SKILL
1. To identify flora dress
2. To colour some part of flora’s dress and body
3. To paste different colours of cardboard on
CROSSCURRICULAR LINK
Sensorial Activity; concept of colour
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner understanding of the topic. Individual work will provide evidence on the extent to which each learn can paste on flora’s dress
RESOURCE
Different colours of card board, bond gum, picture of flora
REFERENCE
Www. Lumosity.com
WEEK 11
TOPICS
Friendship tree
CONTENT
1. To identify a tree
2. To write pupil’s names on cardboard.
KEY SKILL
1. To identify a tree
2. To paste their names on the tree using masking tape
CROSSCURRICULAR LINK
Pre-science: plants and animals
ASSESSMENT
An open class activity to ascertain learner’ knowledge on length. Individual work will prove each learner understanding on the topic.
RESOURCE
Scissor, cardboard, pen.
REFERENCE
Internet, www.lumosity. Com
WEEK 12
TOPICS
Making jewelries
CONTENT
1. To identify a straw
2. To cut the straw with scissor
KEY SKILL
1. To identify the straw
2. To identify the rubber thread
3. To put the straw into the thread
CROSSCURRICULAR LINK
Sensorial Activity; eye and hand co- ordination
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread
RESOURCE
Straw, scissor, rubber thread
REFERENCE
Internet, www.lumosity. Com
CREATIVE ARTS 3rd TERM
WEEK 1
TOPICS
Plasticine
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine
KEY SKILL
1. To identify plasticine.
2. To mould different objects with plasticine
CROSSCURRICULAR LINK
W.W.D.J; the story of creation
ASSESSMENT
An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.
RESOURCE
Plasticine
REFERENCE
Basic Montessori learning activities by David gettman pages 134-135
WEEK 2
TOPICS
Rabbit collage
CONTENT
1. To identify a rabbit and cotton wool
2. To colour some parts of the rabbit.
3. To paste the cotton wool on the rabbit.
KEY SKILL
1. To identify a rabbit and cotton wool
2. To colour some parts of the rabbit.
3. To paste the cotton wool on the rabbit.
CROSSCURRICULAR LINK
Pre-science: animals
ASSESSMENT
An open class activity will prove learner understanding of the topic. An individual activity to paste cotton wool on the rabbit will give feedback on each learner ability to apply their knowledge
RESOURCE
Picture of a rabbit, cotton wool
REFERENCE
Basic Montessori learning activities by David gettman page 134-135
WEEK 3
TOPICS
Sand collage
CONTENT
1. To identify sand and a donkey
2. To sleeve the sand
3. To put the sand on the donkey using bond gum
KEY SKILL
1. To identify sand and a donkey
2. To put the sand on the donkey using bond gum
CROSSCURRICULAR LINK
P.E; building castle on sand
ASSESSMENT
An open class activity will prove learner’ ability to identify sand, and donkey. An individual activity will ascertain each learner’s ability to put the sand on the donkey.
RESOURCE
Sand, picture of a donkey
REFERENCE
Internet, www.lumosity.Com
WEEK 4
TOPICS
Free expression
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice.
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D; self-confidence
ASSESSMENT
An open class activity will prove learner’s ability to draw. An individual activity will ascertain each learner ability to colour neatly
RESOURCE
Paper, pencils, crayon
REFERENCE
Internet, www.lumosity.Com
WEEK 5
TOPICS
Designing a paper plate
CONTENT
1. To identify a paper plate
2. To mix the colours using poster colour.
3. To design the plates
KEY SKILL
1. To identify a paper plate
2. To identify the colours
3. To design the plates
CROSSCURRICULAR LINK
Language Arts; noun. Sensorial Activity; concept of colours
ASSESSMENT
Whole class work will ascertain learner’s knowledge on the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge on the lesson.
RESOURCE
Paper plates, poster colours, paint brush
REFERENCE
Internet, httpllcpl.Reserve.com
WEEK 6 – 7
TOPICS
Designing a cone hat
CONTENT
1. To identify a cardboard
2. To cut the card board in a triangular shape
3. To fold it into a cone shape and design it
KEY SKILL
1. To identify a cone shape
2. to fold and design the cone hat.
CROSSCURRICULAR LINK
Language Arts; more of nouns and verbs.
ASSESSMENT
Whole class work will provide feedback on learner’s level of assimilation on the topic. Individual work will ascertain each learner’s ability to apply their knowledge.
RESOURCE
Card board, cut cardboards different colours, scissor, bond gum
REFERENCE
Internet, www.lumosity. Com
WEEK 8
TOPICS
Free expression
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice.
KEY SKILL
- To draw any object of their choice independently
- To colour nicely.
CROSSCURRICULAR LINK
T.P.D; self confidence
ASSESSMENT
Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic.
RESOURCE
Paper, table, crayon, pencil, etc
REFERENCE
Scholastic success with kindergarten pages 240-246
WEEK 9
TOPICS
Making cards
CONTENT
1. To identify card board and cut it
2. To make a card.
KEY SKILL
1. To make a card
2. To write on the card
CROSSCURRICULAR LINK
Language Arts; more of nouns and verbs
ASSESSMENT
Open class activity at the beginning of the class will ascertain learner’s knowledge making a card.
Individual work will provide each learner ability to apply the knowledge.
RESOURCE
Card board, scissor, pencils and markers
REFERENCE
Scholastic success with kindergarten 240-245
WEEK 10
TOPICS
Colour splash
CONTENT
1. To identify different colour
2. To identify a paint brush
KEY SKILL
- To identify different colour
- To identify a paint brush
- To dip the brush in the paint and splash
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours
RESOURCE
Poster colours, paint brush, plate etc
REFERENCE
Basic Montessori learning activities by David Gettman pages 50-51
WEEK 11
TOPICS
Feather
CONTENT
1. To identify the feather and chicken.
2. To paste the feather on the body of the chicken
KEY SKILL
- To identify the feather and chicken.
- To paste the feather on the body of the chicken
CROSSCURRICULAR LINK
Pre-science; classification of animals
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to paste the feather
RESOURCE
Feather, chicken, bond gum
REFERENCE
Www. Lumosity.com
WEEK 12
TOPICS
Free expression
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice.
KEY SKILL
- To draw any object of their choice independently
- To colour nicely.
CROSSCURRICULAR LINK
T.P.D; Self- confidence
ASSESSMENT
Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic
RESOURCE
Paper, table, crayon, pencil etc
REFERENCE
Www. Lumosity.com
PHYSCIAL EDUCATION 1ST TERM
WEEK 1
TOPICS
Jack in the box
CONTENT
1. To demonstrate some good postures.
KEY SKILL
To demonstrate some good postures.
CROSSCURRICULAR LINK
T.P.D; correct sitting and standing posture
ASSESSMENT
An open class activities will give feedback on the extent learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can apply their knowledge.
WEEK 2
TOPICS
Kangaroo hop
CONTENT
1. To position the body like a kangaroo and hop
KEY SKILL
1. To hop like a kangaroo.
CROSSCURRICULAR LINK
T.P.D
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner’s knowledge. Individual work on hopping will provide each learner understanding of the lesson.
RESOURCE
Scrap book Pencil Crayon
REFERENCE
Www. Lumosity.com
WEEK 3
TOPICS
Matching exercise
CONTENT
1. To identify the left and right legs
2. To match and swing the arms
KEY SKILL
- To identify the left and right legs
- To match and swing the arms
CROSSCURRICULAR LINK
Pre-science; part of the body
ASSESSMENT
An open class activity will ascertain learner’s knowledge on the topic. Individual work on matching will give feedback on each learner understanding of the topic.
REFERENCE
Www. Lumosity.com
WEEK 4
TOPICS
There is fire on the mountain
CONTENT
1. T
KEY SKILL
1. To identify different colours
2. To identify their thumbs.
3. To dip their thumbs into the poster colour and print.
CROSSCURRICULAR LINK
Songs and rhymes; where is thumb king
ASSESSMENT
Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to identify their thumb and to thumb print.
RESOURCE
Scrap book, poster colour, and their thumb
REFERENCE
Scholastic success with kindergarten pages 240-245
WEEK 5
TOPICS
Hopping exercise
CONTENT
- To encourage learner self-independence.
- To draw and colour anything of their choice.
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D Self-confidence
ASSESSMENT
Whole class work will provide evidence on the extent to which learner can draw different objects. Individual work on drawing any object will give feedback learner level of assimilation on the topic.
RESOURCE
Scrap book Pencil Crayon
REFERENCE
Macmillan primary English course 1 pages 4-5 by Taiwo l Honge
WEEK 6 – 7
TOPICS
Swinging
CONTENT
1. To identify different colours.
2. To identify a hands.
3. To mix the colours.
4. To dip their hands into the poster colour and print
KEY SKILL
1. To identify different colours
2. To identify their hands.
3. To dip their hands into the poster colour and print.
CROSSCURRICULAR LINK
Songs and rhymes; i have two hands.
ASSESSMENT
An open class discussion to ascertain the learner’s knowledge on hand print. An individual activity to print hands.
RESOURCE
Scrap book, Poster colours hands
REFERENCE
Basic Montessori learning activity by David gettman pages 102-103
WEEK 8
TOPICS
Racing in pairs
CONTENT
1. To identify Barney.
2. To colour a Barney with purple and green crayon.
KEY SKILL
1. To identify Barney.
2. To colour Barney nicely with green and purple crayon.
CROSSCURRICULAR LINK
Barney songs
ASSESSMENT
An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can identify and colour Barney nicely.
RESOURCE
Scrap book Picture Barney Purple and green crayon
REFERENCE
www.lumosity.com
WEEK 9
TOPICS
Throwing of balls
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine.
KEY SKILL
1. To identify plasticine.
2. To mould different objects with plasticine
CROSSCURRICULAR LINK
W.W.J.D story of creation
ASSESSMENT
An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic. Individual work on moulding objects with plasticine will give feedback on each learner understanding of the topic.
RESOURCE
Plasticine
REFERENCE
Www. Lumosity.com
WEEK 10
TOPICS
Ball race
CONTENT
1. To identify a pig.
2. To make the sound of a pig.
3. To colour a pig with peach crayon.
KEY SKILL
1. To identify a pig.
2. To colour a pig nicely with peach crayon.
CROSSCURRICULAR LINK
Pre-science; farm animals
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring.
Individual activity for learner to identify and colour a pig.
RESOURCE
Picture of a pig, crayon
REFERENCE
Www. Lumosity.com
WEEK 11
TOPICS
Who’s in the garden
CONTENT
1. To identify different colour
2. To identify a paint brush
KEY SKILL
1. To identify different colour
2. To identify a paint brush
3. To dip the brush in the paint and splash
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to splash the colour
RESOURCE
Poster colours, paint brush, plate etc
REFERENCE
Www. Lumosity.com
WEEK 12
TOPICS
Bending exercise
CONTENT
1. To identify a straw
2. To cut the straw with scissor
KEY SKILL
1. To identify the straw
2. To identify the rubber thread
3. To put the straw into the thread
CROSSCURRICULAR LINK
Sensorial Activity; eye and hand co- ordination
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread
RESOURCE
Straw, scissor, rubber thread
REFERENCE
Www. Lumosity.com
PHYSCIAL EDUCATION 2nd TERM
WEEK 1
TOPICS
Who’s in the garden?
CONTENT
1. To identify a pig.
2. To make the sound of a pig.
3. To colour a pig with peach crayon
KEY SKILL
1. To identify a pig.
2. To colour a pig nicely with peach crayon.
CROSSCURRICULAR LINK
Pre-science; farm animals
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring. Individual activity for learner to identify and colour a pig
RESOURCE
Picture of a pig, crayon
REFERENCE
Basic Montessori learning activity by David gettman
WEEK 2
TOPICS
Tambourine movement
CONTENT
1. To identify an umbrella
2. To identify different colours
3. To colour the umbrella correctly
KEY SKILL
1. To identify an umbrella
2. To identify different colours
3. To colour the umbrella correctly
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
Whole class work at the beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner is able to apply his/her knowledge of colours.
RESOURCE
Picture of an umbrella, crayon
REFERENCE
Montessori learning activities for under five by David gettman. Pages 117-118
WEEK 3
TOPICS
Kangaroo hop
CONTENT
1. To identify onions as a vegetable, plate and colours
2. To cut the onions
3. To dip the onion into the paint and print it on the scrap book
KEY SKILL
1. To identify onions as a vegetable, plate and colours
2. To cut the onions
3. To dip the onion into the paint and print it on the scrap book
CROSSCURRICULAR LINK
Pre-science; classes of food
ASSESSMENT
Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work of printing the vegetable on their books will ascertain each learner understanding of the topic.
RESOURCE
Onions, poster colour, plates, knife
REFERENCE
Scholastic success with kindergarten pages 240-246
WEEK 4
TOPICS
Hopping on one leg and then the other
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine.
KEY SKILL
1. To identify plasticine.
2. To mould different objects with plasticine.
CROSSCURRICULAR LINK
W.W.J.D; the story of creation
ASSESSMENT
An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.
RESOURCE
Plasticine
REFERENCE
Montessori learning activities for under five by David gettman pages 140-141
WEEK 5
TOPICS
Throwing and catching of balls
CONTENT
1. To identify the a paper
2. To fold the paper forward/ backward
3. To design the fan with permanent marker
KEY SKILL
1. To identify the a paper
2. To fold the paper forward/ backward
3. To design the fan with permanent marker
CROSSCURRICULAR LINK
Language Art; vowel and consonant.
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner understanding. Individual work on folding the forward and backward paper will provide evidence on the extent to which each learner can apply their knowledge.
RESOURCE
Paper and marker
REFERENCE
Www. Lumosity.com
WEEK 6 – 7
TOPICS
Bouncing exercise
CONTENT
1. To identify different colour
2. To identify a paint brush
KEY SKILL
1. To identify different colour
2. To identify a paint brush
3. To dip the brush in the paint and splash
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours
RESOURCE
Poster colours, paint brush, plate etc
REFERENCE
Www. Lumosity.Com
WEEK 8
TOPICS
Matching exercise
CONTENT
1. To identify a hedge hog
2. To cut the broom into small size.
3. To put the broom on the hedgehog using bond gum
KEY SKILL
1. To identify a hedge hog
2. To cut the broom into small size
3. To colour some part of the hedgehog
4. To put the broom on the hedgehog using bond gum
CROSSCURRICULAR LINK
Pre-science; animals. Songs/rhyme; five balloons
ASSESSMENT
Whole class work at beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner can put the broom on the body of the hedgehog.
RESOURCE
Brooms, picture of a hedgehog, bond gum.
REFERENCE
Basic Montessori learning activities by David gettman pages 62-64
WEEK 9
TOPICS
Bending exercise
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D; self- confidence
ASSESSMENT
A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability to draw anything.
RESOURCE
Paper, pencil and crayon
REFERENCE
Www. Lumosity.Com
WEEK 10
TOPICS
There is fire on the mountain
CONTENT
1. To identify flora dress
2. To colour some part of flora’s dress and body
3. To cut different cardboard in piece and paste on flora’s dress
KEY SKILL
1. To identify flora dress
2. To colour some part of flora’s dress and body
3. To paste different colours of cardboard on the flora’s body using bond gum
CROSSCURRICULAR LINK
Sensorial Activity; concept of colour
ASSESSMENT
Whole class activity at the beginning of the lesson will ascertain learner understanding of the topic. Individual work will provide evidence on the extent to which each learn can paste on flora’s dress
RESOURCE
Different colours of card board, bond gum, picture of flora
REFERENCE
Www. Lumosity.com
WEEK 11
TOPICS
Climbing the staircase
CONTENT
1. To identify a tree
2. To write pupil’s names on cardboard.
KEY SKILL
1. To identify a tree
2. To paste their names on the tree using masking tape
CROSSCURRICULAR LINK
Pre-science: plants and animals
ASSESSMENT
An open class activity to ascertain learner’ knowledge on length. Individual work will prove each learner understanding on the topic.
RESOURCE
Scissor, cardboard, pen.
REFERENCE
Internet, www.lumosity.Com
WEEK 12
TOPICS
Filling the basket with small balls
CONTENT
1. To identify a straw
2. To cut the straw with scissor
KEY SKILL
1. To identify the straw
2. To identify the rubber thread
3. To put the straw into the thread
CROSSCURRICULAR LINK
Sensorial Activity; eye and hand co-ordination
ASSESSMENT
Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread
RESOURCE
Straw, scissor, rubber thread
REFERENCE
Internet, www.lumosity.Com
PHYSCIAL EDUCATION 3rd TERM
WEEK 1
TOPICS
In and out the dusty blue bells
CONTENT
1. To identify plasticine.
2. To mould different objects with plasticine
KEY SKILL
1. To identify plasticine.
2. To mould different objects with plasticine
CROSSCURRICULAR LINK
.W.W.D.J; the story of creation
ASSESSMENT
An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.
RESOURCE
Plasticine
REFERENCE
Basic Montessori learning activities by David Gettman pages 134-135
WEEK 2
TOPICS
Rackets and balls
CONTENT
1. To identify a rabbit and cotton wool
2. To colour some parts of the rabbit.
3. To paste the cotton wool on the rabbit.
KEY SKILL
1. To identify a rabbit and cotton wool
2. To colour some parts of the rabbit.
3. To paste the cotton wool on the rabbit.
CROSSCURRICULAR LINK
Pre-science: animals
ASSESSMENT
An open class activity will prove learner understanding of the topic. An individual activity to paste cotton wool on the rabbit will give feedback on each learner ability to apply their knowledge.
RESOURCE
Picture of a rabbit, cotton wool
REFERENCE
Basic Montessori learning activities by David gettman page 134-135
WEEK 3
TOPICS
Filling the baskets with small balls
CONTENT
1. To identify sand and a donkey
2. To sleeve the sand
3. To put the sand on the donkey using bond gum
KEY SKILL
1. To identify sand and a donkey
2. To put the sand on the donkey using bond gum
CROSSCURRICULAR LINK
P.E; building castle on sand
ASSESSMENT
An open class activity will prove learner’ ability to identify sand, and donkey. An individual activity will ascertain each learner’s ability to put the sand on the donkey.
RESOURCE
Sand, picture of a donkey
REFERENCE
Internet, www.lumosity.Com
WEEK 4
TOPICS
Tug of war
CONTENT
1. To encourage learner self-independence.
2. To draw and colour anything of their choice.
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D; self-confidence
ASSESSMENT
An open class activity will prove learner’s ability to draw. An individual activity will ascertain each learner ability to colour neatly
RESOURCE
Paper, pencils, crayon
REFERENCE
Internet, www.lumosity.Com
WEEK 5
TOPICS
London Bridge is falling down
CONTENT
1. To identify a paper plate
2. To mix the colours using poster colour.
3. To design the plates
KEY SKILL
1. To identify a paper plate
2. To identify the colours
3. To design the plates
CROSSCURRICULAR LINK
Language Arts; noun. Sensorial Activity; concept of colours
ASSESSMENT
Whole class work will ascertain learner’s knowledge on the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge on the lesson.
RESOURCE
Paper plates, poster colours, paint brush
REFERENCE
Internet, httpllcpl.Reserve.com
WEEK 6 – 7
TOPICS
Throwing of balls
CONTENT
1. To identify a cardboard
2. To cut the card board in a triangular shape
3. To fold it into a cone shape and design it
KEY SKILL
1. To identify a cone shape
2. To fold and design the cone hat.
CROSSCURRICULAR LINK
Language Arts; more of nouns and verbs.
ASSESSMENT
Whole class work will provide feedback on learner’s level of assimilation on the topic. Individual work will ascertain each learner’s ability to apply their knowledge.
RESOURCE
Card board, cut cardboards different colours, scissor, bond gum
REFERENCE
Internet, www.lumosity. Com
WEEK 8
TOPICS
Skipping exercise
CONTENT
1. To encourage learner self-independence.
2. to draw and colour anything of their choice.
KEY SKILL
1. To draw any object of their choice independently
2. To colour nicely.
CROSSCURRICULAR LINK
T.P.D; self confidence
ASSESSMENT
Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic
RESOURCE
Paper, table, crayon, pencil, etc
REFERENCE
Scholastic success with kindergarten pages 240-246
WEEK 9
TOPICS
Swinging exercise
CONTENT
1. To identify card board and cut it
2. To make a card.
KEY SKILL
1. To make a card
WEEK 10
TOPICS
What is the time Mr. Wolf?
CONTENT
1. To identify different colour
2. To identify a paint brush
KEY SKILL
1. To identify different colour
2. To identify a paint brush
3. To dip the brush in the paint and splash
CROSSCURRICULAR LINK
Sensorial Activity; concept of colours
ASSESSMENT
An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours
RESOURCE
ASSESSMENT
Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic
RESOURCE
Paper, table, crayon, pencil, etc.
REFERENCE
