Access Free Nursery 3 Scheme of work Unified for Preschool subjects topics, and all terms available download PDF link for Early Childhood Education (ECE) –Schemeofwork.com
First Term, Second Term and Third Term Unified Scheme of work for Nursery 3 School Education for Private and Public School Compliance with the Government Approved New National Curriculum NERDC (Nigerian Educational Research and Development Council) and NAPPS (National Association of Proprietors of Private Schools) for Early Childhood Education Development.
The Subjects includes;Literacy (Letter Work), Numeracy (Number Work), Handwriting, Health Habits,Social Habits, Basic science and technology, Civic Education, Physical and Health Education, Personal Development, Creativity, Songs and rhymesetc.
NURSERY 3 SCHEME OF WORK UNIFIED FOR PRESCHOOL
Literacy (Letter Work)
Literacy (Language Domain)
Numeracy
Basic science and technology
Health Habits
Social Habits
Civic Education
Physical and Health Education
Personal Development
Creativity
Songs and rhymes
Handwriting
LITERACY (LETTER WORK) SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
REVIEW OF ALPHABET: Aa – Ff
Review of upper and lower case letters A- FIdentification and naming of letters Aa-FfMatching upper case to lower caseLetter sounds: /a/, /b/, /c/, /d/, /e/, /f/Tracing and writing letters Aa-FfMatching letters with pictures: A-apple, B- ball, C-cat, D-dog, E-egg, F-fanCorrect pronunciation of letter soundsInitial sound recognition in words
2
REVIEW OF ALPHABET: Gg – Ll
Review of upper and lower case letters G- LIdentification and naming of letters Gg-LlMatching upper case to lower caseLetter sounds: /g/, /h/, /i/, /j/, /k/, /l/Tracing and writing letters Gg-LlMatching letters with pictures: G-goat, H- hat, I-ink, J-jug, K-kite, L-lionPronunciation practiceInitial sound identification in words
3
REVIEW OF ALPHABET: Mm –Rr
Review of upper and lower case letters M- RIdentification and naming of letters Mm- RrMatching upper case to lower caseLetter sounds: /m/, /n/, /o/, /p/, /q/, /r/ Tracing and writing letters Mm-RrMatching letters with pictures: M-mat, N- net, O-orange, P-pen, Q-queen, R-ratCorrect pronunciation of soundsBeginning sound recognition
4
REVIEW OF ALPHABET: Ss – Zz
Review of upper and lower case letters S-ZIdentification and naming of letters Ss-ZzMatching upper case to lower caseLetter sounds: /s/, /t/, /u/, /v/, /w/, /x/, /y/, /z/ Tracing and writing letters Ss-ZzMatching letters with pictures: S-sun, T- tap, U-umbrella, V-van, W-water, X-fox, Y-
yam, Z-zebra Pronunciation and sound practiceCompleting alphabet review
5
MID-TERM ASSESSMENT/TEST
Letter identification test: Aa-Zz (upper and lower case)Letter sound recognition assessmentMatching letters to pictures testWriting assessment: tracing and writing Aa-ZzPronunciation of letter soundsInitial sound identification in wordsMatching upper case to lower case lettersOral alphabet recitation
6
MID-TERM BREAK
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7
THREE-LETTER WORDS: CVC PATTERN (Part 1)
Introduction to three-letter words (Consonant-Vowel-Consonant)Word family -at: cat, bat, rat, mat, hat, satWord family -an: can, man, pan, ran, fan, vanBlending sounds to form words: c-a-t = catReading simple CVC wordsWriting three-letter words with guidanceMatching words to picturesUnderstanding word formation
8
THREE-LETTER WORDS: CVC PATTERN (Part 2)
More three-letter word familiesWord family -en: pen, hen, ten, men, denWord family -in: pin, tin, bin, win, fin, sinWord family -og: dog, log, fog, hog, jogBlending practice: p-e-n = penReading and writing CVC wordsWord-picture matchingSimple dictation of CVC words
9
THREE-LETTER WORDS: CVC PATTERN (Part 3)
Additional three-letter word familiesWord family -un: sun, bun, run, fun, gunWord family -op: top, hop, mop, pop, copWord family -ug: bug, hug, mug, rug, jug, dugBlending and reading practiceWriting words independentlyWord recognition activitiesBuilding reading fluency with CVC words
10
STORY TELLING AND LETTER WORK INTEGRATION
Listening to simple storiesIdentifying letters and sounds in story wordsStory discussion and comprehensionFinding CVC words in storiesRetelling simple storiesDrawing story elementsConnecting letters to meaningful contextOral expression and vocabulary development
11
REVISION OF FIRST TERM WORK
Comprehensive review of alphabet Aa-Zz (upper and lower case)Letter sounds revision (all 26 letters)Letter-picture matching reviewThree-letter words comprehensive practice (all CVC families covered)Blending sounds revisionReading CVC words fluentlyWriting practice: letters and simple wordsMock examination exercisesIdentifying weak areas for reinforcement
12
END OF TERM EXAMINATION
Complete alphabet test: identification, naming, writing (Aa-Zz)Upper and lower case matching assessmentLetter sounds comprehensive test (all 26 sounds)Picture-letter association testThree-letter words reading testCVC words writing assessmentBlending sounds evaluationWord-picture matching testPronunciation assessmentOverall letter work mastery evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scriptsDistribution of report cardsCelebration of literacy achievementsAwards for reading and writing excellenceDisplay of pupils’ best letter work and writing samplesHoliday reading and writing practice materialsLiteracy games and activitiesPreview of second term topics (more word
families, simple sentences) Encouragement for home reading practiceEnd of term celebrations
NURSERY 3 LITERACY (LETTER WORK) SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
REVIEW OF THREE- LETTER WORDS (CVC)
Revision of CVC word families from first termWord families: -at, -an, -en, -in, -og, -un, -op, – ugReading CVC words fluentlyWriting CVC words independentlyBlending sounds practice: c-a-t = catMatching words to picturesSimple word dictationBuilding reading confidence
2
FOUR-LETTER WORDS: CVCC PATTERN (Part 1)
Introduction to four-letter words (adding ending consonant)Words ending with -nd: hand, sand, land, bandWords ending with -nt: bent, sent, tent, went, rentWords ending with -st: best, rest, test, west, nestBlending four sounds togetherReading and writing CVCC wordsWord-picture associationUnderstanding word structure
3
FOUR-LETTER WORDS: CVCC PATTERN (Part 2)
More four-letter word patternsWords ending with -mp: jump, lamp, camp, bump, dampWords ending with -nk: bank, tank, pink, sink, winkWords ending with -ft: left, gift, lift, softBlending practice with four-letter wordsReading sentences with CVCC wordsWriting practice and dictationWord recognition activities
4
FOUR-LETTER WORDS: CCVC PATTERN
Introduction to words starting with two consonants (blends)Initial blends with ‘l’: bl (blue, black), cl (clap, clip), fl (flag, flip), gl (glad, glue), pl (play, plug), sl (slap, slip)Initial blends with ‘r’: br (brush, brick), cr (crab, crop), dr (drum, drip), fr (frog, from), gr (grip, grab), pr (pray, prop), tr (tree, trip)
Blending consonant clustersReading and writing CCVC wordsWord family activities with blends
5
MID-TERM ASSESSMENT/TEST
CVC words reading and writing testCVCC words (four-letter) assessmentCCVC words (consonant blends) testBlending sounds evaluationWord-picture matching assessmentSimple word dictation testReading fluency observationLetter formation and handwriting evaluation
6
MID-TERM BREAK
–
7
INTRODUCTION TO SIGHT WORDS (Part 1)
Understanding sight words (words we see often and must recognize)Common sight words: I, a, the, is, am, and, it, in, at, onReading sight words by recognition (not blending)Using sight words in simple sentences: “I am a boy,” “It is a cat”Flash card activities with sight wordsMatching sight words to picturesWriting sight wordsMemory games with sight words
8
INTRODUCTION TO SIGHT WORDS (Part 2)
More common sight words: he, she, we, me, my, to, go, no, up, canReading and recognizing sight words quicklyBuilding simple sentences with sight wordsCombining sight words with CVC words: “I can run,” “We go up”Flash card practiceSight word bingo and gamesWriting sentences using sight wordsDeveloping reading fluency
9
SIMPLE SENTENCE READING AND WRITING
Introduction to simple sentencesSentence structure: Capital letter, spaces between words, full stopReading simple sentences: “The cat sat on the mat,” “I can see a dog”Writing simple sentences with guidanceUsing sight words and CVC words in sentencesUnderstanding that sentences express
complete thoughts Matching sentences to picturesOral sentence construction
10
RHYMING WORDS AND WORD FAMILIES
Understanding rhyming: words that sound the same at the endIdentifying rhyming words in songs and poemsWord families and rhyming patterns: cat/bat/rat, pen/hen/tenCreating rhyming word listsRhyming games and activitiesListening for rhymes in storiesMaking own rhymesConnection between rhyming and reading
11
REVISION OF SECOND TERM WORK
Comprehensive review of four-letter words (CVCC and CCVC patterns)Consonant blends revision (bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr)Sight words comprehensive review (all 20 words taught)Simple sentence reading and writing practiceRhyming words activitiesReading fluency practiceWord recognition gamesMock examination exercises
12
END OF TERM EXAMINATION
Four-letter words reading test (CVCC and CCVC)Consonant blends assessmentSight words recognition and reading testWriting sight words assessmentSimple sentence reading evaluationSentence writing testRhyming words identificationWord dictation (CVC and CVCC words)Reading comprehension (simple sentences)Overall literacy progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
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NURSERY 3 LITERACY (LETTER WORK) SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
REVIEW OF SIGHT WORDS AND SENTENCE CONSTRUCTION
Revision of sight words learned in second termCommon sight words: I, a, the, is, am, and, it, in, at, on, he, she, we, me, my, to, go, no, up, canAdditional sight words: see, look, here, there, come, have, like, play, run, jumpReading simple sentences using sight wordsWriting simple sentences with guidanceSentence structure: capital letter, spaces, full stopMatching sentences to pictures
2
FIVE-LETTER WORDS AND LONGER WORDS
Introduction to five-letter wordsWords with consonant blends: plant, frost, brush, stamp, stand, drink, trendWords with digraphs: think, chain, while, queen, sheep, threeBlending five sounds togetherReading and writing five-letter wordsWord recognition activitiesBuilding vocabulary through longer wordsUsing longer words in sentences
3
COMPOUND WORDS
Introduction to compound words: two words joining to make oneSimple compound words: sun + set = sunset, rain + bow = rainbow, foot + ball = football More examples: bedroom, classroom, breakfast, notebook, playground, outside, inside, cupcakeBreaking compound words into partsUnderstanding meaning of compound wordsCreating own compound wordsReading and writing compound wordsUsing compound words in sentences
4
STORY READING AND COMPREHENSION
Reading simple short stories with familiar wordsUnderstanding story elements: characters, setting, events
Answering simple comprehension questions: Who? What? Where?Retelling stories in own wordsIdentifying beginning, middle, and end of storiesFinding familiar words and letters in storiesDrawing pictures about storiesDiscussing favorite parts of storiesConnecting stories to personal experiences
5
MID-TERM ASSESSMENT/TEST
Sight words recognition test (30+ words)Five-letter words reading assessmentCompound words identification and writingSimple story reading evaluationComprehension questions testSentence writing assessmentWord dictation (CVC, CVCC, and five- letter words)Reading fluency observationOverall literacy progress evaluation
6
MID-TERM BREAK
–
7
DESCRIPTIVE WORDS (ADJECTIVES – SIMPLE)
Introduction to describing wordsColor words: red, blue, green, yellow, black, white, brown, pink, orange, purpleSize words: big, small, tall, short, long, fat, thinQuality words: good, bad, hot, cold, happy, sad, fast, slowUsing describing words in sentences: “The big dog,” “A red ball”Matching adjectives to picturesWriting sentences with describing wordsVocabulary expansion through descriptive language
8
ACTION WORDS (VERBS – SIMPLE)
Introduction to action/doing wordsCommon action words: run, jump, walk, sit, stand, eat, drink, sleep, play, read, write, drawMore action words: sing, dance, swim, fly, hop, skip, clap, throw, catch, kickDemonstrating action words through
movement Using action words in sentences: “I can run,” “She can jump”Matching action words to picturesWriting sentences with action wordsActing out action words
9
SIMPLE STORY WRITING
Introduction to writing own simple storiesUsing pictures as story promptsCreating beginning, middle, and endWriting simple sentences to tell a storyUsing sight words, CVC words, and familiar wordsDrawing pictures to match written storiesSharing stories with classmatesUnderstanding that we can create our own storiesBuilding creative writing confidence
10
PUNCTUATION AND CAPITALIZATION
Review and reinforcement of capital letters at start of sentencesCapital letters for names: own name, friends’ namesUnderstanding full stops at end of sentencesIntroduction to question marks (simple): “What is it?”Introduction to exclamation marks (simple): “Look out!”Proper spacing between wordsNeat and legible writingApplying punctuation rules in writing
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Sight words comprehensive practice (40+ words)Five-letter words and compound words revisionStory reading and comprehension reviewDescriptive words (adjectives) and action words (verbs) practiceSimple story writing reviewPunctuation and capitalization rules
Year-Long Comprehensive Review: Complete alphabet recognition and soundsCVC, CVCC, and CCVC wordsConsonant blends and digraphsSight words masterySentence reading and writingStory comprehensionMock examination exercisesReading fluency practice
12
END OF YEAR EXAMINATION
Third Term Assessment: Sight words comprehensive testFive-letter words and compound words reading and writingStory reading and comprehension testAdjectives and verbs identification and usageSimple story writing assessmentPunctuation and capitalization test
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
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LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
VOWELS AND CONSONANTS
Introduction to vowels: a, e, i, o, uUnderstanding vowels as special lettersVowel sounds: short and long (introduction)Introduction to consonants: all other letters (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z)Differentiating between vowels and consonantsIdentifying vowels and consonants in wordsEvery word has at least one vowelSorting activities: vowel or consonant?Building foundation for word formation
2
SINGLE SOUNDS: d, a, i, m
Letter sound /d/ as in dog, doll, dad, digLetter sound /a/ as in apple, ant, cat, mat (short a)Letter sound /i/ as in ink, insect, sit, pin (short i)Letter sound /m/ as in mum, man, mat, milkRecognizing and pronouncing each sound correctlyBlending sounds to form words: d-a-d (dad), m-a-d (mad), d-i-m (dim)Writing letters d, a, i, mIdentifying sounds at beginning, middle, and end of wordsSimple word formation using d, a, i, m
3
SIGHT WORDS: You, Me, Her,We
Introduction to sight words (high- frequency words to recognize instantly)Sight word: You – recognition, reading, writingSight word: Me – recognition, reading, writingSight word: Her – recognition, reading, writingSight word: We – recognition, reading, writingUnderstanding meaning of each word
Using sight words in simple sentences: “You and me,” “We see her”Flash card activities and memory gamesReading sentences with sight wordsWriting practice with sight words
4
SIGHT WORDS: I, Go, Car
Sight word: I – recognition, reading, writing, always capitalSight word: Go – recognition, reading, writingSight word: Car – recognition, reading, writingUsing new sight words with previous onesBuilding simple sentences: “I go,” “We go,” “I see a car”Combining sight words: “You and I,” “I see her car”Reading sentences fluentlySentence construction activitiesWriting simple sentences using all sight words learnedReview of sight words: You, Me, Her, We, I, Go, Car
5
MID-TERM ASSESSMENT/TEST
Vowels and consonants identification testSingle sounds (d, a, i, m) recognition and pronunciationBlending sounds to form words assessmentSight words recognition test: You, Me, Her, We, I, Go, CarReading sight words fluentlyWriting sight words assessmentSimple sentence reading testOral pronunciation evaluationWord formation using learned sounds
6
MID-TERM BREAK
–
7
DIGRAPH: th, ck, wh
Introduction to digraphs: two letters making one soundDigraph ‘th’ (voiced and unvoiced): this, that, the, bath, with, three, thinkSound /th/ – pronunciation and recognition
Digraph ‘ck’: back, clock, duck, pick, stick, lock, blackSound /ck/ as /k/ at end of wordsDigraph ‘wh’: what, when, where, which, white, wheelSound /wh/ pronunciationReading words with th, ck, whWriting digraphs and words containing themIdentifying digraphs in words
8
SIGHT WORDS: The, This, They
Sight word: The – most common word in EnglishSight word: This – recognition and usageSight word: They – recognition and usageNotice ‘th’ digraph in all three words (connecting to previous week)Using these sight words in sentences: “The cat,” “This is me,” “They go”Combining with previous sight wordsReading sentences: “This is the car,” “They see me,” “I go with them”Flash card practiceSentence writing with new sight wordsTotal sight words learned: You, Me, Her, We, I, Go, Car, The, This, They
9
DIGRAPH: ph, sh, ch
Digraph ‘ph’ sounds like /f/: phone, photo, elephant, graphUnderstanding ‘ph’ = /f/ soundDigraph ‘sh’: ship, shop, fish, wash, she, shell, brushSound /sh/ – pronunciation and recognitionDigraph ‘ch’: chair, church, chat, chip, much, bench, lunchSound /ch/ – pronunciation and recognitionReading words with ph, sh, chWriting words containing these digraphsDistinguishing between different digraph sounds
Sight word: Photo (contains ‘ph’ digraph)Sight word: She (contains ‘sh’ digraph)Sight word: Chart (contains ‘ch’ digraph)Connecting sight words to digraphs
learned Introduction to consonant blends: two consonants together, each sound heardBlend ‘pl’: play, please, plant, plusBlend ‘fl’: fly, flag, flip, flatBlend ‘gr’: greet, green, grab, grassUnderstanding difference between blends and digraphsSight words with blends: Play, Fly, GreetReading and writing words with consonant blendsUsing all new sight words in sentences
11
REVISION OF FIRST TERM WORK
Comprehensive review of vowels and consonantsSingle sounds revision: d, a, i, m (and others learned)All sight words review: You, Me, Her, We, I, Go, Car, The, This, They, Photo, She, Chart, Play, Fly, Greet (16 sight words)Digraphs comprehensive review: th, ck, wh, ph, sh, chConsonant blends review: pl, fl, gr (and others introduced)Word formation practiceSentence reading fluencySentence writing practiceMock examination exercisesIdentifying areas needing extra practice
12
END OF TERM EXAMINATION
Vowels and consonants comprehensive testSingle sounds recognition and blending assessmentAll sight words recognition test (16 words)Sight words writing assessmentDigraphs identification and pronunciation testReading words with digraphsConsonant blends recognition and usageSentence reading fluency evaluationSentence construction and writing testWord dictation (using learned sounds, digraphs, and blends)Oral reading and pronunciation
assessment – Overall language domain mastery evaluation
13
CLOSING & END OF TERM ACTIVITIES
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NURSERY 3 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
CAPITAL LETTERS
Review of capital letters A-ZUnderstanding when to use capital letters: at the beginning of sentences, for names (people, places), for the word “I”Practicing capital letter formationIdentifying capital letters in words and sentencesConverting lower case to upper case and vice versaWriting names with capital letters: own name, friends’ names, family membersWriting sentences with correct capitalizationDays of the week (introduction): Monday, Tuesday, etc. start with capitalsMonths of the year (introduction): January, February, etc. start with capitals
2
SIGHT WORDS: One, We, Some
Sight word: One – number and word, recognition and usageSight word: We – recognition, reading, writing (review from first term)Sight word: Some – recognition, reading, writingUnderstanding meaning of each wordUsing sight words in sentences: “One car,” “We have some”Counting connection with “one”Plural concept with “some” (more than one)Flash card activities and memory gamesReading sentences: “We see one,” “Some are here”Writing practice with new sight words
3
DOUBLE CONSONANTS
Introduction to double consonants: two same consonants togetherCommon double consonants: bb, dd, ff, gg, ll, mm, nn, pp, rr, ss, tt, zzExamples: rabbit, ladder, off, egg, bell, summer, dinner, happy, purr, dress, butter, buzz
Understanding double consonants often come after short vowelsPronunciation: double consonants make one soundReading words with double consonantsWriting words with double consonantsIdentifying double consonants in wordsWord building activities
4
SIGHT WORDS: Egg, Add, Ink,Comb
Sight word: Egg (contains double consonant ‘gg’)Sight word: Add (contains double consonant ‘dd’)Sight word: Ink – recognition, reading, writingSight word: Comb (silent ‘b’) – recognition, reading, writingConnecting sight words to double consonants learnedUnderstanding silent letters in “comb”Using sight words in sentences: “Add one egg,” “The comb has ink”Flash card practiceSentence writing with new sight wordsReview of all sight words learned so far
5
MID-TERM ASSESSMENT/TEST
Capital letters identification and usage testWriting names and sentences with correct capitalizationSight words recognition: One, We, Some, Egg, Add, Ink, CombDouble consonants identification testReading words with double consonantsWriting sight words assessmentSentence reading with capital letters and sight wordsSentence construction testPronunciation and oral reading evaluation
6
MID-TERM BREAK
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7
ALTERNATIVE SPELLINGS (Part1): ai/ae/ay and ee/ea
Introduction to alternative spellings: different letter combinations making same soundLong ‘a’ sound /ay/: ai (rain, train,
mail), ae (aerobics – less common), ay (play, day, say, tray) Understanding ai usually in middle of words, ay at endLong ‘e’ sound /ee/: ee (tree, bee, see, feet, sleep), ea (eat, sea, tea, read, dream)Recognizing same sound, different spellingReading words with alternative spellingsSpelling practice: choosing correct patternWord families: rain/train, play/say, tree/see, tea/seaUsing words in sentences
8
ALTERNATIVE SPELLINGS (Part2): igh/y/ie, oi/oy, ou/ow + SIGHT WORDS: Be, Was, Like, Here
Long ‘i’ sound /eye/: igh (high, night, light, right), y (my, fly, cry, try), ie (tie, pie, lie)/oy/ sound: oi (oil, coin, boil, soil), oy (boy, toy, joy, enjoy)/ow/ sound: ou (out, shout, house, mouse), ow (cow, how, now, brown)Understanding position rules: oi in middle, oy at end; ou in middle, ow at endReading and spelling words with alternative patternsSight word: Be – recognition and usageSight word: Was – past tense of “is/am”Sight word: Like – recognition and usageSight word: Here – recognition and usageUsing new sight words in sentences
Introduction to trigraphs: three letters making one soundTrigraph ‘are’ /air/: care, share, dare, bare, squareTrigraph ‘air’ /air/: hair, fair, pair, chair, stairsUnderstanding ‘are’ and ‘air’ make same soundTrigraph ‘tch’ /ch/: catch, match, watch, kitchen, pitch (comes after short vowel)Trigraph ‘ure’ /oor/ or /yoor/: pure, cure, sure, picture, nature
Reading words with trigraphsSight word: Hair (contains ‘air’ trigraph)Sight word: Match (contains ‘tch’ trigraph)Sight word: Pure (contains ‘ure’ trigraph)Connecting sight words to trigraphsWriting and spelling practice
10
ARTICLES: THE USE OF ‘a’, ‘an’ AND ‘some’ + SIGHT WORDS:There, Live, Four, Do, They, Give
Review of article ‘a’: used before consonant sounds (a cat, a dog, a book)Review of article ‘an’: used before vowel sounds (an apple, an egg, an orange)Article ‘some’: used with plural nouns or uncountable nouns (some eggs, some water)Choosing correct article: a/an/somePractice exercises with articlesSight word: There – recognition and usage (different from “their”)Sight word: Live – recognition and usageSight word: Four – number wordSight word: Do – recognition and usageSight word: They – recognition and usage (review)Sight word: Give – recognition and usageUsing articles and sight words in sentences: “Give me an egg,” “They live there,” “Do we have some?”Sentence construction with articles
11
REVISION OF SECOND TERM WORK
Capital letters comprehensive reviewAll sight words review: One, We, Some, Egg, Add, Ink, Comb, Be, Was, Like, Here, Hair, Match, Pure, There, Live, Four, Do, They, Give (20+ sight words)Double consonants revisionAlternative spellings review: ai/ae/ay, ee/ea, igh/y/ie, oi/oy, ou/owTrigraphs review: are, air, tch, ureArticles usage practice: a, an, someReading fluency with all learned patternsSentence writing with correct capitalization, sight words, and articlesMock examination exercises
– Identifying areas needing reinforcement
12
END OF TERM EXAMINATION
Capital letters usage testWriting sentences with correct capitalizationAll sight words recognition and writing test (20+ words)Double consonants identification and spellingAlternative spellings comprehensive testReading words with ai/ay, ee/ea, igh/y/ie, oi/oy, ou/owTrigraphs reading and spelling assessmentArticles usage test: choosing a, an, or some correctlySentence reading fluency evaluationSentence construction and writing testWord dictation using learned patternsOral reading and pronunciation assessmentOverall language domain progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
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NURSERY 3 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK THIRD TERM
Comprehensive review of consonant blends: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sk, sm, sn, sp, st, swReading words with blends: flag, trip, skip, plant, green, dressReview of digraphs: th, ck, wh, ph, sh, chReading words with digraphs: shop, when, match, phoneReview of trigraphs: are, air, tch, ureReading words with trigraphs: chair, catch, pure, shareSight word: Shirt (contains ‘sh’ digraph and ‘ir’ pattern)Sight word: Clock (contains ‘ck’ digraph and ‘cl’ blend)
Sight word: Hair (contains ‘air’ trigraph – review)Connecting sight words to phonics patternsReading sentences with blends, digraphs, and trigraphsFluency practice with mixed patterns
2
INTRODUCTION TO NOUNS +SIGHT WORDS: Old, Should, Young
Understanding nouns: naming words for people, places, things, animalsCommon nouns: people (boy, girl, teacher, man, woman), places (school, home, park, shop), things (book, pen, car, chair), animals (dog, cat, bird, fish)Proper nouns: names of specific people and places (always start with capital letters)Identifying nouns in sentencesSorting words: noun or not a noun?Singular and plural nouns (simple): cat/cats, book/booksSight word: Old – recognition and usage (can describe nouns: “old man”)Sight word: Should – recognition and usageSight word: Young – recognition and usage (opposite of old: “young girl”)Using describing words with nouns: old man, young boyWriting sentences with nouns
3
INTRODUCTION TO VERBS +SIGHT WORDS: Upon, Little, What
Understanding verbs: action/doing wordsCommon action verbs: run, jump, walk, sit, eat, drink, sleep, play, read, write, sing, danceMore verbs: swim, fly, hop, skip, catch, throw, kick, clapIdentifying verbs in sentencesUnderstanding that verbs tell what someone/something doesActing out verbs for better understandingPresent tense verbs: I run, She jumps, They playSight word: Upon – recognition and usage (similar to “on”)Sight word: Little – recognition and usage (describes size: “little cat”)Sight word: What – question word,
recognition and usage Using verbs in sentences: “What do you do?” “I jump”Writing sentences with action verbs
4
NOUNS AND VERBS COMBINED + SIGHT WORDS:Yellow, There, Your
Understanding that sentences need both nouns and verbsSentence pattern: Noun + Verb (The dog runs, The girl jumps)Identifying nouns and verbs in sentencesMatching nouns to appropriate verbs: bird/flies, fish/swims, teacher/teachesCreating sentences with nouns and verbsUnderstanding subject (who/what) and action (what they do)Sight word: Yellow – color word, recognition and usageSight word: There – recognition and usage (review)Sight word: Your – possessive word, recognition and usageUsing all word types together: “Your yellow bird flies”Sentence construction practiceWriting complete sentences with nouns and verbs
5
MID-TERM ASSESSMENT/TEST
Blends, digraphs, and trigraphs reading testSight words recognition: Shirt, Clock, Hair, Old, Should, Young, Upon, Little, What, Yellow, There, Your (12 new words)Sight words writing assessmentNouns identification test: recognizing naming wordsVerbs identification test: recognizing action wordsDistinguishing nouns from verbsSentence reading with nouns and verbsSimple sentence construction testUsing sight words in sentencesOral reading fluency evaluation
6
MID-TERM BREAK
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7
SENTENCE CONSTRUCTIONWITH NOUNS AND VERBS +
– Advanced sentence patterns: Noun + Verb + Noun (The boy kicks the ball)
SIGHT WORDS: Because, Them, Put
Using describing words in sentences: The big dog runs fastCompound sentences (simple): I run and I jumpUnderstanding word order in sentencesExpanding sentences with more detailsQuestions and statements with nouns and verbs: “What does the cat do?” “The cat sleeps”Sight word: Because – conjunction, showing reasonSight word: Them – pronoun, recognition and usageSight word: Put – verb, recognition and usageUsing “because” to extend sentences: “I sleep because I am tired”Practice with pronouns replacing nouns: The boys → themWriting longer, more complex sentencesPunctuation review: capital letters, full stops, question marks
8
ADVANCED READING PRACTICE
Reading simple stories with familiar phonics patternsComprehension: understanding what is readAnswering questions about stories: Who? What? Where? When? Why?Identifying main characters and events in storiesFinding nouns and verbs in story textsLocating sight words in reading passagesReading with expression and fluencyRetelling stories in own wordsPredicting what happens next in storiesMaking connections between stories and personal experiencesDrawing pictures about stories readDiscussing favorite parts of stories
9
CREATIVE WRITING AND EXPRESSION + SIGHT WORDS:Their, Want, Once
Writing own simple stories using learned wordsStory structure: beginning, middle, endUsing nouns and verbs in creative writingAdding describing words to make stories interesting
Writing about personal experiences: “What I did,” “My family,” “My favorite toy”Using sight words in writingSight word: Their – possessive pronoun (different from “there”)Sight word: Want – verb, expressing desireSight word: Once – time word, used in storytelling (“Once upon a time”)Understanding homophones: there/theirUsing “once” to start storiesWriting sentences: “They want their toys,” “Once I saw…”Sharing written work with classmatesBuilding confidence in independent writing
10
COMPREHENSIVE READING, WRITING AND GRAMMAR
Integration of all skills learned: phonics, sight words, nouns, verbs, sentence constructionReading passages with mixed phonics patternsIdentifying all parts of sentences: nouns, verbs, describing words, sight wordsWriting complete, grammatically correct sentencesUsing capital letters, full stops, question marks correctlyProofreading own work for errorsReading own writing to othersAnswering comprehension questions about passages readVocabulary development through readingUnderstanding context clues in readingExpressing ideas clearly in writingBuilding reading stamina with longer texts
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Blends, digraphs, trigraphs comprehensive practiceAll third term sight words: Shirt, Clock, Hair, Old, Should, Young, Upon, Little, What, Yellow, There, Your, Because, Them, Put, Their, Want, Once (18 new words)Nouns and verbs identification and usageSentence construction with proper
grammar Reading comprehension practiceCreative writing review Year-Long Comprehensive Review: Complete alphabet and letter soundsAll phonics patterns: single sounds, blends, digraphs, trigraphs, alternative spellingsComplete sight word vocabulary (50+ words from all three terms)Parts of speech: nouns, verbs, articles, describing wordsCapitalization and punctuation rulesSentence reading and constructionStory comprehensionCreative writingMock examination exercisesReading fluency practice
12
END OF YEAR EXAMINATION
Third Term Assessment: Reading test: blends, digraphs, trigraphs in words and sentencesSight words comprehensive test (all third term words)Nouns identification and usage testVerbs identification and usage testGrammar test: combining nouns and verbs correctlySentence construction assessmentReading comprehension test with questionsCreative writing assessment Comprehensive Year Assessment: Complete phonics mastery test (all patterns learned)All sight words recognition (50+ words from three terms)Reading fluency evaluationGrammar comprehensive test (nouns, verbs, articles, capitalization, punctuation)Sentence writing with proper structureStory reading comprehensionIndependent writing assessmentOral reading and pronunciation
Recognition of figures 1-110Counting orally from 1-110Counting objects from 1-110Tracing and writing figures 1-110Reading figures written in words: one to one hundred and tenNumber sequence and pattern recognitionIdentifying missing numbers in sequencesUnderstanding place value: hundreds, tens, ones
2
NUMBERS 1-120
Recognition of figures 1-120Counting orally from 1-120Counting objects from 1-120Tracing and writing figures 1-120Reading figures written in words: one hundred and eleven to one hundred and twentySkip counting by 2s, 5s, and 10s up to 120Number sequences 1-120Before, after, and between concepts
3
NUMBERS 1-130
Recognition of figures 1-130Counting orally from 1-130Counting objects from 1-130Tracing and writing figures 1-130Reading figures written in words: one hundred and twenty-one to one hundred and thirtyNumber patterns up to 130Comparing quantities up to 130Grouping in tens and understanding 13 tens = 130
4
NUMBERS 1-140
Recognition of figures 1-140Counting orally from 1-140Counting objects from 1-140Tracing and writing figures 1-140Reading figures written in words: one hundred and thirty-one to one hundred and fortyNumber sequences and patterns 1-140Identifying even and odd numbers (introduction)Understanding 14 tens = 140
5
MID-TERM ASSESSMENT/TEST
Counting orally from 1-140Number recognition test 1-140Writing numbers 1-140 from dictation
Counting objects testReading number words assessmentNumber sequences and patterns testBefore, after, between concepts testSkip counting assessment
6
MID-TERM BREAK
–
7
NUMBERS 1-150 & ODD AND EVEN NUMBERS
Recognition of figures 1-150Counting orally from 1-150Counting objects from 1-150Tracing and writing figures 1-150Reading figures written in words: one hundred and forty-one to one hundred and fiftyIntroduction to odd and even numbersIdentifying odd numbers: 1, 3, 5, 7, 9… (numbers that cannot be divided equally by 2)Identifying even numbers: 2, 4, 6, 8, 10… (numbers that can be divided equally by 2)Sorting numbers as odd or even
8
TIME MEASUREMENT
Introduction to telling timeUnderstanding clock: hour hand and minute handTelling time to the hour: o’clock (1 o’clock, 2 o’clock, etc.)Introduction to half past the hourDays of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, SundayUnderstanding sequence of daysMonths of the year: January through DecemberUnderstanding 12 months make one yearSeasons and months connection (simple)
9
PLANE SHAPES
Identification of plane shapesCircle: understanding properties (round, no corners, no sides)Triangle: understanding properties (3 sides, 3 corners)Square: understanding properties (4 equal sides, 4 corners)Rectangle: understanding properties (4 sides – 2 long and 2 short, 4 corners)Recognizing shapes in the environmentDrawing basic shapesSorting and classifying shapesCounting sides and corners of shapes
10
ROMAN NUMERALS: I-X AND I-XXX
Introduction to Roman numeralsUnderstanding Roman numeral system (ancient way of writing numbers)Roman numerals 1-10: I, II, III, IV, V, VI, VII, VIII, IX, XUnderstanding I = 1, V = 5, X = 10Rules for writing Roman numerals: repetition, subtraction principleBuilding Roman numerals 11-30: XI, XII, XIII, XIV, XV, XVI, XVII, XVIII, XIX, XX, XXI to XXXConverting Arabic numbers to Roman numerals (1- 30)Converting Roman numerals to Arabic numbers (I- XXX)Practical uses of Roman numerals (clocks, chapters, etc.)
11
REVISION OF FIRST TERM WORK
Comprehensive counting practice 1-150Number recognition and writing review 1-150Reading number words revisionOdd and even numbers practiceTime telling review: o’clock and half pastDays of the week and months of the year revisionPlane shapes identification and properties reviewRoman numerals I-XXX comprehensive practiceMock examination exercises
12
END OF TERM EXAMINATION
Counting and number recognition test 1-150Writing numbers 1-150 examinationReading number words testOdd and even numbers identificationTime telling assessmentDays and months sequence testPlane shapes comprehensive testRoman numerals conversion test (I-XXX)Overall numeracy progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scriptsDistribution of report cardsCelebration of numeracy achievementsAwards for mathematics excellenceHoliday numeracy practice materialsPreview of second term topicsEnd of term activities
NURSERY 3 NUMERACY SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
NUMBERS 1-160
Recognition of figures 1-160Counting orally from 1-160Counting objects from 1-160Tracing and writing figures 1-160Reading figures written in words: one hundred and fifty-one to one hundred and sixtyNumber sequences and patterns 1-160Skip counting by 10s to 160Understanding 16 tens = 160
2
NUMBERS 1-170
Recognition of figures 1-170Counting orally from 1-170Counting objects from 1-170Tracing and writing figures 1-170Reading figures written in words: one hundred and sixty-one to one hundred and seventyNumber patterns up to 170Comparing and ordering numbers to 170Understanding 17 tens = 170
3
NUMBERS 1-180
Recognition of figures 1-180Counting orally from 1-180Counting objects from 1-180Tracing and writing figures 1-180Reading figures written in words: one hundred and seventy-one to one hundred and eightyNumber sequences 1-180Place value understanding: hundreds, tens, onesUnderstanding 18 tens = 180
4
NUMBERS 1-190
Recognition of figures 1-190Counting orally from 1-190Counting objects from 1-190Tracing and writing figures 1-190Reading figures written in words: one hundred and eighty-one to one hundred and ninetyNumber patterns and sequences 1-190Skip counting practice to 190Understanding 19 tens = 190
5
MID-TERM ASSESSMENT/TEST
Counting orally test 1-190Number recognition assessment 1-190
Writing numbers 1-190 from dictationReading number words testNumber sequences and patterns assessmentCounting objects testSkip counting evaluationPlace value understanding test
6
MID-TERM BREAK
–
7
NUMBERS 1-200
Recognition of figures 1-200 (milestone!)Counting orally from 1-200Counting objects from 1-200Tracing and writing figures 1-200Reading figures written in words: one hundred and ninety-one to two hundredUnderstanding 200 as 2 hundreds or 20 tensComprehensive number work 1-200Celebrating the achievement of counting to 200
8
ORDINAL NUMBERS:1st – 10th
Introduction to ordinal numbers (showing position or order)Writing and reading ordinal numbers: 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10thReading ordinal words: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenthUsing ordinal numbers in real-life contexts: position in line, floors in building, days of monthIdentifying positions: who is first? who is fifth?Understanding difference between cardinal (counting) and ordinal (position) numbers
9
ORDERING OF NUMBERS: DESCENDING AND ASCENDING ORDER
Understanding ascending order: arranging from smallest to largest (1, 2, 3, 4, 5…)Practicing ascending order with numbers 1-50, 1- 100, 1-200Understanding descending order: arranging from largest to smallest (10, 9, 8, 7…)Practicing descending order with various number setsComparing numbers: greater than, less thanOrdering three or more numbersFinding smallest and largest in a group of numbersNumber line activities
10
FRACTIONS: HALF (1/2) AND ONE-THIRD (1/3)
Review of fraction 1/2 (one-half): one of two equal partsUnderstanding half of shapes and objects
Finding half of numbers: half of 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 Introduction to fraction 1/3 (one-third): one of three equal partsDividing objects and shapes into three equal partsUnderstanding one-third means one out of three partsComparing 1/2 and 1/3 (1/2 is bigger than 1/3)Practical fraction activitiesReal-life applications of fractions
11
REVISION OF SECOND TERM WORK
Numbers 1-200 comprehensive reviewReading and writing numbers 1-200Number words revisionOrdinal numbers 1st-10th practiceAscending and descending order exercisesFractions (1/2 and 1/3) revisionMock examination exercisesIdentifying areas needing reinforcement
12
END OF TERM EXAMINATION
Numbers 1-200 comprehensive testWriting and reading numbers assessmentNumber words testOrdinal numbers examinationOrdering numbers test (ascending and descending)Fractions assessment (1/2 and 1/3)Place value testOverall second term numeracy evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of marked examination scriptsDistribution of report cardsCelebration of reaching 200!Awards for mathematics excellenceHoliday numeracy materialsPreview of third term (operations, money, measurement)End of term celebrations
NURSERY 3 NUMERACY SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
REVIEW OF NUMBERS 1-200
Comprehensive review of numbers 1-200Counting orally forward and backwardRecognition and writing of numbers 1-200Reading number wordsNumber sequences and patternsSkip counting by 2s, 5s, and 10sPlace value review: hundreds, tens, onesPreparation for new concepts
2
GREATER THAN AND LESS THAN: NUMBERS 1-30
Introduction to comparison symbols: > (greater than), < (less than), = (equal to)Understanding “greater than” means bigger or moreUnderstanding “less than” means smaller or fewerComparing numbers 1-30 using symbolsIdentifying which number is greater: 15 > 12Identifying which number is less: 8 < 20Finding equal numbers: 25 = 25Practical comparison activities with objects
3
GREATER THAN AND LESS THAN: NUMBERS 1-50
Extending comparison to numbers 1-50Using >, <, = symbols with larger numbersComparing two-digit numbers: 45 > 32, 28 < 41Understanding comparison based on place valueComparing tens first, then onesOrdering three numbers using comparisonWord problems involving comparisonGames and activities with greater than/less than
4
PLACE VALUES OF NUMBERS: 1-99 (TENS AND UNITS)
Understanding place value systemIdentifying tens place and ones/units placeUnderstanding 45 = 4 tens and 5 onesBreaking down numbers into tens and ones: 67 = 6 tens + 7 ones = 60 + 7Building numbers from tens and onesExpanded form: 82 = 80 + 2Comparing numbers using place valueUnderstanding value of digits based on positionPlace value games and activities
5
MID-TERM ASSESSMENT/TEST
Numbers 1-200 review testGreater than and less than assessment (1-50)
Using comparison symbols correctlyPlace value test: identifying tens and onesWriting numbers in expanded formComparison word problemsOverall understanding of concepts
6
MID-TERM BREAK
–
7
LENGTH MEASUREMENT
Introduction to measurement conceptUnderstanding length: how long or short something isComparing lengths: longer, shorter, same lengthNon-standard units of measurement: using hands, feet, pencils to measureIntroduction to standard units: centimeter (cm), meter (m)Using rulers to measure objects (simple)Measuring classroom objectsOrdering objects by length: shortest to longestEstimating and measuring lengths
8
SIMPLE ADDITION OF NUMBERS (SUM LESS THAN 20)
Review of addition concept: putting together, combiningAddition symbol: + (plus) and = (equals)Addition facts within 10: 3+2=5, 4+5=9Addition facts within 20: 8+7=15, 9+6=15Using number line for additionAddition with objects and picturesVertical and horizontal additionWord problems: “I have 7 apples and get 5 more. How many do I have?”Commutative property: 5+3 = 3+5
9
SIMPLE SUBTRACTION OF NUMBERS (NOT MORE THAN 20)
Review of subtraction concept: taking away, removingSubtraction symbol: – (minus)Subtraction facts within 10: 8-3=5, 9-4=5Subtraction facts within 20: 15-7=8, 18-9=9Using number line for subtraction (counting backwards)Subtraction with objectsRelating addition and subtraction: 8+5=13, so 13- 5=8Word problems: “I have 12 sweets and eat 5. How many are left?”Missing number problems
10
SIMPLE ADDITION AND SUBTRACTION USING PLACE VALUES & MONEY: N1-N30
Using place value understanding in addition and subtractionAdding tens and ones separately: 23+14 = (20+10) + (3+4) = 37Subtracting using place value understandingIntroduction to Nigerian currency: Naira (₦) and Kobo (k)Recognizing coins and notes: ₦1, ₦2, ₦5, ₦10, ₦20, ₦50 (up to ₦30 for this level) Counting money: ₦5 + ₦10 = ₦15Simple addition with money: ₦12 + ₦8 = ₦20Simple subtraction with money: ₦25 – ₦10 = ₦15Shopping role-play and money activities
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Greater than and less than (1-50)Place value (tens and ones)Length measurementAddition and subtraction (within 20)Addition and subtraction using place values – Money (₦1-₦30) Year-Long Comprehensive Review: Numbers 1-200 masteryOdd and even numbersTime, days, monthsShapesRoman numeralsOrdinal numbersAscending and descending orderFractions (1/2, 1/3)All operations and measurementsMock examination exercises
12
END OF YEAR EXAMINATION
Third Term Assessment: Comparison test (>, <, =)Place value comprehensive testLength measurement assessmentAddition facts test (within 20)Subtraction facts test (within 20)Place value addition and subtractionMoney recognition and calculation Comprehensive Year Assessment: Numbers 1-200 complete masteryAll number concepts (odd/even, ordinal, fractions)
Time and shapesRoman numeralsOrdering numbersAll mathematical operationsMeasurement and moneyOverall Nursery 3 numeracy masteryReadiness for Primary 1 mathematics
13
CLOSING
–
BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
OUR BODY
Understanding the human bodyMajor external body parts: head, neck, trunk, arms, legsParts of the head: eyes, nose, ears, mouth, hairParts of the trunk: chest, stomach, back, waistParts of the limbs: shoulders, elbows, wrists, hands, fingers, hips, knees, ankles, feet, toesFunctions of major body partsUnderstanding our body is special and uniqueBody awareness activities
2
CARE FOR OUR BODY
Importance of body care for health and wellbeingDaily body care practices: bathing/washing regularly, brushing teeth twice daily, washing hands frequentlyHair care: washing, combing, keeping neatNail care: keeping short and cleanWearing clean clothes dailyEating healthy food and drinking clean waterGetting enough sleep and restExercising and playing for strong, healthy bodyRegular health check-ups
3
FIRST AID: FIRST AID BOX CONTENTS
Understanding first aid: immediate help given to injured or sick personIntroduction to first aid box/kitContents of first aid box: plasters/band-aids, bandages, cotton wool, antiseptic liquid/cream, scissors, thermometer, safety pins, glovesOther items: pain relief medicine, gauze, tape, tweezersImportance of having first aid box at home and schoolOnly adults should use first aid box itemsKeeping first aid box clean and well-stocked
4
FIRST AID: USES
Uses of first aid box itemsPlasters/band-aids: covering small cuts and scrapesBandages: wrapping wounds, supporting sprains
Cotton wool: cleaning wounds, applying medicineAntiseptic: cleaning wounds to prevent infectionThermometer: checking body temperatureUnderstanding when to call for adult helpKnowing emergency numbers (with adult supervision)Importance of staying calm during emergencies
5
MID-TERM ASSESSMENT/TEST
Body parts identification testBody care practices assessmentFirst aid box contents identificationUses of first aid items testSafety and health awareness evaluationOral questions on topics covered
6
MID-TERM BREAK
–
7
BODY CARE FOR WOUNDS: MEANING, CAUSES & TYPES
Understanding wounds: injuries that break the skinCauses of wounds: cuts from sharp objects, falls and scrapes, burns, insect bites, animal scratchesTypes of wounds: cuts (from knives, glass, sharp objects), scrapes/grazes (from falling), bruises (from bumping), burns (from hot objects), punctures (from nails, thorns)Preventing wounds: being careful with sharp objects, not running in dangerous areas, staying away from hot thingsUnderstanding some wounds are minor, some need doctor’s care
8
BODY CARE FOR WOUNDS: CARE FOR WOUNDS
First aid for minor wounds: wash hands first, clean wound with clean water, apply antiseptic, cover with plaster or bandageWhen to call adult immediately: deep cuts, heavy bleeding, large burns, animal bites, puncture woundsNever touch wounds with dirty handsDon’t pick at scabs (let them heal naturally)Change bandages regularlyWatch for signs of infection: redness, swelling, pusUnderstanding healing takes time
– Prevention is better than treatment
9
SICKNESS: DEFINITION, TYPES AND SYMPTOMS
Understanding sickness/illness: when body is not working properly, feeling unwellCommon childhood sicknesses: cold/cough, fever, stomach ache, headache, malaria, diarrhea, measles, chicken poxSymptoms (signs of sickness): fever/high temperature, pain, coughing, sneezing, vomiting, weakness, loss of appetite, rashesUnderstanding symptoms tell us something is wrongTelling adults when feeling unwellThermometer use for checking fever
10
SICKNESS: CAUSES AND CARE FOR THE SICK
Causes of sickness: germs (bacteria, viruses), dirty water/food, mosquito bites, not eating well, not sleeping enough, cold weatherPreventing sickness: washing hands, eating healthy food, drinking clean water, covering mouth when coughing, sleeping under mosquito netCare for sick people: rest and sleep, taking medicine as prescribed by doctor, drinking plenty of fluids, eating nutritious food, staying warmVisiting doctor when sickBeing kind to sick peopleUnderstanding sickness is temporary, we get better
11
REVISION OF FIRST TERM WORK
Our body parts comprehensive reviewBody care practices revisionFirst aid box and uses reviewWound types and care revisionSickness types, symptoms, causes, and care reviewHealth and safety awareness reviewMock examination exercises
12
END OF TERM EXAMINATION
Body parts identification comprehensive testBody care assessmentFirst aid knowledge testWound care evaluationSickness knowledge assessmentHealth practices testOverall health awareness evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsHealth and safety awareness celebrationAwards for health consciousnessHoliday health tipsPreview of second term topics
NURSERY 3 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
ROCKS AND SOIL
Rocks: Definition of rocks: hard, solid materials found naturally on earthFormation of rocks: from cooling lava, compressed sediments, changed by heat and pressureTypes of rocks (simple): big rocks, small stones, pebbles, sandUses of rocks: building houses, making roads, decoration, tools Soil: Definition of soil: top layer of earth where plants growFormation of soil: from broken down rocks, dead plants and animalsTypes of soil: sandy soil (grainy, drains quickly), clay soil (sticky when wet, smooth), loamy soil (mixture, best for plants)Importance of soil: plants grow in it, animals live in it, provides food
2
FOOD: DEFINITION AND WHY PEOPLE EAT
Definition of food: anything we eat or drink that gives our body energy and helps us growWhy people eat food: to get energy for work and play, to grow tall and strong, to stay healthy and fight sickness, to repair body when injured, to feel satisfied and happyUnderstanding all living things need foodDifferent people eat different foods (cultural diversity)Three main meals: breakfast, lunch, dinner
– Healthy snacks between meals
3
FOOD: TYPES AND SOURCES
– Types of food by function: Energy-giving foods (carbohydrates): rice, yam, bread, cassava, potatoes, sugarBody-building foods (proteins): meat, fish, eggs, beans, milk, cheeseProtective foods (vitamins and minerals): fruits, vegetables, milk – Sources of food: Plant sources: fruits, vegetables, grains, nutsAnimal sources: meat, fish, eggs, milkUnderstanding balanced diet: eating variety of foodsEating fruits and vegetables dailyDrinking plenty of water
4
LIVING THINGS: MEANING AND CHARACTERISTICS
Meaning of living things: things that have lifeExamples of living things: humans, animals, plants, insects, birds, fishCharacteristics of living things:Movement: they can move or parts moveGrowth: they grow bigger and changeNutrition: they need food/waterRespiration: they breathe/take in airReproduction: they can have babies/young onesSensitivity: they respond to surroundingsExcretion: they remove wasteDifference from non-living things: stones, water, chairs don’t have these characteristicsObserving living things around us
5
MID-TERM ASSESSMENT/TEST
Rocks and soil knowledge testFood types and sources assessmentWhy we eat food evaluationLiving things identification testCharacteristics of living things assessmentOral questions and practical observations
6
MID-TERM BREAK
–
7
GROWTH IN ANIMALS
Understanding growth: change from small to big over timeAnimal life cycles: baby → young → adultExamples of growth in animals:Humans: baby → child → teenager → adultChickens: egg → chick → hen/rooster
Dogs: puppy → adult dogCats: kitten → adult catFrogs: egg → tadpole → froglet → frogButterflies: egg → caterpillar → chrysalis → butterfly Changes during growth: size increases, features develop, ability to reproduceUnderstanding growth needs: food, water, air, shelterObserving growth in pets or animals around
8
GROWTH IN PLANTS
Understanding plant growth: change from seed to mature plantPlant life cycle: seed → germination → seedling → young plant → mature plant → produces seeds What plants need to grow: water, sunlight, air, soil/nutrients, spaceStages of plant growth: seed planted in soil, roots grow down, shoot grows up, leaves develop, stem becomes stronger, flowers bloom, fruits form, seeds producedChanges during growth: size increases, more leaves, flowers appear, produces fruitsSimple plant growing experiment: planting beans/seedsCaring for growing plants
9
WATER AND TRANSPORTATION
Water: Importance of water: drinking, cooking, bathing, washing, plants need it, animals need itSources of water: rain, rivers, streams, wells, boreholes, tapsUnderstanding clean vs dirty water Transportation: Definition of transportation: moving people and things from one place to anotherMeans of transportation: land (cars, buses, bicycles, motorcycles, trains), water (boats, ships, canoes), air (airplanes, helicopters)Importance of transportation: going to school, work, market, hospital; moving goodsSafety in transportation: seatbelts, life jackets, following traffic rules
10
BONES
Bones: Understanding bones: hard structures inside our body (skeleton)Functions of bones: give body shape, support body, protect organs (skull protects brain, ribs protect heart and lungs), help us move (with muscles)Major bones: skull (head), spine (back), ribs (chest), arm bones, leg bonesKeeping bones strong: drinking milk, eating calcium-rich foods, exercising, playing
11
TECHNOLOGY
Technology – Mobile Phones: Understanding technology: tools that make life easierMobile phones: devices for talking to people far awayUses: calling, sending messages, taking pictures, learning, emergenciesPhone safety: ask adults before using, not a toy, careful handling
12
END OF TERM EXAMINATION
Rocks and soil comprehensive testFood knowledge assessmentLiving things and characteristics testGrowth in animals and plants evaluationWater and transportation testBones and technology assessmentOverall science knowledge evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsScience achievements celebrationAwards for scientific curiosityHoliday science observation tipsPreview of third term topics
NURSERY 3 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
WATER: METHODS OF
– Understanding water purification: making dirty water clean and safe to drink
PURIFICATION
Why purify water: remove dirt, kill germs, prevent diseasesMethods of water purification:Boiling: heating water until it bubbles, kills germs (most common method at home)Filtration: passing water through filter to remove dirtAdding chemicals: water purification tablets, chlorine (in treated water)Settling and decanting: letting dirt settle, pouring clean water off topImportance of drinking clean water onlyUnderstanding tap water is usually treated
2
WATER: STORAGE
Importance of proper water storage: keeps water clean, prevents contaminationSafe water storage containers: covered buckets, jerry cans, water tanks, bottlesProperties of good storage containers: clean, covered (to keep out dirt and insects), made of safe materialsStorage practices: washing containers before use, keeping containers covered always, storing in clean place, not touching water with dirty handsUnderstanding stored water can become dirty if not protectedRegular cleaning of storage containers
3
WATER-BORNE DISEASES
Understanding water-borne diseases: sicknesses caused by dirty water or germs in waterCommon water-borne diseases: diarrhea, cholera, typhoid fever, dysenteryHow diseases spread through water: drinking dirty water, eating food washed with dirty water, not washing handsSymptoms: stomach pain, vomiting, diarrhea (frequent watery stool), weakness, feverPrevention: drinking only clean/boiled water, washing hands with soap, keeping water covered, proper toilet useTreatment: see doctor immediately, drink plenty of clean water (ORS – Oral Rehydration Solution)Understanding prevention is better than cure
4
TECHNOLOGY: SECURITY GADGETS
Understanding security: keeping people and property safeSecurity gadgets: tools that help protect usTypes of security gadgets:Locks and keys: secure doors and gatesBurglar alarms: make loud sound when intruder entersCCTV cameras: record what happens, help catch thievesSecurity lights: bright lights that come on at nightSmoke alarms: warn of fireImportance of security gadgets: protect homes, schools, shops from thieves; keep us safeUnderstanding to call adults if alarm soundsSecurity personnel and their gadgets
5
MID-TERM ASSESSMENT/TEST
Water purification methods testWater storage practices assessmentWater-borne diseases knowledge testSecurity gadgets identification and usesSafety and health awareness evaluationPractical knowledge assessment
6
MID-TERM BREAK
–
7
ANIMALS AND THEIR HOMES
Understanding animals live in different places (habitats/homes)Animal homes and their names:Dog → kennelCat → cattery/houseBird → nestBee → hiveLion → denRabbit → burrow/warrenFish → water/aquariumCow → barn/shedChicken → coopSpider → webAnt → anthillHorse → stableWild animal homes: forests, caves, trees, undergroundDomestic animal homes: made by humansUnderstanding animals choose/build homes
for shelter and safety
8
ANIMALS AND THEIR YOUNG ONES
Understanding animals have babies/young onesAnimal babies and their names:Dog → puppyCat → kittenCow → calfHorse → foalSheep → lambGoat → kidChicken → chickDuck → ducklingFrog → tadpoleButterfly → caterpillarLion → cubElephant → calfBear → cubUnderstanding baby animals look like parents (but some go through changes like frog)Parent animals care for their young: feed, protect, teachMatching animals to their young ones
9
TECHNOLOGY: SIMPLE MACHINES USED IN THE HOME
Understanding machines: tools that make work easierSimple machines used at home:Broom → sweeping floorsKnife → cutting foodScissors → cutting paper, clothSpoon and fork → eatingBottle opener → opening bottlesCan opener → opening cansHammer → hitting nailsScrewdriver → tightening screwsIron → pressing clothesFan → cooling airHow machines help: make work faster, easier, and betterSafety: some machines only for adults, be careful with sharp objectsProper use and care of home machines
10
TECHNOLOGY: SIMPLE MACHINES USED IN SCHOOL
– Simple machines used at school: Pencil sharpener → sharpening pencilsScissors → cutting paper for artStapler → joining papers together
Hole puncher → making holes in paperRuler → measuring, drawing straight linesEraser → removing pencil marksBell/gong → signaling timeDustpan and brush → cleaning classroomPlayground equipment → swings, slides (simple machines – levers, inclined planes)How school machines help learning and activitiesTaking care of school equipmentSharing machines fairly with classmatesProper use and safety
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Water purification, storage, and diseasesSecurity gadgetsAnimals: homes and young onesTechnology: machines at home and school Year-Long Comprehensive Review: First Term: body, body care, first aid, wounds, sickness, rocks, soilSecond Term: food, living things, growth, water, bones, technologyThird Term: all topics coveredMock examination exercisesPractical science observationsComprehensive review activities
12
END OF YEAR EXAMINATION
Third Term Assessment: Water knowledge comprehensive testSecurity gadgets testAnimals and young ones assessmentSimple machines identification and uses Comprehensive Year Assessment: Body and health knowledgeFood and living thingsGrowth and developmentWater, rocks, and soilTechnology and machinesAnimals knowledgeOverall Nursery 3 science masteryPractical science awarenessSafety consciousness evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
–
HEALTH HABITS SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
EXERCISE: MEANING, TYPES AND IMPORTANCE
Meaning of exercise: physical activities that make our body move and workTypes of exercise: running, jumping, skipping, dancing, swimming, playing football, riding bicycle, walking, stretching, sit-ups, push-upsIndoor exercises: stretching, yoga for children, dancing in roomOutdoor exercises: running, playing, sportsImportance of exercise: makes body strong, keeps us healthy, helps us grow, makes heart and lungs strong, gives energy, helps us sleep better, makes us happy, prevents obesityUnderstanding exercise should be fun
2
EXERCISE: WHERE TO EXERCISE AND IMPORTANCE
Places where we can exercise: home (yard, room), school (playground, field, PE class), park, sports ground, gym (for older children/adults), beach, safe streets (with adult supervision)Choosing safe places for exercise: away from roads, flat surfaces, enough spaceExercise at different times: morning exercise, break time at school, after school playReinforcing importance of regular exercise: daily exercise is best, at least 30 minutes of play/activity, making exercise a habitExercise safety: warming up, proper shoes, drinking water, stopping if tired or in pain
3
CARE OF THE BODY: HOW TO TAKE CARE AND IMPORTANCE
How to take care of the body: bathing/washing daily with soap and water, brushing teeth twice daily (morning and night), washing hands frequently (before eating, after toilet, after playing), combing/brushing hair daily, trimming nails regularly, wearing clean clothes, eating healthy food, drinking clean water, getting enough sleep, exercising regularlyImportance of body care: prevents diseases, keeps us healthy, makes us look neat and smell good, shows self-respect, makes others comfortable around us, prevents skin infections, maintains good healthUnderstanding our body is precious and deserves
good care
4
CARE OF THE TEETH
Understanding teeth: used for biting and chewing food, help us speak clearly, give us nice smileTypes of teeth: milk teeth (baby teeth – will fall out), permanent teeth (adult teeth – stay forever)How to care for teeth: brushing twice daily (morning and night), using toothbrush and toothpaste, brushing all surfaces (front, back, top), brushing for at least 2 minutes, rinsing mouth after eating, flossing (with adult help)Foods good for teeth: milk, cheese, fruits, vegetables, waterFoods bad for teeth: too many sweets, candies, sugary drinks, sticky foodsVisiting dentist regularlyConsequences of poor dental care: tooth decay, cavities, toothache, bad breath, gum disease
5
MID-TERM ASSESSMENT/TEST
Exercise knowledge testBody care practices assessmentDental care evaluationImportance of hygiene testPractical demonstration of good habitsOral questions on health topics
6
MID-TERM BREAK
–
7
BEDTIME (SLEEP TIME): MEANING AND BENEFITS
Meaning of sleep: natural rest period when body and mind relax, eyes close, become unaware of surroundingsUnderstanding everyone needs sleepHow much sleep children need: 10-12 hours per night for nursery/primary school childrenBenefits of sleep: body grows during sleep, brain rests and learns better after sleep, gives energy for next day, keeps us healthy, helps us concentrate in school, improves mood and behavior, strengthens immune system (fights sickness), helps body heal when sick or injuredSigns of not enough sleep: tiredness, crankiness, difficulty learning, yawning, falling asleep in classGood bedtime routine: bath, brush teeth, bedtime story, lights off at same time
8
CLEANLINESS: CARE OF SCHOOL UNIFORM
– Importance of clean school uniform: looks neat and smart, shows respect for school, prevents body odor, prevents skin infections, makes good
impression How to care for school uniform: washing after wearing (or at least weekly), drying properly in sun/air, ironing to remove wrinkles, folding or hanging neatly, checking for tears or missing buttons, repairing damage promptlyKeeping uniform clean during day: not sitting on dirty surfaces, being careful when eating, not playing in mud or dirt while in uniformWearing complete uniform: all required items, proper shoes and socksPride in appearance and representing school well
9
GOOD EATING HABITS
Understanding good eating habits lead to good healthGood eating habits: washing hands before eating, eating three main meals daily (breakfast, lunch, dinner), eating variety of foods (balanced diet), eating fruits and vegetables daily, drinking plenty of water, chewing food properly, eating slowly, sitting properly while eating, not talking with mouth full, eating right portions (not too much, not too little), eating at regular times, having healthy snacks (fruits, nuts, not just sweets)Saying prayers before and after meals (gratitude)Not wasting foodTrying new healthy foods
10
BAD EATING HABITS
Understanding bad eating habits harm our healthBad eating habits: skipping meals (especially breakfast), eating too much junk food (chips, sweets, soft drinks), eating too fast, eating while playing or watching TV (not paying attention), not chewing properly, talking with mouth full, eating only one type of food, drinking too little water, eating too many sweets and sugary foods, eating dirty or unwashed food, eating with dirty hands, overeatingConsequences of bad eating habits: tooth decay, obesity (being overweight), malnutrition (not enough nutrients), stomach problems, poor growth, lack of energy, sicknessHow to change bad habits: making conscious effort, parents’ help, choosing healthy alternatives
11
REVISION OF FIRST
Exercise comprehensive reviewBody care practices revision
TERM WORK
Dental care reviewSleep importance and bedtime routineUniform care and cleanlinessGood vs bad eating habits reviewImportance of all health habitsMock examination exercises
12
END OF TERM EXAMINATION
Exercise knowledge comprehensive testBody and dental care assessmentSleep importance testCleanliness and uniform care evaluationEating habits assessment (good and bad)Practical health habits demonstrationOverall health consciousness evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsHealth habits celebrationAwards for best health practicesHoliday health tips and remindersPreview of second term topicsEnd of term activities
NURSERY 3 HEALTH HABITS SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
DISPOSAL OF REFUSE: SAFE AND UNSAFE WAYS
Understanding refuse: waste materials we throw away, garbage, rubbishSafe/clean ways of disposing refuse: using waste bins/trash cans, putting refuse in designated places, tying refuse in bags before disposal, taking refuse to collection points, burning in safe incinerators (adults only), burying biodegradable waste in proper pitsUnsafe/dirty ways: throwing refuse anywhere (littering), dumping in drains/gutters (causes blockage and flooding), throwing in rivers/streams (pollutes water), leaving refuse uncovered (attracts flies, rats, mosquitoes), burning in open areas (air pollution, fire hazard)Consequences of improper disposal: diseases, bad smell, dirty environment, blocked drains, floodingEveryone’s responsibility to dispose refuse properly
2
DISPOSAL OF WASTE: MEANING AND TYPES
Meaning of waste: unwanted or unusable materials, things we no longer needUnderstanding waste comes from homes, schools, markets, industriesTypes of waste: Solid waste – paper, cardboard, cartons, plastic bottles, cans, food scraps, leaves, wood, broken items, cloth; Liquid waste – urine, dirty water from washing, drainage water, waste oil, chemical liquidsOther waste types: biodegradable (can rot/decompose – food, leaves, paper) and non- biodegradable (cannot rot – plastic, glass, metal)Proper disposal for each typeReducing waste: using less, reusing items, not wasting
3
DISPOSAL OF ANIMAL WASTE
Understanding animal waste: droppings/feces from animals, dead animalsTypes of animal waste: cow dung, chicken droppings, goat/sheep droppings, dog/cat waste, pig wasteProper disposal methods: burying animal waste in pits away from water sources, using for
compost/fertilizer (with proper treatment), designated areas for animal waste, washing hands after handling Uses of animals: food (meat, milk, eggs), work (farming, transportation), companionship (pets), clothing (leather, wool)Uses of animal waste: fertilizer for farms/gardens (manure), biogas production (fuel), compost for plantsImportance of proper disposal: prevents diseases, reduces bad smell, protects environment, prevents water pollution
4
COMPOSTING OF WASTE: MEANING, BENEFITS AND MATERIALS
Meaning of composting: controlled rotting/decomposing of biodegradable waste to make fertilizer (compost)Understanding compost: natural fertilizer made from waste, looks like dark soilBenefits of composting: turns waste into useful product, provides nutrients for plants, helps plants grow better, reduces amount of waste, good for environment, saves money (free fertilizer), improves soil qualityCompost materials: green materials (fresh grass, vegetable scraps, fruit peels, leaves, tea bags), brown materials (dry leaves, paper, cardboard, sawdust, straw), water and airWhat NOT to compost: meat, bones, oils, diseased plants, pet wasteSimple composting process: pile materials, keep moist, turn regularly, wait (becomes compost after few months)
5
MID-TERM ASSESSMENT/TEST
Refuse disposal methods testTypes of waste assessmentAnimal waste disposal knowledgeComposting understanding testEnvironmental health awareness evaluationOral questions on waste management
6
MID-TERM BREAK
–
7
RECYCLING: DEFINITION, EXAMPLES AND IMPORTANCE
Definition of recycling: using waste materials to make new products instead of throwing them awayUnderstanding “Reduce, Reuse, Recycle” principleExamples of objects that can be recycled: Paper –
newspapers, cardboard, magazines, books; Plastic bottles, containers, bags; Glass – bottles, jars; Metal – cans, tins, aluminum foil; Cloth – old clothes, fabric scrapsMethods of recycling: collecting recyclable materials separately, taking to recycling centers, processing into new products (e.g., plastic bottles → new bottles, clothes, bags; paper → new paper) Importance of recycling: saves natural resources, reduces waste in landfills, protects environment, saves energy, creates jobs, reduces pollution, saves money
8
TOILET: TYPES OF TOILETS
Understanding toilets: places for urinating and passing feces (waste)Traditional toilets: Pit latrine – hole dug in ground with structure over it; Dung-site – open area for waste; Bucket toilet – removable containerCharacteristics: simple, no water needed, common in rural areas, can smell bad, attracts fliesModern toilets: Water system (flush toilet) – uses water to flush waste away, connected to sewage or septic tank; Septic tank system – waste goes to underground tank where it decomposes; Soakawayliquid waste drains into ground through special pitMobile toilet – portable, used at events, construction sitesModern toilets: cleaner, less smell, more hygienicImportance of using proper toilets (not open defecation)
9
MATERIALS FOR CLEANING TOILETS AND IMPORTANCE
Materials used for cleaning toilets: toilet brush (scrubbing bowl), toilet cleaner/detergent (removes stains and germs), disinfectant (kills germs), water, bucket, mop, broom, dustpan, cleaning cloth/sponge, gloves (protect hands), air freshenerHow to clean toilet: flush first, apply toilet cleaner, scrub with brush, flush again, wipe seat and surfaces, clean floor, dispose dirty water, wash hands thoroughlyImportance of cleaning toilet: kills germs and bacteria, prevents diseases, removes bad smell, makes toilet pleasant to use, shows respect for others, prevents stains and damage, attracts fewer flies and insects
Regular cleaning: daily or after use in homes, multiple times daily in schoolsAdults should supervise toilet cleaning for children
10
GOOD AND BAD TOILET HABITS
Good toilet habits: Flushing after use, using toilet paper properly, washing hands with soap after, keeping toilet clean, not playing in toilet, closing lid when flushing, not littering in toilet, telling adults if toilet is blocked or dirty, using toilet only for intended purpose Bad toilet habits: Not flushing after use, not washing hands, throwing paper/objects in toilet bowl (causes blockage), urinating outside toilet bowl, leaving toilet dirty, playing with water in toilet, staying too long in toilet, not closing door for privacy, open defecation (using bush instead of toilet)Consequences of bad habits: spreads diseases, bad smell, blocked toilet, disrespect to others, health hazardsDeveloping good toilet habits from young age
11
REVISION OF SECOND TERM WORK
Waste disposal comprehensive reviewAnimal waste and composting revisionRecycling knowledge reviewTypes of toilets revisionToilet cleaning and materials reviewGood and bad toilet habits reviewEnvironmental health awareness reviewMock examination exercises
12
END OF TERM EXAMINATION
Waste disposal methods comprehensive testComposting and recycling assessmentTypes of toilets testToilet hygiene evaluationGood and bad toilet habits assessmentEnvironmental health knowledge testOverall health and sanitation evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsEnvironmental health celebrationAwards for cleanliness and hygieneHoliday health and hygiene tips
Preview of third term topicsEnd of term activities
NURSERY 3 HEALTH HABITS SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
SANITATION: MEANING AND IMPORTANCE
Meaning of sanitation: keeping our environment clean and free from dirt, germs, and diseasesUnderstanding sanitation involves proper disposal of waste, clean water supply, clean toilets, drainageImportance of sanitation: prevents diseases, makes environment beautiful, reduces bad smell, prevents breeding of flies and mosquitoes, promotes good health, shows good citizenship, prevents water pollution, makes us feel comfortable and happyPersonal sanitation vs environmental sanitationEveryone’s responsibility to maintain sanitationUnderstanding cleanliness is next to godliness
2
SANITATION: PLACES THAT NEED TO BE SANITISED
Places that need regular sanitation: Home – bedroom, bathroom, toilet, kitchen, living room, compound/yard; School – classrooms, toilets, playground, dining hall, corridors; Public places – markets, bus stops, hospitals, churches/mosques, parks, streetsHow to sanitize different places: sweeping, mopping, washing, disinfecting, proper waste disposal, drainage cleaningFrequency of sanitation: daily (toilets, kitchens), weekly (general cleaning), monthly (deep cleaning)Community sanitation daysUnderstanding clean environment prevents diseases like cholera, typhoid, malariaTaking pride in keeping everywhere clean
3
HOT WEATHER: HOW TO CARE FOR ONESELF
Understanding hot weather: when temperature is high, sun is very strong, feels very warmWhat to eat and drink: drink plenty of water (at least 6-8 glasses daily), eat fruits (watermelon, oranges, pineapple – lots of water in them), eat light meals, avoid heavy/fatty foods, drink fresh fruit juice, eat vegetablesWhat to wear: light-colored clothes (reflect heat), cotton clothes (allow air), loose clothes, hats or caps (protect head from sun), sunglasses (protect eyes)Where to go/activities: stay in shade during hottest hours (12pm-3pm), play in morning or evening, go to cool places, swim (with supervision), stay indoors
in afternoon – Other care: use umbrella or hat when outside, apply sunscreen (for some children), take cool baths, rest when tired, avoid too much running in hot sun
4
COLD WEATHER: HOW TO CARE FOR ONESELF
Understanding cold weather: when temperature is low, feels chilly or very cold, common during harmattan or rainy seasonWhat to eat and drink: eat warm foods (soup, porridge, hot meals), drink warm drinks (tea, hot chocolate, warm water), eat energy-giving foods (keep body warm), drink enough water (even in cold weather), eat fruits for vitamins (prevent cold/flu)What to wear: warm clothes (sweaters, jackets, cardigans), long sleeves and long trousers, socks and covered shoes, scarves (cover neck), caps/hats (cover head and ears), layering clothes (wearing multiple layers)Where to go/activities: stay indoors when very cold, close windows at night, use blankets when sleeping, play during warmer parts of day, exercise to keep warmOther care: protect from cold wind, dry body properly after bathing, avoid staying wet, seek warmth if shivering
5
MID-TERM ASSESSMENT/TEST
Sanitation knowledge comprehensive testHot weather care assessmentCold weather care evaluationHealth awareness in different conditionsPractical knowledge of caring for selfOral questions on health topics
6
MID-TERM BREAK
–
7
HAND WASHING: BENEFITS OF WASHING HANDS REGULARLY
Understanding hand washing: cleaning hands with soap and waterWhen to wash hands: before eating/cooking, after using toilet, after playing outside, after touching animals, after coughing/sneezing into hands, when hands look dirty, before and after treating woundsHow to wash hands properly: wet hands with clean water, apply soap, rub hands together (palms, back of hands, between fingers, under nails, wrists) for at least 20 seconds, rinse thoroughly with clean water, dry with clean towel or air dryBenefits of regular hand washing: kills germs and
bacteria, prevents diseases (diarrhea, flu, cholera, typhoid, worms), stops spread of infections, keeps hands clean and healthy, prevents eye infections, protects from food poisoning Hand washing is one of the best ways to stay healthyUsing hand sanitizer when soap and water not available
8
DISEASE AND SICKNESS: MEANING AND EXAMPLES
Meaning of disease: illness or sickness that affects how body works, makes us feel unwellUnderstanding difference between disease (specific illness) and sickness (general feeling unwell)Examples of common diseases: Skin diseases – rashes, ringworm, scabies, eczema; Stomach diseases – diarrhea, cholera, dysentery, typhoid fever; Parasitic diseases – malaria (from mosquitoes), guinea worm (from contaminated water); Infectious diseases – measles, chicken pox, mumps, whooping cough, tuberculosis; Other diseases – headache, toothache, fever, cough, cold/catarrhSymptoms vary by disease: fever, pain, weakness, rashes, vomiting, diarrhea, coughUnderstanding diseases make us feel bad and need treatment
9
WATER-BORNE DISEASES
Understanding water-borne diseases: diseases caused by drinking dirty/contaminated water or contact with dirty waterCommon water-borne diseases: Cholera – severe diarrhea and vomiting, dehydration; Typhoid fever – high fever, stomach pain, headache; Dysentery – bloody diarrhea, stomach cramps; Diarrhea – frequent watery stool, stomach pain; Guinea worm – worm in body from drinking contaminated water; Hepatitis A – liver disease, yellow eyes and skinHow diseases spread: drinking dirty water, eating food washed with dirty water, not washing hands, swimming in contaminated waterSymptoms: diarrhea, vomiting, fever, stomach pain, weaknessPrevention: drink only clean/boiled water, wash hands with soap, keep water covered, use clean water for cooking, proper toilet useTreatment: see doctor immediately, drink plenty of
safe water (ORS), take prescribed medicine
10
AIR-BORNE DISEASES & PREVENTION AND TREATMENT
Air-borne diseases: Understanding air-borne diseases: spread through air when sick person coughs, sneezes, or breathesCommon air-borne diseases: Common cold – runny nose, cough, sneezing; Influenza (flu) – fever, cough, body ache, headache; Tuberculosis (TB) – persistent cough, chest pain, weight loss; Measles – fever, rash, cough, red eyes; Chicken pox – fever, itchy spots/blisters; Whooping cough – severe coughing fits; Mumps – swollen cheeks and jawHow diseases spread: breathing same air as sick person, coughing/sneezing without covering mouth, close contact with sick person Prevention and Treatment: Prevention: covering mouth when coughing/sneezing, washing hands frequently, avoiding close contact with sick people, keeping environment clean, good ventilation (fresh air), immunization/vaccination, eating healthy food (strong immune system), getting enough restTreatment: seeing doctor, taking prescribed medicine, resting, drinking plenty of fluids, eating nutritious food, staying away from others to prevent spread, completing medication course
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Sanitation comprehensive reviewHot and cold weather careHand washing importance and techniqueDiseases, water-borne and air-bornePrevention and treatment strategies Year-Long Comprehensive Review: First Term: exercise, body care, teeth care, sleep, eating habitsSecond Term: waste disposal, composting, recycling, toilet hygiene, sanitationThird Term: weather care, hand washing, diseasesAll health habits and practicesMock examination exercisesReinforcing importance of good health habits
12
END OF YEAR
Third Term Assessment: – Sanitation knowledge test
EXAMINATION
Weather care assessmentHand washing technique and benefitsDiseases identification testWater-borne and air-borne diseasesPrevention and treatment knowledge Comprehensive Year Assessment: Personal hygiene and body careExercise and sleep importanceEating habits (good and bad)Waste management and environmental healthToilet hygiene and sanitationDisease prevention and health protectionOverall health consciousnessPractical health habits demonstrationComplete Nursery 3 health habits mastery
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
–
SOCIAL HABITS SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
MY RIGHTS: CHILDREN’S RIGHTS
Understanding rights: things every child deserves and should haveBasic children’s rights: right to life, right to education (go to school), right to healthcare (see doctor when sick), right to food and shelter, right to love and care from parents, right to play and rest, right to protection from harm and abuse, right to express opinions, right to name and identity, right to clean water and environmentUnderstanding rights come with responsibilitiesEveryone has same rights regardless of gender, tribe, or religionUnderstanding adults must respect and protect children’s rightsKnowing who to tell if rights are violated
2
CHILD ABUSE
Meaning of child abuse: when someone hurts or harms a child physically, emotionally, or in other waysUnderstanding abuse is wrong and harmfulTypes of people who might abuse: can be anyone – family members, strangers, neighbors, even other childrenUnderstanding abuse is never the child’s faultBasic understanding that abuse violates children’s rightsDifference between discipline and abuseUnderstanding children should feel safe at home, school, and everywhereKnowing abuse should be reported to trusted adults
3
FORMS OF CHILD ABUSE
Physical abuse: hitting, beating, burning, shaking, causing physical injuryEmotional/psychological abuse: constant shouting, threatening, making child feel worthless, calling bad namesNeglect: not providing food, clothes, shelter, medical care, education, loveSexual abuse: inappropriate touching or actions (age-appropriate explanation)Child labor: making children do dangerous or excessive work instead of going to school
Bullying: repeated hurting by other childrenUnderstanding all forms of abuse are wrongRecognizing signs of abuse in self or othersUnderstanding difference between appropriate and inappropriate touch
4
PREVENTION OF CHILD ABUSE
How to protect yourself: knowing and using your name, knowing parents’ names and phone numbers, not going with strangers, not accepting gifts from strangers, telling trusted adults if someone makes you uncomfortable, saying “NO” to inappropriate touch, running away and shouting if in dangerSafe and unsafe touches: safe touches (handshake, pat on back, hug from family) vs unsafe touches (touching private parts, hurting touches)Private parts are private: only parents/doctors (with parent present) should see/touch for health reasonsTrusted adults: parents, teachers, school counselor, police, relatives you know wellUnderstanding it’s okay to tell even if someone says it’s a secretNo one should tell you to keep “bad secrets”Role-playing safety scenarios
5
MID-TERM ASSESSMENT/TEST
Children’s rights identification testUnderstanding of child abuse assessmentForms of abuse recognition testPrevention strategies evaluationSafety awareness assessmentOral questions on protection and rights
6
MID-TERM BREAK
–
7
STIGMATIZATION: MEANING AND EFFECTS
Meaning of stigmatization: treating someone badly or differently because of something about them (appearance, health condition, background, ability)Examples of stigmatization: making fun of children with disabilities, avoiding children with certain illnesses, treating orphans differently, rejecting children because of their tribe or religion, bullying children who look differentWhy people stigmatize: lack of understanding, fear, ignorance, prejudiceEffects of stigmatization on victims: sadness, loneliness, low self-esteem, feeling rejected, not wanting to go to school, anger, health problems from stress
Understanding stigmatization is wrong and hurts peopleEveryone deserves respect regardless of differencesWe should be kind to everyone
8
EQUALITY AND FAIRNESS: MEANING AND IMPORTANCE
Meaning of fairness: treating everyone in the same right way, being justMeaning of equality: everyone having same rights, opportunities, and treatmentUnderstanding equality: boys and girls are equal, all children deserve same respect, no tribe or religion is better than another, children with disabilities have same rightsExamples of fairness: sharing equally, taking turns, following same rules for everyone, giving everyone chance to participateExamples of unfairness: favoritism, discrimination, giving some children more than others without reasonImportance of fairness and equality: makes everyone happy, creates peace, prevents conflicts, shows respect, follows God’s teaching, builds strong communityPracticing fairness in daily life: at home, school, and play
9
TRADITIONAL PRACTICES
Understanding traditional practices: customs, beliefs, and behaviors passed down from ancestors/eldersExamples of good traditional practices: greetings and respect for elders, traditional festivals and celebrations, traditional music and dances, traditional foods and recipes, traditional marriages and naming ceremonies, traditional crafts and arts, traditional medicine (some helpful remedies), communal living and helping neighborsImportance of preserving good traditions: connects us to our heritage, teaches values, maintains cultural identity, brings community togetherUnderstanding traditions vary by tribe, region, and religionRespecting different traditions while maintaining our own
10
HARMFUL TRADITIONAL
Harmful Traditional Practices: – Understanding some old practices are harmful and should stop
PRACTICES
Examples of harmful practices: child marriage (children are too young to marry), female genital mutilation (FGM), preferring boys over girls, widowhood practices that harm women, denying girls education, child labor in name of traditionWhy these are harmful: hurt children, violate rights, cause health problems, prevent education and growthUnderstanding harmful practices should be stopped even if “traditional”Modern laws protect children from harmful practices
11
PUBLIC PLACES
Public Places: Understanding public places: areas used by everyone in communityExamples: markets, parks, hospitals, churches/mosques, bus stops, libraries, community centers, streetsThese places belong to everyoneImportance of respecting public spaces
12
END OF TERM EXAMINATION
Children’s rights comprehensive testChild abuse knowledge assessmentPrevention strategies testStigmatization understanding evaluationEquality and fairness assessmentTraditional practices testOverall social awareness evaluationSafety consciousness assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsSocial awareness celebrationAwards for kindness and fairnessHoliday safety tipsReminders about reporting abusePreview of second term topics
NURSERY 3 SOCIAL HABITS SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
GOOD BEHAVIOUR IN PUBLIC PLACES
– Importance of good behavior in public places: shows respect, makes places pleasant for everyone,
shows good upbringing, represents family and school well Good behaviors in different public places: Markets – staying with adults, not touching everything, speaking politely; Parks – not littering, taking turns on equipment, not destroying plants; Churches/Mosques – being quiet, showing respect, following rules; Hospitals – being quiet, not running, showing care; Bus stops/vehicles – queuing properly, giving seats to elderly/pregnant women, not pushing; Streets – using pedestrian crossings, not littering, greeting people politelyGeneral good behaviors: saying please and thank you, not shouting, queuing properly, respecting others’ space, being clean and neat, helping others when possible
2
PEACE EDUCATION: HOW TO LIVE PEACEFULLY WITH OTHERS
Understanding peace: living together without fighting, violence, or conflictsHow to live peacefully: being kind and friendly, sharing with others, respecting differences (tribe, religion, culture), helping those in need, forgiving when someone wrongs you, using words instead of fighting, taking turns, listening to others, obeying rules and authority, controlling angerResolving conflicts peacefully: talking about problems, saying sorry when wrong, asking adults to help settle disputes, compromising (both sides giving a little)Reasons for living in peace: happiness for everyone, safety and security, better learning and growth, stronger friendships, good health (less stress), community development, showing love for GodUnderstanding peace starts with each person’s choices”Blessed are the peacemakers”
3
ENDURANCE AND TOLERANCE
Meaning of endurance: ability to bear difficult situations patiently without giving upMeaning of tolerance: accepting and respecting people who are different from us (different opinions, cultures, religions, appearances)Understanding tolerance is NOT accepting wrong behavior, but respecting differencesExamples of endurance: staying calm when
provoked, completing difficult tasks, waiting patiently, bearing with others’ weaknesses Examples of tolerance: playing with children of all tribes, respecting different religions, accepting children with disabilities, listening to different opinionsHow endurance and tolerance lead to peaceful co- existence: fewer conflicts, better understanding, stronger relationships, united community, reduced violencePracticing endurance and tolerance daily
4
OUR NEIGHBOURS: MEANING AND PEACE WITH NEIGHBOURS
Meaning of neighbour: people living near us (next house, same street, same community)Understanding “neighbour” also means anyone near us or needing helpTypes of neighbours: those living in same compound, same street, same neighborhood, classmates at school, people we meet regularlyWhy we should be at peace with neighbours: we live close together, we see each other often, we may need help from each other, conflicts affect everyone, peace makes community better, God commands us to love our neighbors, emergency situations need cooperationHow to live peacefully with neighbours: greeting them respectfully, not making too much noise, respecting their property, being helpful, resolving conflicts quickly, not gossiping, celebrating together, sharing when possibleGood neighbor parable/story
5
MID-TERM ASSESSMENT/TEST
Public behavior knowledge testPeace education assessmentEndurance and tolerance understandingNeighborliness evaluationPractical scenarios testSocial skills observation
6
MID-TERM BREAK
–
7
EMOTIONS: MEANING, TYPES, AND REASONS
Meaning of emotions: feelings we experience, how we feel insideUnderstanding emotions are normal, everyone has themTypes of emotions: Positive emotions – happiness/joy, love, excitement, pride, gratitude,
peace, hope; Negative emotions – sadness, anger, fear, worry, jealousy, loneliness, shame Reasons for different emotions: happy when good things happen (birthday, passed exam, made friends), sad when bad things happen (lost something, failed, someone died), angry when treated unfairly or frustrated, afraid when in danger or facing unknown, excited when anticipating something good, worried when facing problems or uncertaintyUnderstanding emotions change and don’t last foreverIt’s okay to have negative emotions but must express appropriatelyHealthy ways to express emotions: talking to trusted adults, crying when sad (not shameful), exercising, drawing, playingUnhealthy ways: hitting others, breaking things, hurting self
8
PERSONAL BEAUTIFICATION: HAIRSTYLING
Understanding personal beautification: making ourselves look neat, clean, and attractiveImportance of neat appearance: shows self- respect, makes good impression, shows disciplineTypes of hairdo for girls: ponytails, braids (single, double, multiple), cornrows, twists, buns, afro puff, weaving (with extensions), loose hair (combed neatly), decorated with ribbons/clipsTypes of haircut for boys: low cut, high cut, skin cut, crew cut, fade, natural afro (shaped), shaped designsHair care: washing regularly, combing daily, oiling/moisturizing, keeping neat and tidy, appropriate styles for school vs special occasionsUnderstanding hairstyles vary by cultureSchool usually requires simple, neat hairstylesBeauty is not just outward appearance but also character
9
STATES AND THEIR CAPITALS
Understanding Nigeria has 36 states plus Federal Capital Territory (FCT)States and capitals (by geopolitical zones): South-West: Lagos-Ikeja, Ogun-Abeokuta, Oyo- Ibadan, Osun-Oshogbo, Ondo-Akure, Ekiti-Ado- Ekiti South-East: Abia-Umuahia, Anambra-Awka, Ebonyi-Abakaliki, Enugu-Enugu, Imo-Owerri
South-South: Akwa Ibom-Uyo, Bayelsa-Yenagoa, Cross River-Calabar, Delta-Asaba, Edo-Benin City, Rivers-Port Harcourt North-Central: Benue-Makurdi, Kogi-Lokoja, Kwara-Ilorin, Nasarawa-Lafia, Niger-Minna, Plateau-Jos, FCT-Abuja North-East: Adamawa-Yola, Bauchi-Bauchi, Borno-Maiduguri, Gombe-Gombe, Taraba-Jalingo, Yobe-Damaturu North-West: Jigawa-Dutse, Kaduna-Kaduna, Kano-Kano, Katsina-Katsina, Kebbi-Birnin Kebbi, Sokoto-Sokoto, Zamfara-Gusau Federal Capital Territory: AbujaUnderstanding capital cities are centers of governmentMap of Nigeria showing states
10
STATE LEADERS
State Leaders: Understanding each state has leaders who governState Governor: chief executive of state, makes laws with State House of AssemblyDeputy Governor: assists governorState House of Assembly: makes laws for stateLocal Government Chairmen: lead local government areasTraditional rulers in states: Obas, Emirs, Chiefs
11
NIGERIA, MY COUNTRY
Nigeria, My Country: Identification of Nigeria: our country, in West Africa, most populous African countryNational symbols: flag (green-white-green), coat of arms, national anthem, pledgeDescription of Coat of Arms: black shield, two white horses, eagle on top, red flowers, Y-shaped band (rivers Niger and Benue)Motto: “Unity and Faith, Peace and Progress”Understanding coat of arms represents our nationPride in being Nigerian
12
END OF TERM EXAMINATION
Public behavior testPeace and tolerance assessmentEmotions knowledge testPersonal grooming evaluationStates and capitals comprehensive testState leaders identificationNigeria knowledge assessmentOverall social studies evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsSocial studies excellence celebrationAwards for peacemaking and good citizenshipNigerian culture appreciation dayPreview of third term topicsHoliday activities and tips
NURSERY 3 SOCIAL HABITS SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
PARENTAL CARE: MEANING AND FORMS
Meaning of parental care: love, protection, guidance, and provision that parents/guardians give to childrenUnderstanding parental care is essential for children’s developmentForms of parental care: Physical care – providing food, shelter, clothes, medical care; Emotional care – showing love, affection, encouragement, spending time together; Educational care – sending to school, helping with homework, providing school needs; Spiritual care – teaching about God, praying for children, taking to religious services; Social careteaching good behavior, manners, how to relate with others; Protection – keeping children safe from harm, abuse, danger; Discipline – correcting wrong behavior with love, teaching right from wrong; Financial provision – providing money for needsDifferent caregivers: parents, grandparents, foster parents, adoptive parents, guardians
2
PARENTAL CARE: REASONS CHILDREN NEED IT & CAUSES OF LACK
Reasons children need parental care: children cannot care for themselves, need guidance to grow properly, need love for emotional health, need protection from danger, need education for future, need spiritual guidance, need socialization skills, develop better with parental careWhat happens without parental care: poor health and nutrition, emotional problems, involvement in crime, dropping out of school, exploitation and abuse, low self-esteem, difficulty relating with othersCauses of lack of parental care: death of parent(s), parents working far away, poverty (parents too busy working), parental neglect/irresponsibility, divorce/separation of parents, parental illness, parental addiction (drugs/alcohol), imprisonment of parents, parents not knowing importance of care
Understanding some children lack proper care through no fault of their ownCommunity and government should help such children
3
VIOLENCE: PHYSICAL VIOLENCE AGAINST CHILDREN
Meaning of violence: use of force to harm or hurt someoneMeaning of physical violence against children: hurting children’s bodies through beating, hitting, slapping, kicking, pushing, burning, etc.Forms of physical violence: excessive corporal punishment, beating with dangerous objects, slapping faces, burning with hot objects, pushing down stairs, shaking babies/small children, denying food as punishment, locking in dark rooms, tying up childrenUnderstanding discipline ≠violence: appropriate discipline is correction with love, doesn’t cause injury or traumaEffects of physical violence: physical injuries (bruises, broken bones, burns), pain and suffering, fear and trauma, health problems, poor school performance, aggressive behavior, low self-esteem, running away from home, death (in extreme cases)Violence is wrong and illegalChildren should report physical violence to trusted adults
4
VIOLENCE: MENTAL/EMOTIONAL VIOLENCE AGAINST CHILDREN
Meaning of mental/emotional violence: hurting children’s feelings, mind, and emotions through words or actionsForms of mental violence: constant shouting and yelling, calling children bad names (stupid, useless, worthless), comparing unfavorably with others, threatening to abandon or kill, showing no love or affection, ignoring children’s needs, excessive criticism, ridiculing in public, making children feel unwanted, blaming children for adult problems, exposing to scary situations deliberatelyEffects of mental violence: low self-esteem, depression and sadness, anxiety and fear, difficulty trusting others, poor academic performance, social withdrawal, behavioral problems, anger issues, difficulty forming relationships, long-term psychological damage
Understanding words can hurt as much as physical violenceSome effects last into adulthoodChildren deserve encouragement and loveReporting emotional abuse
5
MID-TERM ASSESSMENT/TEST
Parental care knowledge testUnderstanding of violence assessmentEffects of violence evaluationChild protection awareness testIdentifying forms of abuseSafety and reporting mechanisms
6
MID-TERM BREAK
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7
ORPHANS AND VULNERABLE CHILDREN
Understanding orphans: children who have lost one or both parentsTypes of orphans: paternal orphan (lost father), maternal orphan (lost mother), double orphan (lost both parents)Understanding vulnerable children: children at high risk of abuse, neglect, or exploitationWho are vulnerable children: orphans, children with sick parents, street children, children with disabilities, children in extreme poverty, refugee children, abandoned children, children living with elderly caregiversChallenges faced: lack of basic needs, no education, exploitation, abuse, discrimination, emotional trauma, lack of guidanceHow to help: showing kindness, not discriminating, government support programs, orphanages, adoption/foster care, community support, NGO interventions, sponsorship programsUnderstanding orphans and vulnerable children deserve same rights and opportunitiesBeing kind to vulnerable children in school and community
8
CHILDREN WITH SPECIAL NEEDS
Understanding children with special needs: children with physical, mental, or developmental challenges that require extra supportTypes of special needs: Visually impaired – cannot see well or at all, may use white canes, braille, guide dogs; Hearing impaired – cannot
hear well or at all, may use hearing aids, sign language; Physically handicapped – difficulty moving, may use wheelchairs, crutches, prosthetic limbs; Autistic children – difficulty with communication and social interaction, may have repetitive behaviors; Learning disabilities – difficulty learning like other children; Speech impairment – difficulty speaking clearly Understanding these children are still valuable and capableHow to treat children with special needs: with respect and kindness, not mocking or staring, offering help when needed, including them in activities, not using hurtful words (e.g., “blind,” “cripple” as insults), being patient, treating as equalsSpecial schools and inclusive educationMany successful people have disabilities
9
CARE FOR SICK PEOPLE
Identification of sick people: showing symptoms (fever, coughing, weakness, pain), lying down often, not eating well, looking pale or tired, vomiting, having rashes, moving slowlyUnderstanding sickness is temporary, person will get betterHow to care for sick people: Practical care – helping them rest, getting them water or food, fetching their medicine (with adult supervision), keeping environment quiet, opening windows for fresh air; Emotional care – showing love and concern, visiting them, talking to them, praying for them, not complaining about them, being patient; Hygiene – washing hands before and after helping, not sharing eating utensils, covering mouth when near sick person; Getting help – telling adults if person gets worse, calling doctor if emergency, helping sick person to clinic/hospitalWhat NOT to do: disturbing their rest, making noise, giving them wrong medicine, being impatientUnderstanding caring for sick people shows compassion
10
CARE AND RESPECT FOR OLD PEOPLE
– Identification of old people: elderly, aged, senior citizens, grandparents, great-grandparents
Physical signs: gray/white hair, wrinkled skin, walking slowly, may use walking sticks, may have difficulty seeing/hearingUnderstanding old people were once young and strong, deserve respect for their yearsWhy respect old people: they have wisdom and experience, they cared for others when young, African culture values elders, religious teachings command respect, they are vulnerable and need help, they are blessings to familiesHow to respect and care for old people: greeting them properly (kneeling/prostrating in some cultures), listening to their advice, speaking politely, not shouting at them, helping with tasks (carrying loads, fetching water), giving them seats, visiting them, not mocking their weakness, being patient, obeying them, protecting them from harmOld people’s homes for those without family careUnderstanding: “Honor your father and mother that your days may be long”
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Parental care comprehensive reviewViolence against children (physical and mental)Vulnerable children and orphansChildren with special needsCare for sick and old people Year-Long Comprehensive Review: First Term: rights, abuse, stigmatization, equality, traditionsSecond Term: public behavior, peace, neighbors, emotions, NigeriaThird Term: all topics coveredComplete social habits and citizenship educationMock examination exercisesPractical scenarios and role-playing
12
END OF YEAR EXAMINATION
Third Term Assessment: Parental care testViolence understanding and effectsVulnerable children knowledgeSpecial needs awarenessCare for sick and elderly assessment
Comprehensive Year Assessment: Children’s rights and protectionPeace and toleranceNigerian citizenshipCompassion and caregivingSocial responsibilityOverall Nursery 3 social habits masteryCharacter and values assessmentCommunity awareness evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
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CIVIC EDUCATION SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
GENDER ISSUES: IDENTIFICATION OF SELF AS MALE OR FEMALE
Understanding gender: male (boy/man) and female (girl/woman)Identifying self: “I am a boy” or “I am a girl”Physical differences (age-appropriate): boys and girls have different body partsUnderstanding both genders are equally important and valuableBoys can become fathers/men, girls can become mothers/womenUnderstanding gender from birth, not a choiceRespecting both gendersUnderstanding everyone deserves respect regardless of gender
2
GENDER ISSUES: EQUALITY OF GENDERS
Understanding boys and girls are equal in value and importanceBoth genders can do most things: go to school, play, learn, work, leadNo job or activity is only for boys or only for girlsGirls can be doctors, pilots, leaders; boys can be nurses, teachers, cooksBoth should have same opportunities and rightsUnderstanding gender stereotypes are wrong: “boys don’t cry,” “girls can’t play football”Respecting and treating both genders fairlyUnderstanding God created both male and female in His image
3
GENDER ISSUES IN GAMES AND PLAYS: MALE AND FEMALE CHILDREN PLAYING TOGETHER
Understanding boys and girls can and should play togetherGames for everyone: football, hide and seek, tag, skipping, dancing, singingNo game is only for boys or only for girlsBenefits of playing together: making more friends, learning from each other, developing social skills, having more fun, breaking stereotypes, learning teamworkPlaying fairly with everyone regardless of genderIncluding everyone in games
Not bullying or excluding based on genderUnderstanding cooperation between genders is important
4
FOLK TALES FOR MALE AND FEMALE: MEANING AND IMPORTANCE
Meaning of folk tales: traditional stories passed down from ancestors, usually with moral lessonsUnderstanding folk tales are for everyone: boys and girls, men and womenExamples of Nigerian folk tales: Tortoise and his cunning ways, Why the Sky is Far Away, The Greedy Lion, Anansi the Spider storiesFolk tales featuring both male and female charactersImportance of folk tales: teach moral lessons (honesty, kindness, wisdom), preserve culture and traditions, entertain and educate, teach consequences of actions, connect us to our heritage, teach values to childrenLearning from characters regardless of their genderUnderstanding folk tales teach everyone important lessons
5
MID-TERM ASSESSMENT/TEST
Gender identification testGender equality understanding assessmentInclusive play knowledge testFolk tales understanding evaluationMoral lessons from stories testOral questions on gender and culture
6
MID-TERM BREAK
–
7
LOVE FOR ONE’S COUNTRY (NIGERIA)
Understanding what it means to love your country: feeling proud, caring about it, wanting it to be betterHow to love Nigeria: respecting national symbols (flag, anthem, coat of arms), obeying laws and rules, keeping environment clean, not littering, paying attention in school (education builds the nation), respecting leaders and elders, being peaceful and not fighting, helping others in community, not destroying public property, speaking well of Nigeria, learning about Nigerian culture and historyUnderstanding patriotism: love and devotion to one’s country
Nigeria is our home, we must care for itUnderstanding we are all Nigerians regardless of tribe or religion”Unity and Faith, Peace and Progress”
8
NATIONAL COLOURS & NATIONAL SONG (ANTHEM)
National Colours: Official colours of Nigeria: Green and WhiteDescription of Nigerian flag: two green stripes on sides, one white stripe in middle (vertical stripes)Meaning of colours: Green represents agriculture/forests (rich land), White represents peace and unityWhen flag is displayed: government buildings, schools, national events, Independence Day, international eventsRespecting the flag: standing when raised, not tearing or destroying National Song: Nigeria National Anthem (first verse): “Arise, O compatriots, Nigeria’s call obey To serve our fatherland, With love and strength and faith The labour of our heroes past, Shall never be in vain To serve with heart and might, One nation bound in freedom, peace and unity” When anthem is sung: national events, school assembly, competitionsStanding at attention during anthemUnderstanding anthem’s message: serve Nigeria, unity, freedom
9
RESPONSIBILITIES AS CHILDREN: THINGS WE MUST DO
Understanding responsibilities: duties, things we should doChildren’s responsibilities: obeying parents and teachers, doing homework and schoolwork, helping with house chores (age-appropriate), keeping self and environment clean, being honest and truthful, respecting elders and peers, taking care of belongings, eating healthy food, sleeping early, going to school regularly, playing safely, reporting danger to adults, being kind to others, following rulesUnderstanding responsibilities prepare us for adulthood
Everyone has responsibilities regardless of ageDoing responsibilities without being forcedUnderstanding rights come with responsibilities
10
CHILDREN’S RIGHTS & BASIC AMENITIES
Children’s Rights: Review of rights from Social Habits: education, healthcare, food, shelter, protection, love, play, name/identity, expressionUnderstanding rights are what we deserveAdults must protect children’s rightsBalance between rights and responsibilities Basic Amenities: Understanding basic amenities: essential services and facilities needed for comfortable livingExamples: clean water, electricity, good roads, schools, hospitals/clinics, toilets, drainage systems, waste disposal, security, recreational facilities (parks, playgrounds)Importance: make life easier, keep us healthy, help development, improve quality of lifeGovernment’s responsibility to provide amenitiesCitizens should not destroy public amenitiesUsing amenities properly and responsibly
11
REVISION OF FIRST TERM WORK
Gender issues comprehensive reviewGender equality and inclusive playFolk tales and their importanceLove for Nigeria and patriotismNational colours, flag, and anthemChildren’s responsibilitiesChildren’s rightsBasic amenities understandingMock examination exercisesSinging national anthem practice
12
END OF TERM EXAMINATION
Gender identification and equality testInclusive play assessmentFolk tales importance evaluationPatriotism and love for Nigeria testNational symbols knowledge (flag, anthem)Children’s responsibilities comprehensive testRights and amenities assessment
– Overall civic awareness evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsCivic education celebrationPatriotic songs and activitiesAwards for good citizenshipHoliday civic tipsPreview of second term topics
NURSERY 3 CIVIC EDUCATION SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
REVIEW OF RESPONSIBILITIES
Comprehensive review of responsibilities from first termUnderstanding responsibilities in different places: home, school, community, religious placesImportance of fulfilling responsibilitiesUnderstanding responsibilities show maturity and characterLinking rights and responsibilitiesPreparing for specific responsibilities in different contexts
2
RESPONSIBILITIES AT HOME: THINGS CHILDREN SHOULD DO
Understanding home responsibilities help family function wellChildren’s responsibilities at home: keeping room tidy, making bed after waking, putting away toys after play, helping set table for meals, helping clear table after eating, simple cleaning (sweeping with supervision), feeding pets (if any), putting dirty clothes in laundry basket, not wasting water/electricity, obeying parents, respecting siblings, doing homework, going to bed on time, taking care of younger siblings, running small errandsUnderstanding home chores teach life skillsDoing tasks without complainingHelping makes parents’ work easierBuilding responsibility from young age
3
RESPONSIBILITIES IN SCHOOL: THINGS CHILDREN SHOULD DO
School responsibilities: arriving on time (punctuality), wearing proper uniform, bringing required materials (books, pencils), paying attention in class, doing classwork and homework, respecting teachers and classmates, following school rules, keeping classroom clean, returning borrowed items, taking care of school property, participating in activities, staying in designated areas, lining up properly, asking questions when don’t understand, helping classmates when appropriate, reporting problems to teachersUnderstanding school is for learningGood behavior helps everyone learn better
– School responsibilities prepare for future success
4
RESPONSIBILITIES IN RELIGIOUS PLACES: CARE FOR PERSONAL BELONGINGS
Understanding religious places: churches, mosques, templesGeneral responsibilities: arriving on time, dressing appropriately, being quiet and respectful, listening to teachings, participating in prayers/songs, following rules of worship place, greeting elders respectfully, not playing or running insideHow to take care of personal belongings at places of worship: keeping shoes/slippers together, holding onto bags properly, not leaving items scattered, keeping religious books (Bible, Quran) clean and respectful, putting belongings in designated places, not losing items, asking adults for help if can’t find something, respecting others’ belongingsUnderstanding religious places are sacred, deserve respectBeing responsible even in religious settings
5
MID-TERM ASSESSMENT/TEST
Home responsibilities testSchool responsibilities assessmentReligious place behavior evaluationPersonal belongings care testUnderstanding of responsibilities in different contextsPractical scenarios assessment
6
MID-TERM BREAK
–
7
REWARDS AND CONSEQUENCES & GOVERNMENT PROPERTY
Rewards and Consequences: Rewards of performing responsibilities: praise and appreciation from parents/teachers, good grades in school, privileges (extra playtime, treats), developing good character, building self- confidence, learning life skills, respect from others, sense of achievement, preparing for adult lifeConsequences of not performing responsibilities: punishment or discipline, poor grades, loss of privileges, disappointment from parents/teachers, poor character development, difficulty in life, others won’t trust you, becoming irresponsible adult Government Property to Take Care Of:
Understanding government property belongs to all citizensExamples: school buildings and furniture, hospitals and equipment, roads and bridges, street lights, public parks, water fountains, public toilets, government vehicles, traffic lightsHow to care for them: not destroying, not writing on walls, not littering, using properly, reporting damageConsequences of destroying: everyone suffers, government spends money to repair instead of building new things
8
GOOD BEHAVIOUR: PUNCTUALITY
Meaning of punctuality: arriving early or on time for activities/appointmentsUnderstanding punctuality means not being lateExamples of punctuality: arriving at school before bell rings, being ready for lessons on time, finishing work within given time, attending events at scheduled timeImportance of punctuality: shows respect for others’ time, shows discipline and responsibility, prevents missing important information, shows good character, builds trust, prevents punishment, allows proper planning, professional behavior even as child, “time is precious”How to be punctual: preparing things night before, waking up early, not wasting time, being organized, leaving early enoughUnderstanding “punctuality is the soul of business”
9
GOOD BEHAVIOUR: OBEDIENCE
Meaning of obedience: doing what we are told by authority (parents, teachers, elders) without arguing or delayUnderstanding obedience is not slavery but respect for authorityWho to obey: parents, teachers, school authorities, elders, police, government rules/laws, God’s commandmentsImportance of obedience: keeps us safe from danger, helps us learn, shows respect, brings blessings, prevents punishment, builds trust, develops good character, makes life easier, brings peace, “obedience is better than sacrifice”When not to obey: if asked to do something wrong, harmful, or immoral (should tell trusted
adult) – Understanding obedience to God is most important
10
GOOD BEHAVIOUR: RESPECT & SELF- CONTROL
Respect: Meaning of respect: showing honor, consideration, and good manners to othersWho deserves respect: everyone – elders, parents, teachers, peers, younger ones, authority figures, people of all tribes/religionsHow to show respect: proper greetings, using polite words, listening when others speak, not interrupting, obeying instructions, not mocking or insulting, respecting property, helping othersImportance: maintains peace, shows good upbringing, earns respect in return, builds relationships, shows maturity Self-Control: Meaning: ability to control own emotions, actions, and desiresExamples: not fighting when angry, not taking others’ things even when you want them, waiting your turn, not eating too much candy, stopping play when told, controlling temperImportance: prevents problems, shows maturity, earns trust, keeps us out of trouble, helps make good decisions
11
REVISION OF SECOND TERM WORK
All responsibilities review (home, school, religious places)Rewards and consequences understandingGovernment property careGood behavior traits: punctuality, obedience, respect, self-controlImportance of each traitPractical examples and scenariosMock examination exercises
12
END OF TERM EXAMINATION
Responsibilities comprehensive test (all contexts)Rewards and consequences assessmentGovernment property knowledgePunctuality understanding testObedience evaluationRespect and self-control assessmentGood behavior traits comprehensive test
– Overall civic character evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsGood character celebrationAwards for punctuality, obedience, respectCharacter development recognitionHoliday behavior remindersPreview of third term topics
NURSERY 3 CIVIC EDUCATION SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
ORDERLINESS AT HOME
Meaning of orderliness: keeping things organized, neat, and in their proper places; doing things in proper sequenceOrderliness at home: keeping room tidy, arranging toys and books properly, putting clothes in wardrobe/drawer, shoes in shoe rack, keeping bed neat, helping keep house clean, putting things back after use, not scattering items around, washing dishes orderly (if helping), eating meals at proper times, following bedtime routine, organizing schoolworkImportance: easy to find things, prevents accidents (tripping), shows discipline, makes home beautiful, reduces stress, shows respect for family, saves time, develops good habitsUnderstanding “cleanliness is next to godliness”Orderliness is everyone’s responsibility
2
ORDERLINESS AT SCHOOL
Orderliness at school: arranging desk and books neatly, lining up properly, entering/leaving classroom orderly, keeping classroom clean, putting away learning materials after use, organizing school bag, turning in work on time, raising hand before speaking, taking turns, following instructions in sequence, putting waste in bins, keeping locker organized, wearing uniform properlyImportance: enhances learning, prevents confusion, shows discipline, maintains safety, creates pleasant environment, shows respect for teachers and classmates, develops organizational skillsClass prefects help maintain orderlinessEveryone must cooperate for orderly school
3
ORDERLINESS IN THE COMMUNITY
Understanding community: neighborhood, village, town where we liveOrderliness in community: keeping streets clean, not littering, proper waste disposal, queuing at bus stops/shops, obeying traffic rules (as pedestrians), respecting public property, parking in designated areas (for adults), organized markets, peaceful
behavior, respecting community rules, participating in community cleanup, organized events and programs Importance: beautiful environment, prevents diseases, makes community pleasant, attracts development, shows civilization, maintains peace, reflects well on residentsEveryone’s role in community orderlinessUnderstanding orderly community prospers
4
HONESTY AT HOME: HOW TO SHOW HONESTY
Review of honesty meaning: always telling truth, not lying, cheating, or stealingHow to show honesty at home: telling truth always even when afraid of punishment, admitting mistakes, not blaming siblings for what you did, not stealing from parents or siblings, not taking money without permission, returning things borrowed, keeping promises, not hiding bad behavior, saying where you’re going, honest about homework (did it or not), not exaggerating storiesBenefits at home: parents trust you, peace in family, good example to siblings, clear conscience, builds character, earns privileges, maintains harmonyUnderstanding honesty starts at home
5
MID-TERM ASSESSMENT/TEST
Orderliness understanding test (home, school, community)Honesty at home assessmentPractical scenarios evaluationCharacter traits demonstrationValues understanding test
6
MID-TERM BREAK
–
7
HONESTY AT SCHOOL & IN THE COMMUNITY
Honesty at School: How to show: not cheating in tests/exams, doing own work, admitting when you don’t understand, returning borrowed items, not lying to teachers, honest about attendance, not stealing classmates’ things, admitting mistakes, honest in group work, giving credit where dueBenefits: good grades reflect real ability, teachers trust you, good reputation, clear conscience, real learning happens Honesty in Community:
How to show: returning found items to owner or authority, not stealing from neighbors/shops, telling truth about what you saw, honest in business dealings (even as child buying things), admitting fault when damage something, keeping promises to friendsAdvantages of honesty: people trust you, good reputation, peace of mind, attracts blessings, earns respect, stays out of trouble, develops integrity, “honesty is the best policy,” God rewards honesty
8
COOPERATION AT HOME
Meaning of cooperation: working together toward common goal, helping each otherCooperation at home: helping parents with chores, assisting siblings, working together to keep house clean, sharing responsibilities, helping each other with homework, caring for younger siblings together, supporting each other, participating in family activities, resolving conflicts peacefully, team effort in family projectsBenefits: work gets done faster and easier, stronger family bonds, pleasant home atmosphere, everyone feels valued, develops teamwork skills, shows love, shares burden, teaches giving and receiving helpUnderstanding family is first team we belong to”Two heads are better than one”
9
COOPERATION IN SCHOOL
Cooperation in school: working well in group projects, helping struggling classmates (not cheating), sharing learning materials, taking turns, following class rules together, participating in class activities, helping keep classroom clean together, cooperating with teachers, group games and sports, respecting each other, collective responsibility for class behavior, supporting classmates, school teamwork activitiesBenefits: better learning outcomes, pleasant classroom, fewer conflicts, develops social skills, achieves more together, builds friendships, makes learning fun, everyone succeedsUnderstanding “unity is strength”Cooperation is key to school success
10
COOPERATION IN THE COMMUNITY &IMPORTANCE OF
Cooperation in Community: – How to cooperate: participating in community cleanup, helping neighbors when needed,
COOPERATION
community events and programs, youth organizations, respecting community leaders, collective security awareness, environmental care together, sharing community resources fairly, peaceful coexistence, supporting community development Examples: “Age grade” systems, community work days, collective farming (in villages), neighborhood watch Importance of Cooperation: Achieves goals no one can achieve alone, makes work easier and faster, builds unity and peace, develops relationships, shares skills and knowledge, multiplies success, reduces conflicts, promotes development, creates supportive environment, reflects ubuntu philosophy (“I am because we are”), biblical principle: “Can two walk together except they agree?”Understanding cooperation is essential for human survival and progress
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Orderliness (home, school, community)Honesty (home, school, community)Cooperation (home, school, community)Importance of all values Year-Long Comprehensive Review: First Term: gender equality, patriotism, national symbols, responsibilities, rightsSecond Term: specific responsibilities, good behavior (punctuality, obedience, respect, self- control)Third Term: orderliness, honesty, cooperationComplete civic values and characterNigerian citizenshipMock examination exercises
12
END OF YEAR EXAMINATION
Third Term Assessment: Orderliness comprehensive testHonesty understanding and applicationCooperation knowledge and practiceValues demonstration Comprehensive Year Assessment: Gender and equality issues
National identity and patriotismNational symbols (flag, anthem, colours)Children’s rights and responsibilitiesGood behavior traits (punctuality, obedience, respect, self-control)Orderliness in all contextsHonesty in all settingsCooperation everywhereOverall civic education masteryCharacter and citizenship assessmentValues integration evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
–
PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
EXERCISES AND GAMES: IMPORTANCE
Understanding what exercise means: physical activities that make our body move and workUnderstanding what games are: organized activities with rules, usually for fun and competitionImportance of exercises and games: keeps body strong and healthy, helps us grow properly, develops muscles and bones, improves flexibility and balance, gives us energy, helps heart and lungs work better, prevents obesity (being overweight), makes us happy and reduces stress, helps us sleep better, teaches discipline and focus, develops social skills through team games, improves coordination, builds confidenceUnderstanding regular physical activity is essential for childrenExercise should be fun, not punishment
2
GAMES: BASIC GAMES
Introduction to simple competitive gamesEgg and Spoon Race: balancing object (often bean bag or small ball) on spoon while racing, teaches balance and control, can’t let object fallSack Race: jumping in sack/bag to finish line, teaches coordination and leg strength, fun competitive activityBlindfold and Fill a Basket: blindfolded player tries to pick up objects and put in basket (with guidance from teammates), teaches trust, listening skills, spatial awarenessOther games: three-legged race (two people’s legs tied together), musical chairs, freeze dance, obstacle courseUnderstanding rules of each gameFair play and sportsmanshipTaking turns and encouraging others
3
BODY EXERCISE: STRETCHING, BENDING, RAISING ARMS AND LEGS, SKIPPING
Stretching exercises: reaching for sky (arms up), touching toes, side stretches, neck rolls, arm circles, ankle rotationsImportance of stretching: warms up muscles, prevents injuries, increases flexibilityBending exercises: bending forward, backward
(carefully), side bends, knee bends (squats) Raising arms and legs: arm raises (front, side, up), leg raises (marching, side leg lifts, back leg lifts), developing strength and controlSkipping: jumping with rope (forward, backward), jumping without rope, counting skipsBenefits: improves coordination, cardiovascular fitness, leg strengthProper form and safety in all exercises
4
BODY EXERCISE: LEAPING AND HOPPING
Leaping: big jumps from one foot to the other foot, covering distance, arm movements while leaping, leaping over small obstacles (lines, cones), leaping in different directions (forward, sideways)Benefits: develops leg power, improves coordination, builds confidenceHopping: jumping on one foot repeatedly, hopping on right foot, hopping on left foot, hopping forward and backward, hopping in place, counting hopsBenefits: strengthens individual legs, improves balance, develops controlGames incorporating leaping and hoppingUnderstanding difference between hopping (one foot) and jumping (two feet)Safety: using appropriate space, not hopping on slippery surfaces
5
MID-TERM ASSESSMENT/TEST
Practical demonstration of exercises learnedStretching and bending assessmentLeaping and hopping skills evaluationParticipation in basic gamesFollowing instructions assessmentCoordination and control observationSportsmanship and fair play evaluation
6
MID-TERM BREAK
–
7
BODY CONDITIONING AND BALANCING
Understanding body conditioning: exercises that improve overall body fitness and controlUnderstanding balance: staying steady without fallingStanding on one leg: balancing on right leg, balancing on left leg, holding position for increasing durations, eyes open then eyes closed (more difficult), arms out for balance
Benefits: develops balance, strengthens stabilizer muscles, improves focus and concentrationDancing and Freezing Game: dancing to music, freezing in position when music stops, holding freeze position (tests balance), creative movement, following rhythmBenefits: improves balance, develops musicality, teaches body control, enhances listening skillsOther balancing activities: walking on line, standing on tiptoes, balance beam (low and safe)
8
SIMPLE MOVEMENT OF PARTS OF THE BODY
Tambourine movement: moving to tambourine rhythms, fast movements when tambourine plays quickly, slow movements for slow rhythms, freezing when tambourine stops, different body parts moving to beats, coordinating movement with soundBasic movements: Walking (normal, fast, slow, on tiptoes, on heels, backward), Jogging (light running in place or moving), Running (faster pace, proper form – arms pumping, knees lifting), Bending (at waist, knees, various directions), Turning and spinning, Jumping, CrawlingUnderstanding fundamental movement patternsMoving different body parts: arms, legs, head, trunkCoordinating movementsFollowing instructions for different movementsMoving safely in shared space
9
MANIPULATIVE MOVEMENTS: THROWING AND CATCHING
Meaning of manipulative movements: controlling and moving objects using body partsUnderstanding manipulative skills are essential for sportsThrowing: underhand throw, overhand throw, throwing at targets, throwing for distance, proper throwing form (step and throw), using different objects (bean bags, balls – soft)Catching: catching with two hands, catching balls at different heights, catching thrown bean bags, hand-eye coordination, ready position (hands out), watching the objectPartner activities: throwing and catching with partner, gradually increasing distance, games like “catch”Safety: using soft objects, awareness of
surroundings, not throwing at people’s faces
10
NEURO MUSCULAR SKILLS: DANCING
Neuro Muscular Skills: Meaning: coordination between nervous system (brain) and muscles to produce movementDancing: moving body to music/rhythm, simple dance steps, following dance routines, creative movement, cultural dances (simple), coordination of arms and legs, rhythm and timingBenefits: improves coordination, develops rhythm, enhances creativity, fun exercise, cultural appreciation
11
MANIPULATIVE MOVEMENT: SOMERSAULTING
Somersaulting: Introduction to forward roll/somersault (with proper supervision and equipment)Safety is CRITICAL: only on proper mats, adult supervision always, proper technique taughtTucking chin, rolling forward smoothly, using hands for supportSome children may not be ready – that’s okayAlternative: log rolls (rolling sideways)Building confidence graduallyMock practical assessment
12
END OF TERM EXAMINATION
Comprehensive practical examinationExercise demonstrations: stretching, bending, leaping, hoppingBalance skills assessmentMovement patterns testThrowing and catching evaluationParticipation in basic gamesDancing/rhythm coordinationShort race participationFollowing instructionsOverall physical fitness observationSportsmanship and attitude evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsPhysical education achievements celebrationAwards for athletic excellence, most improved, best sportsmanshipFun physical activities and games dayHoliday exercise tips and activitiesEncouragement for active holidays
– Preview of second term activities
NURSERY 3 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
DEVELOPMENT THROUGH SPORT ACTIVITIES: PHYSICAL DEVELOPMENT
Understanding how sports and physical activities help our bodies developElements of physical development through sports:Flexibility: ability to bend and stretch easily, improved through stretching exercisesAgility: ability to move quickly and change directions easily, developed through games and drillsBalance: staying steady without falling, improved through balance exercisesCoordination: using different body parts together smoothly, developed through various activitiesReaction: responding quickly to signals/situations, improved through gamesSpeed: how fast we move, developed through running activitiesStrength: how strong muscles are, developed through exerciseUnderstanding regular sports/exercise develops all these elementsAge-appropriate development expectations
2
DEVELOPMENT
Understanding sports and games affect how we feel (emotions)Elements of emotional development through sports:Positive emotions: Zeal/enthusiasm (eagerness to play and try), Excitement (happiness about activity), Contentment (satisfaction with participation), Joy (happiness from playing), Confidence (believing in abilities), Pride (in achievements)Negative emotions (and how to manage): Anxiety (nervousness – overcome through practice), Apathy (lack of interest – find enjoyable activities), Anger (frustration – learn self-control), Boredom (not interested – try variety), Hostility (aggression – learn peaceful competition), Disappointment (when losing – learn good
THROUGH SPORT
ACTIVITIES:
EMOTIONAL
DEVELOPMENT
sportsmanship) Learning to manage emotions through sportsUnderstanding winning and losing are both part of gamesBuilding emotional resilience through physical activities
3
DEVELOPMENT THROUGH SPORT ACTIVITIES: SOCIAL DEVELOPMENT
Understanding sports help us learn to interact with othersElements of social development through sports:Cooperation: working together with team members, helping each otherTeamwork: playing together toward common goal, understanding everyone’s roleTolerance: accepting others’ mistakes, being patient with different skill levelsFriendliness: being kind to teammates and opponents, making friends through sportsFairness: playing by rules, not cheating, accepting referee decisionsHospitality: welcoming new players, being inclusiveRespect: for coaches, opponents, teammates, equipment, rulesCommunication: talking to teammates, listening to instructionsLeadership: sometimes leading, sometimes followingUnderstanding sports teach life skillsBuilding character through physical education
4
MARCHING EXERCISE: CONCEPT AND IMPORTANCE
Concept of marching exercise: organized walking in rhythm and pattern, often in formationUnderstanding marching combines physical activity with disciplineBasic marching skills: standing at attention (straight posture, arms at sides), marching in place (lifting knees, coordinated arms), marching forward (in time with others), turning while marching (left, right, about-face), starting and stopping on command, maintaining proper spacing, swinging arms rhythmicallyMarching commands: “Attention,” “Forward march,” “Halt,” “Left turn,” “Right turn”Importance of marching: develops discipline and focus, improves coordination, teaches following instructions, builds teamwork (moving together),
develops good posture, prepares for organized activities/events, enhances listening skills, cultural significance (military, parades, ceremonies) – Simple marching drills and practice
5
MID-TERM ASSESSMENT/TEST
Physical, emotional, and social development understanding testMarching skills practical assessmentFollowing marching commandsCoordination and discipline evaluationTeamwork observationAttitude and behavior in sports assessment
6
MID-TERM BREAK
–
7
BODY EXERCISE: SWINGING AND TWISTING
Swinging exercises: Arm swings (forward and backward, side to side, circles), Leg swings (forward and back, side to side – holding support), Combined arm swings (both arms together, alternate arms), Trunk swinging (gentle swinging from waist)Benefits: loosens joints, improves flexibility, warms up muscles, develops rhythmTwisting exercises: Trunk twists (left and right, hands on waist or arms extended), Hip twists, Neck turns (gentle), Ankle and wrist rotations, Full body twistBenefits: improves flexibility, strengthens core muscles, enhances range of motionSafety: movements should be controlled, not jerky, warm up before twisting exercisesCombining swinging and twisting in routines
8
BODY EXERCISE: JUMPING AND BENDING
Jumping exercises: Jumping with two feet together, Jumping jacks (arms and legs out and in), Jump and turn (90°, 180°), Jumping forward and backward, Jumping side to side, Jumping over small objects, Jumping in patterns, High jumps (reaching up), Long jumps (forward distance)Benefits: strengthens legs, improves cardiovascular fitness, develops power, enhances coordinationBending exercises review: Forward bends (touching toes), Backward bends (careful, supervised), Side bends (left and right), Knee
bends (squats), Combined bending (incorporating arms) Benefits: increases flexibility, strengthens muscles, improves postureProper technique and safety in all movements
9
NEURO MUSCULAR SKILLS: CLIMBING
Meaning of neuromuscular skills review: brain and muscles working togetherClimbing: developing coordination and strength through climbing activitiesTypes of climbing (age-appropriate and supervised): Climbing playground equipment (slides, jungle gyms), Climbing stairs (various ways – forward, sideways, backward carefully), Climbing ladders (supervised), Climbing over obstacles (mats, benches – low height), Wall climbing (if available, with proper equipment)Skills involved: hand-eye coordination, foot placement, body awareness, strength (arms, legs, core), problem-solving (planning route), confidence and courageBenefits: full-body workout, develops strength, improves coordination, builds confidence, spatial awarenessSafety: proper supervision always, appropriate equipment, safe heights for age, teaching proper technique, spotting children, safe landing surfaces
10
TRACK EVENTS
Track Events: Introduction to track events: running races on designated path/trackShort distance race (25m race): understanding race distance (about 25 meters), starting position (standing or crouching), listening for start signal, running straight to finish line, not stopping until past finish, proper running formRace rules and sportsmanshipCelebrating all participants, not just winnersRunning in pairs: understanding partner racing, coordinating with partner, staying together (or tied together in some formats), communication while running, teamwork in racingBenefits: develops cooperation, adds challenge, teaches coordination with others
11
POSTURE
Posture: – Meaning of posture: position in which we hold our body
Good sitting posture: back straight, feet flat on floor, sitting back in chair, not slouching, head level, shoulders relaxedImportance: prevents back pain, better breathing, easier concentration, looks confidentGood standing posture: standing straight, shoulders back, head up, weight distributed evenly on both feet, stomach in, not leaning to one sideImportance: prevents fatigue, looks confident, better for spine health, proper body alignmentGood reading posture: book at proper distance (not too close), adequate lighting, sitting with back support, book at eye level, not lying flat while reading, taking breaksImportance: prevents eye strain, better reading, prevents neck painGood sleeping posture: sleeping on side (best) or back, proper pillow height, comfortable mattress, not sleeping on stomach (can strain neck), relaxed positionImportance: better sleep quality, prevents body aches, proper spine alignment, waking refreshedMock examination activities
12
END OF TERM EXAMINATION
Comprehensive physical activities assessmentMarching skills testBody exercises demonstration (swinging, twisting, jumping, bending)Climbing skills evaluation (if equipment available)Running activities assessmentPosture demonstration (sitting, standing, reading)Understanding of development through sportsTeamwork and social skills observationOverall fitness and coordination evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsPhysical fitness celebrationAwards for excellence and improvementFun sports day activitiesHoliday fitness tipsPreview of third term (indoor games, ball games, specific sports)
– End of term celebrations
NURSERY 3 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
INDOOR GAMES
Understanding indoor games: games played inside buildings, don’t require large spacesWhy indoor games are important: can play when weather is bad, develops mental skills, different from outdoor sports, quieter activitiesExamples of indoor games:Chess (introduction – will be covered in detail later)Ludo game: board game with dice, moving pieces around board, reaching home firstCard games: simple matching games, memory games, unoVideo games (introduction – will be covered in detail later)Other indoor games: checkers/draughts, dominoes, puzzles, board games (Snakes and Ladders, Monopoly Jr.), table gamesBenefits: develops thinking skills, patience, strategy, following rules, taking turnsUnderstanding balance between indoor and outdoor activities
2
SPORT FACILITIES AND EQUIPMENT
Meaning of sport facilities: places and structures where sports are playedExamples of sport facilities: field/playground (for running, football, games), gym/gymnasium (indoor sports facility), swimming pool, basketball court, volleyball court, tennis court, track (for races)Meaning of sport equipment: tools and items used to play sportsExamples of sport equipment: balls (football, basketball, tennis, etc.), stopwatch (timing races), whistle (referee’s tool), bibs/vests (identifying teams), boots/cleats (for football, other sports), shin guards (protection), goalposts, nets, bats/rackets, cones (marking areas), ropes, matsImportance of facilities and equipment: make sports possible, ensure safety, enhance performance, organize activitiesTaking care of sport equipment: using properly,
storing safely, not damaging, reporting broken items – Understanding not all schools have all facilities – making do with available resources
3
BALL GAMES AND EXERCISES: FOOTBALL(Part 1)
Understanding football/soccer: most popular sport worldwide, played with round ball, two teams trying to score goalsBasic football skills:Passing: kicking ball to teammate, inside of foot pass (most accurate), outside of foot pass, different power passesDribbling: moving ball forward while maintaining control, using both feet, keeping ball close, looking up while dribblingShooting: kicking ball toward goal to score, power and accuracy, different shooting techniquesIntroduction to other skills: stopping/controlling ball, basic defendingFootball equipment: ball (size 3 for young children), jersey/shirt, shorts, socks, boots/cleats (or trainers), shin guards, whistle (for referee), goalpostsBasic rules (simplified): no hands (except goalkeeper), score by putting ball in goal, offside (very basic concept), fouls and free kicksBenefits: teamwork, cardiovascular fitness, coordination, strategic thinking
4
BALL GAMES AND EXERCISES: FOOTBALL (Part 2) & BASKETBALL
Football continued: Practice and gamesSimple football drillsMini football matchesPositions (very basic): goalkeeper, defenders, midfielders, forwardsSportsmanship in football Basketball: Introduction to basketball: played with orange ball, two teams, scoring by throwing ball through elevated hoop/basketBasic basketball skills:Bouncing/Dribbling: bouncing ball continuously while moving, using fingertips not palm, alternating hands, keeping ball low, looking upThrowing/Passing: chest pass (two hands from
chest), bounce pass (ball bounces to teammate), overhead pass Shooting: throwing ball toward basket to score, proper form (BEEF – Balance, Eyes, Elbow, Follow-through – simplified)Basketball equipment: basketball (size 5 for children), hoops/baskets (lowered for children), jersey, shorts, basketball shoes/boots, whistleBasic rules (simplified): dribble or pass (no running with ball), score in opponent’s basket, no pushing/holdingBenefits: height development, jumping ability, hand-eye coordination, teamwork
5
MID-TERM ASSESSMENT/TEST
Indoor games knowledge testSport facilities and equipment identificationFootball skills practical assessmentBasketball skills evaluationDribbling, passing, shooting testsGame participation and teamworkSportsmanship observation
6
MID-TERM BREAK
–
7
TABLE TENNIS
Concept of table tennis (ping-pong): indoor racket sport, played on table with net, small ball, two or four playersUnderstanding it’s called “table tennis” because it’s like tennis but on tableBasic skills in table tennis:Gripping: holding bat/paddle properly (shake- hand grip or pen-hold grip – simple version)Serving: starting play by hitting ball so it bounces on own side then opponent’s side, underhand serveStroking: hitting ball back and forth, forehand stroke (hitting on same side as grip), backhand stroke (hitting across body)Returning: hitting ball back to opponent, proper positioningEquipment needed: table tennis table (with net), ball (small, light, white or orange), bats/paddles/rackets (two), sometimes score boardBasic rules (simplified): serve must bounce on both sides, ball bounces once only, alternating serves, scoring (simple point system)Benefits: improves reflexes, hand-eye coordination, concentration, quick thinking
– Can be played indoors in any weather
8
CHESS
Concept of chess: strategy board game, two players, different pieces with different moves, goal is to checkmate opponent’s kingUnderstanding chess is a thinking game, not a physical gameChess board: 64 squares (8×8), alternating light and dark colorsChess pieces (introduction – very basic for nursery level): King (most important), Queen (powerful), Rook/Castle, Bishop, Knight, PawnsVery basic introduction to how some pieces move (detailed learning comes later in primary school)Understanding chess teaches: thinking ahead, planning, patience, concentration, problem- solving, decision-makingBenefits: develops intelligence, improves memory, teaches cause and effect, enhances creativity, improves focusUnderstanding chess is popular worldwideFamous chess players (brief mention)Beginning chess: setting up board, identifying piecesNote: Full chess rules typically taught in Primary school, this is just introduction
9
VIDEO GAMES
Meaning of video games: games played on electronic devices (computers, tablets, game consoles, phones)Understanding video games are indoor entertainmentExamples of video games (age-appropriate):Solitaire: card game on computerSuper Mario: adventure game with character MarioSoccer games (PES/FIFA): football simulation gamesTemple Run: running and obstacle avoidance gameEducational games: math games, spelling games, learning gamesOther mentions: Grand Theft Auto (note: this is NOT age-appropriate for nursery – should clarify), Brick breaker, Puzzle gamesUnderstanding moderation: video games can be fun but shouldn’t replace physical activity, screen
time limits, importance of outdoor play, balancing video games with other activities Benefits when used properly: hand-eye coordination, problem-solving, strategic thinking, entertainmentConcerns: too much screen time, reduced physical activity, eye strainRules for video game use: ask parents first, play age-appropriate games only, take breaks, limit time
10
REVIEW OF ALL BALL GAMES AND INDOOR ACTIVITIES
Comprehensive review of football: skills, rules, equipmentBasketball review: skills, rules, equipmentTable tennis review: skills, equipmentChess introduction reviewIndoor games comprehensive reviewVideo games discussion and understanding moderationSport facilities and equipment reviewComparing different sports: similarities and differencesUnderstanding variety in sports and gamesChoosing sports based on interest and abilityPractice sessions for all activities covered
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: Indoor games comprehensive practiceSport facilities and equipmentBall games skills (football, basketball, table tennis)Chess basicsVideo games understanding and moderation Year-Long Comprehensive Review: First Term: basic exercises, games, body movements, manipulative movements, track eventsSecond Term: development through sports, marching, body exercises, neuromuscular skills, postureThird Term: indoor games, sport facilities, ball gamesComplete physical and health education reviewAll physical skills practiceUnderstanding healthy active lifestyleMock comprehensive examination
12
END OF YEAR
Third Term Assessment: – Indoor games knowledge test
EXAMINATION
Sport facilities and equipment identificationFootball and basketball skills practical testTable tennis skills assessment (if equipment available)Chess pieces identificationVideo games understanding test Comprehensive Year Assessment: Overall physical fitness evaluationVarious exercise demonstrationsGame participation and skillsCoordination and balanceTeamwork and sportsmanshipSport knowledge (rules, equipment, facilities)Understanding of healthy active lifestyleAttitude toward physical educationComplete Nursery 3 physical education mastery
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
–
CREATIVITY SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
COLOURING A CAR
Introduction to vehicle artIdentifying car outline and parts: body, wheels, windows, doors, headlightsChoosing appropriate colours for car (any colour is fine – creativity encouraged)Colouring within lines neatlyDifferent car types: sedan, SUV, sports carAdding details: windows (blue/black), wheels (black/grey), headlights (yellow)Creating background: road, sky, treesUnderstanding cars as means of transportationFinishing work completely and neatly
2
FREE EXPRESSION
Complete creative freedom in art makingDrawing and colouring own choice of subjectNo restrictions on topic or styleUsing various materials: crayons, pencils, markersExpressing feelings, ideas, and imagination through artExperimenting with colours and shapesCreating original artworkSharing and explaining artwork to classBuilding confidence and creativityUnderstanding art has no “wrong” way
3
PLASTICINE
Introduction to plasticine/modelling clay (review and advancement)Warming and softening plasticine properlyMaking 3D shapes: spheres, cylinders, cubes, coilsCreating more complex objects: animals, fruits, vehicles, people (simple figures)Combining different coloursUsing tools: plastic knives, rollers, cuttersDeveloping fine motor skills and hand strengthUnderstanding 3D art vs 2D drawingCleaning up and storing plasticine properly
4
THUMB PRINT ART
Review of thumb printing techniqueUsing washable paint or ink padsCreating more complex thumb print art
Making pictures: animals (caterpillar, butterfly, ladybug, fish), flowers, trees, peopleCreating scenes with multiple thumb printsAdding details with markers or pens after prints dryUnderstanding each thumb print is uniqueDeveloping creativity with simple techniqueProper hand washing after activity
5
MID-TERM ASSESSMENT/TEST
Practical colouring assessment (car or similar vehicle)Creative expression evaluationPlasticine modelling testThumb print art projectCreativity and originality assessmentNeatness and completion evaluationFollowing instructions test
6
MID-TERM BREAK
–
7
HAND PRINT ART
Review and advancement of hand printingCreating more elaborate hand print artHand print animals: turkey (fingers as feathers), fish, butterfly, octopus, peacockHand print flowers and treesCreating family hand print art (different sizes)Adding details and backgroundsUsing multiple colours on one handDeveloping creativity with hand printsUnderstanding hands as art toolsProper cleaning after activity
8
COLOURING BARNEY
Introduction to character colouringIdentifying Barney (purple dinosaur character)Understanding character features and coloursColouring Barney: purple body, green belly/detailsStaying within character outlineAdding background: playground, park, skyDeveloping character recognition through artNeat and careful colouringUnderstanding characters in art and media
Adding details: eyes, nostrils, hoovesCreating background: farm, mud puddle, barnUnderstanding farm animals through artLearning about pigsNeat colouring within lines
10
STRAW JEWELRY MAKING
Introduction to jewelry making with strawsMaterials: drinking straws (cut into small pieces), string/yarn, scissorsCutting straws into bead-sized pieces (with supervision)Threading straw pieces onto stringCreating patterns with different coloured strawsMaking necklaces and braceletsTying secure knots (with help)Understanding patterns and sequencesDeveloping fine motor skillsWearing created jewelryWearable art appreciation
11
REVISION OF FIRST TERM WORK
Review of all colouring techniquesFree expression concepts reviewPlasticine work practicePrinting techniques review (thumb and hand prints)Character colouring reviewJewelry making reviewPreparing portfolio of best worksMock practical assessment
12
END OF TERM EXAMINATION
Comprehensive colouring testPlasticine modelling assessmentPrinting techniques evaluationJewelry making skills testCreative expression projectNeatness and completion assessmentOverall artistic development evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed artworksDistribution of report cardsArt exhibition: displaying term’s best worksAwards for creativity, neatness, and improvementHoliday art activity suggestionsPreview of second term projectsCelebration of creative achievements
NURSERY 3 CREATIVITY SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
COLOURING AN UMBRELLA
Identifying umbrella shape and parts: canopy, handle, spokesUnderstanding umbrella function: protection from rain/sunChoosing bright, vibrant colours for umbrellaCreating patterns: stripes, polka dots, sections with different colours, designsColouring within curved umbrella outlineAdding background: rain, raindrops, clouds, or sunshineDeveloping colour combination skillsNeat and creative colouring
2
VEGETABLE PRINT ART
Introduction to vegetable printing (review and expansion)Vegetables as stamps: okra (star shape), carrots (circles), potatoes (carved shapes), bell peppers, cabbage, celeryCutting vegetables safely (adult supervision)Dipping in paint and stamping on paperCreating pictures and patterns with vegetable printsCombining different vegetable printsUnderstanding shapes vegetables makeCreating greeting cards or art piecesConnecting art with nature and foodProper cleanup after activity
3
PLASTICINE (ADVANCED)
Review and advancement of plasticine skillsCreating more detailed 3D objectsMaking figures with multiple parts: people with movable limbs, detailed animals, vehicles with partsCreating scenes with multiple objectsMixing colours to create new shadesUsing various techniques: rolling, flattening, pinching, coilingBuilding structural creationsDeveloping spatial awareness and 3D thinkingAdvanced fine motor skill development
4
MAKING/DESIGNING A HAND FAN
Introduction to hand fan makingMaterials: cardboard/thick paper, popsicle sticks, decorating materialsTypes of fans: paddle fan, folding fan (simple version)Designing fan surface: drawing, colouring, patterns, stickersCutting fan shape (with supervision)Attaching handle (popsicle stick or folded paper)Decorating with colours, glitter, stickers, drawingsUnderstanding fans keep us coolFunctional art creationTesting fan by waving
5
MID-TERM ASSESSMENT/TEST
Colouring assessment (umbrella or similar object)Vegetable printing technique testPlasticine advanced modelling evaluationHand fan creation and decorationCreativity and originality assessmentProject completion test
6
MID-TERM BREAK
–
7
COLOUR SPLASH ART
Introduction to colour splash/splatter techniqueSafety measures: aprons, covering work areaTechniques: flicking paint, dropping paint from height, using brush to splashCreating controlled splashes (not completely messy)Understanding abstract artExperimenting with colour mixing through splashingCreating backgrounds or complete splash paintingsExpressing emotions through colour and movementJackson Pollock style art (age-appropriate introduction)Cleanup procedures
8
SPIKY HEDGEHOG
Introduction to hedgehog art projectUnderstanding hedgehog features: round body, pointed nose, many spikes
Creating hedgehog body: drawing/tracing or using template, colouring brown/greyMaking spikes: using fork dipped in paint to create spike texture, gluing on cut paper strips, using real (safe) twigs, drawing spikesAdding features: eyes, nose, feetCreating habitat background: leaves, grass, gardenUnderstanding hedgehogs and their characteristicsMixed media art projectTexture creation techniques
9
FREE EXPRESSION & PAPER COLLAGE
Free Expression: Midterm creative freedom projectDrawing/creating any chosen subjectUsing various materials availablePersonal artistic expression Paper Collage: Introduction to collage: art made by gluing different materialsMaterials: coloured paper, magazines, newspapers, tissue paperTechniques: tearing, cutting, gluingCreating pictures by arranging paper piecesMaking landscapes, animals, abstract designsLayering for depthComposition and arrangement skillsDeveloping fine motor skillsUnderstanding collage as art form
10
FRIENDSHIP TREE
Friendship Tree: Creating friendship/class unity treeDrawing large tree trunk and branches (or using template)Making leaves: hand prints, paper cutouts, drawn leavesWriting/adding names of friends on leavesCan be individual or class projectUnderstanding friendship and communityCollaborative art appreciation
11
MAKING JEWELRIES
Making Jewelries: – Jewelry making with various materials
Using beads, pasta (painted), buttons, paper beads (rolled paper)Threading on string or yarnCreating patterns and designsMaking necklaces, bracelets, ringsColor coordinationFine motor skill development
Return of assessed worksDistribution of report cardsArt exhibition and gallery walkAwards for artistic excellenceHoliday creative activities ideasPreview of third term projectsCelebration of artistic growth
NURSERY 3 CREATIVITY SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
PLASTICINE (MASTERY)
Advanced plasticine workCreating complex 3D structuresMaking detailed figures and scenesCombining multiple pieces into one artworkCreating miniature worlds or dioramasAdvanced colour mixingUsing all techniques learned: rolling, coiling, pinching, sculptingCreating final plasticine masterpieceUnderstanding sculpture as art formBuilding confidence in 3D art
2
RUBBER/FOAM COLLAGE
Introduction to rubber/foam collageMaterials: foam pieces, rubber cutouts, craft foam sheetsCutting foam shapes (with supervision)Gluing foam pieces to create picturesCreating textured artworkUnderstanding 3D collage vs flat collageMaking animals, flowers, patterns with foamLayering for dimensionDeveloping spatial awarenessSafe use of materials
3
SAND COLLAGE
Introduction to sand art/collageMaterials: sand (natural or coloured), glue, paper/cardboardTechnique: applying glue to specific areas, sprinkling sand, shaking off excessCreating textured pictures with sandUsing different coloured sand for sections (if available)Making beach scenes, deserts, textured backgroundsUnderstanding texture in artUsing natural materials in artCareful handling of sandUnique artistic medium
4
FREE EXPRESSION
Major creative freedom projectChoosing own subject, materials, and techniques
Applying all skills learned throughout the yearCreating meaningful artworkExpressing personal ideas and feelingsExperimenting with combinations of techniquesWorking independentlyBuilding artistic confidenceShowcasing individual creativity
5
MID-TERM ASSESSMENT/TEST
Collage techniques assessment (rubber/foam or sand)Plasticine mastery projectFree expression creativity evaluationTechnical skills comprehensive testArtistic development observationIndependence in art making
6
MID-TERM BREAK
–
7
DESIGNING A PAPER PLATE
Introduction to paper plate artUnderstanding plate as canvasDesign options: face designs (animals, people, characters), flower designs, patterns and mandalas, seasonal themesDecorating techniques: painting, colouring, gluing materials, adding tissue paper, creating 3D elementsMaking masks or decorative platesUsing additional materials: ribbons, buttons, glitter, yarnCreating functional or decorative artThinking creatively about everyday objects
8
DESIGNING A CONE HAT
Introduction to cone hat makingMaterials: paper/cardboard, decorating suppliesCreating cone shape: rolling paper into cone, securing with glue/tape/staplesDecorating hat: painting, colouring, adding patterns, gluing decorationsMaking different themed hats: party hat, wizard hat, princess hat, clown hatAdding ribbons, pom-poms, stars, streamersCreating elastic or string to hold hatWearing created hats (hat parade)3D wearable artCelebration of creativity
9
MAKING CARDS (GREETING CARDS)
Introduction to card makingTypes of cards: birthday, thank you, get well, holiday, congratulations, invitationFolding paper to create cardDesigning card front: drawing, colouring, collage, stickersWriting or copying simple messages inside (with help)Adding decorations: glitter, ribbons, cut-outs, stampsUnderstanding cards express feelings and messagesCreating cards for specific people/occasionsCombining art and communicationMeaningful art creation
10
COLOUR SPLASH & FEATHER ART
Colour Splash (Review): Advanced colour splash techniquesCreating more controlled splash artCombining splash with other techniques Feather Art: Introduction to using feathers in artMaterials: craft feathers (various colours), glue, paperCreating pictures with feathers: birds, angels, Native American headdresses (cultural sensitivity), peacocks, decorative patternsCombining feathers with drawing/paintingUnderstanding texture and natural materialsCreating 3D effects with feathersAppreciating birds and nature through artGentle handling of feathers
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: All collage types (paper, rubber, sand)Plasticine masteryPaper plate and cone hat designsCard makingFeather art Year-Long Comprehensive Review: All colouring techniques from three termsAll printing methods (thumb, hand, vegetable)Plasticine development through the yearCollage techniques (paper, rubber, sand)3D projects (fans, hats, jewelry)
Free expression throughout yearComplete artistic journey reviewPreparing comprehensive portfolioSelecting best works from entire yearMock examination
12
END OF YEAR EXAMINATION
Third Term Assessment: Advanced collage workDesign projects (plate, hat, or card)Feather art projectCreative application of techniques Comprehensive Year Assessment: Overall artistic developmentTechnical skills masteryCreativity and originalityUse of various materials and techniquesFine motor skills developmentIndependence in art makingExpression and communication through artPortfolio review of year’s best worksComplete Nursery 3 creativity mastery evaluation
13
CLOSING
–
PERSONAL DEVELOPMENT SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
INFORMATION ABOUT ONESELF
Knowing and stating full name clearlyKnowing age and birthdayKnowing gender (boy or girl)Knowing home address (at least street or area)Knowing names of siblingsUnderstanding personal identityBeing able to describe self (physical appearance, likes, dislikes)Knowing favorite things (food, color, toy, activity)Understanding we are all unique and specialBuilding confidence in self-knowledgeImportance of knowing personal information for safety
2
INFORMATION ABOUT PARENTS/GUARDIANS AND TEACHER
Knowing parents’/guardians’ full namesKnowing what parents do (occupation/job)Knowing parents’ phone numbers (at least one)Understanding parents care for and protect usKnowing teacher’s name and titleUnderstanding teacher’s role in helping us learnRespecting parents/guardians and teachersKnowing emergency contactsUnderstanding to tell parents or teachers if in troubleBuilding relationship with authority figures
3
INFORMATION ON COUNTRY AND SCHOOL
Knowing name of country: NigeriaKnowing Nigeria is in AfricaKnowing national colors: green and whiteBasic knowledge of Nigerian flagKnowing school’s full nameKnowing school address or locationUnderstanding class name (Nursery 3)Knowing school colors/motto (if applicable)Pride in country and schoolBelonging to Nigerian communityUnderstanding school is second home
4
PUNCTUALITY & DOING MY HOMEWORK
Punctuality: Meaning: arriving on time or earlyImportance of coming to school earlyGetting ready on time for activities
Not wasting timePreparing things the night beforeBenefits: doesn’t miss lessons, shows responsibility, respects others’ time Doing My Homework: Understanding what homework isWhy homework is importantTaking homework home carefullyFinding quiet place to do homeworkAsking for help when neededDoing homework neatly and completelyReturning homework on timeDeveloping responsibility and good study habits
5
MID-TERM ASSESSMENT/TEST
Personal information recall testParents and teacher information assessmentCountry and school knowledge testPunctuality understanding evaluationHomework responsibility assessmentOral questions on topics covered
6
MID-TERM BREAK
–
7
CORRECT LEARNING POSITION
Correct Learning Position: Proper sitting position: back straight, feet on floor, facing forwardSitting at appropriate distance from deskPosition for different activities: sitting for writing, sitting on mat for story time, standing for songsNot rocking on chair or standing unnecessarilyImportance: better learning, good posture, safety
8
PROPER WAY OF ANSWERING QUESTIONS
Raising hand and waiting to be called before answeringNot shouting out answersSpeaking clearly and loudly enough to be heardStanding when answering (if required by teacher)Looking at teacher when answeringThinking before answeringIt’s okay to say “I don’t know” and asking for helpNot interrupting when others are answeringRespecting others’ attempts to answerUnderstanding mistakes are part of learningEncouraging others when they answerBeing confident when speaking
9
PROPER WAY TO
– Sneezing: covering nose and mouth with tissue
SNEEZE, YAWN AND COUGH
or elbow (not hands), turning head away from people, disposing tissue properly, washing hands after, saying “excuse me” Yawning: covering mouth with hand or turning away, trying to yawn quietly, saying “excuse me,” understanding yawning is natural when tiredCoughing: covering mouth with tissue or elbow, turning away from people, not coughing on food or others, washing hands, saying “excuse me,” telling adults if cough persistsUnderstanding these actions spread germs if not done properlyHygiene and consideration for othersImportance of tissues and handkerchiefsWashing hands frequently
10
ORDERLINESS, BULLYING AND FIGHTING
Orderliness: Meaning: keeping things organized and tidyKeeping desk and belongings organizedLining up properlyFollowing routines and schedulesPutting things in proper placesDoing things in proper sequenceBenefits: easy to find things, shows discipline, creates pleasant environment Bullying and Fighting: Understanding bullying: repeatedly hurting others (words or actions)Bullying and fighting are bad and wrongEffects: hurt feelings, fear, injuriesWhat to do if bullied: tell teacher/parent, walk away, say “stop”Not bullying othersUsing words instead of fightingBeing kind to everyoneReporting problems to adults
11
PROPER USE OF MATERIALS
Proper Use of Materials: Handling books carefully (not tearing, not bending pages)Using pencils, crayons, scissors correctly and safelySharing materials with classmatesReturning materials to proper placesNot wasting materialsAsking permission before using others’ materials
Taking care of school propertyBeing responsible with learning tools
12
END OF TERM EXAMINATION
Personal information comprehensive testSchool and classroom behavior assessmentHomework responsibility evaluationProper positions and material handlingHygiene practices testOrderliness assessmentUnderstanding of bullying and appropriate behaviorOverall personal development evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsPersonal development achievements celebrationAwards for good behavior, punctuality, orderlinessHoliday behavior remindersPreview of second term topicsEnd of term activities
NURSERY 3 PERSONAL DEVELOPMENT SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
GREETINGS IN THE MORNING AND AFTERNOON
Importance of greetings: shows respect, friendliness, good mannersMorning greetings: “Good morning” (to everyone), “Good morning, Ma/Sir” (to teachers), “Good morning, Mummy/Daddy” (to parents), time for morning greetings (from waking until 12 noon)Afternoon greetings: “Good afternoon” (to everyone), “Good afternoon, Ma/Sir” (to teachers), time for afternoon greetings (from 12 noon until evening)Evening greetings: “Good evening” (from around 4-5pm onward)Proper tone and body language when greetingResponding to greetings appropriatelyGreeting everyone: adults, peers, visitorsCultural greetings in local languagesUnderstanding greeting makes people feel valued
2
CONGRATULATORY GREETINGS
Congratulatory Greetings: Understanding congratulations: expressing happiness for someone’s achievementWhen to congratulate: birthdays (“Happy Birthday”), passing exams (“Congratulations,” “Well done”), winning competitions, achievements, promotions, weddings, new babiesHow to congratulate: saying congratulatory words, clapping, giving cards/gifts, smiling, showing genuine happinessBeing happy for others’ success
3
AVOIDING BAD INFLUENCE & MAKING FRIENDS WITH GOOD PEOPLE
Avoiding Bad Influence: Understanding influence: effect people have on our behaviorBad influence: people who encourage wrong behavior (lying, stealing, fighting, disobedience, rudeness)Recognizing bad influence: if someone makes you do wrong thingsHow to avoid: saying “no” to wrong things, walking away, choosing good friends, telling parents/teachersUnderstanding peer pressure
Making own good decisions Making Friends with Good People: Good people: kind, honest, respectful, obedient, helpfulBenefits of good friends: become better person, stay out of trouble, happinessHow to choose friends: look for good character, shared positive interestsBeing a good friend yourself: kind, honest, loyal, helpfulUnderstanding “show me your friend and I’ll tell you who you are”
4
SIMPLE COURTESY: “EXCUSE ME PLEASE”
Simple Courtesy – “Excuse Me Please”: When to use “Excuse me”: getting someone’s attention, passing through a crowd, interrupting politely, leaving table, getting past someone, before asking question, after burping/sneezingUnderstanding it’s polite way to get attentionTone: saying it politely, not demandingWaiting after saying itAdding “please” makes it more polite
5
MID-TERM ASSESSMENT/TEST
Greetings at different times testCongratulatory and sympathy expressionsFriendship and influence understandingCourtesy expressions usageSchool rules knowledge testPractical courtesy demonstrations
6
MID-TERM BREAK
–
7
PROPER WAYS OF ANSWERING YOUR NAME
Importance of responding when name is calledProper responses: “Yes, Ma/Sir,” “Present,” “Here”Speaking clearly and audiblyLooking at person who called your nameResponding promptly (not ignoring)Standing if required by teacherNot shouting responseUnderstanding answering name shows respect and attentionBeing alert and attentive during roll callPractice sessions for name-callingCultural variations in responsesUnderstanding your name is important and personal
8
SIMPLE COURTESY: GREETING WITH APPROPRIATE COURTESY
Review of greetings from earlier weeksCultural context of greetings in NigeriaTraditional greetings: kneeling/prostrating for elders (depending on culture), shaking hands appropriately, bowing slightlyModern greetings: handshake, verbal greetingsAge-appropriate greetings: to elders (more formal and respectful), to peers (friendly), to younger ones (kind)Body language: smiling, eye contact (where culturally appropriate), pleasant expressionTime-appropriate greetings reviewSpecial greetings: “Welcome,” “How are you?” and appropriate responsesGreeting visitors to school/homeUnderstanding greeting customs may vary by cultureShowing respect through proper greetings
9
SIMPLE COURTESY: SAYING “THANK YOU”
Understanding gratitude: being thankful and appreciating othersWhen to say “Thank you”: receiving gifts, receiving help, after meals (to cook/parents), when served, receiving compliments, when someone does something for you, after borrowing and returningHow to say it: sincerely, looking at person, with smile, clearlyOther expressions of thanks: “Thanks,” “Thank you very much,” “I appreciate it”Responding to “Thank you”: “You’re welcome,” “It’s my pleasure,” “No problem”Writing thank you notes (simple)Understanding gratitude makes others feel valuedBeing genuinely thankfulNot taking things for granted
10
SIMPLE COURTESY: SAYING “I AM SORRY” & “PARDON ME”
“I Am Sorry”: Understanding apology: saying sorry for mistakes or wrongsWhen to apologize: hurting someone (physically or emotionally), breaking things, making mistakes, being late, disobeying, lyingHow to apologize: sincerely, looking at person, meaning it, not making excuses, promising to do betterAccepting apologies: forgiving, saying “It’s okay,” “I forgive you”
Understanding apologizing shows good characterMaking amends after apologizing “Pardon Me”: Similar to “Excuse me” but slightly differentWhen to use: didn’t hear someone (asking them to repeat), made small mistake, need to interrupt, before disagreeing politelyUnderstanding it’s polite expressionTone and manner of saying it
11
REVISION OF SECOND TERM WORK
All greetings comprehensive reviewCongratulations and sympathy expressionsFriendship and influence choicesAll courtesy expressions: excuse me, thank you, sorry, pardon meProper greeting with cultural courtesySchool rules reviewAnswering name properlyMock examination exercises
12
END OF TERM EXAMINATION
Greetings comprehensive test (all times)Congratulatory and sympathy expressionsGood influence and friendship assessmentAll courtesy expressions usage testSchool rules knowledgeProper responses evaluationPractical courtesy demonstrationsOverall manners and behavior assessment
13
CLOSING & END OF TERM ACTIVITIES
Return of examination scriptsDistribution of report cardsCourtesy and manners celebrationAwards for politeness and good behaviorHoliday courtesy remindersPreview of third term topics (etiquette)End of term activities
NURSERY 3 PERSONAL DEVELOPMENT SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
MAKING REQUEST POLITELY: “COULD YOU KINDLY…”
Understanding polite requests: asking for things in respectful wayPolite request phrases: “Could you kindly…,” “May I please…,” “Would you mind…,” “Can I please…,” “Please could you…” When to make requests: needing help, wanting something, asking permission, requesting serviceHow to make polite requests: using magic words (please, kindly), proper tone (not demanding), clear speech, patient waiting for response, accepting “no” gracefullyDifference between demanding and requestingExamples: “Could you kindly help me?” “May I please have…?” “Would you mind opening…?”Understanding polite requests more likely to be grantedThanking person after request is grantedBuilding respectful communication skills
2
ETIQUETTE: MINDING YOUR LANGUAGE ALWAYS
Understanding etiquette: good manners and proper behaviorMinding language: watching what we say and how we say itUsing appropriate words: no bad words, no insults, no name-calling, no cursingSpeaking respectfully to everyone: elders, peers, younger onesTone of voice: not shouting, not being rude, speaking kindlyWhen to speak and when to be quiet: not interrupting, not talking during serious moments, being quiet in certain placesPositive language: encouraging words, kind comments, complimentsAvoiding gossip and tale-bearingUnderstanding words can hurt or heal”Think before you speak”Consequences of bad language: punishment, hurt feelings, bad reputation
3
ETIQUETTE:
Understanding dressing reflects who we areAppropriate dressing for different occasions:
MINDING YOUR DRESSING
school (uniform), home (casual but decent), church/mosque (modest and respectful), parties (neat and appropriate), sports (sportswear) School uniform: wearing complete uniform, properly worn (tucked in, buttoned), clean and neat, correct shoes and socksCleanliness: wearing clean clothes daily, bathing before dressing, clean shoesModesty: covering body appropriately, age- appropriate clothingNeatness: clothes well-ironed, no torn clothes, matching clothesCultural considerations in dressingUnderstanding dressing shows respect for self and othersNot judging others by their clothesPride in appearance without vanity
4
SCHOOL ETIQUETTE: HOW TO BEHAVE POLITELY IN SCHOOL
Understanding school etiquette: proper behavior expected in schoolIn classroom: raising hand before speaking, not talking when teacher is teaching, paying attention, respecting classmates, keeping area clean, not eating during lessons (unless allowed)In assembly: standing straight, being quiet, singing along, paying attentionIn corridors: walking (not running), speaking quietly, giving way to others, not pushingIn dining area: queuing properly, table manners, not wasting food, cleaning up after eatingIn playground: playing safely, sharing equipment, including others, following game rulesIn library: being very quiet, handling books carefully, not runningIn toilets: using properly, keeping clean, washing hands, not playingGeneral school etiquette: greeting all staff, respecting school property, following all school rules, being helpfulRepresenting school well always
Understanding public places: places used by many peopleChurch etiquette: arriving on time, dressing modestly and respectfully, being quiet and attentive, not playing or running, singing along, sitting properly, not eating or chewing gum, turning off phones (for adults), greeting people politely, respecting sacred space, following church rules, listening to sermon/teachingMosque etiquette: removing shoes before entering, performing ablution if required, dressing modestly (covering appropriately), being quiet, men and women in separate areas (understanding), sitting properly, listening to Imam, not walking in front of those praying, respecting prayer timesUnderstanding religious places are sacredRespecting all religions even if different from yoursGeneral reverence and respect in worship places
8
ETIQUETTE IN PUBLIC PLACES: MUSEUM AND OTHER PUBLIC FACILITIES
Museum etiquette: speaking quietly or whispering, not touching exhibits (unless “please touch” sign), following guide’s instructions, walking carefully, no running, taking pictures only if allowed, learning and asking questions appropriately, not eating or drinking, respecting artifacts and displaysLibrary etiquette: complete silence or very quiet whispers, handling books carefully, returning books to proper places, not running, asking librarian for help quietlyHospital/Clinic etiquette: being quiet (people are sick), sitting patiently, following nurses’ instructions, not touching medical equipment, showing sympathy to sick peoplePark etiquette: not littering, not destroying plants or equipment, sharing play equipment, playing safelyShopping mall/market etiquette: staying with adults, not touching everything, queuing properly, being polite to shopkeepersPublic transport etiquette: giving seats to elderly/pregnant women, queuing properly, not
being too loud – General public behavior: being respectful, following rules, considering others
9
HOW TO SHOW SYMPATHY
Understanding sympathy: showing care when someone is sad or has problemsWhen to show sympathy: sickness, loss, sadness, accidents, disappointmentHow to show sympathy: saying “I’m sorry,” “I hope you feel better,” comforting words, being gentle, not laughing at their problem, offering help, listeningUnderstanding sympathy shows kindness and empathy
10
SCHOOL RULES AND REGULATIONS
Understanding rules: guidelines for behaviorWhy schools have rules: safety, order, fairness, better learningCommon school rules: arriving on time, wearing uniform, obeying teachers, no fighting, no bullying, staying in designated areas, respecting property, completing workConsequences of breaking rules: punishment, loss of privilegesBenefits of following rules: safe environment, good learning, good reputationRespecting and obeying school rules
11
REVISION OF THIRD TERM’S WORK
Third Term Review: Polite request makingLanguage and dressing etiquetteSchool etiquettePublic places etiquette
12
END OF YEAR EXAMINATION
Third Term Assessment: Polite request making testEtiquette comprehensive test (language, dressing, school, public places)Behavior in various contexts
13
CLOSING
–
SONGS & RHYMES SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
THIS LITTLE PIG
Learning the traditional finger rhymeFive verses for five toes/fingers: “This little pig went to market,” “This little pig stayed home,” “This little pig had roast beef,” “This little pig had none,” “This little pig cried ‘Wee, wee, wee’ all the way home”Touching each toe/finger with each verseUnderstanding the story sequenceActions: gentle tickling on last verseCounting practice (five pigs)Parent-child bonding activityFun and interactive performance
2
OLD MACDONALD HAD A FARM
Learning the classic farm songUnderstanding farm animals and their soundsAnimal sounds: cow (moo), pig (oink), duck (quack), sheep (baa), horse (neigh), chicken (cluck), dog (woof), cat (meow)Repetitive chorus: “E-I-E-I-O”Verse structure with animal namesActing out different animalsMaking appropriate animal soundsTaking turns choosing which animal to sing aboutUnderstanding farm life and animals
3
JACK AND JILL WENT UP THE HILL
Learning the traditional nursery rhymeStory: Jack and Jill going up hill to fetch water, Jack falling and tumbling, Jill tumbling afterUnderstanding the narrativeRhyming words: hill/Jill, crown/down, after/laughterActions: pretending to climb, falling down safely, tumblingDiscussing helping each otherSimple melodyTraditional rhyme appreciationGroup performance
4
TWO FAT GENTLEMEN
Learning the finger play rhymeCharacters: Two fat gentlemen (thumbs), Two tall policemen (index fingers), Two slim ladies (middle fingers), Two short nurses (ring fingers),
Two little babies (pinky fingers) Actions: introducing each pair, bowing to each other, walking away and coming backFull rhyme with dialogue between fingersFine motor skill developmentCharacter voices for different pairsUnderstanding social interactionsFun finger play activity
5
MID-TERM ASSESSMENT/TEST
Singing assessment: This Little Pig with actionsOld MacDonald performance with animal soundsJack and Jill with actions and story understandingTwo Fat Gentlemen finger playMelody and rhythm evaluationActions and coordination testParticipation and expression assessment
6
MID-TERM BREAK
–
7
HEY DIDDLE DIDDLE
Learning the nonsense rhymeCharacters: cat with fiddle, cow jumping over moon, little dog laughing, dish and spoon running awayUnderstanding imaginative/silly rhymesRhyming words: diddle/fiddle, moon/spoonActions: playing fiddle, jumping, laughing, runningDiscussing impossibility and imaginationDeveloping creativity through nonsenseGroup acting out different charactersTraditional nursery rhyme heritage
8
GOOSY GOOSY GANDER
Learning the traditional rhymeStory: goose wandering upstairs, downstairs, lady’s chamberUnderstanding old-fashioned languageActions: wandering, walking up and downRhyming pattern: gander/wander, stairs/prayersDiscussing what “chamber” means (old word for bedroom)Cultural and historical contextSimple melodyTraditional heritage appreciation
9
LITTLE FISHES IN ABROOK & ONE TWO
Little Fishes in a Brook: – Learning about fish and water
BUCKLE MY SHOE
Swimming motions with handsCounting fishUnderstanding water habitats One Two Buckle My Shoe: Counting rhyme from 1-10 (or 1-20)”One, two, buckle my shoe; Three, four, knock at the door; Five, six, pick up sticks; Seven, eight, lay them straight; Nine, ten, a big fat hen”Number recognition through songActions for each number pairRhythm and counting combinationMemory development
10
COBBLER COBBLER MEND MY SHOE & FIVE CURRANT BUNS
Cobbler Cobbler: “Cobbler, cobbler, mend my shoe, Get it done by half past two”Understanding cobbler (shoe repair person)Learning about time (introduction)Actions: hammering, sewing shoe Five Currant Buns: Counting down from 5 to 1″Five currant buns in a baker’s shop, round and fat with sugar on top”Subtraction concept through songActions: holding up fingers, buying bunsRole-play: baker and customerUnderstanding shops and buying
11
REVISION OF FIRST TERM WORK
Review all songs learned: This Little Pig, Old MacDonald, Jack and Jill, Two Fat Gentlemen, Hey Diddle Diddle, Goosy Goosy Gander, Little Fishes, One Two Buckle My Shoe, Cobbler Cobbler, Five Currant BunsSinging with actions for all songsGroup performancesIndividual singing opportunitiesChoosing favorites to performMock examination practice
12
END OF TERM EXAMINATION
Comprehensive singing assessmentIndividual or group performance of selected songsActions and movements evaluationMelody and rhythm testLyrics recall assessment
Expression and confidence evaluationParticipation throughout term observation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsConcert/performance for parents (optional)Singing all favorite songs from termAwards for musical participation and improvementHoliday song practice encouragementDistribution of song lyrics sheetsPreview of second term songsCelebration activities
NURSERY 3 SONGS & RHYMES SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
YANKEE DOODLE
Learning the American folk song”Yankee Doodle went to town, riding on a pony, Stuck a feather in his cap and called it macaroni”Understanding the story and historical context (simplified)Catchy melody and rhythmActions: riding horse, putting feather in capLearning about different cultures through songsMarching rhythmFun, energetic performance
2
HUSH LITTLE BABY
Learning the lullaby/promise songUnderstanding lullabies: gentle songs to calm babiesVerses with promises: mockingbird, diamond ring, looking glass, billy goat, etc.”And if that… doesn’t…, Papa’s gonna buy you…”Pattern and repetitionSoft, gentle singing voiceUnderstanding parent-child loveSoothing melodyConnection to bedtime and comfort
3
HUMPTY DUMPTY
Learning the classic nursery rhymeStory: Humpty Dumpty (egg) sitting on wall, having great fall, unable to be put together againUnderstanding the narrativeRhyming: wall/fall, men/againActions: sitting high, falling down (safely), trying to fixDiscussion about being carefulUnderstanding consequencesTraditional rhyme appreciation
4
DINAH BLOW YOUR HORN
Learning the folk song”Dinah, Dinah, show us your horn, Show us your horn, show us your horn”Understanding musical instruments (horn/trumpet)Actions: blowing horn, making trumpet soundsRhythm and repetitionMusical appreciationGroup call and response
– Energetic performance
5
MID-TERM ASSESSMENT/TEST
Yankee Doodle singing with actionsHush Little Baby soft singing assessmentHumpty Dumpty performance with story understandingDinah Blow Your Horn with actionsMelody and expression evaluationSong recall testParticipation assessment
6
MID-TERM BREAK
–
7
ALL THE BIG SHEEP SAIL & TOUCH A FRIEND’S HANDS
All The Big Sheep Sail: Learning the sailing songUnderstanding ships and sailingActions: sailing motions, rowingOcean and sea themes Touch A Friend’s Hands: Interactive action song”Touch a friend’s hands, touch a friend’s nose, touch a friend’s shoulders, touch a friend’s toes”Body parts identificationSocial interaction through musicPartner activityGentle touching and respecting personal spaceBuilding friendships through song
8
FIVE BALLOONS
Learning the counting song”Five balloons in the sky so high, One went POP! and started to cry”Counting down from 5 to 1Subtraction through songActions: holding up fingers, popping balloon (clapping), cryingUnderstanding balloons and celebrationsLoud “POP” soundNumber recognition and counting backwardsFun, energetic song
9
THIS LITTLE PIG (REVIEW) & PIGGY ON THE RAILWAY
This Little Pig (Review): Reinforcing the rhyme from first termMore confident performance Piggy on the Railway: Learning the train song”Piggy on the railway, picking up stones, Along came
an engine and broke piggy’s bones” Understanding trains and railwaysTrain sounds and actionsDiscussion about railway safetyRhyming: stones/bonesUnderstanding consequences of unsafe behavior
10
FIVE LITTLE BIRDS
Learning the bird counting song”Five little birds without any home, Five little trees in a row, Come build your nest in our branches tall, We’ll rock you to and fro”Counting and nature themeUnderstanding birds and nestsActions: flying like birds, building nests, rockingGentle melodyEnvironmental awarenessCaring for nature theme
11
REVISION OF SECOND TERM WORK
Review all second term songs: Yankee Doodle, Hush Little Baby, Humpty Dumpty, Dinah Blow Your Horn, All The Big Sheep Sail, Touch A Friend’s Hands, Five Balloons, This Little Pig, Piggy on the Railway, Five Little BirdsSinging with actionsGroup and individual performancesFavorite song selectionMock examination practice
12
END OF TERM EXAMINATION
Comprehensive singing assessmentLullaby vs energetic song differentiationCounting songs evaluationAction songs with movements testInteractive songs (Touch A Friend’s Hands)Melody, rhythm, and lyrics assessmentOverall musical development evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessment resultsDistribution of report cardsMusical performance showcaseAwards for excellence and improvementHoliday song materialsFamily singing encouragementPreview of third term songsCelebration activities
NURSERY 3 SONGS & RHYMES SCHEME OF WORKTHIRD TERM
WEEK
TOPIC
CONTENT
1
MARY HAD A LITTLE LAMB
Learning the complete classic songStory: Mary’s lamb following her to school, making children laugh”Its fleece was white as snow, And everywhere that Mary went, The lamb was sure to go”Understanding loyalty and affectionGentle melodyActions: being Mary, being lamb followingDiscussion about kindness to animalsAll verses practiceSchool connection in the song
2
HERE WE GO ROUND THE MULBERRY BUSH
Learning the action circle game song”Here we go round the mulberry bush, mulberry bush, mulberry bush, Here we go round the mulberry bush, on a cold and frosty morning”Verses about daily activities: “This is the way we wash our clothes/face/hands, brush our teeth, go to school”Circle game with actionsUnderstanding daily routinesGroup coordinationActing out daily activitiesTraditional singing game
3
OLD MOTHER HUBBARD
Learning the traditional nursery rhymeStory: Mother Hubbard and her dog, bare cupboard, dog’s various activitiesMultiple verses: dog doing unusual things (reading news, playing flute, dancing jig)Understanding humor in rhymesRhyming pattern throughoutActions: acting out dog’s activitiesNarrative rhymeTraditional heritage appreciation
4
SING A SONG OF SIXPENCE
Learning the classic nursery rhyme”Sing a song of sixpence, a pocket full of rye, Four and twenty blackbirds baked in a pie”Story: king, queen, maid, blackbirdsUnderstanding old-fashioned conceptsVerses about different charactersActions: counting blackbirds, king eating, queen eating, maid hanging clothes, blackbird pecking
nose Rhyming words: rye/pie, honey/money, nose/clothesImaginative and whimsical narrativeMultiple verses to learn
5
MID-TERM ASSESSMENT/TEST
Mary Had A Little Lamb singing and storyHere We Go Round the Mulberry Bush with actionsOld Mother Hubbard multiple versesSing A Song of Sixpence complete performanceMelody and lyrics assessmentActions and coordination testExpression evaluation
6
MID-TERM BREAK
–
7
DING DONG BELL
Learning the cautionary rhyme”Ding dong bell, pussy’s in the well, Who put her in? Little Johnny Flynn, Who pulled her out? Little Tommy Stout”Understanding the moral: “What a naughty boy was that, To try to drown poor pussy cat”Rhyming: bell/well, in/Flynn, out/StoutDiscussion about being kind to animalsActions: ringing bell, pulling up from wellUnderstanding right and wrong behaviorMoral lesson through songTraditional rhyme with message
8
HICKETY PICKETY MY BLACK HEN
Learning the short nursery rhyme”Hickety, pickety, my black hen, She lays eggs for gentlemen, Gentlemen come every day, To see what my black hen doth lay”Understanding farm life and chickensRhyming: hen/gentlemen, day/layActions: being a hen, laying eggs, counting eggsSimple melodyAppreciation for farm animalsShort but complete rhyme
9
CLAP CLAP HANDS
Learning the action song”Clap, clap, clap your hands, clap your hands together”Multiple verses: stamp feet, shake your head, jump up high, turn aroundFollowing action instructions in songDeveloping body awareness
Coordination and rhythmEnergetic group activitySimple instructions through musicFun physical activity song
10
REVIEW OF ALL YEAR’S FAVORITE SONGS
Comprehensive review of favorite songs from all three termsStudent choice: each child selects favorite song to performGroup performance of most popular songsMedley of multiple songsUnderstanding growth in singing ability throughout yearCelebrating musical journeyBuilding confidence through performancePreparing for graduation showcase
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Songs: Mary Had A Little Lamb, Here We Go Round the Mulberry Bush, Old Mother Hubbard, Sing A Song of Sixpence, Ding Dong Bell, Hickety Pickety, Clap Clap Hands Year-Long Comprehensive Review: First Term favoritesSecond Term favoritesThird Term songsAll nursery rhymes and action songsCounting and learning songsTraditional heritage songsMock examination comprehensive practiceConcert rehearsal for graduation
12
END OF YEAR EXAMINATION
Third Term Assessment: Recent songs performanceAction songs evaluationTraditional rhymes test Comprehensive Year Assessment: Overall singing ability from all termsSong recall from entire yearActions and movements coordinationRhythm and melody masteryParticipation and enthusiasmMusical expression and confidencePerformance of selected songs from yearComplete Nursery 3 musical development
evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of assessment resultsDistribution of comprehensive report cardsGrand musical concert for parents: performing favorite songs from the entire yearSongs and Rhymes showcase with actions and full performancesAwards for: Musical Excellence, Best Singer, Most Expressive, Most Improved, Participation Champion
HANDWRITING SCHEME OF WORK (NURSERY 3) FIRST TERM
WEEK
TOPIC
CONTENT
1
TRACING AND WRITING LETTERS: a, b
Review of proper pencil grip (tripod grip)Correct sitting position for writingLetter ‘a’: circle and short line, starting point, tracing multiple times, independent writingLetter ‘b’: tall line down, circle on right, tracing and writingUnderstanding lowercase lettersLetter sounds: /a/ as in apple, /b/ as in ballWriting on lines (understanding baseline, midline)Practice writing letters multiple timesLetter recognition while writing
2
TRACING AND WRITING LETTERS: c, d
Letter ‘c’: curve opening to right, starting at top, tracing and writingLetter ‘d’: circle and tall line up (ascender), proper formationLetter sounds: /c/ as in cat, /d/ as in dogDistinguishing between ‘b’ and ‘d’ (common confusion)Consistent letter size and spacingMultiple tracing and writing practiceConnecting letters to pictures/words
3
TRACING AND WRITING LETTERS: e, f
Letter ‘e’: curve and short horizontal line, starting pointLetter ‘f’: tall line down, two short crosses (ascender and midline)Letter sounds: /e/ as in egg, /f/ as in fishUnderstanding ‘f’ as tall letter (ascender)Proper stroke sequenceTracing and independent writingBuilding letter formation confidence
4
TRACING AND WRITING LETTERS: g, h
Letter ‘g’: circle and tail going down (descender), careful formationLetter ‘h’: tall line down and hump, ascender letterLetter sounds: /g/ as in goat, /h/ as in hatUnderstanding ‘g’ goes below line (descender)Understanding ‘h’ is tall letter (ascender)Differentiating letter heights
– Extensive tracing and writing practice
5
MID-TERM ASSESSMENT/TEST
Pencil grip and sitting position observationWriting letters a-h from memory (no tracing)Letter formation accuracy assessmentSize consistency evaluationProper starting points testStroke direction and sequenceOverall handwriting progress evaluation
6
MID-TERM BREAK
–
7
TRACING AND WRITING LETTERS: i, j, k
Letter ‘i’: short line and dot on top, simple formationLetter ‘j’: line down with hook (descender) and dot, careful formationLetter ‘k’: tall line down and two diagonal linesLetter sounds: /i/ as in ink, /j/ as in jug, /k/ as in kite Understanding ‘j’ goes below lineUnderstanding ‘i’ and ‘k’ heightsTracing and writing practiceRemembering dots on ‘i’ and ‘j’
8
TRACING AND WRITING LETTERS: l, m, n
Letter ‘l’: tall straight line (ascender), simple but tallLetter ‘m’: line down with two humps, wider letterLetter ‘n’: line down with one humpLetter sounds: /l/ as in lion, /m/ as in mat, /n/ as in net Understanding ‘l’ is tall letterDistinguishing ‘m’ and ‘n’ (number of humps)Proper formation and spacingExtensive writing practice
9
TRACING AND WRITING LETTERS: o, p, q
Letter ‘o’: complete circle, starting at topLetter ‘p’: line down (descender) and circle on rightLetter ‘q’: circle and tail down on right (descender)Letter sounds: /o/ as in orange, /p/ as in pen, /q/ as in queenUnderstanding ‘p’ and ‘q’ go below lineDistinguishing ‘p’ and ‘q’ (mirror images)Careful descender formation
– Tracing and writing practice
10
TRACING AND WRITINGLETTERS: r, s, t & u, v, w, x, y, z
r, s, t Letter ‘r’: line down with small curve on topLetter ‘s’: continuous S-curveLetter ‘t’: line down with cross near topLetter sounds and formation u, v, w, x, y, z Letter ‘u’: curve down and up with short lineLetter ‘v’: two diagonal lines meeting at bottomLetter ‘w’: double-v formationLetter ‘x’: two crossing diagonalsLetter ‘y’: two diagonals with tail down (descender)Letter ‘z’: horizontal-diagonal-horizontal (zigzag)All letter soundsCompleting lowercase alphabetIntensive practice
11
COMPLETE ALPHABET & WRITING NUMBERS 1-20
Comprehensive review of all lowercase letters a-zWriting complete alphabet in orderIdentifying and writing tall letters (ascenders): b, d, f, h, k, l, tIdentifying and writing letters with descenders: g, j, p, q, yRegular letters that stay on midlineWriting Numbers 1-20: proper formation of each number, correct starting points, consistent size, tracing and independent writingMock examination preparation
12
END OF TERM EXAMINATION
Complete lowercase alphabet writing test (a- z)Letter formation accuracy assessmentSize and spacing consistency evaluationAscenders and descenders proper formation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed handwriting workDistribution of report cardsHandwriting exhibition: best work displayAwards for excellent handwriting and improvementHoliday handwriting practice materials
Encouragement for continued practicePreview of second term (copying words and sentences)Celebration of alphabet mastery
NURSERY 3 HANDWRITING SCHEME OF WORK SECOND TERM
WEEK
TOPIC
CONTENT
1
TRACING AND WRITING SOUNDS: a, b (REVIEW)
Review of letters ‘a’ and ‘b’ from first termUnderstanding letters represent soundsWriting letters with sound awarenessPhonics connection: /a/ and /b/ soundsWords beginning with ‘a’ and ‘b’Tracing and independent writingBuilding phonics-handwriting connectionFluent letter formation
2
LOOK AND COPY: “IN, AT, IS, IT”
Introduction to copying simple two-letter wordsWord: “IN” – copying carefully, letter spacing, understanding meaningWord: “AT” – proper formation, spacingWord: “IS” – copying accuratelyWord: “IT” – completing two-letter words setUnderstanding these are sight words (high- frequency)Copying from model aboveConsistent letter size and spacing between wordsReading words after writing
3
IDENTIFY AND COPY TALL SOUNDS (ASCENDERS): h, b, d, f
Understanding tall letters/ascenders: letters that go above midlineIdentifying tall letters in wordsLetter ‘h’: tall line and hump, tracing and writingLetter ‘b’: tall line and circle, careful formationLetter ‘d’: circle and tall line, distinguishing from ‘b’Letter ‘f’: tall line with two crossesHeight consistency for all tall lettersWriting tall letters in wordsExtensive practice with ascenders
4
IDENTIFY AND COPY SOUNDS WITH LEGS (DESCENDERS): g, p, j, q, y
Understanding letters with descenders: letters that go below baselineIdentifying descenders in wordsLetter ‘g’: circle and tail downLetter ‘p’: line down with circle
Letter ‘j’: line down with hook and dotLetter ‘q’: circle with tail on rightLetter ‘y’: two diagonals with tail downConsistent descender lengthWriting descenders in wordsPractice with “letters with legs”
5
MID-TERM ASSESSMENT/TEST
Copying simple words (2-letter words)Tall letters (ascenders) writing testLetters with legs (descenders) writing testLetter formation accuracySpacing and size consistencyReading and writing assessmentOverall progress evaluation
6
MID-TERM BREAK
–
7
READ AND COPY: “of, me,my, we”
Copying two-letter words with focus on reading firstWord: “of” – understanding common word, careful copyingWord: “me” – personal pronoun, neat writingWord: “my” – possessive pronoun, proper formationWord: “we” – plural pronoun, accurate copyingReading before writing (look-say-write method)Understanding word meaningsConsistent handwritingSight word recognition and writing
8
READ AND COPY: “fat, dog,pig, box”
Copying three-letter CVC (Consonant- Vowel-Consonant) wordsWord: “fat” – reading and copying, letter spacingWord: “dog” – with descender ‘g’, careful formationWord: “pig” – with ascenders and descenders, height awarenessWord: “box” – with tall letter, neat copyingUnderstanding these are simple nounsConnecting words to pictures/meaningsConsistent letter formationBuilding word-writing confidence
9
LOOK AND COPY: 1-20
– Comprehensive review of numbers 1-20 from first term
(NUMBERS REVIEW)
Writing each number with proper formationNumber sequence 1-20Consistent number sizeProper starting points for each numberWriting numbers in orderRandom number writingNumber-writing fluency developmentConnecting to numeracy learning
10
REVIEW ALL SOUNDS: TALL, WITH LEGS, AND SHORT
Review tall sounds (ascenders): b, d, f, h, k, l, t – identifying and writingReview sounds with legs (descenders): g, j, p, q, y – practicing all descendersShort sounds (regular letters): a, c, e, i, m, n, o, r, s, u, v, w, x, z – letters that stay on midlineComprehensive letter classification practiceWriting words with mixed letter typesUnderstanding letter heights and proportionsBuilding complete handwriting mastery
11
REVISION OF SECOND TERM WORK
Review of copying two-letter words: in, at, is, it, of, me, my, weReview of copying three-letter words: fat, dog, pig, boxTall letters comprehensive practiceLetters with legs extensive practiceShort letters reviewNumbers 1-20 writing practiceMock examination exercisesPreparation for final assessment
12
END OF TERM EXAMINATION
Copying two and three-letter words testTall letters writing assessmentLetters with descenders evaluationShort letters testNumbers 1-20 comprehensive writingLetter classification understandingSpacing and size consistencyOverall handwriting progress evaluation
13
CLOSING & END OF TERM ACTIVITIES
Return of assessed workDistribution of report cardsHandwriting progress celebrationAwards for excellent copying and letter formationHoliday practice materials (words to copy)
Encouragement for continued practicePreview of third term (longer words and sentences)End of term activities
NURSERY 3 HANDWRITING SCHEME OF WORK THIRD TERM
WEEK
TOPIC
CONTENT
1
LOOK AND COPY: TALL SOUNDS
Extensive practice with all tall letters (ascenders)Letters: b, d, f, h, k, l, tWriting tall letters individuallyWriting words containing tall lettersExamples: bed, hill, fish, look, feltConsistent height for all ascendersProper proportion and spacingBuilding confidence with tall lettersPreparation for sentence writing
2
LOOK AND COPY: SOUNDS WITH LEGS
Extensive practice with all descendersLetters: g, j, p, q, yWriting descenders individuallyWriting words containing descendersExamples: pig, jump, queen, playingConsistent descender lengthProper below-line formationBuilding confidence with descendersUnderstanding complete letter formation
3
LOOK AND COPY: SHORT SOUNDS
Extensive practice with regular letters (no ascenders or descenders)Letters: a, c, e, i, m, n, o, r, s, u, v, w, x, zWriting short letters individuallyWriting words with only short letters: can, run, sun, cowsUnderstanding midline lettersConsistent size and spacingCompleting letter type masteryBuilding foundation for longer words
4
LOOK AND COPY: THREE- LETTER WORDS
Copying CVC (Consonant-Vowel- Consonant) wordsExamples: cat, dog, sun, pen, hat, cup, map, bag, sit, runReading word before copyingProper letter spacing within wordsConsistent letter sizeUnderstanding word as unitConnecting to phonics and readingBuilding word-writing fluency
– Multiple word copying practice
5
MID-TERM ASSESSMENT/TEST
Tall letters comprehensive writingLetters with legs comprehensive writingShort letters comprehensive writingThree-letter words copying testLetter formation and spacingSize consistency evaluationOverall handwriting quality assessment
6
MID-TERM BREAK
–
7
LOOK AND COPY: FOUR- LETTER WORDS
Copying four-letter words (CVCC, CCVC patterns)Examples: jump, hand, stop, frog, play, went, shop, duckUnderstanding longer word structureMaintaining consistent letter sizeProper spacing between lettersReading before writingUnderstanding word meaningsBuilding stamina for longer wordsMultiple practice exercises
8
LOOK AND COPY: FIVE- LETTER WORDS
Copying five-letter wordsExamples: plant, house, brush, three, sweet, green, blackManaging longer wordsConsistent letter formation throughout wordProper spacingNot lifting pencil unnecessarilyUnderstanding complex word structuresReading and writing connectionBuilding confidence with word length
9
COPY SENTENCE: “THEDOOR IS SHUT” & “Mum can cook”
Sentence 1: “THE DOOR IS SHUT” First sentence copying experienceCapital ‘T’ at beginning (introduction to capitals)Spacing between wordsFull stop at endReading complete sentenceCopying each word carefully Sentence 2: “Mum can cook” Capital ‘M’ for name/beginningThree words with proper spacingUnderstanding sentence structure
Meaning comprehensionNeat copying
10
COPY SENTENCE: “I likemum and dad” & “Duck can swim”
Sentence 1: “I like mum and dad” Capital ‘I’ (always capital)Five words – longer sentenceConsistent spacingFamily vocabularyPersonal statement Sentence 2: “Duck can swim” Capital ‘D’ at beginningSimple subject-verb structureAnimal and action vocabularyNeat sentence copyingUnderstanding complete thoughts
11
REVISION OF THIRD TERM & YEAR’S WORK
Third Term Review: All letter types comprehensive practiceThree, four, and five-letter wordsSentence copying practiceCapital letters at sentence beginningsSpacing and punctuation Year-Long Comprehensive Review: Complete alphabet lowercase masteryNumbers 1-20Letter classification (tall, descenders, short)Word copying (2-5 letters)Sentence structure basicsComplete handwriting journey reviewMock examination preparationPortfolio of best work
12
END OF YEAR EXAMINATION
Third Term Assessment: Four and five-letter words copyingSentence copying with proper spacing and capitalsPunctuation awareness (full stops) Comprehensive Year Assessment: Complete lowercase alphabet a-zNumbers 1-20Letter classification masteryWord copying (various lengths)Sentence copying abilityPencil grip and posture
Letter formation accuracySize and spacing consistencyOverall Nursery 3 handwriting masteryReadiness for Primary 1 writing demandsProgress from beginning of year evaluation
13
CLOSING, PROMOTION & GRADUATION ACTIVITIES
Return of all assessed handwriting workDistribution of comprehensive report cardsHandwriting exhibition: displaying year’s progress (first work vs final work)Awards for: Best Handwriting, Most Improved, Neatest Work, Consistent Excellence
