Nursery School Blended British and Nigerian Curriculum Scheme of Work

Access Nursery School Blended British and Nigerian Curriculum Scheme of work for PreSchool Education Subjects topics for Early Years Foundation Stages (EYFS) all three Terms available free download PDF –Schemeofwork.com

Nursery School First Term, Second Term and Third Term Scheme of work for British national curriculum with a blend of the Nigerian National Curriculum for British and Montessori Schools.

Blended British and Nigerian Curriculum Scheme of work for Nursery School Subjects

The Subjects includes; Number Concept, Language Art, Creative Arts And Crafts, Seasonal Creativity, Physical & Health Education, Story, Songs And Rhymes, Grace And Courtesy, Practical Life, Sensorial Activity, Pre-Science, Bible Club, Hand Writing, Practical Life, Discovery, CRK etc.

Nursery 1 Blended British and Nigerian Curriculum Scheme of work Subjects

The Subjects includes; Number Concept, Language Art, Creative Arts And Crafts, Seasonal Creativity, Physical & Health Education, Story, Songs And Rhymes, Grace And Courtesy, Practical Life, Sensorial Activity, Pre-Science, Bible Club, Hand Writing, Practical Life, Discovery, CRK etc.

NURSERY 1  LANGUAGE ART  1^ST TERM

WEEK 1

TOPIC

Introduction of the 1st group of sounds s, a, t, i, p, n

Tricky words, I,           

CONTENT

1. Rote read single sounds
2. Introduce sounds using associated flash cards, actions and stories

KEY SKILL           

• Able to build 2 letter words
• Identify sound using action

ASSESSMENT    

• Match sounds to the correct picture
• Identify and colour these sounds

REFERENCE        

Jolly phonics hand book and C/D

WEEK 2

TOPIC

Introduction of the 2^nd group of sounds c, k, e, h, r, m, d, Tricky word, He, 

CONTENT

1. Rote read jolly phonics 42 sounds
2. Introduce sounds using associated flash cards actions and stories

KEY SKILL           

1. Able to build 2 letter words,
2. Identify sound using action

ASSESSMENT    

1. Colour the right picture for each sound
2. Sound and match these sounds

REFERENCE        

1. Jolly phonics hand book and C/D

WEEK 3

TOPIC

Introduction of the 3^rd group of sounds g, o, u, l, f, b Tricky word, me.          

CONTENT

1. Rote read jolly phonics 42 sounds
2. Introduce sounds using associated flash cards, actions and stories
3. Match and colour these pictures

KEY SKILL           

• Able to build 2 letter words,
• Identify sound using action

ASSESSMENT    

• Name and trace these sounds
• Match sounds to the correct picture and colour

REFERENCE        

• Jolly phonics hand book and C/D

WEEK 4

TOPIC

Review sounds s-b Tricky word, Me.  

CONTENT

As in week 1-3

KEY SKILL           

As in week 1-3

ASSESSMENT    

Identify and colour these sounds

REFERENCE        

Jolly phonics hand book and C/D

WEEK 5

TOPIC

Introduction of the 4th group of sounds ai, oa, ie, ee, or Tricky word, We. 

CONTENT

1. Rote read jolly phonics 42 sounds
2. Introduce sounds using associated flash cards, actions and stories
3. Match and colour these pictures

KEY SKILL           

1. Able to build 2 Letter words.
2. Able to trace sounds.
3. Identify sounds.

ASSESSMENT    

• Match sounds to the correct picture
• Identify and colour these sounds

REFERENCE        

Jolly phonics hand book and C/D

WEEK 6

TOPIC

Introduce the 5th group of sounds z, w, ng, v, oo. Tricky word, Be. 

CONTENT

1. Rote read jolly phonics 42 sounds
2. Introduce sounds using associated flash cards, actions and stories

KEY SKILL           

• Able to build 2 Letter words.
• Able to trace sounds.
• Identify sounds

ASSESSMENT    

• Name and trace these sounds
• Match sounds to the correct picture and colour            

REFERENCE        

Jolly phonics hand book and C/D

WEEK 7 – 8

TOPIC

Introduce capital letters. Tricky word, To.     

CONTENT

1. To rote read sounds
2. To read and form the capital letters.
3. Identify the capital letters

KEY SKILL           

1. To drill learner on sound.
2. To explore learner ability to form and read the letters of the alphabets.

ASSESSMENT    

Name and trace letter. Look and copy letters.

REFERENCE        

Jolly phonics hand book and C/D

WEEK 9 – 10

TOPIC

Introduction of vowel sound. Tricky word, Do.            

CONTENT

1. Rote read sound.
2. Identify the vowels and consonant.

KEY SKILL           

1. Identify vowel letters from capital letter. Build 2 letter words.
2. To differentiate the vowel from the consonant.

ASSESSMENT    

1. Identify and circle all the vowels.
2. Match vowel sound to the picture it likes

REFERENCE        

Jolly phonics hand book and C/D

WEEK 11

TOPIC

Review capital letter and vowel sounds. Tricky word “Go”  

CONTENT

Build 2 letter words. Rote read capital letters

KEY SKILL

Identify capital letters and small letters. Build 2 letter words.              

ASSESSMENT    

1. Name and trace letters.
2. Name and match letters to their sound.
3. Match vowel sound to the picture it likes

CROSS CURRICULUM LINK

• Songs/rhymes: ba, ba, Black sheep.
• Vowel songs a, a, apple         

REFERENCE        

Jolly phonics hand book and C/D.

WEEK 12

TOPIC

Review s-oo. Associate sound with picture   

CONTENT

As in week 1-11

KEY SKILL           

As in week 1-11

ASSESSMENT    

As in week 1-11

CROSS CURRICULUM LINK

As in week 1-11

REFERENCE        

As in week 1-11

NURSERY 1  LANGUAGE ART     2^nd TERM

WEEK 1

TOPIC

Review sounds s-oo Tricky word, Go.         

CONTENT

1. Rote read s-ar
2. Review sounds s-oo with stories action and real objects

KEY SKILL           

• Able to build 2 letter words.
• Identify sound using action

ASSESSMENT    

• Colour the right picture for each sound
• Sound and match these sounds

CROSS CURRICULUM LINK

Discovery: Animal sound. Snake sound ssssssss the dog bark, the cork crow oo oo

REFERENCE        

Jolly phonics hand book and C/D

WEEK 2 -3

TOPIC

Introduce the 6th group of sounds y, x, ch, sh, th, th Tricky word, No.           

CONTENT

• Rote read sounds s-ar
• Introduce y-th with stories actions pix

KEY SKILL

• Able to build 2 letter words
• Identify sound using action    

ASSESSMENT    

1. Name and trace these sounds
2. Match sounds to the correct picture and colour

CROSS CURRICULUM LINK

• Discovery: church- we go to church on Sunday
• Sheep sounds baa, baa

REFERENCE        

Jolly phonics hand book and C/D

WEEK 4 – 5

TOPIC

Introduce the 7th group of sounds qu, ou, oi, ue, er, ar. Tricky word, So            

CONTENT

1. Rote read sounds s-ar
2. Introduce qu-ar with stories actions pix

KEY SKILL           

• Able to build 2 letter words
• Identify sound using action

ASSESSMENT    

• Match sounds to the correct picture
• Identify and colour these sounds

REFERENCE        

Jolly phonics hand book and C/D

WEEK 6 – 7

TOPIC

Capital letters/ small letters. Tricky word, “My”       

CONTENT

1. Rote read s-ar
2. Introduce the capital letters

KEY SKILL

• Identify capital letters and small letters.
• Build 2 letter words.

ASSESSMENT    

• Name and trace letters
• Name and match letters to their sounds

CROSS CURRICULUM LINK

Songs/rhymes: ba, ba, Black sheep.

REFERENCE        

Letter land C/D

WEEK 8 – 9

TOPIC

Vowel sounds/small letters Tricky word, by. 

CONTENT

Rote read a, e, I, o, u Rote read 42 sounds

KEY SKILL           

• Identify vowel letters
• Build 2 letter words

ASSESSMENT    

• Identify and circle all the vowel sounds
• Match vowel sounds to the picture it likes
  
  

CROSS CURRICULUM LINK

Songs/rhymes Vowel song

REFERENCE        

Phonic hand book and C/D

WEEK 10 – 11

TOPIC

Consonant sounds Tricky word, the,  

CONTENT

Rote read 42 sounds Identify and colour

KEY SKILL           

1. Build 2 letter words
2. Identify consonant letters

ASSESSMENT    

• Identify and circle all the consonant sounds
• Match consonant sounds to the picture it likes

CROSS CURRICULUM LINK

Songs/rhymes: Ba, ba, black sheep

REFERENCE        

Letter land C/D

WEEK 12

TOPIC

Review capital letters Tricky word, No.          

CONTENT

Build 2 letter words Rote read capital letters

KEY SKILL           

1. Identify capital letters
2. Building 2 letter words

ASSESSMENT    

• Name and trace letters
• Name and match letters to their sounds

CROSS CURRICULUM LINK

S.o.s: State and capitals

REFERENCE        

Letter land C/D

NURSERY 1  LANGUAGE ART     3^RD TERM

WEEK 1 – 2

TOPIC

Review vowel and consonant sounds         

CONTENT

1. Rote read 42 sounds
2. Identify consonant and vowel sound

KEY SKILL           

• Build 2 letter words.
• Able to trace sound

ASSESSMENT    

• Identify and circle all the vowel sounds
• Identify and circle all the consonant sounds

CROSS CURRICULUM LINK

Songs and rhymes       

REFERENCE        

Phonics hand book and C/D

WEEK 3 – 4

TOPIC

Introduce two letter words    

CONTENT

1. Rote read 42 sounds.
2. Build meaningless words

KEY SKILL           

Build simple words

ASSESSMENT    

Read and copy two letter words

CROSS CURRICULUM LINK

S.O.S: State and capital           

REFERENCE        

Key phonics by schofild

WEEK 5- 6

TOPIC

Introduce three letter words 

CONTENT

1. Rote read 42 sounds
2. Review 2 letter words
3. Build 3 letter words

KEY SKILL           

• Build simple words
• Identify2/3 letter words

ASSESSMENT    

• Read and copy three letter words
• Listen and write

CROSS CURRICULUM LINK

N/concept: Number names

REFERENCE        

Jolly phonics hand book

WEEK 7

TOPIC

Review two and three letter words Tricky words      

CONTENT

1. Rote read 42 sounds
2. Build 2/3 letter words
3. Build meaningless word

KEY SKILL           

• Build simple words
• Identify consonant and vowel letters

ASSESSMENT    

Read and copy Listen and write

CROSS CURRICULUM LINK

Songs and rhymes       

REFERENCE        

First aid in English

WEEK 8 – 9

TOPIC

Use of ‘a’ and ‘an’        

CONTENT

1. Rote read 42 sounds
2. Identify vowel /consonant sound

KEY SKILL           

Build simple words

ASSESSMENT    

Match the right article to the right picture

CROSS CURRICULUM LINK

Songs and rhymes an apple

REFERENCE        

Jolly phonics hand book

WEEK 10 – 11

TOPIC

Introduce consonant blends (initial and final blends)             

CONTENT

1. Rote read the 42 sound
2. Identify the initial and final blends.
3. Build words

KEY SKILL           

Building simple words

ASSESSMENT    

• Circle the final blend for each picture and colour
• Fill in the final blend for each picture

CROSS CURRICULUM LINK

Songs and rhymes

REFERENCE        

Jolly phonics hand book

WEEK 12

TOPIC

Review consonant blends        

CONTENT

1. Rote read 42 sounds
2. Identify and blend the initial and final blends

KEY SKILL           

Building simple words

ASSESSMENT    

• Circle the final blend for each picture and colour
• Fill in the final blend for each picture

CROSS CURRICULUM LINK

Songs and rhymes

REFERENCE        

Jolly phonics hand book

1^st TERM         NUMBER WORK

WEEK 1 – 2

TOPIC

Introduction of numbers 1-5 and their values         

CONTENT

1. Rote count numbers 1-20
2. Introduce no 1-5 with formation (straight down as1) etc.
3. Introduce no1-5 values with different objects and animal counters.

KEY SKILL/CURRICULAR LINK     

1. Able to identify no1-5 parts of the body.
2. Songs/ rhymes l have two hands.

ASSESSMENT

• Count and match objects to the correct number
• Identify and colour these numbers    

WEEK 3 – 4

TOPIC

Introduction of no 6-10 and their values        

CONTENT

1. Rote count numbers 1-20
2. Introduces no 6-10 with formation (curve in no. 6 etc.
3. Introduces no. 6-10 values with different objects and animals or counters.

KEY SKILL/CURRICULAR LINK     

• able to identify 6-10 in isolation
• Songs / Rhymes God made me. W.W.J.D: creation

ASSESSMENT    

• Count and circle the correct number for each set
• Draw counter for each number in the b; ox

WEEK 5

TOPIC

Introduction of shape triangle square, circle Form number 11-12    

CONTENT

1. Rote count number 1-20
2. Introduce triangle square circle shapes with different objects.

KEY SKILL/CURRICULAR LINK     

a)      Identify shapes by sorting.

 b)    Practical life: sorting

ASSESSMENT    

• Identify and colour the circle shape
• Find and colour all the triangle shapes           

REFERENCE        

Early learner Bk 1

WEEK 6 – 7

TOPIC

Introduction of shape cone rectangle oval diamond, Form number 13-14   

CONTENT

1. Rote count numbers 1-25
2. Introduce cone, rectangle, oval, diamond shape using different objects

KEY SKILL/CURRICULAR LINK     

• Identify by sorting
• Sensorial Act.
• Concept of sameness by shape

ASSESSMENT    

• Match shape correctly.
• Colour the cone shape and circle the rectangle shape.

REFERENCE        

Collins

WEEK 8 – 9

TOPIC

Introduction of colours yellow, red, blue, green .Form number 15-18           

CONTENT

1. Rote count number 1-25
2. Introduce colours yellow, red, and blue, green with real objects.

KEY SKILL/CURRICULAR LINK

• Identify by sorting.
• Songs/ rhymes Jesus love. Little children.    

ASSESSMENT    

• Identify and these shape correctly
• Colour correctly.

REFERENCE        

Schofields &Sims

WEEK 10 – 11

TOPIC

Introduction of colours pink, purple, orange, brown, black white, peach. Form number 19-20. 

CONTENT

• Rote count numbers 1-25
• Introduce colours pink ,purple, orange brown, black, white, peach with real object

KEY SKILL/CURRICULAR LINK     

Identify by sorting

Songs / Rhymes I love colours.

ASSESSMENT    

• Colour objects appropriately
• Identify and colour these shapes correctly.

REFERENCE        

Early learner Bk 1

WEEK 12

TOPIC

Reviews values 1- 10, shape and colours.      

CONTENT

Same as week 1-11

KEY SKILL/CURRICULAR LINK     

Same as week 1-11

2ND TERM NUMBER WORK

WEEK 1 – 2

TOPIC

Review no 1-20 and their values.          

CONTENT

• Rote count numbers 1-30
• Review no 1-20, recognize and formation
• Review no 1-20 values with different objects and animal counters.

KEY SKILL/CURRICULAR LINK         

Same as in 1st term week 1-4.

ASSESSMENT      

• Count and circle numbers for each set.
• Draw counter for each number in the box.

REFERENCE         

Collins

WEEK 3 – 4

TOPIC

Introduction of numbers 21-25 and their values.         

CONTENT

• Rote count number 1-40
• Introduce no 21-25 with different objects and animals or counters.
•  

KEY SKILL/CURRICULAR LINK         

Able to count & identify no 1-40

ASSESSMENT      

• Trace numbers and match to the right value.
• Count and ring the number that match each set.

REFERENCE         

Number book 1-10.

WEEK 5 – 6

TOPIC

Introduction of number 26-30 and their values            

CONTENT

1 Rote count number 1-60 using different objects.

ASSESSMENT

• Count and circle the correct number for each set.
• Draw counter for each number in the box           

REFERENCE         

Schofields & Sims

WEEK 7 – 8

TOPIC

Review shapes and colour triangle square circle diamond red blue yellow green.

Introduce number 31-40. Form numbers accordingly.

CONTENT

• Rote count number 1-50.
• Review colours and shape using different objects

KEY SKILL/CURRICULAR LINK         

• Identify colours by sorting.
• Discovery : see the rainbow
• Identify and count 1-60.

ASSESSMENT      

• Colour object appropriately
• Identify and colour these shape correctly.

REFERENCE         

Collins.

WEEK 9 – 10

TOPIC

Introduce no 41-50. Form numbers accordingly.          

CONTENT

Rote count number 1-80 using aids.

KEY SKILL/CURRICULAR LINK         

• Able to identify and count 1-80
• Discovery: we have 36 state & capital.

ASSESSMENT      

• Trance numbers and match to the right values
• Count and ring the number that match each set.

REFERENCE         

Leaning solutions age 3-4

WEEK 11 – 12

TOPIC

Review shape and colours, oval, cone, rectangle, pink, purple, brown, black, white, peach etc.       

CONTENT

Rote count number 1-100 using aids.

KEY SKILL/CURRICULAR LINK         

 Able to identify and count 1-100.

ASSESSMENT      

• Colour objects appropriately
• Identify and colour these shapes correctly

REFERENCE         

Collins

3RD TERM NUMBER WORK

WEEK 1 – 2

TOPIC

Review colours: orange pink brown peach black white Shapes: diamond, cone, star, oval. Review number 1-50.       

CONTENT

1. Rote count numbers 1-100.
2. Introduce orange pink black white diamond cone star oval

KEY SKILL/CURRICULAR LINK         

To identify by sorting. Sensorial Act: Concept of sameness

ASSESSMENT      

• Colour objects appropriately
• Identify and colour these shapes correctly

REFERENCE         

Learning solution Ages 3-4

WEEK 3 – 4

TOPIC

Form number 51-55     

CONTENT

• Rote count no’s 1- 100
• Explain sequencing

KEY SKILL/CURRICULAR LINK         

To be able to recognize and write numbers o-9 Sensorial Act: Concept of size

ASSESSMENT      

• Fill in the missing numbers.
• Write from memory.

REFERENCE

Schofield & Sims

WEEK 5 – 6

TOPIC

Form numbers 56-60   

CONTENT

• Rote count numbers 1-100
• Fill in the missing numbers from 51- 60.

KEY SKILL/CURRICULAR LINK         

To be able to write numbers orderly. Grace and courtesy: Orderliness

ASSESSMENT      

• Fill in the missing numbers
• Write from memory 1-20

REFERENCE         

Learning solution

WEEK 7 – 8

TOPIC

Form number 61-65.    

CONTENT

• Rote count numbers 1-100
• Explain the meaning of ascending order
• Count numbers in descending order

KEY SKILL/CURRICULAR LINK         

To be able to know what number comes next when writing’ Sensorial Act: What comes next?

ASSESSMENT      
Count Number in ascending order. Join the dot.

REFERENCE         

Activity Bk

WEEK 9 – 10

TOPIC

Form numbers 66-70.  

CONTENT

• Rote numbers 1- 100.
• Fill in missing numbers from 61-70

KEY SKILL/CURRICULAR LINK         

• To be able to identify and write numbers 1- 70
• Songs and Rhymes; 12345, once I caught a fish…..

ASSESSMENT      

• Trace number and match to the right values
• Count and ring the number that match each set

REFERENCE         

Learning solution

WEEK 11 – 12

TOPIC

Review all shapes and colours taught. Review numbers 1-70 in ascending and descending order.F

CONTENT

Fill in missing numbers 1-70.

KEY SKILL/CURRICULAR LINK         

To be able to identify and write numbers 1- 70 in sequence.

ASSESSMENT      

Colour object and shapes appropriately

REFERENCE         

Activity Bk.

1ST TERM         PRACTICAL LIFE

WEEK 1

TOPIC

Sand play        

CONTENT

Building castle tower u, t, C.

KEY SKILL

To build with sand, castle, ball, cups etc

ASSESSMENT    

Build shapes

CROSS CURRICULUM LINK

Dis: None/Wing things WWJD: Creation

REFERENCE        

Phonic hand look and C/D

WEEK 2

TOPIC

Washing and drying of hands 

CONTENT

Washing of hands with soap and towel

KEY SKILL

Keeping hands clean & healthy hand wash, water, and towel

ASSESSMENT    

Wash and dry our hands

CROSS CURRICULUM LINK

P/E/: Good grooming D/cov: parts of the body

REFERENCE        

Phonic hand book and C/D

WEEK 3

TOPIC

Carrying exercise         

CONTENT

How to carry chairs, and cup, water bottle and chair

KEY SKILL

• Carrying and position of objects
• Carrying of chairs

ASSESSMENT    

Carry and position seat properly

CROSS CURRICULUM LINK
PE: Body excise sensorial: orderliness song/rhymes: clean up

REFERENCE        

Letter hand C/D

WEEK 4

TOPIC

Pulling out and pushing in of chair      

CONTENT

How to pull out chair and push in

KEY SKILL

Pull out and push in chair

ASSESSMENT    

Pulling and pushing exercise

CROSS CURRICULUM LINK

P: E body ex Sensorial: orderliness Dis: cleanliness

WEEK 5

TOPIC

Gripping and spooning exercise           

CONTENT

How to grip and spoon, to grip objects cup, pencil

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Spoon rice beans, sand into a bowl

CROSS CURRICULUM LINK

Hand writing grace and write Lang art, my spoon, S: as in spoon

REFERENCE        

Letter hand C/D

WEEK 6

TOPIC

Dusting surfaces with a cloth

CONTENT

How to dust surfaces what to dust

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Dusting of tables, window, TV, plate

CROSS CURRICULUM LINK

Grace, courting good table manner and care of our properly

REFERENCE        

Key phonic 3 by school filed

WEEK 7 – 8

TOPIC

Pouring exercise           

CONTENT

How to pour from cup into a bottle

KEY SKILL

Improve on their concentration level. How to pour into a bottle

ASSESSMENT    

Pour water into bottle

CROSS CURRICULUM LINK

N/concept number nam\ creative art: rain drop Discovery: we cook with water

REFERENCE        

Jolly phones hand book

WEEK 9

TOPIC

Sorting exercise            

CONTENT

How to sort button, objects shapes and colour

KEY SKILL

Identify objects by colours, shapes and sizes

ASSESSMENT    

Sort out shapes, s and sizes

CROSS CURRICULUM LINK

Number concept

Shapes, circle shape bang art: match object with same shapes

REFERENCE        

First Aid in English

WEEK 10 – 11

TOPIC

Keeping our class neat             

CONTENT

How to sweep and arrange the shelf

KEY SKILL

Sweeping arranging, and dusting the classroom

ASSESSMENT    

Identifying these object broom, dustpan

CROSS CURRICULUM LINK

P: E Cleaning Disc: Care of our environment.

REFERENCE        

Video

WEEK 12

TOPIC

Wearing my socks and shoes 

CONTENT

To know how to wear socks and shoes

KEY SKILL

Identify socks and shoe demonstrate

ASSESSMENT    

Say and colour, Shoe and sock

CROSS CURRICULUM LINK

P: L: our belongings

REFERENCE        

Video

2nd TERM   PRACTICAL LIFE

WEEK 1 – 2

TOPIC

Washing exercise      

CONTENT

Wash a doll

KEY SKILL

Identify dolls, water soap

ASSESSMENT    

Identify dolls.

Identify soap and bow.

CROSS CURRICULUM LINK

Disc: cleanliness Sensorial Act: Nos of dolls.

REFERENCE        

Collins

WEEK 3

TOPIC

Spooning exercise        

CONTENT

How to spoon food from plate to plate

KEY SKILL

Improve learner ability on the use of spoon

ASSESSMENT    

Grip and spoon the rice.

CROSS CURRICULUM LINK

Disc: Cooking utensils

Songs\ rhymes: I have two hands

REFERENCE        

Collins

WEEK 4 – 5

TOPIC

Carrying exercise         

CONTENT

How to grip objects cup, pencil How to handle a tray.

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Hold the chair and walk round the class

CROSS CURRICULUM LINK

Sen. Act: Handling toys Songs\ Rhymes: Jack and Jill

REFERENCE        

Collins

WEEK 6

TOPIC

Buttering a slice bread             

CONTENT

Know how to butter bread

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Paste butter on a bread

CROSS CURRICULUM LINK

Disc: Types of food

Num Concept: Two breads for number

REFERENCE        

Learning is fun

WEEK 7 – 8

TOPIC

Washing exercise         

CONTENT

To have good personnel hygiene

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Identify soap and towel

CROSS CURRICULUM LINK

Disc: personal hygiene

WEEK 9

TOPIC

Sorting

CONTENT

Pegging and drying

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Identify and sort all the red balls

CROSS CURRICULUM LINK

Num Concept: 3 balls for number 3

WEEK 10

TOPIC

Threading         

CONTENT

Using lace frame

KEY SKILL

Eye and hand co- ordination

ASSESSMENT    

Identify lace and frame

CROSS CURRICULUM LINK

Song\Rhymes: I can tie my shoe lace.

WEEK 11 – 12

TOPIC

Touching exercise      

CONTENT

Rough/ smooth

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Identify rough and smooth surfaces

CROSS CURRICULUM LINK

Disc: things in the classroom

3rd TERM PRACTICAL LIFE

WEEK 1

TOPIC

Zipping and unzipping exercise       

CONTENT

Using zipping frame

KEY SKILL

Improve gross motor skill

ASSESSMENT    

Identify zip in a shirt

CROSS CURRICULUM LINK

Disc: Clothe

REFERENCE        

Video

WEEK 2

TOPIC

Buttoning and unbuttoning exercise  

CONTENT

Using buttoning frame

KEY SKILL

Eye and hand co- ordination

ASSESSMENT    

Identify buttoning frame

CROSS CURRICULUM LINK

Sen. Act: Sorting diff colours of buttons

REFERENCE        

Video

WEEK 3

TOPIC

Lacing and unlacing exercise 

CONTENT

Using buttoning frame

KEY SKILL

Eye and hand co- ordination

ASSESSMENT    

Identify lacing frame

CROSS CURRICULUM LINK

Rhymes: I can tie my shoe lace

REFERENCE        

Video

WEEK 4

TOPIC

Buckling and unbuckling exercise          

CONTENT

Using buttoning frame

KEY SKILL

Gross motor skill

ASSESSMENT    

Identify buckling frames

CROSS CURRICULUM LINK

Disc: clothe

REFERENCE        

Collins

WEEK 5

TOPIC

Varied activities           

CONTENT

WK 1-4

KEY SKILL

Gross motor skill

ASSESSMENT    

Identify various frames

CROSS CURRICULUM LINK

Disc: clothe

REFERENCE        

Collins

WEEK 6 – 7

TOPIC

Arranging of bags and boxes in shelves           

CONTENT

Orderliness

KEY SKILL

Co- ordination

ASSESSMENT    

Identify shelves, bags, boxes

CROSS CURRICULUM LINK

Lang Art: b for bag s for shelve

REFERENCE        

Science is fun

WEEK 8

TOPIC

Washing and rinsing of handkerchief

CONTENT

To wash and rinse with water

KEY SKILL

Gross motor skill

ASSESSMENT    

Identify handkerchief

CROSS CURRICULUM LINK

T P D: Proper use of handkerchief

REFERENCE        

Science is fun

WEEK 9

TOPIC

Drying and pegging of handkerchief   

CONTENT

Using pegs

KEY SKILL

Improve Co- ordination

ASSESSMENT    

Identify pegs and handkerchief

CROSS CURRICULUM LINK

T P D: Proper use of handkerchief

REFERENCE        

Science is fun

WEEK 10

TOPIC

Folding a handkerchief             

CONTENT

To fold handkerchief properly

KEY SKILL

Hand co-ordination

ASSESSMENT    

Identify handkerchief

CROSS CURRICULUM LINK

T P D: Proper use of handkerchief

REFERENCE        

Science is fun

WEEK 11

TOPIC

Care to plant  

CONTENT

Watering of plant

KEY SKILL

Hand co-ordination

ASSESSMENT    

Identify watery can

CROSS CURRICULUM LINK

Disc: Plant

REFERENCE        

Science is fun

WEEK 12

TOPIC

Care of oneself             

CONTENT

Tucking in our shirt

Fastening your shoes

KEY SKILL

Orderliness

ASSESSMENT    

Is it good to fly our shirt?

CROSS CURRICULUM LINK

T P D: Proper way of dress.

REFERENCE        

Video

1ST TERM DISCOVERY

WEEK 1

TOPIC

All about me  

CONTENT

Childs name, name of teacher etc. My school, class, friends

KEY SKILL

To know their names and the name of their school

ASSESSMENT 

What is your name?

CROSS CURRICULUM LINK

Songs\ Rhymes: do you love Hilltop Sch……

REFERENCE    

Early Learner Environmental Studies

WEEK 2 – 3

TOPIC

Environment

CONTENT

My school, Things in my school environment

KEY SKILL

To mention some objects in the school environment

ASSESSMENT 

What can you find in the school environment?

CROSS CURRICULAR LINK

Sen. Act: Things in my environment

REFERENCE    

Early Learner Environmental Studies

WEEK 4

TOPIC

Parts of the body    

CONTENT

Mention parts of the body

KEY SKILL

To identify parts of the body

ASSESSMENT 

Touch your head Touch your eye

CROSS CURRICULUM LINK

Num concept: 2 eyes

REFERENCE    

Early Learner Environmental Studies

WEEK 5 – 6

TOPIC

Good grooming

CONTENT

1. Care of my body
2. Care of my finger nails, hair, teeth etc.
3. Discuss more good and bad habits.

KEY SKILL

To keep body clean

ASSESSMENT 

Match body parts with things we need to keep them clean

CROSS CURRICULUM LINK

P\Life: washing exercise

REFERENCE    

Early Learner Environmental Studies

WEEK 7 – 8

TOPIC

Care of our belongings       

CONTENT

1. How to care for our pants, socks etc.
2. How to care for our books bags, shoes etc.

KEY SKILL

Children should know that cleanliness is important to be healthy.

ASSESSMENT 

Circle the things we use in brushing our teeth.

CROSS CURRICULUM LINK

P\Life: washing exercise

REFERENCE    

Early Learner Environmental Studies pg. 43

WEEK 9 – 10

TOPIC

Personal hygiene    

CONTENT

The proper use of toilet. The use of our handkerchief.

KEY SKILL

Children should know that cleanliness is important to be Healthy

ASSESSMENT 

Circle the things we use to take our bathe

CROSS CURRICULUM LINK

Lang Art: soap, water

REFERENCE    

Early Learner Environmental Studies

WEEK 11 – 12

TOPIC

Personal safety rules and decision making       

CONTENT

1. The meaning of safety.
2. How to make good decision

KEY SKILL

To know how to make decision

ASSESSMENT 

How many times should we brush our teeth in a day?

CROSS CURRICULUM LINK

Sen. Act: Brushing Exercise

REFERENCE    

Early Learner Environmental Studies

2ND TERM DISCOVERY

WEEK 1

TOPIC

Non-living things       

CONTENT

1. Define non-living things.
2. Mention the non-living things. Chair, bags. Etc.

KEY SKILL           

To mention non- living thing

ASSESSMENT    

Mention some non- living things

CROSS CURRICULUM LINK

Lang Art: stone, shoe, bag etc

REFERENCE        

Early Learner English

WEEK 2

TOPIC

Living things    

CONTENT

Define living things. Mention living things. Plants. Animals, human beings

KEY SKILL           

To mention living- things

ASSESSMENT    

Mention some living- things

CROSS CURRICULUM LINK

p\life: I take my bathe has a living-thing

REFERENCE        

Early learner English

WEEK 3 – 4

TOPIC

Animals             

CONTENT

1. Types of animals (pets, farm and wild)
2. The sound each animal makes

KEY SKILL           

To mention names of animals

ASSESSMENT    

Mention some pet and wild animals

CROSS CURRICULUM LINK

Lang Art: cat, dog, lion etc

REFERENCE        

Early Learner English

WEEK 5 – 6

TOPIC

Animals and their homes

CONTENT

To know the names of some animals and their homes.

KEY SKILL           

To mention some animals and their homes

ASSESSMENT    

Mention some animals and their homes

CROSS CURRICULUM LINK

Lang Art: animals and their sounds

REFERENCE        

Science is fun

WEEK 7 – 8

TOPIC

Animals and their young ones

CONTENT

To mention the names of some animals and their young ones.

KEY SKILL           

To mention some animals and say the names of their young ones

ASSESSMENT    

Mention some animals and say the names of their young ones

CROSS CURRICULUM LINK

Num Concept: 2 animals for number 2.

REFERENCE        

Zoo

WEEK 9 – 10

TOPIC

Growth and reproduction        

CONTENT

1. Explain growth and reproduction.
2. Stages of growth.

KEY SKILL           

To make learner know the different stages of growth and reproduction

ASSESSMENT    

Is mummy a baby, girl or woman?

CROSS CURRICULUM LINK

Num concept: one woman for number 1.

REFERENCE        

Early Learner Environmental Studies

WEEK 11- 10

TOPIC

Plants 

CONTENT

Parts of plants

KEY SKILL           

Know some names of parts of plants.

ASSESSMENT    

What do you call the colourful part of plant?

CROSS CURRICULUM LINK

P\ Life: care to plant

REFERENCE        

Early Learner Environmental Studies

3^RD TERM DISCOVERY

WEEK 1

TOPIC

Heavenly bodies         

CONTENT

1. Explain heavenly bodies.
2. Name the heavenly bodies

KEY SKILL           

Say what heavenly bodies are.

ASSESSMENT    

What is this?

CROSS CURRICULUM LINK

Songs\Rhymes: O’ Mr. Sun, sun, Mr. Golden sun.

REFERENCE        

Sch environment

WEEK 2

TOPIC

Temperature   

CONTENT

1. Explain temperature
2. Types of temperature

KEY SKILL           

Know what temperature means

ASSESSMENT    

When the sun shines, the temperature is——

CROSS CURRICULUM LINK

Sensorial Act: hot and cold objects

REFERENCE        

Early Learner Environment Studies

WEEK 3 – 4

TOPIC

Animals with furs and those with smooth skin         

CONTENT

Differentiate animals with furs and those with smooth skin

KEY SKILL           

Give example of animal with furs and the one with smooth skin

ASSESSMENT    

A dog has what skin?

CROSS CURRICULUM LINK

Songs\ Rhymes: Mary has a little lamb

REFERENCE        

Science is fun

WEEK 5

TOPIC

Occupation      

CONTENT

Define occupation.

Name the type of occupation

KEY SKILL           

Know what their parents do for a living

ASSESSMENT    

A person that gives a sick person injection

CROSS CURRICULUM LINK

Lang. Act: What I want to be…..

REFERENCE        

Social skill

WEEK 6

TOPIC

Transportation              

CONTENT

1. Define transportation.
2. Basic forms of transportation.

KEY SKILL           

Say what transportation means

ASSESSMENT    

Airplane moves in the——-         

CROSS CURRICULUM LINK

Songs\Rhymes: the wheels in the bus go round and round…..

REFERENCE        

Old note

WEEK 7 – 8

TOPIC

Water and its uses      

CONTENT

1. Define water
2. Uses of water

KEY SKILL           

Say the importance of water.

ASSESSMENT    

Mummy uses water to ———– 

CROSS CURRICULUM LINK

Sensorial Activity: more\less

REFERENCE        

Early learner’ Environmental study

WEEK 9 – 10

TOPIC

Keeping our body healthy

CONTENT

How to keep our body healthy, exercise, sleep and rest)

KEY SKILL           

Say the importance of sleep and rest

ASSESSMENT    

What is rest?

CROSS CURRICULUM LINK

Songs\Rhymes: Early to bed, early to rise…..

REFERENCE        

Science is fun.

WEEK 11 – 12

TOPIC

Sounds

CONTENT

Explain sounds Types of sounds (soft and loud sound)

KEY SKILL

Say the difference b\w soft and loud sound

ASSESSMENT

What is sound?

CROSS CURRICULUM LINK

Songs\Rhymes: Diana blow your horn.

CRK      1ST TERM

WEEK 1 – 2

TOPIC

Story of creation        

CONTENT

Explain creation

Name the things God created and when

KEY SKILL           

Know that God created Heaven and Earth

ASSESSMENT    

Identify and Colour what God created on the 1st day

Colour Adam

CROSS CURRICULUM LINK

Number Concept: shapes and Colours

REFERENCE        

My bible story books and video

WEEK 3 – 4

TOPIC

Prayer 

CONTENT

Define prayer

Morning evening and meal time prayer

KEY SKILL           

Know how to say a short prayer

ASSESSMENT    

Colour mummy and daddy praying

CROSS CURRICULUM LINK

Songs\Rhymes: Prayer is the key

REFERENCE        

My bible story books and video

WEEK 5

TOPIC

Prayer the morning     

CONTENT

Define prayer Morning evening and meal time prayer

KEY SKILL           

Know how to say Morning Prayer

ASSESSMENT    

Colour a boy praying by the bed side.

CROSS CURRICULUM LINK

Lang.Act: prayer is a word.

REFERENCE        

My bible story books and video

WEEK 6

TOPIC

Prayer in the evening 

CONTENT

Define prayer Evening.

KEY SKILL           

Know how to say evening prayer

ASSESSMENT    

What is prayer?

CROSS CURRICULUM LINK

Songs\Rhymes: Little Miss Muffet

REFERENCE        

My bible story books and video

WEEK 7 – 8

TOPIC

Meal time prayer         

CONTENT

1. Say the meal time prayer
2. The important of prayer

KEY SKILL           

Know how to say meal time prayer.

ASSESSMENT    

Say the meal prayer

CROSS CURRICULUM LINK

Number Concept: twenty buns for number 20

REFERENCE        

My bible story books and video

WEEK 9 -10

TOPIC

Thankfulness   

CONTENT

The story of ten lepers

KEY SKILL           

Say the moral lesson of the ten lepers

ASSESSMENT    

Identify and color the ten lepers

CROSS CURRICULUM LINK

Number Concept: ten lepers for number 10

REFERENCE        

My bible story books and video

WEEK 11 – 12

TOPIC

Jesus is our saviour He came to save the world         

CONTENT

The death of Jesus Christ

KEY SKILL           

Mention the earthly parents of Jesus Christ

ASSESSMENT    

Identify and colour Jesus

CROSS CURRICULUM LINK

Songs\Rhymes: King Jesus was a little child tra la, la, la

REFERENCE        

My bible story books and video

CRK    2^ND TERM

WEEK 1 – 2

TOPIC

The Lord’s Prayer           

CONTENT

Say the meaning of Prayer

KEY SKILL           

Learn to say the Lord’s Prayer

ASSESSMENT    

What is prayer?

CROSS CURRICULUM LINK

Lang.Act: Prayer is word

REFERENCE        

My bible story books and video

WEEK 3 – 4

TOPIC

Jesus heals      

CONTENT

Jarius daughter

KEY SKILL           

Know moral lesson of the story

ASSESSMENT    

Who was Jarius’ daughter?

CROSS CURRICULUM LINK

Songs\Rhymes:

REFERENCE        

My bible story books and video

WEEK 5 – 6

TOPIC

Forgiveness     

CONTENT

Story of Stephen

KEY SKILL           

Know how to forgive each other

ASSESSMENT    

Who was Stephen?

REFERENCE        

My bible story books and video

WEEK 7 – 8

TOPIC

Mary and Martha         

CONTENT

The Story

KEY SKILL           

Learn the moral lesson

ASSESSMENT    

Who was Jesus to Mary and Martha?

CROSS CURRICULUM LINK

Num. concept: two sisters for number 2

REFERENCE        

My bible story books and video

WEEK 9 – 10

TOPIC

Help to strangers         

CONTENT

The story of the Good Samaritan

KEY SKILL           

Know the story of Good Samaritan

ASSESSMENT    

Who helped the wounded man?

CROSS CURRICULUM LINK

T P D: Showing love to others

REFERENCE        

My bible story books

CRK    3^RD TERM

WEEK 1 – 2

TOPIC

God our deliverer

CONTENT

Story of the Israelites in Egypt

KEY SKILL           

Know the moral lesson

ASSESSMENT    

Who was Joseph?

CROSS CURRICULUM LINK

Lang.Act: Joseph is a boy

REFERENCE        

My bible story books and video

WEEK 3 – 4

TOPIC

Morning, night, mid time prayer          

CONTENT

Importance of prayer

KEY SKILL           

Know how to say these prayers

ASSESSMENT    

What is prayer?

CROSS CURRICULUM LINK

Songs\Rhymes

REFERENCE        

My bible story books and video

WEEK 5 – 6

TOPIC

Obedience to God        

CONTENT

Story of Noah/ story of Samuel

KEY SKILL           

To know the story of Noah and Samuel

ASSESSMENT    

Identify and colour Noah’s Ark

CROSS CURRICULUM LINK

Songs\Rhymes: Obedience is better than sacrifice.

REFERENCE        

My bible story books and video

WEEK 7 – 8

TOPIC

Mary and Martha.       

CONTENT

The story of Jesus with the children

KEY SKILL           

To know the story of Mary and Martha

ASSESSMENT    

Identify and circle Mary and Martha

CROSS CURRICULUM LINK

Num Concept: Two sisters for number 2

REFERENCE        

My bible story books and video

WEEK 9 – 10

TOPIC

Kindness           

CONTENT

Esther’s story

KEY SKILL           

To know the meaning of kindness

ASSESSMENT    

Identify and colour Esther

CROSS CURRICULUM LINK

Lang. Act: kindness means love.

REFERENCE        

My bible story books and video

WEEK 11 – 12

TOPIC

Boldness           

CONTENT

David and Goliath

KEY SKILL           

To know the story of David and Goliath

ASSESSMENT    

Identify and colour David

CROSS CURRICULUM LINK

Songs\Rhymes: A Lion, a lion, a lion has a tail, it has a big head…….

REFERENCE        

My bible story books and video

STORY       1^ST TERM

WEEK 1 – 2

TOPIC

Reading individual picture books   

CONTENT

1. Describe terms
2. Identify different pictures

KEY SKILL           

To identify different pictures.

ASSESSMENT    

Identify and colour

CROSS CURRICULUM LINK

Sensorial Activity. Perception and discrimination

REFERENCE        

Story books

WEEK 3 – 4

TOPIC

Town mouse and country mouse         

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Friendship

ASSESSMENT    

Color town mouse.

CROSS CURRICULUM LINK

1. Pre science; farm animals.
2. Sensorial Activity; concept of size

REFERENCE        

Story books and DVD.

WEEK 5 – 6

TOPIC

The three little pigs    

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

1. Boldness, living together as one.
2. Love.

ASSESSMENT    

Identify and colour the 1st pig.

CROSS CURRICULUM LINK

Number concept; number. Discovery: animal

REFERENCE

Ladybird story books   

WEEK 7 – 8

TOPIC

Snow white and the seven dwarf        

CONTENT

1. Describe terms
2. Identify each character in the story
3. Tell the pupils the story.
4. State the moral lessons in the story.

KEY SKILL           

• To identify and describe the characters
• To give a summary of the story.
• To say the moral lessons in the story.

ASSESSMENT    

Colour the snow white.

CROSS CURRICULUM LINK

Number concept: colour, number.

REFERENCE        

The DVD on snow white and the seven dwarfs and story book.

WEEK 9 – 10

TOPIC

Pinocchio          

CONTENT

1. Describe terms
2. Identify each character in the story.
3. Tell the pupils the story.
4. State the moral lessons in the story.

KEY SKILL           

1. To identify and describe the characters in the story.
2. To give a summary of the story.
3. To say the moral lessons in the story.

ASSESSMENT    

Obedient

CROSS CURRICULUM LINK

W.W.J.D. what I should do as a good child.

REFERENCE        

The DVD and story book.

WEEK 11 – 12

TOPIC

The clever monkey      

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story.

KEY SKILL           

To be clever in all things.

ASSESSMENT    

• To identify and role play some of the characters in the story.
• To give a short summary of the story.
• To say the moral lessons in the story.

CROSS CURRICULUM LINK

Discovery; animals

REFERENCE        

The clever monkey story book

STORY 2^nd TERM

WEEK 1 – 2

TOPIC

The three little pigs   

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Boldness, living together as one. Love.

ASSESSMENT    

Identify and color the 1s pig.

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: animal

REFERENCE        

Video and the story book.

WEEK 3 – 4

TOPIC

The three Billy goat gruff        

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Cleverly

ASSESSMENT    

Colour three Billy goat gruff.

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: animal

REFERENCE        

Video and the story book.

WEEK 5 – 6

TOPIC

The bad tempered goat            

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Do not have Bad temper.

ASSESSMENT    

Identify the bad tempered goat.

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: animal

REFERENCE

Video and the story book.

WEEK 7 – 8

TOPIC

Goldilocks and the three bears            

CONTENT

1. Describe terms
2. identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Greedy

ASSESSMENT    

Who is goldilocks?

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: animal

REFERENCE        

Video and the story book.

WEEK 9 – 10

TOPIC

Why the bear tail is short       

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Greedy

ASSESSMENT    

Concept of size.

CROSS CURRICULUM LINK

Concept of size Discovery: animal

REFERENCE

Video and the story book.

WEEK 11 – 12

TOPIC

Watch video of goldilocks and the three bears           

CONTENT

Narrate, role play and watch video

KEY SKILL           

Greedy

ASSESSMENT    

How many bears are there?

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: Animal

REFERENCE

Video and the story book.

WEEK 13

TOPIC

Watch video of the Goldilocks and the three bears  

CONTENT

1. Describe terms
2. Identify and name the
3. Characters in the story
4. Dramatize and say the story to the pupils
5. State the moral lessons in the story

KEY SKILL           

Obedient

ASSESSMENT    

Identify the three bears.

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: animal

REFERENCE

Video and the story book.

 STORY 3RD TERM

WEEK 1 – 2

TOPIC

The story of old Mac -Donald            

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Animal and the sound they make.

ASSESSMENT    

What sound does the duck make?

CROSS CURRICULUM LINK

Discovery: farm animal and their sound.

REFERENCE        

Video and the story book.

WEEK 3 – 4

TOPIC

Beauty and the beast 

CONTENT

1. Describe terms
2. Identify and name the
3. Characters in the story
4. Dramatize and say the story to the pupils
5. State the moral lessons in the story

KEY SKILL           

Love

ASSESSMENT    

Identify the beast

CROSS CURRICULUM LINK

Number concept; number 3 Discovery: animal

REFERENCE        

Video and the story book.

WEEK 5 – 6

TOPIC

Puss in the boot

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Friendship

ASSESSMENT    

Colour the boot

CROSS CURRICULUM LINK

Discovery: animal

REFERENCE        

Video and the story book.

WEEK 7 – 8

TOPIC

The ugly duckling         

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Love one another.

ASSESSMENT    

Identify the ugly duckling.

CROSS CURRICULUM LINK

Number concept; number Discovery: animal

REFERENCE        

Video and the story book.

WEEK 9 – 10

TOPIC

Cinderella        

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Obedient

ASSESSMENT    

Who is Cinderella?

CROSS CURRICULUM LINK

Sensorial Activity; concept of size, number

REFERENCE

Video and the story book.

WEEK 11 – 12

TOPIC

Little red riding hood              

CONTENT

1. Describe terms
2. Identify and name the characters in the story
3. Dramatize and say the story to the pupils
4. State the moral lessons in the story

KEY SKILL           

Disobedient

ASSESSMENT    

Who is little red riding hood.

CROSS CURRICULUM LINK

Sensorial Activity; concept of colours.

REFERENCE        

Video and the story book.

SONG/RHYMES 1ST TERM

WEEK 1

TOPIC

Twinkle, twinkle little star     

CONTENT

Recite the rhyme and sing the song.

KEY SKILL           

Children will learn heaven bodies

ASSESSMENT    

Where can we see the star?

CROSS CURRICULUM LINK

Discovery: heavenly -body

REFERENCE        

Video.

WEEK 2

TOPIC

Rain, rain go away     

CONTENT

Recite the rhyme and sing the song.

KEY SKILL           

Children will learn rhythm

ASSESSMENT    

Rain give us what?

CROSS CURRICULUM LINK

Discovery: important of water

REFERENCE        

Video.

WEEK 3

TOPIC

Pat-a-cake       

CONTENT

Recite and role play the song

KEY SKILL           

Repetition of sounds

ASSESSMENT    

Who made the cake?

CROSS CURRICULUM LINK

Practical life: buttering of bread

REFERENCE        

Video

WEEK 4

TOPIC

Old Mac- Donald          

CONTENT

Recite and role play the song

KEY SKILL           

Children will learn rhythm

ASSESSMENT    

Mention things in Old Mac-Donald farm

CROSS CURRICULUM LINK

Discovery: Animals and their sounds

REFERENCE        

Video

WEEK 5

TOPIC

Hot cross buns

CONTENT

Recite and role play the song

KEY SKILL           

Children will learn rhythm

ASSESSMENT    

One buns is for one

CROSS CURRICULUM LINK

Discovery: Hot and cool

REFERENCE        

Video

WEEK 6 – 7

TOPIC

Hey diddle diddle         

CONTENT

Recite the rhyme sing the song.

KEY SKILL           

Children will learn the rhythm

ASSESSMENT    

What jump over the moon?

CROSS CURRICULUM LINK

Sensorial Activity: Positional word over

REFERENCE        

Video

WEEK 8

TOPIC

Little jack Horner         

CONTENT

Recite and sing the song

KEY SKILL           

Children will learn the rhythm

ASSESSMENT    

Who is little jack?

REFERENCE        

Video

WEEK 9

TOPIC

Mary had a little lamp              

CONTENT

Recite and sing the song

KEY SKILL           

Children will learn rhythm

ASSESSMENT    

Is Mary lamp small or big?

CROSS CURRICULUM LINK

Discovery: Animals with furs

REFERENCE        

Video, chart

WEEK 10

TOPIC

A lion a lion     

CONTENT

Recite and role play the song

KEY SKILL           

Children will learn Rhythm

ASSESSMENT    

The lion has a big _

CROSS CURRICULUM LINK

Sensorial Activity: Concept of size

REFERENCE        

Video, chart

WEEK 11

TOPIC

Head shoulders knees and toes           

CONTENT

Recite and sing the song

KEY SKILL           

Learn part of the body.

ASSESSMENT    

Touch your ear.

CROSS CURRICULUM LINK

Number concept; number Discovery; parts of the body

REFERENCE        

Video, chart

WEEK 12

TOPIC

I have two Hands         

CONTENT

Recite and sing the song

KEY SKILL           

Keeping a clean hands

ASSESSMENT    

Touch your hand

CROSS CURRICULUM LINK

Number; number.

REFERENCE        

Video, chart

SONG/RHYMES             2nd TERM

WEEK 1

TOPIC

Jack and Jill went up the hill       

CONTENT

Recite and role play

KEY SKILL           

Rhythm

ASSESSMENT    

Who is jack?      

CROSS CURRICULUM LINK

Discovery; water              

REFERENCE        

Video and chart

WEEK 2

TOPIC

In a cottage in a wood              

CONTENT

Recite and sing the song

KEY SKILL           

Friendship

ASSESSMENT    

What is cottage?

CROSS CURRICULUM LINK

Discovery; farm

REFERENCE        

Video and chart

WEEK 3

TOPIC

Old mother hub board

CONTENT

Recite and role play the song

KEY SKILL           

Care

ASSESSMENT    

Identify old mother hub board

CROSS CURRICULUM LINK

Discovery; animal

REFERENCE        

Video and chart

WEEK 4

TOPIC

One little two little three little fingers            

CONTENT

Recite and sing the song

KEY SKILL           

Number value

ASSESSMENT    

Touch your finger.

CROSS CURRICULUM LINK

Number concept; numbers

REFERENCE        

Video and chart

WEEK 5

TOPIC

Rat-ta-tat-tat 

CONTENT

Recite and role play

KEY SKILL

How to respond             

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Discovery; animal

REFERENCE        

Video and chart

WEEK 6

TOPIC

Little miss muffet        

CONTENT

Recite and role play

KEY SKILL           

Cleanliness

ASSESSMENT    

Colour little Miss Muffet

CROSS CURRICULUM LINK

Discovery; food

REFERENCE        

Video and chart

WEEK 7

TOPIC

Review wks. 1-6           

CONTENT

Recite all the songs / rhyme

REFERENCE        

Video and chart

WEEK 8

TOPIC

I see the moon              

CONTENT

Recite and sing

KEY SKILL           

Heaven bodies

ASSESSMENT    

Point at the moon.

CROSS CURRICULUM LINK

Discovery; heavenly bodies

REFERENCE        

Video and chart

WEEK 9

TOPIC

Where is thumbkin?    

CONTENT

Recite and sing

KEY SKILL           

Part of the body

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Part of the body

REFERENCE        

Video and chart

WEEK 10

TOPIC

When cat wakes up in the morning    

CONTENT

Recite and sing

KEY SKILL           

Greeting

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Greeting

REFERENCE        

Video and chart

WEEK 11

TOPIC

Goosey goosey gender              

CONTENT

Recite and sing

KEY SKILL           

Prayer

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Animals             

REFERENCE        

Video and chart

WEEK 12

TOPIC

Pussy cat, pussy cat    

CONTENT

Recite and sing

KEY SKILL           

How to respond

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Animals             

REFERENCE        

Video and chart

SONG/RHYMES             3RD TERM

WEEK 1

TOPIC

Little Bo beep

CONTENT

Recite and sing

KEY SKILL           

Care      

ASSESSMENT    

Recite

REFERENCE        

Video and chart

WEEK 2

TOPIC

How much is the dog in the meadow?              

CONTENT

Recite and sing

KEY SKILL           

How to respond

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Farm Animal

REFERENCE        

Video and chart

WEEK 3

TOPIC

See a pin and pick it up            

CONTENT

Recite and role play

KEY SKILL           

Carefulness and safety

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Good manners

REFERENCE        

Video and chart

WEEK 4

TOPIC

On our way to grand pa’s        

CONTENT

Recite and role play

KEY SKILL           

Farm animal

ASSESSMENT    

Colour grand pa farm

CROSS CURRICULUM LINK

Farm animals

REFERENCE        

Video and chart

WEEK 5

TOPIC

Oh the big ship sails   

CONTENT

Recite and sing

KEY SKILL           

Transportation

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Transportation

REFERENCE        

Video and chart

WEEK 6 – 7

TOPIC

Dinah blow your horn 

CONTENT

Recite and sing

KEY SKILL           

Transportation

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Transportation

REFERENCE        

Video and chart

WEEK 8

TOPIC

Doh a dear       

CONTENT

Recite and role play

KEY SKILL           

Caring

ASSESSMENT    

Recite

REFERENCE        

Video and chart

WEEK 9

TOPIC

King Jesus was a little child    

CONTENT

Recite and sing

KEY SKILL           

Growth

ASSESSMENT    

Recite and clap hand

CROSS CURRICULUM LINK

Wwjd; about Jesus

REFERENCE        

Video and chart

WEEK 10

TOPIC

I can do all things        

CONTENT

Recite and sing

KEY SKILL           

Boldness

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Wwjd; about Jesus

REFERENCE        

Video and chart

WEEK 11

TOPIC

This little pig went to the market       

CONTENT

Recite and sing

KEY SKILL           

Manners

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

t.p.d; Good manners

REFERENCE        

Video and chart

WEEK 12

TOPIC

Little Polly flinders

CONTENT

Recite and sing

KEY SKILL           

Sen. Act; concept of Size

ASSESSMENT    

Recite

CROSS CURRICULUM LINK

Sen. Act; concept of size

REFERENCE        

Video and chart

1ST TERM      PHYSICAL AND HEALTH EDUCATION

WEEK 1 – 2

TOPIC

General body exercise           

CONTENT

To move all parts of the body

KEY SKILL           

To acquainted with exercise

ASSESSMENT    

What is exercise?

CROSS CURRICULUM LINK

Songs\ Rhymes: I have two hands, the left and the right      

REFERENCE

Video   

WEEK 3 – 4

TOPIC

Tambourine movement         

CONTENT

To move body according to the rhythm

KEY SKILL           

To know the use of tambourine

ASSESSMENT    

What is this?

CROSS CURRICULUM LINK

Lang. Art: Tambourine is an object Lang. Art: Tambourine is an object

REFERENCE        

Playground

WEEK 5 – 6

TOPIC

What is the time Mr. Wolf      

CONTENT

Recite and role play

KEY SKILL           

To know the time

ASSESSMENT    

What number is this?

CROSS CURRICULUM LINK

Num. Concept: Number Value

REFERENCE        

Playground

WEEK 7 – 8

TOPIC

Hopping exercise         

CONTENT

Body movement

KEY SKILL           

To learn how to move every part of the body

ASSESSMENT    

Move your arms, bend your knees.

CROSS CURRICULUM LINK

Lang. Art: Hopping is an action word  

REFERENCE        

Playground

WEEK 9 – 10

TOPIC

Leaping exercise          

CONTENT

Body movement

KEY SKILL           

To learn how to move with one leg

ASSESSMENT    

Lift up your leg

CROSS CURRICULUM LINK

Disc: Parts of the body

REFERENCE        

Playground

WEEK 11 – 12

TOPIC

Who is in the garden  

CONTENT

Recite and role play

KEY SKILL           

To know how to sing the song

ASSESSMENT    

Who can sing this song?

CROSS CURRICULUM LINK

Lang. Art: girl

REFERENCE        

Playground

2ND TERM    PHYSICAL AND HEALTH EDUCATION

WEEK 1

TOPIC

Swinging of arms       

CONTENT

Body Exercise

KEY SKILL           

To exercise the arms

ASSESSMENT    

Show me your arms

CROSS CURRICULUM LINK

Disc: Parts of the body              

REFERENCE        

Playground

WEEK 2

TOPIC

Tambourine movement            

CONTENT

To move body according to the rhyme

KEY SKILL           

To know the use of tambourine

ASSESSMENT    

What is this?

CROSS CURRICULUM LINK

Lang.Act: Tambourine is an object.     

REFERENCE        

Playground

WEEK 3

TOPIC

Head, shoulder, knees and toes           

CONTENT

Identification of the part of the body

KEY SKILL           

To identify different parts of the body

ASSESSMENT    

• Touch your toes
• Touch your shoulders

CROSS CURRICULUM LINK

Disc: Parts of the body

REFERENCE        

Body chart

WEEK 4

TOPIC

Jack in the box              

CONTENT

Body movement

KEY SKILL           

To recite and say

ASSESSMENT    

Where is Jack

CROSS CURRICULUM LINK

Sensorial Act: identification of object

REFERENCE        

Playground

WEEK 5

TOPIC

Hopping exercise         

CONTENT

General body move

KEY SKILL           

To move all parts of the body

ASSESSMENT    

Can you hop? Do it

CROSS CURRICULUM LINK

Lang. Art: Hopping is an action word

REFERENCE        

Playground

WEEK 6

TOPIC

London Bridge

CONTENT

Recite and role play

KEY SKILL           

To sing the song

ASSESSMENT    

What happen to the bridge?

CROSS CURRICULUM LINK

Disc: means of transportation

REFERENCE        

Playground

WEEK 6 – 8

TOPIC

What is the time Mr. Wolf      

CONTENT

Recite and role play

KEY SKILL           

To know the time

ASSESSMENT    

What number is this?

CROSS CURRICULUM LINK

Num. Concept: number value

REFERENCE        

Playground

WEEK 9

TOPIC

Kangaroo movement  

CONTENT

Body movement hopping

KEY SKILL           

To know how kangaroo move

ASSESSMENT    

Hop like a kangaroo

CROSS CURRICULUM LINK

Disc: Animals

REFERENCE        

Video

WEEK 10

TOPIC

Apart together              

CONTENT

Body movement

KEY SKILL           

To part and close the 2 legs

ASSESSMENT    

Show me your right leg?

CROSS CURRICULUM LINK

Disc: Parts of your body

REFERENCE        

Playground

WEEK 11

TOPIC

Somersaulting

CONTENT

Body movement

KEY SKILL           

To learn how to tumble

ASSESSMENT    

Show me the foam

CROSS CURRICULUM LINK

Disc: parts of body

REFERENCE        

Playground

WEEK 12

TOPIC

Jumping Exercise         

CONTENT

Body movement

KEY SKILL           

To move the body

3rd TERM PHYSICAL AND HEALTH EDUCATION

WEEK 1

TOPIC

There is fire on the mountain          

CONTENT

General body movement

KEY SKILL           

To run round outside

ASSESSMENT    

Show me the fire

CROSS CURRICULUM LINK

Disc: hot and cool object

REFERENCE        

Playground

WEEK 2

TOPIC

Bending exercise          

CONTENT

To bend and touch the toes

KEY SKILL           

To touch the knees and toes

ASSESSMENT    

Touch your TOES

CROSS CURRICULUM LINK

Disc: Parts of the body

REFERENCE        

Playground

WEEK 3

TOPIC

Throwing and catching of balls

CONTENT

Using balls

KEY SKILL           

To know how to throw and catch the ball

ASSESSMENT    

How do you catch the ball?

CROSS CURRICULUM LINK

Disc: Hand

REFERENCE        

Playground

WEEK 4

TOPIC

Racing in pairs

CONTENT

Running in twos

KEY SKILL           

Know how to run

ASSESSMENT    

On your mark, get set

CROSS CURRICULUM LINK

Disc: Exercise

REFERENCE        

Playground

WEEK 5

TOPIC

Filling the basket with small balls      

CONTENT

Using small balls

KEY SKILL

To know how to pick balls      

ASSESSMENT    

Do we pick balls with two hands?

CROSS CURRICULUM LINK

Disc: Parts of the body {hand}

REFERENCE        

Playground

WEEK 6 – 7

TOPIC

Kangaroo hop              

CONTENT

1. Hopping exercise
2. To know how to move like kangaroo

KEY SKILL           

Who can move like kangaroo?

ASSESSMENT    

Songs\ rhymes: I like to hop…

CROSS CURRICULUM LINK

REFERENCE        

Playground

WEEK 8 – 9

TOPIC

Somersaulting

CONTENT

Body movement

KEY SKILL           

To know how to somersault

ASSESSMENT    

How many of you can somersault

CROSS CURRICULUM LINK

Disc: Parts of the body

REFERENCE        

Playground

WEEK 10

TOPIC

Hopping exercise         

CONTENT

Hopping exercise

KEY SKILL           

To know how to jump with two legs

ASSESSMENT    

How of you can hop

CROSS CURRICULUM LINK

Songs\ Rhymes: I like to hop, hop, hop….

REFERENCE        

Playground

WEEK 11

TOPIC

Flying of kites 

CONTENT

Running in kites

KEY SKILL           

To know how to run fast

ASSESSMENT    

How many of you can run very fast

CROSS CURRICULUM LINK

Songs\Rhymes: Jonny running down …..

REFERENCE        

Playground

WEEK 12

TOPIC

London Bridge

CONTENT

Recite and role play

KEY SKILL           

To know how to sing the song

ASSESSMENT    

How many of you can sing this song?

CROSS CURRICULUM LINK

Songs\Rhymes: London Bridge is falling down…

REFERENCE        

Playground

1^ST TERM        T.P.D

WEEK 1 – 2

TOPIC

Welcoming and getting to know each Other 

CONTENT

Introducing oneself

KEY SKILL           

To know their names and the names of their class mates.

ASSESSMENT    

What is your name?

CROSS CURRICULUM LINK

Disc: Names of animals

REFERENCE        

Early Learner Environmental Studies

WEEK 3

TOPIC

My name, teacher and friend’s name and how to greeting in the morning & afternoon              

CONTENT

Meaning/important of greeting

KEY SKILL           

To know the proper way of greeting in the morning

ASSESSMENT    

How do we greet in the morning?

CROSS CURRICULUM LINK

Songs\Rhymes: When the dog wakes up in the morning……

REFERENCE        

Early Learner Environmental Studies

WEEK 4

TOPIC

Doing my home work  

CONTENT

The importance of doing home work

KEY SKILL           

Know how to do their home work

ASSESSMENT    

Is it good to drink water while doing your homework?

CROSS CURRICULUM LINK

Lang. Act: Homework is a verb

REFERENCE        

Early Learner Environmental Studies

WEEK 5

TOPIC

My name, teacher and friend’s name

CONTENT

Getting to know each other. How to respond when called

KEY SKILL           

To know the proper responds when called

ASSESSMENT    

How do you answer to your name?

CROSS CURRICULUM LINK

Disc: Names of animals

REFERENCE        

Early Learner Environmental Studies

WEEK 6

TOPIC

School/class rules and warding mind

CONTENT

Making rules together

KEY SKILL           

To know what class agreement is all about

ASSESSMENT    

Bullying is a bad …….

CROSS CURRICULUM LINK

Songs\Rhymes: love your neighbor…

REFERENCE        

Early Learner Environmental Studies

WEEK 7 – 8

TOPIC

Good manners

CONTENT

Proper ways of sneezing yawning and coughing

KEY SKILL           

Learn how to use handkerchief always

ASSESSMENT    

Is it good to yawn with mouth open?

CROSS CURRICULUM LINK

Disc: cleanliness

REFERENCE        

Early Learner Environmental Studies

WEEK 9

TOPIC

Speaking up and answering questions             

CONTENT

When to speak and when to answer question

KEY SKILL           

When to speak and when to answer question

ASSESSMENT    

Is it good to be shy in class?

CROSS CURRICULUM LINK

Songs\Rhymes: I can do all things

REFERENCE        

Early Learner Environmental Studies

WEEK 10

TOPIC

Silence time    

CONTENT

Learning, time, meal time, resting time,

KEY SKILL           

Learn how to observe silence time

ASSESSMENT    

Is it good to talk during learning time?

CROSS CURRICULUM LINK

Songs\Rhymes: Obedience is better than ……..

REFERENCE        

Early Learner Environmental Studies

WEEK 11

TOPIC

Bullying and fighting are bad habits  

CONTENT

To know what bullying means

KEY SKILL           

Consequences of bad habits

ASSESSMENT    

Is it good to fight your friends?

CROSS CURRICULUM LINK

W W J D: Love your neighbor

REFERENCE        

Early Learner Environmental Studies

WEEK 12

TOPIC

Doing my homework & obeying instructions 

CONTENT

Those things you should not do when doing your homework.

What instructions are?

KEY SKILL           

To know how and when to do their home work

ASSESSMENT    

Is it good to eat while doing your homework?

CROSS CURRICULUM LINK

Songs\Rhymes: Obedience is better than….

REFERENCE        

Early Learner Environmental Studies

WEEK 13

TOPIC

Revision            

2^nd TERM       T.P.D

WEEK 1

TOPIC

Silence time   

CONTENT

Learning, meal time and resting time.

KEY SKILL           

To learn how to be quiet in class

ASSESSMENT    

Is it good to talk while eating?

CROSS CURRICULUM LINK

Songs\Rhymes: Obedience is better than sacrifice

REFERENCE                       

Early Learner Environmental Studies

WEEK 2

TOPIC

Good manners

CONTENT

Doing home works & greeting

KEY SKILL           

To know the proper way of greet

ASSESSMENT    

Is it good to drink water while doing your homework?

CROSS CURRICULUM LINK

W.W.J.D: If you know the right thing to do

REFERENCE        

Early Learner Environmental Studies

WEEK 3

TOPIC

Proper way of answering your name 

CONTENT

Yes please          

KEY SKILL           

To know the proper way of answering your name

ASSESSMENT    

When somebody call your name, what do you say?            

CROSS CURRICULUM LINK

Disc: names of animals

REFERENCE        

Early Learner Environmental Studies

WEEK 4

TOPIC

Coming to school early             

CONTENT

Good manners  

KEY SKILL           

To know the importance of coming to school early

ASSESSMENT    

Is it good to come to school late?             

CROSS CURRICULUM LINK

Sensorial Act: good manners

REFERENCE        

Early Learner Environmental Studies

WEEK 5

TOPIC

Laughing / crying unnecessarily          

CONTENT

Bad habit

KEY SKILL           

To know that crying unnecessarily is a bad habit.

ASSESSMENT    

Is it good to cry unnecessarily?

CROSS CURRICULUM LINK

Songs\Rhymes: Pussy cat, pussy cat

REFERENCE        

Early Learner Environmental Studies

WEEK 6

TOPIC

Good table manners   

CONTENT

Saying thank you, yes please, greeting

KEY SKILL           

Know how to exhibit good manners

ASSESSMENT    

What do you say when you receive gift from somebody?

CROSS CURRICULUM LINK

Songs\Rhymes: please and thank you are magic words

REFERENCE        

Early Learner Environmental Studies

WEEK 7 – 8

TOPIC

How to handle material           

CONTENT

Orderliness

KEY SKILL           

To know the proper ways of handling books

ASSESSMENT    

How do we handle our books?    

CROSS CURRICULUM LINK

Lang Act: school materials           

REFERENCE        

Early Learner Environmental Studies

WEEK 9

TOPIC

Learning position in class                  

CONTENT

Sitting up            

KEY SKILL           

To know the proper ways to sit.

ASSESSMENT    

How do we sit in the classroom?

CROSS CURRICULUM LINK

P.E: Good posture           

REFERENCE        

Early Learner Environmental Studies

WEEK 10

TOPIC

Making a straight line

CONTENT

Making lines, folding arms standing

KEY SKILL           

Know how to stand according to their height.

ASSESSMENT    

Stand according to your height

CROSS CURRICULUM LINK

Num. Concept: Measurement

REFERENCE        

Early Learner Environmental Studies

WEEK 11 – 12

TOPIC

Playing safely during break                           

CONTENT

To know about safety    

REFERENCE

Early Learner Environmental Studies

3RD TERM T.P.D

WEEK 1 – 2

TOPIC

Answering your name                     

CONTENT

Yes please          

KEY SKILL           

Manners

ASSESSMENT    

How do you respond when call? 

CROSS CURRICULUM LINK

W.W.J.D God gives name to animals        

REFERENCE        

Chart and video

WEEK 3

TOPIC

Doing your homework, handling your books  

CONTENT

Good manners

KEY SKILL

Proper ways to handle school materials  

ASSESSMENT    

Is it proper to play while doing our homework?                   

CROSS CURRICULUM LINK

Songs\Rhymes: Obedience

REFERENCE        

Early Learner Environmental Studies

WEEK 4

TOPIC

Proper ways to make request  

CONTENT

Use of May I, excuse me

KEY SKILL           

Good manners  

ASSESSMENT    

What do you say when making a request?

CROSS CURRICULUM LINK

W.W.J.D: Proper way of making request                  

REFERENCE        

Early Learner Environmental Studies

WEEK 5

TOPIC

Coming to school early          

CONTENT

To know the proper time to come to school          

KEY SKILL           

Good manners  

ASSESSMENT    

When is the right time to come to school?             

CROSS CURRICULUM LINK

Songs\Rhymes: Punctuality          

REFERENCE        

Early Learner Environmental Studies

WEEK 6

TOPIC

Paying attention during learning time

CONTENT

Silence time       

KEY SKILL           

Good manners  

ASSESSMENT    

What is the right thing to do during learning time?             

CROSS CURRICULUM LINK

W.W.J.D: Obedience

REFERENCE        

Early Learner Environmental Studies

WEEK 7 – 8

TOPIC

Showing love and care to others       

CONTENT

Care giving         

KEY SKILL           

Loving one another         

ASSESSMENT    

Is it good to bully your friends?   

CROSS CURRICULUM LINK

Songs\Rhymes: friendship            

REFERENCE        

Early Learner Environmental Studies

WEEK 9

TOPIC

Reporting a matter to the teacher/ rather than fighting                 

CONTENT

Good manners

KEY SKILL           

To make your teacher your friend             

ASSESSMENT    

Is it good to fight your friends?   

CROSS CURRICULUM LINK

W.W.J.D: love your neighbor

REFERENCE        

Early Learner Environmental Studies

WEEK 10

TOPIC

Correct sitting & standing postures  

CONTENT

Sitting up & standing straight

KEY SKILL           

Safety   

ASSESSMENT    

What is the proper way to sit in class?     

CROSS CURRICULUM LINK

Disc: Posture      

REFERENCE        

Early Learner Environmental Studies

WEEK 11

TOPIC

Arranging my things in other 

CONTENT

To know how to keep things in order       

KEY SKILL           

Orderliness                        

ASSESSMENT    

Is it good to scatter your things around?

CROSS CURRICULUM LINK

Songs\Rhymes

REFERENCE        

Early Learner Environmental Studies

WEEK 12

TOPIC

How I will spend my holiday  

CONTENT

Speaking up in class.       

KEY SKILL           

Boldness             

ASSESSMENT    

Is it good to silence your teacher?            

CURRICULUM LINK

Songs\Rhymes: I can do all things…..          

REFERENCE        

Early Learner Environmental Studies

1ST TERM    HANDWRITING

WEEK 1 – 2

TOPIC

Gripping of pencil            

CONTENT

Tripod grip         

KEY SKILL           

Gripping with the tall, thumb and pointing finger.

ACTIVITY

Gripping exercise              Sen. act; concept of size. Outside and inside

CROSS CURRICULUM LINK

Learning solution handwriting.    

REFERENCE        

Dreamland handwriting,

WEEK 3 – 4

TOPIC

Tracing of vertical and horizontal line and strokes

CONTENT

Tracing of preschool pattern.

KEY SKILL           

Identifying and tracing of preschool pattern.        

ACTIVITY

               Tracing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 5 – 6

TOPIC

Tracing of right, left, down Ware curves      

CONTENT

Tracing of preschool pattern.      

KEY SKILL           

Identifying and tracing of preschool pattern.

ACTIVITY

Tracing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 7

TOPIC

Tracing of circles                   

CONTENT

Tracing

KEY SKILL           

Identify and tracing of circle        

ACTIVITY

Tracing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,     

WEEK 8 – 9

TOPIC

Tracing of number 1,4,7,9                           

CONTENT

To identify the numbers

KEY SKILL

Tracing of numbers                        

ACTIVITY

Tracing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 10 – 11

TOPIC

Tracing of number 2,3,6,8     

CONTENT

To identify the numbers

KEY SKILL

Tracing of numbers                        

ACTIVITY

Tracing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 12 – 13

TOPIC

Tracing of various patterns               

CONTENT

Tracing all preschool patterns.    

KEY SKILL           

Tracing of patterns

ACTIVITY

Tracing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

2ND TERM HANDWRITING

WEEK 1 – 2

TOPIC

Tracing and drawing various patterns       

CONTENT

To look and trace various patterns            

KEY SKILL           

Tracing 

ACTIVITY/ASSESSMENT

Tracing and drawing exercise      

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,     

WEEK 3 – 4

TOPIC

Tracing and writing number 1 – 5                  

CONTENT

*To trace number 1-5

*To look and copy number 1-5

*To write number 1- 5 from memory       

KEY SKILL           

Tracing of numbers         

ACTIVITY/ASSESSMENT

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,     

WEEK 5 – 6

TOPIC

Tracing and writing number 6 – 10    

CONTENT

*To trace number 6- 10

*To look and copy number 6-10

*To write number 6- 10 from memory     

KEY SKILL           

Tracing numbers              

ACTIVITY/ASSESSMENT

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 7 – 8

TOPIC

Tracing and writing number 1 – 10                

CONTENT

*To trace number 1- 10

*To look and copy number 1-10

*To write number 1- 10 from memory     

KEY SKILL           

Tracing of numbers         

ACTIVITY/ASSESSMENT

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 9

TOPIC

Tracing and writing sounds(c, e, 0, a, i, r, x, z)         

CONTENT

*To identify the sounds.

*Formation of the letters.            

KEY SKILL           

Tracing of sounds            

ACTIVITY/ASSESSMENT

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 10

TOPIC

Tracing and Writing sounds (p, g, y, q, i)       

CONTENT

*To identify the sounds

*.Formation of the letters.

*.To look and copy “g, p, j, q, y) 

KEY SKILL           

Tracing of sounds            

ACTIVITY/ASSESSMENT

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 11

TOPIC

Tracing and writing k, t, d, f, k,         

CONTENT

*To identify the sounds

*.Formation of the letters.           

*.To look and copy “k, t, d, f, k)

KEY SKILL           

Tracing of sounds            

ACTIVITY/ASSESSMENT

Tracing and writing exercise
CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 12

TOPIC

Tracing and writing n, m, w, v h, l, s,               

CONTENT

*To identify the sounds

*.Formation of the letters.

*.To look and copy         

KEY SKILL           

Tracing of sounds            

ACTIVITY/ASSESSMENT

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

3rd TERM HANDWRITING

WEEK 1 – 2

TOPIC

Tracing and writing a-i and 11-20              

CONTENT

*To identify the sounds and number

*To trace the sounds and numbers

* To look and copy sounds and number

KEY SKILL           

Tracing of numbers and sounds

ACTIVITY

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 3 – 4

TOPIC

Tracing and writing sound j-s

CONTENT

*To identify the sounds and number

*To trace the sounds and numbers

* To look and copy sounds and number

KEY SKILL           

Tracing of numbers and sounds

ACTIVITY

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 5 – 6

TOPIC

Tracing and writing s-z and 21-30     

CONTENT

*To identify the sounds and number

*To trace the sounds and numbers

* To look and copy sounds and number

KEY SKILL           

Tracing of numbers and sounds

ACTIVITY

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 9 – 10

TOPIC

Writing of number 41-50       

CONTENT

*To identify the sounds and number

*To trace the sounds and numbers

* To look and copy sounds and number

KEY SKILL           

Tracing of numbers and sounds

ACTIVITY

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting,

WEEK 11 – 12

TOPIC

Writing of number and letters taught.          

CONTENT

*To identify the sounds and number

*To trace the sounds and numbers

* To look and copy sounds and number

KEY SKILL           

Tracing of numbers and sounds

ACTIVITY

Tracing and writing exercise

CROSS CURRICULUM LINK

Sen. Act; concept of size. Outside and inside                         

REFERENCE        

Learning solution handwriting. Dreamland handwriting.

Nursery 2 Blended British and Nigerian Curriculum Scheme of work Subjects

The Subjects includes; Number Concept, Language Art, Creative Arts And Crafts, Seasonal Creativity, Physical & Health Education, Story, Songs And Rhymes, Grace And Courtesy, Practical Life, Sensorial Activity, Pre-Science, Bible Club, Hand Writing, Practical Life, Discovery, CRK etc.

NURSERY 2 LANGUAGE ART 1ST TERM

WEEK 1 – 2

TOPIC   

All Single Sounds. Sight words: I, go, A.

CONTENT           

• Rote read the 42 Jolly Phonics Sounds.
  • Identify the single sounds.
  • Build 2 to 3 letter words.
  • Spell, memorize and make sentences with sight words. I, are, A

KEY SKILL           

• Match picture to the beginning sound.
• To identify the single sounds.
• To circle the picture with single sounds.

CROSS CURRICULAR LINK           

Pre-science; domestic and wild animal

ASSESSMENT    

• Whole class activity at the beginning of the lesson on reading the single sounds will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on building 2/3 letter words will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE

Chart on single sounds, flash cards.          

REFERENCES

The Phonic Handbook by Sue Lloyd

Photocopy section 2 and working with sounds

Phonics Nur.by NehraSherane. Pages 40 – 43.

First Phonics Book 1 – 3.

WEEK 3 – 4         

TOPIC   

Digraph Sounds. Sight words: are, the, no

CONTENT           

1. Rote read the 42 Jolly Phonics.

2. Build words with the digraph sounds.

3. Build 4 to 5 letter words with the single sounds.

4. Identify the digraph sound.

5. Spell, memorize and make short sentences with the sight words “go, the”, no.

KEY SKILL           

1. To identify the digraph sound.

2. To differentiate the single sounds from digraphs

3. Circle the digraphs in words

CROSS CURRICULAR LINK           

Number concept; counting in 2s.

ASSESSMENT    

• Whole class activity at the beginning of the lesson on identifying the digraph sounds will provide evidence on the extent to which learner can apply their knowledge.
• Individual work on blending words will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Chart on digraph sounds, chart on single sounds, flash cards

REFERENCES

Working with Sounds Phonics by NehraSherane. Pages 40 – 43 and the Phonics Handbook by Sue Lloyd. First Phonics Book 1 – 3.

WEEK 5 – 6         

TOPIC   

Capital Letters. Sight words. He, she.

CONTENT           

• Rote read capital small letters together.
• Write the capital letters and the small letters.
• Match capital letters to small letters.
• Say when to use the capital letters.
• Spell, memorize and make short sentences with the sight words he, she, her.

KEY SKILL           

• To identify the capital.
• To identify when to use capital letters
• To look and copy capital letters

CROSS CURRICULAR LINK           

Social skill; the family

ASSESSMENT    

• Whole class activity at the beginning of the lesson on identifying and reading the 26 alphabet.
• Will provide evidence on the extent to which learner can apply their knowledge on the topic
• Individual work on the formation of the capital letters will provide evidence on the extent to which each learner have ascertained the topic.

RESOURCE

Chart on Jolly phonic sounds, chart on the capital letters  

REFERENCES

The Grammar Handbook 3 by Sara Wemham and Sue Lloyd.

Pages 38 Collins Easy learning English Ages 4- 3.

WEEK 7 – 8

TOPIC   

Vowels and consonants. Sight words: you, me.

CONTENT           

• Rote read capital and small letters together.
• Identify the vowels and consonant letters.
• Build words with the vowels.
• Spell, memorize and make short sentences with the sight words he, her, you, so.

KEY SKILL           

• To identify 5 vowels and the 21 consonant.
• To write the vowel and the consonants
• Build and read three letter words.

CROSS CURRICULAR LINK           

Pre science; classes of food

ASSESSMENT    

• Whole class activity at the beginning of the lesson on the 26 alphabet will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on differentiating the vowels from the consonants will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Chart on the vowels and consonants, chart on three letter words, flash cards

REFERENCES

The Grammar Handbook 1 by Sara Wenham and Sue Lloyd page 26

WEEK 9 – 10       

TOPIC   

Vowels. Sight words: her, we

CONTENT           

• Rote read the 42 Jolly Phonics sounds.
• Rote read the capital letters.
• Identify the long vowels.
• Build words with the short and long vowels.
• Make sentences with the vowels
• Spell, memorize and construct sentences with the sight words.

KEY SKILL           

1. To identify the vowels and consonants.

2. Build words with the vowels and consonants

3. To make sentences with the vowels

CROSS CURRICULAR LINK           

Pre-science; classes of food

ASSESSMENT    

• Whole class activity at the beginning of the lesson on identifying the short and long vowels will provide evidence on the extent to which learner can apply their knowledge.
• Individual work blending words with the vowels will provide evidence on the extent to which each learner have understood the Topic

RESOURCE

Chart on the vowels, chart on three letter words, flash cars            

REFERENCES

The Grammar Handbook 1 by Sara Wenham and Sue Lloyd page 26

WEEK 11 – 12     

TOPIC   

Consonant Blends. Sight words: said, love

CONTENT           

• Rote read the 42 sounds.
• Identify the consonant letters.
• Identify and blend the initial blends and thereafter, final blends.
• Build words with the consonant blends.
• Identify and circle the consonant blends in words.
• Spell, memorize and make short sentences with the sight words : me, said, love

KEY SKILL           

• To identify the consonant blends
• Build words with the blends
• To differentiate the initial and final consonant blends

CROSS CURRICULAR LINK           

Pre- science; living and non-living things, practical life; care of plants

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on word building using the blends’ will provide evidence on the extent to which each learner have ascertained the topic.

RESOURCE

Chart on consonant blends, chart on single and digraph sounds, flash cards           

REFERENCES

The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 41 – 43 and New Key Phonics 6 by Collins Education page 5.

NURSERY 2 LANGUAGE ART 2ND TERM

WEEK 1

TOPIC   

Capital letters. Sight word: one

CONTENT           

1. Rote read capital small letters together.

2. Write the capital letters and the small letters.

3. Match capital letters to small letters.

4. Say when to use the capital letters

5. Make sentences using capital letters

6. Spell, memorize and make short sentences with sight words one, we, some.

KEY SKILL           

1. To identify the capital.

2. To identify when to use capital letters

3. To look and copy capital letters

CROSS CURRICULAR LINK           

Social skill; the family

ASSESSMENT    

• Whole class activity at the beginning of the lesson on reading the capital letters will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on the use of capital letters will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Chart on capital letters, sounds and sight words

REFERENCES

The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 38

 Collins Easy learning English Ages 3-4

WEEK 2

TOPIC   

Double consonants sight word: Some

CONTENT           

1. Rote read the 42 Jolly Phonic Sounds

2. Rote read consonant blends.

3. Say why the consonants are double

4. Identify and match double consonant

5. Build words with double consonant.

6. Make simple sentences with the consonant blends and double consonants.

7. Spell, memorize and make short sentences with the sight

KEY SKILL           

1. To identify the double consonants

2. To blend word with double consonant.

3. To write words with double consonant.

CROSS CURRICULAR LINK           

Social skill; the family, number concept; counting in 2s

ASSESSMENT    

• Whole class activity at the beginning of the lesson on identifying the double consonants will provide evidence on the extent to which learner can apply their knowledge.
• Individual work blending words will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Chart on double consonants, sounds and sight words

REFERENCES

The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 50

WEEK 3 – 4

TOPIC   

Alternative spellings (ai a-e, ay) (ee ea) (oa, ow, o-e). Sight words: be, like.

CONTENT           

1. Rote read the 42 Jolly Phonic Sounds.

2. Say other words we can use in place of alternative.

3. State the need for forming alternative words.

4. Identify and build the words with alternative spellings of word sounds.

5. Spell, memorize and make short sentences with the sight words. Be, like.

KEY SKILL           

1. To identify the Different Alternative Spellings

2. To blend words using the Alternative Spellings

3. To listen and write words with alternative spellings

CROSS CURRICULAR LINK           

Social skill; the family.

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on word building using the alternative’ will provide evidence on the extent to which each learner have ascertained the topic.

RESOURCE         

Chart on alternative spellings

REFERENCES

New Key Phonics 6. Collins Educational pages 5, 9 – 10. & Start Smart Phonics by MotunIge Malita Nkembo Nursery 3 pages 33 – 35. & Schofield & Sums Book 4, page 11.

WEEK 5 – 6

TOPIC   

Alternative Spellings (igh, y, i-e) (oi -oy) (ou -ow). Sight words: was, here.

CONTENT           

1. Rote read the 42 Jolly Phonic Sounds.

2. Say other words we can use in place of alternative.

3. State the need for forming alternative words.

4. Identify and build the words with alternative spellings of word sounds.

5. Spell, memorize and make short sentences with the sight words. Be, like.

KEY SKILL           

1. To identify the Different Alternative Spellings

2. To blend words using the Alternative Spellings

3. To listen and write words with alternative spellings

CROSS CURRICULAR LINK           

Social skill; the family.

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on word building using the alternative’ will provide evidence on the extent to which each learner have ascertained the topic.

RESOURCE         

Chart on alternative spellings

REFERENCES

New Key Phonics 6. Collins Educational pages 6, 9 – 10. &

Start Smart Phonics by MotunIge Malita Nkembo Nursery 3 pages 33 – 35. &

The Grammar Handbook 1 by Sara W. pages 122.

WEEK 7 – 8         

TOPIC

Trigraphs Sight words: have, to.        

CONTENT           

1. Rote read the 42 Jolly Phonic Sounds.

2. Rote read words with trigraph.

3. Build words with trigraph.

4. To introduce reading of simple sentences.

5. Listen and write trigraph.

6. Read and match trigraph to the appropriate pictures.

7. Spell, memorize and construct sentences with the sight words have, to.

KEY SKILL           

1. To identify trigraph.

2. To build words with trigraphs.

3. To circle trigraphs in words.

4. To listen and write trigraphs

CROSS CURRICULAR LINK           

Number concept; counting in 3s

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on blending words with trigraphs will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Chart on trigraph, flash cards.

REFERENCES

Key Stage 2 Schofield & Sims

Key Spelling Book 4 Pages 1 – 12.

WEEK 9 – 10       

TOPIC   

The use of ‘a’ and ‘an’. Sight words: there, live, of.

CONTENT           

1. Rote read the 42 Jolly Phonic Sounds.

2. Rote read alphabet letters.

3. Identify the vowel (5) and the 21 consonant letters.

4. Say when to use ‘a’ and ‘an’.

5. Make sentences with ‘a’ and ‘an’.

6. Match ‘a’ and ‘an’ to appropriate pictures.

7. Spell, memorize and make short sentences with sight words there, live, of.

KEY SKILL           

1. To identify the vowels and the consonants.

2. To identify when to use ‘a’ and ‘an’

3. To match ‘a’ and ‘an’ to the correct pictures.

CROSS CURRICULAR LINK           

Pre-science; living and non-living

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on identifying the vowels and consonants.
• Individual work on when to use ‘a’ and ‘an’ will provide evidence on the extent to which each learner have ascertained the topic.

RESOURCE         

Chart on ‘a’ and ‘an’, apple, orange etc

REFERENCES

Pry. English Course 1 by O. Taiwo L. L. pages 1 – 2. & the Grammar Handbook 1 by Sara

WEEK 11 – 12    

TOPIC   

Use of ‘a’ and ‘some’ (singular/plural). Sight words: do, they, give.

CONTENT           

1. Rote read the 42 Jolly Phonics Sounds

2. State the thumb rules of using ‘a’ and ‘some’.

3. Identify the vowels and consonant letters.

4. Say when to use ‘a’ and some.

5. Match ‘a’, ‘an’ and ‘some’ to the appropriate pictures.

6. Make simple sentences with ‘a’ and some.        

7. Singular / Plurals.        

8. Spell, memorize and make short sentences with the sight words: do, they, give. 

KEY SKILL           

1. To identify the vowels and the consonants.

2. To identify when to use ‘a’ ‘an’ and ‘some’

3. To match ‘a’ ‘an’ and ‘some’ to the correct pictures.

CROSS CURRICULAR LINK           

Number concept; number values

ASSESSMENT    

• Whole class activity at the beginning of the lesson on mentioning things with ‘a’ and ‘some’ will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Chart on ‘a’ and ‘some’

REFERENCES

Pry. English Course 1 by O. Taiwo L. L. pages 1 – 2.

NURSERY 2 LANGUAGE ART 3RD TERM

WEEK 1

TOPIC   

Rules of reading. Sight words: only, could, would.

CONTENT           

1. Rote read the 42 jolly phonic sounds

2. Rote read blends digraphs, consonant blends, and trigraph and double consonants.

3. Build words with the blends.

4. Say the basic reading rules.

5. Read the sentences

6. (Introduce decodable readers) Read brief passages guided by pictures.

7. Spell, memorize and make short sentences with the sight words only could, would.

KEY SKILL           

• to rote read the 42 sounds
• to read the reading rules
• to read simple sentences using the Queen’s prime And decodable
• to make simple sentences

CROSS CURRICULAR LINK           

Social skill; school rules

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on identifying reading rules will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Chart on rules of reading, single sounds, digraph sounds, sight words

REFERENCES

Queen Primer book 2 & Decidable by Ned Jenren

WEEK 2

TOPIC   

Consonant blends. Sight words: other, were, two

CONTENT           

1. Rote read the 42 sounds.
2. Identify the consonant letters.
3. Identify and blend the initial blends and thereafter, final blends.
4. Build words with the consonant blends.
5. Identify and circle the consonant blends in words.
6. Spell, memorize and make short sentences with the sight words: other, were, two

KEY SKILL           

• to rote read the 42 sounds
• to identify the consonant blends the initial and final blends
• to build words with the blends
• to read simple sentences

CROSS CURRICULAR LINK           

Pre- science; living and non-living things, practical life; care of plants

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on blending words.
• Individual work will provide evidence on the extent to which each learner have ascertained the topic

RESOURCE

Chart on consonant blends, charts on single sounds

REFERENCES

The Grammar Handbook 3 by Sara Wemham and Sue Lloyd. Pages 41 – 43 and New Key Phonics 6 by Collins Education page 5.

WEEK 3 – 4         

TOPIC   

Noun. Sight words: old, should, young.

CONTENT           

1. Rote read the 42 Jolly Phonics sounds alphabet letters.

2. Describe a noun.

3. Read and circle the nouns.

4. Identify and cross out pictures that are nouns.

5. Identify nouns ‘n’ the class noun.

6. Spell, memorize and make simple sentences with the sight words old, should, young.

KEY SKILL           

• To identify nouns.
• to associate nouns to objects and real life things
• read the decodable , Queen’s prime and identify the nouns

CROSS CURRICULAR LINK           

• Pre-science living and non-living thing
• Social skills some interesting places

ASSESSMENT

• Whole class activity at the beginning of the lesson on saying some nouns will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic      

RESOURCE

Chart on noun, object in and outside the class      

REFERENCES

The Grammar Handbook 1 by Sara Wenham and Sue Lloyd. Page 102

WEEK 5 – 6

TOPIC   

Verb (ing). Sight words: upon, little, what.

CONTENT           

1. Rote read the 42 jolly phonic sounds

2. Describe verb.

3. Read a passage and circle the verbs.

4. Add ‘ing’ to make verbs.

5. Demonstrate verbs.

6. Spell, memorize and make short sentences with the sight words.

7. Identify read and circle the sight words. Upon, little, what.

KEY SKILL           

• to identify the verbs
• to match some word to their actions
• to the doubling rules by adding ‘ing’

CROSS CURRICULAR LINK           

Physical education; skipping, jumping. Etc

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on identifying verbs will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Chart on verbs, making actions.

REFERENCES

My second language book, ages 3-4 by M. O. Oluira M J, page 25. & Grammar Handbook 1 by Sara W &S. Page 126.

WEEK 7 – 8

TOPIC   

More of nouns and verbs sight words: yellow, there

CONTENT           

1. Rote read the 42 jolly phonic sounds
2. Identify the noun and verb in words.
3. Underline and circle the verbs and nouns in a passage.
4. Match verbs to nouns.
5. Read the sentences
6. Read brief passages guided by pictures.
7. Spell, memorize and make short sentences with the sight words: yellow, there.

KEY SKILL           

• to identify nouns
• to identify the verbs
• to match nouns to their verbs
• To read words with verbs and nouns.

CROSS CURRICULAR LINK           

• Social skills; some interesting places
• Physical education; running, jogging

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on stating nouns and verbs.
• Individual work will provide evidence on the extent to which each learner have ascertained the topic

RESOURCE

Chart on nouns and verbs, objects in the class           

REFERENCES

• Collins Easy Learning ages 4-5.
• Pages 5 – 30 & Decidable by Ned James.

WEEK 9 – 10       

TOPIC   

Sentence construction. Sight words. Because, does, put.

CONTENT           

• Rote read the 42 Jolly Phonic Sounds.
• Build words with the single sounds, digraphs consonant blends and double consonant, magic ‘e’.
• Make simple picture guided sentences
• Read the decodable
• Match pictures to it correct sentence.
• Spell, memorize and make short sentences with the sight words (because, does, put.

KEY SKILL           

• to rote read
• the 42 sounds, consonant blends, double consonant, etc
• to construct sentences with the above
• to read simple sentences from a passage

CROSS CURRICULAR LINK           

Pre- science; living and non-living things, practical life; care of plants

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic

RESOURCE

Chart on sentence construction            

REFERENCES

Pry. English Course 1 by O. Taiwo L.L. pages 1-2.

WEEK 11 – 12

TOPIC   

Reading .sight words: their, want, once.

CONTENT           

1. Rote read the 42 Jolly Phonic Sounds.
2. Make sentence.
3. Rote read blends.
4. Say the basic reading rules.
5. Read passage in Queen Primer.
6. Reading of Decodable.
7. Read and match sentences to pictures.
8. Make sentences with words / pictures.
9. Read the sight words – their, want, once.

KEY SKILL           

• to rote read
• the reading rules
• to make simple sentences
• to read the Queen’s prime and the decodable
• to match picture to sentences

CROSS CURRICULAR LINK           

Social skills; some interesting places.

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work reading will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Queen primer, other readers, chart on reading rules

REFERENCES

Queen Primer book 2 & Decidable by Ned Jenren.

1^ST TERM NUMBER CONCEPT

WEEK 1 – 2

TOPIC   

Recognition of values 1-30

CONTENT           

1. Rote counting of numbers 1 – 100.

2. Give values to number 1 – 30 using so many counters.

3. Count and match numbers to objects.

4. Write from memory 1 – 70.

5. Look and copy numbers 1 – 100.

6. Fill in the missing numbers 1 – 70.

KEY SKILL           

1. To identify numbers 1-100.

2. To apportion value to number 1-30.

3. To look and copy numbers

4. To write from memory 1-70.

CROSS CURRICULAR LINK           

Pre-science; living and non-living things, language arts; noun

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on apportioning values to number.
• Individual work will provide evidence on the extent to which each learner have ascertained the topic

RESOURCE

Counters, balls, breads chart on numbers

REFERENCES

Macmillan New Pry. By Math Module 4. Page 13. & Collins Easy Learning Counting Age 3-5. Page 17.

WEEK 3 – 4         

TOPIC   

Counting in ascending and descending order. Form nos. 71-80

CONTENT           

1. Rote count 1 – 120

2. Count and write in descending order 20-1.

3. Write from memory 1 – 70

4. Look and copy 1-

100

5. Join the dots 1 – 100

6. Fill the missing numbers 1 – 70.

KEY SKILL           

1. To count and write in descending order.

2. To count and write number in ascending order.

3. To fill in the missing numbers

4. To look and copy numbers correctly.

CROSS CURRICULAR LINK           

Language Arts; consonant blends

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Staircase, slant, chart on ascending and descending order

REFERENCES

Macmillan New Pry. By Math. Module 4. Page 13. & Collins Easy

Learning Counting Age 3-5, 4-5.

WEEK 5

TOPIC   

Addition. Form number 81 85.

CONTENT           

1. Rote count 1 – 120.

2. Describe addition.

3. Add pictures and give the answer.

4. Work it out (Add the numbers)

5. Write from memory 1 – 40.

6. Look and write 1 – 40.

KEY SKILL           

1. To describe addition by Demonstration

2. To identify the symbol of Addition

3. To add using pictures and objects.

CROSS CURRICULAR LINK           

Language art; consonant Blends copy numbers.

W.W.J.D the coming of Christ.

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Sign on addition, counters, breads, balls, number chart

REFERENCE

Schofield & Sims Nursery Numbers Book 6, pages 14-15. & Macmillan Pry. Math Book 2, page 34 & Collins Easy Learning Counting 12 – 16.

WEEK 6

TOPIC   

Subtraction. Form number 86-90.

CONTENT           

1. Rote count 1-150

2. Describe Subtraction using principle.

3. Take-away (reduce) remove etc.

4. Give values to numbers.

5. Subtract objects and give answer. Write from memory 1 – 40.

KEY SKILL           

1. To describe subtraction by demonstration

2. To identify the symbol of subtraction

3. To subtract using pictures and objects.

CROSS CURRICULAR LINK           

W.W.J.D; Jesus took away our sins

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the subtraction.
• Individual work will provide evidence on the extent to which each learner ascertained the topic

RESOURCE         

Sign on subtraction, counters, breads, balls, number chart

REFERENCES

Schofield & Sims Nursery Number 6Pages 22 & 23 Macmillan New Pry.  Math book 2, page 50.

WEEK 7

TOPIC   

Review Addition and Subtraction

CONTENT           

• Rote count 1 – 150
• Write from memory 1 – 90.

KEY SKILL           

1. To demonstrate and say the principle of addition and subtraction

2. To add/subtract pictures and objects.

3. To identify the symbol of addition and subtraction.

CROSS CURRICULAR LINK           

Sensorial Activity; concept of sizes

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the topic

RESOURCE         

Number chart, counters, balls, beads, and addition/subtraction sign

REFERENCES

Collins Easy= Learning Counting Age 3-4 Pages 12-2 1 & Macmillan New Pry. Math book 2, page 50. & Learning Solution Pry-School picture book, pages 1- 16.

WEEK 8

TOPIC   

Recognition of values 1-50. Introduce number 91-100

CONTENT           

• Rote count 1 – 170
• Give values to numbers 1 – 100
• Count and match objects appropriately.
• Write from memory 1 – 100
• Fill in the missing numbers.

KEY SKILL           

• To apportion values to numbers
• To match objects to the correct number
• To write from memory 1-100.
• Pre-science; Living and non- living things

CROSS CURRICULAR LINK           

Sensorial Activity; concept of size

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner have understood the topic.
• Individual work will provide evidence on the extent to which each learner apply their knowledge on apportioning values to numbers

RESOURCE         

Number chart, counters, balls, beads

REFERENCES

Macmillan New Pry. By Math Module 4. Page 13. & Collins Easy Learning Counting Age 3-5. Page 17.

WEEK 9 – 10       

TOPIC   

Introduce greater than >, less than <and equal to =

CONTENT           

1. Rote count 1 – 170.
2. Describe and demonstrate greater <, less> and equal to =
3. Write from memory 1 – 100.
4. Join the dots 1 – 120
5. Fill in the missing numbers, 1 – 100

KEY SKILL           

• To demonstrate greater than/less than
• To identify the symbol of greater than / less than
• To fill in the missing number.

CROSS CURRICULAR LINK           

Sensorial Activity; concept of size

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Sign for greater than >, less than <and equal to

REFERENCES

Lacombe new primary math, pages 36-37

WEEK 11 – 12

TOPIC   

Introduce Graph representation of data

CONTENT           

1. Rote count 1 – 200
2. Represent numbers on the graph.
3. Write from memory 1 –100
4. Look and copy 1-120
5. Find the value for numbers 50 – 100
6. Join the dots 1 –120,

KEY SKILL           

1. To sort objects using table

2. To represent data in the graph

3. To colour the graph correctly.

CROSS CURRICULAR LINK           

Sensorial Activity; concept of shapes

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on graph.
• Individual work will provide evidence on the extent to which each learner have ascertained the lesson

RESOURCE         

Chart on graph representation of date, shapes, and colours

REFERENCES

Macmillan Pry. English Course book 1 by o. Taiwo L. Lorye. Page 4. & New Nursery Math Book 3 Macmillan series page 1

2ND TERM NUMBER CONCEPT

WEEK    1 – 2

TOPIC   

Addition /subtraction of numbers using pictures and stories.

CONTENT           

1. Rote count 1-250

2. Describe terms

3. Say the principles of addition/subtraction as in put together, plus, take away, remove, minus etc.

4. Add/subtract objects and give answers

5. Look and copy 1 – 150

6. Write from memory 1 – 120

7. Fill in the missing numbers 1- 100.

KEY SKILL           

1. To demonstrate the meaning of addition/subtraction.

2. To identify the symbol of addition/subtraction

3. To solve problem on addition/subtraction

4. To write from memory.

CROSS CURRICULAR LINK           

Social Skill; Occupation.

ASSESSMENT    

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.

Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the lesson

RESOURCE         

Sign for addition/ subtraction, counters, beads etc

REFERENCES

Number Key stage Pages 23 & Nursery number 6 Schofield &

Sims Pages 4-6. & Lacombe New Pry. Math, pages 30-31.

WEEK    3 – 4

TOPIC   

Counting in 2s.

CONTENT           

1. Rote count 1-300

2. Count and write in 2’s 2-20

3. Look and copy 1 – 200

4. Write from memory 1-130

KEY SKILL           

1. To describe the term.

2. To count and write in 2s

3. To fill in the missing numbers in 2s.

CROSS CURRICULAR LINK           

W. W. J. D Noah’ Ark

ASSESSMENT

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work skip count in 2s will provide evidence on the extent to which each learner assimilation of the topic.              

RESOURCE

Chart on counting in 2s, counters, Number charts

REFERENCES

Nursery number 6 Schofield & Sims Pages 7 & 8 Number’s Key stage.

WEEK    5 – 6

TOPIC   

Odd and even numbers

CONTENT

• Rote count 1-300
• Identify and write odd and even numbers
• Look and copy numbers 1-70
• Write from memory 1-140
• Join the dots.

KEY SKILL           

• To describe odd and even number.
• To identify odd and even.
• To write odd and even numbers
• Write from memory 1 -140.

CROSS CURRICULAR LINK           

Sensorial Activity; Opposite

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on odd and even numbers.
• Individual work will provide evidence on the extent to which each learner have ascertained

RESOURCE         

Chart on odd and even numbers

REFERENCES

Nursery number 6 Schofield & Sims Pages 7 & 8 Number’s Key stage.

WEEK 7

TOPIC   

Review Addition/Subtraction

CONTENT           

1. rote count 1-350
2. Add/subtract numbers using object.
3. Say the principles of addition and /subtraction.
4. Join the dots 1-30
5. Look and copy 1-160
6. Write from memory 1- 145

KEY SKILL           

• To demonstrate and say the principle of addition and subtraction
• To add/subtract pictures and objects.
• To identify the symbol of addition and subtraction.

CROSS CURRICULAR LINK           

Sensorial Activity; concept of sizes

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work on how to add/ subtract will provide evidence on the extent to which each learner assimilation of the topic.

RESOURCE

Sign for addition/ subtraction, counters, beads etc      

REFERENCES

Numbers key stage (learning at home from school) Pages 23, 25, 5-7

WEEK 8 – 9         

TOPIC   

Introduce 1-2 time table

CONTENT           

1. Rote count 1 – 400
2. Recite and write 1 – 2 times tables.
3. Write from memory 1 – 150
4. Fill in the missing numbers 1 – 100.
5. Multiply numbers using objects

KEY SKILL           

1. To identify the symbol of multiplication

2. To recite the multiplication table

3. To fill in the missing numbers.

CROSS CURRICULAR LINK           

Language art; noun

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Chart on 1-2 time table, number chart

REFERENCES

Lacombe new Pry math, pages, 27-29

WEEK 10             

TOPIC   

Counting in 5s

CONTENT           

• Rote count 1-400
• Identify, count and write numbers in 5’s
• Look and copy 1- 200
• Write form memory 1-150
• Fill in the missing numbers 1-100

KEY SKILL           

• To describe the term.
• To count and write in 5s
• To fill in the missing numbers in 5s
• To look and copy

CROSS CURRICULAR LINK           

Physical Education; skipping

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work skip count in 5s will provide evidence on the extent to which each learner assimilation of the topic.

RESOURCE         

Chart on counting in 5s, counters, number charts

REFERENCES

Lacombe new pg. mathematics pages 38-41

WEEK 11 – 12

TOPIC   

Counting in 10s

CONTENT           

1. Rote count 1-400
2. Count and write on 10’s 10-200
3. Look and copy 1- 200
4. Write from memory 1-150
5. Fill in the missing numbers 1-100

KEY SKILL           

• To describe the term.
• To count and write in 10s
• To fill in the missing numbers in 10s
• To write from memory

CROSS CURRICULAR LINK           

Physical Education; skipping

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic

RESOURCE         

Chart on counting in 10s, counters, number charts

REFERENCES

Lacombe new page math pages 38-41.

3RD TERM NUMBER CONCEPT

WEEK    1

TOPIC   

Concept of money

CONTENT           

1. Rote count 1-400

2. Identify different currency

3. Write from memory 1-150

KEY SKILL           

1. To describe money

2. To identify money

3. To identify the different denominations/currency

CROSS CURRICULAR LINK           

Song/rhyme; how much is the dog

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on money.
• Individual work will provide evidence on the extent to which each learner have ascertained

RESOURCE

Money, chart on numbers, counters         

REFERENCES

Lacombe new pry. Math Pages 30-31 & numbers key stage

Pages 5-7, 23, 25

WEEK 2 – 3

TOPIC   

Shopping involving money

CONTENT           

1. Rote count 1-400

2. Describe terms

3. Shop with money

4. Look and copy 1-200

5. Write from memory 1- 170

6. Join the dot

KEY SKILL           

1. To identify money

2. To shop with money

3. To make change with money.

CROSS CURRICULAR LINK           

Song/rhyme; how much is the dog

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the adding/subtraction money, then make change.
• Individual work will provide evidence on the extent to which each learner have ascertained

RESOURCE         

Money, butter supermarket, counters, chart on numbers

REFERENCES

Lacombe new pry. Math Pages 34

WEEK 4 – 5

TOPIC   

Addition of numbers involving money

CONTENT           

1. Rote count number 1-450

2. Addition using money

3. Join the dots

4. Look and copy 1-250

5. Write from memory 1- 190

6. Fill in the missing no: 1-150

KEY SKILL           

1. To identify money

2. To shop with money

3. To make change with money.

CROSS CURRICULAR LINK           

Song/rhyme; how much is the dog

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the adding money.
• Individual work will provide evidence on the extent to which each learner have ascertained

RESOURCE         

Real money, sign for addition, chart on numbers, counters

REFERENCES

Lacombe new pry. Math Pages 18

WEEK    6 – 7

TOPIC   

Subtraction involving money

CONTENT           

1. Rote count number 1- 500

2. Subtraction using money

3. Join the dots

4. Look and copy 1-270

5. Write from memory 1-200

6. Fill in the missing no: 1-160

KEY SKILL           

1. To identify money

2. To shop with money

3. To make change with money.

CROSS CURRICULAR LINK           

Song/rhyme; five current buns

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on how to subtract money and have change.
• Individual work will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

Money, sign for subtraction number chart, counters

REFERENCES

Lacombe new pry. Math Pages 34

WEEK 8

TOPIC   

Greater/less, than and equal to

CONTENT           

• Rote count 1-500
• Identify and write these symbols appropriately
• Write from memory 1- 210

KEY SKILL           

• To demonstrate greater than/less than
• To identify the symbol of greater than / less than
• To fill in the missing number.

CROSS CURRICULAR LINK           

Sensorial Activity; concept of size

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on greater/less than and equal to.
• Individual work will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

The sign for less than/ greater than and equal to, chart on numbers

REFERENCES

Lacombe new Math Pages 36-37

WEEK 9 – 10       

TOPIC   

Introduce telling the time on the hours.

CONTENT           

1. Rote count 1-500
2. Describe the term
3. Identify the hand of the clock
4. Look and copy 1-280
5. Write from memory 1- 230
6. Fill in the missing numbers 1-180

KEY SKILL           

1. To identify the period of the day
2. To identify the minute and hour hand
3. To tell the time in hours.

CROSS CURRICULAR LINK           

Pre-science; Season

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on identifying different period of the day.
• Individual work will provide evidence on the extent to which each learner differentiate minutes from the hour hand.

RESOURCE         

Clocks, charts on number 1-200

REFERENCES

Lacombe new Math Pages 34

WEEK    11 – 12

TOPIC   

Fraction

CONTENT           

• Rote count 1-250
• Write from memory 1- 230
• Describe terms 4.Identify and shade/colour fraction.

KEY SKILL           

• To identify the whole
• To identify the half, quarter’ ¼ etc
• To match fraction.

CROSS CURRICULAR LINK           

T.P.D; sharing with your friend

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on fraction.
• Individual work will provide evidence on the extent to which each learner identifying a whole object and parts of an object.

RESOURCE

Chart on fraction, different objects on fraction, and fruits on fraction              

REFERENCES

Lacombe new Math Pages 36-37

1ST TERM    PRE-SCIENCE

WEEK 1

TOPIC   

Living and non- living things

CONTENT           

1. Describe terms

2. Identify living and non- living things

3. Differentiate living and non- living things

KEY SKILL           

• To say the meaning of living and non-living things.
• To identify and name the living and non-living things.
• To say the characteristic of living and non- living things.

CROSS CURRICULAR LINK           

Language Arts; noun.

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can identify living and non- living.
• Individual work will provide evidence on the extent to which each learner can apply their knowledge on living and non-living things.

RESOURCE         

Chair, table, man, boy, trees, animal and chart on living and non- living things

REFERENCES

Science is fun Bk 3 by s. T bajah page 3-5

WEEK 2

TOPIC   

Plants and animals

CONTENT           

Describe terms identify and mention some characteristics of plants and animals

KEY SKILL           

1. To identify plant and animals
2. To state the feature of plant and animals.
3. To differentiate plant and animals.

CROSS CURRICULAR LINK           

Practical life; care of plants.

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on plants and animals.
• Individual work will provide evidence on the extent to which each learner differentiate plants from animals.

RESOURCE         

Chart on plant and animals, real animals, plants

REFERENCES

Lantern comprehensive science Bk 7 and oxford advanced dic. Pages 887 And Scholastic (ecy.) page 527

WEEK 3

TOPIC   

Classification of animals (domestic and wild)

CONTENT           

1. describe terms
2. classify body coverings of animals
3. identify and mention these body coverings

KEY SKILL           

1. To identify the wild animals and domestic animals.
2. To say why some animals are wild and some lives close to us.
3. To identify their differences.

CROSS CURRICULAR LINK

W.W.J.D. story of creation.

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can say where they live.
• Individual work will provide evidence on the extent to which each learner identify wild and domestic animals.

RESOURCE         

Chart on wild and domestic animals, real animals both wild and domestic

REFERENCE

Oxford advanced learner dic page 374 and early social st

For nursery sch. Page 33

WEEK 4 – 5         

TOPIC   

Growth and reproduction in plants and animals

CONTENT           

1. Describe terms

2. State how some animals reproduce

3. Experiment and mention some stages of growth in some animals (using butterfly)

4. Demonstrate how things grow with a rhyme

KEY SKILL           

1. To say the meaning of growth and reproduction
2. To identify the stages of growth in animals.
3. To plant a seed and monitor it germinate.

CROSS-CURRICULAR LINK

Songs/rhymes. We are like seeds…….

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner have ascertain the lesson.
• Individual work on planting will provide evidence on the extent to which each learner have understood the lesson.

RESOURCE         

Chart on the life cycle of a butterfly, real life cycle of a frog, bean seeds, containers, water, and soil.

REFERENCE

Tender science is from Bk 2 by st bajah pages 6-7

Science is from Bk 3 pages 20-36

WEEK 6 – 7        

TOPIC   

Heavenly bodies

CONTENT           

1. describe terms
2. identify and name the heavenly bodies
3. state their functions
4. Say their importance to us.

KEY SKILL           

1. To identify the heavenly bodies.
2. To name the heavenly bodies.
3. To identify and circle the heavenly bodies.

CROSS-CURRICULAR LINK

W.W.J.D; creation.

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on heavenly bodies.
• Individual work will provide evidence on the extent to which each learner can identify the heavenly bodies.

RESOURCE         

Chart on heavenly bodies, the real sun and cloud.

REFERENCE

Scholastic children’s D.C page 476

WEEK 8

TOPIC   

The sun

CONTENT           

1. Identify and name the heavenly bodies.
2. Identify the sun in the midst of the heavenly bodies
3. State the function/importance of sun to us.

KEY SKILL           

1. To identify the sun as a heavenly body
2. To wash and dry handkerchief on the sun
3. To identify the important of the sun to man.

CROSS-CURRICULAR LINK

Songs/rhyme; oh Mr. Sun

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the function of the sun.
• Individual work will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

Chart on heavenly bodies, sun, handkerchief, soap and water.

REFERENCE

Social studies bk2 and home

ECOMS for junior sec. Sch. By Elizabeth anyakoha

WEEK 9 – 10       

TOPIC   

Season (things we wear)

CONTENT           

1. Describe terms
2. State how many seasons we have in Nigerian
3. Match clothing to season
4. Identify the season we are in now

KEY SKILL           

1. To identify the seasons
2. To differentiate the national/ international season.
3. To identify the things we wear at a particular season and say why we wear them.

CROSS-CURRICULAR LINK

Social skill; clothing.

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on season.
• Individual work will provide evidence on the extent to which each learner can identify different season.

RESOURCE         

Chart on season, chart on things we wear, cloths, shoes etc.

REFERENCE

Social studies from pry-schbk by Adisa bakare lesson 31-32 page 68-69

WEEK 11 – 12

TOPIC   

Every day materials; matter (solid, liquid and gas)

CONTENT           

1. Describe terms
2. State the process involved in changing solid to liquid and liquid to solid.
3. Identify liquid object
4. Identify solid objects.
5. Experiment on liquid /solid, gaseous states.
6. Identify tools and toys

KEY SKILL           

1. To identify solid and liquid
2. To mention things that are solid and liquid.
3. To differentiate solid from liquid.
4. To differentiate toys from tools

CROSS-CURRICULAR LINK

Sensorial Activity; shapes

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Chart on solid, liquid and gas Ice block, water, stone etc

REFERENCE

Oxford Advanced Learner Dic. Pages 1132/691

2ND TERM        PRE-SCIENCE

WEEK 1 – 2         

TOPIC   

Human beings and other animals.

CONTENT           

1. describe term
2. State the differences between human beings and other animals.
3. state their characteristics
4. Identify the similarities on them.

KEY SKILL           

1. To identify human beings and other animals.
2. To mention their characteristic.
3. To identify their differences.

CROSS-CURRICULAR LINK

W.W.J.D; Story of creation

ASSESSMENT                   

• whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on human beings and other animals Individual work to differentiate between human beings and other animals will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

Chart on human beings and other animals, real animals and the teachers.

REFERENCE

Science is discovering Bk 3 by benedict a c. Asjusioro pages &scholastic success with kindergarten 240-246

Uric primary science by chief kola adegbon page 4

WEEK 3

TOPIC   

Parts of the body

CONTENT           

1. identify the part of the body
2. say their function/importance 3.state how to take care of them

KEY SKILL           

1. To identify“ the part of the body
2. To mention each part of the body. Songs/rhymes; I have two hands
3. To state the function of each part.

CROSS-CURRICULAR LINK

Songs/rhyme; my head, shoulders, kneel and toes

ASSESSMENT                   

1. Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge the topic
2. Individual work will provide evidence on the extent to which each learner have ascertained the lesson

RESOURCE         

Chart on parts of the body, human beings

REFERENCE

Now edition by health Ed. By e. A obogbaimwpa ges 7-8

WEEK 4

TOPIC   

Sense organ

CONTENT           

1. identify the parts of the body
2. identify and mention the sense organs of the body
3. state their functions/importance
4. State how they can be taken care of.

KEY SKILL           

1. To identify the sense organs.
2. To say how many sense organs we have.
3. To identify their functions.

CROSS-CURRICULAR LINK

Songs/ rhymes, sensorial Activity; perception and discrimination

ASSESSMENT                   

• Whole class activity on identifying the sense organs at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.
• Individual work will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Chart on sense organ, use the children

REFERENCE

Scholastic children encyclopedia page 527 &Schofields and sum science key stage 2 pages 6-7

WEEK 5

TOPIC   

Pets

CONTENT           

1. Describe terms
2. Identify and name pet animals
3. state their uses /importance
4. Say how to care for them

KEY SKILL           

1. To identify pet animals
2. To differentiate pet from other animals.
3. To colour the pet animals.

CROSS-CURRICULAR LINK

Songs/ rhyme; oh where oh where has my little dog gone…….

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can identify pets Individual work to circle pet from other animals will provide evidence on the extent to which each learner have ascertained the lesson

RESOURCE         

Chart on pet, real animal on cat, dog etc

REFERENCE

Internet: intomotessori. Com/ox. & Oxford advanced learner ds 6^th edition page 870. 80

WEEK 6 – 7         

TOPIC   

Personal hygiene

CONTENT           

1. describe terms
2. State how to take care of our body and our environments.
3. Identify and mention things used in taking care of our body/environment.
4. State the right time to take our bathe, wash our cloths and brush our teeth.

KEY SKILL           

1. To identify part of the body.
2. To identify things used in taking care of our body e.g. soap, sponge, water, cream etc.
3. To identify how we care for our environment.
4. To state different ways we care for each part of the body.

CROSS-CURRICULAR LINK

T.P.D; good toilet habit

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on cleanliness.
• Individual work to will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

Soap, water, towel, toilet, drinking water, sponge, broom, mop, packer and the environment

REFERENCE

Comprehensive home Econs for primary school book 1 pages 28-31. Pages 28-31

WEEK 8

TOPIC   

Water

CONTENT           

1. describe terms
2. state the sources of water/uses
3. State the importance of water and uses.

KEY SKILL           

1. To say the meaning of
2. To identify the sources of water
3. To mention the uses of water.

CROSS-CURRICULAR LINK

Practical life; bathing exercise

ASSESSMENT    

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic.
• Individual work to identify the sources of water and it uses will provide evidence on the extent to which each learner assimilation of the topic.             

RESOURCE

Chart on sources of water, tap, bore hole     

REFERENCE

Health education bk.5 Comprehensive Agricultural Science for Pry.46-53

WEEK 9

TOPIC   

Water purification

CONTENT           

1. Describe terms
2. State how water can be purified
3. Identify and mention things used for water purification
4. Say the need/benefits of clean/ good water.
5. Say why some object sinks and some floats.

KEY SKILL           

1. To differentiate clean water from dirty
2. To identify some things used in purifying water.
3. To identify the benefit of drinking water.

CROSS-CURRICULAR LINK

Social skill; safety

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on water purification.

RESOURCE         

Gas, kettle, water guard and water dispenser

REFERENCE

Health education bk.5. Comprehensive Agricultural Science for Pry.46-55

WEEK 10             

TOPIC   

Evaporation and condensation

CONTENT           

1. Describe terms
2. Demonstrate evaporate.
3. To experiment evaporation and condensation

KEY SKILL           

• To describe evaporation and condensation using demonstration.
• To experiment evaporation and condensation.

CROSS-CURRICULAR LINK

Song/rhyme; wincey wincey

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on evaporation and condensation.

RESOURCE         

Gas, pot, matches and chart on evaporation.

REFERENCE

Health ed. Bk 5 pages 20-by obogamihe scholastic children encyclopedia s. Page 527 early social St. for Nursery Bk pages 11.

WEEK 11 – 12     

TOPIC   

Buoyancy

CONTENT           

1. describe terms
2. identify and name some sinking objects
3. Identity, colour and cross out floating object.

KEY SKILL           

1. To say the meaning of buoyancy
2. To identify the floating objects.
3. To identify the sinking objects
4. To circle the sinking objects and colour the floating objects.

CROSS-CURRICULAR LINK

Sensorial Activity; concept of heat.

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge.

Individual work to identify floating and sinking objects will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Big bowl, water, light and heavy objects.

REFERENCE

Early social St. For nursery sch. Bk 2 page 23 chact. 7

3RD TERM   PRE-SCIENCE

WEEK 1

TOPIC   

Classes of food

CONTENT           

1. Describe terms

2. Identify and mention the 6 classes of food

3. State what each class of food gives to the body.

4. Match each class of food to the pictures.

KEY SKILL           

1. To say the meaning of food

2. To identify some food

3. To identify the 6 classes of food.

4. To state the function of each class of food to the body.

CROSS-CURRICULAR LINK

Social skill; food eaten by different nationals

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on classes of food.
• Individual work to name and identify the six classes of food will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Chat on the classes of food. Real foods.

REFERENCE

Pry. Health ed. Bk of by e.a obogbambu pages 92-97 figure 49-54

WEEK 2

TOPIC   

Importance of food

CONTENT           

1. Identify and mention the 6 classes of food.
2. State what each class of food gives to the body.
3. Say the importance of food to the body

KEY SKILL           

1. To Say the reason for eating food.
2. To identify the 6 classes of food.
3. To state the importance of food to the body.

CROSS-CURRICULAR LINK

Social skill; food eaten by different nationals

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on importance of food.
• Individual work to say the importance of food will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Chat on classes of food, real food.

REFERENCE

Pry. Health ed. Bk of by E.a obogbambu pages 92-97 figure 49-54

WEEK 3 – 4

TOPIC   

Temperature

CONTENT           

1. Describe terms
2. Say our normal body temperature
3. State that when an object is hot, the temperature is high and that when and object is cold the temperature is very low.
4. Identify a thermometer and state the function
5. use a thermometer to observe a temperature
6. State how a thermometer reads.

KEY SKILL           

1. To say the meaning of temperature.
2. To identify a thermometer and the use.
3. To mention the decree of hot and cold.
4. To match object to it appropriate temperature.

CROSS-CURRICULAR LINK

Social skill; clothing

ASSESSMENT

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on temperature. Individual work to identify hot and cold objects will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Thermometer, ice block, hot water.

REFERENCE

Scholastic. From children page& science is from Bk 1 and 2 by s.t bajah pages 8, 9 Science is discovery pupil b/c 5 by olarewajua.o pages 74-80

WEEK 5

TOPIC   

Concept of heat

CONTENT           

1. Describe terms.
2. state how objects expand because of heat using the pop-corn and corn-popper
3. Describe other ways heat could expand objects.

KEY SKILL           

1. To identify the function of heat.
2. To say the source of heat.
3. To experiment.

CROSS-CURRICULAR LINK

Sensorial Activity; perception and discrimination

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on concept of heat.

RESOURCE         

Gas, pot, corn, salt sugar groundnut oil (To show the pupil an experiment how the heat expands the corn into a pop-corn.)

REFERENCE

Health education bk3 pages 30-34 by obgbanuhe

WEEK 6 – 7         

TOPIC   

Electricity.

CONTENT           

1. describe terms
2. identify and mention some electrical appliances
3. identify switch; switch off and on
4. state the importance of electricity
5. State the dangers of playing with electricity.

KEY SKILL           

1. To identify electricity.
2. To state the function of electricity.
3. To identify the danger of not using it properly.

CROSS-CURRICULAR LINK

Social skill; safety

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on electricity.
• Individual work to say the meaning of electricity will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Socket, extension

REFERENCE

Health ed. Bk 5 pages 20-by obogamihe scholastic children encyclopedias. Page 527

WEEK 8 – 9         

TOPIC   

Electrical appliance

CONTENT           

1. describe terms
2. identify and mention some electrical appliances
3. state the importance of electrical appliance
4. 4.say how to switch off and on and watch the teacher demonstrate it
5. State the danger of playing with electrical appliances.

KEY SKILL           

1. To identify and name some electrical appliance.
2. To mention the uses of these appliances
3. To say the danger of playing with these appliances.

CROSS-CURRICULAR LINK

Social skill; safety

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on electrical appliances.

Individual work to identify and mention some electrical appliances will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Television, electric iron, fan, electric kettle. Etc.

REFERENCE

Health ed. Bk 5 pages 20-by obogamihe scholastic children encyclopedias. Page 527

WEEK 10             

TOPIC   

Sound

CONTENT           

1. describe terms
2. make different sounds
3. Use the imaginary telephone to demonstrate the adapt sounds.
4. State the need to always pay attention.
5. To experiment on sound.
6. To differentiate the sounds. E.g. loud, soft. etc.

KEY SKILL           

1. To identify the different sounds by using the sound box.
2. To illustrate the concept of sound by using the imaginary telephone.
3. To differentiate the sounds.

CROSS-CURRICULAR LINK

Songs/ rhyme; old Mac- Donald

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on sounds.
• Individual work to listen and identify different sound will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Sound box, imaginary telephone.

REFERENCE

Internet: motessori.com/sound box.

WEEK 11 – 12     

TOPIC   

Musical instrument

CONTENT           

1. describe terms
2. identify and mention some musical instruments
3. play some of the musical instruments and say the sound they produce
4. Identify and mention some instrument that makes the same sounds

KEY SKILL           

1. To identify the musical instruments by name.
2. To circle the musical instruments in the mist of other picture.
3. To identify the sounds of some instruments.

CROSS-CURRICULAR LINK

Social skill; occupation

ASSESSMENT                   

• Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on musical instrument.
• Individual work to identify and name different musical instrument will provide evidence on the extent to which each learner have understood the topic.

RESOURCE         

Chat on musical instrument, the tambourine, the music lab

REFERENCE

Internet: www. Musical instrument.com

1ST TERM    SOCIAL SKILLS

WEEK 1 – 2         

TOPIC   

The family (types)

CONTENT           

1. describe terms
2. identify and mention the types of family
3. Identify and name the leader of a family/member of a family.

KEY SKILL           

1. To identify the family.
2. To differentiate the nuclear form the extended family

CROSS-CURRICULAR LINK

Language Art: vowels and consonants

ASSESSMENT                   

• Class work (discussion) will give evidence on the extent to which learner understanding the meaning.
• An individual work (response) will ascertain each learner’s lead of assimilation on the topic.

RESOURCE         

Chart on the family

REFERENCE

Basic facts in general sist. For sec. Sch by m.o a. Oledelem.c pages 14-15

Comprehensive socials tbk 1.

WEEK 3

TOPIC   

Duties of members of the family

CONTENT           

1. say what a family is
2. Identify and mention the member of a family.
3. State the duties of the father, mother and children.

KEY SKILL           

1. To identify members of the family.
2. To state the role of each of the member of the family
3. To circle the father as the head of the family.

ASSESSMENT                   

Whole class work provide evidence and the extent to which learner can identify and mention the members of the family.

RESOURCE         

Chart on the family

REFERENCE

Social studies form primary schools book one by Adisa, b ayisa b&briola h. Lesson 6-9

WEEK 4

TOPIC   

Rules in the family

CONTENT           

1. identify and mention members of the family
2. state the rules in the family
3. match each member of the family and the rules
4. State the importance of rules in the family.

KEY SKILL           

1. Name some members of the family
2. To state the rules of each member of the family.
3. To say the importance of obeying these rules in the family

CROSS CURRICULAR LINK

T.P.D; School and class agreement

ASSESSMENT                   

• Class discussion at the beginning of the lesson will ascertain learner’s previous knowledge on the meaning of family.
• Individual work (feedback) will also prove each lead of assimilation on the rules in the family and its importance.

RESOURCE         

Chart on the family

REFERENCE

Social studies for primary schools book one by Adisa b & co lesson 6-9 &

Basic pry. Schbk 4

WEEK 5 – 6         

TOPIC   

My school

CONTENT           

1. describe school
2. identify and way the name of our school, my teacher, head teachers, supervisor and proprieties
3. identify the sections of my school
4. draw the school

KEY SKILL           

1. To say the name of the school, teachers, supervisor, head teacher, administrator and proprietress
2. To identify the things that can be found in the school.
3. To say the name of their class.

CROSS-CURRICULAR LINK

Language Arts; noun

ASSESSMENT                   

An open class activity will ascertain learner understanding of what a school is. An individual activity (feedback) will also give understanding on the extent to which each learner understand stood the lesson.

RESOURCE         

The school environment

REFERENCE

Social studies for primary schools book one by Adisa b & co lesson 6-9 &

Basic pry. Schbk 4

WEEK 7 – 8         

TOPIC   

Rules in my school

CONTENT           

1. Describe school/rules
2. outline some rules in our school
3. state the benefits of observing their rules
4. state the consequences of breaking the school rules
5. using the class as a case study
6. State the relationship between family rules and school rules.

KEY SKILL           

1. To describe what we do in school
2. To mention some school rules
3. To state the important of observing the school rules

CROSS-CURRICULAR LINK

T.P.D; School and class agreement

ASSESSMENT                   

• An open class activity will prove learner understanding on the topic.
• Individual work (response) will also prove each learner level of assimilation in the topic.

RESOURCE         

The school environment

REFERENCE

Social studies for primary school book one lesson 19. & Macmillan Nigerian socialst. Alas page 2/3

WEEK 9

TOPIC   

My country

CONTENT           

1. mention the name of my country and the capitals
2. say the 36 states and capitals in Nigerian
3. say the name of our president
4. identify the national flag and the coat of arm
5. Say the national anthem.

KEY SKILL           

1. To say the name of our country and the capital city
2. To identify and say the name of the president
3. To recite the 36 states and capitals

CROSS-CURRICULAR LINK

Language Arts noun

ASSESSMENT

• A whole class discussion at the beginning of the lesson will ascertain learner knowledge and the name of our country.
• An individual work (feedback) will prove each learner understanding and the topic.                  

RESOURCE         

Chart on the map, picture of the president

REFERENCE

Social studies for primary school, book one by Adisa lesson 29

WEEK 10             

TOPIC   

The Nigeria flag

CONTENT           

1. say the name of our country
2. Identify the Nigerian flag, say the colour and their meanings.
3. Colour Nigerian flag with appropriate colour.

KEY SKILL           

1. To say the name of our country and the capital city
2. To identify and say the name of the president
3. To recite the 36 states and capitals
4. To identify the Nigerian flag by saying the colours and the meaning.

CROSS-CURRICULAR LINK

Sensorial Activity; sorting of colour.

ASSESSMENT                   

• An open class activity will ascertain learner’s ability to the name of our country and the capital.
• An individual activity will prove also tech learner level of assimilation on the topic.

RESOURCE         

Chart on the Nigeria flag

REFERENCE

Early learner environmental studies page 80

WEEK 11 – 12     

TOPIC   

Transportation

CONTENT           

1. describe terms
2. identify and name the traditional and modern means of transportation
3. match different transport & respective means/routes
4. Say the importance of obeying traffic rules.

KEY SKILL           

1. To define transportation
2. To identify and name some means/route of transportation
3. To tick the places where each vehicle moves

CROSS-CURRICULAR LINK

Songs/rhymes; all the big ship sails

ASSESSMENT                   

1. An open class activity will prove learner understanding on the meaning to transportation.
2. An individual work will also ascertain each learner’s level of assimilations in the topic.

RESOURCE         

Chart on transportation

REFERENCE

Early social Studies 4 nursery Bk 2 page 6 &Macmillan Nigerian social atlas page 26 & spectrum Social. Studies. By Dayo o. Unit 7, pg. 55

2ND TERM   SOCIAL SKILLS

WEEK 1

TOPIC   

Days of the week

CONTENT           

1. Identify and mention the 7 days in a week
2. Identify and mention the first and last day (weekend) in the week
3. Sing the days of the week’s song along with Barney.

KEY SKILL           

1. To say the days of the week.

2. To identify that there are seven (7) days in the week

3. To choose the first and last day of the week

CROSS-CURRICULAR LINK

Songs/rhyme; there’s even day in a week.

ASSESSMENT                   

• An open class activity of describe terms will ascertain learner understanding of the topic.
• Individual ability mention the 7 days in a week accordingly will prove each learner understanding on days of the week.

RESOURCE         

Charts on days of the week

REFERENCE

Social Studies For pry school, Bk 1 by Adisa bakare farat wiaedu. Lesson 31-32 pages 68-69.

Oxford advanced learner dic 6^th edition page 1044

WEEK 2

TOPIC   

Months of the year

CONTENT           

1. Say the meaning of month /year

2. Say how many months we have in a year and mention them

3. Identify the 1st and the last month of the year.

4. Recite rhymes& sing songs of the months of the years.

KEY SKILL           

1. To identify the month in a year

2. To recite the 12 months in the year

3. To point out the months that has 28/29 days

CROSS-CURRICULAR LINK

Songs/rhyme; 30 days has September…

ASSESSMENT                   

• An open class discussion at the beginning of the lesson will ascertain learner’s previous knowledge on days of the week.
• An individual activity will also prove each learner level of comprehension on the month of the year.

RESOURCE         

Chart on months of the year

REFERENCE

Banney c.d & social St. For pry schools Bk 1 by Adisa lesson 31-32

WEEK 3

TOPIC   

Seasons of the year (national)

CONTENT

1. say the meaning of the term- season 
2. Identify the seasons of the year in our country.
3. Identify and mention the different clothing’s we put on during each season.
4. match the clothing to season

KEY SKILL

1. To identify the season of the year in Nigeria
2. To name the season in other part of the world
3. To colour the clothing for each season

CROSS-CURRICULAR LINK

Pre- science; the sun, heavenly bodies

ASSESSMENT    

• A whole class activity will attest each learner understanding on the meaning of season.
• An individual activity will also prove each learner level of assimilation in the natural seasons of the year.

RESOURCE         

Chart on season

REFERENCE

Social studies for primary schools. Book on. Lesson 31- 32 &Macmillan

English Dic. New edition pages 13388

WEEK 4

TOPIC   

International season of the year.

CONTENT           

1. Describe terms

2. State the season in other parts of the world (summers, writer, spring and autumn

3. Match clothing’s to each season.

KEY SKILL           

1. To identify the season of the year in Nigeria

2. Name the season in other part of the world

3. To colour the clothing for each season

CROSS-CURRICULAR LINK

Pre- science; the sun

ASSESSMENT                   

• An open class activity will ascertain learner’s previous knowledge on season.
• An individual activity will also prove each learner level of understanding on the international seasons of the year.

RESOURCE         

Chart on the international season

REFERENCE

Social st.4 pry. Sch. Bk 1 lesson 31-32 &Macmillan English Dic. New edition page 1338

WEEK 5

TOPIC   

Some interesting places

CONTENT           

1. Say what an interesting place means

2. Mention some interesting places, say what is done there.

3. Say why we visit these interesting places

4. Go for an excursion

KEY SKILL           

1. To describe interesting places

2. To name some of the places

3. To match what they can see in each of these place to the interesting place

CROSS-CURRICULAR LINK

Pre- science; wild animals

ASSESSMENT                   

• An open class discussion at the beginning of the lesson will ascertain learner’s previous knowledge on the topic.
• An individual activity (feedback) will also prove each learner level of assimilation in the topic.

RESOURCE         

Chart on the zoo, park, airport and seaport

REFERENCE

Early social St. Bk 2 by ochundaraj.a unit 3 page 5 & Social St. Or pry school book one page lesson 37-38

WEEK 6 – 7         

TOPIC   

Occupation

CONTENT           

1. Describe term
2. Identify the different occupations.
3. state the functions of each occupation /importance
4. Match clothing to occupation.

KEY SKILL           

1. To say the meaning of occupation.
2. To mention each occupation.
3. To choose what they what to be when they grow up

CROSS-CURRICULAR LINK

Song/rhyme; what I want to be when I grow up

ASSESSMENT                   

• An open class activity will prove learner understanding in the meaning of occupation
• Individual work will also prove each learner level of assimilation and the different types of occupation

RESOURCE         

Chart on occupation

REFERENCE

Macmillan Nigeria social St. Atlas page 1& Social St. Or pry. Schools Bk 1 lesson 29&39.

WEEK 8 – 9

TOPIC   

Clothing

CONTENT           

1. describe terms
2. identify different clothing
3. Identify and mention different clothing work by the three ethnic groups in Nigerian.
4. Match clothing to occasions and season.

KEY SKILL           

1. To say the meaning of clothing
2. To identify different cloth for different occasion

CROSS-CURRICULAR LINK

Practical life; care of clothes

ASSESSMENT                   

• An individual ability to describe will ascertain each learner’s knowledge on the topic.
• An open class activity to mention the different clothing’s and matches to the occasion/ season will prove learner level of understanding on clothing.

RESOURCE         

Different types of clothes

REFERENCE

Social St. For pry. School bk1 lesson 14& home Econs by r.aogunjime pages 18&19

WEEK 10             

TOPIC   

Food eaten by different nationality (Nigerian)

CONTENT           

1. describe terms
2. Identify and mention the three ethnic groups in Nigeria and their touch.
3. State the importance of level to the body.
4. Say their favourite food and how foods can be preserved.

KEY SKILL           

1. To describe food
2. To identify the food eaten by Nigerians
3. To state the importance of food to the body

CROSS-CURRICULAR LINK

Pre- science; Classes of food.

ASSESSMENT                   

• An open class activity will prove learner understanding in the topic.
• An individual activity will also ascertain each learner’s level of assimilation on the topic.

RESOURCE         

Food eaten by Nigerians

REFERENCE

Social St. For pry school Bk/lesson 13.

WEEK    11

TOPIC   

Food eaten by different people (internationally)

CONTENT           

1. describe terms
2. identify and mention the three ethnic groups in Nigerian and say their favourite foods
3. say the importance of food
4. Identify and name of other countries’ dishes/food.

KEY SKILL           

1. To describe food
2. To identify the food eaten by other countries
3. To state the importance of food to the body

CROSS-CURRICULAR LINK

Pre- science; Classes of food

ASSESSMENT                   

• A whole class discussion at the beginning of their lesson will give evidence on the extent to which each learner understanding the Lenin.
• An individual activity will also prove each learner level of understanding of other countries dishes/food.

RESOURCE         

Different type of food like salad

REFERENCE

Social studies for pry. Sch. Bk 1 lesson page 13.

WEEK 12             

TOPIC   

Homes

CONTENT           

1.            Describe terms

2.            Identify the different types of home and mention them

3.            Identify and name some materials used to build home

4.            Match the building materials to each home.

KEY SKILL           

1.            To define home

2.            To identify different types of home

3.            To say the importance of having a home 

CROSS-CURRICULAR LINK

Pre- science; animals and their home

ASSESSMENT                   

• An open class activity will ascertain learner understanding on the topic.
• An individual activity will also each learner comprehension on the home and their building materials.

RESOURCE         

Chart on the home, the school building   

REFERENCE

Social studies for primary school book 1 lesson 6-9 section 2.

3RD TERM       SOCIAL SKILLS

WEEK 1

TOPIC

Some states in the north

CONTENT           

1. Rote read the 36 states and capital.

2. Rote the four regions in Nigerian

3. Identify and mention some states in the north

4. Say their common food

5. Say their common language.

KEY SKILL           

1. To say the name of our country

2. To name the state in the north by demonstration the four regions using the cardinal point

3. To identify their common foods and languages

CROSS-CURRICULAR LINK

Number concept; addition, ascending and descending order.

ASSESSMENT                   

An open class activity to say our countries name and recite the 36 states & capital will ascertain learner’s knowledge on the lesson.

An individual ability to identify and mention the northern states and common language will also prove each learner Understanding on the topic.

RESOURCE         

Charts on the 36 states and capitals

Chart on their dressing

REFERENCE

Social studies for pry. Sch Bk one lesson 28&34.

WEEK 2

TOPIC   

Some states in the south.

CONTENT           

1. Rote the 36 states and capital

2. Rote the four region in Nigerian

3. Identify and mention some states in the south.

4. Say their common language and food.

KEY SKILL           

1. To say the name of our country

2. To name the state in the south by demonstration the four regions using the cardinal point

3. To identify their common foods and languages

CROSS-CURRICULAR LINK

Number concept addition, ascending and descending order.

ASSESSMENT                   

• A whole classwork will prove learner understanding of the four regions in Nigerian.
• An individual work will also prove each learner understanding in some state in the south.

RESOURCE         

Charts on the 36 states and capitals

Chart on their dressing   

REFERENCE

Social studies for primary. School Bk one lesson 28 & 34.

WEEK 3

TOPIC   

Some states in the East

CONTENT           

1. recite the 36 states and capital
2. Rote the four regions in Nigerian
3. Identify and mention some states in the East.
4. Say their favorite food and the common language.

KEY SKILL           

1. To say the name of our country
2. To name the state in the East by demonstration the four regions using the cardinal point
3. To identify their common foods and languages

CROSS-CURRICULAR LINK

Number concept; addition, ascending and descending order.

ASSESSMENT                   

An open class activity will ascertain learner’s knowledge on the four regions.

RESOURCE         

• Charts on the 36 states and capitals
• Chart on their dressing

REFERENCE

Social studies for primary school book 1 lesson 28 &34 & Social St. For pry. Bk 1 by Adisa page 2,

WEEK 4

TOPIC   

Some state in the west

CONTENT           

1. Rote the 36 states and capital
2. Identify and mention some states in the western part of Nigeria.
3. Say the common language and their common food.
4. Say what the easterners call their king.

KEY SKILL           

1. To say the name of our country
2. To name the state in the west by demonstration the four regions using the cardinal point
3. To identify their common foods and languages

CROSS-CURRICULAR LINK

Number concept; addition, ascending and descending order.

ASSESSMENT                   

• A whole class discussion will prove learner knowledge on the topic.
• An individual activity (respond) will also ascertain each learner’s level of assimilation on the topic.

RESOURCE         

Charts on the 36 states and capitals Chart on their dressing

REFERENCE

Social studies for primary schools book 1 lesson 28 & 34

WEEK 5 – 6         

TOPIC   

National Anthem

CONTENT           

1. State the meaning/importance of national pledge and national
2. State the need to obey, respect them.
3. Recite the national anthem and pledge.
4. Identify the national flag and the coats of arm.

KEY SKILL           

1. To recite the national Anthem
2. To state the important of the national anthem/pledge.
3. To colour the national flag

CROSS-CURRICULAR LINK

Songs/rhymes

ASSESSMENT                   

• An open class activity will ascertain learner’s previous knowledge on national anthem.
• Learner’s ability to say the national pledge will proves each learner level of assimilation on the topic.

RESOURCE         

The Nigeria flag chart on National Anthem

WEEK 6 – 7         

TOPIC   

The world continent

CONTENT           

1.            Describe terms

2.            Say the continents using songs /rhymes.

3.            Identify and mention the seven continents in the world.

4. Say the continent we belong to.

5. Say the continent that nobody lives in and why?

KEY SKILL           

1. To name the seven continents. 
2. To identify the continent that we live in
3. To identify the coolest continent.

CROSS-CURRICULAR LINK

Number concept; Rote counting

ASSESSMENT                   

• An open class discussion will provide evidence in the extent to which learner can describe terms Individual work to sing the continent song
• Identify and mention the continents in the world will each prove learner level of understanding in the topic.

RESOURCE         

Chart on the world continent 

REFERENCE

Early social St. Bk & by  oshundara J.a Clint 17 pages 53 & unit 2 page 3 &Bk 1 unit 16 page 45.

WEEK 8

TOPIC

Some West African countries   

CONTENT           

1. Rote read some West African countries
2. Identify and mention some West African countries
3. Identify colour and match the flags of close West African countries. E.g. Cameroun, Nigeria, Ghana etc.

KEY SKILL           

1. To identify the four cardinal point.
2. To name some African countries
3. To identify and match the flag

CROSS-CURRICULAR LINK

Sensorial Activity; sorting colour

ASSESSMENT                   

• An open class activity will give understanding on learner’s previous knowledge on what a country is.
• An individual activity to identify and mention some West African countries and colour their flags accordingly will prove each learner understanding in the topic.

RESOURCE         

Chart on West African countries          

REFERENCE

Social studies for primary schools book one sector 4 unit 4 lesson 38

WEEK 9 – 10       

TOPIC

Some countries in the world. 

CONTENT           

1. say the name of countries
2. State the importance of national anthem and the need to obey them.
3. Recite the national anthem.
4. Identify the national flag and the coats of arm.

KEY SKILL           

1. To rote read the some countries
2. To identify the flags of these countries.

CROSS-CURRICULAR LINK

Sensorial Activity; sorting colour

ASSESSMENT                   

• An open class activity will ascertain learner’s previous knowledge on nation anthem.
• Learner’s ability to say the national anthem and state the importance will also prove each learner level of assimilation on the topic.

RESOURCE         

Chart on the world map 

REFERENCE

Social studies for primary schools book 1 lesson 38

WEEK 11 – 12     

TOPIC   

Community helpers

CONTENT           

1.            Describe terms

2.            Identify and mention some community helpers

3.            State why they are called community helpers and what they do

4.            Match community helpers to their works.

KEY SKILL           

1.            To define community helpers

2.            To mention some community helpers 3.Match community helpers to their workers.

CROSS-CURRICULAR LINK

Song/rhyme; what I want to be when I grow up.

ASSESSMENT                   

• An open class activity t& describe community helpers will prove learner understanding on the topic. An open class activity will also ascertain each learner’s level of assimilation on the topic.

RESOURCE         

Chart on community helpers        

REFERENCE

Macmillan Nigerian social studies. Atlas page 1.

C.R.K             IST TERM

WEEK 1 – 2         

TOPIC

The great God             

CONTENT           

1. Describe God
2. Tell the story of creation
3. Identify and mention things God created on each day of the week
4. Illustrate with story the need for rest.

KEY SKILL           

1.            To say some of the demonstration of God’s power.

2.            To identify and mention the thing created in each day.

3.            To say why it’s good to rest.

CROSS-CURRICULAR LINK

Pre-science; classification of plants and animals.

ASSESSMENT                   

• And individual activity to describe God will prove learner understanding of who God is.
• An open activity will provide evidence of teach learner understanding in the topic.

RESOURCE         

Pictures of what God created.

Projector            

REFERENCE

The Bible, the really interesting Bit, Great stories from the bible illustrated by brain deld page 8

WEEK 3 – 4         

TOPIC   
The loving and caring God.

CONTENT           

1.            Describe God as a loving and caring father

2.            Tell the story of the lost coin.

3.            Make explicit the naughty characters to receive God (i.e.) from doing bad to Good.

KEY SKILL           

1.            To say the things God did to make Him a loving and caring God.

2.            To summarize the story of the lost coin and state the moral lesson.

CROSS-CURRICULAR LINK

Practical life; Grooming

ASSESSMENT                   

• An open class activity will guide learner’s ability to describe God.
• An individual activity will ascertain each learner their comprehension of the moral lesson form the story.

REFERENCE

Bible knowledge for pry. School Bk 2 by a.s falaiye page 31.

WEEK 5 – 6         

TOPIC   

Trust in God’s powers

CONTENT           

1. To make explicit the meaning of trust
2. Tell the story of David and Goliath
3. State the importance of prayer
4. Identify the most powerful being on earth in heaven.
5. State the need to be bold
6. Identify and colour David
7. Cross out Goliath

KEY SKILL           

1.            To define trust.

2.            To summarize the story of David and Goliath and say the moral lessons.

3.            Mention the importance of prayer.

CROSS-CURRICULAR LINK

Language Art; initial consonant blend.

ASSESSMENT                   

• An open class discussion at the beginning of the lesson will ascertain learner’s pronoun, knowledge in the story of David and Goliath.
• Individual will only give evidence on the extent to which each learner is able to apply his/her knowledge in the lesson.

REFERENCE

My 100 best Love stories by Bruce Wilkinson

WEEK 7 – 8         

TOPIC

Prayer 

CONTENT           

1.            Describe terms

2.            State the importance of prayer

3.            Lead pupil to say the Lord’s prayers

KEY SKILL           

1.            To demonstrate prayer and pray.

2.            To state some importance of prayer.

3.            To say the Lord’s Prayer.

CROSS-CURRICULAR LINK

Language Art; Initial consonant blend.

ASSESSMENT                   

An individual ability to describe the term “prayer” will ascertain each learner understanding of the topic.

An open class activity to ascertain learner understanding on how to pray.

RESOURCE         

The Bible

REFERENCE

Christian Religion St. For pry sch. Bk2 (Evans) modular by a.sfalaye & co pages 8889

WEEK 9 – 10       

TOPIC

God our provider          

CONTENT           

1. to make explicit the meaning of provider
2. tell brief story of the boy Samuel and Hannah
3. state the importance of obedient and prayers
4. identify and colour Samuel

KEY SKILL           

1. TO define provider.
   1. To summarize the story of Hannah and Samuel.
   1. To state the importance of prayer and obedience.

CROSS-CURRICULAR LINK

Social skills; rules of members of the family.

ASSESSMENT                   

• An open class activity to ascertain learns knowledge in the story.
• Individual response/feedback will prove each learner understanding on the topic.

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson.

WEEK 11 – 12     

TOPIC   

The love of God for us.

CONTENT           

1. say the meaning of love
2. say the love of God in relation of Christ’s birth
3. state the reason for Christ birth
4. Say how to reciprocate the love of God (obey his commands and love others).
5. colour Jesus on the cross

KEY SKILL           

1. To define and demonstrate love.
2. To say the reason of Christ birth.

CROSS-CURRICULAR LINK

Pre –science; growth and reproduction

ASSESSMENT                   

An individual feedback will prove each learner understanding on the love of God. An open class activity to state the reason why Jesus was born

RESOURCE         

My 100 best loved bible stories

REFERENCE

Christian religion knowledge for pry sch. Bk 2 by a. Falaye& co page 32-34

C.R.K             2nd TERM

WEEK 1 – 2

TOPIC   

Telling others about God

CONTENT           

1. guide learner to describe God/Jesus
2. State the importance/benefit of telling others about God.
3. tell the story of Jesus at 12
4. Describe who should tell others about God.

KEY SKILL           

1.            To describe God.

2.            To mention some benefits of telling about God.

3.              To summarize the story of Jesus at 12

ASSESSMENT                   

An individual work will ascertain each learner understanding on colour Jesus/God is. An open class activity will give evidence on the extent to which learner can state the importance/benefits of telling people about God.

RESOURCE         

My 100 best loved bible stories.

Picture of Jesus at 12

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson

WEEK 3 – 4         

TOPIC

Believing God (faith)   

CONTENT           

1. To guide learner in defining faith using the story of father Abraham
2. describe father Abraham
3. the importance of faith

KEY SKILL           

1.            To define faith.

2.            To say who father Abraham is to God.

3.            To mention some importance of faith.

ASSESSMENT                   

Open class discussions at the beginning of the lesson will ascertain learner’s knowledge on the topic.

Individual feedback will prove each learner level of assimilation in the lesson

RESOURCE         

My 100 best loved bible stories.

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson

WEEK 5

TOPIC   

Dedication towards God’s work           

CONTENT           

1. Lead learner to describe terms.
2. State the need to be dedicated to the work of God.
3. State the benefits reward of being dedicated using the story of Paul and Silas.

KEY SKILL           

1. To describe term (dedication).
2. To state the importance of being dedicated to God’s work.
3. State the benefits of being dedicated to God’s work.

ASSESSMENT                   

A whole class activity will ascertain learner knowledge on dedication

An individual activity will prove each learner understanding on the benefits of dedication toward God’s will.

REFERENCE

Christian religion St. Pry. Sch. Bk 2 by a.sfalaye page 77

WEEK 6 – 7

TOPIC   

Dedication towards God’s work

CONTENT           

1. Describe terms
2. Tell the story of the 12 disciples of Jesus and say the moral lesson.
3. State the benefits of being dedicated toward the work of God.
4. Say how we can be involve in God’s word.

KEY SKILL           

1. To describe term (dedication).
2. To state the importance of being dedicated to God’s work.
3. State the benefits of being dedicated to God’s work.

CROSS-CURRICULAR LINK

Language Art; Nouns

ASSESSMENT                   

An individual (learner) feedback will ascertain each learner’s knowledge of the topic.

A whole class ability to state the benefits of dedication using the story of the 12 disciple will prove learner understanding of the lesson.

RESOURCE         

My 100 best loved bible stories   

REFERENCE

Christian religion St. Pry. Sch. Bk 2 by a.sfalaye page 77

WEEK 8 – 9         

TOPIC

Love     

CONTENT           

1. Say the meaning of love
2. Outline various ways we can practically show love to others using the story of the Good Samaritan.
3. State the benefits of showing love.

KEY SKILL           

1.            To define love.

2.            To demonstrate ways we sow love.

3.            To role play the story of the Good Samaritan

4.             To state the benefits of showing love.

ASSESSMENT                   

Class discussion at the beginning of the lesson will prove learner knowledge on the meaning of love.

An individual activity (feedback) will provide the evidence of the extent to which each learner understand various ways we can practically show love to other and the benefits.

RESOURCE         

My 100 best loved bible stories   

REFERENCE

Christian religion studies bk. 2 by a.sfalaye, pages 52-53 & My 100 best loved bible stories by Bruce Wilkinson.

WEEK 10             

TOPIC

Greed 

CONTENT           

1. Describe greed
2. Tell the story of king Ahab and Naboth’s vineyard and say some moral lessons from the story
3. State the consequence of greed

KEY SKILL           

1. To describe greed.
2. To role the story of Naboth’s vine yard and state the moral lesson.
3. To state the consequences of greed.

CROSS-CURRICULAR LINK

Language Art; initial consonant blends.

ASSESSMENT                   

Class work (discussion) will give evidence on the extent to which learner understand the story of Naboth’s Vineyards and the greed King Ahab.

Individual work (response) will ascertain each learner’s level of assimilation of Greed and consequence.

RESOURCE         

To role play the story.    

REFERENCE

My 100 best loved stories by Bruce Wilkinson

WEEK 11             

TOPIC

Obedience       

CONTENT           

1. Guide learner to say the meaning of obedience
2. Tell the story of good Samuel and say some moral lesson from the story.
3. State the benefits/reward s of obedience using the story of Samuel

KEY SKILL           

1.            To say the meaning of obedience.

2.            To summarize the story of Samuel and say the moral lesson.

3.            To state some benefits of being obedient.

CROSS-CURRICULAR LINK

Songs and rhymes; obedient is better than sacrifice.

ASSESSMENT                   

Class discussion at the beginning of the lesson will ascertain learner’s knowledge on the topic obedience.

Individual work (feedback) will also prove each learner level of assimilation on the lesson.

RESOURCE         

My 100 best loved           

REFERENCE

The bible, tell really interesting bits great stories from the bible illustrated by Brian delft pages & Christian religious studies for pry-Sch-Bk 2 a.sfalaye pages 59-60 & 71

WEEK 12             

TOPIC

Easter tide     

CONTENT           

1. say the meaning of Easter
2. state why we celebrate Easter
3. Say how best to reciprocate to Jesus love.
4. State how we can love others passionately like Jesus.
5. State the benefits of Jesus’ death and resurrection.

KEY SKILL           

1.            To say the meaning of Easter tide.

2.            To say why we celebrate Easter.

3.            to state and show ways we can love others the way Jesus did.

ASSESSMENT                   

Class discussion at the beginning of the lesson will ascertain learner understanding on the topic.

Individual response will also prove each learner level of assimilation of benefits of Jesus death and resurrection.

RESOURCE         

Role playing the death of Jesus.

Picture of Jesus.

REFERENCE

The bible, the really interesting bits great stories from the bible illustrated by Bruce delf pages 26-28

C.R.K             3RD TERM

WEEK 1

TOPIC

God cares for us              

CONTENT           

1. Describe God
2. Tell the story of the children of Israel in the wilderness and how God cared for them.
3. say the moral lesson from the story
4. state what we should do to show God we appreciate his love

KEY SKILL           

1. To describe God

2. To summarize the story of the children of Israel in the wilderness

3. To state the moral lessons

4. To state how God cares for them and what they should do to appreciate his love.

CROSS-CURRICULAR LINK

Language Art; Nouns

ASSESSMENT                   

An open class activity will ascertain learner understanding in who God is. Learner’ feedback will prove each learner level of assimilation on how God cares for us and how we can reciprocate his love

RESOURCE         

D.V.D and Picture of the children of Israel in the wilderness.           

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson

WEEK 3

TOPIC

Being thankful

CONTENT           

1. Say the meaning of thankful
2. State reason to be thankful using the story of the 10 leper say when to be thankful
3. Identify and mention who we should appreciate most
4. State the benefits of being thankful.

KEY SKILL           

1.            To demonstrate thankfulness

2.            To role play the story of the ten lepers.

3.            To say when and why they should be thankful.

4.            To state the benefits of being thankful.

CROSS-CURRICULAR LINK

Number concept; Number value.

ASSESSMENT                   

A whole class activity will prove learner knowledge in the story of the 10 lepers and the moral lesson.

An individual work (feedback) will also give understanding on the extent to which each learner’s t can state the benefits of being thankful.

RESOURCE         

Role play

My 100 best loved bible story      

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson.

WEEK 4

TOPIC

Cheating and stealing are bad          

CONTENT           

1. Describe terms
2. Tell the story of Ananias and Saphira/ Achan
3. State the consequences of stealing and cheating
4. State the need for contentment.

KEY SKILL           

1.            To define cheating and stealing

2.            To summarize the story of Ananias/Saphira and Achan.

3.            To state why cheating and stealing are wrong.

4.            To state the moral lessons.

CROSS-CURRICULAR LINK

Story; The little red riding hood

ASSESSMENT                   

Class activity will ascertain learner knowledge on cheating and stealing Individual response will also prove each learner understanding on the consequence of cheating/stealing.

RESOURCE         

My 100 best loved bible story

Role play            

REFERENCE

Oxford advanced learner dic. Pages 185 &170 revised standard bible acts chapter 5 & my 100 best loved bible stories by Bruce Wilkinson.

WEEK 5

TOPIC

I don’t  want to disobey

CONTENT           

1. Describe terms
2. Tell the story of Jonah and some moral lesson form the story.
3. Identify and mention practical ways we show disobedience using a role play
4. Say the consequence of disobedience using the story of Jonah and some benefits of obedience.

KEY SKILL           

1. To describe the term disobey.
2. To summarize the story of Jonah and state the moral lessons.
3. To mention some ways we disobey.
4. To say why it is wrong to disobey

CROSS-CURRICULAR LINK

Social skills; Transportation

ASSESSMENT                   

• An open class activity will prove learner understanding/knowledge in the story of Jonah and the moral lesson.
• An individual ability to state the consequences of disobedience and the benefits of obedience will also ascertain each learner’s level of assimilation on the topic.

RESOURCE         

D.V.D and picture of Jonah          

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson, D.V.D on the story of Jonah

WEEK 6 – 7         

TOPIC   

Nobody knows but God.

CONTENT           

1. Describe God as the omnipresent
2. Tell the story of Mirian and baby Moses
3. Say the moral lesson from the story.
4. Say the need to be well behaved at all times using a play let.

KEY SKILL           

1.            To say why God is omnipresent.

2.            To say a short summary on the story of Moses and state the moral lessons.

3.            To state the benefits of being well behaved.

CROSS-CURRICULAR LINK

Social skills; the family.

ASSESSMENT                   

An individual ability to describe the Omnipresence God will prove each learner understanding on the topic. Class discussion at the end of the lesson will ascertain learner understanding on the story of Mirian and baby Moses.

RESOURCE         

D.V.D on the story of Moses

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson.

WEEK 8 – 9         

TOPIC   

What I should do as a good child

CONTENT           

1. Identify and mention some good manners
2. State the need to forgive using the story of Joseph.
3. Say the benefits of forgiveness/consequence of unforgiving spirit using a role play.

KEY SKILL           

1. To describe being good.
2. To say the need to forgive
3. To state the benefits of forgiveness and the consequence of an unforgiving spirit.

ASSESSMENT                   

An open class discussion at the beginning of the lesson will ascertain learner knowledge on good manners Learner’s feedback will prove each learner ability to apply his/her knowledge in the lesson.

REFERENCE

Macmillan school dict. Pages 407 &grad Nevis bible pages 432 (Esther 4)

WEEK 10 – 11     

TOPIC

Kindness           

CONTENT           

1. describe terms
2. mention other moral we can use in place of kindness
3. State practical ways we can show kindness using the story of Queen Esther.
4. State the benefits of showing kindness.

KEY SKILL           

1.            To demonstrate kindness.

2.            To summarize the story of Queen Esther and say the moral lessons

3.            To mention ways we can show kindness and to state the benefits of showing kindness.

CROSS-CURRICULAR LINK

Language Art; Nouns.

ASSESSMENT                   

An open class activity will ascertain learner’s knowledge on the meaning to kindness.

Individual work will also give understanding to each learner level of assimilation in the benefits of kindness

RESOURCE         

D.V.D of Queen Esther   

REFERENCE

Macmillan school dict. Pages 407& Gonaives bible pages 432 (Esther)

WEEK 12             

TOPIC   

Jesus our role model

CONTENT           

1. describe terms
2. identify and mention some good manners that Jesus displayed that make him outstanding (a role model)
3. tell the story of Jesus and the devil (when Jesus was tempted)
4. Say some moral lesson from the story.
5. Identify and colour our role model Jesus.

KEY SKILL           

1.            To describe Jesus as a role model.

2.            To identify and say some of the characters Jesus portrait that made him a role model.

3.            To mention the ways Jesus was tempted by Satan.

CROSS-CURRICULAR LINK

Sensorial Activity; Concept of height.

ASSESSMENT                   

An individual ability to describe Jesus and some good manners he displayed will prove each learner understanding on the topic.

An open class activity will also prove learner understanding in the story of JESUS

RESOURCE         

Picture of Jesus and Satan            

REFERENCE

My 100 best loved bible stories by Bruce Wilkinson

HANDWRITING      1ST TERM

WEEK 1

TOPIC

Tracing and writing sounds a, b

CONTENT           

1.            To guide learner in tracing “a” and “b”

2.            To guide learner to form the sounds “a” and “b”

KEY SKILL           

1.            to grip with the tripod finger.

2.            To trace a and b.

3.            To form the sounds a and b.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

Open class activity on formation of the letters will provide evidence on the extent to which learner understand the lesson.

RESOURCE         

Handwriting book and pencils

Dreamland handwriting book, Chart on single sounds

REFERENCE

Easy learning writing by Collins pages 7

WEEK 2

TOPIC

Tracing and writing sound “c” d        

CONTENT           

To guide learner to form the sounds “c” and “d”

To guide learner to trace “c” and “d”

To guide learner to write the letter “c” and “d”

KEY SKILL           

1.            To identify the sounds c and d.

2.            to trace and form the sound c and d.

3.            to look and copy the sounds c and d

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

An open class activity at the beginning of the lesson will give feedback on the extent to which learner understood work on tracing

RESOURCE         

Handwriting book and pencils

Dreamland handwriting book,

Chart on single sounds

REFERENCE

Easy learning writing by Collins pages 8

WEEK 3

TOPIC

Tracing and writing sound e, f

CONTENT           

1.            To lead learner identify the sounds e and f

2.            To guide learner to form the letters e, f

3.             To guide learner to trace and write “e” and “f”

KEY SKILL           

1.            To identify the sounds c and d.

2.            to trace and form the sound e and f.

3.             to look and copy the sounds e and f

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

A whole class activity at the beginning of the lesson will prove learner understanding of the topic.

Individual activity to form, trace the letters.

RESOURCE         

Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds

REFERENCE

Easy learning writing by Collins pages 13

WEEK 4

TOPIC

Tracing and writing “g” and “h”

CONTENT           

1.            To lead learner to identify the sound

2.            To guide learner to form the letters “g” and “h”

3.            To guide learner to trace and write “g” and “h”

KEY SKILL           

1.            To grip with the tripod finger.

2.            To identify the sounds g and h.

3.            To form and trace sounds g and h.

4.            To look and copy g and h.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

• An open class activity at the beginning of the class will give understanding of learner level of assimilation on the topic
• An individual work on writing and tracing.

RESOURCE         

• Handwriting book and pencils
• Dreamland handwriting book
• Chart on single sounds   

REFERENCE

Easy learning writing by Collins pages 14-15

WEEK 5

TOPIC

Tracing and writing “i” j

CONTENT           

1. To identify the sounds
2. Formation of the sounds “i” and j”
3. To trace and write “i” and j”

KEY SKILL           

1. To grip with the tripod fingers.
2. To identify the sounds i and j.
3. To form and trace I and j.
4. To look and write I and j.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic.

Individual work to write and trace letters will give feedback on learner ability to write

RESOURCE         

Handwriting book and pencils

Dreamland handwriting book,

Chart on single sounds

REFERENCE

Easy learning writing by Collins pages 15-16

WEEK 6 – 7         

TOPIC

Tracing and writing k, l

CONTENT           

1. To guide learner to identify the sounds
2. Formation of the letters “k” and “L”
3. To guide learner to trace and write k and L.

KEY SKILL           

1. To grip with the tripod fingers.
2. To identify the sounds k and l.
3. To form and trace k and l.
4. To look and write k and l.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic.

Individual work on tracing and writing will give evidence on each learner’s ability to write.

RESOURCE         

Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds.

REFERENCE

Easy learning, writing by Collins page 20-21

WEEK 8

TOPIC

Tracing and writing sounds “m” and n

CONTENT           

1.            To guide learner to identify the sounds

2.            To guide learner to form the sounds “m” and “n”

3.            to trace and write “M” and “N”

KEY SKILL           

1. To grip with the tripod fingers.
2. To identify the sounds m and n.
3. To form and trace m and n.
4. To look and write m and n.

CROSS-CURRICULAR LINK

Language Art; single sounds.

ASSESSMENT                   

• An open class work at the beginning of the class will provide feedback on learner understanding of the topic.
• An individual activity of form and write letters will prove each learner writing ability

RESOURCE         

• Handwriting book and pencils
• Dreamland handwriting book
• Chart on single sounds

REFERENCE

Hand writing work book 3 by Nelson pages 2-4

WEEK 9

TOPIC

Tracing and writing sounds o, p, q    

CONTENT           

1.            To guide learner to identify the sounds

2.            To guide learner to form the sounds “o” “p” and “q”

3.             To guide learner trace and write o” “p” and “q”

KEY SKILL           

1.            To grip with the tripod fingers.

2.            To identify the sounds o, p and q.

3.            To form and trace o, p and q.

4.            To look and write o, p and q.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

An open class work to prove learner understanding of the lesson. Individual work on formation of letter “O” “P” and “Q”

RESOURCE         

• Handwriting book and pencils
• Dreamland handwriting book,
• Chart on single sounds

REFERENCE

Hand writing work book 1 by Nelson pages 30-31

WEEK 10             

TOPIC

Tracing and writing “r” “s” and “t”

CONTENT           

1. To identify the sounds
2. Formation of the letters “R”, “S” and “T”
3. To trace and write r”, “s” and “t”

KEY SKILL           

1. To grip with the tripod fingers.
2. To identify the sounds r, s and t.
3. To form and trace r, s and t.
4. To look and write r, s and t.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

Whole class activity at the beginning of the class will give feedback on learner understanding of the topic.

Individual work will prove each learner knowledge on writing.

RESOURCE         

• Handwriting book and pencils
• Dreamland handwriting book
• Chart on single sounds   

REFERENCE

Hand writing work book 1 by Nelson pages 23-25

WEEK 11             

TOPIC

Tracing and writing sounds “U”, “V” and W

CONTENT           

1.            To guide learner to identify the sounds

2.            To guide learner to form the letters “U”, “V” and “W”

3.            To guide learner to trace and write the sound “U”, “V” and “W”

KEY SKILL           

1.            To grip with the tripod fingers.

2.            To identify the sounds r, s and t.

3.            To form and trace r, s and t.

4.            To look and write r, s and t.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

An open class activity will prove leaner’s knowledge on formation of letters.

Individual work on writing and tracing will provide evidence on each learner writing ability.

RESOURCE         

Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds.

REFERENCE

Hand writing work book 1 by Nelson pages 15-17

WEEK 12             

TOPIC

Tracing and writing “X”, “Y” and “Z”

CONTENT           

1.            To identify these sound

2.            To form the sound “X”, “y” and “Z”

3.            To trace and write these sounds.

 4.        To write all the sounds

KEY SKILL           

1.            to grip with the tripod fingers.

2.            To identify the sounds x, y and z.

3.            To form and trace x, y and z.

4.             To look and write x, y and z.

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                   

An open class activity will give understanding of learner’s level of assimilation on the topic.

Individual activity to write the sounds will ascertain each learner’s ability to write.

RESOURCE         

Handwriting book and pencils, Dreamland handwriting book, Chart on single sounds

REFERENCE

Hand writing work book 1 by Nelson pages 11-14

HANDWRITING      2nd TERM

WEEK 1 

TOPIC

Fill in the missing number 1-10     

CONTENT            

1.            To guide learner to look and copy numbers 1-10

2.            To guide learner to fill in the missing numbers 1-10

KEY SKILL             

1.            To grip with tripod fingers.

2.            To look form and copy numbers 1-10

3.            To fill in the missing numbers 1-10              

CROSS-CURRICULAR LINK

Number concept; number values

ASSESSMENT                     

Open class activity on look and copy will provide evidence on the extent to which learner understand the lesson. Individual activity to fill in the missing numbers. 

RESOURCE          

Number writing book, Activity book, Chart on numbers, Handwriting notebook, Pencil    

REFERENCE

Nursery Numbers 6 by Schofield & Sims pages 7

WEEK 2 

TOPIC

Write from memory 1-20        

CONTENT            

1.     To guide learner to form number 1- 20

2.      To guide learner to look and copy number 1-20

3.       To write number 1- 20 from memory

KEY SKILL             

1.            To grip with tripod fingers.

2.            To look form and copy numbers 1-20

3.            To write from memory numbers 1-20

CROSS-CURRICULAR LINK

Number concept; number value    

ASSESSMENT                     

An open class activity at the beginning of the lesson will give feedback on the extent to which learner understood the lesson. Individual work on writing from memory. 

RESOURCE          

Number writing book, Activity book, Chart on numbers, Handwriting notebook, Pencil    

REFERENCE

Nursery Numbers 6 by Schofield & Sims pages 8

WEEK 3 

TOPIC

Tracing and writing sounds ‘a, b’        

CONTENT            

1.  To guide learner to identify the sound

2.  To guide learner to form the letters a, b

3.  To guide learner to trace and write “a” and “b”   

KEY SKILL             

1.            to grip with the tripod finger.

2.            To trace a and b.

3.            To form the sounds a and b           

CROSS-CURRICULAR LINK

Language Art; single sounds

ASSESSMENT                     

A whole class activity at the beginning of the lesson will prove learner understanding of the topic.

Individual activity to form, trace the letters.       

RESOURCE          

Dreamland handwriting book,

Chart on single sounds Handwriting notebook, Pencil.   

REFERENCE

Easy learning writing by Collins pages 13

WEEK 4 

TOPIC

Look and copy “in, at, is, it”   

CONTENT            

1.            To guide learner to blend the words.

2.            To guide learner form two letter words.

3.            To look and copy. “in, at, is, it”,     

KEY SKILL             

1.            To build and blend two letter words.

2.            To look and copy two letter words.

3.            To read two letter words.

4.            To listen and write two letter words.           

CROSS-CURRICULAR LINK

Sensorial Activity; preposition       

ASSESSMENT                     

An open class activity at the beginning of the class will give understanding of learner level of assimilation on the topic. an individual work to look and copy.

RESOURCE          

Early learner (phonic s and spelling) Chart on two letter words Handwriting note book, Pencil   

REFERENCE

Easy learning writing by Collins pages 14-15

WEEK 5 

TOPIC

Identify and copy the tall sounds (h, b, d, f)  

CONTENT            

1.            To guide learner to identify the tall sounds.

2.            To guide learner to Form and write the tall sounds.

3.            To guide learner to look and copy “h, d, b, f”             

KEY SKILL             

1.            To identify tall sounds.

2.            To form and write tall sounds.

3.            To look and copy tall sounds.         

CROSS-CURRICULAR LINK

Sensorial Activity; concept of height            

ASSESSMENT                     

Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic. Individual work to look and copy letters will give feedback on learner ability to write  

RESOURCE          

Dreamland handwriting book, Handwriting notebook, Pencil.              

REFERENCE

Easy learning writing by Collins pages 15-16

WEEK 6 – 7          

TOPIC

Identify and copy the sounds with legs. (g, p, j, q, y) 

CONTENT            

1.            To guide learner to identify the sounds

2.            To guide learner to form the sounds with leg.

3.            To look and copy “g, p, j, q, y)        

KEY SKILL             

1.            To identify sounds with leg.

2.            To form the sounds with leg.

3.            To look and copy the sounds with leg (g, p, j, q, y).   

CROSS-CURRICULAR LINK

Pre-science; parts of the body       

ASSESSMENT                     

Open class work at the beginning of the lesson on formation of letters will prove learner knowledge on topic.

Individual work to look and copy will give evidence on each learner’s ability to write.   

RESOURCE          

Dreamland handwriting book, Handwriting notebook, Pencil.              

REFERENCE

Easy learning, writing by Collins page 20-21

WEEK 8 

TOPIC

Read and copy “of, me, my, we.”        

CONTENT            

1.            To guide learner to read and memorize the sight words

2.            To guide learner to look and copy. “Of, me. My, we.”             

KEY SKILL             

1.            To read and memorize sight words me, my, we.

2.            To look and copy sight words.

ASSESSMENT                     

An open class work at the beginning of the class will provide feedback on learner understanding of the topic.

An individual activity to read and copy words will prove each learner reading ability       

RESOURCE          

Early learner (phonic s and spelling) Chart on sight words Handwriting note book, Pencil           

REFERENCE

Hand writing work book 3 by Nelson pages 2-4

WEEK 9 

TOPIC

Read and copy. “Fat, dog, pig, box”     

CONTENT            

1.            To guide learner blend the words

2.            To guide learner to look and copy “fat, dog, pig, box.”

3.            To guide learner to read these words.         

KEY SKILL             

1.            To build and blend three letter words.

2.            To look and copy three letter words.

3.            To read three letter words.

4.            To listen and write three letter words.        

CROSS-CURRICULAR LINK

Pre-science; animals         

ASSESSMENT                     

An open class work to prove learner understanding on the lesson.

Individual work on look and copy, fat, dog, pig, box.

RESOURCE          

Chart on three letter words, early learner (phonic s and spelling) Handwriting note book, Pencil `

REFERENCE

Phonics and Spelling by Collins. Ages 4-5, pages 5-6.

WEEK 10

TOPIC

Look and copy 11-20  

CONTENT            

1.            To guide learner to count numbers 1- 20

2.            To guide learner in Forming of numbers 1-20

3.            To direct learner to look and copy 1-20       

KEY SKILL             

1.            To count from number 1-20

2.            To form and copy numbers 1-20

3.            To write numbers 1- 20 from memory.       

CROSS-CURRICULAR LINK

Number concept; counting in ascending order          

ASSESSMENT                     

Whole class activity at the beginning of the class will give feedback on learner understanding of the topic.

Individual work will prove each learner knowledge on writing.             

RESOURCE          

Number writing book, Activity book, Chart on numbers, Handwriting notebook, Pencil

REFERENCE

Nursery Numbers 6 by Schofield & Sims page9

WEEK 11              

TOPIC

Read and copy, oo, oa, ee, or 

CONTENT            

1.            To guide learner to identify the sounds

2.            To guide learner to form the sounds

3.            To direct learner to look and copy oo, oa, ee, or.      

KEY SKILL             

1.            To identify the sounds oo, oa, ee, or.

2.            To read look and copy oo, oa, ee, or.

3.            To listen and write digraph sounds.             

CROSS-CURRICULAR LINK

Language Art digraph sounds         

ASSESSMENT                     

An open class activity will prove leaner’s knowledge on formation of letters.

Individual work on read and copy will provide evidence on each learner writing ability.

RESOURCE          

Chart on digraph sounds, Activity book, Handwriting notebook, Pencil             

REFERENCE

Jolly phonics hand book

WEEK 12              

TOPIC

Review all sounds with legs    

CONTENT            

1.            To guide learner to identify these sounds

2.            To direct learner form the sounds g, p, j, q, and y.

3.            To guide learner to look and copy these sounds.

4.            To direct learner to write all the with leg sounds      

KEY SKILL             

1.            To identify all the sounds with legs.

2.            To look and copy the sounds with leg.

3.              To listen and write the sounds with leg     

CROSS-CURRICULAR LINK

Pre-science; part of my body         

ASSESSMENT                     

An open class activity will give understanding of learner’s level of assimilation on the topic. Individual activity to write the sounds will ascertain each learner’s ability to write.          

RESOURCE          

Dreamland handwriting book, Handwriting notebook, Pencil.              

REFERENCE

Hand writing work book 1 by Nelson pages 11-14

HANDWRITING   3rd TERM

WEEK 1

TOPIC

Look and copy tall sounds

CONTENT            

1. To guide learner to identify the tall sounds.

2. To direct learner to form the tall sounds.

3. To guide learner to look and copy tall sounds, d, b, h, f, t, f, l, and k.

KEY SKILL             

1. To identify all the tall sounds.

2. To form, look and copy all the tall sounds.

3. To listen and write all the tall sounds

CROSS-CURRICULAR LINK

Sensorial Activity; concept of height

ASSESSMENT                     

Open class activity on look and copy will provide evidence on the extent to which learner understand the lesson. Individual activity to form letters correctly.

RESOURCE          

Dreamland handwriting book, Handwriting notebook, Pencil.

REFERENCE

Easy learning writing by Collins pages 19

WEEK 2 

TOPIC

Look and copy sounds with legs

CONTENT            

1. To guide learner to identify the sounds with leg.

2. Guide learner to Form of sounds with legs.

3. To guide learner to look and copy, g, q, p, y.

KEY SKILL             

1. To identify the sounds with leg.

2. To form, look and copy sounds with leg.

3. To listen and write sounds with leg.

CROSS-CURRICULAR LINK

Pre-science; part of the body

ASSESSMENT                     

An open class activity at the beginning of the lesson will give feedback on the extent to which learner understood the lesson. Individual work on writing letters with legs.

RESOURCE          

Dreamland handwriting book, Handwriting notebook, Pencil.

REFERENCE

Easy learning writing by Collins pages 21

WEEK 3 

TOPIC

Look and copy short sounds

CONTENT            

1. To guide learner to identify the short sounds

2. To guide learner to form the letters a, c, e, i, m, n, o, r, s, u, v, w, z, x.

3. To guide learner to look and copy the short sounds.

KEY SKILL             

1. To identify all the short sounds.

2. To look and copy the short sounds.

3. To listen and write all the short sounds.

CROSS-CURRICULAR LINK

Sensorial Activity; concept of height

ASSESSMENT                     

A whole class activity at the beginning of the lesson will prove learner understanding of the topic.

Individual activity to form the letters.

RESOURCE          

Dreamland handwriting book, Handwriting notebook, Pencil.

REFERENCE

Easy learning writing by Collins pages 25

WEEK 4 

TOPIC

Look and copy three letter words.

CONTENT            

1. To guide learner to build and blend three letter words.

2. To guide learner to read three letter words.

3. To direct learner to look and copy three letter words. Ant, sat, log, leg.

KEY SKILL             

1. To build and blend three letter words.

2. To read three letter words.

3. To look and copy three letter words.

4. To listen and write three letter words.

ASSESSMENT                     

An open class activity at the beginning of the class will give understanding of learner level of assimilation on the topic. An individual work to look and copy.

RESOURCE          

Chart on three letter words, early learner phonics and spelling. Dreamland handwriting book

Handwriting note book, pencil       

REFERENCE

Easy learning writing by Collins pages 24-25

WEEK 5 

TOPIC

Look and copy four letter words.       

CONTENT            

1. To guide learner to build and blend four letter words.

2. To lead leaners to read four letter words.

3. to direct learner to look and copy four letter words. Pink, frog, sing, swam.

KEY SKILL             

1. To build and blend three letter words.

2. To read four letter words.

3. To look and copy four letter words.

4. To listen and write four letter words.

ASSESSMENT                     

Open class work at the beginning of the lesson on writing these words will prove learner knowledge on topic. Individual work to look and copy words will give feedback on learner ability to write

RESOURCE          

Chart on three letter words, early learner phonics and spelling. Dreamland handwriting book

Handwriting note book, pencil       

REFERENCE

Easy learning writing by Collins pages 26-27

WEEK 6 – 7

TOPIC

Look and copy five letter words.

CONTENT            

1. To guide learner to build and blend five letter words.
2. To direct learner to read five letter words.
3. To guide learner to look and copy, brush, queen, broom.

KEY SKILL             

1. To build and blend five letter words.
2. To read five letter words.
3. To look and copy five letter words.
4. To listen and write five letter words.

CROSS-CURRICULAR LINK

Songs and rhymes; there are five balloons floating in the air.

ASSESSMENT                     

Open class work at the beginning of the lesson reading this word will prove learner knowledge on topic. Individual work to look and copy will give evidence on each learner’s ability to write.

RESOURCE          

Chart on three letter words, early learner phonics and spelling. Dreamland handwriting book

Handwriting note book, pencil       

REFERENCE

Easy learning writing by Collins pages 30

WEEK 8 

TOPIC

Copy this sentence; the door is shut. 

CONTENT            

1.            To guild learner to construct and read sentences.

2.            To direct learner to look and copy; the door is shut.

KEY SKILL             

1.            To construct and read sentences.

2.            To look and copy sentence (The door is shut).

3.            To listen and write the door is shut

CROSS-CURRICULAR LINK

Pre-science; tools and toys.

ASSESSMENT                     

An open classwork at the beginning of the class will provide feedback on learner understanding of the topic. An individual activity to read and copy sentences will prove each learner reading ability

RESOURCE          

Handwriting note book, pencil, and chart on sentence construction and Dreamland handwriting book.   

REFERENCE

Hand writing work book 3 by Nelson pages 10

WEEK 9 

TOPIC

Copy this sentence; Mum can cook.   

CONTENT            

1.            To guild leaners to build and read the sentence.

2.            To direct learner to look and copy; mum can cook.  

KEY SKILL             

1.            To construct and read sentences.

2.            To look and copy sentence (Mum can cook).

3.            To listen and write mum can cook.

CROSS-CURRICULAR LINK

Social skill; duties of members of the family             

ASSESSMENT                     

An open classwork to prove learner understanding on the lesson. Individual work on look and copy, mum can cook.   

RESOURCE          

Handwriting note book, pencil, and chart on sentence construction and dreamland handwriting book.                             

REFERENCE

`Hand writing work book4 Nelson. Page 4.

WEEK 10              

TOPIC

Copy this sentence; I like mum and dad.        

CONTENT            

1.            To guide learner to build and read the sentence

2.            To direct learner  to look and copy; I like mum and dad.         

KEY SKILL             

1.            To construct and read sentences.

2.            To look and copy sentence (I like mum and dad).

3.             To listen and write I like mum and dad.     

CROSS-CURRICULAR LINK

Social skill; the family.

ASSESSMENT                     

Whole class activity at the beginning of the class will give feedback on learner understanding of the topic.

Individual work on writing the sentence will prove each learner knowledge on writing.    

RESOURCE          

Handwriting notebook, pencil, and chart on sentence construct ion and dreamland handwriting book.   

REFERENCE

Hand writing work book 4 by Nelson page 7

WEEK 11              

TOPIC

Copy this sentence; Duck can swim.   

CONTENT            

1.            To guide learner to construct and read the sentence.

2.            To guide learner on the sound the duck makes.

3.             To guide learner to look and copy; Duck can swim. 

KEY SKILL             

1.            To construct and read sentences.

2.            To make the sound the duck makes.

3.            To look and copy sentence. The duck can swim.       

CROSS-CURRICULAR LINK

Songs and rhymes; old Mac-Donald has a farm        

ASSESSMENT                     

An open class activity will prove leaner’s knowledge on the topic. Individual work on read and copy will provide evidence on each learner writing ability.              

RESOURCE          

Handwriting note book, pencil, and chart on sentence construct ion and Dreamland handwriting book.

REFERENCE

Hand writing work book 4 by Nelson page 9

WEEK 12              

TOPIC

Copy this sentence; A bunch of banana.           

CONTENT            

1.            To direct learner to construct and read the sentence.

2.            To guide learner to look and copy the sentence; A bunch of banana.  

KEY SKILL             

1.            To construct and read sentences.

2.            To look and copy sentence. A bunch of banana.        

CROSS-CURRICULAR LINK

Pre-science; classes of food            

ASSESSMENT                     

An open class activity will give understanding of learner’s level of assimilation on the topic. Individual activity to write the sounds will ascertain each learner’s ability to write.          

RESOURCE          

Handwriting note book, pencil, and chart on sentence construct ion. 

REFERENCE

Hand writing work book 4 by Nelson page14

T.P.D  1ST TERM

WEEK 1

TOPIC

Coming to school early  

CONTENT           

To partake in the morning drill.   

KEY SKILL           

1.            To always be punctual in school

2.            To always be ready for the daily activities.

3.            To go to bed in time

CROSS-CURRICULAR LINK

Number concept: telling the time in the hour.

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson.

Individual work the way a learner is able to answer his name will prove his understanding on the topic.

RESOURCE         

Teachers and pupil    

REFERENCE

www.lumosity.com

WEEK 2

TOPIC

Orderliness    

CONTENT           

Making lines, folding arms and standing according to height.         

KEY SKILL           

1.            To always make a straight line.

2.            To always stand according to height on a queue  

CROSS-CURRICULAR LINK

W. W. J. D: the story creation     

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on how to keep and maintain orderliness.   

RESOURCE         

Pupil and teachers           

REFERENCE

www.lumosity.com

WEEK 3

TOPIC

Doing my homework  

CONTENT           

To do, handle homework with care / returning homework.             

KEY SKILL           

1.            To do homework as instructed

2.            To return homework in time.       

CROSS-CURRICULAR LINK

W. W. J. D: obedience    

ASSESSMENT                   

The ability of child to do, keep and return homework neatly will prove learner understanding on the topic             

RESOURCE         

Book, water, file, table  

REFERENCE

www.lumosity.com

WEEK 4

TOPIC

Correct learning position       

CONTENT           

To take a proper sitting posture while learning     

KEY SKILL           

To always sit the [right way during learning time.

CROSS-CURRICULAR LINK

Physical education: jack in the box            

ASSESSMENT                   

Whole class activity will give feedback on the extent to which pupil can take a good learning position

RESOURCE         

Chair, table

REFERENCE

www.lumosity.com

WEEK 5

TOPIC

Proper use of materials         

CONTENT           

To handle materials with care     

KEY SKILL           

1. To always take care of their property/belonging            

CROSS-CURRICULAR LINK

W. W. J. D: the story of Queen Esther      

ASSESSMENT                   

Child’s ability to handle and use materials will test how the child understands the proper use of materials.           

RESOURCE         

Books, table, pencil, easer, etc   

REFERENCE

www.lumosity.com

WEEK 6 – 7         

TOPIC

Bullying and fighting are wrong         

CONTENT           

To discourage learner from bullying and fighting.

KEY SKILL           

1.            To always avoid fighting

2.            To treat others as will want others do to you.       

CROSS-CURRICULAR LINK

W. W. J. D: the story of the Good Samaritan         

ASSESSMENT                   

Learner’ ability to mingle or associate with others will prove the extent to which pupil understanding that bullying and fighting are wrong            

RESOURCE         

Picture of two persons fighting   

REFERENCE

www.lumosity.com

WEEK 8

TOPIC

Proper way of answering question    

CONTENT           

To encourage the use of pointer when question is asked. 

KEY SKILL           

1. To always make use of pointer to get attention              

CROSS-CURRICULAR LINK

W. W. J. D: the story of Samuel and Eli    

ASSESSMENT                   

Whole class and individual activities will prove the extent to which learner understand the topic.              

RESOURCE         

Teacher, pupil, register, pen        

REFERENCE

www.lumosity.com        

WEEK 9

TOPIC

Silence time   

CONTENT           

To encourage silence during meal time, learning time and resting time       

KEY SKILL           

To keep and maintain silence during meal, learning and resting time           

CROSS-CURRICULAR LINK

W. W. J. D: the death and resurrection of Christ.  

ASSESSMENT                   

The level at which learner observe silence during the meal, silence and resting time will show pupil understanding on the topic

RESOURCE         

Table, teacher and pupil

REFERENCE

www.lumosity.com

WEEK 10             

TOPIC

Proper way to sneeze, yawn and cough        

CONTENT           

To encourage the use of handkerchief     

KEY SKILL           

To make the use of handkerchief a habit

To always avoid sneezing on people         

CROSS-CURRICULAR LINK

Physical education: bending exercise        

ASSESSMENT                   

Pupil regular use of handkerchief and value of handkerchief while coughing, yawning and sneezing will prove learner understanding on the topic      

RESOURCE         

Handkerchief and tissue 

REFERENCE

www.lumosity.com

WEEK 11             

TOPIC

Orderliness         

CONTENT           

Carrying and keeping of bags and boxes on the shelves.    

KEY SKILL           

To always keep things in the right place and the right ways             

CROSS-CURRICULAR LINK

W. W. J. D: the story of creation.              

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on how to keep and maintain orderliness.   

RESOURCE         

Boxes, bags, books etc  

REFERENCE

www.lumosity.com

WEEK 12

TOPIC

Greetings in the morning and afternoon       

CONTENT           

To encourage good manners.

To encourage learner to always greet in the morning and after school       

KEY SKILL           

To master the correct greetings in the morning and afternoon.

To be respectful. To be polite

CROSS-CURRICULAR LINK

W. W. J. D: thankfulness. The story of the ten lepers          

ASSESSMENT                   

The ability of learner to greet the proper way in the morning and afternoon will show how deep learner understand the topic       

RESOURCE         

Teachers, pupil and parents         

REFERENCE

www.lumosity.com

T.P.D  2nd TERM

WEEK 1

TOPIC

Coming to school early 

CONTENT           

1. To partake in morning drill.     

KEY SKILL           

1.            To always be punctual in school

2.            To always be ready for the daily activities.

3.            To go to bed in time       

CROSS-CURRICULAR LINK

Number concept: telling the time in the hour.       

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson.

Individual work. The way a learner is able to answer his name will prove his understanding on the topic.    

RESOURCE         

Teachers and pupil          

REFERENCE

www.lumosity.com

WEEK 2

TOPIC

Correct sitting and standing posture

CONTENT           

To encourage learner to sit, stand and walk the right ways             

KEY SKILL           

•             To always sit the right way

•             To always walk the right way?    

CROSS-CURRICULAR LINK

Practical life: grooming  

ASSESSMENT                   

Whole class work at the beginning of the lesson will provide evidence on the extent to which learner can sit and stand the right way.   

RESOURCE         

Teachers, pupil  

REFERENCE

www.lumosity.com

WEEK 3               

TOPIC

Silence time.  

CONTENT           

To encourage silence during meal, learning and resting time.         

KEY SKILL           

To keep and maintain silence during meal, learning and resting time           

CROSS-CURRICULAR LINK

W. W. J. D: the death and resurrection of Christ.  

ASSESSMENT                   

The level at which learner observe silence during the meal, silence and resting time will show pupil understanding on the topic

RESOURCE         

Table, pupil and teacher

REFERENCE

www.lumosity.com

WEEK 4 – 5         

TOPIC

How to handle materials

CONTENT           

The right way to use materials    

KEY SKILL           

1. To always take care of their property/belonging            

CROSS-CURRICULAR LINK

W. W. J. D: the story of Queen Esther      

ASSESSMENT                   

Child’s ability to handle and use materials will test how the child understand the proper use of materials            

RESOURCE         

Pencils, books, eraser etc             

REFERENCE

www.lumosity.com

WEEK 6 – 7         

TOPIC

Handling homework books, doing and passing homework    

CONTENT           

To encourage learner to always handle books with care, doing and returning homework books              

KEY SKILL           

To do, handle homework with care / returning homework.             

CROSS-CURRICULAR LINK

W. W. J. D: obedience    

ASSESSMENT                   

The ability of child to do, keep and return homework neatly will prove learner understanding on the topic             

RESOURCE         

Books, files, table

REFERENCE

www.lumosity.com

WEEK 8 – 9         

TOPIC

School rules / agreement.     

CONTENT           

1. To drill learner on observing school rules and class agreement. 

KEY SKILL           

1.            To always obey school rules.

2.            To always respect and regard the school rules      

CROSS-CURRICULAR LINK

W. W. J. D: the ten commandment s        

ASSESSMENT                   

The manner in which pupil respond to the school rules will help evaluate pupil understanding on the topic             

RESOURCE         

Chart on class/ school agreement             

REFERENCE

www.lumosity.com

WEEK 10             

TOPIC

Good toilet habits      

CONTENT           

To encourage washing of hands with soap, flushing and drying of hands after using the toilet              

KEY SKILL           

1.            To always wash hand after using the toilet

2.            To see the need for flushing toilet after use

3.            To lift skirt properly when trying to use the toilet.

CROSS-CURRICULAR LINK

Pre-science: personal hygiene.    

ASSESSMENT                   

The extent to which learner remember to wash hands with soap, flush toilet and lift skirt whenever they make use the toilet will prove their understanding on the topic        

RESOURCE         

Soap, water, towel, toilet            

REFERENCE

www.lumosity.com

WEEK 11             

TOPIC

Proper way of answering your name 

CONTENT           

To encourage learner to answer names the right way {yes please}

KEY SKILL           

•             To answer name the right way when called.          

CROSS-CURRICULAR LINK

W. W. J. D: the story of Samuel and Eli    

ASSESSMENT                   

A whole class activity will tell if learner can answer their name correctly    

RESOURCE         

Teachers and pupil          

REFERENCE

www.lumosity.com

WEEK 12             

TOPIC

Don’t take things that do not belong to you.

CONTENT           

To discourage stealing   

KEY SKILL           

1.            To avoid stealing from people

2.            To develop a good habit

CROSS-CURRICULAR LINK

W. W. J. D: the story of Ananias and Saphira         

ASSESSMENT                   

Whole class and individual activity will test for how best learner understand the topic.         

RESOURCE         

Thing on the table           

REFERENCE

www.lumosity.com

T.P.D    3^rd TERM

WEEK 1

TOPIC

Coming to school early and settling down in class

CONTENT           

To settle down and partake in morning drills         

KEY SKILL           

1.            To always be punctual in school

2.            To always be ready for the daily activities.

3.                           To go to bed in time       

CROSS-CURRICULAR LINK

Number concept: telling the time in the hour.       

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson. Individual work the way a learner is able to answer his name will prove his understanding on the topic.    

RESOURCE         

Teachers and pupil          

REFERENCE

www.lumosity.co m

WEEK 2

TOPIC

Handling my homework and books    

CONTENT           

To encourage learner to always handle books with care, do and return home work.             

KEY SKILL           

To do, handle homework with care / returning homework.             

CROSS-CURRICULAR LINK

W. W. J. D: obedience    

ASSESSMENT                   

The ability of child to do, keep and return homework neatly will prove learner understanding on the topic             

RESOURCE         

Books, files        

REFERENCE

www.lumosity.co m

WEEK 3

TOPIC

My class agreement. 

CONTENT           

To rote read the class agreement daily

KEY SKILL           

•             To master some good behavior while in class

•             To always abide by rules

CROSS-CURRICULAR LINK

W. W. J. D: the Ten Commandments        

ASSESSMENT                   

The manner in which pupil respond to the class rules will help evaluate pupil understanding on the topic     

RESOURCE         

Chart on class agreement             

REFERENCE

www.lumosity.co m

WEEK 4

TOPIC

Some good habits.     

CONTENT           

To encourage good table manners, good toilet habits,      

KEY SKILL           

1.            To always observe good table manners.

2.            to always sitting posture and greetings.  

CROSS-CURRICULAR LINK

Pre-science: personal hygiene.

ASSESSMENT                   

Observe good toilet habit / good walking, sitting and standing posture         

The extent to which learner remember to wash hands with soap, flush toilet and lift skirt whenever they need to use the toilet/ eat properly without making crumbs, talking with mouth full and soiling shirt will help evaluate pupil knowledge on the topic

RESOURCE         

Table, food, chair, toilet

REFERENCE

www.lumosity.co m

WEEK 5 – 6

TOPIC

Minding your language always          

CONTENT           

To encourage the use of polite words.     

KEY SKILL           

1.            To always use polite words

2.            To pronounce words correctly

3.            To speak correct English

CROSS-CURRICULAR LINK

Language art: the 42 jolly phonics sounds              

ASSESSMENT                   

Learner ability to identify and pronounce sound the way it should be pronounced while speaking , the use of polite words always will give prove on their understanding on the topic.

RESOURCE         

Teachers and pupil          

REFERENCE

www.lumosity.co m

WEEK 7 – 8         

TOPIC

Etiquette: minding your dressing.     

CONTENT           

To dress up properly       

KEY SKILL           

1.            To always look neat.

2.            To always be presentable             

CROSS-CURRICULAR LINK

Practical life: grooming.

ASSESSMENT                   

Learner, effort to always look neat will help to test pupil understanding on the topic.          

RESOURCE         

Pupil and teachers           

REFERENCE

www.lumosity.co m

WEEK 9 – 10       

TOPIC

Etiquette        

CONTENT           

Don’t laugh at your friend’s mistake         

KEY SKILL           

1.            To always respect others opinion

2.            Always see the good side of others           

CROSS-CURRICULAR LINK

W. W. J. D: the story of David and Goliath             

ASSESSMENT                   

Pupil ability to listen to others and correct politely when the need arise rather than laughing will help to prove how much pupil imbibe the topic.   

RESOURCE         

Pupil and teachers           

REFERENCE

www.lumosity.co m

WEEK 11             

TOPIC

Good table manners  

CONTENT           

To discourage talking with mouth full, making of crumbs, soiling of clothes while eating.    

KEY SKILL

1. To always be quiet, not soiling clothes, not making crumbs while eating               

CROSS-CURRICULAR LINK

Pre-science: personal hygiene.

ASSESSMENT                   

The ability of learner to eat with the mouth closed, unsoiled dress, not making crumbs will help determine their understanding on the topic.                         

RESOURCE         

Table, food, chair            

REFERENCE

www.lumosity.com

WEEK 12             

TOPIC

Good toilet habits      

CONTENT           

To encourage washing of hands with soap, flushing and drying hands after using the toilet.

KEY SKILL           

1.            To always wash hand after using the toilet

2.            To see the need for flushing toilet after use

3.            To lift skirt properly when trying to use the toilet.

CROSS-CURRICULAR LINK

Pre-science: personal hygiene.    

ASSESSMENT                   

The extent to which learner remember to wash hands with soap, flush toilet and lift skirt whenever they make use the toilet will prove their understanding on the topic        

RESOURCE         

The toilet, water, soap, towel     

REFERENCE

www.lumosity.co m

STORY          1ST TERM

WEEK 1

TOPIC

Reading individual picture book.

CONTENT           

1. describe terms
2. identify different pictures

KEY SKILL           

1. To say the meaning of reading.

2. To identify different pictures. 

CROSS-CURRICULAR LINK

Sensorial Activity. Perception and discrimination

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can read picture books. Individual work will provide evidence on the extent to which each learner can apply their knowledge on reading picture books. 

RESOURCE         

Different picture books.          

REFERENCE

Ladybird story books

WEEK 2 – 3

TOPIC

Snow white and the seven dwarfs

CONTENT           

1. Describe terms

2. Identify each character in the Story

3. Tell the pupil the story.

4. State the moral lessons in the story.    

KEY SKILL           

1. To identify and describe the characters

2. To give a summary of the story.

3. To say the moral lessons in the story.  

CROSS-CURRICULAR LINK

Social skills; seasons

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on snow white and the seven dwarfs. Individual work will provide evidence on the extent to which each learner summarize the story.           

RESOURCE         

The DVD on snow white and the seven dwarfs         

REFERENCE

Snow white story book

WEEK 4 – 5

TOPIC

Pinocchio

CONTENT           

1. Describe terms

2. Identify each character in the story.

3. Tell the pupil the story.

4. State the moral lessons in the story      

KEY SKILL           

1. To identify and describe the characters in the story.

2. To give a summary of the story.

3. To say the moral lessons in the story.  

CROSS-CURRICULAR LINK

W.W.J.D. what I should do as a good child.

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on Pinocchio. Individual work will provide evidence on the extent to which each learner summarize the story.

RESOURCE         

Wood, pupil and teachers      

REFERENCE

The story book for Pinocchio

WEEK 6 – 7

TOPIC

Little red riding hood 

CONTENT           

1. Describe terms

2. Identify and name the characters in the story

3. Dramatize and say the story to the pupil

4. State the moral lessons in the story.

KEY SKILL           

1. To identify and role play some of the characters in the story.

2. To give a short summary of the story.

3. To say the moral lessons in the story.  

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours.

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner have ascertained the lesson. Individual work on stating the moral lesson will provide evidence on the extent to which each learner have understood the lesson.           

RESOURCE         

Red material, pix of a wolf

REFERENCE

The story book for little red riding hood

WEEK 8 – 9         

TOPIC

Amelia and the grasshopper

CONTENT           

1. Describe terms

2. Identify and name the characters in the story

3. Dramatize and say the story to the pupil

4. State the moral lessons in the story.

KEY SKILL           

1. To identify and role play some of the characters in the story.

2. To give a short summary of the story.

3. To say the moral lessons in the story.  

CROSS-CURRICULAR LINK

Pre science; insects

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on story. Individual work on stating the moral lesson will provide evidence on the extent to which each learner have understood the lesson.

RESOURCE         

Grasshopper, basketball court

REFERENCE

Amelia and the grasshopper story book

WEEK 10 – 11     

TOPIC

The giant stew.

CONTENT           

1. Describe terms

2. Identify and name the characters in the story

3. Dramatize and say the story to the pupil

4. State the moral lessons in the story.

KEY SKILL           

1. To identify and role play some of the characters in the story.

2. To give a short summary of the story.

3. To say the moral lessons in the story.

CROSS-CURRICULAR LINK

Sensorial Activity; concept of size

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which earners can apply their knowledge on the story. Individual work on summarizing the story will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

Carrot, knife, pot.       

REFERENCE

The giant stew story book

WEEK 12             

TOPIC

The clever monkey

CONTENT           

1. Describe terms

2. Identify and name the characters in the story

3. Dramatize and say the story to the pupil

4. State the moral lessons in the story.

KEY SKILL           

1. To identify and role play some of the characters in the story.

2. To give a short summary of the story.

3. To say the moral lessons in the story.  

CROSS-CURRICULAR LINK

Pre science; animals

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on story. Individual work on stating the moral lesson will provide evidence on the extent to which each learner have ascertained the lesson.

RESOURCE         

A jug, stones and water.        

REFERENCE

The clever monkey story book

STORY          2nd TERM

WEEK 1

TOPIC

Reading individual story book      

CONTENT           

1. Describe terms

2. Identify different pictures        

KEY SKILL           

1.            To say the meaning of reading.

2.            To identify different pictures.      

CROSS-CURRICULAR LINK

W.W.J.D; Story of creation          

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story.

Individual work to identify pictures will provide evidence on the extent to which each learner have ascertained the lesson.       

RESOURCE         

Stories books.   

REFERENCE

Individual story books

WEEK 2 – 3         

TOPIC

The fox and the stork

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.            Dramatize and say the story to the pupil

4.        State the moral lessons in the story.            

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre science; wild animals              

ASSESSMENT                   

whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge the topic Individual work on summarizing the story will provide evidence on the extent to which each learner have ascertained the lesson.              

RESOURCE         

Picture of a fox,

REFERENCE

The fox and the stork story book

WEEK 4 – 5         

TOPIC

Chicken licken

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story
3.             Dramatize and say the story to the pupil

4.               State the moral lessons in the story.     

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre science; heavenly bodies       

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work to summarize the story will provide evidence on the extent to which each learner have understood the topic.    

RESOURCE         

A nut, pix of the chicken

REFERENCE

Chicken licken story book

WEEK 6 – 7         

TOPIC

The three little pigs   

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.              Dramatize and say the story to the pupil

4.              State the moral lessons in the story        

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre science; farm animals.

Sensorial Activity; concept of size             

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can identify the pigs. Individual work to state the moral lessons will provide evidence on the extent to which each learner have ascertained the lesson        

RESOURCE         

Straw, brick and wood   

REFERENCE

The three little pig story book

WEEK 8 – 9         

TOPIC

The duck and the hen

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.               Dramatize and say the story to the pupil

4.             State the moral lessons in the story.       

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre-science: domestic animals    

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on lesson. Individual work to will provide evidence on the extent to which each learner have ascertained the lesson.              

RESOURCE         

Peak, picture of a hen and duck  

REFERENCE

The duck and the hen story

WEEK 10 – 11     

TOPIC

Why the bear tail is short      

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.            Dramatize and say the story to the pupil

4.            State the moral lessons in the story.        

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

W.W.J.D: Greed

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic. Individual work will provide evidence on the extent to each assimilation of the topic. 

RESOURCE         

Fish, picture of snow, bear and fox.          

REFERENCE

The book on why the bear tail is short.

WEEK 12             

TOPIC

Why the giraffe and ox are good friends       

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.            Dramatize and say the story to the pupil

4.            State the moral lessons in the story.        

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre-science: wild animals             

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the lesson. 

RESOURCE         

Picture of a giraffe and ox      

REFERENCE

The book on why giraffe and the ox are good friends

STORY              1ST TERM

WEEK 1               

TOPIC

Reading of individual story book 

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.            Dramatize and say the story to the pupil

4.             State the moral lessons in the story.       

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Sensorial Activity: shapes and objects      

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on classes of food. Individual work to summarize the story will provide evidence on the extent to which each learner have understood the topic.  

RESOURCE         

Lady book story books.  

REFERENCE

Individual picture book

WEEK 2 – 3         

TOPIC

The three Billy goat gruff      

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.              Dramatize and say the story to the pupil

4.             State the moral lessons in the story.       

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Number concept; Number value

Language Art; Nouns      

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge to the lesson. Individual work to say the moral lesson will provide evidence on the extent to which each learner have understood the topic.  

RESOURCE         

Grass, picture of goats.  

REFERENCE

The three Billy goat gruff story book

WEEK 4 – 5         

TOPIC

The enormous turnip 

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.              Dramatize and say the story to the pupil

4.              State the moral lessons in the story.      

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.      

CROSS-CURRICULAR LINK

Sensorial Activity; Concept of size             

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the lesson. Individual work to summarize the story will provide evidence on the extent to which each learner have understood the topic.  

RESOURCE         

Man, woman, dog, boy and girl. 

REFERENCE

CD on the enormous turnip

WEEK 6 – 7         

TOPIC

Jack and the bean stalk         

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.          Dramatize and say the story to the pupil

4.          State the moral lessons in the story.          

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre science; classes of food         

ASSESSMENT                   

Individual activity on questioning at the end of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story        

RESOURCE         

The picture of jack, beans            

REFERENCE

The story book on Jack and the beanstalk, and DVD.

WEEK 8 – 9        

TOPIC

The clever monkey    

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.            Dramatize and say the story to the pupil

4.               State the moral lessons in the story.     

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre science; sources of water

Language Art; consonant blends 

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story. Individual work to say the story will provide evidence on the extent to which each learner have understood the topic.  

RESOURCE         

Picture of a monkey, stones, jug and water           

REFERENCE

The story book on the clever book

WEEK 10 – 11     

TOPIC

Little red hen 

CONTENT           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Language Art: double consonant

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the story. Individual work to identify some moral lessons will provide evidence on the extent to which each learner have understood the topic.          

RESOURCE         

Grain of maize, grass, picture of a hen, pig, rat and cat.    

REFERENCE

www.story.com, the book on little red hen

WEEK 12             

TOPIC

The lion and the mouse         

CONTENT           

1.            Describe terms

2.            Identify and name the characters in the story

3.            Dramatize and say the story to the pupil

4.             State the moral lessons in the story.

KEY SKILL           

1.            To identify and role play some of the characters in the story.

2.            To give a short summary of the story.

3.            To say the moral lessons in the story.       

CROSS-CURRICULAR LINK

Pre- science: classification of animals      

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge on the topic. Individual work on questioning will provide evidence on the extent to which each learner have understood the topic.  

RESOURCE         

Picture of lion and mouse.           

REFERENCE

www.story.com, the book on the lion and the mouse.

SONGS & RHYMES 1ST TERM

WEEK 1               

TOPIC

This little pig      

CONTENT           

1.            Recite the rhyme and sing the song

2.            Identify a pig as an animal and colour it.

3.            Role play it 4.state the moral lessons from the rhyme        

KEY SKILL           

1.  To identify the big, bigger and biggest pigs

2.  Recite the rhyme and sing the song     

CROSS-CURRICULAR LINK

Pre-science; domestic animals    

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic.

An individual activity to state the moral lesson from the rhyme.                    

REFERENCE

A golden sturdy book by mother goose word book illustrated by dicschweningen

WEEK 2               

TOPIC

Old Macdonald had a farm    

CONTENT           

1.            Recite the rhyme and sing the song.

2.             Role play the song

3.            Identify and colour the animals in old Macdonald’s farm

4.            Describe a farm

KEY SKILL           

1.            To recite the rhyme and sing the song

2.            To identify the animals in the farm

3.            To make their sounds     

CROSS-CURRICULAR LINK

Language Arts; sounds. Pre- science; domestic animals     

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge on the rhyme. An individual activity to recite and state some moral lesson.     

RESOURCE         

Picture of animals           

REFERENCE

Old Mac-Donald had a farm

WEEK 3               

TOPIC

Jack and Jill went up the hill.

CONTENT           

1.     Recite the rhyme and sing the song

2.      Role play it

3.       Say the moral lessons

4.        We need to always walk, or do everything with care.            

KEY SKILL           

1.            To recite the rhyme and sing the song.

2.            To be careful why walking.                         

CROSS-CURRICULAR LINK

Language Art; double consonant

ASSESSMENT                   

An open class discussion at the beginning of the lesson will ascertain learner understanding on the meaning of the rhyme. A pair work to role play it, an individual activity to say the moral lessons.            

RESOURCE         

A bucket of water            

REFERENCE

Jack and Jill (a touch and a feel rhyme) illustrated by Emma Dodd.

WEEK 4

TOPIC

Two fat gentlemen    

CONTENT           

1.            Recite the rhyme and sing the song

2.            Role play it

3.            Say the need to always greet with courtesy.

4.            Say the importance of greeting people.

5.            State the need to always be polite

6.            Identify and colour a fat man.    

KEY SKILL           

1.           To recite the rhyme

2.           To always greet with courtesy

3.          To state the need to be polite       

CROSS-CURRICULAR LINK

T.P.D; Proper way of greeting in the morning, afternoon and evening.        

ASSESSMENT                   

An open class discussion at the beginning of the lesson will ascertain learner understanding on the meaning of the rhyme. A pair work to role play it, an individual activity to say the moral lessons.               

REFERENCE

Two fat gentlemen (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 5

TOPIC

Hey diddle diddle       

CONTENT           

1.            Recite the rhyme and sing the song

2.            Say some moral lesson from the role play.

3. Identify and colour a cat.         

KEY SKILL           

1.            Recite rhyme/ sing the song

2.            To identify the cat, cow, etc        

CROSS-CURRICULAR LINK

Pre-science; domestic animals    

ASSESSMENT                   

An open class activity to recite the rhyme and role play it. An individual activity to say the moral lesson                  

REFERENCE

Hey diddle diddle (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 6 – 7         

TOPIC

Goosy goosy gander   

CONTENT           

1.  Recite the rhyme and sing the song

2.  Dramatize it and say some moral lessons from the rhyme/role play

3.    Identify an old man 

KEY SKILL           

1.            To recite the rhyme/ sing the song

2.            To identify the need for prayer

3.            To identify the an old man           

CROSS-CURRICULAR LINK

W.W.W.J.D; prayer         

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic. An individual activity to state the moral lesson from the rhyme.                             

REFERENCE

Goosy goosy (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 8

TOPIC

Little fishes in a brook           

CONTENT           

1.       Recite the rhyme

2.       Dramatize

3.       Say some duties of a father/ mother             

KEY SKILL           

1.     To recite the rhyme

2.      To identify and say the duties of each member of the family 

CROSS-CURRICULAR LINK

Social skill; the family     

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic.

An individual activity to state the moral lesson from the rhyme.    

RESOURCE         

Fish, hook, pot  

REFERENCE

Little fishes in the brook (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 9

TOPIC

One two buckle my shoes      

CONTENT           

1.            Identify a shoe.

2.            Recite the rhyme

3.            Say the moral lesson.     

KEY SKILL           

1.            To sing the song

2.            To identify a shoe

3.            To always buckle their shoes       

CROSS-CURRICULAR LINK

Practical life; lacing exercise        

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic.

An individual activity to state the moral lesson from the rhyme.     

RESOURCE         

Shoes   

REFERENCE

One two buckle my shoes (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 10             

TOPIC

Cobber, cobbler, mend my shoe        

CONTENT           

1.            Identify a shoes that is bad.

2.            Recite the rhyme 3.Role play.      

KEY SKILL           

1.              To recite the rhyme

2.               Identify who a cobber is            

CROSS-CURRICULAR LINK

Practical life; lacing exercise        

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic.

An individual activity to state the moral lesson from the rhyme.     

RESOURCE         

Shoes               

REFERENCE

Cobber, cobbler mend my shoe (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 11             

TOPIC

Five currant buns       

CONTENT           

1.            Recite the rhyme.

2.             State the principles of subtraction

3.            Identify buns and say what it is used for.

4.            Role play

5.            Say some moral lesson. 

KEY SKILL           

1.        To sing the song.

 2.        To state the principle of subtraction

3.          Identify money and how to make change 

CROSS-CURRICULAR LINK

Number concept; subtraction involving money     

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic.

An individual activity to state the moral lesson from the rhyme.     

RESOURCE         

Buns, a boy, the picture of a shop             

REFERENCE

Five current buns (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 12             

TOPIC

Hot cross buns

CONTENT           

1.            Recite the rhyme

2.            Identify buns

3.            Say the moral lesson from the role play. 

KEY SKILL           

1.            To recite the rhyme

2.            To identify the buns

3.             To identify other currency

CROSS-CURRICULAR LINK

Number concept; concept of money        

ASSESSMENT                   

An open class activity to ascertain learner’s previous knowledge in the topic.

An individual activity to state the moral lesson from the rhyme.     

RESOURCE         

Buns     

REFERENCE

Hot cross buns (a touch and a feel rhyme) illustrated by Emma Dodd

SONGS & RHYMES 1ST TERM

WEEK 1 

TOPIC

Yankee doodle

CONTENT            

1. recite the rhyme
2. role play it
3. say the moral lesson
4. say the need to always observe things carefully
5. say the benefits of music as they play some musical instruments

KEY SKILL             

1. To sing the song.
2. role play the song             

CROSS-CURRICULAR LINK

Pre-science; musical instrument

ASSESSMENT                     

An open class activity to recite the rhyme and role play it.

An individual activity to say the moral lesson    

RESOURCE          

Yankee Doodle’s hat, feather    

REFERENCE

Yankee Doodle (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 2 

TOPIC

Hush little baby

CONTENT            

1. recite the rhyme and sing the song
2. say the benefits of not crying unnecessary and the disadvantage of crying unnecessarily
3. state what we must do when we want some Things

KEY SKILL             

1. To sing the song
2. To say what we must do when we need some thing
3. To identify how bad it is to cry unnecessary              

CROSS-CURRICULAR LINK

T.P.D; crying unnecessary are bad habits

ASSESSMENT                     

An open class activity to ascertain learner understanding on the meaning of the rhyme. An individual activity to recite the rhyme    

RESOURCE          

A bell, a ring    

REFERENCE

Hush little baby (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 3 

TOPIC

Humpty dumpty            

CONTENT            

1. recite the rhyme
2. role play the rhyme
3. say some moral lesson from the rhyme
4. to be safety conscious
5. avoid playing rough/unnecessarily

KEY SKILL             

1. recite the rhyme / sing the song
2. To avoid playing rough     

CROSS-CURRICULAR LINK

Language Art; review of noun and verb

ASSESSMENT                     

An open class activity to recite the rhyme a pair works to role play it. An individual activity to say some moral lesson from the rhyme.

REFERENCE

Humpty dumpty (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 4 

TOPIC

Mary, Mary, quiet contrary

CONTENT            

1. recite the rhyme and sing the song
2. role play it
3. Say the moral lessons from the song. Talk about caring.        

KEY SKILL             

1.     To recite the rhyme

2.    To keep thing in order              

CROSS-CURRICULAR LINK

T.P.D; orderliness

ASSESSMENT                     

An open class activity to recite the rhyme. A pair works to role play it.

An individual activity to say the moral lessons from the story.   

RESOURCE          

Picture of a garden

REFERENCE

Mary, Mary quite contrary (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 5 

TOPIC

Dinah blow your horn 

CONTENT            

1.            Recite the rhyme

2.            Role play he dramatize it

3.            Identify and name some musical instruments.

4.          Say the need to always wake up early.          

KEY SKILL             

1.            To sing the song

2.            To identify and mention some musical instrument

3.          To always wake up early and identify the important of work  

CROSS-CURRICULAR LINK

Pre-science; musical instrument    

ASSESSMENT                     

An open class discussion to recite the rhyme and dramatize will prove learner knowledge on the meaning of the rhyme. An individual activity to say some moral lessons from the rhyme.           

RESOURCE          

Picture of a railway           

REFERENCE

Dinah blow your horn (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 6 

TOPIC

All the big ship sail.    

CONTENT            

1.            Recite the rhyme and sing the song

2.            Role play the rhyme

3.           Identify ships       

KEY SKILL             

1.            To recite the rhyme

2.            To identify a ship using picture      

CROSS-CURRICULAR LINK

Social skill; some interesting places             

ASSESSMENT                     

An individual activity to recite the rhyme will prove each learner understanding on the meaning of the rhyme.

An open class activity to identify ships and say some moral lesson from the rhyme.                    

REFERENCE

All the big ship (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 7 – 8          

TOPIC

Touch a friend’s hand 

CONTENT            

1.            Describe a friend

2.            Recite the rhyme and sing the song

3.            State the importance of greeting.  

KEY SKILL             

1.            To describe a friend

2.            To sing the song

3.            To state the importance of greeting             

CROSS-CURRICULAR LINK

Pre-science; part of the body         

ASSESSMENT                     

An open class activity to describe a friend will prove learner knowledge in the topic. An individual activity to state the importance of greetings will prove learner understanding in the rhyme.                     

REFERENCE

Touch a friend hands (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 9  – 10

TOPIC

Five balloons  

CONTENT            

1.            Recite the rhyme

2.            Identify 5 balloons for number5

3.            State the need to always be safety conscious (moral lesson) 

KEY SKILL             

1.            To sing the song

2.            To identify number 5 for five balloons

3.            To state some safety rules

CROSS-CURRICULAR LINK

Number concept; number value    

ASSESSMENT                     

An open class activity to ascertain learner understanding on the meaning of the rhyme.              An individual activity to recite the rhyme

RESOURCE          

Balloons

REFERENCE

Five balloon (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 11 – 12      

TOPIC

This little pig  

CONTENT            

1. recite the rhyme
2. .role play the rhyme
3. say the moral lesson
4. it is not good to cry unnecessary
5. we need to be disciplined

KEY SKILL             

1.            To recite the rhyme

2.            To role play the rhyme 3.To identify how bad it is to cry unnecessary

CROSS-CURRICULAR LINK

T.P.D; crying unnecessary are bad habits    

ASSESSMENT                     

An open class activity to prove learner knowledge on the rhyme (meaning of the rhymes).

An individual activity to state the moral lessons from the rhyme.       

RESOURCE          

Pig of three pigs 

REFERENCE

This little pig (a touch and a feel rhyme) illustrated by Emma Dodd

SONGS & RHYMES 3rd TERM

WEEK 1 – 2         

TOPIC

Piggy on the railway

CONTENT           

1.     Describe terms

2.      Recite the rhyme

3.       Say the importance of caring for others.

4.       State the need to be safety conscious

5.      Role plays piggy on the railway.

KEY SKILL           

1. To recite the rhyme
2. To always say sorry

CROSS-CURRICULAR LINK

T.P.D; etiquette

ASSESSMENT                   

An open class discussion to ascertain learner’s knowledge on the importance of caring for others.

An individual activity to state the need to be safety conscious.

RESOURCE         

Picture of a railway, stones

REFERENCE

Piggy on the railway (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 3

TOPIC

Five little birds

CONTENT           

1.     Identify and describe birds

2.     Role play the 5 little birds

3.      Recite the rhymes

4.       Say the lesson from the rhyme.       

KEY SKILL           

1. To identify the birds
2. To recite the rhyme
3. Identify five as values

CROSS-CURRICULAR LINK

Number concept; number value

ASSESSMENT                   

An open class activity to recite the rhyme and identify birds will prove learner knowledge in the rhyme.

An individual activity to say the moral lesson forms the rhyme.

RESOURCE         

Picture of five birds

REFERENCE

Five little birds (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 4

TOPIC

Mary had a little lamb           

CONTENT           

1.        Describe a lamb

2.       Recite and role-play the rhyme

3.        Say the need to always do the right thing at the right time

KEY SKILL           

1. To sing the song
2. To obey right
3. To always do the right things at the right time
4. say the need to always adhere to the school rules              

CROSS-CURRICULAR LINK

Social skills; my school

ASSESSMENT                   

An open class activity (discussion) will prove learner knowledge on the meaning of lamb.

An individual activity to state the need to        always do the right things at the right using the class rules as a care study.

RESOURCE         

Picture of Mary and a lamb

REFERENCE

Mary had a little lamb (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 5

TOPIC

Here we go around the mulberry bush.

CONTENT           

1. Recite rhyme and show the actions
2. State some benefits of playing with our friends at the right time.

KEY SKILL           

1. To always brush in the morning and at night
2. To recite the rhyme
3. To care for the body

CROSS-CURRICULAR LINK

Pre-science; personal hygiene

ASSESSMENT                   

An open class activity at the beginning of the lesson to ascertain the learner knowledge on the rhymes/action. An individual activity to state some benefits of playing with our friends at the right times.

REFERENCE

Here we go round (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 6 – 7

TOPIC

Old Mother Hubbard

CONTENT           

1. Recite the rhyme
2. Role play it
3. State the needs to always plan ahead of time.

KEY SKILL           

1. To recite the rhyme
2. To identify the need

CROSS-CURRICULAR LINK

Language Arts; noun

ASSESSMENT                   

An open class discussion to ascertain learner’s knowledge on the rhyme and old. An individual activity to recite the rhyme and state the need for proper planning (planning ahead of time).

RESOURCE         

Cup board, picture of a dog

REFERENCE

Old Mother Hubbard (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 8

TOPIC

Sing a song of sixpence

CONTENT           

1.  Recite the rhyme &sing the song

2.   Role play it

3. Identify and mention some of our duties as children.

4. State the need to be careful/safety conscious.

KEY SKILL           

1. To sing the song
2. To identify the rules of members of the family
3. To identify other currency

CROSS-CURRICULAR LINK

Number concept; concept of money

ASSESSMENT                   

An open class discussion will prove on the rhyme. An individual activity to identify and mentions some of our duties as children and state the need to be careful/safety conscious.

RESOURCE         

A bird, money, bread  

REFERENCE

Sing a song of six pence (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 9

TOPIC

I can tie my shoe lace

CONTENT           

1.            Recite the rhyme

2.            Role play the rhyme

3.            State the consequence of being naughty (moral lesson)

4.            State the need to always help others.

5.            State the need to always greet (moral lesson).

KEY SKILL           

1. To identify a shoe lace
2. To tie their shoe lace
3. To state the need for personal hygiene    

CROSS-CURRICULAR LINK

Practical life; lacing exercise, pre- science; personal hygiene

ASSESSMENT                   

An open class discussion at the beginning of the lesson will ascertain knowledge on things we can do for ourselves. An individual activity to state the need for good looking /dicing 

RESOURCE         

Shoe, lace

REFERENCE

I can tie my shoe lace (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 10

TOPIC

Ding dong bell

CONTENT           

1.            Recite the rhyme

2.            Role play the rhyme

3.           State the consequence of being naughty (moral lesson)

4.           State the need to always help others.       

KEY SKILL           

1.            To recite the rhyme

2.            To state the consequence of naughtiness.

3.             To always help others   

CROSS-CURRICULAR LINK

Language Arts; double consonant             

ASSESSMENT                   

An open class discussion at the beginning of the lesson will prove learner knowledge on the meaning of the rhyme. An individual activity to state the need to always help others.           

RESOURCE         

A bell, picture of a cat    

REFERENCE

Ding dong bell (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 11             

TOPIC

Pickety, hickety my black hen

CONTENT           

1. Recite rhyme

2. Describe a black hen

3. Say the moral lesson from the rhyme.

KEY SKILL           

1.  To recite rhyme

2. To identify the hen as a bird

3.  To identify the egg as protein

CROSS-CURRICULAR LINK

Pre-science; classes of food

ASSESSMENT                   

A whole class activity to ascertain learner understanding on the meaning of the rhyme. An individual activity to prove each learner’s level of assimilation in the moral lesson from the rhyme.

RESOURCE         

Picture of a hen, eggs

REFERENCE

Picket hickety (a touch and a feel rhyme) illustrated by Emma Dodd

WEEK 12             

TOPIC

Clap clap hand

CONTENT           

1. Recite the rhyme

2. Identify our hands as part of our body

3. Say the things we do with our hands.

KEY SKILL           

1 .To recite the rhyme

2. To identify the hand as part of the body

CROSS-CURRICULAR LINK

Language Arts; verb

ASSESSMENT                   

An open class activity to identify our hands as part of the body. An individual activity to state what we do with hands and the moral lesson from the rhyme. 

RESOURCE         

Hands

REFERENCE

Clap, clap hand (a touch and a feel rhyme) illustrated by Emma Dodd

PRACTICAL LIFE     1ST TERM

WEEK 1

TOPIC

Washing and drying exercise      

CONTENT           

1.            To identify the a bowl, soap, towel and water

2.            To wash and dry their hands        

KEY SKILL           

1.            To say the things use in washing our hands

2.            To wash and dry their hands.       

CROSS-CURRICULAR LINK

Pre-science; personal hygiene.    

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson. Individual work on washing and drying their hands will provide evidence on the extent to which each learner can apply their knowledge. 

RESOURCE         

Bowl, soap, towel, water.            

REFERENCE

Comprehensive home Economics for primary school book 1 pages 28- 31. Pages 28-31

WEEK 2

TOPIC

Buttoning exercise     

CONTENT           

1.            To identify buttons

2.            To identify the buttoning frame

3.            To button their cloth.     

KEY SKILL           

1.            To identify button.

2.            To put the button in the hole

3.            Unbutton            

CROSS-CURRICULAR LINK

Pre-science: sense organ. Hand and eyes connection         

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on buttoning.

Individual work to put the button in the right hole will provide each learner understanding of the lesson. 

RESOURCE         

Buttons, buttoning frame, clothes with button     

REFERENCE

Www. Lumosity.com

WEEK 3

TOPIC

Zipping exercise         

CONTENT           

1. To identify zips 2.To identify the zipping frame

3. To zip and unzip their cloth      

KEY SKILL           

1.            To identify zip.

2.            To identify the zipping frame

3.            Zip and unzip their bags, clothes and lunch bags and boxes              

CROSS-CURRICULAR LINK

Language Arts; verbs      

ASSESSMENT                   

An open class activity to zip their frames using the zipping frames will ascertain learner’s knowledge on the topic. Individual work to unzip their bags and bring out their books and zip it back will give feedback on each learner understanding of the topic.            

RESOURCE         

Zips, zipping frame, bags and boxes.         

REFERENCE

Www. Lumosity.com

WEEK 4

TOPIC

Buckling exercise       

CONTENT           

1.             To identify buckles

2.            To identify the buckling frame

3.            To buckle and unbuckle their shoes, bags and belts            

KEY SKILL           

1.             To identify buckle.

2.            To identify the buckling frame

3.            To buckle and unbuckle their bags, shoes and belts            

CROSS-CURRICULAR LINK

Language Arts; noun       

ASSESSMENT                   

Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to buckle their shoes             

RESOURCE         

Belts, shoes, buckle frames          

REFERENCE

Scholastic success with kindergarten pages 240-245

WEEK 5

TOPIC

Lacing exercise          

CONTENT           

1.            To identify a lace

2.            To identify the lacing frame

3.            To lace and unlace their shoes, frame     

KEY SKILL           

1.            To identify lacing frames

2.            To unlace and unlace their frames            

CROSS-CURRICULAR LINK

Language Art: noun        

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can lace their fames. Individual work will give feedback learner level of assimilation on the topic.            

RESOURCE         

Shoes, lacing frame        

REFERENCE

Macmillan primary English course 1 pages 4-5 by Taiwo l Honge

WEEK 6 – 7

TOPIC

Polishing exercise      

CONTENT           

1.            To identify the polish

2.            To polish their shoes.     

KEY SKILL           

1.            To identify the polish

2.            To polish their shoes.                    

ASSESSMENT                   

An open class discussion to ascertain the learner’s knowledge on topic.

An individual activity to polish their shoes.             

RESOURCE         

Shoes, polish, brush        

REFERENCE

Basic Montessori learning activity by David gettman pages 102-103

WEEK 8

TOPIC

Spooning exercise      

CONTENT           

1.            To identify the spoon and sand

2.            To grip the spoon properly.

3.             To scoop the sand         

KEY SKILL           

1.            To identify the spoon and sand

2.            To grip the spoon properly.

3.            To scoop the sand          

CROSS-CURRICULAR LINK

Language Arts; verb        

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson.

Individual work will provide evidence on the extent to which each learner can scoop the sand.              

RESOURCE         

Sand, spoon.      

REFERENCE

www.lumosity.com

WEEK 9

TOPIC

Pouring exercise        

CONTENT           

1.  To grip the jug

2.  To pour water from the jug    

KEY SKILL           

1. To grip the jug

2. To pour water from the jug     

CROSS-CURRICULAR LINK

Pre-science; uses of water           

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson.

Individual work will provide evidence on the extent to which each learner can scoop the sand.              

RESOURCE         

Jug, cup, water 

REFERENCE

www.lumosity.com

WEEK 10             

TOPIC

Various exercise of buttoning, zipping, lacing and buckling 

CONTENT           

1.            To identify zips, buttons, lace and buckles

2.            To put the button, lace into the hole

3.            To zip and unzip, buckle and unbuckle.     

KEY SKILL           

1.            To identify buckles, laces, zips, buttons.

2.            To identify the buckling, buttoning, lacing and zipping frame

3.            To buckle, zip, button, lace and unbuckle, unzip, unbutton and unlace their bags, shoes and belts             

CROSS-CURRICULAR LINK

Language Arts; more of noun and verb    

ASSESSMENT                                     

Whole class work will provide evidence on the extent to which learner can lace their fames.

Individual work will give feedback learner level of assimilation on the topic.            

RESOURCE         

Zip, button, buckle and lace         

REFERENCE

www.lumosity.com

WEEK 11             

TOPIC

Washing exercise

CONTENT           

1.            To identify soap, sponge, water.

2.            To wash the spoons and plates   

KEY SKILL           

1. To identify soap, sponge and water as things use in washing the spoon and plate

2. To wash the spoon and plate

3. To rinse the spoons and plates

CROSS-CURRICULAR LINK

Language Arts; noun. Pre-science; water and its uses        

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can consecrate on washing the plates and spoon. Individual work will give feedback learner level of assimilation on the topic.            

RESOURCE         

Soap, sponge, water, spoons, plate          

REFERENCE

www.lumosity.com

WEEK 12             

TOPIC

Opening exercise       

CONTENT           

1.            To identify the bag, boxes, and plates

2.            To open bags, boxes, plates and water bottle       

KEY SKILL           

1.            To identify the boxes, bags, plates and water bottle

2.            To open the plate, bag, box

3.            To close it properly         

CROSS-CURRICULAR LINK

Language Arts; noun. Pre-science; non-living things           

ASSESSMENT                   

Whole class work will provide evidence on the extent to which ate on learner can open and close the plates, boxes, bags etc. Individual work will give feedback learner level of assimilation on the topic.    

RESOURCE         

Bags, boxes, plates, etc 

REFERENCE

www.lumosity.com

PRACTICAL LIFE         2nd TERM

WEEK 1

TOPIC

Washing and drying exercise       

CONTENT           

1. To identify the a bowl, soap, towel and water

2. To wash and dry their hands    

KEY SKILL           

1.            To say the things use in washing our hands

2.            To wash and dry their hands.       

CROSS-CURRICULAR LINK

Pre-science; personal hygiene.    

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson. Individual work on washing and drying their hands will provide evidence on the extent to which each learner can apply their knowledge. 

RESOURCE         

Bowl, soap, towel, water.            

REFERENCE

Comprehensive home Econs for primary school book 1 pages 28-31. Pages 28-31

WEEK 2

TOPIC

Carrying exercise       

CONTENT           

1. To identify and carry a chair.   

KEY SKILL           

1. To identify and carry the chair properly              

CROSS-CURRICULAR LINK

Language Art; verb          

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on the topic.

Individual work to carry chair properly will provide each learner understanding of the lesson.              

RESOURCE         

Chairs   

REFERENCE

Www. Lumosity.com

WEEK 3

TOPIC

Posture           

CONTENT           

1. To identify the right sitting, standing and walking posture           

KEY SKILL           

1. To sit, stand and walk properly              

CROSS-CURRICULAR LINK

Language Arts; verbs      

ASSESSMENT                   

An open class activity will ascertain learner’s knowledge on the topic. Individual work will give feedback on each learner understanding of the topic.       

RESOURCE         

Teachers, pupil.

REFERENCE

Www. Lumosity.com

WEEK 4 

TOPIC

Walking on the line    

CONTENT            

1. To walk on the line, folding their arms

2. To stand according to height

KEY SKILL             

1. To walk on the line, folding their arms

2. To stand according to height     

CROSS-CURRICULAR LINK

Language Arts; verb          

ASSESSMENT                     

Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to walk according to height                         

REFERENCE

Scholastic success with kindergarten pages 240-245

WEEK 5 

TOPIC

Care of surface

CONTENT            

1. To identify and clean the surface of the mirror and window.            

KEY SKILL             

1. To identify and clean the surface of the mirror and window using powder   

CROSS-CURRICULAR LINK

Language Art: noun          

ASSESSMENT                     

Whole class work will provide evidence on the extent to which learner understood the lesson. Individual work will give feedback learner level of assimilation on the topic.    

RESOURCE          

Mirror, window, powder and towel             

REFERENCE

Macmillan primary English course 1 pages 4-5 by Taiwo l Honge         

WEEK 6 – 7          

TOPIC

Washing and rinsing of handkerchief 

CONTENT            

1. To identify the a bowl, soap, towel and water

2. To wash, rinse and dry a handkerchief. 

KEY SKILL             

1. To identify the a bowl, soap, towel and water

2. To wash, rinse and dry handkerchief       

CROSS-CURRICULAR LINK

Pre-science; use of water 

ASSESSMENT                     

An open class discussion to ascertain the learner’s knowledge on topic. An individual activity to wash and dry handkerchief will prove each learner understanding of the topic.         

RESOURCE          

Bowl, soap, handkerchief, water etc             

REFERENCE

Basic Montessori learning activity by David gettman pages 102-103

WEEK 8 

TOPIC

Care of the plant        

CONTENT            

1. To identify watering can

2. To water the plan and flower     

KEY SKILL             

1. To identify watering can

2. To water the plan and flower     

CROSS-CURRICULAR LINK

Language Arts; verb. Pre- science; plant      

ASSESSMENT                     

An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can water the plant.  

RESOURCE          

Water, watering can, plants and flower       

REFERENCE

www.lumosity.com

WEEK 9 

TOPIC

Care of person

CONTENT            

1. To groom by blowing the nose using the handkerchief

2. To pin their handkerchief on their shirts 

KEY SKILL             

1. To pin their handkerchief

2. To blow their nose using handkerchief    

CROSS-CURRICULAR LINK

T.P.D; proper way of sneezing, coughing and yawning.           

ASSESSMENT                     

An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner have understood the topic.              

RESOURCE          

Handkerchief and tissue  

REFERENCE

www.lumosity.com

WEEK 10              

TOPIC

Grooming                                

CROSS-CURRICULAR LINK

Language Arts; more of noun and verb       

ASSESSMENT                     

Whole class work will provide evidence on the extent to which learner can lace their fames.

Individual work will give feedback learner level of assimilation on the topic.    

RESOURCE          

Zip, button, buckle and lace           

REFERENCE

www.lumosity.com

WEEK 11              

TOPIC

Folding clothes or napkin       

CONTENT            

1.            To fold the cloth, holding it at the edge

2.            To arrange the clothes properly     

KEY SKILL             

1.            To identify the two edge of the cloth and fold it

2.            To arrange it neatly          

CROSS-CURRICULAR LINK

Social skill; clothing          

ASSESSMENT                     

Whole class work will provide evidence on the extent to which learner can fold the cloth. Individual work will give feedback learner level of assimilation on the topic.       

RESOURCE          

Napkin, cloth      

REFERENCE

www.lumosity.com

WEEK 12              

TOPIC

Drying of cloth/ handkerchief 

CONTENT            

1.            To identify the things use in washing

2.            Wash and dry the cloth/handkerchief         

KEY SKILL             

1.            To identify soap, water, bowl.

2.            to wash and dry the cloth/handkerchief using peg   

CROSS-CURRICULAR LINK

Language Arts; verb          

ASSESSMENT                     

Whole class work will provide evidence on the extent to which each learner can identify the things use to wash etc. Individual work will give feedback learner level of assimilation on the topic.            

RESOURCE          

Soap, water, bowl             

REFERENCE

www.lumosity.com

PRACTICAL LIFE     1ST TERM

WEEK 1

TOPIC

Grooming                          

KEY SKILL           

1.            To identify the things use in bathing.

2.            To bathe             

CROSS-CURRICULAR LINK

Pre-science; personal hygiene.    

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson. Individual work on bathing and drying their doll baby will provide evidence on the extent to which each learner can apply their knowledge. 

RESOURCE         

Bowl, soap, towel, water, doll baby.        

REFERENCE

Comprehensive home Econs for primary school book 1 pages 28-31. Pages 28-31

WEEK 2               

TOPIC

Care of plants

CONTENT           

1. To identify watering can

2. To water the plan and flower  

KEY SKILL           

1. To identify watering can

2. To water the plan and flower  

CROSS-CURRICULAR LINK

Language Arts; more of noun and verb. Pre-science; plants             

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on watering plant.

Individual work  will provide each learner understanding of the lesson.       

RESOURCE         

Watering can, water       

REFERENCE

Www. Lumosity.com

WEEK 3

TOPIC

Brushing of teeth       

CONTENT           

1. To identify a tooth paste, a tooth brush

2. To brush their teeth.  

KEY SKILL           

1. To identify tooth paste, tooth brush

2. To identify the number of time we brush our teeth

3. To brush their teeth up down using the paste, tooth brush.         

CROSS-CURRICULAR LINK

Pre-science personal hygiene      

ASSESSMENT                   

An open class activity to brush their teeth will ascertain learner’s knowledge on the topic. Individual work to brush their teeth twice daily will give feedback on each learner understanding of the topic.       

RESOURCE         

Tooth paste, tooth brush and water.        

REFERENCE

Www. Lumosity.com

WEEK 4

TOPIC

Mopping exercise      

CONTENT           

1. To identify mopping stick, bucket, water and soap.

2. To mop the floor.       

KEY SKILL           

1.            To identify mopping stick, bucket, water and soap.

2.            To mop the floor.            

CROSS-CURRICULAR LINK

Language Arts; verb        

ASSESSMENT                   

Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to mop.      

RESOURCE         

Mopping stick, bucket, water and detergent         

REFERENCE

Scholastic success with kindergarten pages 240-245

WEEK 5               

TOPIC

Washing glasses         

CONTENT           

1. To identify a glass cup
2. To identify soap, sponge and water

3. To wash and rinse the glass.    

KEY SKILL           

1. To identify a glass cup

2. To identify soap, sponge and water

3. To wash and rinse the glass.    

CROSS-CURRICULAR LINK

Language Art: noun, consonant blends    

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can. Individual wash the glass work will give feedback learner level of assimilation on the topic.      

RESOURCE         

Glass cup, soap, sponge and water           

REFERENCE

Macmillan primary English course 1 pages 4-5 by Taiwo l Honge

WEEK 6 – 7         

TOPIC

Care of the fingernails           

CONTENT           

1.            To identify the fingernails as part of the body

2.            To trim the long fingernails.

3.           To wash the hands with soap and use sanitizer.

KEY SKILL           

1. To identify the fingernails as part of the body

2. To identify a nail cutter, scissor, razor blade

3. To trim the long fingernails.

4. To wash the hands with soap and use sanitizer 

CROSS-CURRICULAR LINK

Pre- science; Personal hygiene    

ASSESSMENT

An open class discussion to ascertain the learner’s knowledge on topic. An individual activity to identify the things use in trimming our fingernails.              

RESOURCE         

Nail cutter, razor blade, scissor, etc          

REFERENCE

Basic Montessori learning activity by David gettman pages 102-103

WEEK 8               

TOPIC

Bathing exercise        

CONTENT           

1.            To identify a doll baby.

2.            To identify soap, water, towel and sponge

3.            To bath the doll baby.    

KEY SKILL           

1.            To identify a doll baby.

2.            To identify soap, water, towel and sponge

3.            To bath the doll baby.    

CROSS-CURRICULAR LINK

Language Arts; verb        

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can bath a baby.    

RESOURCE         

Soap, water, towel and sponge. 

REFERENCE

www.lumosity.com

WEEK 9

TOPIC

Watering plants         

CONTENT           

1. To identify watering can
2. To water the plan and flower  

KEY SKILL           

1. To identify watering can

2. To water the plan and flower  

CROSS-CURRICULAR LINK

Language Arts; more of noun and verb. Pre-science; plants             

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson.

Individual work will provide evidence on the extent to which each learner can water the plants.              

RESOURCE         

Watering can, water       

REFERENCE

www.lumosity.com

WEEK 10             

TOPIC

Making sandwich       

CONTENT           

1.            To identify bread, butter, tray and bread knife

2.            To slice the bread in a triangular shape.

3.            To butter the bread.       

KEY SKILL           

1. To identify bread, butter, tray and bread knife

2. To slice the bread in a triangular shape.

3. To butter the bread.   

CROSS-CURRICULAR LINK

Language Arts; more of noun and verb. Pre-science; classes of food           

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can butter the bread. Individual work will give feedback learner level of assimilation on the topic.            

RESOURCE         

Bread, butter, bread knife, tray   

REFERENCE

www.lumosity.co m

WEEK 11 – 12     

TOPIC

Cutting fruits into tray           

CONTENT           

1. To identify different fruits

2. To wash the fruits

3. To slice the fruit into pieces    

KEY SKILL           

1. To identify different fruits

2. To wash the fruits

3. To slice the fruit into pieces    

CROSS-CURRICULAR LINK

Language Arts; noun, magic ‘e’ Pre-science; classes of food           

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can consecrate on cutting the fruits. Individual work will give feedback learner level of assimilation on the topic.         

RESOURCE         

Different fruits, tray, knife           

REFERENCE

www.lumosity.com

SENSORIAL ACTIVITY       1ST TERM

WEEK 1 – 2         

TOPIC

Concept of size

CONTENT           

1. To describe by comparison

2. To compare different sizes of object

3. To identify and sort by size of objects.

KEY SKILL           

1. To compare objects according to sizes

2. To identify object and sort them base on the size

3. To circle the biggest object.

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson. Individual work on identification of different sizes will provide evidence on the extent to which each learner can apply their knowledge.

RESOURCE         

Pink tower and other objects.

REFERENCE

Easy learning size and measurement page 4-5

WEEK 3

TOPIC

Perception & discrimination (odd one)

CONTENT           

1. To describe terms

2. To identify the differences in objects

3. To circle the odd one among the others.

KEY SKILL           

1. To identify different objects.

2. To identify the odd object in the midst of other objects

CROSS-CURRICULAR LINK

Pre-science: sense organ

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on perception and discrimination. Individual work to identify and circle the odd one will provide each learner understanding of the lesson.

RESOURCE         

Two pink plates and one green, pencils and crayon

REFERENCE

Www. Lumosity.com

WEEK 4 – 5

TOPIC

Concept of size

CONTENT           

1. To differentiate size using the pink tower.

2. To identify different sizes (small. smaller, smallest) etc

KEY SKILL           

1.            To compare objects according to sizes

2.            To identify object             and sort them base on the size

3.             To circle the smallest object.

ASSESSMENT                   

An open class activity to compare objects using the pink tower will ascertain learner’s knowledge on the topic. Individual work to identify objects according to size e.g. big, biggest will give feedback on each learner understanding of the topic.         

RESOURCE         

Pink tower and other objects.

REFERENCE

Easy learning size and measurement pages 4-6

WEEK 6 – 7

TOPIC

Concept of colours     

CONTENT           

1. To name various colours of objects

2. To sort various object by colour.

3. To colour pictures accordingly

KEY SKILL           

1.            To identify different colours

2.            To sort objects by colours.           

CROSS-CURRICULAR LINK

Physical Education: throwing of balls

ASSESSMENT                   

Whole class activity will give feedback on the extent learner have ascertained the lesson.

Individual work will prove each learner ability to identify the colours           

RESOURCE         

Colour box 1 and 2, objects in the classroom        

REFERENCE

Scholastic success with kindergarten pages 240-245

WEEK 8

TOPIC

Concept of shapes     

CONTENT           

1.            To identify various shapes

2.            To associate the shapes to objects

3.            To match pictures to right shapes             

KEY SKILL           

1.            To identify different shapes

2.            To match shapes to objects         

CROSS-CURRICULAR LINK

Language Art: noun        

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can identify shapes. Individual work of associating shapes to objects will give feedback learner level of assimilation on the topic.      

RESOURCE         

Chart on shapes, the widow, doo, and bowl.         

REFERENCE

Macmillan primary English course 1 pages 4-5 by Taiwo l Honge

WEEK 9 – 10      

TOPIC

Perception     

CONTENT           

1.            To identify trace missing part different objects

2.            To identify the other half of objects and complete.            

KEY SKILL           

1.            To identify the missing parts

2.            To draw the missing parts            

CROSS-CURRICULAR LINK

Pre-science: part of the body.     

ASSESSMENT                   

An open class discussion to ascertain the learner’s knowledge on twin. An individual activity to identify and match twin objects.

RESOURCE         

Drawing an incomplete objects   

REFERENCE

Basic Montessori learning activity by David gettman pages 102-103

WEEK 11 – 12     

TOPIC

Observation   

CONTENT           

1. To identify different objects by shapes, colours, size etc

2. To identify the other half and completes.          

KEY SKILL           

1.            To sort out objects by shapes

2.            To match objects to shapes and colour.  

CROSS-CURRICULAR LINK

Pre-science: sense organ              

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson.

Individual work will provide evidence on the extent to which each learner can identify the other half and circle.  

RESOURCE         

Chart on shapes, button of different colours.        

REFERENCE

www.lumosity.com

SENSORIAL ACTIVITY       2ND TERM

WEEK 1               

TOPIC

Concept of sizes

CONTENT           

1. To describe comparison

2. To identify different sizes of objects.   

KEY SKILL           

1.            To compare objects according to sizes

2.            To identify object and sort them base on the size

3.            To circle the big object.                

ASSESSMENT                   

An open class activity will give understanding of learner’s level assimilation on the topic. An individual activity to identify and build with the building blocks.     

RESOURCE         

Pink tower and other objects.     

REFERENCE

Basic Montessori learning activity by David gettman

WEEK 2

TOPIC

Concept of colour. (Sorting of colours)         

CONTENT           

1.            To sort object by colours

2.            To identify different colours

3.            To say the colours          

KEY SKILL           

1.            To identify different colours

2.            To sort objects by colours            

CROSS-CURRICULAR LINK

Physical Education: throwing of balls       

ASSESSMENT

Whole class work at the beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner is able to able to apply his/her knowledge of colours.         

RESOURCE         

Balls, animal counters and buttons           

REFERENCE

Montessori learning activities for under five by

WEEK 3               

TOPIC

Concept of sameness.

CONTENT           

1. To identify the shapes that are the same
2. To sort out same shapes using buttons and beads of different colours
3. circle objects that are the same shapes

KEY SKILL           

1. To identify the same books.

2. To sort out all the blue buttons

CROSS-CURRICULAR LINK

Songs/rhymes: two fat gentlemen

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work of sorting shapes will ascertain each learner understanding of the topic.

RESOURCE         

Buttons, balls, counters

REFERENCE

Scholastic success with kindergarten pages 240-246

WEEK 4

TOPIC

Perception and discrimination (spot the difference & colour)

CONTENT           

1. To describe terms

2. To spot the differences in many objects

3. To colour the objects

KEY SKILL           

1. To identify objects and spot the difference

2. To colour objects

CROSS-CURRICULAR LINK

Pre-science: sense organ

ASSESSMENT                   

An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.

RESOURCE         

Chart on spot the difference

REFERENCE

Montessori learning activities for under five by David gettman pages 140-141

WEEK 5               

TOPIC

Opposite

CONTENT           

1. To describe term

2. To identify opposite objects

3. To match objects to their opposite

KEY SKILL           

1. To identify the opposite

2. To match object to their opposite

CROSS-CURRICULAR LINK

Number Concept: addition and subtraction.

ASSESSMENT                   

Whole class discussion at the beginning of the lesson will ascertain learner understanding. Individual work on associating object to the opposite will provide evidence on the extent to which each learner can apply their knowledge.    

RESOURCE         

Chart on the opposite, boy, girl, white, black

WEEK 6 – 7         

TOPIC

Perception and Discrimination.

CONTENT           

1. To describe terms.

2. To spot the mistake in an objects.

KEY SKILL           

1. To identify the object that is different.

2. To spot the mistake

CROSS-CURRICULAR LINK

Song/rhyme: Three blind mice.

ASSESSMENT                   

An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work to spot the mistake in objects will provide evidence on the extent which each leaner’s can discriminate

RESOURCE         

Draw an incomplete objects

REFERENCE

Www. Lumosity.Com

WEEK 8

TOPIC

Perception (sorting of buttons)

CONTENT           

1. To describe term

2. To sort according to colours

3. To sort according to shapes

KEY SKILL           

1. Identify and sort out buttons by colours

2. To sort out buttons by shapes

ASSESSMENT                   

Whole class work at beginning of the lesson will provide evidence on the extent to which learner understand sorting. Individual work will provide evidence on the extent to which each learner can apply their knowledge.

RESOURCE         

Buttons.

REFERENCE

Basic Montessori learning activities by David gettman pages 62-64

WEEK 9

TOPIC

Concept of sizes (wide and narrow)

CONTENT           

1. Compare wide to narrow

2. To identify wide and narrow

KEY SKILL           

1. To identify wide and narrow

2. To differentiate wide from narrow

ASSESSMENT                   

A whole class activity will ascertain learner’s knowledge on wide and narrow. An individual activity will give each learner ability to identify wide and narrow.

RESOURCE         

The slant

REFERENCE

Easy learning size and measurement page 10-9 by Collins

WEEK 10             

TOPIC

Observation (find the twin)

CONTENT           

1. To describe term

2. To differentiate objects

3. To find the twin of objects.

KEY SKILL           

1. To identify twin object

2. To differentiate objects

3. To find the twin object.

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner understanding of the topic. Individual work will provide evidence on the extent to which each learn can identify the twin          

RESOURCE         

Different objects

REFERENCE

Www. Lumosity.com

WEEK 11             

TOPIC

Concept of Length.    

CONTENT           

1.            To describe length

2.            To identify short and tall objects.              

KEY SKILL           

1.            To identify tall and short objects

2.            To circle the object that is short and colour the tall one    

CROSS-CURRICULAR LINK

Pre-science: plants and animals  

ASSESSMENT                   

An open class activity to ascertain learner’ knowledge on length. Individual work will prove each learner understanding on the topic.          

RESOURCE         

Red rod.

REFERENCE

Easy learning size and measurement pages 4-5 by Collins

WEEK 12             

TOPIC

Preposition      

CONTENT           

1. To describe term

2. To mention some prepositional words.

3. To match objects to positions 

KEY SKILL           

1. To identify some prepositional words

2. To say the position of things

3. To write the correct position of objects             

CROSS-CURRICULAR LINK

Number Concept; numbers before, after and between

ASSESSMENT                   

An open class discussion to ascertain the learner’s knowledge on prepositional activity to identify and circle prepositional words.          

RESOURCE         

Door, table, tin, pencil, etc     

REFERENCE

Internet, www.lumosity.Com

SENSORIAL ACTIVITY 3RD TERM

WEEK 1 – 2

TOPIC

Puzzles (Alphabets)

CONTENT           

1. To describe puzzle

2. To build words with puzzle

3. To identify words in the puzzle

KEY SKILL           

1. To identify the letters

2. To arrange the letters

3. To build words with the puzzle

CROSS-CURRICULAR LINK

Language Art: Capital letter.

ASSESSMENT

A whole class activity at the beginning of the lesson with give feedback on the extent to which learner have understood the lesson. Individual work on identification of words in the puzzle will provide evidence on the extent each learner can apply the knowledge

RESOURCE         

Alphabet puzzle game

REFERENCE

Basic Montessori learning activities by David gettman pages 134-135

WEEK 3 – 4         

TOPIC

Puzzle (Numbers)       

CONTENT           

1.            To Describe puzzle

2.            To arrange numbers using the puzzle game.

3.            To identify numbers in the puzzle.             

KEY SKILL           

1.            To identify the numbers

2.            To arrange the numbers in the puzzle.      

CROSS-CURRICULAR LINK

Number Concept: sequencing

ASSESSMENT                   

An open class activity will prove learner understanding of the topic.             An individual activity to solve numbers in the puzzle will give feedback on each learner ability to apply their knowledge

RESOURCE         

Number puzzle game      

REFERENCE

Basic Montessori learning activities by David gettman page 134-135

WEEK 5               

TOPIC

Concept of Weight.

CONTENT           

1. To describe term

2. To identify light and heavy objects.

3. To differentiate the light objects from the heavy objects.

KEY SKILL           

1. To identify light and heavy objects

2. To differentiate light and heavy object

CROSS-CURRICULAR LINK

Story: three little pig

ASSESSMENT                   

An open class activity will prove learner’ ability to describe wide and narrow. An individual activity will ascertain each learner’s ability to identify wide and narrow.    

RESOURCE         

Scale

REFERENCE

Easy learning, size and measurement pages 11-12

WEEK 6 -7          

TOPIC

Concept of Sizes.

CONTENT           

1. To Describe Wide and narrow

2. To differentiate wide from narrow.

KEY SKILL           

1. To identify wide and narrow

2. To differentiate wide from narrow

ASSESSMENT                   

An open class activity will prove learner’s ability to describe wide and narrow. An individual activity will ascertain each learner ability to identify wide and narrow

RESOURCE         

Slant

REFERENCE

Easy learning, size and measurement pages 6-7

WEEK 8

TOPIC

Perception and Discrimination.

CONTENT           

1. Describe term

2. To identify objects that doesn’t belong in a set.

3. To circle object that is different

KEY SKILL           

1. To identify what doesn’t belong

2. To cross out what doesn’t belong         

ASSESSMENT                   

Whole class work will ascertain learner’s knowledge on the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge on the lesson.

REFERENCE

Internet, httpllcpl.Reserve.com

WEEK 9

TOPIC

Concept of Quantity.

CONTENT           

1. To describe quantity

2. To identify more and less as quantity.

3. To differentiate more from less.

KEY SKILL           

1. To identify more and less

2. To differentiate more and less.

CROSS-CURRICULAR LINK

Number Concept: Number value.

ASSESSMENT                   

Whole class work will provide feedback on learner’s level of assimilation on the topic. Individual work will ascertain each learner’s ability to apply their knowledge.

RESOURCE         

Counters, beads etc

REFERENCE

Easy learning size and measurement by Collins pages 18-19

WEEK 10             

TOPIC

Preposition

CONTENT           

1. To describe term

2. To mention some prepositional words.

3. To match objects to positions

KEY SKILL           

1. To identify some prepositional words

2. To say the position of things

3. To write the correct position of objects             

CROSS-CURRICULAR LINK

Number Concept; numbers before, after and between

ASSESSMENT                   

Whole class work will prove learner knowledge on preposition. Pair work will provide evidence on the extent to which leaner understand the use of some preposition E.g. (beside behind)          

RESOURCE         

Door, table, tin, pencil, etc

REFERENCE

Scholastic success with kindergarten pages 240-246

WEEK 11             

TOPIC

Concept of colours (colour box)

CONTENT           

1. To identify different colours in the colour box

2. To mention the colour names.

KEY SKILL           

1. To identify different colours

2. To sort objects by colours

CROSS-CURRICULAR LINK

Physical Education: throwing of balls

ASSESSMENT                   

Open class activity at the beginning of the class will ascertain learner’s knowledge on colors. Individual work on identification of different colours using the colour box 1& 2 will provide each learner ability to apply the knowledge.

REFERENCE

Scholastic success with kindergarten 240-245

WEEK 12             

TOPIC

Perception and discrimination

CONTENT           

1. To describe sameness.

2. To identify objects that is the same.

KEY SKILL           

1. To identify the same books.

2. To sort out all the blue buttons             

CROSS-CURRICULAR LINK

Songs/rhymes: two fat gentlemen

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on sameness. Individual activity for learner to identify and circle the objects that are the same. 

REFERENCE

Basic Montessori learning activities by David Gettman pages 50-51

CREATIVE ARTS     1ST TERM

WEEK 1

TOPIC

Coloring a car    

CONTENT           

1.            To guide learner to identify a car.

2.            To colour the car with red and yellow      

KEY SKILL           

1.            To identify a car

2.            To colour the car with red and yellow crayon.      

CROSS-CURRICULAR LINK

Sensorial Activity; Concept of colours      

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson.

Individual work on coloring a car will provide evidence on the extent to which each learner can apply their knowledge.   

RESOURCE         

Picture of a car. Red and yellow crayon

WEEK 2

TOPIC

Free Expression         

CONTENT           

1.            To encourage learner self-independence.

2.            to draw and colour anything of their choice.         

KEY SKILL           

1. To draw any object of their choice independently

2.  To colour nicely.        

CROSS-CURRICULAR LINK

T.P.D self confidence      

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on free expression.

Individual work to draw any object of their choice will provide each learner understanding of the lesson. 

RESOURCE         

Scrap book Pencil Crayon             

REFERENCE

Www. Lumosity.com

WEEK 3

TOPIC

Plasticine       

CONTENT           

1.            To identify plasticine.

2.            To mould different objects with plasticine.            

KEY SKILL           

1.            To identify plasticine.

2.            To mould different objects with plasticine.            

CROSS-CURRICULAR LINK

W.W.J.D; story of creation

ASSESSMENT

An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic.

Individual work on moulding objects with plasticine will give feedback on each learner understanding of the topic.          

RESOURCE         

Plasticine            

REFERENCE

Www. Lumosity.com

WEEK 4

TOPIC

Thumb print   

CONTENT           

1.            To identify different colours.

2.            To identify a thumb.

3.            To mix the colours.

4.            To dip their thumbs into the poster colour and print           

KEY SKILL           

1.            To identify different colours

2.            To identify their thumbs.

3.            To dip their thumbs into the poster colour and print.         

CROSS-CURRICULAR LINK

Songs and rhymes; where is thumb king   

ASSESSMENT                   

Whole class activity will give feedback on the extent learner have ascertained the lesson.

Individual work will prove each learner ability to identify their thumb and to thumb print.   

RESOURCE         

Scrap book, poster colour, and their thumb           

REFERENCE

Scholastic success with kindergarten pages 240-245

WEEK 5

TOPIC

Free Expression         

CONTENT           

1.            To encourage learner self-independence.

2.            to draw and colour anything of their choice.         

KEY SKILL           

1.  To draw any object of their choice independently

2. To colour nicely.         

CROSS-CURRICULAR LINK

T.P.D Self-confidence     

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can draw different objects. Individual work on drawing any object will give feedback learner level of assimilation on the topic.            

RESOURCE         

Scrap book Pencil Crayon             

REFERENCE

Macmillan primary English course 1 pages 4-5 by Taiwo l Honge

WEEK 6 – 7         

TOPIC

Hand print      

CONTENT           

1.            To identify different colours.

2.             To identify a hands.

3.            To mix the colours.

4.            To dip their hands into the poster colour and print

KEY SKILL           

1.            To identify different colours

2.            To identify their hands.

3.            To dip their hands into the poster colour and print.            

CROSS-CURRICULAR LINK

Songs and rhymes; i have two hands.       

ASSESSMENT                   

An open class discussion to ascertain the learner’s knowledge on hand print. An individual activity to print hands.   

RESOURCE         

Scrap book, Poster colours hands              

REFERENCE

Basic Montessori learning activity by David gettman pages 102-103

WEEK 8

TOPIC

Colouring of Barney   

CONTENT           

1.    To identify Barney.

2.    To colour a Barney with purple and green crayon.       

KEY SKILL           

1.            To identify Barney.

2.            To colour Barney nicely with green and purple crayon.      

CROSS-CURRICULAR LINK

Barney songs     

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can identify and colour Barney nicely.      

RESOURCE         

Scrap book Picture Barney Purple and green crayon           

REFERENCE

www.lumosity.com

WEEK 9

TOPIC

Plasticine       

CONTENT           

1.            To identify plasticine.

2.            To mould different objects with plasticine.            

KEY SKILL           

1.            To identify plasticine.

2.            To mould different objects with plasticine             

CROSS-CURRICULAR LINK

W.W.J.D story of creation            

ASSESSMENT                   

An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic.

Individual work on moulding objects with plasticine will give feedback on each learner understanding of the topic.          

RESOURCE         

Plasticine            

REFERENCE

Www. Lumosity.com

WEEK 10             

TOPIC

Colouring a pig           

CONTENT           

1.            To identify a pig.

2.            To make the sound of a pig.

3.            To colour a pig with peach crayon.           

KEY SKILL           

1.   To identify a pig.

2.    To colour a pig nicely with peach crayon.       

CROSS-CURRICULAR LINK

Pre-science; farm animals            

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring. Individual activity for learner to identify and colour a pig            

RESOURCE         

Picture of a pig, crayon  

REFERENCE

Www. Lumosity.com

WEEK 11             

TOPIC

Colour splash 

CONTENT           

1. To identify different colour

2. To identify a paint brush           

KEY SKILL           

1.  To identify different colour

2.  To identify a paint brush

3.  To dip the brush in the paint and splash             

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours       

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to splash the colour   

RESOURCE         

Poster colours, paint brush, plate etc       

REFERENCE

Www. Lumosity.com

WEEK 12             

TOPIC

Straw jewelries          

CONTENT           

1.            To identify a straw

2.            To cut the straw with scissor       

KEY SKILL           

1.            To identify the straw

2.            To identify the rubber thread

3.            To put the straw into the thread

CROSS-CURRICULAR LINK

Sensorial Activity; eye and hand co-ordination

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread         

RESOURCE         

Straw, scissor, rubber thread       

REFERENCE

Www. Lumosity.com

CREATIVE ARTS     2ND TERM

WEEK 1               

TOPIC

Colouring a pig

CONTENT           

1. To identify a pig.
2. To make the sound of a pig.
3. To colour a pig with peach crayon

KEY SKILL           

1. To identify a pig.
2. To colour a pig nicely with peach crayon.

CROSS-CURRICULAR LINK

Pre-science; farm animals

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring. Individual activity for learner to identify and colour a pig         

RESOURCE         

Picture of a pig, crayon

REFERENCE

Basic Montessori learning activity by David gettman

WEEK 2

TOPIC

Colouring an umbrella

CONTENT           

1 .To identify an umbrella

2. To identify different colours

3. To colour the umbrella correctly

KEY SKILL           

1. To identify an umbrella
2. To identify different colours
3. To colour the umbrella correctly

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours

ASSESSMENT                   

Whole class work at the beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner is able to apply his/her knowledge of colours.

RESOURCE         

Picture of an umbrella, crayon

REFERENCE

Montessori learning activities for under five by David gettman. Pages 117-118

WEEK 3

TOPIC

Vegetable print.

CONTENT           

1. To identify onions as a vegetable, plate and colours

2. To cut the onions

3. To dip the onion into the paint and print it on the scrap book

KEY SKILL           

1. To identify onions as a vegetable, plate and colours
2. To cut the onions
3. To dip the onion into the paint and print it on the scrap book

CROSS-CURRICULAR LINK

Pre-science; classes of food

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work of printing the vegetable on their books will ascertain each learner understanding of the topic.

RESOURCE         

Onions, poster colour, plates, knife

REFERENCE

Scholastic success with kindergarten pages 240-246

WEEK 4

TOPIC

Plasticine

CONTENT           

1. To identify plasticine.

2. To mould different objects with plasticine.

KEY SKILL           

1. To identify plasticine.
2. To mould different objects with plasticine.

CROSS-CURRICULAR LINK

W.W.J.D; the story of creation

ASSESSMENT                   

An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.

RESOURCE         

Plasticine

REFERENCE

Montessori learning activities for under five by David gettman pages 140-141

WEEK 5

TOPIC

Making/designing a hand fan

CONTENT           

1. To identify the a paper

2. To fold the paper forward/ backward

3. To design the fan with permanent marker

KEY SKILL           

1. To identify the a paper
2. To fold the paper forward/ backward
3. To design the fan with permanent marker

CROSS-CURRICULAR LINK

Language Art; vowel and consonant.

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner understanding. Individual work on folding the forward and backward paper will provide evidence on the extent to which each learner can apply their knowledge.      

RESOURCE         

Paper and marker

REFERENCE

Www. Lumosity.com

WEEK 6 – 7

TOPIC

Colour splash

CONTENT           

1. To identify different colour
2. To identify a paint brush

KEY SKILL           

1. To identify different colour
2. To identify a paint brush
3. To dip the brush in the paint and splash

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours

ASSESSMENT                   

An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours.

RESOURCE         

Poster colours, paint brush, plate etc

REFERENCE

Www. Lumosity.Com

WEEK 8

TOPIC

Spiky hedgehog

CONTENT           

1. To identify a hedge hog
2. To cut the broom into small size.
3. To put the broom on the hedgehog using bond gum

KEY SKILL           

1. To identify a hedge hog

2. To cut the broom into small size

3. To colour some part of the hedgehog

4. To put the broom on the hedgehog using bond gum

CROSS-CURRICULAR LINK

Pre-science; animals. Songs/rhyme; five balloons

ASSESSMENT                   

Whole class work at beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner can put the broom on the body of the hedgehog.

RESOURCE         

Brooms, picture of a hedgehog, bond gum.

REFERENCE

Basic Montessori learning activities by David gettman pages 62-64

WEEK 9

TOPIC

Free Expression

CONTENT           

1. To encourage learner self-independence.

2. to draw and colour anything of their choice

KEY SKILL           

1.  To draw any object of their choice independently

2. To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; self-confidence

ASSESSMENT                   

A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability to draw anything.

RESOURCE         

Paper, pencil and crayon

REFERENCE

Www. Lumosity.Com

WEEK 10             

TOPIC

Paper collage 

CONTENT           

1. To identify flora dress

2. To colour some part of flora’s dress and body

3. To cut different cardboard in piece and paste on flora’s dress

KEY SKILL           

1. To identify flora dress

2. To colour some part of flora’s dress and body

3. To paste different colours of cardboard on       

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colour

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner understanding of the topic. Individual work will provide evidence on the extent to which each learn can paste on flora’s dress 

RESOURCE         

Different colours of card board, bond gum, picture of flora

REFERENCE

Www. Lumosity.com

WEEK 11             

TOPIC

Friendship tree          

CONTENT           

1. To identify a tree

2. To write pupil’s names on cardboard.  

KEY SKILL           

1.            To identify a tree

2.            To paste their names on the tree using masking tape         

CROSS-CURRICULAR LINK

Pre-science: plants and animals  

ASSESSMENT                   

An open class activity to ascertain learner’ knowledge on length. Individual work will prove each learner understanding on the topic.          

RESOURCE         

Scissor, cardboard, pen.

REFERENCE

Internet, www.lumosity. Com

WEEK 12             

TOPIC

Making jewelries             

CONTENT           

1. To identify a straw

2. To cut the straw with scissor   

KEY SKILL           

1.            To identify the straw

2.            To identify the rubber thread

3.             To put the straw into the thread

CROSS-CURRICULAR LINK

Sensorial Activity; eye and hand co- ordination     

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread         

RESOURCE         

Straw, scissor, rubber thread       

REFERENCE

Internet, www.lumosity. Com

CREATIVE ARTS 3rd TERM

WEEK 1

TOPIC

Plasticine        

CONTENT           

1. To identify plasticine.

2. To mould different objects with plasticine         

KEY SKILL           

1. To identify plasticine.

2. To mould different objects with plasticine         

CROSS-CURRICULAR LINK

W.W.D.J; the story of creation

ASSESSMENT

An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.

RESOURCE         

Plasticine        

REFERENCE

Basic Montessori learning activities by David gettman pages 134-135

WEEK 2

TOPIC

Rabbit collage

CONTENT           

1. To identify a rabbit and cotton wool

2. To colour some parts of the rabbit.

3. To paste the cotton wool on the rabbit.             

KEY SKILL           

1. To identify a rabbit and cotton wool

2. To colour some parts of the rabbit.

3. To paste the cotton wool on the rabbit.             

CROSS-CURRICULAR LINK

Pre-science: animals       

ASSESSMENT                   

An open class activity will prove learner understanding of the topic. An individual activity to paste cotton wool on the rabbit will give feedback on each learner ability to apply their knowledge              

RESOURCE         

Picture of a rabbit, cotton wool  

REFERENCE

Basic Montessori learning activities by David gettman page 134-135

WEEK 3

TOPIC

Sand collage    

CONTENT           

1. To identify sand and a donkey

2. To sleeve the sand

3. To put the sand on the donkey using bond gum

KEY SKILL           

1. To identify sand and a donkey

2. To put the sand on the donkey using bond gum

CROSS-CURRICULAR LINK

P.E; building castle on sand

ASSESSMENT                   

An open class activity will prove learner’ ability to identify sand, and donkey. An individual activity will ascertain each learner’s ability to put the sand on the donkey.

RESOURCE         

Sand, picture of a donkey

REFERENCE

Internet, www.lumosity.Com

WEEK 4

TOPIC

Free expression

CONTENT           

1. To encourage learner self-independence.

2. to draw and colour anything of their choice.

KEY SKILL           

1. To draw any object of their choice independently

2. To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; self-confidence

ASSESSMENT                   

An open class activity will prove learner’s ability to draw. An individual activity will ascertain each learner ability to colour neatly

RESOURCE         

Paper, pencils, crayon

REFERENCE

Internet, www.lumosity.Com

WEEK 5

TOPIC

Designing a paper plate

CONTENT           

1. To identify a paper plate

2. To mix the colours using poster colour.

3. To design the plates

KEY SKILL           

1. To identify a paper plate

2. To identify the colours

3. To design the plates

CROSS-CURRICULAR LINK

Language Arts; noun. Sensorial Activity; concept of colours

ASSESSMENT                   

Whole class work will ascertain learner’s knowledge on the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge on the lesson.

RESOURCE         

Paper plates, poster colours, paint brush

REFERENCE

Internet, httpllcpl.Reserve.com

WEEK 6 – 7         

TOPIC

Designing a cone hat

CONTENT           

1. To identify a cardboard

2. To cut the card board in a triangular shape

3. To fold it into a cone shape and design it           

KEY SKILL           

1. To identify a cone shape

2. to fold and design the cone hat.            

CROSS-CURRICULAR LINK

Language Arts; more of nouns and verbs.

ASSESSMENT                   

Whole class work will provide feedback on learner’s level of assimilation on the topic. Individual work will ascertain each learner’s ability to apply their knowledge.           

RESOURCE         

Card board, cut cardboards different colours, scissor, bond gum

REFERENCE

Internet, www.lumosity. Com

WEEK 8

TOPIC

Free expression

CONTENT           

1. To encourage learner self-independence.

2. to draw and colour anything of their choice.

KEY SKILL           

1. To draw any object of their choice independently
2. To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; self confidence

ASSESSMENT                   

Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic.

RESOURCE         

Paper, table, crayon, pencil, etc         

REFERENCE

Scholastic success with kindergarten pages 240-246

WEEK 9

TOPIC

Making cards

CONTENT           

1. To identify card board and cut it

2. To make a card.

KEY SKILL           

1. To make a card

2. To write on the card

CROSS-CURRICULAR LINK

Language Arts; more of nouns and verbs

ASSESSMENT                   

Open class activity at the beginning of the class will ascertain learner’s knowledge making a card.

Individual work will provide each learner ability to apply the knowledge.

RESOURCE         

Card board, scissor, pencils and markers

REFERENCE

Scholastic success with kindergarten 240-245

WEEK 10             

TOPIC

Colour splash

CONTENT           

1. To identify different colour

2. To identify a paint brush

KEY SKILL           

1. To identify different colour
2. To identify a paint brush
3. To dip the brush in the paint and splash

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours

ASSESSMENT                   

An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours

RESOURCE         

Poster colours, paint brush, plate etc

REFERENCE

Basic Montessori learning activities by David Gettman pages 50-51

WEEK 11             

TOPIC

Feather

CONTENT           

1. To identify the feather and chicken.

2. To paste the feather on the body of the chicken

KEY SKILL           

1. To identify the feather and chicken.
2. To paste the feather on the body of the chicken

CROSS-CURRICULAR LINK

Pre-science; classification of animals

ASSESSMENT

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to paste the feather

RESOURCE         

Feather, chicken, bond gum

REFERENCE

Www. Lumosity.com

WEEK 12             

TOPIC

Free expression

CONTENT           

1. To encourage learner self-independence.

2. to draw and colour anything of their choice.    

KEY SKILL           

1. To draw any object of their choice independently
2. To colour nicely.              

CROSS-CURRICULAR LINK

T.P.D; Self- confidence

ASSESSMENT                   

Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic

RESOURCE         

Paper, table, crayon, pencil etc

REFERENCE

Www. Lumosity.com

PHYSCIAL EDUCATION     1ST TERM   

WEEK 1

TOPIC

Jack in the box  

CONTENT           

1. To demonstrate some good postures. 

KEY SKILL           

To demonstrate some good postures.

CROSS-CURRICULAR LINK

T.P.D; correct sitting and standing posture            

ASSESSMENT                   

An open class activities will give feedback on the extent learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can apply their knowledge.

WEEK 2

TOPIC

Kangaroo hop 

CONTENT           

1. To position the body like a kangaroo and hop  

KEY SKILL           

1. To hop like a kangaroo.            

CROSS-CURRICULAR LINK

T.P.D

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner’s knowledge. Individual work on hopping will provide each learner understanding of the lesson.     

RESOURCE         

Scrap book Pencil Crayon             

REFERENCE

Www. Lumosity.com

WEEK 3

TOPIC

Matching exercise     

CONTENT           

1.            To identify the left and right legs

2.            To match and swing the arms      

KEY SKILL           

1. To identify the left and right legs
2. To match and swing the arms

CROSS-CURRICULAR LINK

Pre-science; part of the body      

ASSESSMENT                   

An open class activity will ascertain learner’s knowledge on the topic. Individual work on matching will give feedback on each learner understanding of the topic.                   

REFERENCE

Www. Lumosity.com

WEEK 4

TOPIC

There is fire on the mountain

CONTENT           

1. T       

KEY SKILL           

1.            To identify different colours

2.            To identify their thumbs.

3.            To dip their thumbs into the poster colour and print.         

CROSS-CURRICULAR LINK

Songs and rhymes; where is thumb king   

ASSESSMENT                   

Whole class activity will give feedback on the extent learner have ascertained the lesson. Individual work will prove each learner ability to identify their thumb and to thumb print.    

RESOURCE         

Scrap book, poster colour, and their thumb           

REFERENCE

Scholastic success with kindergarten pages 240-245

WEEK 5

TOPIC

Hopping exercise       

CONTENT           

1. To encourage learner self-independence.
2. To draw and colour anything of their choice.        

KEY SKILL           

1. To draw any object of their choice independently

2. To colour nicely.         

CROSS-CURRICULAR LINK

T.P.D Self-confidence     

ASSESSMENT                   

Whole class work will provide evidence on the extent to which learner can draw different objects. Individual work on drawing any object will give feedback learner level of assimilation on the topic.            

RESOURCE         

Scrap book Pencil Crayon             

REFERENCE

Macmillan primary English course 1 pages 4-5 by Taiwo l Honge

WEEK 6 – 7         

TOPIC

Swinging         

CONTENT           

1.            To identify different colours.

2.             To identify a hands.

3.            To mix the colours.

4.            To dip their hands into the poster colour and print              

KEY SKILL           

1.            To identify different colours

2.            To identify their hands.

3.            To dip their hands into the poster colour and print.            

CROSS-CURRICULAR LINK

Songs and rhymes; i have two hands.       

ASSESSMENT                   

An open class discussion to ascertain the learner’s knowledge on hand print. An individual activity to print hands.   

RESOURCE         

Scrap book, Poster colours hands              

REFERENCE

Basic Montessori learning activity by David gettman pages 102-103

WEEK 8

TOPIC

Racing in pairs

CONTENT           

1. To identify Barney.

2. To colour a Barney with purple and green crayon.          

KEY SKILL           

1.            To identify Barney.

2.            To colour Barney nicely with green and purple crayon.      

CROSS-CURRICULAR LINK

Barney songs     

ASSESSMENT                   

An open class activity will give evidence on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent to which each learner can identify and colour Barney nicely.      

RESOURCE         

Scrap book Picture Barney Purple and green crayon           

REFERENCE

www.lumosity.com

WEEK 9

TOPIC

Throwing of balls       

CONTENT           

1.            To identify plasticine.

2.            To mould different objects with plasticine.            

KEY SKILL           

1.            To identify plasticine.

2.            To mould different objects with plasticine             

CROSS-CURRICULAR LINK

W.W.J.D story of creation            

ASSESSMENT                   

An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic. Individual work on moulding objects with plasticine will give feedback on each learner understanding of the topic.          

RESOURCE         

Plasticine            

REFERENCE

Www. Lumosity.com

WEEK 10             

TOPIC

Ball race         

CONTENT           

1.            To identify a pig.

2.            To make the sound of a pig. 

3.           To colour a pig with peach crayon.           

KEY SKILL           

1.            To identify a pig.

2.            To colour a pig nicely with peach crayon.

CROSS-CURRICULAR LINK

Pre-science; farm animals            

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring.

Individual activity for learner to identify and colour a pig.

RESOURCE         

Picture of a pig, crayon  

REFERENCE

Www. Lumosity.com

WEEK 11             

TOPIC

Who’s in the garden  

CONTENT           

1. To identify different colour

2. To identify a paint brush           

KEY SKILL           

1. To identify different colour

2. To identify a paint brush

3. To dip the brush in the paint and splash              

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours       

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to splash the colour   

RESOURCE         

Poster colours, paint brush, plate etc       

REFERENCE

Www. Lumosity.com

WEEK 12             

TOPIC

Bending exercise       

CONTENT           

1.            To identify a straw

2.            To cut the straw with scissor       

KEY SKILL           

1.            To identify the straw

2.            To identify the rubber thread

3.            To put the straw into the thread

CROSS-CURRICULAR LINK

Sensorial Activity; eye and hand co- ordination     

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread         

RESOURCE         

Straw, scissor, rubber thread       

REFERENCE

Www. Lumosity.com

PHYSCIAL EDUCATION     2nd TERM

WEEK 1               

TOPIC

Who’s in the garden?     

CONTENT           

1.            To identify a pig.

2.            To make the sound of a pig.

3.            To colour a pig with peach crayon            

KEY SKILL           

1.            To identify a pig.

2.            To colour a pig nicely with peach crayon.

CROSS-CURRICULAR LINK

Pre-science; farm animals            

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on Colouring. Individual activity for learner to identify and colour a pig            

RESOURCE         

Picture of a pig, crayon  

REFERENCE

Basic Montessori learning activity by David gettman

WEEK 2

TOPIC

Tambourine movement         

CONTENT           

1.            To identify an umbrella

2.            To identify different colours

3.            To colour the umbrella correctly

KEY SKILL           

1.            To identify an umbrella

2.            To identify different colours

3.            To colour the umbrella correctly

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours       

ASSESSMENT                   

Whole class work at the beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner is able to apply his/her knowledge of colours.       

RESOURCE         

Picture of an umbrella, crayon    

REFERENCE

Montessori learning activities for under five by David gettman. Pages 117-118

WEEK 3

TOPIC

Kangaroo hop 

CONTENT           

1. To identify onions as a vegetable, plate and colours

2. To cut the onions

3. To dip the onion into the paint and print it on the scrap book

KEY SKILL           

1. To identify onions as a vegetable, plate and colours

2. To cut the onions

3. To dip the onion into the paint and print it on the scrap book

CROSS-CURRICULAR LINK

Pre-science; classes of food

ASSESSMENT                   

Whole class activity at the beginning of the lesson will provide evidence on the extent to which learner can apply their knowledge. Individual work of printing the vegetable on their books will ascertain each learner understanding of the topic.

RESOURCE         

Onions, poster colour, plates, knife

REFERENCE

Scholastic success with kindergarten pages 240-246

WEEK 4

TOPIC

Hopping on one leg and then the other

CONTENT           

1. To identify plasticine.

2. To mould different objects with plasticine.

KEY SKILL           

1. To identify plasticine.

2. To mould different objects with plasticine.

CROSS-CURRICULAR LINK

W.W.J.D; the story of creation

ASSESSMENT                   

An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.

RESOURCE         

Plasticine

REFERENCE

Montessori learning activities for under five by David gettman pages 140-141

WEEK 5

TOPIC

Throwing and catching of balls

CONTENT           

1. To identify the a paper

2. To fold the paper forward/ backward

3. To design the fan with permanent marker

KEY SKILL           

1. To identify the a paper

2. To fold the paper forward/ backward

3. To design the fan with permanent marker

CROSS-CURRICULAR LINK

Language Art; vowel and consonant.

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner understanding. Individual work on folding the forward and backward paper will provide evidence on the extent to which each learner can apply their knowledge.

RESOURCE         

Paper and marker

REFERENCE

Www. Lumosity.com

WEEK 6 – 7         

TOPIC

Bouncing exercise

CONTENT           

1. To identify different colour

2. To identify a paint brush           

KEY SKILL           

1. To identify different colour

2. To identify a paint brush

3. To dip the brush in the paint and splash              

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours

ASSESSMENT                   

An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours    

RESOURCE         

Poster colours, paint brush, plate etc 

REFERENCE

Www. Lumosity.Com

WEEK 8

TOPIC

Matching exercise

CONTENT           

1. To identify a hedge hog

2. To cut the broom into small size.

3. To put the broom on the hedgehog using bond gum

KEY SKILL           

1. To identify a hedge hog

2. To cut the broom into small size

3. To colour some part of the hedgehog

4. To put the broom on the hedgehog using bond gum

CROSS-CURRICULAR LINK

Pre-science; animals. Songs/rhyme; five balloons

ASSESSMENT                   

Whole class work at beginning of the lesson will provide evidence on the extent to which learner understand the topic. Individual work will provide evidence on the extent to which each learner can put the broom on the body of the hedgehog.         

RESOURCE         

Brooms, picture of a hedgehog, bond gum.

REFERENCE

Basic Montessori learning activities by David gettman pages 62-64

WEEK 9

TOPIC

Bending exercise

CONTENT           

1. To encourage learner self-independence.

2. to draw and colour anything of their choice

KEY SKILL           

1. To draw any object of their choice independently

2. To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; self- confidence

ASSESSMENT                   

A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability to draw anything.

RESOURCE         

Paper, pencil and crayon

REFERENCE

Www. Lumosity.Com

WEEK 10             

TOPIC

There is fire on the mountain

CONTENT           

1. To identify flora dress

2. To colour some part of flora’s dress and body

3. To cut different cardboard in piece and paste on flora’s dress

KEY SKILL           

1. To identify flora dress

2. To colour some part of flora’s dress and body

3. To paste different colours of cardboard on the flora’s body using bond gum

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colour

ASSESSMENT                   

Whole class activity at the beginning of the lesson will ascertain learner understanding of the topic. Individual work will provide evidence on the extent to which each learn can paste on flora’s dress

RESOURCE         

Different colours of card board, bond gum, picture of flora

REFERENCE

Www. Lumosity.com

WEEK 11             

TOPIC

Climbing the staircase

CONTENT           

1. To identify a tree

2. To write pupil’s names on cardboard.

KEY SKILL           

1. To identify a tree

2. To paste their names on the tree using masking tape

CROSS-CURRICULAR LINK

Pre-science: plants and animals

ASSESSMENT                   

An open class activity to ascertain learner’ knowledge on length. Individual work will prove each learner understanding on the topic.

RESOURCE         

Scissor, cardboard, pen.

REFERENCE

Internet, www.lumosity.Com

WEEK 12             

TOPIC

Filling the basket with small balls

CONTENT           

1. To identify a straw

2. To cut the straw with scissor   

KEY SKILL           

1. To identify the straw

2. To identify the rubber thread

3. To put the straw into the thread

CROSS-CURRICULAR LINK

Sensorial Activity; eye and hand co-ordination

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner can put the straw into the thread 

RESOURCE         

Straw, scissor, rubber thread 

REFERENCE

Internet, www.lumosity.Com

              

PHYSCIAL EDUCATION     3rd TERM   

WEEK 1

TOPIC

In and out the dusty blue bells  

CONTENT           

1. To identify plasticine.

2. To mould different objects with plasticine         

KEY SKILL           

1. To identify plasticine.

2. To mould different objects with plasticine         

CROSS-CURRICULAR LINK

.W.W.D.J; the story of creation

ASSESSMENT                   

An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner ability to apply their knowledge on the topic.    

RESOURCE         

Plasticine        

REFERENCE

Basic Montessori learning activities by David Gettman pages 134-135

WEEK 2

TOPIC

Rackets and balls

CONTENT           

1. To identify a rabbit and cotton wool

2. To colour some parts of the rabbit.

3. To paste the cotton wool on the rabbit.

KEY SKILL           

1. To identify a rabbit and cotton wool

2. To colour some parts of the rabbit.

3. To paste the cotton wool on the rabbit.

CROSS-CURRICULAR LINK

Pre-science: animals

ASSESSMENT                   

An open class activity will prove learner understanding of the topic. An individual activity to paste cotton wool on the rabbit will give feedback on each learner ability to apply their knowledge.

RESOURCE         

Picture of a rabbit, cotton wool

REFERENCE

Basic Montessori learning activities by David gettman page 134-135

WEEK 3

TOPIC

Filling the baskets with small balls

CONTENT           

1. To identify sand and a donkey

2. To sleeve the sand

3. To put the sand on the donkey using bond gum

KEY SKILL           

1. To identify sand and a donkey

2. To put the sand on the donkey using bond gum

CROSS-CURRICULAR LINK

P.E; building castle on sand

ASSESSMENT                   

An open class activity will prove learner’ ability to identify sand, and donkey. An individual activity will ascertain each learner’s ability to put the sand on the donkey.

RESOURCE         

Sand, picture of a donkey

REFERENCE

Internet, www.lumosity.Com

WEEK 4

TOPIC

Tug of war

CONTENT           

1. To encourage learner self-independence.

2. To draw and colour anything of their choice.

KEY SKILL           

1. To draw any object of their choice independently

2. To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; self-confidence

ASSESSMENT                   

An open class activity will prove learner’s ability to draw. An individual activity will ascertain each learner ability to colour neatly

RESOURCE         

Paper, pencils, crayon

REFERENCE

Internet, www.lumosity.Com

WEEK 5

TOPIC

London Bridge is falling down

CONTENT           

1. To identify a paper plate

2. To mix the colours using poster colour.

3. To design the plates

KEY SKILL           

1. To identify a paper plate

2. To identify the colours

3. To design the plates

CROSS-CURRICULAR LINK

Language Arts; noun. Sensorial Activity; concept of colours

ASSESSMENT                   

Whole class work will ascertain learner’s knowledge on the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge on the lesson.

RESOURCE         

Paper plates, poster colours, paint brush

REFERENCE

Internet, httpllcpl.Reserve.com

WEEK 6 – 7         

TOPIC

Throwing of balls

CONTENT           

1.            To identify a cardboard

2.            To cut the card board in a triangular shape

3.           To fold it into a cone shape and design it

KEY SKILL           

1.            To identify a cone shape

2.            To fold and design the cone hat.

CROSS-CURRICULAR LINK

Language Arts; more of nouns and verbs.

ASSESSMENT                   

Whole class work will provide feedback on learner’s level of assimilation on the topic. Individual work will ascertain each learner’s ability to apply their knowledge.

RESOURCE         

Card board, cut cardboards different colours, scissor, bond gum

REFERENCE

Internet, www.lumosity. Com

WEEK 8

TOPIC

Skipping exercise

CONTENT           

1. To encourage learner self-independence.

2. to draw and colour anything of their choice.

KEY SKILL           

1.            To draw any object of their choice independently

2.            To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; self confidence

ASSESSMENT                   

Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic

RESOURCE         

Paper, table, crayon, pencil, etc

REFERENCE

Scholastic success with kindergarten pages 240-246

WEEK 9

TOPIC

Swinging exercise

CONTENT           

1.            To identify card board and cut it

2.            To make a card.

KEY SKILL           

1. To make a card

2. To write on the card

CROSS-CURRICULAR LINK

Language Arts; more of nouns and verbs

ASSESSMENT                   

Open class activity at the beginning of the class will ascertain learner’s knowledge on making a card.

Individual work will provide each learner ability to apply the knowledge.

RESOURCE         

Card board, scissor, pencils and markers

REFERENCE

Scholastic success with kindergarten 240-245

WEEK 10             

TOPIC

What is the time Mr. Wolf?

CONTENT           

1. To identify different colour

2. To identify a paint brush

KEY SKILL           

1. To identify different colour

2. To identify a paint brush

3. To dip the brush in the paint and splash

CROSS-CURRICULAR LINK

Sensorial Activity; concept of colours

ASSESSMENT                   

An open class activity at the beginning of the lesson will give feedback on the extent to which learner have understood the lesson. Individual work will provide evidence on the extent which each leaner’s can splash the colours

RESOURCE         

Poster colours, paint brush, plate etc

REFERENCE

Basic Montessori learning activities by David Gettman pages 50-51

WEEK 11             

TOPIC

Catching the Train

CONTENT           

1. To identify the feather and chicken.

2. To paste the feather on the body of the chicken

KEY SKILL           

1. To identify the feather and chicken.

2. To paste the feather on the body of the chicken             

CROSS-CURRICULAR LINK

Pre-science; classification of animals

ASSESSMENT                   

Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learner to paste the feather          

RESOURCE         

Feather, chicken, bond gum

REFERENCE

Www. Lumosity.com

WEEK 12             

TOPIC

Jumping exercise       

CONTENT           

1. To encourage learner self-independence.

2. To draw and colour anything of their choice.    

KEY SKILL           

1. To draw any object of their choice independently

2. To colour nicely.

CROSS-CURRICULAR LINK

T.P.D; Self-confidence

ASSESSMENT                   

Whole class work will prove learner knowledge on drawing. Individual work will provide evidence on the extent to which leaner understand the topic

RESOURCE         

Paper, table, crayon, pencil, etc.

REFERENCE

Www.Lumosity.com

Preschool Blended British and Nigerian Curriculum Links

Pre-Nursery School Blended British and Nigerian Curriculum Scheme of Work Link

Nursery School Blended British and Nigerian Curriculum Scheme of Work Link

Nursery One Blended British and Nigerian Curriculum Scheme of Work Link

Nursery Two Blended British and Nigerian Curriculum Link