Access Free Nursery School Scheme of work Unified for Preschool from Nursery 1 to Nursery 3 subjects topics, and all terms available download PDF link for Early Childhood Education (ECE) –Schemeofwork.com

First Term, Second Term and Third Term Unified Scheme of work for Nursery School Education for Private and Public School Compliance with the Government Approved New National Curriculum NERDC (Nigerian Educational Research and Development Council) and NAPPS (National Association of Proprietors of Private Schools) for Early Childhood Education Development.

The Subjects includes; Literacy (Letter Work), Numeracy (Number Work), Handwriting, Health Habits, Social Habits, Basic science and technology, Civic Education, Physical and Health Education, Personal Development, Creativity, Songs and rhymes etc.

NURSERY 1 SCHEME OF WORK UNIFIED FOR PRESCHOOL

Health habits

Handwriting

Literacy

Numeracy

Pre-science

Social habits

NURSERY 1 HEALTH HABITS SCHEME OF WORK FIRST TERM

WEEK	TOPIC	CONTENT	TEACHER’S	PUPIL’S	RESOURCES
			ACTIVITIES	ACTIVITIES
1	IDENTIFYING PARTS OF THE HUMAN BODY (Part 1)	The head The neck The shoulders The arms Functions of each body part	Sing “Head, Shoulders, Knees and Toes” Point to and name each body part on self Use large body part charts/posters Let children touch and identify parts on themselves Use mirrors for self- identification Play “Simon Says” with body parts Use dolls to	Touch their own head Touch their own neck Touch their shoulders Touch their arms Sing body part songs Point to parts when named Look in mirror Follow “Simon Says” instructions	Large body chart, mirror, dolls, body parts flashcards, “Head, Shoulders, Knees and Toes” song chart
			show body
			parts
2	IDENTIFYING PARTS OF THE HUMAN BODY (Part 2)	The chest The stomach/belly The back The waist The hips Review all parts learned	Continue body part identification Use body outline drawings Let children lie on paper and trace outline Label body parts on drawings Practice	Identify chest, stomach, back Touch waist and hips Lie down for body tracing Color body part pictures Sing and dance to body songs Play body part games	Large paper for tracing, crayons, body outline worksheets, full-length mirror, body part puzzle

			touching each part Use more body songs and games Review Week
			1 parts
3	SIMPLE HEALTH HABITS – Hand Washing (Part 1)	Why we wash our hands When to wash hands: Before eating After eating After using the toilet Proper hand washing steps	Demonstrate proper hand washing technique Show germs with glitter demonstration Teach hand washing song (20 seconds) Practice at sink with all children Use posters showing hand washing steps Discuss importance of clean hands Make it a	Watch hand washing demonstration Practice washing hands properly Count to 20 while washing Sing hand washing song Wash hands before snack time Wash hands after toilet Learn to use soap	Sink, soap, towels, hand washing poster, glitter for germs demonstration, hand washing song chart, step-by-step pictures
			daily routine
4	SIMPLE HEALTH HABITS – Hand Washing (Part 2)	More times to wash hands: After playing After touching animals After touching refuse/dirt After sneezing Consequences of dirty hands	Continue hand washing practice Show pictures of situations requiring hand washing Discuss germs and sickness Use story about dirty hands Practice in various scenarios Reinforce hand washing	Practice washing after play Learn when hands are dirty Identify situations needing hand washing Wash hands independently with supervision Tell when to wash hands Make hand washing a habit	Hand washing scenarios pictures, germs story book, soap, water, towels, dirt demonstration materials

			routine
			– Check
			children’s hand
			washing skills
5	MIDTERM EXAMINATION	Assessment of Topics Covered in Weeks 1-4	– Point to body parts and ask children to identify	Point to body parts when asked Touch and	Assessment checklist, body chart, hand washing station, observation forms
			– Observe	name body
			children	parts
			identifying	– Demonstrate
			body parts on	hand washing
			themselves	– Tell when to
			– Watch	wash hands
			children wash	– Show proper
			hands properly – Ask questions about when to	hand washing technique
			wash hands
			– Practical
			hand washing
			demonstration
			– Record
			observations
6	MIDTERM BREAK	Rest and
		Relaxation Period
7	SIMPLE HEALTH HABITS – Covering Mouth and Nose (Part 1)	Why we cover our mouth and nose When sneezing When coughing	Demonstrate proper covering technique Show picture	Practice covering mouth when coughing Practice covering nose	Tissues, tissue box, elbow demonstration, germs spreading poster, cough/sneeze etiquette pictures, dustbin for tissues
		– How to cover	of germs	when sneezing
		properly (with elbow or tissue)	spreading – Practice using tissue or elbow	Use tissue properly Sneeze into
			– Role-play	elbow if no
			sneezing and	tissue
			coughing	– Watch
			– Teach “sneeze	demonstrations
			into elbow”	– Role-play
			song – Provide	scenarios
			tissues in
			classroom

			– Model good
			behavior
			constantly
8	SIMPLE HEALTH HABITS – Covering Mouth and Nose (Part 2)	Covering mouth when yawning Disposing tissues properly Washing hands	Continue practicing good habits Teach proper tissue disposal	Cover mouth when yawning Throw tissues in bin Wash hands	Tissues, dustbin, puppets, hand washing station, courtesy posters, stickers for good behavior
		after	– Link to hand	after sneezing
		sneezing/coughing	washing after	– Practice all
		– Being considerate	sneezing	covering habits
		of others	– Discuss spreading	– Be considerate of friends
			germs to others	– Remember to
			– Use puppets to demonstrate	use tissue
			– Practice all
			covering
			behaviors
			– Reinforce
			with positive
			feedback
9	HOW TO STAY HEALTHY (Part 1)	Eating good food Drinking clean water	– Discuss healthy foods vs unhealthy	Identify healthy foods Learn to drink	Healthy food pictures, fruits (real or plastic), water bottles, exercise mat, health habits chart, food sorting cards
		– Getting enough	foods	water regularly
		sleep/rest	– Show food	– Talk about
		– Playing and	pictures (fruits,	sleep time
		exercising	vegetables) – Talk about	– Do simple exercises
			water	– Jump, run,
			importance	play
			– Discuss	– Sort
			bedtime and sleep – Lead simple	healthy/unhealt hy food pictures
			exercises
			– Use health
			posters
			– Teach healthy
			habits song
10	HOW TO STAY HEALTHY (Part 2)	Staying clean (bathing daily) Wearing clean	– Discuss daily bathing importance	Learn about daily bath Recognize	Doll for bathing

		clothes Keeping nails short and clean Visiting the doctor when sick Avoiding sick people	Show clean vs dirty clothes Check children’s nails (gently) Talk about doctor visits Teach staying away when friends are sick Use health stories Create health	clean clothes Show their nails Learn about doctor Understand sickness Complete health checklist Share healthy habits	demonstration, clean/dirty clothes pictures, doctor play set, health checklist chart, hygiene story books
			checklist
11	REVISION	Review all topics from First Term	Review all body parts with games Practice hand washing again Review covering mouth/nose Discuss staying healthy Use songs and games for revision Informal	Identify all body parts Demonstrate hand washing Show covering techniques Tell healthy habits Participate in revision games Sing all learned songs	All materials from term, revision games, body chart, hand washing station, health posters
			assessment
			through play
12	EXAMINATION	End of Term Assessment	– Comprehensive body parts assessment Practical hand washing test Observe covering behaviors Question about staying healthy Record	Show all learned skills Name body parts Wash hands properly Cover mouth and nose Tell healthy habits	Assessment forms, all teaching materials, progress report cards

NURSERY 1 HEALTH HABITS SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT	TEACHER’S ACTIVITIES	PUPIL’S ACTIVITIES	RESOURCES
1	HOW TO CARE FOR OUR TEETH (Part 1)	Parts of the mouth (teeth, tongue, lips) Functions of the mouth: To talk To eat To sing Functions of teeth: To bite To chew To tear To grind	Show large teeth model Let children touch their own teeth Use mirror for teeth inspection Demonstrate biting, chewing with apple Discuss different uses of mouth Sing songs about teeth Show	Open mouth and look in mirror Touch their own teeth Count teeth (simple) Practice biting (with apple slice) Practice chewing Sing with mouth Talk about teeth	Large teeth model, mirrors, apple slices, teeth pictures, mouth diagram, dental health posters
			pictures of
			healthy teeth
2	HOW TO CARE FOR OUR TEETH (Part 2)	Function of the tongue: To taste To swallow To talk How to care for teeth: Brush regularly (morning & night) Avoid too many sweets Rinse mouth after eating Use dental floss (with parents) Use mouthwash (age-appropriate) Visit dentist	Demonstrate tongue functions with tasting Show proper tooth brushing technique Use large toothbrush and teeth model Discuss harmful effects of too many sweets Practice rinsing mouth Talk about	Touch their tongue Taste safe foods (sweet, sour) Practice brushing motion Brush teeth (if brought toothbrush) Rinse mouth with water Learn about dentist Sing brushing song Practice for	Large toothbrush, teeth model, individual toothbrushes (optional), safe tasting foods, cups for rinsing, dentist pictures, timer, brushing song chart

		regularly	dentist visits Teach tooth brushing song (2 minutes) Let children practice with own toothbrush	2 minutes
3	CLEANLINESS – Taking Care of Our Environment	Keeping classroom clean Putting trash in dustbin Not littering Keeping school compound clean Keeping home clean Why cleanliness is important	Organize classroom cleanup activity Show proper waste disposal Discuss importance of clean environment Take children on school cleanup walk Use “Keep Clean” songs Assign daily cleanup tasks Praise clean	Pick up trash and put in bin Keep desk area clean Participate in cleanup Learn not to litter Help keep classroom tidy Throw wrappers in dustbin Take pride in clean space	Dustbins, cleaning tools (child-safe), trash bags, cleaning gloves, clean/dirty environment pictures, cleanup chart
			behavior
4	GOOD TABLE MANNERS	Washing hands before eating Sitting properly at table Using spoon/fork correctly Chewing with mouth closed Not talking with mouth full Saying “Please” and “Thank you” Cleaning up after eating	Demonstrate good table manners Set up proper dining scenario Practice using utensils correctly Model proper eating behavior Discuss mealtime courtesy Practice during snack	Wash hands before snack Sit properly at table Hold spoon correctly Practice chewing with mouth closed Wait to talk until swallowing Say “Please” and “Thank you” Clean eating	Table setting, plates, spoons, forks, cups, napkins, table manners posters, good/bad manners picture cards, snacks for practice

			time – Use picture cards of good/bad manners	area
5	MIDTERM EXAMINATION	Assessment of Topics Covered in Weeks 1-4	Test teeth and mouth knowledge Observe tooth brushing technique Check environmental cleanliness habits Assess table manners during snack time Record	Name teeth functions Show brushing technique Dispose trash properly – Demonstrate good table manners Answer simple questions	Assessment checklist, teeth model, toothbrush, dustbin, table setting, observation forms
			observations
6	MIDTERM BREAK	Rest and Relaxation Period
7	TOILET HYGIENE	Using the toilet properly Flushing after use Washing hands after toilet Keeping toilet clean Telling teacher when need toilet Not playing in toilet	Show proper toilet use (age- appropriate) Demonstrate flushing Review hand washing after toilet Discuss toilet cleanliness Teach children to ask permission Use social story about toilet use Establish	Learn to use toilet properly Flush after use Wash hands with soap Keep toilet clean Ask teacher when need toilet Follow toilet rules	Toilet demonstration (toy toilet or pictures), hand washing station, toilet hygiene posters, social story book, toilet routine chart

			toilet routine
8	SAFETY – Harmful and Sharp Objects (Part 1)	Identifying sharp objects: Knife Scissors Needle Broken glass Razor Dangers of sharp objects Not touching without adult	Show pictures of sharp objects (never real dangerous ones) Discuss why sharp objects are dangerous Teach “Don’t touch, tell an adult” Use safety stories Role-play safe behavior Teach safety rules Use warning signs	Recognize sharp objects in pictures Learn to say “No, dangerous” Practice telling adult Understand “Don’t touch” Look but don’t touch sharp things Learn safety rules	Sharp objects pictures (sealed), safety posters, safety story books, warning sign cards, role- play props
9	SAFETY – Avoiding Accidents at School and Home (Part 2)	Not running indoors Walking carefully on stairs Not climbing on furniture Not playing with fire/matches Not playing with electrical outlets Not putting things in mouth, nose, ears Playing safely	Demonstrate safe behavior Practice walking (not running) indoors Show safe stair use Discuss fire danger (age- appropriate) Show electrical safety Teach “No putting things in body openings” Establish safety rules	Practice walking indoors Walk carefully on stairs Play safely Learn about fire danger Stay away from outlets Keep objects out of body Follow safety rules	Safety posters, stair demonstration, fire safety pictures, electrical outlet covers (to show), safety rules chart, safe play area
10	ROAD SAFETY	– Looking both ways before crossing	Make traffic light model Practice road	Learn traffic light colors Practice	Traffic light model (red, yellow, green),

		Holding adult’s hand near road Understanding traffic lights: Red means STOP Yellow means WAIT/CAREFUL Green means GO Walking on sidewalk/footpath Not playing near roads	crossing in classroom Teach road safety song Discuss holding adult’s hand Use road safety stories Role-play safe road behavior Show road signs Create road	“Stop, Look, Listen” Pretend to cross road safely Hold teacher’s hand (practice) Sing road safety song Recognize pedestrian crossing Play road	road safety posters, toy cars, road crossing mat, road safety story books, pedestrian crossing picture
			safety	safety games
			scenario
11	REVISION	Review all topics from Second Term	Review teeth care and functions Practice cleanliness habits Review table manners Practice toilet hygiene Review all safety rules Use games and songs	– Demonstrate teeth brushing Show good table manners Practice safety behaviors Tell about toilet hygiene Identify dangers Follow all	All materials from second term, revision games, safety charts, health posters
				learned rules
12	EXAMINATION	End of Term Assessment	Assess teeth care knowledge Observe cleanliness and manners Test safety awareness Check toilet hygiene understanding Record	Show teeth brushing – Demonstrate table manners Identify safety hazards Tell safety rules Show learned	Assessment materials, all teaching aids, progress forms

.

NURSERY 1 HEALTH HABITS SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT	TEACHER’S ACTIVITIES	PUPIL’S ACTIVITIES	RESOURCES
1	ILLNESS – Causes and Prevention (Part 1)	What is illness/sickness Common childhood illnesses: Cold/Cough Fever Stomach ache Malaria Signs of being sick Telling adults when sick	Explain sickness in simple terms Discuss common symptoms (fever, cough) Teach children to tell teacher if they feel bad Use dolls to show sick behavior Read sickness story books Discuss what doctor does Teach empathy	Learn what sickness is Recognize feeling unwell Learn to tell adult if sick Practice saying “I don’t feel well” Be kind to sick friends Understand doctor helps Learn illness	Doll (sick doll), doctor play set, thermometer (toy), illness story books, symptom picture cards, doctor/hospital pictures
			for sick friends	signs
2	ILLNESS – Causes and Prevention (Part 2)	Causes of diseases: Germs Dirty water Dirty food Mosquito bites How to avoid getting sick: Washing hands Eating clean food Drinking clean water Using mosquito net Getting vaccinations Staying away	Explain germs using glitter again Discuss clean vs dirty water/food Show mosquito net and explain malaria prevention Review hand washing importance Talk about injections/vaccines (without fear) Teach prevention habits Use prevention songs	Learn about germs Identify clean water Choose clean food Learn about mosquito net Understand vaccines help us Practice prevention habits Wash hands to prevent sickness	Glitter for germs demo, clean/dirty water pictures, clean/dirty food pictures, mosquito net, vaccine information (positive), prevention poster
		from sick
		people

3	COMMON RELIGIOUS FESTIVALS – Christmas	What is Christmas When is Christmas (December 25) Why we celebrate Christmas Christmas symbols (tree, star, gifts) How we celebrate Being kind during Christmas	Tell Christmas story (age- appropriate) Show Christmas pictures Discuss Christmas celebrations Make simple Christmas crafts Sing Christmas songs Teach about sharing and kindness Discuss family celebrations	Learn about Christmas Recognize Christmas symbols Make Christmas crafts Sing Christmas songs Talk about Christmas day Learn about giving gifts Practice kindness	Christmas pictures, Christmas tree (small), star, gifts, Christmas story book, craft materials, Christmas songs
4	COMMON RELIGIOUS FESTIVALS – Sallah/Eid	What is Sallah/Eid When is Sallah (after Ramadan) Why Muslims celebrate How it is celebrated Special Sallah clothes Sharing food during Sallah	Tell Sallah story (simple, respectful) Show pictures of Sallah celebrations Discuss Muslim traditions Show traditional Sallah clothes Discuss sharing food with neighbors Teach respect for all religions Sing unity songs	Learn about Sallah See Sallah celebration pictures Learn about sharing Respect different celebrations Learn about special clothes Understand different religions	Sallah celebration pictures, traditional clothes pictures, food sharing images, religious respect posters, unity songs
5	MIDTERM EXAMINATION	Assessment of Topics Covered in Weeks 1-4	Check illness prevention knowledge Assess understanding of religious festivals Test prevention habits Simple questions about Christmas and Sallah	Tell about preventing illness Name Christmas and Sallah Show hand washing Talk about festivals Answer	Assessment materials, illness pictures, festival pictures, observation forms

			– Observe hygiene practices	simple questions
6	MIDTERM BREAK	Rest and Relaxation Period
7	COMMON RELIGIOUS FESTIVALS – Easter	What is Easter When is Easter (March/April) Why Christians celebrate Easter Easter symbols (eggs, bunny, cross) How Easter is celebrated Easter activities	Tell Easter story (age-appropriate) Show Easter pictures Discuss Easter traditions Make Easter crafts (egg coloring) Sing Easter songs Discuss resurrection concept simply Easter egg hunt activity	Learn about Easter Recognize Easter symbols Color Easter eggs Sing Easter songs Participate in egg hunt Make Easter crafts Learn about celebration	Easter pictures, eggs for coloring, Easter baskets, Easter story book, craft materials, Easter songs, toy bunny
8	REVIEW: IDENTIFYING PARTS OF THE BODY	– Comprehensive body parts review: Head to toes Arms, legs, chest, back Elbows, knees, waist Adding new parts: – Wrist, ankle, thigh, shin Functions of body parts	Review all body parts from Term 1 Introduce new parts (wrist, ankle, thigh, shin) Use complete body chart Practice with full body songs Play advanced body part games Draw and label body parts Physical activities with body parts	Name all major body parts Touch new body parts Learn additional parts Draw body and label Play body games Dance and use all body parts Complete body part activities	Complete body chart, full- length mirror, body part flashcards, drawing materials, body outline worksheet, body part songs
9	COMPREHENSIVE HEALTH HABITS REVIEW	All health habits learned: Hand washing Covering	Comprehensive review of all hygiene habits Practice all skills learned	– Demonstrate hand washing – Show teeth brushing	All hygiene materials, hand washing station, teeth

		mouth/nose Teeth brushing Cleanliness Table manners Toilet hygiene – Staying healthy daily	Create health habits checklist Watch children demonstrate skills Discuss daily health routine Reinforce all good habits Celebrate progress	Practice table manners Follow toilet hygiene Keep environment clean Show all learned habits Complete	model, toothbrush, health habits checklist, cleanliness supplies
				health
				checklist
10	COMPREHENSIVE SAFETY REVIEW	All safety rules learned: Sharp objects safety Home and school safety Road safety Accident prevention Being safe everyday	Review all safety topics Practice safety behaviors Role-play safety scenarios Review traffic lights and road crossing Discuss home and school dangers Create safety pledge Test safety knowledge	Name safety rules Identify dangers Practice road crossing Tell traffic light meanings – Demonstrate safe behaviors Take safety pledge Show what they learned	All safety materials, traffic light model, road crossing mat, safety posters, danger pictures, safety pledge chart
11	REVISION	Review all	Comprehensive year review Review body parts, health habits, safety Review religious festivals Review illness prevention Practice all learned skills Use games, songs, activities Final preparation for exam	Participate in full revision – Demonstrate all skills Review body parts Practice all health habits Show safety knowledge Name religious festivals Complete	All materials
		topics from			from entire
		Third Term and Entire Year			year, revision games, comprehensive charts, all
					health and
					safety materials

				revision activities
12	EXAMINATION	End of Year Comprehensive Assessment	Full year assessment Body parts identification Health habits demonstration Safety knowledge test Illness prevention knowledge Religious festivals knowledge Practical demonstrations Record annual	Show all year’s learning Name body parts – Demonstrate health habits Tell safety rules Answer all questions Show good behaviors Complete all	Comprehensive assessment forms, all teaching materials, year- end progress reports, assessment stations
			progress	assessments
13	CLOSING/VACATION	End of School Year	Celebrate successful year Award certificates of achievement Send comprehensive annual reports Give health and safety tips for vacation Graduation ceremony (if applicable) Party and fun	Celebrate achievements Receive certificates and awards Get annual reports Enjoy graduation ceremony Party with friends Prepare for next class	Certificates, awards, annual reports, decorations, treats, graduation materials, party supplies
			activities

NURSERY 1 HANDWRITING SCHEME OF WORK FIRST TERM

WEEK	TOPIC	OBJECTIVES	TEACHERS’ ACTIVITIES	PUPILS’ ACTIVITIES	RESOURCES
1	Pre-Writing Skills (Free Writing)	Develop proper pencil grip Improve hand- eye coordination Build confidence in making marks on paper	Demonstrate correct pencil/crayon holding technique (tripod grip) Guide pupils to take a proper sitting position and grip their pencils properly Encourage pupils as they strive to copy the given patterns Provide large sheets of paper for unrestricted movement	Pupils attempt to perfectly copy given strokes or lines Practice holding pencils and crayons correctly Make free marks, scribbles, and patterns on paper Engage in hand strengthening activities	Writing book, Pencil, Eraser, Chart paper, crayons, play dough
2	Pre-Writing Skills (Free Writing Continued)	Strengthen fine motor control Develop directionality awareness Encourage creative expression	Guide pupils to take a proper sitting position and grip their pencils properly Demonstrate circular, zigzag, and wavy movements Encourage pupils as they strive to copy the given patterns Provide tracing activities	Pupils attempt to perfectly copy given strokes or lines Practice making different types of marks Trace patterns in sand or salt trays Complete simple coloring activities	Writing book, Pencil, Eraser, Sand/salt trays, finger paints, dotted worksheets
3	VERTICAL LINES   Writing vertical	Recognize and draw vertical lines Develop top-	– Demonstrate and guide pupils to take a proper sitting position and	– Pupils attempt to perfectly copy given strokes or lines	Writing book, Pencil, Eraser, Chart showing vertical lines,

	lines |||| |||| ||||	to-bottom stroke direction – Improve pencil control	grip their pencils properly Demonstrate drawing vertical lines from top to bottom Encourage and supervise pupils as they strive to copy the given patterns	Draw vertical lines from top to bottom Trace dotted vertical lines Practice on lined paper and slates	dotted worksheets
4	VERTICAL LINES   Writing vertical lines |||| |||| ||||	Master vertical line formation Write multiple vertical lines with spacing Develop consistent line length	Demonstrate and guide pupils to take a proper sitting position and grip their pencils properly Demonstrate spacing between vertical lines Encourage and supervise pupils as they strive to copy the given patterns	Pupils attempt to perfectly copy given strokes or lines Practice writing rows of vertical lines Draw vertical lines with proper spacing Create patterns using vertical lines	Writing book, Pencil, Eraser, Worksheets, lined paper
5	MIDTERM ASSESSMENT	Assess understanding of concepts taught Evaluate pencil grip and control Check line formation skills	Prepare assessment sheets Observe individual pupils’ pencil grip Assess free writing and vertical line formation Record pupils’ progress Provide individual feedback	Complete assessment tasks Draw free patterns Write vertical lines independently Demonstrate proper pencil grip	Assessment sheets, observation checklist, pencils, erasers
6	MIDTERM BREAK
7	HORIZONTAL LINES   Writing	Recognize and draw horizontal lines Develop left-	– Demonstrate and guide pupils to take a proper sitting position and	– Pupils attempt to perfectly copy given strokes or lines	Writing book, Pencil, Eraser, Charts with

	horizontal lines ——— ——— ———	to-right stroke direction – Understand horizontal orientation	grip their pencils properly Demonstrate drawing horizontal lines from left to right Encourage and supervise pupils as they strive to copy the given patterns	Draw horizontal lines from left to right Trace dotted horizontal lines Practice on different surfaces	horizontal lines, dotted worksheets
8	HORIZONTAL LINES   Writing horizontal lines ——— ——— ———	Master horizontal line formation Write multiple horizontal lines with consistent spacing Combine vertical and horizontal lines	Demonstrate and guide pupils to take a proper sitting position and grip their pencils properly Demonstrate spacing between lines Encourage and supervise pupils as	Pupils attempt to perfectly copy given strokes or lines Practice writing rows of horizontal lines Draw horizontal lines with even spacing Create simple	Writing book, Pencil, Eraser, Worksheets, grid paper
			they strive to copy	patterns
			the given patterns
9	Writing of slanting lines e.g.	– Recognize slanting lines	– Demonstrate and guide pupils to	– Pupils attempt to perfectly copy	Writing book, Pencil, Eraser, Chart showing slanting lines, dotted worksheets
	\\\	– Draw slanting	take a proper	given strokes or
	\\\	lines (down-left	sitting position and	lines
	\\\	to right)	grip their pencils	– Draw slanting
		– Develop	properly	lines going down-
		controlled diagonal movements	Demonstrate slanting lines \ Encourage and supervise pupils as	left to right Trace dotted slanting lines Copy slanting
			they strive to copy	line patterns
			the given patterns
10	Writing of slanting lines e.g.	– Master slanting lines	– Demonstrate and guide pupils to	– Pupils attempt to perfectly copy	Writing book, Pencil, Eraser, Pattern charts, worksheets
	///	(up-left to right)	take a proper	given strokes or
	///	– Distinguish	sitting position and	lines
	///	between different slant	grip their pencils properly	– Draw slanting lines going up-left
		directions	– Demonstrate	to right
		– Develop	slanting lines ///	– Practice both

		pattern recognition	– Encourage and supervise pupils as they strive to copy the given patterns	/// and \\ patterns – Create alternating patterns
11	REVISION WEEK	Review all line types covered Consolidate handwriting skills Prepare for examination	Review vertical, horizontal, and slanting lines Revisit proper pencil grip and posture Provide practice exercises for all line types Give individual attention to struggling pupils Conduct group	Practice all line types learned Complete revision worksheets Demonstrate proper writing techniques Participate in group activities Ask questions for clarification	Revision worksheets, charts of all line types, pencils, erasers
			revision activities
12	EXAMINATION WEEK	Assess overall handwriting development Evaluate line formation skills Test pencil control and grip	Administer examination Observe and assess individual performance Evaluate pencil grip, posture, and line formation Record results and observations Prepare report feedback	Complete examination tasks independently Draw vertical lines Draw horizontal lines Draw slanting lines Create basic patterns	Examination papers, observation forms, pencils, erasers
13	CLOSING WEEK	Celebrate achievements Provide feedback to pupils Distribute reports	Review examination results with pupils Celebrate progress and effort Give positive reinforcement and encouragement Distribute report cards Provide tips for	Receive feedback on their work Celebrate their achievements Participate in closing activities Receive report cards Listen to holiday practice tips	Report cards, certificates, display of pupils’ work, treats/rewards
			holiday practice

NURSERY 1 HANDWRITING SCHEME OF WORK SECOND TERM

WEEK

1

2

3

TOPIC/PATTERN

REVISION OF FIRST TERM WORK

Basic lines and curves

LINES IN DOUBLE FORMATION

(Horizontal)

══════

══════

LINES IN DOUBLE

TEACHER’S ACTIVITIES

The teacher reviews first term patterns through demonstration on the board.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher revises horizontal, vertical, and curved lines.

The teacher encourages and supervises pupils as they practice.

The teacher uses songs and rhymes to reinforce learning.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher draws double horizontal lines on the board, showing spacing between lines.

The teacher emphasizes keeping lines parallel and evenly spaced.

The teacher provides dotted guidelines for pupils to trace.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

i. The teacher

PUPILS’ ACTIVITIES

Pupils watch and listen attentively to teacher’s demonstration.

Pupils practice proper sitting position and pencil grip.

Pupils trace and copy basic patterns from first term.

Pupils participate in singing handwriting rhymes.

Pupils attempt to perfectly copy given double line patterns.

Pupils trace dotted double horizontal lines.

Pupils practice maintaining even spacing between lines.

Pupils attempt to draw double lines independently.

Pupils attempt to

MATERIALS

Writing book Pencil

Eraser

Chart with patterns Crayons

Writing book Pencil

Eraser

Ruler (for teacher) Dotted worksheets

Writing book

FORMATION

(Vertical)

║ ║ ║ ║

║ ║ ║ ║

INTERSECTING SLANT LINES (Right)

>>> >>>

>>> >>>

MID-TERM ASSESSMENT/TES T

demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher draws double vertical lines on the board.

The teacher demonstrates top-to- bottom movement for both lines.

The teacher provides practice sheets with dotted double vertical lines.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher demonstrates how to make intersecting slant lines pointing right.

The teacher shows the pattern step by step on the board.

The teacher uses visual aids to help pupils understand the direction.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher prepares assessment worksheets with patterns covered in weeks 1-4.

The teacher provides clear instructions for each task.

perfectly copy double vertical lines.

Pupils trace dotted patterns in their books.

Pupils practice drawing double vertical lines.

Pupils maintain proper pencil grip throughout.

Pupils attempt to perfectly copy given strokes or lines.

Pupils trace dotted intersecting slant line patterns.

Pupils practice the >>> pattern repeatedly.

Pupils identify arrow-like shapes in their environment.

Pupils listen to instructions carefully.

Pupils attempt to reproduce patterns: double lines and >>>

Pencil Eraser

Pattern charts Tracing sheets

Writing book Pencil

Eraser Arrow charts Visual aids

Assessment sheets Pencils

Erasers Assessment record book

MID-TERM BREAK

INTERSECTING SLANT LINES (Left)

<<< <<

<<< <<<

INTERSECTING SLANT LINES (Mixed Patterns)

>>> <<

<<< >>>

The teacher observes pupils’ pencil grip, sitting position, and pattern formation.

The teacher provides gentle assistance where necessary.

The teacher records pupils’ performance for reporting.

–

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher demonstrates intersecting slant lines pointing left on the board.

The teacher compares >>> and <<<

patterns to help pupils see the difference.

The teacher provides dotted patterns for tracing practice.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher combines both >>> and <<< patterns in one lesson.

The teacher demonstrates alternating patterns on the board.

The teacher encourages

patterns.

Pupils work at their own pace on assessment sheets.

Pupils demonstrate proper pencil grip and sitting position.

–

Pupils attempt to perfectly copy given strokes or lines.

Pupils trace dotted <<< patterns.

Pupils practice making left- pointing slant lines.

Pupils distinguish between >>> and

<<< patterns.

Pupils attempt to perfectly copy both types of intersecting slant lines.

Pupils practice alternating between >>> and

<<< patterns.

Pupils trace mixed pattern worksheets.

–

Writing book Pencil

Eraser Pattern charts

Comparison charts

Writing book Pencil

Eraser

Mixed pattern sheets Colored pencils

CIRCLES (Large)

○ ○ ○ ○

○ ○ ○ ○

CIRCLES (Small) & SEMI-CIRCLES

o o o o o

∪ ∪ ∪ ∪

REVISION OF SECOND TERM

pupils to identify and copy both patterns.

v. The teacher supervises and provides individual support.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher draws large circles on the board using continuous anti-clockwise motion.

The teacher provides large dotted circles for tracing.

The teacher uses fun objects like plates or hoops to illustrate circles.

The teacher encourages and supervises pupils as they strive to copy the given patterns.

The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly.

The teacher introduces smaller circles and semi- circles.

The teacher demonstrates how semi- circles are “half circles.”

The teacher provides varied practice with both shapes.

The teacher encourages and supervises pupils as they practice.

i. The teacher systematically reviews all patterns covered during the

iv. Pupils identify directional differences.

Pupils attempt to perfectly copy circles.

Pupils trace large dotted circles in their books.

Pupils practice making circular movements in the air first.

Pupils identify circular objects in the classroom.

Pupils attempt to copy small circles and semi-circles.

Pupils trace dotted patterns of both shapes.

Pupils practice controlling pencil for smaller shapes.

Pupils identify semi-circles in objects (rainbow, tunnel).

Pupils practice all patterns learned: double

Writing book Pencil

Eraser

Circular objects Tracing sheets

Writing book Pencil

Eraser Shape charts Picture cards

Writing book Pencil

Eraser

WORK

END OF TERM EXAMINATION

CLOSING ACTIVITIES

term.

The teacher provides mixed practice sheets with various patterns.

The teacher identifies areas of difficulty and provides extra support.

The teacher uses games and activities to make revision fun.

The teacher praises pupils’ progress and builds confidence for examination.

The teacher administers end-of-term examination with various patterns.

The teacher provides clear instructions and demonstrations.

The teacher observes and assesses overall handwriting development.

The teacher evaluates pencil grip, posture, and pattern accuracy.

The teacher records scores and prepares report cards.

The teacher returns marked scripts and discusses performance with pupils.

The teacher celebrates pupils’ achievements and progress.

The teacher gives encouragement for continuous practice during holidays.

The teacher conducts closing activities and distribution of report cards.

lines, >>>, <<<, and circles.

Pupils complete mixed pattern worksheets.

Pupils ask questions about patterns they find difficult.

Pupils demonstrate improved pencil control.

Pupils attempt all examination patterns independently.

Pupils demonstrate proper sitting position and pencil grip.

Pupils work calmly and at their own pace.

Pupils show improvement from mid-term assessment.

Pupils receive their marked work and report cards.

Pupils participate in closing activities.

Pupils celebrate their handwriting achievements.

Revision worksheets Pattern charts

Examination papers Pencils

Erasers Mark book Report cards

Report cards Marked scripts Awards/stickers

NURSERY 1 HANDWRITING SCHEME OF WORK THIRD TERM

WEEK	TOPIC/PATTERN	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	TWO-LETTER WORDS Words: it, if	The teacher revises second term patterns briefly. The teacher introduces the concept of writing simple words. The teacher demonstrates writing “it” and “if” clearly on the board. The teacher sounds out each letter as they write. The teacher provides dotted words for tracing. The teacher	Pupils trace and copy the words “it” and “if.” Pupils practice letter formation within the words. Pupils attempt to read the words they have written. Pupils identify the letters in each word.	Writing book Pencil Eraser Word charts Flashcards
		encourages and
		supervises pupils as
		they practice.
2	TWO-LETTER WORDS Words: in, is	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “in” and “is” on the board with clear letter formation. The teacher sounds out and explains each word. The teacher provides practice sheets with dotted words to trace. The teacher helps	Pupils trace and copy the words “in” and “is.” Pupils practice writing the words repeatedly. Pupils attempt to read and recognize the words. Pupils use the words in simple oral sentences.	Writing book Pencil Eraser Word charts Picture cards

		pupils understand word spacing. vi. The teacher encourages and supervises pupils as they practice.
3	TWO-LETTER WORDS Words: at, an	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher introduces “at” and “an” with clear demonstrations. The teacher uses pictures and objects to illustrate word meanings. The teacher provides dotted practice for tracing. The teacher encourages and supervises pupils as they write. The teacher	Pupils trace and copy the words “at” and “an.” Pupils practice correct letter formation. Pupils read the words they have written. Pupils review words from weeks 1-2. Pupils match words to pictures.	Writing book Pencil Eraser Picture word cards Tracing sheets
		reviews previously
		learned words.
4	TWO-LETTER WORDS Words: am, as	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “am” and “as” on the board clearly. The teacher helps pupils understand the meaning of each word. The teacher	Pupils trace and copy the words “am” and “as.” Pupils practice writing words from weeks 1-4. Pupils read the words: it, if, in, is, at, an, am, as. Pupils use words in simple sentences orally.	Writing book Pencil Eraser Word flashcards Sentence strips

		provides structured practice with proper spacing. The teacher conducts oral reading of all words learned so far. The teacher encourages and supervises pupils.
5	MID-TERM ASSESSMENT/TEST	The teacher prepares assessment with words from weeks 1-4. The teacher dictates words for pupils to write. The teacher provides reading assessment of learned words. The teacher observes handwriting quality and letter formation. The teacher	Pupils write words from dictation: it, if, in, is, at, an, am, as. Pupils read words from flashcards. Pupils demonstrate proper pencil grip and letter formation. Pupils work independently on assessment.	Assessment sheets Flashcards Pencils Erasers Mark book
		records pupils’
		performance.
6	MID-TERM BREAK	–	–	–
7	TWO-LETTER WORDS Words: on, ox	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher introduces “on” and “ox” with demonstrations. The teacher uses visual aids (picture of an ox, showing things “on” surfaces). The teacher	Pupils trace and copy the words “on” and “ox.” Pupils practice making the circular letter ‘o’ correctly. Pupils read and recognize the new words. Pupils identify pictures related to the words.	Writing book Pencil Eraser Picture charts Word cards

		provides dotted words for tracing practice. The teacher emphasizes proper letter formation, especially the ‘o’. The teacher encourages and supervises pupils.
8	TWO-LETTER WORDS Words: of, or	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “of” and “or” clearly on the board. The teacher helps pupils distinguish between similar- looking words. The teacher provides practice sheets with proper spacing. The teacher reviews words: on, ox, of, or. The teacher	Pupils trace and copy the words “of” and “or.” Pupils practice all four words: on, ox, of, or. Pupils read the words they have written. Pupils differentiate between the words.	Writing book Pencil Eraser Comparison charts Flashcards
		encourages and
		supervises pupils.
9	TWO-LETTER WORDS Words: lo, no	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher introduces “lo” and “no” with clear demonstrations. The teacher emphasizes the word	Pupils trace and copy the words “lo” and “no.” Pupils recognize and read “no” easily. Pupils practice proper letter spacing. Pupils use “no” in simple	Writing book Pencil Eraser Word flashcards Picture cards

		“no” as familiar to pupils. The teacher provides dotted practice sheets. The teacher conducts oral reading practice. The teacher encourages and supervises pupils.	sentences.
10	TWO-LETTER WORDS Words: go, so	The teacher demonstrates and guides pupils to take proper sitting position and grip their pencils properly. The teacher writes “go” and “so” on the board. The teacher uses actions to demonstrate “go” (walking, running). The teacher provides comprehensive practice of all words learned. The teacher reviews: lo, no, go, so. The teacher encourages and supervises pupils.	Pupils trace and copy the words “go” and “so.” Pupils practice all four words: lo, no, go, so. Pupils read words with increasing confidence. Pupils perform actions for word “go.”	Writing book Pencil Eraser Action word cards Tracing sheets
11	REVISION OF THIRD TERM WORK All two-letter words	The teacher conducts comprehensive revision of all words taught. The teacher uses games and activities for word recognition. The teacher provides mixed	Pupils practice writing all learned words: it, if, in, is, at, an, am, as, on, ox, of, or, lo, no, go, so. Pupils read words from flashcards fluently. Pupils play	Writing book Pencil Eraser All word flashcards Revision sheets Games

		practice sheets with all words. The teacher conducts oral reading sessions. The teacher identifies and addresses individual difficulties. The teacher	word recognition games. iv. Pupils demonstrate improved handwriting.
		prepares pupils for
		final examination.
12	END OF TERM/YEAR EXAMINATION	The teacher administers comprehensive examination covering all words. The teacher dictates words for pupils to write. The teacher conducts reading assessment. The teacher evaluates handwriting quality, letter formation, and word spacing. The teacher assesses overall progress from beginning of the year. The teacher marks	Pupils write words from dictation. Pupils read words from flashcards during oral assessment. Pupils demonstrate proper pencil grip and posture. Pupils show confidence in their handwriting ability. Pupils work independently.	Examination papers Flashcards Pencils Erasers Mark book Report cards
		and records scores.
13	CLOSING & PROMOTION ACTIVITIES	The teacher returns marked scripts and discusses performance. The teacher celebrates pupils’ achievements throughout the year. The teacher provides feedback to parents/guardians.	Pupils receive marked work and report cards. Pupils showcase their handwriting progress. Pupils participate in closing activities. Pupils celebrate their achievements.	Report cards Marked scripts Certificates Awards Progress portfolios

		The teacher encourages continued practice during holidays. The teacher conducts closing ceremonies and report card distribution. The teacher	v. Pupils prepare for promotion to the next class.
		prepares pupils for
		transition to next
		class.

NURSERY 1 LITERACY SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in simple conversations about their names, family, and school. The teacher tells short, simple stories with picture aids. The teacher asks pupils simple questions and encourages responses.   Reading: The teacher displays pictures of objects in the home (bed, cup, spoon, chair). The teacher names objects and asks pupils to identify them. The teacher uses picture flashcards for recognition activities.   Writing: i. The teacher demonstrates proper sitting	Listening & Speaking: Pupils listen attentively to the teacher’s stories. Pupils respond to simple questions about themselves. Pupils practice greeting words (Good morning, Hello).   Reading: Pupils observe and identify pictures of home objects. Pupils point to named objects in pictures. Pupils name familiar objects they see.   Writing: Pupils practice proper sitting and pencil holding. Pupils trace dotted letters Aa and Bb. Pupils color letter shapes Aa and Bb. Pupils	Picture charts Flashcards Writing book Pencils Crayons Erasers Alphabet chart Story book Audio player (optional)
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Aa, Bb
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		position and pencil grip. The teacher writes uppercase and lowercase ‘Aa’ on the board, showing starting points and direction. The teacher writes ‘Bb’ demonstrating straight lines and curves. The teacher provides dotted letters for tracing practice. The teacher guides pupils in coloring letter shapes.	attempt to copy letters from the board.   Songs/Rhymes: Pupils listen to the rhyme. Pupils sing along with actions. Pupils enjoy the musical activity.
		Songs/Rhymes: The teacher teaches “Twinkle, Twinkle Little Star” The teacher uses actions and gestures while singing. The teacher
		encourages pupils
		to sing along.
2	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in “Show and Tell” activities. The teacher teaches positional words (in, on, under) through	Listening & Speaking: Pupils participate in Show and Tell. Pupils use positional words in simple sentences. Pupils	Picture charts Real objects Flashcards Writing book Pencils Crayons Coloring sheets Alphabet chart Song charts

	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets	demonstration. iii. The teacher encourages pupils to describe what they see in pictures.   Reading: The teacher shows pictures of school objects (bag, book, pencil, desk). The teacher helps pupils match objects to their pictures. The teacher plays picture recognition games.   Writing: The teacher reviews Aa and Bb. The teacher introduces letter ‘Cc’ with clear demonstration. The teacher emphasizes the circular shape of C. The teacher provides practice sheets for all three letters. The teacher guides coloring activities for Aa, Bb, Cc.   Songs/Rhymes: i. The teacher reviews “Twinkle,	describe pictures using simple words.
	Aa, Bb, Cc
	4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.		Reading: Pupils identify school objects in pictures. Pupils match real objects to pictures. Pupils name school objects around them.
			Writing: Pupils trace and copy Aa, Bb, Cc. Pupils practice making circular shapes for C. Pupils color all three letters beautifully. Pupils recognize and name the letters.
			Songs/Rhymes: Pupils sing familiar rhymes confidently. Pupils learn new rhyme with actions. Pupils enjoy
			group singing
			activities.

		Twinkle Little Star” The teacher introduces “Baa Baa Black Sheep” The teacher encourages group singing.
3	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in describing daily routines (morning, afternoon). The teacher uses puppets to demonstrate conversations. The teacher teaches action words (run, jump, sit, stand).   Reading: The teacher displays pictures of community helpers (teacher, doctor, police). The teacher talks about what each helper does. The teacher asks pupils to identify helpers by their uniforms.   Writing: i. The teacher conducts comprehensive practice of Aa, Bb, Cc.	Listening & Speaking: Pupils talk about their morning routines. Pupils participate in puppet play conversations. Pupils demonstrate action words physically.   Reading: Pupils identify community helpers in pictures. Pupils talk about helpers they know. Pupils recognize helpers by uniforms.   Writing: Pupils practice writing Aa, Bb, Cc confidently. Pupils demonstrate improved letter formation. Pupils color	Picture charts Puppets Flashcards of helpers Writing book Pencils Crayons Coloring books Letter cards Rhyme charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Aa, Bb, Cc
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher emphasizes correct letter formation and starting points. The teacher provides individual assistance where needed. The teacher introduces coloring within boundaries. The teacher uses letter recognition games.	letters neatly within lines. iv. Pupils identify letters randomly shown.   Songs/Rhymes: Pupils learn new rhyme with gestures. Pupils sing all learned rhymes with enthusiasm. Pupils perform rhymes with confidence.
		Songs/Rhymes: The teacher introduces “Humpty Dumpty” The teacher teaches hand gestures for the rhyme. The teacher
		reviews all
		previously
		learned rhymes.
4	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.   WRITING SKILLS: Tracing, coloring, and writing of the alphabets	Listening & Speaking: The teacher engages pupils in listening to short stories and answering questions. The teacher teaches courtesy words (please, thank you, sorry). The teacher	Listening & Speaking: Pupils listen and respond to story questions. Pupils use courtesy words in conversations. Pupils attempt to speak in sentences.   Reading:	Story books Picture charts Animal flashcards Writing book Pencils Crayons Tracing sheets Alphabet chart Song charts

	Dd, Ee, Ff   4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	encourages pupils to speak in complete sentences.   Reading: The teacher shows pictures of animals (dog, cat, bird, fish). The teacher makes animal sounds and asks pupils to identify. The teacher plays matching games with animal pictures.   Writing: The teacher introduces letter ‘Dd’ with demonstration. The teacher shows how to write ‘Ee’ with straight and curved lines. The teacher introduces ‘Ff’ emphasizing the vertical line and cross lines. The teacher provides dotted practice for Dd, Ee, Ff. The teacher prepares pupils for mid-term assessment.	Pupils identify animals in pictures. Pupils imitate animal sounds. Pupils match animals to their pictures.   Writing: Pupils trace and copy letters Dd, Ee, Ff. Pupils practice correct letter formation. Pupils color new letters. Pupils review letters Aa-Ff in preparation for test.   Songs/Rhymes: Pupils sing new song with animal sounds. Pupils practice all learned rhymes. Pupils prepare for rhyme recitation.
		Songs/Rhymes: i. The teacher introduces “Old

		MacDonald Had a Farm” The teacher uses animal sounds in the song. The teacher reviews all rhymes for assessment.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher prepares assessment sheets for all literacy skills. The teacher conducts oral assessment for listening and speaking. The teacher tests picture recognition and identification. The teacher assesses letter writing (Aa-Ff). The teacher evaluates letter coloring and neatness. The teacher conducts rhyme recitation assessment. The teacher provides positive reinforcement. The teacher	Assessment Tasks: Pupils respond to oral questions. Pupils identify pictures shown by teacher. Pupils trace and write letters Aa-Ff. Pupils color designated letters. Pupils recognize and name letters randomly shown. Pupils recite at least one rhyme learned. Pupils demonstrate proper pencil grip.	Assessment sheets Picture cards Letter cards Pencils Crayons Assessment record book Stickers/stamps
		records pupils’
		performance.
6	MID-TERM BREAK	–	–	–

7	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher reviews previous lessons through storytelling. The teacher engages pupils in describing their holiday experiences. The teacher teaches size words (big, small, tall, short).   Reading: The teacher displays pictures of food items (bread, rice, orange, banana). The teacher discusses healthy eating habits. The teacher conducts picture sorting activities (fruits, vegetables).   Writing: The teacher reviews and reinforces letters Dd, Ee, Ff. The teacher provides extensive practice sheets. The teacher focuses on pupils who need extra support. The teacher emphasizes	Listening & Speaking: Pupils share holiday stories. Pupils describe objects using size words. Pupils listen attentively to instructions.   Reading: Pupils identify food items in pictures. Pupils name their favorite foods. Pupils sort pictures into groups.   Writing: Pupils practice Dd, Ee, Ff with improved confidence. Pupils write letters with better control. Pupils demonstrate neater handwriting. Pupils color letters carefully.   Songs/Rhymes: Pupils sing familiar rhymes enthusiastically. Pupils learn new rhyme with actions. Pupils perform rhymes	Picture charts Food flashcards Writing book Pencils Crayons Practice sheets Song charts Rhyme book
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Dd, Ee, Ff
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		proper spacing between letters. v. The teacher uses fun coloring activities.   Songs/Rhymes: The teacher reviews “Old MacDonald Had a Farm” The teacher introduces “Pat-a- Cake, Pat-a- Cake” The teacher encourages creative actions with rhymes.	creatively.
8	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.   WRITING SKILLS: Tracing, coloring, and writing of the alphabets Gg, Hh, Ii   SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Listening & Speaking: The teacher engages pupils in describing weather conditions. The teacher uses picture sequences to teach simple stories. The teacher introduces color names through conversation.   Reading: The teacher shows pictures of transportation (car, bus, bicycle, airplane). The teacher discusses how people travel.	Listening & Speaking: Pupils talk about the weather today. Pupils arrange picture sequences correctly. Pupils name colors of objects around them.   Reading: Pupils identify transportation in pictures. Pupils talk about vehicles they have traveled in. Pupils play picture identification games.	Weather chart Picture sequences Transport flashcards Writing book Pencils Crayons Letter cards Song props (toy vehicles)

		iii. The teacher plays “I Spy” with transport pictures.   Writing: The teacher introduces letter ‘Gg’ with demonstration. The teacher writes ‘Hh’ showing the tall vertical lines. The teacher introduces ‘Ii’ (the shortest letter). The teacher provides guided practice for Gg, Hh, Ii. The teacher uses letter formation rhymes.	Writing: Pupils trace and copy letters Gg, Hh, Ii. Pupils practice proper letter formation. Pupils color new letters. Pupils recognize the new letters.   Songs/Rhymes: Pupils sing action songs with movements. Pupils enjoy making vehicle sounds. Pupils sing enthusiastically.
		Songs/Rhymes: The teacher introduces “The Wheels on the Bus” The teacher uses circular hand movements for wheels. The teacher
		adds verses about
		different vehicle
		sounds.
9	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects	Listening & Speaking: The teacher engages pupils in describing family members. The teacher	Listening & Speaking: Pupils talk about their family members. Pupils use pronouns in	Family pictures Body part charts Writing book Pencils Crayons Letter flashcards Games materials

	around the home, school, and community.   3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets	teaches pronouns (I, you, he, she) through games. iii. The teacher uses role-play for conversations.   Reading: The teacher shows pictures of body parts (head, hand, leg, eye). The teacher sings songs about body parts while pointing. The teacher conducts “Simon Says” game for body part recognition.   Writing: The teacher provides extensive practice of Gg, Hh, Ii. The teacher reviews all letters learned (Aa-Ii). The teacher conducts letter recognition games. The teacher assesses individual progress. The teacher provides reinforcement activities.   Songs/Rhymes: i. The teacher introduces “Head,	simple sentences. iii. Pupils participate in role-play activities.	Song charts
	Gg, Hh, Ii
	4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.		Reading: Pupils identify body parts in pictures. Pupils point to their own body parts. Pupils play “Simon Says” game.
			Writing: Pupils write Gg, Hh, Ii confidently. Pupils review all letters Aa-Ii. Pupils identify letters randomly shown. Pupils demonstrate improved handwriting.
			Songs/Rhymes: Pupils sing and touch body parts. Pupils enjoy the action song. Pupils sing
			faster with
			practice.

		Shoulders, Knees and Toes” The teacher demonstrates touching body parts while singing. The teacher increases tempo gradually for fun.
10	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in comprehensive oral activities. The teacher conducts picture description exercises. The teacher assesses oral communication skills.   Reading: The teacher reviews all picture categories covered. The teacher conducts comprehensive picture recognition exercises. The teacher uses picture books for story reading.   Writing: i. The teacher conducts comprehensive	Listening & Speaking: Pupils participate in oral activities confidently. Pupils describe pictures using learned vocabulary. Pupils demonstrate improved speaking skills.   Reading: Pupils identify various pictures accurately. Pupils recognize objects from different categories. Pupils enjoy picture story sessions.   Writing: Pupils write all letters Aa-Ii from memory. Pupils demonstrate mastery of letter formation.	Comprehensive picture charts Story books Writing book Pencils Crayons Complete alphabet chart (A-I) All rhyme charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Aa – Ii
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		review of Aa-Ii. The teacher provides mixed practice sheets with all letters. The teacher assesses letter formation and recognition. The teacher identifies pupils needing extra support. The teacher prepares pupils for revision week.	Pupils identify and name all letters learned. Pupils color letters neatly.   Songs/Rhymes: Pupils perform all learned rhymes. Pupils sing confidently in groups. Pupils enjoy musical
		Songs/Rhymes: The teacher reviews all rhymes learned during the term. The teacher organizes group performances. The teacher	activities.
		celebrates pupils’
		progress.
11	REVISION OF FIRST TERM WORK   All topics covered	Comprehensive Revision: The teacher systematically reviews all listening and speaking activities. The teacher conducts intensive picture recognition revision. The teacher provides extensive writing practice for Aa-Ii.	Revision Activities: Pupils participate in all revision exercises. Pupils practice identifying various pictures. Pupils write all letters Aa-Ii multiple times. Pupils engage in revision games. Pupils recite	All term’s materials Revision worksheets Mock test papers Flashcards Writing books Pencils Crayons Charts

		The teacher uses games and fun activities for revision. The teacher identifies and addresses individual weaknesses. The teacher conducts mock examination exercises. The teacher reviews all rhymes and songs. The teacher	all learned rhymes. Pupils attempt mock test papers. Pupils demonstrate readiness for examination.
		builds pupils’
		confidence for
		examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive examination covering all skills. The teacher conducts oral assessment (listening, speaking, rhymes). The teacher tests picture recognition and identification. The teacher assesses letter writing (Aa-Ii). The teacher evaluates letter recognition. The teacher	Examination Tasks: Pupils respond to oral questions. Pupils identify all pictures presented. Pupils write letters Aa-Ii from dictation and copying. Pupils recognize and name letters shown. Pupils color letters neatly. Pupils recite learned rhymes. Pupils demonstrate all acquired skills.	Examination papers Picture cards Letter cards Pencils Crayons Mark book Report cards Assessment rubrics

		marks and records all scores. The teacher prepares report cards. The teacher provides constructive feedback.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked scripts with comments. The teacher discusses performance with pupils. The teacher celebrates pupils’ achievements. The teacher gives encouragement for home practice. The teacher distributes report cards. The teacher provides holiday learning tips to parents. The teacher	Closing Activities: Pupils receive marked work and report cards. Pupils listen to teacher’s feedback. Pupils participate in end-of-term celebrations. Pupils receive holiday assignments (practice letters Aa-Ii). Pupils say goodbye to classmates and teacher.	Report cards Marked scripts Certificates Holiday practice sheets Stickers/rewards
		prepares pupils
		for next term.

NURSERY 1 LITERACY SCHEME OF WORK SECOND TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher welcomes pupils back and discusses holiday experiences. The teacher reviews first term oral skills through conversations. The teacher introduces new vocabulary about seasons.   Reading: The teacher displays pictures of clothing items (shirt, dress, shoe, hat). The teacher discusses appropriate clothing for different occasions. The teacher plays dress-up picture matching games.   Writing: The teacher reviews letters Aa- Ii briefly. The teacher introduces letter ‘Jj’ with	Listening & Speaking: Pupils share holiday stories. Pupils participate in welcome-back discussions. Pupils learn new vocabulary words.   Reading: Pupils identify clothing in pictures. Pupils name clothes they are wearing. Pupils match clothes to occasions.   Writing: Pupils review previous letters quickly. Pupils trace and copy letters Jj, Kk, Ll. Pupils practice correct letter formation. Pupils color new letters.   Songs/Rhymes: i. Pupils sing familiar rhymes confidently.	Clothing pictures Flashcards Writing book Pencils Crayons Alphabet chart Toy lamb Song charts
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Jj, Kk, Ll
	4. SONGS,
	RHYMES AND
	POEMS: Singing traditional
	rhymes, songs, and
	poems.

		demonstration. The teacher writes ‘Kk’ showing diagonal and vertical lines. The teacher introduces ‘Ll’ with simple vertical and horizontal lines. The teacher provides dotted practice for Jj, Kk, Ll.	Pupils learn new rhyme with props. Pupils enjoy the story in the song.
		Songs/Rhymes: The teacher reviews favorite rhymes from first term. The teacher introduces “Mary Had a Little Lamb” The teacher
		uses soft toy props
		for engagement.
2	1. LISTENING AND	Listening & Speaking: The teacher engages pupils in describing classroom objects. The teacher teaches number words (one to five) orally. The teacher uses question words (what, where, who).   Reading: i. The teacher shows pictures of	Listening & Speaking: Pupils describe objects in the classroom. Pupils count objects from one to five. Pupils use question words appropriately.   Reading: Pupils identify toys in pictures. Pupils talk about their favorite toys. Pupils name	Toy pictures Real toys Number cards Writing book Pencils Crayons Letter comparison charts Song charts
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Jj, Kk, Ll
	4. SONGS,

	RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	toys (ball, doll, car, drum). The teacher discusses favorite toys and games. The teacher conducts toy identification activities.   Writing: The teacher provides continuous practice of Jj, Kk, Ll. The teacher emphasizes correct letter formation and direction. The teacher compares similar letters (I, l, J, j). The teacher uses individual correction and guidance. The teacher provides coloring activities.	various toys.   Writing: Pupils write Jj, Kk, Ll with improved control. Pupils demonstrate proper letter formation. Pupils distinguish between similar letters. Pupils color letters carefully.   Songs/Rhymes: Pupils sing learned rhyme fluently. Pupils learn new rhyme with finger actions. Pupils enjoy the spider movements.
		Songs/Rhymes: The teacher reviews “Mary Had a Little Lamb” The teacher introduces “Itsy Bitsy Spider” The teacher
		demonstrates
		finger movements
		for the spider.
3	1. LISTENING AND	Listening &	Listening &	Story books

	SPEAKING SKILLS   2. READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Speaking: The teacher engages pupils in storytelling activities. The teacher introduces opposite words (hot/cold, big/small). The teacher uses dramatization for comprehension.   Reading: The teacher displays pictures of fruits (apple, mango, orange, banana). The teacher discusses colors, shapes, and tastes of fruits. The teacher plays fruit basket identification games.   Writing: The teacher conducts comprehensive review of Jj, Kk, Ll. The teacher provides mixed practice with previous letters. The teacher uses letter formation games and activities. The teacher prepares practice	Speaking: Pupils participate in storytelling. Pupils identify and use opposite words. Pupils engage in drama activities.   Reading: Pupils identify fruits in pictures. Pupils describe fruits by color and shape. Pupils name fruits they have tasted.   Writing: Pupils write Jj, Kk, Ll confidently. Pupils review letters Aa-Ll. Pupils participate in letter games. Pupils demonstrate improved handwriting skills.   Songs/Rhymes: Pupils learn counting rhyme with actions. Pupils count along while singing. Pupils perform all learned rhymes.	Opposite word cards Fruit pictures Real fruits (optional) Writing book Pencils Crayons Letter games Song charts
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Jj, Kk, Ll
	4. SONGS,
	RHYMES AND
	POEMS: Singing traditional
	rhymes, songs, and
	poems.

		sheets combining Aa-Ll. v. The teacher emphasizes neatness and proper spacing.   Songs/Rhymes: The teacher introduces “Five Little Monkeys” The teacher uses counting and actions with the rhyme. The teacher reviews all previous rhymes.
4	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.   WRITING SKILLS: Tracing, coloring, and writing of the alphabets Mm, Nn, Oo   SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Listening & Speaking: The teacher engages pupils in describing daily activities. The teacher introduces time concepts (morning, afternoon, night). The teacher uses pictures to sequence daily routines.   Reading: The teacher shows pictures of vegetables (carrot, tomato, onion, lettuce). The teacher discusses healthy eating and nutrition. The teacher	Listening & Speaking: Pupils describe what they do in the morning/afternoon . Pupils identify time of different activities. Pupils arrange routine pictures in sequence.   Reading: Pupils identify vegetables in pictures. Pupils name vegetables they have eaten. Pupils differentiate fruits from vegetables.   Writing: i. Pupils trace and copy letters Mm,	Time of day pictures Sequence cards Vegetable pictures Writing book Pencils Crayons Practice sheets Song charts

		compares fruits and vegetables.   Writing: The teacher introduces letter ‘Mm’ with demonstration. The teacher writes ‘Nn’ showing vertical and diagonal lines. The teacher introduces ‘Oo’ emphasizing perfect circles. The teacher provides guided practice for Mm, Nn, Oo. The teacher prepares pupils for mid-term assessment.	Nn, Oo. Pupils practice making circular shapes for O. Pupils color new letters. Pupils review all letters Jj-Oo for test.   Songs/Rhymes: Pupils sing rowing song with actions. Pupils practice all learned rhymes. Pupils prepare for rhyme recitation.
		Songs/Rhymes: The teacher introduces “Row, Row, Row Your Boat” The teacher uses rowing actions with the song. The teacher
		reviews all rhymes
		for assessment
		preparation.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: i. The teacher administers comprehensive mid-term	Assessment Tasks: Pupils respond to oral questions confidently. Pupils identify all pictures	Assessment papers Picture cards Letter flashcards Pencils

		assessment. The teacher conducts oral assessment for listening and speaking skills. The teacher tests picture recognition (all categories covered). The teacher assesses letter writing (Jj-Oo). The teacher evaluates letter formation and recognition. The teacher conducts rhyme recitation assessment. The teacher records pupils’ performance. The teacher	presented. Pupils write letters Jj-Oo from dictation. Pupils trace and copy letters neatly. Pupils recognize and name letters shown. Pupils color letters properly. Pupils recite learned rhymes. Pupils demonstrate acquired literacy skills.	Crayons Mark book Assessment record
		provides
		encouraging
		feedback.
6	MID-TERM BREAK	–	–	–
7	1. LISTENING AND	Listening & Speaking: The teacher reviews previous lessons through discussions. The teacher engages pupils in describing weather conditions. The teacher introduces descriptive words (hot, cold, rainy, sunny).	Listening & Speaking: Pupils discuss mid-term break experiences. Pupils describe today’s weather. Pupils use descriptive weather words.   Reading: i. Pupils identify nature elements in	Weather chart Nature pictures Writing book Pencils Crayons Practice sheets Song charts Weather props
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING
	SKILLS: Tracing, coloring, and

	writing of the alphabets Mm, Nn, Oo   4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Reading: The teacher displays pictures of natural things (sun, moon, star, tree, flower). The teacher discusses day and night observations. The teacher conducts nature identification activities.   Writing: The teacher reviews and reinforces letters Mm, Nn, Oo. The teacher provides extensive practice activities. The teacher focuses on pupils needing additional support. The teacher compares letters with similar shapes. The teacher uses creative coloring activities.	pictures. Pupils talk about what they see in the sky. Pupils name things they see outdoors.   Writing: Pupils practice Mm, Nn, Oo with better control. Pupils write letters more confidently. Pupils demonstrate improved formation. Pupils color letters neatly.   Songs/Rhymes: Pupils sing all learned rhymes. Pupils learn weather rhyme with actions. Pupils enjoy musical activities.
		Songs/Rhymes: The teacher reviews all previous rhymes. The teacher introduces “Rain, Rain, Go Away” The teacher
		uses weather
		actions with the

		rhyme.
8	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in describing feelings (happy, sad, angry). The teacher uses picture cards to identify emotions. The teacher teaches empathy through stories.   Reading: The teacher shows pictures of insects (butterfly, bee, ant, spider). The teacher discusses where insects live. The teacher conducts insect identification games.   Writing: The teacher introduces letter ‘Pp’ with demonstration. The teacher writes ‘Qq’ showing the circular shape with tail. The teacher introduces ‘Rr’ with vertical line and curve. The teacher provides guided	Listening & Speaking: Pupils identify and express different feelings. Pupils recognize emotions in picture cards. Pupils discuss what makes them happy/sad.	Emotion picture cards Insect pictures Writing book Pencils Crayons Letter practice sheets Song charts Action props
	3. WRITING
	SKILLS: Tracing, coloring, and writing of the alphabets Pp, Qq, Rr   4. SONGS, RHYMES AND POEMS: Singing traditional		Reading: Pupils identify insects in pictures. Pupils talk about insects they have seen. Pupils learn about helpful insects.
	rhymes, songs, and
	poems.		Writing: Pupils trace and copy letters Pp, Qq, Rr. Pupils practice correct letter formation. Pupils pay attention to letter shapes. Pupils color new letters.
			Songs/Rhymes: Pupils sing action song enthusiastically. Pupils clap and stamp with the rhythm. Pupils show
			emotions through

		practice for Pp, Qq, Rr. v. The teacher uses letter formation songs.   Songs/Rhymes: The teacher introduces “If You’re Happy and You Know It” The teacher uses clapping and stamping actions. The teacher incorporates different emotions in verses.	actions.
9	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.   WRITING SKILLS: Tracing, coloring, and writing of the alphabets Pp, Qq, Rr   SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Listening & Speaking: The teacher engages pupils in telephone conversation role- play. The teacher teaches polite phone greetings. The teacher uses puppets for conversation practice.   Reading: The teacher displays pictures of common places (market, park, hospital, church/mosque). The teacher discusses activities done at each place. The teacher	Listening & Speaking: Pupils engage in phone conversation role-play. Pupils practice polite greetings. Pupils participate in puppet conversations.   Reading: Pupils identify places in pictures. Pupils talk about places they have visited. Pupils match activities to places.   Writing: Pupils write Pp, Qq, Rr confidently. Pupils review letters Jj-Rr effectively.	Toy phones Puppets Place pictures Writing book Pencils Crayons Letter flashcards Song charts

		plays picture sorting games.   Writing: The teacher provides extensive practice of Pp, Qq, Rr. The teacher reviews all letters from Jj to Rr. The teacher conducts letter recognition activities. The teacher assesses individual progress. The teacher provides reinforcement exercises.	Pupils identify letters accurately. Pupils demonstrate mastery of letter formation.   Songs/Rhymes: Pupils sing and make bridge actions. Pupils enjoy the game-song activity. Pupils perform all rhymes learned.
		Songs/Rhymes: The teacher introduces “London Bridge is Falling Down” The teacher uses bridge- making actions with pupils. The teacher
		reviews all learned
		rhymes.
10	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher conducts comprehensive oral communication activities. The teacher engages pupils in	Listening & Speaking: Pupils engage in conversations confidently. Pupils demonstrate expanded vocabulary. Pupils speak	Comprehensive picture sets Story books Writing book Pencils Crayons Complete alphabet chart (A-R) All rhyme

	3. WRITING	extended conversations. iii. The teacher assesses speaking fluency and vocabulary.   Reading: The teacher reviews all picture categories from the term. The teacher conducts comprehensive picture recognition exercises. The teacher uses picture story books for reading sessions.   Writing: The teacher conducts comprehensive review of Aa-Rr (18 letters). The teacher provides mixed practice sheets with random letters. The teacher assesses letter formation, recognition, and writing. The teacher identifies areas needing improvement. The teacher prepares pupils for revision week.	more fluently.	charts Performance
	SKILLS: Tracing, coloring, and writing of the alphabets Aa – Rr   4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and		Reading: Pupils identify all picture types accurately. Pupils recognize various objects from all categories. Pupils enjoy picture book sessions.	props
	poems.		Writing: Pupils write all letters Aa-Rr from memory. Pupils demonstrate excellent letter formation. Pupils identify all 18 letters learned. Pupils show significant handwriting improvement.
			Songs/Rhymes: Pupils perform all learned rhymes. Pupils sing with confidence and joy. Pupils
			demonstrate
			musical
			development.

		Songs/Rhymes: The teacher reviews all rhymes learned during second term. The teacher organizes rhyme performance sessions. The teacher celebrates pupils’ musical progress.
11	REVISION OF SECOND TERM WORK   All topics covered	Comprehensive Revision: The teacher systematically reviews all listening and speaking topics. The teacher conducts intensive picture recognition revision from all categories. The teacher provides extensive writing practice for all letters Aa- Rr. The teacher uses games, songs, and interactive activities for revision. The teacher identifies and addresses individual learning gaps. The teacher conducts mock examination exercises.	Revision Activities: Pupils participate actively in all revision sessions. Pupils practice identifying pictures from various categories. Pupils write all letters Aa-Rr repeatedly for mastery. Pupils engage enthusiastically in revision games. Pupils recite all learned rhymes confidently. Pupils complete mock examination papers. Pupils demonstrate readiness for examination. Pupils review	All term’s materials Comprehensive revision sheets Mock test papers All flashcards Writing books Pencils Crayons All charts and aids
			with increased
			confidence.

		The teacher reviews all rhymes and songs comprehensively. The teacher builds pupils’ confidence for final examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end-of-term examination. The teacher conducts oral assessment (listening, speaking, rhymes). The teacher tests picture recognition from all categories. The teacher assesses letter writing (Aa-Rr – 18 letters). The teacher evaluates letter recognition and identification. The teacher assesses coloring and neatness. The teacher marks examination papers and records scores. The teacher	Examination Tasks: Pupils respond to all oral questions. Pupils identify pictures from various categories. Pupils write letters Aa-Rr from dictation. Pupils copy letters neatly. Pupils recognize and name all 18 letters. Pupils color letters properly. Pupils recite at least two rhymes. Pupils demonstrate all literacy skills acquired.	Examination papers Picture cards Letter cards (A- R) Pencils Crayons Mark book Report cards Assessment records
		prepares detailed
		report cards.
13	CLOSING & END	Closing	Closing Activities:	Report cards

	OF TERM ACTIVITIES	Activities: The teacher returns marked examination scripts. The teacher discusses individual performance with pupils. The teacher celebrates pupils’ literacy achievements. The teacher awards certificates/sticker s for good performance. The teacher distributes report cards. The teacher provides holiday practice tips. The teacher gives preview of third term topics. The teacher	Pupils receive marked work and report cards. Pupils listen to performance feedback. Pupils celebrate their achievements. Pupils receive awards and recognition. Pupils get holiday practice sheets (letters Aa- Rr). Pupils say farewell to classmates. Pupils look forward to third term.	Marked scripts Certificates Awards/sticker s Holiday practice materials Parent feedback forms
		encourages
		continued practice
		at home.

NURSERY 1 LITERACY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	1. LISTENING AND	Listening & Speaking: The teacher welcomes pupils back to final term. The teacher reviews previous terms’ oral skills through discussions. The teacher introduces action verbs (walk, run, jump, sit).   Reading: The teacher displays pictures of musical instruments (drum, piano, flute, guitar). The teacher discusses sounds different instruments make. The teacher plays sound identification games.   Writing: The teacher reviews letters Aa- Rr briefly. The teacher introduces letter ‘Ss’ with curved snake- like shape. The teacher writes ‘Tt’ showing	Listening & Speaking: Pupils share holiday experiences enthusiastically. Pupils participate in welcome discussions. Pupils demonstrate action verbs physically.   Reading: Pupils identify instruments in pictures. Pupils name instruments they know. Pupils match instruments to their sounds.   Writing: Pupils quickly review previous letters. Pupils trace and copy letters Ss, Tt, Uu. Pupils practice correct letter formation. Pupils color new letters.   Songs/Rhymes:	Musical instrument pictures Sound recordings (optional) Writing book Pencils Crayons Complete alphabet chart Song charts
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Ss, Tt, Uu
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		vertical and horizontal lines. The teacher introduces ‘Uu’ with curved bottom. The teacher provides guided practice for Ss, Tt, Uu.	Pupils sing familiar rhymes. Pupils learn the alphabet song. Pupils point to letters while singing.
		Songs/Rhymes: The teacher reviews favorite rhymes from previous terms. The teacher introduces “The Alphabet Song” (A- Z). The teacher uses
		alphabet chart
		while singing.
2	1. LISTENING AND	Listening & Speaking: The teacher engages pupils in describing their favorite activities. The teacher introduces prepositions (in, on, under, beside) with demonstrations. The teacher uses objects to show positional concepts.   Reading: i. The teacher shows pictures of sports equipment (ball, bat, net, racket).	Listening & Speaking: Pupils talk about activities they enjoy. Pupils demonstrate understanding of positional words. Pupils place objects using prepositions correctly.   Reading: Pupils identify sports equipment in pictures. Pupils talk about games	Objects for positioning Sports equipment pictures Writing book Pencils Crayons Letter comparison charts Song charts Counting props
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Ss, Tt, Uu
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher discusses different games and sports. The teacher conducts sports picture matching activities.   Writing: The teacher provides continuous practice of Ss, Tt, Uu. The teacher emphasizes curved and straight line formation. The teacher compares letter shapes (S, C, U). The teacher provides individual guidance and correction. The teacher uses creative coloring activities.	they play. iii. Pupils match equipment to sports.   Writing: Pupils write Ss, Tt, Uu with better control. Pupils practice making curved and straight lines. Pupils distinguish between similar letters. Pupils color letters neatly.   Songs/Rhymes: Pupils sing alphabet song confidently. Pupils learn counting song with actions. Pupils enjoy
		Songs/Rhymes: The teacher reviews “The Alphabet Song” The teacher introduces “This Old Man” The teacher uses	rhythmic activities.
		counting and
		rhythm with the
		song.
3	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and	Listening & Speaking: i. The teacher engages pupils in group storytelling activities.	Listening & Speaking: i. Pupils participate in group storytelling.	Calendar Learning materials Picture cards Writing book Pencils

	recognition of objects around the home, school, and community.	The teacher teaches days of the week through songs. The teacher uses calendar for daily discussions.   Reading: The teacher displays pictures of books and learning materials (book, pencil, crayon, paper). The teacher discusses importance of learning materials. The teacher conducts identification and sorting activities.   Writing: The teacher conducts comprehensive review of Ss, Tt, Uu. The teacher provides mixed practice with all previous letters. The teacher uses letter formation games and activities. The teacher prepares comprehensive practice sheets. The teacher emphasizes proper spacing and neatness.	Pupils learn and recite days of the week. Pupils identify today’s day on calendar.   Reading: Pupils identify learning materials in pictures. Pupils name materials they use in school. Pupils sort pictures of school supplies.   Writing: Pupils write Ss, Tt, Uu confidently. Pupils practice all letters learned so far. Pupils participate in letter games. Pupils demonstrate improved handwriting.   Songs/Rhymes: Pupils learn days of week song. Pupils sing along with calendar pointing. Pupils perform all	Crayons Letter games Days of week chart Song charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Ss, Tt, Uu
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		Songs/Rhymes: The teacher introduces “The Days of the Week Song” The teacher points to days on calendar while singing. The teacher reviews all previously learned rhymes.	learned rhymes.
4	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher engages pupils in describing celebrations and festivals. The teacher discusses birthdays, Christmas, and other celebrations. The teacher uses picture cards of celebrations.   Reading: The teacher shows pictures of party items (cake, balloon, gift, candle). The teacher discusses birthday parties and celebrations. The teacher conducts celebration-themed activities.   Writing:	Listening & Speaking: Pupils talk about celebrations they have attended. Pupils describe birthday parties. Pupils discuss their favorite festivals.   Reading: Pupils identify party items in pictures. Pupils name things seen at parties. Pupils talk about gifts they have received.   Writing: Pupils trace and copy letters Vv, Ww, Xx. Pupils practice making diagonal and	Celebration pictures Party item flashcards Writing book Pencils Crayons Practice sheets Birthday props Song charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Vv, Ww, Xx
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher introduces letter ‘Vv’ with diagonal lines meeting at point. The teacher writes ‘Ww’ showing the wavy pattern. The teacher introduces ‘Xx’ with crossing diagonal lines. The teacher provides guided practice for Vv, Ww, Xx. The teacher prepares pupils for mid-term assessment.	wavy lines. Pupils color new letters. Pupils review all letters for test preparation.   Songs/Rhymes: Pupils sing birthday song joyfully. Pupils practice all learned rhymes. Pupils prepare for rhyme assessment.
		Songs/Rhymes: The teacher introduces “Happy Birthday Song” The teacher acts out birthday celebration while singing. The teacher
		reviews all rhymes
		for assessment.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers comprehensive mid-term assessment. The teacher conducts oral assessment for listening and speaking.	Assessment Tasks: Pupils respond to oral questions. Pupils identify all pictures presented. Pupils write letters Ss-Xx from dictation. Pupils trace	Assessment papers Picture cards Letter flashcards Pencils Crayons Mark book Assessment records

		The teacher tests picture recognition from all categories. The teacher assesses letter writing (Ss-Xx). The teacher evaluates letter formation and recognition. The teacher conducts rhyme and song recitation assessment. The teacher records all pupils’ performance. The teacher	and copy letters accurately. Pupils recognize and name letters shown. Pupils color letters neatly. Pupils recite learned rhymes and songs. Pupils demonstrate literacy progress.
		provides
		encouraging
		feedback.
6	MID-TERM BREAK	–	–	–
7	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher reviews previous lessons through discussions. The teacher engages pupils in describing their dreams and aspirations. The teacher discusses “What I want to be when I grow up”   Reading: i. The teacher displays pictures of occupations (doctor, teacher,	Listening & Speaking: Pupils share their dreams and aspirations. Pupils talk about what they want to become. Pupils describe different occupations.   Reading: Pupils identify workers in pictures. Pupils name jobs their parents do. Pupils match	Career pictures Occupation flashcards Career props Writing book Pencils Crayons Complete alphabet chart Song charts
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets
	Yy, Zz
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		pilot, farmer). The teacher discusses what different workers do. The teacher conducts career identification activities.   Writing: The teacher introduces letter ‘Yy’ with Y-shape demonstration. The teacher introduces ‘Zz’ showing zigzag pattern. The teacher celebrates reaching the end of the alphabet! The teacher provides guided practice for Yy and Zz. The teacher begins comprehensive alphabet review.	workers to their tools.   Writing: Pupils trace and copy letters Yy and Zz. Pupils celebrate learning all 26 letters! Pupils practice the last two letters. Pupils begin reviewing the complete alphabet.   Songs/Rhymes: Pupils sing action song about careers. Pupils act out different occupations. Pupils review favorite rhymes.
		Songs/Rhymes: The teacher reviews all rhymes from the year. The teacher introduces “When I Grow Up” action song. The teacher uses
		career props and
		costumes.
8	1. LISTENING AND SPEAKING SKILLS	Listening & Speaking:	Listening & Speaking:	All picture categories

	READING SKILLS: Picture reading and recognition of objects around the home, school, and community.   WRITING SKILLS: Tracing, coloring, and writing of the alphabets	The teacher engages pupils in comprehensive oral communication activities. The teacher reviews all vocabulary learned during the year. The teacher conducts extended conversation sessions.   Reading: The teacher reviews all picture categories from the entire year. The teacher uses comprehensive picture recognition activities. The teacher introduces simple picture storybooks.   Writing: The teacher provides extensive practice of Yy and Zz. The teacher conducts alphabet sequence activities (A-Z). The teacher reviews letter recognition for all 26 letters. The teacher identifies letters needing more practice. The teacher uses alphabet games and	Pupils engage in conversations confidently. Pupils demonstrate expanded vocabulary from the year. Pupils speak more fluently and clearly.   Reading: Pupils identify pictures from all categories learned. Pupils recognize various objects confidently. Pupils enjoy picture storybook sessions.   Writing: Pupils write Yy and Zz confidently. Pupils recite and write alphabet in sequence. Pupils recognize all 26 letters. Pupils demonstrate mastery of letter formation.   Songs/Rhymes: i. Pupils sing complete alphabet song	Simple storybooks Writing book Pencils Crayons Complete alphabet materials Alphabet games Song charts
	Yy, Zz
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		activities.   Songs/Rhymes: The teacher reviews “The Alphabet Song” comprehensively. The teacher conducts group rhyme performances. The teacher	perfectly. Pupils perform favorite rhymes. Pupils demonstrate musical confidence.
		celebrates musical
		learning
		achievements.
9	LISTENING AND SPEAKING SKILLS   READING SKILLS: Picture reading and recognition of objects around the home, school, and community.	Listening & Speaking: The teacher conducts year-end oral assessment activities. The teacher celebrates pupils’ speaking achievements. The teacher reviews all conversation skills learned.   Reading: The teacher conducts comprehensive picture recognition review. The teacher uses all picture categories in mixed activities. The teacher assesses reading readiness skills.   Writing:	Listening & Speaking: Pupils demonstrate excellent oral communication. Pupils speak confidently and clearly. Pupils use rich vocabulary learned.   Reading: Pupils identify all picture types accurately. Pupils demonstrate strong visual recognition skills. Pupils show readiness for reading instruction.   Writing: i. Pupils write all letters Aa-Zz	Comprehensive materials All picture sets Writing book Pencils Crayons Complete alphabet chart All rhyme charts Performance
	3. WRITING SKILLS: Tracing, coloring, and writing of the alphabets			props
	Aa – Zz
	4. SONGS, RHYMES
	AND POEMS: Singing traditional
	rhymes, songs, and
	poems.

		The teacher conducts comprehensive alphabet review (Aa-Zz). The teacher provides mixed practice sheets with random letters. The teacher assesses mastery of all 26 letters. The teacher celebrates completing the alphabet journey! The teacher prepares pupils for intensive revision.   Songs/Rhymes: The teacher reviews all rhymes and songs from the year. The teacher organizes final performance sessions. The teacher	from memory. Pupils demonstrate excellent letter formation. Pupils identify all 26 letters confidently. Pupils celebrate their writing achievements!   Songs/Rhymes: Pupils perform all learned rhymes beautifully. Pupils sing with joy and confidence. Pupils demonstrate musical growth.
		celebrates pupils’
		musical
		development.
10	1. LISTENING AND	Listening & Speaking: The teacher conducts final oral communication exercises. The teacher assesses year-long speaking development. The teacher prepares pupils for	Listening & Speaking: Pupils demonstrate confident oral skills. Pupils show remarkable speaking development. Pupils are ready for next	All year’s materials Assessment tools Writing books Pencils Crayons Complete alphabet materials All rhyme charts
	SPEAKING SKILLS
	2. READING
	SKILLS: Picture reading and recognition of objects around the home, school, and community.
	3. WRITING SKILLS:

	Tracing, coloring, and writing of the alphabets	next class transition.	level.
	Aa – Zz   4. SONGS, RHYMES AND POEMS: Singing traditional rhymes, songs, and poems.	Reading: The teacher finalizes picture recognition activities. The teacher introduces simple word recognition (if appropriate). The teacher assesses overall reading readiness.   Writing: The teacher finalizes comprehensive alphabet review. The teacher conducts final letter writing assessments. The teacher emphasizes uppercase and lowercase recognition. The teacher celebrates year-long writing progress. The teacher prepares pupils for final revision and examination.   Songs/Rhymes: The teacher conducts final rhyme performance sessions. The teacher reviews all rhymes for examination.	Reading: Pupils demonstrate strong visual recognition. Pupils show interest in word reading. Pupils exhibit reading readiness.   Writing: Pupils master all letters Aa-Zz. Pupils write letters confidently and neatly. Pupils recognize uppercase and lowercase letters. Pupils celebrate their literacy achievement!   Songs/Rhymes: Pupils perform all rhymes expertly. Pupils demonstrate musical competence. Pupils celebrate their progress.

		iii. The teacher celebrates year-long musical journey.
11	REVISION OF THIRD TERM & YEAR’S WORK   All topics covered	Comprehensive Year-End Revision: The teacher systematically reviews all listening and speaking skills from the year. The teacher conducts intensive picture recognition revision (all categories). The teacher provides extensive writing practice for complete alphabet (Aa-Zz). The teacher uses games, songs, and interactive activities for fun revision. The teacher addresses all individual learning gaps. The teacher conducts mock final examination. The teacher reviews ALL rhymes and songs learned during the year. The teacher builds strong confidence for final examination. The teacher celebrates year-long learning journey.	Comprehensive Revision Activities: Pupils participate actively in all year-end revision. Pupils practice identifying pictures from all categories learned. Pupils write complete alphabet multiple times for mastery. Pupils engage enthusiastically in revision games and activities. Pupils recite all learned rhymes confidently. Pupils complete comprehensive mock examination. Pupils demonstrate excellent readiness for final exam. Pupils celebrate their literacy journey. Pupils show	All year’s materials Comprehensive revision sheets Mock examination papers All flashcards Writing books Pencils Crayons All charts Celebration materials

			pride in their achievements.
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end-of-year examination. The teacher conducts extensive oral assessment (listening, speaking). The teacher tests comprehensive picture recognition (all year). The teacher assesses complete alphabet writing (Aa-Zz). The teacher evaluates letter formation, recognition, and sequencing. The teacher assesses uppercase and lowercase identification. The teacher conducts rhyme and song recitation assessment. The teacher marks thoroughly and records final scores. The teacher	Final Examination Tasks: Pupils respond to comprehensive oral questions. Pupils identify pictures from all categories. Pupils write complete alphabet Aa-Zz. Pupils copy and trace letters accurately. Pupils recognize and name all 26 letters. Pupils arrange letters in alphabetical order. Pupils color letters neatly. Pupils recite multiple rhymes learned. Pupils demonstrate all literacy skills mastered.	Comprehensive examination papers Picture cards (all) Letter cards (A- Z) Pencils Crayons Mark book Report cards Year-end assessment records
		prepares
		comprehensive
		end-of-year report

		cards.
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Year-End Closing Activities: The teacher returns marked examination scripts with detailed feedback. The teacher discusses individual year-long performance. The teacher celebrates pupils’ remarkable literacy achievements. The teacher awards certificates and prizes for excellence. The teacher distributes comprehensive end-of-year report cards. The teacher provides recommendations for holiday practice. The teacher prepares pupils for promotion to Nursery 2. The teacher conducts graduation/closing ceremony. The teacher thanks parents and bids farewell to	Year-End Closing Activities: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long performance review. Pupils celebrate their literacy achievements proudly. Pupils receive certificates and awards. Pupils get holiday practice materials. Pupils prepare for promotion to Nursery 2. Pupils participate in graduation ceremony. Pupils showcase their literacy skills to parents. Pupils say goodbye with joy and confidence.	Report cards Marked examination scripts Certificates Awards/prizes Holiday practice books Parent feedback forms Graduation props Celebration materials
		pupils.

NURSERY 1 NUMERACY SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	NUMBERS: 0-5   Counting Numbers Orally: 0-5 Count objects orally: 0-5 Learn number rhymes and songs Introduction to number concept	Number Concepts: The teacher introduces the concept of counting using real objects (fingers, pencils, books). The teacher counts from 0-5 aloud slowly with pupils. The teacher shows number cards 0-5 and names each number. The teacher demonstrates one- to-one correspondence by touching objects while counting.   Counting Activities: The teacher uses counting songs like “One, Two, Buckle My Shoe” The teacher counts familiar classroom objects (chairs, tables, pupils). The teacher plays counting games with pupils.	Number Activities: Pupils listen and repeat numbers 0-5 after teacher. Pupils look at and identify number cards 0- 5. Pupils count along with teacher using fingers. Pupils touch and count real objects (0-5).   Counting Practice: Pupils sing counting songs with actions. Pupils count classroom objects pointed out by teacher. Pupils participate in counting games.   Rhymes: Pupils learn and sing number rhymes. Pupils count on their fingers. Pupils enjoy counting with	Number cards 0-5 Counting objects (buttons, beads, blocks) Number chart Fingers Classroom objects Song charts Picture cards Number rhyme book

		Songs/Rhymes: The teacher teaches “Five Little Ducks” The teacher uses finger counting rhymes. The teacher demonstrates counting with actions.	actions.
2	NUMBERS: 0-5   Recognition of Numbers: 0-5 Tracing, Coloring and Scribbling Matching numbers to quantities	Number Recognition: The teacher demonstrates writing numbers 0- 5 on the board. The teacher shows starting points and direction for each number. The teacher provides large dotted numbers for tracing. The teacher guides pupils in proper pencil grip for number writing.   Writing Activities: The teacher demonstrates tracing number 0 (circle shape). The teacher shows how to write numbers 1-5 step by step. The teacher provides coloring	Number Recognition: Pupils identify and name numbers 0-5 when shown. Pupils watch teacher’s number formation demonstration. Pupils hold pencils correctly.   Writing Practice: Pupils trace dotted numbers 0-5 in their books. Pupils practice making number shapes. Pupils color numbers 0-5 with crayons. Pupils attempt to copy numbers from the board.   Matching:	Writing books Pencils Crayons Dotted number worksheets Number flashcards Counting objects Matching cards Number coloring sheets

		activities with numbers 0-5.   Matching Activities: The teacher demonstrates matching numbers to corresponding quantities. The teacher uses flashcards with numbers and objects. The teacher	Pupils match number cards to groups of objects. Pupils count and match quantities. Pupils play number matching games.
		plays matching
		games.
3	NUMBERS: 0-10   Counting Numbers Orally: 0-10 Count objects orally: 0-10 Learn number rhymes and songs Comparing quantities (more/less/same)	Counting Extension: The teacher reviews counting 0-5, then extends to 6-10. The teacher counts from 0-10 slowly with pupils multiple times. The teacher uses ten fingers for counting to 10. The teacher counts objects in groups up to 10.	Counting Activities: Pupils count from 0-10 aloud with teacher. Pupils use their fingers to count to 10. Pupils count various objects up to 10. Pupils practice counting forward from 0- 10.	Number cards 0-10 Ten fingers Counting objects Comparison cards  Picture cards with groups Song charts Beads/counters Number line 0- 10
		Concept Development: The teacher introduces concepts of “more,” “less,” and “same.” The teacher compares groups of objects. The teacher	Comparison: Pupils identify which group has “more” or “less” Pupils compare quantities in pictures. Pupils say if groups are the “same”

		uses real-life examples for comparison.   Songs/Rhymes: The teacher teaches “Ten Little Fingers” The teacher sings “One, Two, Three, Four, Five, Once I Caught a Fish Alive” The teacher	Rhymes: Pupils sing finger counting songs. Pupils learn new counting rhymes. Pupils perform actions with songs.
		reviews previous
		number songs.
4	NUMBERS: 6-10   Recognition of Numbers: 6-10 Tracing, Coloring and Scribbling Writing practice	Number Recognition: The teacher introduces numbers 6-10 with flashcards. The teacher demonstrates writing numbers 6- 10 on the board. The teacher emphasizes proper number formation. The teacher provides dotted numbers 6-10 for tracing.   Writing Practice: The teacher guides pupils through tracing each number 6-10. The teacher demonstrates starting points for each number. The teacher provides	Recognition: Pupils identify and name numbers 6-10. Pupils observe number formation demonstrations. Pupils recognize numbers 6-10 in random order.   Writing: Pupils trace dotted numbers 6-10. Pupils practice writing numbers 6-10. Pupils color numbers 6-10. Pupils attempt to copy numbers independently. Pupils review numbers 0-10 for assessment.	Writing books Pencils Crayons Number flashcards 6-10 Dotted worksheets Coloring sheets Number games Practice sheets

		individual assistance where needed. iv. The teacher prepares pupils for mid-term assessment.   Activities: The teacher uses number coloring activities. The teacher plays number recognition games. The teacher	Games: Pupils participate in number games. Pupils match numbers to quantities. Pupils practice all learned numbers.
		reviews all
		numbers 0-10.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers comprehensive numeracy assessment. The teacher conducts oral counting from 0- 10. The teacher tests number recognition (0-10). The teacher assesses counting objects (0-10). The teacher evaluates number writing (0-10). The teacher tests matching numbers to quantities. The teacher assesses knowledge of	Assessment Tasks: Pupils count orally from 0-10. Pupils identify numbers 0-10 when shown randomly. Pupils count objects presented (0-10). Pupils write/trace numbers 0-10. Pupils match numbers to correct quantities. Pupils color designated numbers. Pupils recite number rhymes learned. Pupils demonstrate	Assessment sheets Number cards Counting objects Pencils Crayons Matching cards Mark book Assessment records

		number rhymes. viii. The teacher records pupils’ performance and identifies areas needing support.	one-to-one correspondence.
6	MID-TERM BREAK	–	–	–
7	NUMBERS: 0-15   Counting Numbers Orally: 0-15 Count objects orally: 0-15 Learn number rhymes and songs Number patterns and sequences	Extended Counting: The teacher reviews counting 0-10, then extends to 11-15. The teacher counts from 0-15 slowly and clearly multiple times. The teacher uses concrete objects to demonstrate counting to 15. The teacher introduces counting in groups (5s).   Pattern Introduction: The teacher introduces simple number patterns (1,2,3…). The teacher shows number sequences on number line. The teacher identifies missing numbers in sequences.	Counting Practice: Pupils count from 0-15 with teacher. Pupils count objects in groups up to 15. Pupils practice forward counting 0-15. Pupils count in small groups of 5.   Patterns: Pupils identify number patterns shown. Pupils follow number sequences. Pupils find missing numbers in sequences.   Rhymes: Pupils sing counting songs to 15. Pupils recite number rhymes. Pupils count	Number cards 0-15 Counting objects Number line 0- 15 Pattern cards Song charts Beads/counters Number sequence cards
			rhythmically.
		Songs/Rhymes:

		The teacher teaches counting rhymes up to 15. The teacher reviews all previous number songs. The teacher uses rhythmic counting activities.
8	NUMBERS: 11-15   Recognition of Numbers: 11-15 Tracing, Coloring and Scribbling Number order and sequencing	Number Recognition: The teacher introduces numbers 11-15 with flashcards. The teacher demonstrates writing numbers 11-15. The teacher emphasizes two- digit number concept. The teacher provides dotted numbers for tracing practice.   Writing Activities: The teacher guides pupils in writing numbers 11-15. The teacher demonstrates proper spacing for two digits. The teacher provides individual support and correction.   Sequencing:	Recognition: Pupils identify and name numbers 11-15. Pupils observe two- digit number formation. Pupils recognize numbers 11-15 randomly.   Writing: Pupils trace dotted numbers 11-15. Pupils practice writing numbers 11-15. Pupils color numbers 11-15. Pupils copy numbers from board.   Ordering: Pupils arrange number cards in order. Pupils identify what number comes next. Pupils	Writing books Pencils Crayons Number flashcards 11-15 Dotted worksheets Sequencing cards Number line Coloring sheets

		The teacher arranges numbers 0-15 in order. The teacher plays “what comes before/after” games. The teacher uses number ordering activities.	participate in sequencing games.
9	NUMBERS: 0-20   Counting Numbers Orally: 0-20 Count objects orally: 0-20 Learn number rhymes and songs Introduction to basic shapes	Comprehensive Counting: The teacher counts from 0-20 slowly with pupils. The teacher uses various concrete objects for counting to 20. The teacher practices skip counting by 5s (5, 10, 15, 20). The teacher counts backwards from 10 to 0.   Shape Introduction: The teacher introduces basic shapes (circle, square, triangle). The teacher relates shapes to numbers (circle = 0). The teacher identifies shapes in the environment.   Songs/Rhymes: i. The teacher teaches counting songs to 20.	Counting: Pupils count orally from 0-20. Pupils count various objects up to 20. Pupils attempt skip counting by 5s. Pupils try counting backwards from 10.   Shapes: Pupils identify basic shapes shown. Pupils find shapes in the classroom. Pupils name shapes they see.   Rhymes: Pupils sing counting songs to 20. Pupils learn shape songs. Pupils perform all learned rhymes.	Number cards 0-20 Counting objects Shape cards Shape manipulatives Number line 0- 20 Song charts Environmental objects Skip counting chart

		The teacher introduces shape songs. The teacher reviews all number rhymes.
10	NUMBERS: 16-20   Recognition of Numbers: 16-20 Tracing, Coloring and Scribbling Number review 0-20 Size concepts (big/small)	Number Recognition: The teacher introduces numbers 16-20 with flashcards. The teacher demonstrates writing numbers 16-20. The teacher provides dotted practice for numbers 16-20. The teacher conducts comprehensive review of 0-20.	Recognition: Pupils identify numbers 16-20. Pupils write numbers 16-20. Pupils trace and color numbers 16-20.   Size Activities: Pupils identify big and small objects. Pupils compare sizes of objects. Pupils sort objects by size.	Writing books Pencils Crayons Number flashcards 16-20 Objects of different sizes Dotted worksheets Review materials Sorting trays
		Size Concepts: The teacher introduces concepts of big and small. The teacher compares objects by size. The teacher sorts objects by size.	Review: Pupils practice all numbers 0- 20. Pupils count objects to 20. Pupils demonstrate mastery of 0-20. Pupils prepare for
			revision.
		Comprehensive
		Practice: The teacher reviews all numbers 0-20 recognition and writing. The teacher

		conducts oral counting exercises. iii. The teacher prepares pupils for revision week.
11	REVISION OF FIRST TERM WORK   Numbers 0-20	Comprehensive Revision: The teacher systematically reviews counting from 0-20. The teacher revises number recognition for all numbers 0-20. The teacher provides extensive writing practice for numbers 0-20. The teacher uses counting games and activities for fun revision. The teacher reviews counting objects and one-to- one correspondence. The teacher revises concepts: more, less, same, big, small. The teacher reviews basic shapes. The teacher conducts mock examination exercises. The teacher reviews all number rhymes and songs. The teacher	Revision Activities: Pupils practice counting 0-20 multiple times. Pupils identify all numbers 0-20 randomly. Pupils write/trace all numbers 0-20. Pupils participate enthusiastically in counting games. Pupils count various objects to 20. Pupils demonstrate understanding of more/less/same . Pupils identify shapes. Pupils complete mock test papers. Pupils recite all number rhymes. Pupils show readiness for examination.	All term’s materials Number cards 0-20 Counting objects Revision worksheets Mock test papers Shape cards Games materials Song charts
		builds confidence

		for final examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end-of-term examination. The teacher tests oral counting from 0-20. The teacher assesses number recognition (0-20). The teacher tests counting objects up to 20. The teacher evaluates number writing (0-20). The teacher tests number sequencing and ordering. The teacher assesses matching numbers to quantities. The teacher tests understanding of concepts (more/less, big/small). The teacher evaluates shape recognition. The teacher conducts rhyme recitation assessment. The teacher marks and records all scores.	Examination Tasks: Pupils count orally from 0-20. Pupils identify all numbers 0-20 when shown. Pupils count objects presented (up to 20). Pupils write/trace numbers 0-20. Pupils arrange numbers in correct order. Pupils match numbers to quantities. Pupils identify more, less, or same quantities. Pupils identify big and small objects. Pupils recognize and name basic shapes. Pupils recite number rhymes. Pupils demonstrate all numeracy skills learned.	Examination papers Number cards Counting objects Shape cards Pencils Crayons Comparison cards Mark book Report cards

		xii. The teacher prepares report cards.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked examination scripts. The teacher discusses individual performance with pupils. The teacher celebrates numeracy achievements. The teacher awards certificates/sticker s for excellence. The teacher distributes report cards. The teacher provides holiday practice recommendations. The teacher gives preview of second term topics. The teacher encourages continued counting practice at home. The teacher	Closing Activities: Pupils receive marked work and report cards. Pupils listen to performance feedback. Pupils celebrate their numeracy progress. Pupils receive awards and recognition. Pupils get holiday practice sheets (counting 0-20). Pupils participate in end-of-term celebrations. Pupils look forward to second term. Pupils say goodbye with confidence.	Report cards Marked scripts Certificates Awards/sticker s Holiday practice sheets Celebration materials
		thanks pupils and
		prepares them for
		next term.

NURSERY 1 NUMERACY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	NUMBERS: 0-25   Review and extend: 0- 20 to 0-25 Counting Numbers Orally: 0-25 Count objects orally: 0-25 Learn number rhymes and songs	Review and Extension: The teacher reviews counting from 0-20 from first term. The teacher extends counting from 21-25. The teacher counts from 0-25 slowly and clearly. The teacher uses concrete objects to count to 25.   Counting Activities: The teacher practices counting in different contexts. The teacher counts classroom objects up to 25. The teacher introduces counting by 2s (2, 4, 6…).   Songs/Rhymes: The teacher reviews favorite number songs from first term. The teacher introduces new counting rhymes.	Counting Practice: Pupils review counting 0-20 quickly. Pupils learn to count from 21- 25. Pupils count from 0-25 with teacher. Pupils count various objects up to 25.   Activities: Pupils practice counting in groups. Pupils count items in the classroom. Pupils attempt counting by 2s.   Rhymes: Pupils sing familiar counting songs. Pupils learn new number rhymes. Pupils count rhythmically.	Number cards 0- 25 Counting objects Number line 0- 25 Song charts Beads/counters Skip counting chart

		iii. The teacher uses rhythmic counting to 25.
2	NUMBERS: 21-25   Recognition of Numbers: 21-25 Tracing, Coloring and Scribbling Place value introduction (tens and ones)	Number Recognition: The teacher introduces numbers 21-25 with flashcards. The teacher demonstrates writing numbers 21-25. The teacher introduces simple place value concept (2 tens and some ones). The teacher provides dotted numbers for tracing.   Writing Practice: The teacher guides pupils in writing numbers 21-25. The teacher emphasizes two- digit number formation. The teacher provides individual support.	Recognition: Pupils identify numbers 21-25. Pupils watch number writing demonstrations. Pupils understand simple tens and ones concept.   Writing: Pupils trace numbers 21-25. Pupils practice writing 21-25. Pupils color numbers 21-25. Pupils copy numbers from board.   Place Value: Pupils count bundles of 10. Pupils understand 20 = 2 tens. Pupils count tens and ones together.	Writing books Pencils Crayons Number flashcards 21-25 Dotted worksheets Bundles of sticks/straws Ten-frames Coloring sheets
		Place Value: The teacher uses bundles of 10 to show tens and ones. The teacher counts by tens (10, 20) then adds

		ones. iii. The teacher makes counting visual and concrete.
3	NUMBERS: 0-28   Counting Numbers Orally: 0-28 Count objects orally: 0-28 Learn number rhymes and songs More shape recognition	Extended Counting: The teacher extends counting from 0-28. The teacher practices counting to 28 multiple times daily. The teacher uses various counting materials. The teacher counts in groups (10s and 1s).   Shape Review: The teacher reviews circle, square, triangle. The teacher introduces rectangle and oval. The teacher identifies shapes in environment. The teacher counts shapes (how many circles?).	Counting: Pupils count from 0-28 with teacher. Pupils count objects up to 28. Pupils practice daily counting to 28. Pupils count in tens and ones.   Shapes: Pupils identify all learned shapes. Pupils recognize rectangle and oval. Pupils find shapes around them. Pupils count different shapes.   Rhymes: Pupils sing counting songs. Pupils learn shape songs. Pupils recite	Number cards 0- 28 Counting materials Shape cards Shape manipulatives Number line 0- 28 Song charts Shape sorting trays
			favorite rhymes.
		Songs/Rhymes: The teacher teaches counting songs to 28. The teacher uses shape songs. The teacher

		reviews previous rhymes.
4	NUMBERS: 26-28   Recognition of Numbers: 26-28 Tracing, Coloring and Scribbling Ordinal numbers introduction (1st, 2nd, 3rd)	Number Recognition: The teacher introduces numbers 26-28 with flashcards. The teacher demonstrates writing 26-28. The teacher provides practice materials. The teacher prepares for mid- term assessment.	Recognition: Pupils identify numbers 26-28. Pupils write numbers 26-28. Pupils trace and color 26-28.   Ordinals: Pupils understand “first,” “second,” “third” Pupils identify who is first in line. Pupils recognize ordinal positions.   Review: Pupils practice all numbers 0-28. Pupils count confidently to 28. Pupils prepare for mid- term test.	Writing books Pencils Crayons Number flashcards 26-28 Ordinal position cards Practice sheets Review materials
		Ordinal
		Numbers: The teacher introduces concept of position (first, second, third). The teacher uses line of pupils to show ordinal positions. The teacher uses picture cards showing order.
		Review: The teacher reviews all numbers 0-28. The teacher conducts comprehensive counting practice. The teacher
		prepares pupils for
		assessment.

5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers mid- term numeracy assessment. The teacher tests oral counting from 0-28. The teacher assesses number recognition (0-28). The teacher tests counting objects up to 28. The teacher evaluates number writing (0-28). The teacher assesses place value understanding (tens and ones). The teacher tests shape recognition (circle, square, triangle, rectangle, oval). The teacher assesses ordinal number understanding. The teacher	Assessment Tasks: Pupils count orally from 0-28. Pupils identify numbers 0-28 randomly. Pupils count objects presented (up to 28). Pupils write/trace numbers 0-28. Pupils demonstrate understanding of tens and ones. Pupils identify all shapes learned. Pupils demonstrate understanding of first, second, third. Pupils recite number rhymes. Pupils show numeracy progress.	Assessment papers Number cards Counting objects Shape cards Pencils Crayons Ten-frames Mark book Assessment records
		records
		performance and
		provides feedback.
6	MID-TERM BREAK	–	–	–
7	NUMBERS: 0-30   Counting Numbers Orally: 0-30 Count objects orally: 0-30	Extended Counting: The teacher extends counting to 30. The teacher	Counting: Pupils count from 0-30 confidently. Pupils count objects up to 30.	Number cards 0- 30 Counting objects Number line 0- 30 Skip counting

	Learn number rhymes and songs Number patterns and skip counting	practices counting 0-30 multiple times. The teacher uses various concrete materials. The teacher emphasizes the milestone of reaching 30.   Skip Counting: The teacher practices skip counting by 2s (0, 2, 4…30). The teacher introduces skip counting by 5s (0, 5, 10…30). The teacher uses number line for skip counting.	Pupils practice counting daily. Pupils celebrate reaching 30!   Skip Counting: Pupils attempt skip counting by 2s. Pupils try skip counting by 5s. Pupils use number line for skip counting.   Patterns: Pupils identify number patterns. Pupils create simple patterns. Pupils sing pattern songs.	charts Pattern cards Song charts Manipulatives
		Patterns: The teacher identifies number patterns. The teacher creates simple AB patterns with numbers. The teacher
		uses songs for
		pattern
		recognition.
8	NUMBERS: 29-30   Recognition of Numbers: 29-30 Tracing, Coloring and Scribbling Addition concept introduction	Number Recognition: The teacher introduces numbers 29-30. The teacher demonstrates writing 29-30.	Recognition: Pupils identify numbers 29-30. Pupils write numbers 29-30. Pupils trace and color 29-30.	Writing books Pencils Crayons Number flashcards 29-30 Counting objects Manipulatives

	(combining groups)	iii. The teacher provides practice materials.   Addition Introduction: The teacher introduces concept of “putting together” or “combining” The teacher uses concrete objects to show 1+1, 2+1, etc. The teacher uses language “and” to show addition (2 apples and 1 apple). The teacher makes addition visual and hands- on.	Addition: Pupils understand “putting together” Pupils combine groups of objects. Pupils count total when groups are combined. Pupils use “and” language (2 and 1 makes 3).   Practice: Pupils practice counting and writing. Pupils play addition games with objects.	for addition Picture cards showing groups
		Practice: The teacher provides extensive counting and writing practice. The teacher
		uses
		manipulatives for
		addition activities.
9	NUMBERS: 0-35   Counting Numbers Orally: 0-35 Count objects orally: 0-35 Learn number rhymes and songs Measurement concepts (long/short)	Extended Counting: The teacher extends counting to 35. The teacher practices counting 0-35 daily. The teacher uses different counting contexts.	Counting: Pupils count from 0-35. Pupils count objects up to 35. Pupils practice skip counting by 5s to 35. Pupils count in various	Number cards 0- 35 Counting objects Objects of different lengths Non-standard measuring tools Number line 0- 35 Song charts

		iv. The teacher emphasizes counting by 5s to 35.   Measurement: The teacher introduces concepts of long and short. The teacher compares lengths of objects. The teacher uses language: longer, shorter, longest, shortest. The teacher measures using non-standard units.   Songs/Rhymes: The teacher teaches counting songs to 35. The teacher reviews all learned rhymes. The teacher	contexts.   Measurement: Pupils identify long and short objects. Pupils compare lengths of objects. Pupils use comparison language. Pupils measure with blocks or paper clips.   Rhymes: Pupils sing counting songs. Pupils recite all rhymes learned. Pupils enjoy measurement activities.	Comparison cards
		uses measurement
		songs.
10	NUMBERS: 31-35   Recognition of Numbers: 31-35 Tracing, Coloring and Scribbling Review 0-35 Data handling (simple pictographs)	Number Recognition: The teacher introduces numbers 31-35. The teacher demonstrates writing 31-35. The teacher provides extensive practice. The teacher reviews all	Recognition: Pupils identify numbers 31-35. Pupils write numbers 31-35. Pupils practice all numbers 0-35. Pupils demonstrate mastery.   Data:	Writing books Pencils Crayons Number flashcards 31-35 Simple pictograph charts Picture stickers Review materials Celebration stickers

		numbers 0-35.	Pupils look at simple pictographs. Pupils count pictures in graphs. Pupils identify more and less from graphs. Pupils participate in data collection.   Review: Pupils review all learned concepts. Pupils prepare for revision. Pupils celebrate reaching 35!
		Data Handling: The teacher introduces simple pictographs (favorite fruits, colors). The teacher counts pictures in each category. The teacher identifies which has more/less. The teacher makes data collection fun and visual.
		Comprehensive
		Review: The teacher reviews all concepts from second term. The teacher prepares pupils for revision week. The teacher
		celebrates
		progress to 35!
11	REVISION OF SECOND TERM WORK   Numbers 0-35	Comprehensive Revision: The teacher systematically reviews counting from 0-35. The teacher revises number recognition and writing (0-35). The teacher reviews place value (tens and ones).	Revision Activities: Pupils practice counting 0-35 multiple times. Pupils identify and write all numbers 0-35. Pupils demonstrate tens and ones understanding. Pupils practice skip	All term’s materials Number cards 0- 35 Counting objects Shape cards Revision worksheets Mock test papers Measurement objects Skip counting

		The teacher revises skip counting by 2s and 5s. The teacher reviews all shapes learned. The teacher revises ordinal numbers (1st, 2nd, 3rd). The teacher reviews addition concept (combining groups). The teacher revises measurement concepts (long/short). The teacher reviews simple data handling. The teacher conducts mock examination. The teacher reviews all rhymes and songs. The teacher	counting. Pupils identify all shapes. Pupils show understanding of ordinal positions. Pupils combine groups of objects (addition). Pupils compare lengths of objects. Pupils read simple pictographs. Pupils complete mock test. Pupils recite all rhymes. Pupils demonstrate readiness for examination.	charts Games materials
		builds
		examination
		confidence.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end-of-term examination. The teacher tests oral counting from 0-35. The teacher	Examination Tasks: Pupils count orally from 0-35. Pupils identify all numbers 0-35. Pupils count objects presented. Pupils write/trace	Examination papers Number cards Counting objects Shape cards Pencils Crayons Measurement objects Pictograph

		assesses number recognition (0-35). The teacher tests counting objects up to 35. The teacher evaluates number writing (0-35). The teacher assesses place value understanding. The teacher tests skip counting by 2s and 5s. The teacher evaluates shape recognition. The teacher tests ordinal number knowledge. The teacher assesses addition understanding (combining). The teacher tests measurement concepts. The teacher evaluates simple data reading. The teacher	numbers 0-35. Pupils demonstrate tens and ones. Pupils skip count by 2s and 5s. Pupils identify all shapes learned. Pupils show ordinal understanding. Pupils combine groups (addition). Pupils compare long and short objects. Pupils read simple pictographs. Pupils recite number rhymes. Pupils demonstrate second term progress.	charts Mark book Report cards
		marks and
		prepares report
		cards.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked examination scripts. The teacher discusses individual	Closing Activities: Pupils receive marked work and report cards. Pupils listen to performance feedback. Pupils	Report cards Marked scripts Certificates Awards/stickers Holiday practice sheets Celebration materials

		performance. The teacher celebrates numeracy achievements and progress to 35. The teacher awards certificates for excellence. The teacher distributes report cards. The teacher provides holiday practice tips. The teacher gives preview of third term (counting to 50!). The teacher encourages continued counting practice. The teacher	celebrate reaching 35! Pupils receive awards and recognition. Pupils get holiday practice materials. Pupils look forward to third term. Pupils say goodbye with excitement for counting to 50!
		prepares pupils for
		final term.

NURSERY 1 NUMERACY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	NUMBERS: 0-40   Review and extend: 0- 35 to 0-40 Counting Numbers Orally: 0-40 Count objects orally: 0-40 Learn number rhymes and songs	Review and Extension: The teacher reviews counting from 0-35 from second term. The teacher extends counting from 36-40. The teacher counts from 0-40 slowly and clearly. The teacher uses concrete objects for counting to 40. The teacher emphasizes counting by 10s (10, 20, 30, 40).   Counting Activities: The teacher practices daily counting to 40. The teacher uses various counting contexts and materials. The teacher celebrates the milestone of 40.   Songs/Rhymes: The teacher reviews favorite counting songs. The teacher introduces	Counting Practice: Pupils review counting 0-35 quickly. Pupils learn to count from 36- 40. Pupils count from 0-40 with teacher. Pupils count various objects up to 40. Pupils practice counting by 10s.   Activities: Pupils count daily to 40. Pupils use different counting materials. Pupils celebrate reaching 40!   Rhymes: Pupils sing familiar songs. Pupils learn new counting rhymes. Pupils count rhythmically to 40.	Number cards 0-40 Counting objects Number line 0- 40 Song charts Beads/counters Ten-frames Skip counting chart

		counting rhymes to 40. iii. The teacher uses rhythmic counting activities.
2	NUMBERS: 36-40   Recognition of Numbers: 36-40 Tracing, Coloring and Scribbling Place value reinforcement	Number Recognition: The teacher introduces numbers 36-40 with flashcards. The teacher demonstrates writing numbers 36-40. The teacher emphasizes two- digit number formation. The teacher provides dotted numbers for tracing.   Place Value: The teacher reinforces tens and ones concept. The teacher shows 40 = 4 tens and 0 ones. The teacher uses base-ten blocks or bundles. The teacher counts by tens and adds ones.	Recognition: Pupils identify numbers 36-40. Pupils watch writing demonstrations. Pupils recognize two- digit patterns.   Place Value: Pupils understand tens and ones. Pupils recognize 4 tens = 40. Pupils count using tens and ones. Pupils group objects by tens.   Writing: Pupils trace numbers 36-40. Pupils practice writing 36-40. Pupils color numbers 36-40. Pupils	Writing books Pencils Crayons Number flashcards 36-40 Base-ten blocks Bundles of sticks Dotted worksheets Ten-frames
			demonstrate
		Writing Practice: The teacher guides extensive writing practice. The teacher provides individual support.	improved number writing.

		iii. The teacher celebrates progress.
3	NUMBERS: 0-45   Counting Numbers Orally: 0-45 Count objects orally: 0-45 Learn number rhymes and songs Subtraction introduction (taking away)	Extended Counting: The teacher extends counting to 45. The teacher practices counting 0-45 multiple times daily. The teacher uses skip counting by 5s (5, 10, 15…45). The teacher counts forward and backward.   Subtraction Introduction: The teacher introduces concept of “taking away” The teacher uses concrete objects to demonstrate subtraction. The teacher shows 3 – 1 = 2 with real objects. The teacher uses language “take away” consistently. The teacher makes subtraction visual and hands- on.	Counting: Pupils count from 0-45. Pupils count objects up to 45. Pupils skip count by 5s to 45. Pupils try counting backward from 10.   Subtraction: Pupils understand “taking away” Pupils remove objects from groups. Pupils count what’s left after taking away. Pupils use “take away” language. Pupils play subtraction games with objects.   Rhymes: Pupils sing counting songs. Pupils sing “taking away” rhymes. Pupils act out	Number cards 0-45 Counting objects Manipulatives for subtraction Number line 0- 45 Song charts Picture cards showing subtraction
			subtraction
		Songs/Rhymes: i. The teacher teaches counting	stories.

		songs to 45. ii. The teacher uses “taking away” rhymes (5 little ducks, 10 green bottles).
4	NUMBERS: 41-45   Recognition of Numbers: 41-45 Tracing, Coloring and Scribbling Simple addition and subtraction practice	Number Recognition: The teacher introduces numbers 41-45. The teacher demonstrates writing 41-45. The teacher provides practice materials. The teacher prepares for mid- term assessment.	Recognition: Pupils identify numbers 41-45. Pupils write numbers 41-45. Pupils trace and color 41-45.   Operations: Pupils combine groups (addition). Pupils take away objects (subtraction). Pupils count results of both operations. Pupils play number games.   Review: Pupils practice all numbers 0- 45. Pupils prepare for mid-term assessment.	Writing books Pencils Crayons Number flashcards 41-45 Manipulatives Practice sheets Review materials Games
		Addition &
		Subtraction: The teacher reviews combining groups (addition). The teacher reviews taking away (subtraction). The teacher uses real objects for both operations. The teacher plays number operation games.
		Review: The teacher reviews all numbers 0-45. The teacher
		prepares pupils for

		mid-term test.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers mid- term numeracy assessment. The teacher tests oral counting from 0-45. The teacher assesses number recognition (0-45). The teacher tests counting objects up to 45. The teacher evaluates number writing (0-45). The teacher assesses place value understanding. The teacher tests skip counting by 5s and 10s. The teacher assesses addition understanding (combining). The teacher tests subtraction understanding (taking away). The teacher	Assessment Tasks: Pupils count orally from 0-45. Pupils identify numbers 0-45 randomly. Pupils count objects presented (up to 45). Pupils write/trace numbers 0-45. Pupils demonstrate tens and ones. Pupils skip count by 5s and 10s. Pupils combine groups of objects. Pupils take away objects from groups. Pupils recite number rhymes. Pupils show third term progress.	Assessment papers Number cards Counting objects Manipulatives Pencils Crayons Mark book Assessment records
		records
		performance and
		provides feedback.
6	MID-TERM BREAK	–	–	–
7	NUMBERS: 0-50   Counting Numbers Orally: 0-50 Count objects orally:	Extended Counting to 50: i. The teacher extends counting to the milestone of	Counting to 50: Pupils count from 0-50 excitedly! Pupils	Number cards 0-50 Counting objects Number line 0-

	0-50 Learn number rhymes and songs Celebrating reaching 50!	50! The teacher practices counting 0-50 enthusiastically. The teacher emphasizes 50 = 5 tens. The teacher counts by 10s (10, 20, 30, 40, 50). The teacher celebrates this achievement with pupils.	practice counting to 50 daily. Pupils understand 50 = 5 tens. Pupils skip count by 10s to 50. Pupils celebrate reaching 50!   Practice: Pupils count in different contexts. Pupils count large groups of objects. Pupils use number line to 50.   Celebration: Pupils sing “counting to 50” songs. Pupils recite all rhymes learned. Pupils celebrate their achievement!	50 Base-ten blocks Song charts Celebration materials Large quantity counters
		Comprehensive
		Practice: The teacher uses various counting contexts. The teacher counts objects in large groups to 50. The teacher uses number line to 50.
		Songs/Rhymes: The teacher teaches special “counting to 50” songs. The teacher reviews all counting rhymes from the year. The teacher
		celebrates with
		number music.
8	NUMBERS: 46-50   Recognition of Numbers: 46-50 Tracing, Coloring and	Number Recognition: i. The teacher introduces numbers 46-50.	Recognition: Pupils identify numbers 46-50. Pupils write numbers 46-50.	Writing books Pencils Crayons Number flashcards 46-50

	Scribbling – Money introduction (coins)	The teacher demonstrates writing 46-50. The teacher emphasizes reaching the milestone of 50. The teacher provides extensive practice.   Money Introduction: The teacher introduces concept of money and coins. The teacher shows different coin denominations. The teacher discusses what money is used for (buying things). The teacher lets pupils handle play coins. The teacher counts coins (simple amounts).	Pupils trace and color 46-50. Pupils celebrate reaching 50!   Money: Pupils learn about money and coins. Pupils identify different coins. Pupils understand money is for buying. Pupils handle and count play coins. Pupils count simple coin amounts.   Writing: Pupils practice writing 46-50. Pupils master all numbers 0- 50!	Play coins Real coins (for display) Dotted worksheets Money charts
		Writing Practice: The teacher guides writing practice for 46-50. The teacher
		celebrates
		completing
		numbers to 50!
9	NUMBERS: 0-50   Comprehensive practice All number concepts	Comprehensive Number Practice: i. The teacher conducts comprehensive	Number Practice: i. Pupils practice all numbers 0- 50.	Number cards 0-50 Counting objects Clock

	review – Time introduction (o’clock)	practice of 0-50. The teacher reviews counting, recognition, and writing. The teacher practices skip counting (2s, 5s, 10s). The teacher reviews place value to 50.	Pupils count, recognize, and write confidently. Pupils skip count effectively. Pupils demonstrate place value understanding.   Time: Pupils learn about telling time. Pupils identify hour hand on clock. Pupils recognize o’clock times. Pupils relate time to their activities.   Review: Pupils practice addition and subtraction. Pupils review all shapes and concepts. Pupils prepare for revision week.	(demonstration) Play clocks Time charts Comprehensive materials Shape cards Manipulatives
		Time
		Introduction: The teacher introduces concept of telling time. The teacher shows clock and identifies hour hand. The teacher teaches “o’clock” times (1 o’clock, 2 o’clock). The teacher relates time to daily activities.
		All Concepts: The teacher reviews addition and subtraction. The teacher reviews shapes and measurement. The teacher
		prepares for
		comprehensive
		revision.
10	NUMBERS: 0-50   Mastery of 0-50 Year-end	Mastery Activities: i. The teacher conducts final	Mastery: i. Pupils demonstrate mastery of 0-50.	All year’s materials Number cards 0-50

	comprehensive activities – Celebration of numeracy journey	mastery activities for 0-50. The teacher assesses overall numeracy development. The teacher reviews all concepts from the entire year. The teacher celebrates year- long progress.   Year Review: The teacher reviews first term concepts (0-20). The teacher reviews second term concepts (21- 35). The teacher reviews third term concepts (36-50). The teacher reviews all mathematical concepts taught.   Celebration: The teacher celebrates pupils’ numeracy achievements. The teacher prepares pupils for final revision and examination. The teacher	Pupils show overall numeracy competence. Pupils review year-long learning. Pupils celebrate their progress!   Year Review: Pupils recall first term numbers. Pupils recall second term numbers. Pupils master third term numbers. Pupils demonstrate all learned concepts.   Celebration: Pupils celebrate numeracy achievements. Pupils prepare for final revision. Pupils feel proud of their progress!	Comprehensive resources Celebration materials Achievement certificates Games and activities
		recognizes
		individual
		progress.
11	REVISION OF THIRD TERM &	Comprehensive Year-End	Comprehensive Revision:	All year’s materials

YEAR’S WORK   Numbers 0-50 and all concepts

Revision: The teacher systematically reviews counting from 0-50. The teacher revises all number recognition and writing (0-50). The teacher reviews place value (tens and ones to 50). The teacher revises all skip counting (2s, 5s, 10s). The teacher reviews all shapes learned during the year. The teacher revises addition (combining groups). The teacher reviews subtraction (taking away). The teacher revises measurement concepts (long/short, big/small). The teacher reviews ordinal numbers. The teacher revises time (o’clock), money (coins), and data handling. The teacher conducts comprehensive

Pupils practice counting 0-50 fluently. Pupils identify and write all numbers 0-50. Pupils demonstrate place value mastery. Pupils skip count by 2s, 5s, and 10s. Pupils identify all shapes learned. Pupils combine groups (addition). Pupils take away from groups (subtraction). Pupils compare measurements. Pupils demonstrate ordinal understanding. Pupils show time and money knowledge. Pupils complete comprehensive mock test. Pupils recite all number rhymes. Pupils demonstrate year-long numeracy growth. Pupils

Number cards 0-50 All manipulatives Comprehensive revision sheets Mock examination papers Shape cards Clock, coins, measurement tools All games and resources

		mock examination. The teacher reviews ALL number rhymes and songs from the year. The teacher builds strong confidence for final examination. The teacher	celebrate their journey from 0 to 50!
		celebrates
		complete
		numeracy journey!
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end-of-year numeracy examination. The teacher tests oral counting from 0-50. The teacher assesses number recognition (0-50). The teacher tests counting objects up to 50. The teacher evaluates number writing (0-50). The teacher assesses place value understanding (tens and ones). The teacher tests all skip counting patterns (2s, 5s, 10s).	Final Examination Tasks: Pupils count orally from 0-50 fluently. Pupils identify all numbers 0-50 randomly. Pupils count objects presented (up to 50). Pupils write/trace numbers 0-50 accurately. Pupils demonstrate tens and ones to 50. Pupils skip count by 2s, 5s, and 10s. Pupils identify all shapes learned. Pupils combine groups effectively (addition). Pupils take	Comprehensive examination papers Number cards 0-50 Counting objects Shape cards Pencils Crayons Manipulatives Clock Play coins Measurement tools Pictographs Mark book Report cards

		The teacher evaluates shape recognition (all shapes). The teacher tests addition understanding (combining groups). The teacher assesses subtraction understanding (taking away). The teacher tests measurement concepts. The teacher evaluates ordinal number knowledge. The teacher tests basic time and money concepts. The teacher assesses simple data reading. The teacher	away from groups (subtraction). Pupils compare measurements correctly. Pupils demonstrate ordinal positions. Pupils show time and money understanding. Pupils read simple pictographs. Pupils recite number rhymes. Pupils demonstrate complete Nursery 1 numeracy mastery.
		marks thoroughly
		and prepares
		comprehensive
		report cards.
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Year-End Closing: The teacher returns marked examination scripts with detailed feedback. The teacher discusses individual year- long numeracy performance.	Year-End Closing: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long performance review. Pupils	Report cards Marked examination scripts Certificates Awards/medals Graduation materials Holiday practice workbooks Number charts

		The teacher celebrates remarkable achievement of mastering 0-50! The teacher awards certificates and prizes for numeracy excellence. The teacher distributes comprehensive end-of-year report cards. The teacher provides recommendations for holiday practice. The teacher prepares pupils for promotion to Nursery 2. The teacher conducts numeracy graduation ceremony. The teacher celebrates pupils’ journey from 0 to 50! The teacher thanks pupils and parents for wonderful year. The teacher	celebrate counting from 0 to 50 proudly! Pupils receive certificates and awards for achievements. Pupils get holiday practice materials. Pupils prepare excitedly for promotion to Nursery 2. Pupils participate in graduation ceremony. Pupils showcase numeracy skills to parents. Pupils celebrate their amazing number journey! Pupils say goodbye with confidence and numeracy pride. Pupils look forward to continued learning in Nursery 2.	0-50 Celebration decorations Parent feedback forms “I can count to 50!” badges
		encourages
		continued
		numeracy practice
		during holidays.

NURSERY 1 PRE-SCIENCE SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	LIVING THINGS: PLANTS   Meaning of plants Identification of plants Examples of plants (e.g., flowers, grass, trees)	Introduction to Plants: The teacher takes pupils on a nature walk around the school compound to observe plants. The teacher explains that plants are living things that grow in soil and need water and sunlight. The teacher shows real plants and pictures of different plants. The teacher demonstrates how to touch plants gently.   Identification Activities: The teacher points out different parts of plants (leaves, stem, roots, flowers). The teacher names various plants in the environment. The teacher shows pictures and real samples of common plants.	Learning Activities: Pupils observe plants during nature walk. Pupils listen and repeat “plants are living things” Pupils look at and touch real plants gently. Pupils observe plant parts pointed out by teacher.   Identification: Pupils point to plants around them. Pupils name plants they see (with teacher’s help). Pupils identify plants in pictures.   Examples: Pupils look at different plant examples. Pupils match picture cards of plants. Pupils sing	Real plants (potted) Picture cards of plants Chart showing parts of plants Flowers Grass samples Leaves Song charts Nature walk area
		Examples:	plant songs with

		The teacher presents examples: flowers (rose, sunflower), grass, trees (mango tree, palm tree). The teacher uses picture cards to show variety of plants. The teacher sings plant-related songs.	actions.
2	LIVING THINGS: PLANTS (Continued)   Growing plants Caring for plants Drawing and coloring plants	Plant Care: The teacher demonstrates how to water plants properly. The teacher explains that plants need water, sunlight, and soil to grow. The teacher shows pupils how to care for classroom plants. The teacher discusses what happens when plants don’t get water (they die).   Hands-on Activities: The teacher guides pupils in planting seeds in small pots or cups. The teacher demonstrates gentle handling of plants. The teacher organizes plant watering activities.	Plant Care: Pupils watch watering demonstration. Pupils understand plants need water and sunlight. Pupils help water classroom plants (with supervision). Pupils observe healthy and unhealthy plants.   Hands-on: Pupils plant seeds in small containers. Pupils handle plants gently. Pupils take turns watering plants.   Creative: Pupils color plant pictures. Pupils draw	Small pots/cups Soil Seeds (beans, maize) Watering can Real plants Coloring sheets Crayons Drawing paper Plant stickers Craft materials

		Creative Activities: The teacher provides plant pictures for coloring. The teacher guides pupils in drawing simple plants. The teacher uses	simple plants (flowers, trees). iii. Pupils create plant crafts with teacher’s guidance.
		stickers and craft
		materials for plant
		activities.
3	LIVING THINGS: FRUITS   Meaning of fruits Identification of fruits Examples of fruits Fruits come from plants	Introduction to Fruits: The teacher explains that fruits are parts of plants that we can eat. The teacher shows real fruits (apple, banana, orange, mango). The teacher allows pupils to touch, smell, and observe fruits. The teacher explains that fruits come from plants/trees.   Identification: The teacher displays various fruits and names each one. The teacher describes fruits by color, shape, and size. The teacher uses picture cards for	Learning: Pupils learn that fruits come from plants. Pupils observe real fruits brought by teacher. Pupils touch, smell, and feel different fruits. Pupils understand fruits grow on plants.   Identification: Pupils identify and name different fruits. Pupils describe fruits (red apple, yellow banana). Pupils match fruit pictures. Pupils observe cut fruits and seeds.	Real fruits (apple, banana, orange, mango, pineapple) Fruit pictures Flashcards Chart showing fruits Cutting board and knife (teacher use) Plates Fruit song charts Fruit models/toys

		fruit recognition. iv. The teacher cuts fruits to show inside (seeds, flesh).   Activities: The teacher organizes fruit tasting activity (with permission). The teacher plays fruit identification games. The teacher	Activities: Pupils taste different fruits (if permitted). Pupils play fruit games. Pupils sing fruit songs enthusiastically.
		teaches fruit-related
		songs and rhymes.
4	ANIMALS   Meaning of animals Description of animals Parts of animal bodies Similarities between animals and humans	Introduction to Animals: The teacher explains that animals are living things that can move from place to place. The teacher shows pictures and toy animals. The teacher describes different animals (dog, cat, goat, cow, bird, fish). The teacher makes animal sounds and encourages imitation.   Body Parts: i. The teacher identifies animal body parts: head, eyes, ears, nose, mouth, legs, tail.	Learning: Pupils understand animals are living things. Pupils observe animal pictures and toys. Pupils listen to descriptions of animals. Pupils make animal sounds (moo, bark, meow).   Body Parts: Pupils identify animal body parts in pictures. Pupils point to their own body parts (like animals). Pupils understand similarities: we	Animal pictures Toy animals Animal flashcards Chart showing animal body parts Videos of animals (optional) Animal masks Song charts Story books about animals

		The teacher compares animal parts with human parts. The teacher shows that both animals and humans have eyes, ears, nose, mouth. The teacher discusses differences (tails, four legs vs two legs).	both have eyes, ears, etc. iv. Pupils notice differences: animals have tails, four legs.   Activities: Pupils imitate animal movements. Pupils watch animal videos/pictures. Pupils sing
		Activities: The teacher plays animal movement games (hop like a rabbit, walk like a dog). The teacher uses videos or pictures showing animals. The teacher	animal songs with actions.
		sings animal songs.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers comprehensive pre- science assessment. The teacher tests knowledge of plants (identification, parts). The teacher assesses fruit recognition and naming. The teacher tests animal identification and sounds. The teacher	Assessment Tasks: Pupils identify plants in pictures and real samples. Pupils name parts of plants shown. Pupils identify and name fruits presented. Pupils identify animals in pictures. Pupils make animal sounds when asked.	Assessment sheets Plant samples Fruit pictures Animal pictures Body parts chart Real objects Mark book Assessment checklist

		evaluates understanding of body parts (animals and humans). The teacher uses oral questions, picture identification, and practical tasks. The teacher observes pupils’ responses and participation. The teacher	Pupils point to animal body parts. Pupils identify their own body parts. Pupils demonstrate understanding of topics covered.
		records individual
		performance and
		identifies areas
		needing support.
6	MID-TERM BREAK	–	–	–
7	DOMESTIC ANIMALS   Meaning of domestic animals Examples of domestic animals Where domestic animals live Caring for domestic animals	Introduction: The teacher explains that domestic animals are animals we keep at home. The teacher lists examples: dog, cat, rabbit, chicken, goat, sheep, cow. The teacher shows pictures of domestic animals. The teacher discusses why we keep these animals at home (pets, food, help).   Homes of Animals: i. The teacher shows where domestic animals live (kennel for dogs, coop for	Learning: Pupils understand domestic animals live with us. Pupils name domestic animals: dog, cat, chicken, goat. Pupils observe pictures of domestic animals. Pupils learn we keep them for various reasons.   Animal Homes: i. Pupils identify where animals live (kennel, coop).	Pictures of domestic animals Toy domestic animals Pictures of animal homes Flashcards Chart showing domestic animals Song charts Story books Videos
				(optional)

		chickens). The teacher discusses how we care for domestic animals (feeding, cleaning, shelter). The teacher demonstrates responsible animal care.   Activities: The teacher organizes visit to see domestic animals (if possible). The teacher plays domestic animal identification games. The teacher	Pupils understand animals need food and care. Pupils learn to treat animals kindly.   Activities: Pupils observe domestic animals (if available). Pupils play animal identification games. Pupils sing songs about domestic animals with enthusiasm.
		teaches songs about
		domestic animals.
8	PARTS OF THE BODY: THE HEAD   Identification of the head Parts on the head Uses of the head	Introduction to the Head: The teacher points to their own head and asks pupils to touch theirs. The teacher explains the head is the top part of our body. The teacher shows pictures and charts of the head. The teacher names parts found on the head: hair, forehead, eyes, ears, nose, mouth, chin.	Learning: Pupils touch their own heads. Pupils understand the head is on top of the body. Pupils observe head pictures and charts. Pupils identify parts on the head.   Parts Identification: i. Pupils point to their hair, eyes, ears, nose,	Large body chart Head diagram Mirror Pictures of heads Flashcards Helmet (for demonstration) Simon Says game materials

		Parts on the Head: The teacher identifies each part on their own head. The teacher asks pupils to point to each part on their own heads. The teacher uses a large diagram showing parts of the head. The teacher plays “Simon Says” touching head parts.   Uses of the Head: The teacher explains: the head holds our brain (for thinking), face (for seeing, smelling, eating, hearing). The teacher demonstrates nodding (yes) and shaking head (no). The teacher	mouth. Pupils touch each part when named by teacher. Pupils observe large head diagram. Pupils play “Simon Says” game with head parts.   Uses: Pupils understand the head helps us think, see, hear, smell, eat. Pupils practice nodding and shaking head. Pupils learn to protect their heads.
		discusses protecting
		our heads (wearing
		helmets).
9	PARTS OF THE BODY: MOUTH AND TEETH   Identification of the mouth Identification of the teeth Uses of mouth and teeth Care of mouth and	The Mouth: The teacher points to their mouth and asks pupils to point to theirs. The teacher shows pictures of mouths. The teacher opens mouth to show inside: teeth,	The Mouth: Pupils point to their mouths. Pupils observe mouth pictures. Pupils open their mouths to see teeth and tongue. Pupils look at their mouths	Mirrors Pictures of mouth and teeth Toothbrush and toothpaste Dental chart Flashcards Healthy food pictures Tooth brushing song chart

	teeth	tongue, gums. iv. The teacher uses a mirror so pupils can see their own mouths.   The Teeth: The teacher identifies teeth inside the mouth. The teacher explains teeth help us chew food. The teacher shows picture of healthy teeth. The teacher discusses baby teeth and adult teeth (simply).   Uses and Care: The teacher explains: mouth is for eating, talking, singing, drinking. The teacher explains: teeth are for biting and chewing food. The teacher demonstrates proper tooth brushing. The teacher emphasizes brushing teeth twice daily. The teacher	in mirrors.   The Teeth: Pupils identify their teeth. Pupils understand teeth help us chew. Pupils observe pictures of teeth. Pupils count some of their teeth (with help).   Uses and Care: Pupils understand mouth is for eating and talking. Pupils understand teeth help us chew food. Pupils watch tooth brushing demonstration. Pupils practice brushing motion. Pupils learn to brush teeth daily.
		discusses healthy
		foods for strong
		teeth.
10	PARTS OF THE BODY: LIPS AND TONGUE	The Lips: i. The teacher points to their lips	The Lips: i. Pupils touch their lips.	Mirrors Pictures of lips and tongue

Identification of lips Identification of tongue Uses of lips and tongue Importance of these organs

and asks pupils to touch theirs. The teacher explains lips are the outer part of the mouth. The teacher shows that lips can move (smiling, pouting, talking). The teacher uses pictures showing lips.   The Tongue: The teacher sticks out tongue and asks pupils to see theirs in mirror. The teacher explains the tongue is inside the mouth. The teacher shows pictures of the tongue. The teacher demonstrates tongue movements.   Uses: The teacher explains: lips help us talk, eat, drink, whistle, kiss, smile. The teacher explains: tongue helps us taste food, talk, swallow, lick. The teacher discusses how we taste different flavors (sweet, sour, bitter, salty). The teacher conducts simple tasting activity (if

Pupils understand lips are outside the mouth. Pupils move their lips (smile, pout). Pupils observe lip pictures.   The Tongue: Pupils stick out their tongues safely. Pupils see their tongues in mirrors. Pupils observe tongue pictures. Pupils move their tongues around.   Uses: Pupils understand lips help us talk and eat. Pupils understand tongue helps us taste food. Pupils learn about different tastes. Pupils taste safe foods (if permitted). Pupils learn to keep mouth parts clean.

Body parts chart Safe tasting samples (sugar- sweet, lemon- sour) Flashcards Song charts about body parts

		permitted). v. The teacher emphasizes keeping lips and tongue clean.
11	REVISION OF FIRST TERM WORK   All topics covered	Comprehensive Revision: The teacher systematically reviews living things: plants (identification, parts, care). The teacher revises fruits (identification, examples, where they come from). The teacher reviews animals (meaning, body parts, similarities with humans). The teacher revises domestic animals (examples, where they live, care). The teacher reviews parts of the body: head, mouth, teeth, lips, tongue. The teacher revises uses of each body part. The teacher uses games, songs, and interactive activities for revision. The teacher conducts mock examination activities. The teacher	Revision Activities: Pupils identify plants and their parts. Pupils name and identify various fruits. Pupils identify animals and their body parts. Pupils name domestic animals and their uses. Pupils identify all body parts learned: head, mouth, teeth, lips, tongue. Pupils explain uses of body parts (with help). Pupils participate in revision games and songs. Pupils complete mock test activities. Pupils ask questions about difficult areas. Pupils prepare confidently for	All term’s materials Plant samples Fruit pictures Animal pictures Body parts charts Revision worksheets Mock test materials Games Song charts

		identifies areas where pupils need extra support. x. The teacher builds confidence for final examination.	examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term examination. The teacher tests plant identification and knowledge. The teacher assesses fruit recognition and naming. The teacher tests animal knowledge (identification, sounds, body parts). The teacher assesses domestic animal knowledge. The teacher tests body parts identification (head, mouth, teeth, lips, tongue). The teacher evaluates understanding of uses of body parts. The teacher uses oral questions, picture identification, and practical demonstrations. The teacher marks examination	Examination Tasks: Pupils identify plants in pictures and real samples. Pupils name fruits shown in pictures. Pupils identify animals and make appropriate sounds. Pupils name domestic animals. Pupils point to and name body parts: head, mouth, teeth, lips, tongue. Pupils explain uses of body parts (simply). Pupils answer oral questions from teacher. Pupils demonstrate practical knowledge. Pupils complete all examination	Examination materials Plant pictures Fruit pictures Animal pictures Body parts chart Real samples Assessment sheets Mark book Report cards

		and records scores. x. The teacher prepares report cards with comments.	tasks. x. Pupils show understanding of first term topics.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked examination scripts. The teacher discusses individual performance with pupils. The teacher celebrates pupils’ science learning achievements. The teacher awards certificates/stickers for good performance. The teacher distributes report cards. The teacher provides holiday tips (observing plants, animals at home). The teacher gives preview of second term topics. The teacher encourages continued observation of nature. The teacher	Closing Activities: Pupils receive marked work and report cards. Pupils listen to teacher’s feedback. Pupils celebrate their science learning. Pupils receive awards and recognition. Pupils get holiday observation tasks. Pupils look forward to second term. Pupils say goodbye to classmates and teacher.	Report cards Marked scripts Certificates Awards/stickers Holiday observation sheets Celebration materials
		thanks pupils for
		active participation.

NURSERY 1 PRE-SCIENCE SCHEME OF WORK SECOND TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	THE FIVE SENSES: Introduction   What are senses? The five senses overview Sense organs introduction	Introduction to Senses: The teacher welcomes pupils back and reviews first term briefly. The teacher explains that senses help us know about things around us. The teacher introduces the five senses: sight, hearing, smell, taste, touch. The teacher shows pictures of the five sense organs.   Sense Organs: The teacher names sense organs: eyes (seeing), ears (hearing), nose (smelling), tongue (tasting), skin (touching). The teacher asks pupils to point to each organ on their bodies. The teacher explains each sense helps us in different ways.   Activities: The teacher sings “Five Senses Song” The teacher plays identification games	Learning: Pupils understand senses help us know things. Pupils learn there are five senses. Pupils observe pictures of sense organs.   Identification: Pupils point to their eyes, ears, nose, tongue, and touch their skin. Pupils name sense organs with teacher. Pupils understand each sense does something different.   Activities: Pupils sing five senses song. Pupils participate in sense games. Pupils observe and discuss sense	Five senses chart Pictures of sense organs Body diagram Flashcards Song charts Story books about senses

		with senses. iii. The teacher uses charts showing the five senses.	charts.
2	THE SENSE OF SIGHT: EYES   The eyes as organs of sight Uses of eyes Caring for our eyes	The Eyes: The teacher explains eyes help us see things around us. The teacher asks pupils to point to their eyes. The teacher shows pictures of eyes and explains parts (eyelids, eyelashes, eyebrows). The teacher uses mirrors so pupils can see their own eyes.   Uses of Eyes: The teacher explains: eyes help us see colors, shapes, people, things, words, pictures. The teacher demonstrates looking at various objects. The teacher plays “I Spy” game using sight. The teacher discusses what happens when we close our eyes (can’t see).   Eye Care: i. The teacher teaches: don’t rub eyes with dirty hands, don’t look at bright sun, visit eye doctor, eat healthy	The Eyes: Pupils understand eyes help us see. Pupils point to their eyes. Pupils observe eye pictures. Pupils look at their eyes in mirrors.   Uses: Pupils understand eyes help us see everything around us. Pupils look at objects teacher points out. Pupils play “I Spy” using their sight. Pupils experience closing eyes and not seeing.   Care: Pupils learn to keep hands away from eyes. Pupils learn not to look at bright sun. Pupils	Mirrors Eye pictures and charts Various colorful objects Pictures of healthy foods Glasses (for demonstration) I Spy game materials Eye care posters

		foods (carrots), rest eyes when tired. The teacher demonstrates proper face washing including eyes. The teacher discusses wearing glasses if needed.	understand importance of eye health. iv. Pupils learn about healthy foods for eyes.
3	THE SENSE OF HEARING: EARS & THE SENSE OF SMELL: NOSE   Ears as organs of hearing Nose as organ of smell Uses and care	The Ears: The teacher explains ears help us hear sounds. The teacher asks pupils to touch their ears. The teacher makes different sounds (clapping, bell, whistle) for pupils to hear. The teacher shows pictures of ears.	The Ears: Pupils understand ears help us hear. Pupils touch their ears. Pupils listen to different sounds made by teacher. Pupils observe ear pictures.	Pictures of ears and nose Sound-making objects (bell, drum, whistle) Safe smelling items (perfume, orange, flower, soap) Tissues Body charts Listening game materials
		Uses and Care of Ears: The teacher explains: ears help us hear voices, music, warnings, animals, nature sounds. The teacher teaches: don’t put things in ears, keep ears clean, protect from loud noise. The teacher plays listening games.   The Nose: The teacher explains nose helps us smell things. The teacher asks pupils to touch their	Care: Pupils understand ears help us hear many things. Pupils learn to keep ears safe and clean. Pupils play listening games.   The Nose: Pupils understand nose helps us smell. Pupils touch their noses. Pupils smell

		noses. The teacher presents items with different smells (perfume, orange, soap). The teacher guides safe smelling activities.   Uses and Care: The teacher explains: nose helps us smell good and bad things, helps us breathe. The teacher teaches: blow nose gently with tissue, keep nose clean. The teacher plays	different safe items. iv. Pupils practice safe smelling.   Care: Pupils understand nose helps us breathe and smell. Pupils learn to keep nose clean. Pupils identify smells in games.
		smell identification
		games (if safe).
4	THE SENSE OF	The Skin (Touch): The teacher explains skin covers our whole body and helps us feel. The teacher asks pupils to touch their skin (arms, face, hands). The teacher presents objects with different textures (soft, hard, rough, smooth, hot, cold). The teacher guides touching activities safely.   Uses and Care: i. The teacher explains: skin helps us feel things,	The Skin: Pupils understand skin helps us feel. Pupils touch their skin on different body parts. Pupils touch objects with different textures. Pupils identify soft, hard, rough, smooth objects.   Care: i. Pupils understand skin protects us	Different textured objects (cotton, sandpaper, stone, fabric) Body diagram Safe tasting samples (if permitted) Soap and water Lotion Pictures of skin care Taste flashcards
	TOUCH: SKIN &
	THE SENSE OF
	TASTE: TONGUE
	Skin as organ of touch Tongue as organ of taste Uses and care

		protects our body, shows when something is hot or sharp. ii. The teacher teaches: keep skin clean (bathing), use lotion, protect from sun, cover wounds.	and helps us feel. Pupils learn to keep skin clean and safe. Pupils understand importance of bathing.
		The Tongue (Taste): The teacher reviews tongue from first term. The teacher explains tongue helps us taste flavors. The teacher introduces four basic tastes: sweet, sour, salty, bitter. The teacher provides safe tasting samples (if permitted).	The Tongue: Pupils recall tongue from first term. Pupils understand tongue helps us taste. Pupils learn about sweet, sour, salty, bitter. Pupils taste safe foods (if permitted).
		Uses and Care: The teacher explains: tongue helps us taste food, talk, swallow. The teacher	Care: Pupils understand multiple uses of tongue. Pupils learn
		teaches: keep mouth	to keep mouth
		clean, brush teeth,	and tongue
		don’t eat dirty things.	clean.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers mid-term assessment on the five senses. The teacher tests identification of sense organs (eyes, ears, nose, tongue, skin).	Assessment Tasks: Pupils identify all five sense organs on their bodies. Pupils name what each sense organ does (eyes-see,	Assessment sheets Five senses chart Sound objects Smelling items Textured objects Flashcards Mark book Assessment

		The teacher assesses understanding of what each sense does. The teacher tests matching senses to their uses. The teacher evaluates knowledge of sense organ care. The teacher uses oral questions and practical demonstrations. The teacher assesses through games (listening, smelling, touching, seeing activities). The teacher	ears-hear, nose- smell, tongue- taste, skin- touch). Pupils match senses to activities. Pupils demonstrate understanding of sense organ care. Pupils participate in practical sense activities. Pupils answer oral questions from teacher. Pupils	checklist
		records pupils’	show
		performance.	understanding
			of five senses
			topics.
6	MID-TERM BREAK	–	–	–
7	AIR   Description of air Air is invisible but can be felt Air occupies space Air is everywhere	Introduction to Air: The teacher explains that air is all around us but we cannot see it. The teacher demonstrates feeling air by waving hand in front of face. The teacher uses a fan to show moving air. The teacher explains air is invisible but real.	Learning: Pupils understand air is around us but invisible. Pupils wave hands to feel air movement. Pupils feel air from fan. Pupils understand we can’t see air but it’s real.	Balloons Fan Empty plastic bottle Bubble solution and wand Pictures showing air Chart about air Outdoor space for wind observation
		Properties of Air: i. The teacher	Air Properties: i. Pupils observe balloon

		demonstrates air takes up space using balloon experiment. The teacher blows up a balloon to show air filling space. The teacher shows empty bottle is actually full of air. The teacher explains air is everywhere: in room, outside, in balloons, in tires.   Feeling Air: The teacher conducts activities where pupils feel air (blowing, fanning). The teacher takes pupils outside to feel wind (moving air). The teacher demonstrates breathing in and out (air going in our bodies). The teacher	being inflated with air. Pupils see air takes up space in balloon. Pupils learn “empty” bottle has air. Pupils understand air is everywhere.   Feeling Air: Pupils blow on their hands to feel air. Pupils go outside to feel wind. Pupils breathe in and out, feeling air. Pupils observe bubbles showing air movement.
		makes air visible
		using bubbles or
		smoke (with
		supervision).
8	USES OF AIR   Breathing (most important use) Cooling Filling balloons and tires Drying clothes	Uses of Air: The teacher explains the most important use: breathing (we need air to live). The teacher demonstrates breathing in and out. The teacher explains we breathe air all the time, even	Learning: Pupils understand breathing air keeps us alive. Pupils practice breathing in and out. Pupils understand we need air every	Balloons Hand fans Pictures of tires, balls Pictures of clothes drying Air conditioning/fa n for demonstration Chart showing

		when sleeping. iv. The teacher discusses that all living things need air.	moment. iv. Pupils learn all living things need air.	uses of air
		Other Uses: The teacher explains air helps cool us (fanning, air conditioning, wind). The teacher demonstrates using hand fan for cooling. The teacher shows air fills balloons, tires, balls, swimming floats. The teacher explains air helps dry wet clothes on the line. The teacher shows pictures of wind blowing clothes dry.	Other Uses: Pupils understand air helps cool us down. Pupils fan themselves and feel cooling. Pupils see balloons filled with air. Pupils understand air dries wet clothes. Pupils observe pictures of air drying things.
		Activities: The teacher inflates balloons with pupils. The teacher demonstrates fanning motion for cooling. The teacher discusses importance of fresh air.	Activities: Pupils help blow up balloons (with assistance). Pupils practice fanning for cooling. Pupils
			breathe fresh
			air outside.
9	AIR TRANSPORTATIO N   Air as means of transportation Vehicles that move through air	Air Transportation: The teacher explains some vehicles move through the air (not on ground or water). The teacher shows pictures of airplanes,	Learning: Pupils understand some things move through air. Pupils observe	Pictures of airplanes, helicopters, hot air balloons, kites Toy planes Videos of air transportation

	Examples: airplane, helicopter, kite, hot air balloon Smell travels through air	helicopters, hot air balloons, kites. The teacher explains airplanes carry people and goods through the sky. The teacher shows videos or pictures of air travel.	pictures of air vehicles. Pupils learn airplanes fly in the sky. Pupils watch videos of air transport.   Types: Pupils identify airplanes in pictures. Pupils recognize helicopters. Pupils observe hot air balloons. Pupils understand kites fly with wind. Pupils make airplane sounds and movements.   Smell: Pupils understand smells move through air. Pupils smell things from across the room. Pupils learn about air carrying smells.	Paper to make paper airplanes Perfume for smell demonstration Chart showing air transport
		Types of Air
		Transport: The teacher describes airplane: big, has wings, carries many people, flies high. The teacher describes helicopter: has spinning blades on top, can hover. The teacher describes hot air balloon: big balloon with basket, floats in air. The teacher explains kites: toys that fly in the wind.
		Smell in Air: The teacher explains smells travel through air to our noses. The teacher demonstrates with perfume or cooking smell traveling. The teacher
		discusses how we
		smell things from far
		away because smell
		moves in air.

10

WATER   Description of water Properties of water Clean and dirty water Importance of clean water

Introduction to Water: The teacher shows water in a clear container. The teacher explains water is a liquid we can see and feel. The teacher discusses properties: water is clear (transparent), has no color when clean, can pour, takes shape of container. The teacher lets pupils touch water safely.   Clean vs Dirty Water: The teacher shows samples of clean water and dirty water. The teacher explains clean water is clear, safe to drink. The teacher shows dirty water has dirt, is not clear, not safe to drink. The teacher emphasizes drinking only clean water. The teacher discusses where we get clean water (tap, filtered, bottled).   Importance: i. The teacher explains we need clean water to stay healthy.

Learning: Pupils observe water in container. Pupils understand water is a liquid. Pupils learn water is clear when clean, pours, takes shape of container. Pupils touch water safely.   Clean vs Dirty: Pupils observe samples of clean and dirty water. Pupils identify clean water as clear and safe. Pupils recognize dirty water is not safe. Pupils learn to drink only clean water. Pupils identify sources of clean water.   Importance: Pupils understand importance of clean water for health. Pupils learn

Clear containers Clean water samples Dirty water samples Pictures of water sources Drinking water Chart showing clean vs dirty water Water bottles

		The teacher discusses dangers of dirty water (sickness). The teacher emphasizes keeping water containers clean. The teacher teaches not to play in dirty water.	dirty water makes us sick. Pupils learn to keep drinking water clean. Pupils avoid dirty water.
11	SOURCES OF	Sources of Water: The teacher explains where water comes from: rain from sky, tap in homes, wells, streams, rivers, ocean. The teacher shows pictures of different water sources. The teacher discusses which sources give us drinking water (tap, well, filtered rain). The teacher explains rain is important source of water.   Uses of Water: The teacher lists uses: drinking (most important), cooking food, bathing, washing hands/clothes/dishes , cleaning house, watering plants, for animals. The teacher shows pictures of each use. The teacher emphasizes not	Sources: Pupils learn water comes from rain, tap, well, river. Pupils observe pictures of water sources. Pupils identify safe drinking water sources. Pupils understand rain gives us water.   Uses: Pupils learn many uses of water: drinking, cooking, bathing, washing, cleaning, watering plants. Pupils observe pictures of water uses. Pupils understand importance of	Pictures of water sources Pictures of water uses Large water container/basin Objects for experiment (wood, stone, plastic, metal spoon, leaf, cork, key) Towels Chart showing uses of water
	WATER & USES OF
	WATER
	Sources: rain, tap, well, stream, river Uses: drinking, cooking, bathing, washing, cleaning Objects that float and
	sink

		wasting water. iv. The teacher discusses turning off taps when not using water.	not wasting water. iv. Pupils learn to turn off taps.
			Float and
		Float and Sink: The teacher conducts water experiment with objects. The teacher explains some things float (stay on top of water), some sink (go down in water). The teacher demonstrates with objects: wood floats, stone sinks, plastic bottle floats, metal spoon sinks, leaf floats. The teacher lets	Sink: Pupils observe water experiment. Pupils learn some things float, some sink. Pupils watch objects floating and sinking. Pupils predict what will float or sink. Pupils enjoy hands-on water
		pupils predict and observe.	activity.
12	REVISION & END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term examination. The teacher tests knowledge of five senses (identification, uses, care). The teacher assesses understanding of air (properties, uses, transportation). The teacher tests water knowledge (clean vs dirty, sources, uses).	Examination Tasks: Pupils identify all five sense organs and their uses. Pupils explain how to care for sense organs. Pupils answer questions about air and its uses. Pupils identify air transportation vehicles. Pupils	Examination papers Five senses pictures Air and water pictures Float/sink objects Clean/dirty water samples Assessment sheets Mark book Report cards

		The teacher evaluates understanding of floating and sinking. The teacher uses oral questions, picture identification, and practical tasks. The teacher conducts practical demonstrations (identifying senses, float/sink activity). The teacher marks examination and prepares report cards.	distinguish clean from dirty water. Pupils name sources and uses of water. Pupils identify which objects float or sink. Pupils answer oral questions. Pupils participate in practical demonstrations . Pupils show
			understanding
			of second term
			topics.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked scripts with feedback. The teacher discusses individual performance. The teacher celebrates science achievements. The teacher awards certificates for excellence. The teacher distributes report cards. The teacher provides holiday activities (observe senses, air, water at home). The teacher previews third term	Closing Activities: Pupils receive marked work and report cards. Pupils listen to feedback. Pupils celebrate their science learning. Pupils receive awards. Pupils get holiday activities. Pupils look forward to third term. Pupils say goodbye	Report cards Marked scripts Certificates Awards Holiday activity sheets Celebration materials

topics. viii. The teacher encourages continued science curiosity.

happily.

NURSERY 1 PRE-SCIENCE SCHEME OF WORK THIRD TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	SIMPLE MACHINES   Definition of simple machines Introduction to machines Machines help us do work	Introduction: The teacher welcomes pupils back and reviews previous terms briefly. The teacher explains machines are things that help us do work easily. The teacher explains simple machines are basic tools that make work easier. The teacher shows examples of simple machines in the classroom and environment.   Understanding Machines: The teacher demonstrates how machines help us: scissors help us cut, broom helps us sweep, wheelbarrow helps us carry. The teacher shows that without machines, work would be harder. The teacher introduces simple machines: lever, wheel, inclined plane (simple concepts).	Learning: Pupils understand machines help us work. Pupils learn simple machines make work easy. Pupils observe examples of machines.   Understanding: Pupils see how scissors cut, brooms sweep, wheelbarrows carry. Pupils understand machines make work easier. Pupils learn about simple machines.   Activities: Pupils observe real machines and pictures. Pupils watch demonstrations of tools. Pupils identify machines in	Pictures of simple machines Real tools (scissors, broom, rake) Toy wheelbarrow Simple machine chart Flashcards

		Activities: The teacher shows real simple machines or pictures. The teacher demonstrates using simple tools. The teacher plays games identifying machines.	games.
2	SIMPLE MACHINES (Continued)   Identification of simple machines Examples: scissors, broom, knife, spoon, wheelbarrow, door handle Uses of simple machines	Identification: The teacher shows various simple machines one by one. The teacher names each: scissors (for cutting), knife (for cutting), spoon (for eating/scooping), broom (for sweeping), rake (for gathering), wheelbarrow (for carrying), door handle (for opening), bottle opener. The teacher lets pupils handle safe simple machines. The teacher shows pictures of machines we use at home and school.   Uses: The teacher demonstrates use of each machine: cutting paper with scissors, sweeping with broom, etc. The teacher explains how each machine makes	Identification: Pupils observe various simple machines. Pupils name machines with teacher: scissors, knife, spoon, broom, rake, wheelbarrow. Pupils handle safe machines carefully. Pupils recognize machines in pictures.   Uses: Pupils watch demonstrations of each machine. Pupils learn what work each machine does. Pupils understand safety with machines. Pupils learn machines are tools, not toys.	Real simple machines (scissors, broom, spoon, rake) Pictures of machines Toy wheelbarrow Door handle Bottle opener Matching cards Safety posters Song charts

		specific work easier. The teacher discusses safety when using machines (especially sharp ones). The teacher emphasizes machines are tools that help us, not toys.	Activities: Pupils practice using safe machines (sweeping, scooping). Pupils match machines to their uses. Pupils sing
		Activities: The teacher organizes safe hands- on activities (sweeping, scooping with spoon). The teacher plays matching games (machine to its use). The teacher sings	songs about tools.
		songs about tools
		and machines.
3	COLOURS   Identification of colors Primary colors: red, blue, yellow Other colors: green, orange, purple, black, white, brown	Introduction to Colors: The teacher shows objects of different colors one by one. The teacher names each color clearly: red, blue, yellow, green, orange, purple, black, white, brown. The teacher explains colors make our world beautiful. The teacher shows that objects have colors.	Learning: Pupils observe different colored objects. Pupils learn color names: red, blue, yellow, green, orange, purple, black, white, brown. Pupils understand colors are everywhere. Pupils see that everything has color.	Colored objects (balls, blocks, toys) Colored paper Paint (red, blue, yellow) Crayons of all colors  Coloring sheets Color flashcards Color sorting trays Color song charts
		Primary Colors: i. The teacher introduces red, blue, yellow as primary	Primary Colors: i. Pupils learn

		(main) colors. The teacher shows objects of each primary color. The teacher explains these colors can mix to make other colors (simple introduction).   Color Activities: The teacher conducts color identification games (color hunt in classroom). The teacher shows how to sort objects by color. The teacher demonstrates simple color mixing with paint (red + yellow = orange). The teacher provides coloring activities. The teacher sings color songs.	red, blue, yellow are primary colors. Pupils observe objects of each primary color. Pupils see colors can mix (simple concept).   Activities: Pupils play color identification games. Pupils sort objects by color. Pupils watch color mixing demonstration. Pupils color pictures with crayons. Pupils sing color songs enthusiastically.
4	COLOURS (Continued)   Uses of colors Colors in nature Recognizing and naming colors Favorite colors	Uses of Colors: The teacher explains colors help us identify things (red apple, yellow banana, green grass). The teacher discusses colors make things beautiful (clothes, houses, flowers, paintings). The teacher explains some colors have meanings: red (stop), green (go), yellow (caution) –	Uses: Pupils understand colors help us know things. Pupils learn colors make things pretty. Pupils learn about traffic light colors (simple). Pupils use colors in art activities.	Nature pictures Pictures of traffic lights Colored flashcards Painting materials Drawing paper Crayons Craft materials Outdoor observation area

		traffic light introduction. iv. The teacher shows how we use colors in drawings and art.   Colors in Nature: The teacher shows pictures of nature with colors: blue sky, green trees, brown soil, colorful flowers, rainbow. The teacher discusses animals have different colors too. The teacher takes pupils outside to observe colors in nature.   Activities: The teacher conducts color naming activities with flashcards. The teacher asks pupils their favorite colors. The teacher provides creative activities with colors (painting, drawing, crafts). The teacher	Nature: Pupils observe colors in nature pictures. Pupils learn about colorful flowers, sky, trees. Pupils go outside to see colors around them.   Activities: Pupils name colors when shown flashcards. Pupils tell teacher their favorite color. Pupils paint, draw, and create with colors. Pupils prepare for mid- term test.
		prepares pupils for
		mid-term assessment.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers mid-term assessment. The teacher tests	Assessment Tasks: i. Pupils identify simple machines in pictures and	Assessment sheets Simple machine pictures Real machines

		identification of simple machines. The teacher assesses knowledge of uses of machines. The teacher tests color identification (all colors taught). The teacher assesses ability to name colors shown. The teacher evaluates understanding of color uses. The teacher uses oral questions, picture identification, and practical activities. The teacher records pupils’ performance.	real objects. Pupils explain what each machine does (with prompts). Pupils name all colors shown: red, blue, yellow, green, orange, purple, black, white, brown. Pupils identify colors of objects presented. Pupils match colors correctly. Pupils explain uses of colors (simply). Pupils answer oral questions. Pupils	Colored objects Color flashcards Matching materials Mark book Assessment records
			demonstrate
			learning
			through
			practical tasks.
6	MID-TERM BREAK	–	–	–
7	SOIL   Meaning of soil Where we find soil Observation of soil Soil supports plants	Introduction to Soil: The teacher shows samples of soil in containers. The teacher explains soil is the earth/ground we walk on. The teacher lets pupils touch and feel soil safely. The teacher explains soil is found	Learning: Pupils observe soil samples. Pupils understand soil is the ground we walk on. Pupils touch and feel soil safely. Pupils learn soil is everywhere on	Soil samples in containers Small spade Water Potted plants Pictures of soil Seeds for planting Small pots Magnifying glass (optional)

		on the ground, in gardens, farms, under our feet.   Observation: The teacher guides pupils to observe soil: color (usually brown or black), texture (grainy, can be wet or dry). The teacher shows that soil can be dug with spade. The teacher demonstrates how soil holds water.   Soil and Plants: The teacher reviews plants from first term. The teacher explains plants grow in soil. The teacher shows plants growing in soil. The teacher explains soil gives food and support to plants. The teacher	ground.   Observation: Pupils observe soil’s color and texture. Pupils see how soil feels (grainy). Pupils watch teacher dig soil. Pupils see soil hold water.   Soil and Plants: Pupils recall plants from first term. Pupils understand plants need soil to grow. Pupils observe plants in soil. Pupils learn soil feeds and holds plants. Pupils watch planting demonstration.
		demonstrates
		planting in soil.
8	SOIL (Continued)   Types of soil: clay, loam, sandy Simple differences Uses of soil	Types of Soil: The teacher shows three types of soil: clay (sticky, holds water), loam (good for planting, mixture), sandy (grainy, doesn’t hold water well). The teacher lets	Types: Pupils observe three types of soil: clay, loam, sandy. Pupils touch and feel different soils (carefully). Pupils notice	Three types of soil samples (clay, loam, sandy) Small containers Water Pictures of soil uses Seeds

		pupils touch and feel each type (if available). The teacher explains differences simply: some soil is sticky, some is sandy, some is in between. The teacher demonstrates how each feels different.   Uses of Soil: The teacher explains soil is used for: growing plants and food, making bricks, making pottery, building (foundation of houses). The teacher shows pictures of soil uses. The teacher demonstrates simple activity with soil (planting seeds). The teacher emphasizes not eating soil or putting in mouth.	some soil is sticky, some is sandy. iv. Pupils learn soils feel different.   Uses: Pupils learn soil is for: growing plants, making bricks, making pottery. Pupils observe pictures of soil uses. Pupils participate in planting activity. Pupils learn not to eat soil.   Activities: Pupils observe and sort soil samples. Pupils plant seeds with teacher’s help. Pupils learn	Small pots for planting Spades Pictures of bricks, pottery
			to keep soil
		Activities: The teacher conducts soil sorting/observation activities. The teacher guides pupils in planting activity. The teacher	clean.
		discusses keeping soil
		clean (not littering).
9	CHEMICALS USED AT HOME	Introduction: i. The teacher	Learning: i. Pupils	Pictures of kerosene

Introduction to chemicals Common household chemicals Kerosene Petrol Safety with chemicals

explains chemicals are special liquids or powders we use at home for different purposes. The teacher emphasizes chemicals can be dangerous if not used properly. The teacher shows pictures of household chemicals (not real dangerous ones to pupils). The teacher teaches that chemicals are for adults to handle.   Kerosene: The teacher shows picture of kerosene stove/lamp. The teacher explains kerosene is used for cooking in stoves and for lighting lamps. The teacher emphasizes kerosene is not for drinking, very dangerous. The teacher discusses that adults use kerosene carefully.   Petrol: The teacher shows pictures of vehicles and generators. The teacher explains petrol powers cars, motorcycles,

understand chemicals are special liquids/powder s used at home. Pupils learn chemicals can be dangerous. Pupils observe pictures of chemicals (safely). Pupils understand only adults use chemicals.   Kerosene: Pupils see pictures of kerosene stove/lamp. Pupils learn kerosene is for cooking and lighting. Pupils understand kerosene is dangerous to drink. Pupils learn adults must handle it.   Petrol: Pupils observe pictures of vehicles. Pupils learn petrol makes cars and generators work. Pupils understand

stove/lamp Pictures of vehicles and generators Chemical safety posters Flashcards Safety warning signs Story book about safety

		generators. The teacher emphasizes petrol is very dangerous, never touch or drink. The teacher explains petrol smell is strong.   Safety: The teacher emphasizes: never touch chemicals, never drink chemicals, tell adults if you see chemicals, keep away from chemical containers. The teacher discusses dangers of chemicals (can burn, poison, make very sick). The teacher	petrol is very dangerous. iv. Pupils recognize petrol has strong smell.   Safety: Pupils learn important safety rules: never touch, never drink chemicals. Pupils learn to tell adults about chemicals. Pupils understand dangers of chemicals. Pupils learn to ask adults for
		teaches to ask adults	help.
		for help with
		anything we don’t
		know.
10	CHEMICALS USED AT HOME (Continued)   Detergent and soap Disinfectants and antiseptics Pesticides Safety rules review	Detergent and Soap: The teacher shows pictures or containers (closed) of detergent and soap. The teacher explains detergent is for washing clothes and dishes. The teacher explains soap is for bathing and washing hands. The teacher demonstrates hand washing with soap (practical, safe	Detergent and Soap: Pupils observe pictures of detergent and soap. Pupils learn detergent washes clothes and dishes. Pupils learn soap is for bathing and hand washing. Pupils practice washing hands	Pictures of detergent, soap, disinfectants Real soap for hand washing demonstration Pictures of cleaning First aid pictures Pest control pictures Safety posters Hand washing station

		activity). v. The teacher emphasizes we use soap every day for cleanliness.	with soap properly. v. Pupils understand soap keeps us clean.
		Disinfectants and
		Antiseptics: The teacher explains (simply) that disinfectants kill germs on floors and surfaces. The teacher explains antiseptics kill germs on our skin (like on cuts). The teacher shows pictures of cleaning and first aid. The teacher emphasizes these are also chemicals, only adults use them.   Pesticides: The teacher explains pesticides kill insects and pests that harm us or plants. The teacher shows pictures of pest control. The teacher emphasizes pesticides are dangerous, never touch.	Disinfectants and Antiseptics: Pupils learn disinfectants clean and kill germs. Pupils understand antiseptics are for cuts (first aid). Pupils observe cleaning and first aid pictures. Pupils remember only adults use these.   Pesticides: Pupils learn pesticides kill harmful insects. Pupils see pest control pictures. Pupils understand pesticides are very dangerous.
		Safety Review: The teacher reviews all chemical safety rules. The teacher emphasizes:	Safety: Pupils review all safety rules about chemicals. Pupils

		chemicals help us but can harm us if used wrongly. The teacher teaches always ask adults, never put chemicals in mouth, keep chemicals away from eyes. The teacher prepares pupils for	understand chemicals help but can harm. Pupils remember: ask adults, never drink chemicals, keep away from eyes and mouth. Pupils
		revision week.	prepare for
			revision.
11	REVISION OF THIRD TERM & YEAR’S WORK   All topics from three terms	Comprehensive Year-End Revision: The teacher systematically reviews Third Term: simple machines (identification, uses), colors (all colors, uses), soil (types, uses), chemicals (kerosene, petrol, soap, safety).   First Term Review: The teacher briefly reviews First Term: plants, fruits, animals, domestic animals, body parts (head, mouth, teeth, lips, tongue).   Second Term Review: The teacher briefly reviews Second Term: five senses (eyes, ears, nose, tongue, skin), air (uses, transportation), water (clean/dirty,	Third Term Revision: Pupils identify simple machines and their uses. Pupils name all colors learned. Pupils explain types and uses of soil. Pupils remember chemical safety rules.   First Term Review: Pupils recall plants, fruits, animals, body parts from first term.   Second Term Review: Pupils recall five senses, air, and water topics from second term.	All year’s materials Plant samples Fruit pictures Animal pictures Body parts charts Five senses materials Balloons (air) Water samples Simple machines Colored objects Soil samples Chemical safety posters Comprehensiv e revision worksheets Mock examination papers Celebration materials

		sources, uses, float/sink).	Activities: Pupils participate enthusiastically in all revision games and activities. Pupils complete comprehensive mock examination. Pupils ask questions about difficult areas. Pupils demonstrate readiness for final examination. Pupils celebrate their amazing science learning!
		Comprehensive
		Activities: The teacher uses games, songs, demonstrations, and hands-on activities for fun revision. The teacher conducts comprehensive mock examination covering all three terms. The teacher identifies areas needing extra support. The teacher builds strong confidence for final examination. The teacher
		celebrates year-long
		science learning
		journey.
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end- of-year pre-science examination.   First Term Topics: The teacher tests: plant identification, parts, fruits, animal knowledge, domestic animals, body parts (head, mouth, teeth, lips, tongue).	Final Examination Tasks:   First Term: Pupils identify plants, fruits, animals, domestic animals, body parts.   Second Term: Pupils identify five senses and their uses.	Comprehensive examination papers All pictures: plants, fruits, animals, body parts, senses, machines, colors Real samples: plants, fruits, soil, simple machines Colored objects Water and floating objects Assessment

		Second Term Topics: iii. The teacher tests: five senses identification and uses, air properties and uses, air transportation, water (clean/dirty, sources, uses), floating and sinking.	Pupils answer questions about air and water. Pupils identify floating and sinking objects.   Third Term: Pupils identify simple machines and explain their uses. Pupils name all colors shown. Pupils explain types and uses of soil. Pupils demonstrate knowledge of chemical safety.   Performance: Pupils answer all oral questions. Pupils complete practical demonstrations. Pupils show complete understanding of Nursery 1 Pre-Science topics. Pupils demonstrate year-long learning and growth.	sheets Mark book Report cards
		Third Term Topics: iv. The teacher tests: simple machines identification and uses, color identification and naming, soil types and uses, household chemicals and safety.
		Assessment
		Methods: The teacher uses oral questions, picture identification, practical demonstrations, and simple written tasks (matching, coloring). The teacher observes pupils’ responses, understanding, and participation. The teacher marks examination thoroughly. The teacher
		prepares
		comprehensive end-
		of-year report cards
		with detailed
		comments.

13

CLOSING, PROMOTION & GRADUATION ACTIVITIES

Year-End Closing: The teacher returns marked examination scripts with detailed feedback and encouragement. The teacher discusses individual year-long performance and growth. The teacher celebrates remarkable pre-science achievements! The teacher awards certificates and prizes for science excellence. The teacher distributes comprehensive end- of-year report cards. The teacher provides holiday activities (observe nature, practice safety). The teacher prepares pupils for promotion to Nursery 2. The teacher conducts science showcase/graduatio n ceremony where pupils demonstrate what they learned. The teacher thanks pupils for wonderful year of discovery and learning. The teacher encourages continued curiosity

Year-End Closing: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long performance review with pride. Pupils celebrate their amazing pre- science learning journey! Pupils receive certificates and awards for achievements. Pupils get holiday observation and safety activities. Pupils prepare excitedly for promotion to Nursery 2. Pupils participate in science showcase, demonstrating their knowledge to parents. Pupils say goodbye with confidence and pride in their science knowledge. Pupils look forward to

Report cards Marked examination scripts Certificates Science achievement awards Graduation materials Holiday activity workbooks Science showcase displays All learning materials from the year Celebration decorations Parent feedback forms “I Love Science!” badges

		about the world around them. xi. The teacher celebrates pupils’	continued learning in Nursery 2. x. Pupils
		journey through	celebrate
		plants, animals,	learning about:
		body, senses, air,	living things,
		water, machines,	senses,
		colors, soil, and	elements,
		safety!	machines, colors, soil, and
			safety!

SOCIAL HABITS SCHEME OF WORK FIRST TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	SELF- AWARENESS   Talking about self Knowing my name Knowing my age I am special	Introduction to Self: The teacher creates a welcoming environment and helps each child feel special. The teacher asks pupils to say their names one by one. The teacher teaches pupils to introduce themselves: “My name is…” The teacher helps pupils understand they are unique and special.   Personal Information: i. The teacher asks pupils how old they are and helps them	Self-Introduction: Pupils say their names when called. Pupils practice saying “My name is…” Pupils understand they are special and unique. Pupils listen to classmates’ names.   Personal Information: Pupils show their age with fingers. Pupils talk about what makes them special. Pupils look at themselves in mirrors. Pupils have	Mirrors Name tags Photos of pupils Drawing paper Crayons Name game materials Song charts “All About Me” worksheets Display board

		show with fingers. The teacher discusses things that make each pupil special (hair, smile, talents). The teacher uses mirror activities for self-recognition. The teacher takes individual photos of pupils (if permitted).   Activities: The teacher sings “What’s Your Name?” song. The teacher plays name games and recognition activities. The teacher guides pupils to draw themselves. The teacher	their photos taken (if permitted).   Activities: Pupils sing name songs. Pupils participate in name recognition games. Pupils draw pictures of themselves. Pupils share about themselves.
		creates “All About
		Me” displays.
2	SIMPLE	Teaching Greetings: The teacher demonstrates proper greetings with a smile. The teacher teaches time- appropriate greetings: “Good morning” (before 12pm), “Good afternoon” (after 12pm), “Good evening” (after 6pm). The teacher explains “Hello” and	Learning Greetings: Pupils watch greeting demonstrations. Pupils learn “Good morning,” “Good afternoon,” “Good evening” Pupils practice saying “Hello” and “Hi” Pupils greet with smiles.   Practice: i. Pupils watch role-play	Puppets Role-play materials Pictures of people greeting Chart showing different greetings Time of day pictures Song charts Flashcards
	COURTESY:
	GREETINGS
	Greeting with appropriate courtesy Good morning, Good afternoon, Good evening Hello and Hi Importance of
	greetings

		“Hi” can be used anytime. iv. The teacher emphasizes greeting with a smile and eye contact.   Practice: The teacher role- plays greeting scenarios with puppets. The teacher practices greetings with each pupil individually. The teacher demonstrates greeting elders with respect (adding “sir/ma”). The teacher explains we greet teachers, parents, friends, visitors.	demonstrations. Pupils practice greeting teacher and classmates. Pupils learn to greet elders respectfully. Pupils understand they should greet everyone.   Understanding: Pupils understand greetings are important. Pupils see how greetings make people smile. Pupils greet teachers and friends at school. Pupils sing greeting songs
			happily.
		Importance: The teacher explains greetings show we are friendly and respectful. The teacher discusses how greetings make people happy. The teacher encourages pupils to greet everyone at school. The teacher sings
		greeting songs.
3	SIMPLE COURTESY: SAYING	Teaching “Thank You”: i. The teacher	Learning “Thank You”: i. Pupils	Role-play props Gift boxes

	“THANK YOU”   When to say “Thank you” Why we say “Thank you” Being grateful Appreciation	explains “Thank you” is a polite way to show we appreciate something. The teacher demonstrates saying “Thank you” when receiving something. The teacher lists situations: when someone gives us something, helps us, does something nice, shares with us. The teacher emphasizes saying it with a smile.   When to Say Thank You: The teacher gives examples: receiving a gift, getting help, being served food, someone opens door for you, teacher helps you. The teacher role- plays various “thank you” scenarios. The teacher demonstrates “Thank you very much” for extra politeness. The teacher introduces “You’re welcome” as response.	understand “Thank you” shows appreciation. Pupils watch teacher demonstrate “Thank you” Pupils learn when to say “Thank you” Pupils say it with smiles.   Practice: Pupils identify situations needing “Thank you” Pupils watch and participate in role-plays. Pupils learn “Thank you very much” Pupils learn to respond “You’re welcome”   Understanding: Pupils feel grateful for things they have. Pupils understand gratitude makes everyone happy. Pupils practice saying “Thank you” in class. Pupils listen to	(empty) Story books about gratitude Thank you cards Pictures of thank you scenarios Puppets Chart with “Thank you” phrases
			thank you stories.
		Gratitude: i. The teacher discusses being thankful for what we have.

		The teacher explains gratitude makes us and others happy. The teacher practices “thank you” with real classroom situations. The teacher reads stories about saying thank you.
4	SIMPLE COURTESY: SAYING “I AM SORRY”   When to say “I am sorry” Why we apologize Making things right Forgiveness	Teaching “I Am Sorry”: The teacher explains “I am sorry” is what we say when we make a mistake or hurt someone. The teacher demonstrates apologizing sincerely. The teacher lists situations: when we hurt someone, break something, make someone sad, do something wrong. The teacher emphasizes meaning it when we say it.   When to Apologize: The teacher gives examples: pushing someone, taking someone’s toy, saying mean words, not sharing, breaking something. The teacher role-	Learning “I Am Sorry”: Pupils understand when they should say “I am sorry” Pupils watch apology demonstrations. Pupils learn situations requiring apologies. Pupils understand sincerity matters.   Practice: Pupils identify when “sorry” is needed. Pupils watch apology role-plays. Pupils practice saying “I am sorry” Pupils learn to respond “It’s okay”   Understanding: i. Pupils understand sorry means trying to be	Puppets Role-play materials Story books about apologies Pictures of apologizing Forgiveness chart Sorry/forgiven ess cards

		plays apology scenarios with puppets. The teacher demonstrates saying “I am sorry” and making amends. The teacher introduces “It’s okay” or “I forgive you” as responses.	better. Pupils learn not to repeat mistakes. Pupils learn to forgive others. Pupils listen to forgiveness stories. Pupils prepare for mid-term test.
		Making Amends: The teacher explains saying sorry should be followed by being nice. The teacher discusses not repeating the same mistake. The teacher teaches about forgiveness when someone says sorry to us. The teacher reads stories about saying sorry and forgiveness. The teacher
		prepares pupils for
		mid-term
		assessment.
5	MID-TERM ASSESSMENT/T EST	Assessment Activities: The teacher administers mid- term assessment on social habits. The teacher tests self-awareness: pupils state their names and ages.	Assessment Tasks: Pupils state their full names and ages clearly. Pupils greet teacher appropriately (“Good morning/afternoo	Assessment checklist Role-play scenarios Observation forms Courtesy cards Mark book Assessment materials

		The teacher assesses greeting skills: pupils demonstrate appropriate greetings for different times. The teacher tests “Thank you”: pupils identify situations and practice saying it. The teacher assesses “I am sorry”: pupils identify when to apologize. The teacher evaluates courtesy and politeness in interactions. The teacher uses role-play, oral questions, and observation. The teacher	n”). Pupils demonstrate saying “Thank you” in given scenarios. Pupils show when to say “I am sorry” Pupils participate in courtesy role- plays. Pupils demonstrate polite behavior. Pupils interact courteously with teacher and classmates. Pupils show understanding of courtesy topics covered.
		records pupils’ social
		behavior and
		courtesy skills.
6	MID-TERM BREAK	–	–	–
7	MY FAMILY   Identifying members of the family Father, Mother, Brother, Sister Grandparents Family love	Introduction to Family: The teacher explains what a family is: people who live together and love each other. The teacher shows pictures of different families. The teacher discusses immediate family members:	Learning About Family: Pupils understand what a family is. Pupils observe pictures of families. Pupils learn about immediate family members. Pupils look at simple family	Family pictures Family tree chart Drawing paper Crayons Family story books Finger family props Song charts Photos of different

father, mother, siblings. iv. The teacher uses family tree diagrams (simple).   Family Members: The teacher identifies and names family members: father/daddy, mother/mummy, brother, sister, grandfather/grandp a, grandmother/grand ma. The teacher shows pictures and asks pupils to identify family members. The teacher asks pupils to talk about their own families. The teacher discusses that families can be different sizes.   Family Love: The teacher emphasizes families love and care for each other. The teacher discusses what families do together. The teacher encourages pupils to draw their families. The teacher sings family songs (“Finger Family”). The teacher reads

trees.   Identifying Members: Pupils learn names of family members: father, mother, brother, sister, grandparents. Pupils identify family members in pictures. Pupils talk about their own families. Pupils understand families are different.   Understanding: Pupils understand families love each other. Pupils share what they do with families. Pupils draw pictures of their families. Pupils sing “Finger Family” song. Pupils listen to family stories.

families

		family story books.
8	MY FAMILY (Continued)   Extended family Uncles, Aunts, Cousins Family gatherings Respect for family members	Extended Family: The teacher introduces extended family: uncles, aunts, cousins. The teacher explains these are relatives we see at gatherings. The teacher shows pictures of extended family structures. The teacher discusses how extended family supports us.   Family Relationships: The teacher explains: uncle is father’s or mother’s brother, aunt is father’s or mother’s sister, cousins are uncle’s or aunt’s children. The teacher uses simple relationship diagrams. The teacher asks pupils to share about their relatives.   Family Gatherings: The teacher discusses family gatherings: parties, celebrations, holidays, visits. The teacher talks about activities at family events.	Extended Family: Pupils learn about uncles, aunts, cousins. Pupils understand these are relatives. Pupils observe extended family pictures. Pupils learn family helps each other.   Relationships: Pupils understand basic family relationships. Pupils see relationship diagrams. Pupils talk about their relatives.   Gatherings: Pupils discuss family gatherings they’ve attended. Pupils share what happens at family events. Pupils learn to respect family members, especially elders. Pupils practice greeting relatives. Pupils share family photos (if available).	Extended family pictures Family relationship chart Photos of family gatherings Drawing materials Pupils’ family photos Story books about families

		The teacher emphasizes being respectful to all family members, especially elders. The teacher teaches greeting relatives properly. The teacher encourages sharing family photos (if brought).
9	ROLES OF MEMBERS OF THE FAMILY   What father does What mother does What children do Helping at home	Father’s Role: The teacher discusses what fathers do: work to provide money, protect family, play with children, teach us, love us. The teacher shows pictures of fathers at work and with families. The teacher encourages pupils to share what their fathers do.   Mother’s Role: The teacher discusses what mothers do: cook food, take care of children, work, clean house, teach us, love us. The teacher shows pictures of mothers doing various activities. The teacher emphasizes both parents work hard for the family.	Father’s Role: Pupils learn what fathers do for families. Pupils observe pictures of fathers. Pupils share about their fathers.   Mother’s Role: Pupils learn what mothers do for families. Pupils observe pictures of mothers. Pupils understand both parents work hard.	Pictures of fathers at work Pictures of mothers Pictures of children helping Family roles chart Role-play props Story books about family cooperation
			Children’s Role: Pupils understand they can help at home too. Pupils learn to be obedient and respectful. Pupils identify simple chores they can do.
			Cooperation:

		Children’s Role: The teacher discusses what children can do: be obedient, help with small chores, love parents, be respectful, do well in school. The teacher emphasizes children should help at home. The teacher lists simple chores: putting toys away, helping set table, tidying room.	Pupils understand families work together. Pupils learn everyone contributes to family happiness. Pupils appreciate what parents do. Pupils participate in family role-plays.
		Family
		Cooperation: The teacher explains families work together. The teacher discusses everyone has a role in making home happy. The teacher encourages appreciation for what parents do. The teacher role-
		plays family
		scenarios.
10	ACTIVITIES AT	Activities at Home: The teacher discusses things we do at home: eating, sleeping, playing, watching TV, helping parents, bathing. The teacher	Home Activities: Pupils learn about daily home activities. Pupils compare weekday and weekend. Pupils share what they do at	Pictures of home activities Pictures of school activities School sign/logo Teachers’ name cards
	HOME AND IN
	SCHOOL &
	SCHOOL
	AWARENESS
	Activities at home Activities at

school Knowing school name Knowing teachers’ and friends’ names

compares weekday and weekend activities. iii. The teacher asks pupils to share their home activities.   Activities at School: The teacher discusses things we do at school: learning, playing, singing, eating snacks, making friends, listening to teacher. The teacher compares home and school activities. The teacher emphasizes school is for learning.   School Awareness: The teacher teaches pupils the name of their school and helps them repeat it. The teacher shows the school sign/logo. The teacher reviews all teachers’ names and helps pupils remember them. The teacher conducts name recognition activities for classmates. The teacher emphasizes we are part of school

home.   School Activities: Pupils identify school activities. Pupils understand differences between home and school. Pupils know school is for learning.   School Awareness: Pupils learn and say their school name. Pupils identify school sign/logo. Pupils know and can name their teachers. Pupils recognize classmates’ names. Pupils feel part of school family.   School Pride: Pupils learn school song. Pupils understand importance of caring for school. Pupils prepare for revision.

Pupils’ name tags School anthem/song chart Comparison chart

		family.   School Pride: The teacher teaches school anthem/song (if any). The teacher discusses loving and taking care of school. The teacher prepares pupils for revision week.
11	REVISION OF FIRST TERM WORK   All social habits topics	Comprehensive Revision: The teacher systematically reviews self- awareness: naming self, stating age. The teacher revises all courtesy phrases: greetings (Good morning, afternoon, evening, Hello, Hi), “Thank you,” “I am sorry” The teacher reviews family: immediate family members, extended family, roles of family members. The teacher revises activities at home and school. The teacher reviews school awareness: school name, teachers’ names, friends’ names. The teacher uses role-plays, games,	Revision Activities: Pupils state their names and ages confidently. Pupils practice all courtesy phrases: greetings, “Thank you,” “I am sorry” Pupils identify and name family members and their roles. Pupils discuss home and school activities. Pupils state school name and teachers’ names. Pupils participate enthusiastically in revision games and role-plays. Pupils complete mock assessment tasks. Pupils demonstrate polite, courteous	All term’s materials Family pictures Courtesy charts Role-play props Name cards School materials Revision worksheets Mock test materials Games

		songs for revision. The teacher conducts mock assessment activities. The teacher reinforces polite behavior and good manners. The teacher identifies areas needing extra support. The teacher	behavior. Pupils ask questions about difficult areas. Pupils show readiness for examination.
		builds confidence
		for final
		examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term social habits examination. The teacher tests self-awareness: pupils state names, ages clearly. The teacher assesses greetings: pupils greet appropriately for different times of day. The teacher tests courtesy: pupils demonstrate “Thank you” and “I am sorry” in scenarios. The teacher assesses family knowledge: pupils name family members and their roles.	Examination Tasks: Pupils state their full names and ages. Pupils demonstrate appropriate greetings. Pupils show when and how to say “Thank you” and “I am sorry” Pupils identify family members in pictures and explain their roles. Pupils discuss activities at home and school. Pupils state their school name and name teachers. Pupils demonstrate polite, courteous behavior	Examination materials Family pictures Courtesy scenario cards Role-play props School materials Assessment checklist Observation forms Mark book Report cards

		The teacher tests knowledge of home and school activities. The teacher assesses school awareness: pupils state school name, identify teachers and friends. The teacher evaluates overall courtesy, politeness, and social behavior. The teacher uses oral questions, role- plays, and practical demonstrations. The teacher	throughout examination. Pupils participate in all role-play scenarios. Pupils answer oral questions. Pupils show complete understanding of first term social habits.
		marks and prepares
		report cards with
		behavior comments.
13	CLOSING & END OF TERM ACTIVITIES	Closing Activities: The teacher returns marked work with positive feedback. The teacher discusses individual behavior and social development. The teacher celebrates pupils’ courtesy and good manners. The teacher awards certificates for exemplary behavior. The teacher distributes report cards. The teacher provides holiday tips: continue	Closing Activities: Pupils receive marked work and report cards. Pupils listen to behavior feedback. Pupils celebrate their social development. Pupils receive behavior awards/certificates . Pupils get holiday courtesy reminders. Pupils look forward to second term. Pupils say polite goodbyes to teachers and	Report cards Marked work Behavior certificates Awards Holiday behavior tips sheets Celebration materials

practicing courtesy at home, help parents, be respectful. The teacher gives preview of second term topics. The teacher encourages continued good behavior during holidays.

friends.

NURSERY 1 SOCIAL HABITS SCHEME OF WORK SECOND TERM

WEEK	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	PERSONAL HYGIENE   Importance of cleanliness Washing hands Bathing daily Brushing teeth	Introduction to Hygiene: The teacher welcomes pupils back and reviews first term courtesy briefly. The teacher introduces personal hygiene: keeping our bodies clean. The teacher explains cleanliness keeps us healthy and makes us look good. The teacher discusses when we need to be clean.   Hand Washing: The teacher demonstrates proper handwashing with soap and water. The teacher explains when to wash hands: before eating, after toilet, after playing, when dirty. The teacher teaches handwashing steps: wet hands, apply soap, scrub all parts, rinse, dry. The teacher supervises practical	Learning Hygiene: Pupils understand importance of being clean. Pupils learn keeping clean makes us healthy. Pupils know cleanliness makes us look and feel good.   Hand Washing: Pupils watch handwashing demonstration. Pupils learn when to wash hands. Pupils learn handwashing steps. Pupils practice washing hands properly.   Other Practices: Pupils understand importance of daily baths. Pupils recall tooth brushing importance. Pupils understand wearing clean	Hand washing station Soap Water Towels Hygiene charts Pictures of clean children Song charts Demonstration materials

		handwashing activities.	clothes. iv. Pupils sing
			hygiene songs.
		Other Hygiene
		Practices: The teacher emphasizes bathing every day to stay clean and smell nice. The teacher reviews tooth brushing from first term (pre-science). The teacher discusses wearing clean clothes. The teacher
		sings hygiene songs.
2	CLEANLINESS AND TIDINESS   Keeping our environment clean Proper waste disposal Tidying up toys and books Clean classroom	Environmental Cleanliness: The teacher explains keeping our surroundings clean is important. The teacher discusses clean environments: classroom, home, school compound. The teacher demonstrates picking up litter and putting in bin. The teacher emphasizes not littering.   Waste Disposal: The teacher shows proper use of waste bins/trash cans. The teacher demonstrates	Learning Cleanliness: Pupils understand importance of clean environment. Pupils learn about clean spaces. Pupils watch litter disposal demonstration. Pupils learn not to litter.   Waste Disposal: Pupils learn to use waste bins properly. Pupils practice disposing waste correctly. Pupils understand not	Waste bins Cleaning materials Toys Books Tidiness charts Before/after pictures Reward stickers Cleaning tools (child-safe)

		disposing of paper, food wrappers, etc. The teacher teaches “don’t throw things on the floor” The teacher organizes classroom clean-up activities.   Tidiness: The teacher teaches putting toys back after playing. The teacher demonstrates organizing books on shelves. The teacher emphasizes keeping personal space tidy. The teacher assigns simple classroom tidying duties. The teacher	to throw things on floor. iv. Pupils participate in clean-up activities.   Tidiness: Pupils learn to put toys away after use. Pupils organize books properly. Pupils keep their spaces tidy. Pupils help with classroom tidying. Pupils enjoy being clean and tidy.
		rewards tidiness and
		cleanliness.
3	SHARING AND CARING   Importance of sharing Sharing toys and books Caring for others Being kind	Introduction to Sharing: The teacher explains sharing means letting others use what we have. The teacher demonstrates sharing toys with classmates. The teacher discusses why sharing is important: makes friends, makes others happy, shows kindness.	Learning Sharing: Pupils understand what sharing means. Pupils watch sharing demonstrations. Pupils learn why sharing is important. Pupils listen to sharing stories.   Practice: i. Pupils share	Toys for sharing Books Story books about sharing Sharing chart Reward stickers Pictures of children sharing Role-play props

		iv. The teacher reads stories about sharing.   Practice Sharing: The teacher organizes sharing activities with classroom toys and books. The teacher teaches taking turns when sharing. The teacher demonstrates asking politely to share: “Can I share with you?” The teacher addresses difficulties in sharing and encourages generosity.   Caring for Others: The teacher explains caring means showing love and concern for others. The teacher demonstrates helping someone who falls or is sad. The teacher teaches checking on friends who are absent or unwell. The teacher emphasizes being kind to everyone. The teacher	toys and books with classmates. Pupils learn to take turns. Pupils ask politely to share. Pupils try to be generous with their things.   Caring: Pupils understand caring means showing concern. Pupils help friends who need assistance. Pupils show concern for absent or unwell classmates. Pupils practice kindness to everyone. Pupils enjoy being caring and sharing.
		rewards sharing and
		caring behavior.

4

GOOD EATING HABITS   Eating properly Table manners Not wasting food Healthy eating

Proper Eating: The teacher demonstrates eating properly: sitting down, using utensils correctly, chewing with mouth closed, not talking with mouth full. The teacher emphasizes washing hands before eating. The teacher teaches eating slowly and not rushing. The teacher discusses eating at appropriate times.   Table Manners: The teacher teaches basic table manners: saying “Please” and “Thank you,” waiting turn to be served, not grabbing food, using napkin. The teacher demonstrates proper use of spoon/fork. The teacher teaches not playing with food. The teacher emphasizes staying seated while eating.   Food Appreciation: i. The teacher teaches not wasting food – eat what is served.

Proper Eating: Pupils learn to sit properly while eating. Pupils practice using utensils correctly. Pupils learn to chew with mouth closed. Pupils understand importance of handwashing before meals.   Table Manners: Pupils practice saying “Please” and “Thank you” at meals. Pupils wait their turn to be served. Pupils use spoons/forks properly. Pupils learn not to play with food. Pupils stay seated while eating.   Appreciation: Pupils learn not to waste food. Pupils feel grateful for food. Pupils learn about healthy foods. Pupils prepare for mid-

Plates, spoons, forks Napkins Table setting materials Pictures of good eating habits Healthy food pictures Table manners chart Role-play materials

		The teacher discusses being grateful for food. The teacher introduces healthy eating simply (fruits, vegetables). The teacher prepares pupils for mid-term assessment.	term test.
5	MID-TERM ASSESSMENT/TEST	Assessment Activities: The teacher administers mid- term social habits assessment. The teacher tests personal hygiene knowledge: when to wash hands, importance of bathing. The teacher assesses cleanliness and tidiness: proper waste disposal, tidying toys. The teacher tests sharing and caring: pupils demonstrate sharing, show kindness. The teacher assesses eating habits: table manners, proper eating behavior. The teacher evaluates practical application of good habits. The teacher uses observation, oral questions, and	Assessment Tasks: Pupils explain when to wash hands and demonstrate proper handwashing. Pupils demonstrate proper waste disposal and tidying up. Pupils show sharing toys and books with classmates. Pupils demonstrate caring behavior. Pupils show proper eating habits and table manners. Pupils apply all good habits learned. Pupils participate in practical demonstrations. Pupils show social development	Assessment materials Handwashing station Toys and books Eating materials Waste bins Observation checklist Mark book

		practical demonstrations. viii. The teacher records pupils’ behavior and social development.	and good habits.
6	MID-TERM BREAK	–	–	–
7	SAFETY AT HOME AND SCHOOL   Basic safety rules Staying safe at home Staying safe at school Stranger danger (simple)	Safety Introduction: The teacher explains safety means keeping ourselves free from danger and harm. The teacher discusses why safety is important. The teacher introduces basic safety rules.	Safety Understanding: Pupils understand safety keeps us from harm. Pupils learn importance of being safe. Pupils learn basic safety rules.	Safety pictures Safe/unsafe behavior charts Role-play props Safety rules posters Pictures of trusted adults Story books about safety
		Home Safety: The teacher teaches home safety rules: don’t play with fire/matches, don’t touch electrical outlets, don’t play with knives/sharp objects, don’t open door to strangers, stay away from hot stoves, don’t climb dangerous places. The teacher shows pictures of safe and unsafe behaviors. The teacher emphasizes telling adults about dangers.	Home Safety: Pupils learn not to play with fire, electricity, sharp objects. Pupils learn not to open doors to strangers. Pupils observe safe and unsafe pictures. Pupils understand to tell adults about dangers.   School Safety: Pupils learn to walk carefully in school. Pupils practice safe playground

		School Safety: The teacher teaches school safety: walk, don’t run in classroom, be careful on playground, line up properly, stay with teacher during trips, tell teacher if hurt. The teacher demonstrates safe behavior in class and playground. The teacher practices safety rules.   Stranger Awareness: The teacher introduces stranger danger simply: don’t go with people you don’t know, don’t take things from strangers, don’t talk to strangers when alone, stay close to trusted adults. The teacher identifies trusted adults: parents, teachers, known family friends. The teacher role-	behavior. Pupils stay with teachers during activities. Pupils tell teacher when hurt.   Stranger Safety: Pupils learn not to go with strangers. Pupils understand not to take things from strangers. Pupils identify trusted adults. Pupils practice safe responses in role-plays.
		plays safe responses
		to strangers.
8	RESPECTING OTHERS   Showing respect to elders Respecting teachers Respecting classmates	Respect Introduction: i. The teacher explains respect means treating others well and showing we value	Understanding Respect: i. Pupils understand respect means treating others well.	Respect charts Pictures of respectful behavior Role-play materials Classroom

	– Respect for property	them. The teacher demonstrates respectful behavior. The teacher discusses why respect is important.	Pupils observe respectful behavior. Pupils learn why respect is important.   Respecting Elders: Pupils learn to respect parents, grandparents, older relatives. Pupils practice listening and obeying elders. Pupils speak politely to elders. Pupils understand elders deserve special respect.   Respecting Teachers: Pupils show respect to teachers. Pupils listen when teacher talks. Pupils follow teacher’s instructions. Pupils maintain classroom respect.   Respecting Peers: Pupils treat classmates kindly. Pupils handle	rules poster Reward stickers Story books about respect
		Respecting Elders: The teacher teaches respect for parents, grandparents, older relatives: listen to them, obey them, greet them properly, help them, speak politely. The teacher demonstrates respectful body language (no shouting, no talking back). The teacher emphasizes elders deserve special respect.
		Respecting
		Teachers: The teacher discusses respecting teachers: listen when teacher talks, follow instructions, greet teacher, raise hand to speak, don’t disturb class. The teacher practices classroom respect rules.
		Respecting Peers
		and Property: i. The teacher

		teaches respecting classmates: be kind, don’t hit or push, don’t take others’ things, listen when they speak, play nicely. The teacher teaches respecting property: don’t break toys, handle books carefully, take care of school materials. The teacher	toys and books carefully. Pupils take care of school materials. Pupils enjoy being respectful.
		rewards respectful
		behavior.
9	FEELINGS AND EMOTIONS   Identifying feelings Happy, sad, angry, afraid Expressing feelings appropriately Understanding others’ feelings	Identifying Feelings: The teacher introduces basic feelings: happy, sad, angry, afraid, surprised, excited. The teacher shows pictures of facial expressions for each feeling. The teacher demonstrates each feeling with facial expressions and body language. The teacher helps pupils name feelings they experience.   Expressing Feelings: The teacher teaches it’s okay to have feelings. The teacher demonstrates	Identifying Feelings: Pupils learn about basic feelings. Pupils observe facial expressions for each feeling. Pupils watch teacher demonstrate feelings. Pupils name feelings they have experienced.   Expressing Feelings: Pupils understand all feelings are okay. Pupils learn to express feelings appropriately. Pupils	Feelings flashcards Emotion face pictures Feelings chart Mirror Story books about emotions Feelings games Role-play props

		appropriate ways to express feelings: saying “I feel sad” instead of crying uncontrollably, saying “I feel angry” instead of hitting. The teacher teaches asking for help when feeling overwhelmed. The teacher practices using “feeling words”   Understanding Others: The teacher teaches recognizing feelings in others by looking at faces and listening to voices. The teacher demonstrates empathy: if someone is sad, ask “Are you okay?” or try to help. The teacher discusses not hurting others’ feelings. The teacher reads stories about feelings. The teacher plays	practice saying “I feel…” iv. Pupils learn to ask for help with big feelings.   Understanding Others: Pupils recognize feelings in classmates. Pupils show empathy when others are sad or hurt. Pupils try not to hurt others’ feelings. Pupils listen to feelings stories. Pupils play feelings games.
		feelings
		identification
		games.
10	LISTENING AND FOLLOWING INSTRUCTIONS   – Importance of listening	Importance of Listening: i. The teacher explains listening means paying attention when	Understanding Listening: Pupils understand what listening means. Pupils learn	Listening games materials Instruction cards Simon Says

Listening to parents and teachers Following instructions Obeying rules

someone talks. The teacher demonstrates good listening: looking at speaker, being quiet, thinking about what is said. The teacher discusses why listening is important: to learn, stay safe, understand, be respectful.   Listening Practice: The teacher teaches listening to parents at home and teachers at school. The teacher demonstrates active listening behaviors. The teacher plays listening games (Simon Says, following verbal instructions). The teacher rewards good listening.   Following Instructions: The teacher explains instructions are directions we should follow. The teacher demonstrates following simple instructions: “Please sit down,” “Line up,” “Put books away”

good listening behaviors. iii. Pupils understand why listening is important.   Practice: Pupils listen carefully to parents and teachers. Pupils practice active listening. Pupils play listening games. Pupils enjoy listening activities.   Following Instructions: Pupils understand instructions are directions. Pupils follow simple instructions given by teacher. Pupils practice one-step and two-step tasks. Pupils do what they’re told promptly.   Obedience: Pupils understand importance of obeying rules. Pupils follow classroom rules.

props Classroom rules chart Reward stickers Pictures of listening

		The teacher practices one-step and two-step instructions. The teacher emphasizes doing what we’re told promptly.	iii. Pupils prepare for revision.
		Obedience: The teacher teaches obeying rules at home and school keeps us safe and helps everything run smoothly. The teacher reviews classroom rules. The teacher
		prepares pupils for
		revision week.
11	REVISION OF SECOND TERM WORK   All social habits topics	Comprehensive Revision: The teacher systematically reviews personal hygiene: handwashing, bathing, cleanliness. The teacher revises cleanliness and tidiness: waste disposal, organizing toys/books. The teacher reviews sharing and caring: sharing toys, being kind. The teacher revises good eating habits: table manners, not wasting food.	Revision Activities: Pupils demonstrate proper handwashing and cleanliness practices. Pupils show proper waste disposal and tidying. Pupils demonstrate sharing and caring behaviors. Pupils show good eating habits and table manners. Pupils recall and practice	All term’s materials Handwashing station Safety pictures Feelings cards Respect charts Eating materials Sharing toys Revision worksheets Mock test materials Games and role-play props

		The teacher reviews safety rules: home safety, school safety, stranger danger. The teacher revises respect: for elders, teachers, classmates, property. The teacher reviews feelings and emotions: identifying, expressing appropriately. The teacher revises listening and following instructions. The teacher uses games, role-plays, demonstrations for revision. The teacher conducts mock examination. The teacher reinforces all good social habits. The teacher	safety rules. Pupils demonstrate respectful behavior to all. Pupils identify and appropriately express feelings. Pupils demonstrate good listening and following instructions. Pupils participate in all revision activities enthusiastically. Pupils complete mock examination. Pupils show mastery of good social habits. Pupils demonstrate readiness for examination.
		builds confidence
		for final
		examination.
12	END OF TERM EXAMINATION	Examination Administration: The teacher administers comprehensive end- of-term examination. The teacher tests personal hygiene: handwashing demonstration,	Examination Tasks: Pupils demonstrate proper handwashing technique. Pupils show cleanliness and tidying skills. Pupils	Examination materials Handwashing station Eating materials Toys for sharing Safety pictures Feelings cards Respect

		cleanliness knowledge. The teacher assesses cleanliness and tidiness through observation and practical tasks. The teacher tests sharing and caring: pupils demonstrate sharing and kindness. The teacher assesses eating habits: table manners demonstration. The teacher tests safety knowledge: pupils explain safety rules for home and school. The teacher assesses respect: pupils demonstrate respectful behavior. The teacher tests feelings identification and expression. The teacher evaluates listening skills and following instructions. The teacher uses oral questions, practical demonstrations, observation, and role-plays. The teacher	demonstrate sharing toys and caring for others. Pupils show proper table manners during snack time. Pupils explain safety rules and identify safe/unsafe behaviors. Pupils demonstrate respectful behavior to teacher and classmates. Pupils identify feelings in pictures and express their own appropriately. Pupils show good listening skills and follow multi-step instructions. Pupils participate in all examination activities. Pupils demonstrate complete understanding of second term social habits.	scenarios Observation checklist Mark book Report cards
		marks and prepares
		comprehensive
		report cards.
13	CLOSING & END OF	Closing Activities:	Closing	Report cards

	TERM ACTIVITIES	The teacher returns marked work with positive feedback and encouragement. The teacher discusses individual social and behavioral development. The teacher celebrates pupils’ progress in good habits. The teacher awards certificates for exemplary social behavior. The teacher distributes report cards with detailed behavior comments. The teacher provides holiday reminders: practice hygiene, be safe, share, respect family, listen to parents. The teacher gives preview of third term topics. The teacher	Activities: Pupils receive marked work and report cards. Pupils listen to feedback about their social development. Pupils celebrate their good habits and achievements. Pupils receive behavior certificates and awards. Pupils get holiday social habits reminders. Pupils look forward to third term. Pupils say polite goodbyes using all courtesy learned. Pupils leave with pride in their social development.	Marked work Behavior certificates Achievement awards Holiday reminders sheet Celebration materials Parent feedback forms
		encourages
		continued practice
		of good social
		habits during
		holidays.

NURSERY 1 SOCIAL HABITS SCHEME OF WORK THIRD TERM

WEE K	TOPIC	TEACHER’S ACTIVITIES	PUPILS’ ACTIVITIES	MATERIALS
1	OUR ENVIRONMENT   Understanding our environment Things in our environment Taking care of our environment	Introduction to Environment: The teacher welcomes pupils back and briefly reviews second term. The teacher explains environment means everything around us: home, school, neighborhood, nature. The teacher discusses things in our environment: people, animals, plants, buildings, roads, air, water. The teacher takes pupils on environment observation walk.   Types of Environment: The teacher discusses different environments: home environment, school environment, neighborhood, natural environment (parks, forests). The teacher shows pictures of various environments. The teacher compares clean and dirty environments.	Learning Environment: Pupils understand environment is everything around us. Pupils identify things in environment: people, animals, plants, buildings. Pupils go on observation walk.   Types: Pupils learn about different environments. Pupils observe environment pictures. Pupils compare clean and dirty environments.   Care: Pupils understand importance of caring for environment. Pupils learn not to litter and to keep environment	Environment pictures Clean/dirty environment comparison Waste collection bags Gloves for clean-up Plants Environment charts Nature walk area

		Caring for Environment: The teacher teaches we must take care of our environment. The teacher demonstrates: don’t litter, use waste bins, plant trees, don’t destroy plants, keep surroundings clean. The teacher organizes environmental clean- up activity. The teacher	clean. Pupils participate in clean-up activity. Pupils appreciate beautiful, clean environments.
		emphasizes beautiful
		environments make
		us happy and
		healthy.
2	OUR ENVIRONMENT (Continued)   Living and non-living things in environment Animals in our environment Plants in our environment Protecting nature	Living and Non- Living: The teacher reviews living things (from pre-science): people, animals, plants – they grow, move, eat, breathe. The teacher introduces non-living things: rocks, water, air, buildings, toys – they don’t grow or move on their own. The teacher helps pupils sort pictures into living and non- living.   Animals and Plants: i. The teacher discusses animals in our environment:	Living and Non-Living: Pupils recall living things from pre- science. Pupils learn about non- living things. Pupils sort pictures into living and non- living categories.   Animals and Plants: Pupils identify animals in environment. Pupils identify plants around them.	Pictures of living and non- living things Sorting cards Pictures of animals and plants Nature protection posters Real plants Story books about nature

		pets, birds, insects, farm animals. The teacher discusses plants around us: trees, flowers, grass, vegetables. The teacher emphasizes both are important for our world.   Protecting Nature: The teacher teaches being kind to animals: don’t hurt them, feed pets, don’t destroy nests. The teacher teaches protecting plants: don’t uproot, water plants, don’t break branches. The teacher discusses how plants and animals help us. The teacher	iii. Pupils understand importance of animals and plants.   Protection: Pupils learn to be kind to animals. Pupils learn to protect plants. Pupils understand how plants and animals help us. Pupils appreciate nature.
		conducts nature
		appreciation
		activities.
3	GOOD MANNERS   Review and reinforcement of courtesy Polite behavior in public Excuse me, May I, Please Being well-behaved	Review of Courtesy: The teacher reviews all courtesy learned: greetings, “Thank you,” “I am sorry” The teacher emphasizes consistent use of polite words. The teacher rewards pupils using courtesy naturally.   Additional Polite	Review: Pupils review all courtesy phrases learned. Pupils use polite words consistently. Pupils enjoy being courteous.   New Phrases: i. Pupils learn “Excuse me” and when to	Courtesy charts Role-play props Public places pictures Polite phrases flashcards Reward stickers Story books about manners

		Phrases: The teacher introduces “Excuse me”: when passing by someone, when interrupting (politely), when you need attention, after burping/sneezing. The teacher introduces “May I…?” for asking permission: “May I go to the toilet?”, “May I have water?”, “May I play with this?” The teacher reinforces “Please” when asking for anything. The teacher practices all polite phrases through role- plays.   Public Behavior: The teacher discusses behaving well in public places: markets, church/mosque, parties, restaurants. The teacher teaches: speak quietly, don’t run around, stay close to adults, be respectful, don’t touch things that aren’t yours. The teacher emphasizes good manners everywhere, not just at school. The teacher role-	use it. Pupils learn “May I…?” for asking permission. Pupils practice saying “Please” when requesting. Pupils participate in courtesy role- plays.   Public Behavior: Pupils learn how to behave in public places. Pupils understand public behavior rules. Pupils know good manners apply everywhere. Pupils participate in public scenario role-plays.
		plays various public

		scenarios.
4	GENDER FAIRNESS   Boys and girls are equal Everyone can do things No gender stereotypes Respecting everyone	Gender Equality Introduction: The teacher explains boys and girls are equally important and valuable. The teacher discusses we are different but equal. The teacher emphasizes everyone deserves respect regardless of being boy or girl.	Understanding Equality: Pupils understand boys and girls are equally important. Pupils learn we are different but equal. Pupils respect everyone regardless of gender.	Pictures of men and women in various professions Diverse toy collection Equality posters Story books about gender equality Flashcards Activity materials
		Breaking	No
		Stereotypes: The teacher teaches both boys and girls can: play with any toys, do any activities, be good at different things, have any dreams. The teacher shows pictures of men and women in various professions. The teacher discusses: girls can play with cars, boys can play with dolls; girls can be doctors, boys can be nurses; anyone can cook, clean, or build. The teacher emphasizes no job or activity is “only for boys” or “only for girls”	Stereotypes: Pupils understand both boys and girls can do anything. Pupils see men and women in various jobs. Pupils learn anyone can play with any toys. Pupils understand no limits based on gender.   Respect: Pupils treat everyone kindly. Pupils play with both boys and girls. Pupils don’t

		Respect and Inclusion: The teacher teaches treating everyone kindly regardless of gender. The teacher encourages boys and girls to play together. The teacher addresses any gender-based teasing firmly. The teacher celebrates diversity and equality. The teacher	tease based on gender. Pupils celebrate equality. Pupils prepare for mid-term test.
		prepares pupils for
		mid-term assessment.
5	MID-TERM ASSESSMENT/TES T	Assessment Activities: The teacher administers mid-term social habits assessment. The teacher tests environment knowledge: identifying things in environment, living vs non-living. The teacher assesses environmental care: pupils explain how to care for environment. The teacher tests good manners: pupils demonstrate all courtesy phrases including “Excuse me” and “May I” The teacher assesses gender	Assessment Tasks: Pupils identify things in environment. Pupils sort living and non- living things. Pupils explain how to care for environment. Pupils demonstrate all courtesy phrases learned. Pupils show polite behavior in role-play scenarios. Pupils explain that boys and girls are equal and can do anything.	Assessment materials Environment pictures Living/non- living sorting cards Courtesy scenario cards Gender equality pictures Observation checklist Mark book

		fairness understanding: pupils explain boys and girls are equal. The teacher evaluates respectful, inclusive behavior. The teacher uses oral questions, picture identification, and practical demonstrations. The teacher	Pupils demonstrate respectful, inclusive behavior. Pupils show understanding of third term topics.
		records pupils’
		understanding and
		behavior.
6	MID-TERM BREAK	–	–	–
7	HELPING OTHERS   Importance of helping Helping at home Helping at school Community helpers	Importance of Helping: The teacher explains helping means making things easier for others. The teacher discusses why helping is important: shows love, builds friendships, makes work easier, makes helpers happy. The teacher demonstrates various helping actions. The teacher reads stories about helping.   Helping at Home: i. The teacher discusses ways to help at home: putting toys away, helping set table, tidying room, helping younger siblings,	Understanding Helping: Pupils understand helping makes things easier for others. Pupils learn why helping is important. Pupils observe helping demonstrations. Pupils listen to helping stories.   Home Helping: Pupils learn ways to help at home. Pupils understand they can be helpers. Pupils share how they help at home.	Pictures of helping behaviors Story books about helping Community helpers pictures Helper badges/stickers Role-play props Charts about helping

		doing small chores. The teacher emphasizes children can be helpers too. The teacher asks pupils to share how they help at home.   Helping at School: The teacher discusses ways to help at school: helping classmates who struggle, sharing materials, cleaning up, following instructions, being kind. The teacher assigns classroom helper roles. The teacher rewards helpful behavior.   Community	School Helping: Pupils learn ways to help at school. Pupils help classmates and teachers. Pupils take on classroom helper roles. Pupils enjoy being helpful.   Community Helpers: Pupils learn about community helpers. Pupils understand how helpers serve us. Pupils
		Helpers: The teacher introduces community helpers: teachers, doctors, nurses, police, firefighters, cleaners, drivers. The teacher discusses how they help us. The teacher	appreciate community helpers.
		shows appreciation
		for community
		helpers.
8	PEOPLE AND THEIR PROFESSIONS	Introduction to Professions: i. The teacher explains professions	Learning Professions: i. Pupils understand	Pictures of various professions Career

	Different jobs people do Importance of all jobs What I want to be	are jobs people do to earn money and help society. The teacher shows pictures of people in various professions. The teacher discusses different workplaces.	professions are jobs people do. Pupils observe pictures of various professions. Pupils learn about different workplaces.	flashcards Professional tools/uniform pictures Drawing materials Career dress-up props (optional) Story books
				about
		Various Professions: The teacher presents professions: teacher, doctor, nurse, engineer, farmer, driver, chef, pilot, police officer, firefighter, artist, shopkeeper, banker. The teacher discusses what each profession does. The teacher shows tools/uniforms associated with each profession. The teacher emphasizes all jobs are important and deserving of respect.   Career Aspirations: The teacher asks pupils “What do you want to be when you grow up?” The teacher encourages diverse career aspirations. The teacher validates all career choices. The teacher helps pupils draw themselves in their	Various Jobs: Pupils learn about many different professions. Pupils understand what each profession does. Pupils identify tools and uniforms for professions. Pupils understand all jobs are important.   Career Dreams: Pupils think about what they want to be. Pupils share their career dreams. Pupils feel their dreams are valued. Pupils draw themselves in dream careers. Pupils understand education is important for	professions

		dream profession. v. The teacher discusses that education helps us get good jobs.	careers.
9	TRANSPORTATION IN MY NEIGHBOURHOOD & MEANS OF TRANSPORTATION   Vehicles around us Land, water, air transportation Road safety basics	Neighborhood Transportation: The teacher discusses vehicles commonly seen in neighborhood: cars, buses, motorcycles, bicycles, tricycles (keke), trucks. The teacher asks pupils what vehicles they see daily. The teacher discusses how people travel in the neighborhood.   Means of Transportation: The teacher categorizes transportation: Land (cars, buses, trains, bicycles), Water (boats, ships), Air (airplanes, helicopters). The teacher shows pictures of each type. The teacher discusses which is fastest, which carries most people, etc. The teacher asks pupils about their travel experiences.   Basic Road Safety: i. The teacher introduces basic road	Neighborhood Vehicles: Pupils identify vehicles in their neighborhood. Pupils share vehicles they see daily. Pupils discuss how people travel around them.   Transportation Types: Pupils learn about land, water, and air transportation. Pupils observe pictures of various vehicles. Pupils compare different transportation types. Pupils share their travel experiences.   Road Safety: Pupils learn basic road safety rules. Pupils understand importance of	Pictures of various vehicles Land/water/ai r transportation charts Traffic light model Zebra crossing demonstration Road safety posters Toy vehicles Road safety games

		safety: look left and right before crossing, use pedestrian crossings/zebra crossings, hold adult’s hand when crossing, obey traffic lights (red-stop, green-go), don’t play on the road. The teacher demonstrates safe road crossing. The teacher shows traffic light colors and meanings. The teacher emphasizes safety is most important. The teacher plays	looking before crossing. Pupils learn about traffic lights. Pupils understand not to play on roads. Pupils play road safety games.
		road safety games.
10	OUR COUNTRY – NIGERIA   Name of our country Nigerian flag Being Nigerian National pride	Introduction to Nigeria: The teacher teaches pupils the name of their country: Nigeria. The teacher helps pupils say “I am Nigerian” or “I am from Nigeria” The teacher shows map of Nigeria (simple introduction). The teacher discusses what makes Nigeria special.   Nigerian Flag: The teacher shows the Nigerian flag: green-white-green. The teacher	Learning About Nigeria: Pupils learn Nigeria is their country. Pupils practice saying “I am Nigerian” Pupils observe map of Nigeria. Pupils learn what makes Nigeria special.   Nigerian Flag: Pupils identify Nigerian flag colors. Pupils learn meaning of flag colors. Pupils draw	Nigerian flag Map of Nigeria Pictures of Nigerian culture Nigerian foods pictures Traditional dress pictures National symbols pictures Drawing materials Green and white paper/crayons

		explains green represents agriculture/forests, white represents peace. The teacher helps pupils draw and color Nigerian flag. The teacher teaches flag respect.   Being Nigerian: The teacher discusses Nigerian culture simply: foods, languages, festivals, dances. The teacher shows pictures of Nigerian landmarks, traditional dress, foods. The teacher teaches simple Nigerian greeting in local language (if appropriate). The teacher discusses national symbols: flag, coat of arms (show picture).	and color Nigerian flag. iv. Pupils learn to respect the flag.   Nigerian Culture: Pupils learn about Nigerian culture. Pupils observe pictures of Nigerian things. Pupils learn simple greeting in local language. Pupils see national symbols.   Pride: Pupils feel proud to be Nigerian. Pupils understand being good citizens. Pupils
		National Pride: The teacher encourages love for Nigeria. The teacher teaches (simply) that we should be good citizens: obeying rules, being kind, keeping environment clean, respecting others. The teacher	prepare for revision.
		prepares pupils for

		revision week.
11	REVISION OF THIRD TERM & YEAR’S WORK   All social habits from three terms	Comprehensive Year-End Revision:   Third Term Review: The teacher reviews environment: caring for environment, living/non-living things. The teacher revises good manners: all courtesy phrases. The teacher reviews gender fairness: boys and girls are equal. The teacher revises helping others and community helpers. The teacher reviews professions and career aspirations. The teacher revises transportation and road safety. The teacher reviews Nigeria: flag, being Nigerian, national pride.   First Term Review: The teacher briefly reviews: self- awareness, courtesy (greetings, thank you, sorry), family, family roles, school awareness.   Second Term	Comprehensiv e Revision:   Third Term: Pupils explain caring for environment. Pupils demonstrate all courtesy phrases. Pupils explain gender equality. Pupils discuss helping others. Pupils name various professions. Pupils identify transportation types and practice road safety. Pupils show knowledge of Nigeria and flag.   First Term: Pupils recall self- awareness, courtesy, family topics from first term.   Second Term: Pupils recall hygiene, safety, respect, feelings topics from	All year’s materials Environment pictures Courtesy charts Gender equality posters Helping pictures Profession flashcards Transportation pictures Nigerian flag Comprehensive revision worksheets Mock examination Celebration materials

		Review: The teacher briefly reviews: hygiene, cleanliness, sharing, eating habits, safety, respect, feelings, listening.   Comprehensive Activities: The teacher uses games, songs, role- plays, demonstrations for fun year-end revision. The teacher conducts comprehensive mock examination covering all three terms. The teacher celebrates year-long social development journey. The teacher	second term.   Activities: Pupils participate enthusiastically in all revision activities. Pupils complete comprehensive mock examination. Pupils celebrate their amazing year- long social development! Pupils demonstrate readiness for final examination.
		builds strong
		confidence for final
		examination.
12	END OF YEAR EXAMINATION	Final Examination Administration: The teacher administers comprehensive end- of-year social habits examination.   Third Term Topics: The teacher tests environment knowledge, good manners (all courtesy), gender	Final Examination Tasks:   Third Term: i. Pupils explain environment care, demonstrate courtesy, explain equality, discuss helping, name	Comprehensive examination materials All pictures and charts from year Role-play props Nigerian flag Family pictures Courtesy cards Safety pictures Profession pictures Transportation

		fairness, helping others, professions, transportation, Nigeria.	professions, identify transportation, show Nigeria knowledge.   Second Term: Pupils demonstrate hygiene practices, show respect, share appropriately, display good eating habits, explain safety, identify feelings.   First Term: Pupils state name/age, demonstrate all courtesy, identify family members, state school name.   Performance: Pupils answer all oral questions. Pupils participate in role-plays. Pupils demonstrate year-long social development. Pupils show excellent courtesy, respect, kindness throughout. Pupils	pictures Observation checklist Mark book Report cards
		Second Term
		Topics: iii. The teacher tests hygiene, cleanliness, sharing, eating habits, safety, respect, feelings, listening.
		First Term Topics: iv. The teacher tests self-awareness, courtesy (greetings, thank you, sorry), family knowledge, school awareness.
		Assessment
		Methods: The teacher uses oral questions, role- plays, practical demonstrations, picture identification. The teacher observes overall social behavior, courtesy, respect, kindness throughout examination. The teacher assesses year-long social development and character growth. The teacher
		marks thoroughly
		and prepares
		comprehensive end-
		of-year report cards
		with detailed

		behavior comments.	demonstrate complete Nursery 1 social habits mastery!
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Year-End Closing: The teacher returns marked examination scripts with detailed, encouraging feedback. The teacher discusses individual year-long social and character development. The teacher celebrates remarkable growth in courtesy, respect, kindness, and all social habits! The teacher awards certificates and prizes for exemplary social behavior and character. The teacher distributes comprehensive end- of-year report cards. The teacher provides holiday reminders: continue all good habits learned, be courteous, help family, stay safe, be respectful. The teacher prepares pupils for promotion to Nursery 2. The teacher	Year-End Closing: Pupils receive marked work and comprehensive report cards. Pupils listen to year-long social development review with pride. Pupils celebrate their amazing character growth! Pupils receive certificates and awards for social excellence. Pupils get holiday social habits reminders. Pupils prepare excitedly for promotion to Nursery 2. Pupils participate in social habits showcase, demonstrating courtesy and good manners	Report cards Marked examination scripts Character excellence certificates Social behavior awards Graduation materials Holiday social habits reminders Social habits showcase displays All year’s learning materials Celebration decorations Parent feedback forms “I Have Good Manners!” badges

		conducts social habits showcase/graduation where pupils demonstrate courtesy, respect, and good habits to parents. The teacher celebrates pupils’ transformation into well-mannered, respectful, kind individuals. The teacher thanks pupils for wonderful year and encourages continued character development. The teacher celebrates journey	to parents. Pupils say polite, respectful goodbyes using all courtesy learned throughout the year. Pupils feel proud of becoming well- mannered, kind, respectful individuals. Pupils look forward to continued growth in Nursery 2. Pupils
		through: self-	celebrate
		awareness, courtesy,	learning:
		family, hygiene,	courtesy,
		safety, respect,	kindness,
		feelings,	respect, safety,
		environment,	helping,
		equality, helping,	equality, and
		professions, Nigeria!	being good
			citizens!

NURSERY 2 SCHEME OF WORK UNIFIED FOR PRESCHOOL

Literacy (Letter Work)

Literacy (Language Domain)

Numeracy

Basic science and technology

Health Habits

Social Habits

Civic Education

Physical and Health Education

Personal Development

Creativity     

Songs and rhymes

Handwriting

LITERACY (LETTER WORK) SCHEME OF WORK FIRST TERM

WEEK	TOPIC	CONTENT
1	SPEECH: ALPHABETS, RHYMES AND SONGS	Introduction to lowercase letters a-e Learning letter sounds (phonics) for a-e Letter recognition and identification Simple alphabet rhymes Songs: “A is for Apple,” “Baa Baa Black Sheep” Sound-letter association Picture-word matching for letters a-e
2	SPEECH: SIMPLE INSTRUCTION (VALUES). ALPHABETS	Simple instructions (values): please, thank you, sorry, excuse me Learning letter sounds and letters in lowercase: f-j Phonics for letters f-j (/f/ as in fan, /g/ as in goat, /h/ as in hat, /i/ as in ink, /j/ as in jug) Simple stories that portray honesty and transparency Songs promoting good values Following simple classroom instructions Letter recognition f-j
3	READING AND WRITING: PICTURE READING AND MAKING FREE PATTERNS	Picture reading: identifying objects, animals, and people in pictures Making free patterns using crayons and pencils Developing vertical lines (top to bottom) Developing horizontal lines (left to right) Pre-writing skills: tracing vertical and horizontal lines Picture description and interpretation Associating pictures with simple words
4	READING AND WRITING: PATTERN MAKING. LISTENING TO MUSIC & RHYMES	Letter sounds for k-o Learning letter sounds and letters in lowercase: k-o Making free patterns with various materials Making slant strokes (diagonal lines) Listening to and reciting nursery rhymes Listening to music and rhythm activities Pattern tracing and copying Sound recognition for k-o (/k/ as in kite, /l/ as in lion, /m/ as in mango, /n/ as in nest, /o/ as in orange)

5	MID-TERM ASSESSMENT/TEST	Oral assessment: identifying lowercase letters a- o Recognizing and naming letter sounds for a-o Picture reading assessment Pattern making evaluation (vertical, horizontal, slant lines) Following simple instructions Reciting rhymes learned Letter-sound matching test Identifying objects that start with letters a-o
6	MID-TERM BREAK	–
7	WRITING AND SPEECH: MAKING PATTERNS OF DIFFERENT SHAPES. PARTS OF THE BODY	Learning names of body parts: head, eyes, ears, nose, mouth, hands, legs, fingers, toes Identifying self as boy or girl Making running curves from bottom to top Making running curves from top to bottom Pattern making with curved lines Body parts songs and rhymes Drawing simple body shapes
8	WRITING AND SPEECH: MAKING PATTERNS. BODY PARTS. ALPHABETS	Learning letter sounds and letters in lowercase: p-t Letter sounds: /p/ as in pen, /q/ as in queen, /r/ as in rat, /s/ as in sun, /t/ as in tap Continued learning of body parts (arms, neck, shoulders, knees, back) Identifying wavy lines Tracing wavy lines and patterns Body parts identification games Letter recognition p-t
9	READING, WRITING AND SPEECH: PICTURE READING. ALPHABETS. MAKING PATTERNS	Learning letter sounds and letters in lowercase: u-z Letter sounds: /u/ as in umbrella, /v/ as in van, /w/ as in water, /x/ as in box, /y/ as in yam, /z/ as in zebra Describing simple stories with pictures Pattern making with various strokes Picture sequencing activities Completing the alphabet a-z Review of all lowercase letters
10	WRITING AND SPEECH: DOMESTIC ANIMALS. OBJECTS IN THE HOME	Learning names of domestic animals: dog, cat, goat, sheep, cow, chicken, duck, rabbit Identifying objects in the home: bed, chair, table, cup, spoon, plate

	AND SCHOOL. MAKING PATTERNS	Identifying objects in school: desk, board, chalk, book, pencil, bag Pattern making with horizontal strokes Animal sounds and movements Object-name association
11	REVISION OF FIRST TERM WORK	Comprehensive review of all lowercase letters a-z Review of letter sounds (phonics) for all letters Picture reading revision Pattern making revision: vertical, horizontal, slant, curved, wavy lines Body parts identification review Domestic animals and objects revision Rhymes and songs review Simple instructions and values review Mock examination exercises
12	END OF TERM EXAMINATION	Oral test: identifying and naming all lowercase letters a-z Letter sounds test for a-z Picture reading examination Pattern making assessment (all pattern types) Body parts identification test Naming domestic animals Identifying home and school objects Rhyme recitation Following instructions test Overall literacy skills evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scripts Distribution of report cards Review of term’s achievements Award ceremony for excellent performance Holiday literacy practice tips Celebration activities Farewell songs and rhymes Preview of second term topics

NURSERY 2 LITERACY (LETTER WORK) SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	READING AND WRITING: PICTURE READING. MAKING PATTERNS	Picture reading of objects and animals Describing pictures in simple sentences Pattern making in slant form from left to right (/) Naming objects in pictures Pattern making in slant form from right to left () Picture-word association Review of lowercase letters a-z
2	SPEECH AND WRITING: MUSIC AND POEMS. ALPHABETS. MAKING PATTERNS	Listening to music and songs Reciting poems and rhymes Pattern making: horizontal with vertical lines (crosses +) Reciting alphabets a-z in sequence Identifying all alphabets a-z when shown randomly Learning new nursery rhymes Musical rhythm activities
3	READING AND WRITING: ALPHABETS (UPPERCASE AND LOWERCASE) Aa-Bb. MAKING PATTERNS	Introduction to uppercase letters A and B Recognition and pronunciation of uppercase and lowercase Aa and Bb Tracing uppercase and lowercase letters Aa and Bb Writing letters Aa and Bb Making curves from left to right Matching uppercase with lowercase: A- a, B-b Words starting with A and B (Apple, Ball)
4	READING AND WRITING: IDENTIFYING LETTERS OF ALPHABETS Cc-Dd. MAKING PATTERNS	Recognition and pronunciation of uppercase and lowercase Cc and Dd Tracing letters Cc and Dd (uppercase and lowercase) Writing letters Cc and Dd Making curves from right to left Matching uppercase with lowercase: C- c, D-d Words starting with C and D (Cat,

		Dog) – Curved line patterns
5	MID-TERM ASSESSMENT/TEST	Recognition test for uppercase and lowercase letters A-D Writing assessment for Aa, Bb, Cc, Dd Matching uppercase with lowercase letters Pattern making evaluation (curves, slants, crosses) Picture reading and naming test Recitation of poems and rhymes Letter sounds test for A-D Identifying words that start with A-D
6	MID-TERM BREAK	–
7	READING AND SPEECH: IDENTIFYING LETTERS OF ALPHABETS Ee-Ff. NURSERY RHYMES AND SONGS. GREETINGS	Greeting at school: Good morning madam/sir, Good afternoon Greeting at home: Good morning daddy, Good morning mummy Simple instructions at school: sit down, stand up, line up, be quiet Simple instructions at home: welcome, come here, good night Recognition and writing of letters Ee and Ff (uppercase and lowercase) Tracing letters Ee and Ff Nursery rhymes about greetings
8	READING AND WRITING: IDENTIFYING LETTERS Gg-Hh. MAKING PATTERNS	Recognition and pronunciation of uppercase and lowercase Gg and Hh Tracing alphabets Gg and Hh Writing letters Gg and Hh Intersecting lines patterns Slanting lines patterns Matching uppercase with lowercase: G- g, H-h Words starting with G and H (Goat, Hat)
9	READING AND WRITING: IDENTIFYING LETTERS Ii-Jj. STORYTELLING. DAILY ROUTINE	Learning daily routine: greetings, prayers, bathing, brushing teeth, eating breakfast, going to school Recognition and writing of letters Ii and Jj (uppercase and lowercase) Tracing letters Ii and Jj Coloring letters and objects

		Simple storytelling activities Sequencing daily activities Time concepts (morning, afternoon, evening, night)
10	READING AND WRITING: IDENTIFYING LETTERS Kk-Ll. PATTERN MAKING	Recognition and pronunciation of uppercase and lowercase Kk and Ll Tracing and writing letters Kk and Ll Making different patterns (combination of lines learned) Pre-writing skills development through scribbles Free drawing and pattern creation Matching K-k, L-l Words starting with K and L (Kite, Lion)
11	REVISION OF SECOND TERM WORK	Comprehensive review of uppercase and lowercase letters A-L Review of all pattern making techniques Picture reading and description revision Greetings and simple instructions review Daily routine activities revision Writing practice for all letters A-L (uppercase and lowercase) Matching uppercase with lowercase A- L Rhymes, poems, and songs review Mock examination practice
12	END OF TERM EXAMINATION	Recognition test for uppercase and lowercase letters A-L Writing examination for letters Aa-Ll Matching uppercase with lowercase letters A-L Pattern making comprehensive assessment Picture reading and description test Greetings and instructions practical test Daily routine sequencing test Storytelling assessment Rhyme recitation Overall literacy progress evaluation
13	CLOSING & END OF TERM	– Return of marked examination scripts

ACTIVITIES

Distribution of report cards Celebration of literacy achievements Awards for excellent performance Holiday practice materials distribution Review of term’s progress Fun literacy games and activities Preview of third term topics Farewell and holiday wishes

.

NURSERY 2 LITERACY (LETTER WORK) SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	READING AND WRITING: IDENTIFYING LETTERS Mm- Nn. SCRIBBLING	Recognition and pronunciation of uppercase and lowercase Mm and Nn Tracing and writing letters Mm and Nn Tracing pictures of objects Slanting strokes practice Free scribbling and creative drawing Matching M-m, N-n Words starting with M and N (Mango, Nest)
2	READING AND WRITING: IDENTIFYING LETTERS Oo-Tt	Identification of uppercase and lowercase letters Oo, Pp, Qq, Rr, Ss, Tt Tracing letters Oo-Tt (uppercase and lowercase) Writing practice for letters Oo-Tt Matching letters with objects that start with each letter Letter sounds for O-T Making circular patterns Words beginning with O-T
3	READING AND SPEECH: IDENTIFYING LETTERS Uu- Ww. STORIES AND RHYMES. LINES	Identification of uppercase and lowercase letters Uu, Vv, Ww Tracing and writing letters Uu-Ww Nursery rhymes and songs Simple story listening and retelling Recognition and tracing horizontal strokes Matching U-u, V-v, W-w Picture stories
4	READING AND WRITING: IDENTIFYING LETTERS Xx-Zz. MAKING PATTERNS: CIRCLE	Identification of uppercase and lowercase letters Xx, Yy, Zz Tracing and writing letters Xx-Zz Completing the alphabet A-Z (uppercase and lowercase) Making circular patterns and shapes Drawing circles of different sizes Words with X, Y, Z (Box, Yam, Zebra) Review of entire alphabet A-Z
5	MID-TERM	– Recognition test for all uppercase and

	ASSESSMENT/TEST	lowercase letters A-Z Writing assessment for letters M-Z Matching uppercase with lowercase letters M-Z Complete alphabet recitation A-Z Letter sounds test Pattern making evaluation (circles, slants, horizontal strokes) Picture identification and naming Rhyme recitation assessment
6	MID-TERM BREAK	–
7	SPEECH AND STRUCTURE:	Comprehensive identification of all letters A-Z (uppercase and lowercase) Matching all uppercase letters with lowercase A-Z Greetings at school: Good morning teacher, Good afternoon sir/ma Greetings at home: Good morning/evening daddy/mummy, welcome Identifying names and titles: Mr., Mrs., Miss, Dr. General greetings: Hello, Hi, How are you? Polite responses: I’m fine thank you, You’re welcome
	MATCHING UPPERCASE
	LETTERS WITH LOWERCASE.
	SIMPLE GREETINGS AND
	COMMANDS
8	SPEECH AND WRITING:	Associating pictures with corresponding words Introduction to 2-letter words: at, an, am, as, it, in, is, if, or, on, ox, of Introduction to 3-letter words: cat, bat, rat, mat, hat, sat, fat, pat, can, man, fan, pan, ran, van, etc. Identifying words that start with A-E Practicing correct writing skills Copying letters Aa-Ee correctly Beginning word formation
	MATCHING LETTERS Aa-Ee
	WITH PICTURES. WRITING 2-
	LETTER AND 3-LETTER
	WORDS. COPYING LETTERS
	Aa-Ee
9	SPEECH AND WRITING: MATCHING LETTERS Ff-Jj WITH PICTURES. COPYING LETTERS Ff-Jj	Associating pictures with words starting with F-J Writing 2-letter words: up, us Writing 3-letter words: fun, bun, sun, run, gun, fox, box, jam, jug, jet, jog, etc. Picture-word matching activities

		Copying letters Ff-Jj with correct formation Simple word recognition
10	SPEECH: MATCHING LETTERS Kk-Oo WITH PICTURES. STORYTELLING, SONGS & RHYMES. COPYING LETTERS Kk-Oo	Associating pictures with words starting with K-O Writing 2-letter and 3-letter words: kit, kid, key, let, lot, leg, log, met, mat, mop, mug, net, not, nut, nap, etc. Telling simple stories Singing songs and nursery rhymes Copying letters Kk-Oo correctly Story sequencing activities
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Revision: Review of letters M-Z (uppercase and lowercase) Matching all uppercase with lowercase letters A-Z 2-letter and 3-letter words revision Picture-word association for all letters Greetings, commands, and polite expressions   Year-Long Revision: Complete alphabet A-Z recognition (uppercase and lowercase) All letter sounds (phonics) a-z Pattern making comprehensive review Picture reading and description Simple word reading (2-letter and 3-letter words) Body parts, domestic animals, home and school objects Rhymes, songs, and poems from entire year Writing practice for all letters Mock examination covering all three terms
12	END OF YEAR EXAMINATION	Third Term Topics: Letters M-Z recognition and writing test Matching uppercase with lowercase A-Z 2-letter and 3-letter words reading and writing Picture-word matching for all letters Greetings and commands practical test

		Complete Year Assessment: Comprehensive alphabet recognition A-Z (uppercase and lowercase) Letter sounds test for all letters a-z Writing examination for all letters Aa-Zz Reading simple 2-letter and 3-letter words Picture reading and identification Pattern making comprehensive test Storytelling assessment Rhyme and song recitation Following instructions test Overall Nursery 2 literacy mastery evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of marked examination scripts with feedback Distribution of comprehensive end-of- year report cards Celebration of literacy achievements (knowing A-Z, reading simple words) Awards ceremony for literacy excellence Certificate distribution Holiday literacy practice materials Preparation for promotion to Nursery 3/Primary 1 Literacy showcase for parents (alphabet recitation, rhymes, simple reading) Graduation ceremony activities Farewell celebrations Encouragement for continued literacy development

LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK FIRST TERM

WEEK	TOPIC	CONTENT
1	INTRODUCTION OF THE FIRST GROUP OF SOUNDS: s, a, t, i, p, n	Introduction to letter sound /s/ as in sun, snake, sat Introduction to letter sound /a/ as in apple, ant, cat Introduction to letter sound /t/ as in tap, top, mat Introduction to letter sound /i/ as in ink, insect, sit Introduction to letter sound /p/ as in pen, pig, cap Introduction to letter sound /n/ as in net, nut, pan Sound recognition and pronunciation practice Blending simple sounds: s-a-t (sat), p-i-n (pin), t-a-p (tap) Basic word formation using sounds s, a, t, i, p, n Reading simple CVC words: sat, pin, tap, nap, pit, tin, pan, sip
2	INTRODUCTION OF THE SECOND GROUP OF SOUNDS: c, k, e, h, r, m, d	Introduction to letter sound /c/ as in cat, cup, cap Introduction to letter sound /k/ as in kite, king, kit Introduction to letter sound /e/ as in egg, elephant, pen Introduction to letter sound /h/ as in hat, hen, hop Introduction to letter sound /r/ as in rat, red, run Introduction to letter sound /m/ as in mat, man, mum Introduction to letter sound /d/ as in dog, dad, dip Sound recognition and pronunciation Blending sounds: c-a-t (cat), h-e-n (hen), r- a-t (rat), m-a-t (mat), d-a-d (dad) Word formation combining first and second group sounds Reading CVC words: cat, hen, red, mat,

		dad, kit, cap, pen, rat, rim
3	INTRODUCTION OF THE THIRD GROUP OF SOUNDS: g, o, u, l, f, b	Introduction to letter sound /g/ as in goat, girl, got Introduction to letter sound /o/ as in orange, octopus, pot Introduction to letter sound /u/ as in umbrella, up, cup Introduction to letter sound /l/ as in lion, leg, lip Introduction to letter sound /f/ as in fan, fish, fun Introduction to letter sound /b/ as in ball, bat, big Sound recognition and pronunciation Blending sounds: g-o-t (got), c-u-p (cup), l- i-p (lip), f-u-n (fun), b-i-g (big) Word formation using all three groups of sounds Reading CVC words: got, cup, lip, fun, big, bag, log, fog, bug, mud
4	REVIEW SOUNDS s-b	Comprehensive review of all sounds learned: s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b Sound identification and pronunciation practice Blending practice with all learned sounds Word formation using combinations of learned sounds Reading multiple CVC words Sound-picture association Dictation of simple sounds Preparation for mid-term assessment
5	MID-TERM ASSESSMENT/TEST	Sound recognition test for s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b Letter sound pronunciation test Blending sounds assessment Reading CVC words test Sound-picture matching Simple word formation evaluation Identifying beginning sounds in words Oral blending assessment
6	MID-TERM BREAK	–

7	INTRODUCTION OF THE FOURTH GROUP OF SOUNDS: ai, oa, ie, ee, or	Introduction to digraph /ai/ as in rain, train, tail, pain Introduction to digraph /oa/ as in boat, goat, coat, road Introduction to digraph /ie/ as in pie, tie, lie, cried Introduction to digraph /ee/ as in tree, bee, see, feed Introduction to digraph /or/ as in fork, corn, horn, born Understanding two letters making one sound Sound recognition and pronunciation of digraphs Blending with digraphs: r-ai-n (rain), b-oa-t (boat), t-ie (tie), b-ee (bee), f-or-k (fork) Word formation using digraphs Reading words with ai, oa, ie, ee, or
8	INTRODUCTION OF THE FIFTH GROUP OF SOUNDS: z, w, ng, v, oo	Introduction to letter sound /z/ as in zebra, zoo, zip, buzz Introduction to letter sound /w/ as in water, wet, wig, win Introduction to digraph /ng/ as in ring, sing, king, long Introduction to letter sound /v/ as in van, vet, vase, oven Introduction to digraph /oo/ as in moon, soon, book, look (two sounds: long oo and short oo) Sound recognition and pronunciation Blending sounds: z-i-p (zip), w-i-n (win), r- i-ng (ring), v-a-n (van), m-oo-n (moon), b- oo-k (book) Word formation with new sounds Reading words: zip, win, ring, van, moon, book, zoom, wing, long
9	INTRODUCTION OF PURE VOWEL SOUNDS	Review of vowel letters: a, e, i, o, u Pure vowel sounds in short form: /a/ (cat), /e/ (pen), /i/ (pin), /o/ (pot), /u/ (cup) Pure vowel sounds in long form: /ā/ (cake), /ē/ (Pete), /ī/ (kite), /ō/ (rope), /ū/ (cube) Identifying vowels in words Vowel sound recognition

		Short vowel words: cat, pen, pin, pot, cup, hat, bet, sit, dot, nut Introduction to long vowel concept Blending with vowel sounds Word formation emphasizing vowel sounds
10	VOWEL SOUNDS & ASSOCIATE SOUND WITH PICTURE (s-oo)	Continued practice with short and long vowel sounds Distinguishing between short and long vowels in words Comprehensive review of all sounds learned: s through oo Sound-picture association for all learned sounds Matching pictures to beginning sounds Matching pictures to ending sounds Identifying middle sounds in CVC words Blending practice with all sounds Word formation using complete sound knowledge Reading words with various sound combinations
11	REVISION OF FIRST TERM WORK	Comprehensive review of all sound groups (First: s,a,t,i,p,n; Second: c,k,e,h,r,m,d; Third: g,o,u,l,f,b; Fourth: ai,oa,ie,ee,or; Fifth: z,w,ng,v,oo) Review of pure vowel sounds (short and long) Sound identification and pronunciation revision Blending sounds revision Word formation comprehensive practice Reading CVC words and digraph words Sound-picture association review Mock examination exercises Preparation for end of term examination
12	END OF TERM EXAMINATION	Comprehensive sound recognition test (all sounds s through oo) Letter sound pronunciation examination Blending sounds assessment Reading test: CVC words and simple digraph words Sound-picture matching test Word formation evaluation

		Identifying beginning, middle, and ending sounds Short and long vowel identification Oral reading of simple words Overall phonics progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scripts Distribution of report cards Celebration of phonics achievements Awards for reading excellence Holiday phonics practice materials Review of term’s literacy progress Fun reading games and activities Preview of second term topics Encouragement for continued practice at home

NURSERY 2 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK SECOND TERM

WEE K	TOPIC	CONTENT
1	REVIEW SOUNDS s-oo	Comprehensive review of first term sounds Review of sound groups 1-5 (s,a,t,i,p,n,c,k,e,h,r,m,d,g,o,u,l,f,b,ai,oa,ie,ee,or,z,w,ng,v,o o) Sound recognition and pronunciation practice Blending sounds revision Word formation practice Reading familiar CVC words and digraph words Sound-picture association activities Preparation for new sound introduction
2	INTRODUCTION OF THE SIXTH GROUP OF SOUNDS: y, x, ch, sh, th (Part 1)	Introduction to letter sound /y/ as in yellow, yes, yam, yell Introduction to letter sound /x/ as in box, fox, six, mix (ending sound) Introduction to digraph /ch/ as in chair, chip, church, much Sound recognition and pronunciation Understanding /ch/ as two letters making one sound Blending with new sounds: y-e-s (yes), b-o-x (box), ch-i-p (chip) Word formation with y, x, ch Reading words: yes, box, chip, chat, fox, such
3	INTRODUCTION OF THE SIXTH GROUP OF SOUNDS: y, x, ch, sh, th (Part 2)	Introduction to digraph /sh/ as in ship, shop, fish, wish Introduction to digraph /th/ as in this, that, thin, path (voiced and unvoiced th) Sound recognition and pronunciation for sh and th Understanding digraphs as two letters making one sound Blending with new sounds: sh-i-p (ship), th-i-s (this), f-i- sh (fish), p-a-th (path) Word formation with sh and th Reading words: ship, fish, this, that, thin, with, bath Review of all sixth group sounds: y, x, ch, sh, th
4	INTRODUCTION OF THE SEVENTH GROUP OF SOUNDS: qu, ou, oi, ue, er, ar (Part 1)	Introduction to digraph /qu/ as in queen, quick, quit, quiz (qu always together) Introduction to digraph /ou/ as in out, shout, house, mouse Introduction to digraph /oi/ as in oil, coin, boil, soil Sound recognition and pronunciation

		Blending with new sounds: qu-i-ck (quick), sh-ou-t (shout), c-oi-n (coin) Word formation with qu, ou, oi Reading words: queen, quick, out, house, oil, coin, loud, point
5	MID-TERM ASSESSMENT/TES T	Sound recognition test including sixth group (y, x, ch, sh, th) Sound recognition test for qu, ou, oi Pronunciation assessment for all new digraphs Blending sounds test Reading words with new digraphs Word formation evaluation Sound-picture matching Identifying digraphs in words Oral reading assessment
6	MID-TERM BREAK	–
7	INTRODUCTION OF THE SEVENTH GROUP OF SOUNDS: qu, ou, oi, ue, er, ar (Part 2)	Review of qu, ou, oi Introduction to digraph /ue/ as in blue, true, glue, clue Introduction to digraph /er/ as in her, fern, term, verb Introduction to digraph /ar/ as in car, far, star, park Sound recognition and pronunciation Blending with new sounds: b-l-ue (blue), h-er (her), c-ar (car), st-ar (star) Word formation with ue, er, ar Reading words: blue, true, her, term, car, far, star, park Complete review of seventh group: qu, ou, oi, ue, er, ar
8	VOWEL SOUNDS	Comprehensive review of all vowel sounds Short vowels: a (cat), e (pen), i (pin), o (pot), u (cup) Long vowels: ā (cake), ē (Pete), ī (kite), ō (rope), ū (cube) Vowel digraphs: ai, oa, ie, ee, oo, ou, oi, ue Identifying vowels in words Vowel sound discrimination (short vs long) Blending with various vowel sounds Word formation emphasizing different vowel sounds Reading words with different vowel patterns
9	CONSONANT SOUNDS (Part 1)	Review of single consonant sounds: s, t, p, n, c, k, h, r, m, d, g, l, f, b, z, w, v, y, x Consonant sound recognition and pronunciation Identifying consonants at beginning of words Identifying consonants at end of words Understanding consonants vs vowels Blending consonants with various vowels Word formation using different consonants

		– Reading words emphasizing consonant sounds
10	CONSONANT SOUNDS (Part 2)	Review of consonant digraphs: ch, sh, th, ng, qu Understanding digraphs as special consonant combinations Identifying digraphs in words Distinguishing single consonants from digraphs Blending practice with all consonant sounds Word formation using consonant digraphs Reading words with various consonant patterns Comprehensive consonant sound practice
11	REVISION OF SECOND TERM WORK	Comprehensive review of sixth group sounds (y, x, ch, sh, th) Review of seventh group sounds (qu, ou, oi, ue, er, ar) All vowel sounds revision (short, long, digraphs) All consonant sounds revision (single and digraphs) Sound identification and pronunciation comprehensive practice Blending sounds revision Word formation practice with all learned sounds Reading practice with various word patterns Mock examination exercises Preparation for end of term examination
12	END OF TERM EXAMINATION	Comprehensive sound recognition test (all sounds learned) Vowel sounds identification and pronunciation test Consonant sounds identification and pronunciation test Digraphs recognition test (ch, sh, th, ng, qu, ai, oa, ie, ee, or, oo, ou, oi, ue, er, ar) Blending sounds assessment Reading test with various word patterns Word formation evaluation Sound discrimination test (vowels vs consonants, short vs long vowels) Oral reading of words and simple sentences Overall phonics and early reading progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scripts with feedback Distribution of report cards Celebration of reading and phonics progress Awards ceremony for literacy excellence Holiday reading practice materials Review of second term achievements Fun phonics games and reading activities Preview of third term topics (word formation, grammar

basics) – Encouragement for home reading practice

NURSERY 2 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	REVIEW VOWEL AND CONSONANT SOUNDS (Part 1)	Comprehensive review of all vowel sounds learned Short vowels: a, e, i, o, u Long vowels: ā, ē, ī, ō, ū Vowel digraphs: ai, oa, ie, ee, oo, ou, oi, ue, er, ar Review of all single consonant sounds Vowel-consonant discrimination Identifying vowels and consonants in words Sound recognition and pronunciation practice Blending revision Reading words with various vowel and consonant combinations
2	REVIEW VOWEL AND CONSONANT SOUNDS (Part 2)	Continued review of consonant sounds Review of all consonant digraphs: ch, sh, th, ng, qu Comprehensive vowel and consonant practice Sound sorting activities (vowel vs consonant) Blending consonants and vowels Word formation using complete phonics knowledge Reading fluency practice Preparation for word formation focus
3	WORD FORMATION (Part 1)	Building words by blending learned sounds CVC word formation (consonant-vowel- consonant): cat, pen, dog, sit, run CVCC word formation (adding ending consonant): hand, sent, mist, went CCVC word formation (beginning consonant blend): flat, trip, stop, grab Simple word building activities Reading self-made words Understanding word structure Writing simple words from dictation

4	WORD FORMATION (Part 2)	Continued word formation practice Words with digraphs: ship, chat, that, king, rain, boat Words with vowel digraphs: moon, feet, road, coin, blue Building longer words Word families: -at family (cat, bat, rat, mat, hat), -en family (pen, hen, ten, men), – ig family (big, dig, pig, wig) Reading and writing word families Creative word formation
5	MID-TERM ASSESSMENT/TEST	Vowel and consonant identification test Sound recognition comprehensive assessment Word formation evaluation Building words from given sounds Reading words test (CVC, CVCC, CCVC) Word families test Writing simple words from dictation Blending and segmenting sounds assessment
6	MID-TERM BREAK	–
7	USE OF ‘a’ and ‘an’ (Part 1)	Introduction to articles ‘a’ and ‘an’ Understanding when to use ‘a’ before consonant sounds: a cat, a dog, a pen, a book Understanding when to use ‘an’ before vowel sounds: an apple, an egg, an orange, an umbrella Rule: ‘a’ before words starting with consonant sounds Rule: ‘an’ before words starting with vowel sounds (a, e, i, o, u) Practice with picture-word matching using ‘a’ and ‘an’ Reading simple phrases: a cat, an egg, a pen, an owl Oral practice with ‘a’ and ‘an’
8	USE OF ‘a’ and ‘an’ (Part 2) & WORD FORMATION WITH REPEATED LETTERS	Continued practice with ‘a’ and ‘an’ More examples and practice Introduction to words with repeated consonant letters: ball, egg, hill, buzz, kiss,

		bell, grass, well Introduction to words with repeated vowel letters: feet, moon, seen, book, sleep, green Understanding double letters in words Reading words with repeated letters Writing words with double consonants and double vowels Combining ‘a’/’an’ practice with repeated letter words: an egg, a bell, a book
9	CONSONANT BLENDS (Initial Blends)	Introduction to initial consonant blends (two consonants at beginning of word) L-blends: bl (blue, black), cl (clap, class), fl (flag, flip), gl (glad, glue), pl (play, plus), sl (slip, slap) R-blends: br (bread, bring), cr (crab, cry), dr (drum, drop), fr (frog, from), gr (green, grab), pr (pray, print), tr (tree, trip) S-blends: sc (scab), sk (skip, sky), sm (smile, smell), sn (snail, snap), sp (spin, spot), st (stop, star), sw (swim, swing) Blending and reading words with initial blends Word formation using initial blends
10	CONSONANT BLENDS (Final Blends) & REVIEW	Introduction to final consonant blends (two consonants at end of word) Final blends: -nd (hand, sand), -nt (tent, went), -nk (pink, tank), -st (first, best), -lt (belt, melt), -mp (jump, camp), -ft (gift, left), -pt (kept, slept) Blending and reading words with final blends Words with both initial and final blends: plant, spent, trust Comprehensive review of all consonant blends Reading sentences with blend words Writing words with consonant blends
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Revision: Review of articles ‘a’ and ‘an’ usage Word formation comprehensive review Words with repeated consonant and vowel letters Initial consonant blends (l-blends, r-

		blends, s-blends) Final consonant blends   Year-Long Comprehensive Revision: All sound groups (1st through 7th groups) All vowel sounds (short, long, digraphs) All consonant sounds (single and digraphs) Blending and segmenting sounds Word formation from sounds Reading CVC words, digraph words, and blend words Grammar basics: ‘a’ and ‘an’ Mock examination covering all three terms Preparation for final examination
12	END OF YEAR EXAMINATION	Third Term Topics: Articles ‘a’ and ‘an’ test Word formation assessment Words with repeated letters test Initial consonant blends reading test Final consonant blends reading test   Comprehensive Year Assessment: Complete sound recognition test (all sounds a-z and digraphs) Vowel and consonant identification Blending and segmenting sounds assessment Reading test: CVC words, digraph words, blend words Word formation evaluation Simple sentence reading test Writing words from dictation Grammar test: ‘a’ and ‘an’ usage Overall Nursery 2 phonics and early reading mastery evaluation Reading fluency assessment
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of marked examination scripts with detailed feedback Distribution of comprehensive end-of- year report cards Celebration of remarkable literacy achievements (mastering phonics, reading words and simple sentences)

Awards ceremony for reading and phonics excellence Certificate distribution Holiday reading materials and practice workbooks Preparation for promotion to Nursery 3/Primary 1 Literacy showcase for parents (reading demonstration, phonics display) Graduation ceremony activities Reading achievement celebration Encouragement for continued reading development Farewell and promotion celebrations

NUMERACY SCHEME OF WORK FIRST TERM

WEEK	TOPIC	CONTENT
1	NUMBERS 1-50: MAKING PATTERNS	Review of numbers 1-50 from Nursery 1 Counting orally from 1-50 Recognition of numbers 1-50 Tracing numbers 1-50 Writing numbers 1-50 Counting objects from 1-50 Making number patterns: 1,2,3,4,5…; 2,4,6,8…; 5,10,15,20… Skip counting by 2s, 5s, and 10s up to 50 Number sequences and identifying missing numbers One-to-one correspondence with objects up to 50
2	NUMBERS 1-55: MAKING PATTERNS	Counting orally from 1-55 Recognition and identification of numbers 51- 55 Tracing numbers 51-55 Writing numbers 51-55 Counting objects from 1-55 Number patterns up to 55 Skip counting by 5s to 55 Number sequences 1-55 Before, after, and between concepts (e.g., what comes after 52?) Comparing quantities (more, less, equal) up to 55
3	NUMBERS 1-60: MAKING PATTERNS	Counting orally from 1-60 Recognition and identification of numbers 56- 60 Tracing numbers 56-60 Writing numbers 56-60 Counting objects from 1-60 Number patterns up to 60 Skip counting by 2s, 5s, and 10s up to 60 Number sequences 1-60 Identifying missing numbers in sequences Grouping objects in tens (6 groups of 10 = 60)
4	SHAPES	– Identification of common shapes: circle, square, triangle, rectangle, oval, diamond

		Properties of shapes: counting sides and corners Recognizing shapes in the environment Sorting and classifying shapes Counting shapes in a group Coloring different shapes with specific colors Drawing basic shapes Creating patterns using shapes Shape matching and recognition games 3D shapes introduction: sphere (ball), cube (box), cone (ice cream cone), cylinder (can)
5	MID-TERM ASSESSMENT/TEST	Counting orally from 1-60 Number recognition test 1-60 Writing numbers 1-60 from dictation Counting objects test (up to 60) Number patterns and sequences test Skip counting assessment (by 2s, 5s, 10s) Shape identification test Counting sides and corners of shapes Before, after, between concepts test Comparing quantities assessment
6	MID-TERM BREAK	–
7	NUMBERS 1-65: MAKING PATTERNS	Counting orally from 1-65 Recognition and identification of numbers 61- 65 Tracing numbers 61-65 Writing numbers 61-65 Counting objects from 1-65 Number patterns up to 65 Skip counting to 65 Number sequences 1-65 Place value introduction: understanding tens and ones (65 = 6 tens and 5 ones) Comparing numbers using greater than, less than concepts
8	NUMBERS 1-70: MAKING PATTERNS	Counting orally from 1-70 Recognition and identification of numbers 66- 70 Tracing numbers 66-70 Writing numbers 66-70 Counting objects from 1-70 Number patterns up to 70 Skip counting by 2s, 5s, and 10s up to 70

		Number sequences 1-70 Place value practice: tens and ones Number line activities up to 70
9	NUMBERS 1-80: MAKING PATTERNS	Counting orally from 1-80 Recognition and identification of numbers 71- 80 Tracing numbers 71-80 Writing numbers 71-80 Counting objects from 1-80 Number patterns up to 80 Skip counting to 80 Number sequences 1-80 Identifying even and odd numbers (simple introduction) Grouping in tens: 8 groups of 10 = 80
10	NUMBERS 1-90: MAKING PATTERNS	Counting orally from 1-90 Recognition and identification of numbers 81- 90 Tracing numbers 81-90 Writing numbers 81-90 Counting objects from 1-90 Number patterns up to 90 Skip counting by 2s, 5s, and 10s up to 90 Number sequences 1-90 Place value reinforcement: tens and ones Comprehensive number recognition activities 1-90
11	REVISION OF FIRST TERM WORK	Comprehensive counting practice 1-90 Number recognition review 1-90 Writing numbers 1-90 practice Number patterns and sequences revision Skip counting practice (2s, 5s, 10s) Shapes identification and properties review Before, after, between concepts revision Comparing quantities review Place value (tens and ones) review Mock examination exercises
12	END OF TERM EXAMINATION	Oral counting test 1-90 Number recognition comprehensive test 1-90 Writing numbers 1-90 examination Counting objects test Number patterns and sequences test Skip counting assessment

		Shapes identification and properties test Place value test (tens and ones) Before, after, between test Comparing numbers test Overall numeracy progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scripts Distribution of report cards Celebration of numeracy achievements Awards for mathematics excellence Holiday numeracy practice materials Review of term’s progress Fun mathematics games Preview of second term topics Encouragement for continued practice

NURSERY 2 NUMERACY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	NUMBERS 1-100: MAKING PATTERNS	Counting orally from 1-100 Recognition and identification of numbers 91-100 Tracing numbers 91-100 Writing numbers 91-100 Counting objects from 1-100 Number patterns up to 100 Skip counting by 2s, 5s, and 10s up to 100 Understanding 100 as 10 tens Number sequences 1-100 Celebrating the milestone of counting to 100!
2	FRACTION – ½ (ONE-HALF)	Introduction to the concept of fractions (simple) Understanding “half” as one of two equal parts Identifying half of shapes: circle, square, rectangle Dividing objects into two equal parts Recognizing ½ symbol Half of quantities: half of 2, 4, 6, 8, 10 Real-life examples: half an apple, half a glass of water Coloring half of given shapes Sharing equally between two people Introduction to “whole” vs “half”
3	NUMBERS 1-100 (COMPREHENSIVE – PART 1)	Recognition of figures 1-100 (comprehensive review) Random number identification 1-100 Counting objects 1-100 in various groupings Tracing figures 1-100 Writing figures 1-100 with proper formation Place value: tens and ones for all numbers 1- 100 Number bonds to 10 (pairs that make 10: 1+9, 2+8, 3+7, etc.) Counting forwards and backwards Number line activities 1-100
4	NUMBERS 1-100	Reading figures 1-100 Introduction to reading numbers written in

	(COMPREHENSIVE – PART 2)	words: one, two, three, four, five, six, seven, eight, nine, ten Reading number words: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty Reading tens: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred Matching numbers to number words (1-20) Writing simple number words (one through ten) Number word recognition games
5	MID-TERM ASSESSMENT/TEST	Counting orally 1-100 test Number recognition test 1-100 Writing numbers 1-100 assessment Reading numbers 1-100 Number words recognition test (1-20) Fraction ½ identification test Place value test (tens and ones) Counting objects test Number patterns and sequences Skip counting assessment
6	MID-TERM BREAK	–
7	ORDINAL NUMBERS: 1st to 5th (FIRST TO FIFTH)	Introduction to ordinal numbers: 1st, 2nd, 3rd, 4th, 5th Understanding ordinal numbers show position or order Writing ordinal numbers: 1st, 2nd, 3rd, 4th, 5th Reading ordinal words: first, second, third, fourth, fifth Using ordinal numbers in sequences (who is first in line?) Real-life applications: first day, second place, third floor Identifying positions in pictures and queues Ordinal number games and activities Extension: 6th to 10th (sixth to tenth) – introduction only
8	ORDER OF NUMBERS: 1-10	Understanding ascending order (smallest to largest): arranging numbers 1-10 Understanding descending order (largest to smallest): arranging numbers 10-1 Comparing numbers: greater than (>), less

		than (<), equal to (=) Arranging numbers 1-10 in ascending order Arranging numbers 1-10 in descending order Ordering objects by quantity Number sequencing activities Identifying smallest and largest numbers in a group Practicing with numbers 1-20 (extension)
9	ADDITION OF NUMBERS (PART 1)	Introduction to the concept of addition (putting together, combining) Understanding addition symbol: + (plus) Understanding equals sign: = Addition as “and” or “plus” Addition of one-digit numbers (0-5): 1+1, 2+1, 3+2, etc. Using concrete objects for addition Addition with pictures and counting Horizontal addition: 2 + 3 = 5 Vertical addition introduction Addition stories (word problems): “I have 2 apples and get 3 more. How many do I have?”
10	ADDITION OF NUMBERS (PART 2)	Continued addition of one-digit numbers (0- 10) Addition combinations to 10 Number bonds: pairs that make 5, 6, 7, 8, 9, 10 Addition with zero: 5+0=5, 0+3=3 Commutative property (simple): 2+3 = 3+2 Addition using number line Mental addition practice Simple addition word problems Addition games and activities Preparing for addition with larger numbers
11	REVISION OF SECOND TERM WORK	Numbers 1-100 comprehensive review Number words review (1-20) Fraction ½ revision Ordinal numbers revision (1st-5th) Ascending and descending order practice Addition comprehensive review Place value revision Reading and writing numbers review Mock examination exercises Preparation for final examination

12	END OF TERM EXAMINATION	Counting and number recognition 1-100 test Writing numbers 1-100 examination Reading numbers and number words test Fraction ½ identification and application test Ordinal numbers test (1st-5th) Ascending and descending order test Addition of one-digit numbers examination Place value test Word problems (simple addition) Overall second term numeracy evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scripts Distribution of report cards Celebration of reaching 100 and learning addition! Awards ceremony for numeracy excellence Holiday mathematics practice materials Review of term’s achievements Fun addition games Preview of third term topics (subtraction, weight, money) Encouragement for continued numeracy practice

NURSERY 2 NUMERACY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	SUBTRACTION (INTRODUCTION)	Introduction to the concept of subtraction (taking away, removing, difference) Recognition of subtraction symbol: – (minus) Understanding subtraction as “take away” Subtraction language: “minus,” “take away,” “less” Using concrete objects for subtraction (removing items from a group) Subtraction with pictures Simple subtraction within 5: 5-1, 4-2, 3-1, etc. Horizontal subtraction format: 5 – 2 = 3 Understanding zero in subtraction: 5-0=5, 5- 5=0 Subtraction stories: “I have 5 candies and eat 2. How many are left?”
2	SIMPLE SUBTRACTION OF NUMBERS (PART 1)	Continued concept of subtraction as “take away” or “remove” Subtraction of one-digit numbers (0-5) Practicing subtraction facts within 5 Using number line for subtraction (counting backwards) Vertical subtraction format introduction Subtraction with objects and counters Mental subtraction practice Simple subtraction word problems Comparing addition and subtraction (inverse operations – simple introduction)
3	SIMPLE SUBTRACTION OF NUMBERS (PART 2)	Subtraction of one-digit numbers (0-10) Subtraction facts within 10 Subtraction using fingers Subtraction on number line More subtraction word problems Relating addition and subtraction: 5+3=8, so 8-3=5 Missing number problems: 5 – ? = 2 Practical subtraction activities Subtraction games

4	REVIEW OF ADDITION AND SUBTRACTION	Comprehensive review of addition concepts Comprehensive review of subtraction concepts Mixed addition and subtraction problems Understanding when to add and when to subtract in word problems Addition and subtraction fact families: 3+2=5, 2+3=5, 5-2=3, 5-3=2 Mental math practice (addition and subtraction) Problem-solving activities Preparation for mid-term assessment
5	MID-TERM ASSESSMENT/TEST	Subtraction symbol recognition test Subtraction concept test (take away, remove) Simple subtraction problems test (0-10) Addition and subtraction mixed test Word problems (addition and subtraction) Number line use assessment Missing number problems Fact families test Mental math assessment
6	MID-TERM BREAK	–
7	WEIGHT (CONCEPT OF WEIGHT)	Introduction to the concept of weight Understanding that objects have weight Heavy and light: comparing weights of different objects Heavier, lighter, same weight (equal) Using balance scale (simple demonstration) Comparing weights by lifting objects Ordering objects by weight (lightest to heaviest) Estimating weight: which is heavier – a book or a feather? Weight vocabulary: heavy, light, heavier, lighter, heaviest, lightest Practical weight comparison activities
8	WEIGHT (CONTINUED)	Continued weight comparison activities Sorting objects by weight (heavy, medium, light) Introduction to measuring weight (simple) Weighing objects using non-standard units (e.g., blocks)

		Understanding that larger doesn’t always mean heavier Weight in real life: weighing fruits, vegetables, toys Weight estimation and checking Drawing and identifying heavy and light objects Weight problem-solving: “If an apple is heavier than a grape, which is lighter?”
9	MONEY (PAPER AND COIN, NAIRA AND KOBO)	Introduction to money and its uses Understanding we use money to buy things Nigerian currency: Naira (₦) and Kobo (k) Recognizing Nigerian coins: 50k, ₦1, ₦2 Recognizing Nigerian paper money: ₦5, ₦10, ₦20, ₦50 (denominations children commonly see) Identifying coin and note values Counting money in ones: ₦1, ₦2, ₦3, ₦4, ₦5 Understanding 100 kobo = ₦1 (simple introduction) Money recognition games
10	MONEY (SIMPLE TRANSACTIONS)	Continued money recognition Counting money: adding coins and small notes Simple shopping role-play Buying and selling concept: “This costs ₦5” Matching items to prices Giving correct money for purchases (exact amount) Understanding change (very simple): buying ₦3 item with ₦5 Money word problems: “An orange costs ₦2. How many can you buy with ₦6?” Saving money concept Practical money activities
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Revision: Subtraction comprehensive review Addition and subtraction mixed practice Weight concepts revision Heavy and light comparison review Money recognition and counting revision Simple transactions practice

		Year-Long Comprehensive Revision: Numbers 1-100: counting, recognition, writing Number patterns and sequences Shapes identification Fraction ½ Ordinal numbers (1st-5th) Ascending and descending order Place value (tens and ones) Addition and subtraction Weight comparison Money recognition Mock examination covering all three terms
12	END OF YEAR EXAMINATION	Third Term Topics: Subtraction comprehensive test Addition and subtraction mixed examination Weight identification and comparison test Money recognition and counting test Simple transactions test
13	CLOSING	– Return of marked examination scripts with detailed feedback

BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	DANGEROUS OBJECTS	Simple meaning of dangerous objects Understanding that some objects can hurt us Examples of dangerous objects: broken bottles, broken plates/potties, razors, needles, pins, sharp sticks, knives, scissors, nails, glass pieces Why these objects are dangerous: they can cut, pierce, or injure Identifying dangerous objects in pictures and real samples Dangers of playing with dangerous objects Ways to avoid dangerous objects: don’t touch, tell an adult, stay away Safe behavior around dangerous objects What to do if you see a dangerous object Safety rules at home and school regarding dangerous objects
2	DANGEROUS LIQUIDS	Simple meaning of dangerous liquids Understanding that some liquids can harm us Examples of dangerous liquids: hot water, boiling water, kerosene, petrol, methylated spirit, bleach, detergent, insecticide, acid Why these liquids are dangerous: can burn, poison, harm skin, cause illness Identifying dangerous liquids and their containers Dangers of playing with or drinking dangerous liquids Safety signs and warnings on containers Ways to avoid dangerous liquids: don’t touch, don’t drink, don’t play with, tell an adult What to do if you touch or swallow a dangerous liquid Keeping dangerous liquids away from children Safety rules for liquids at home and school
3	PLANTS: OBSERVING PARTS OF A PLANT	Introduction to plants in our environment Observing plants and trees around the school and neighborhood Identification of a plant Parts of a plant: root, stem, leaf, flower, fruit, seed

		– Functions of each part (simple explanation): Root: holds plant in soil, takes in water Stem: holds plant upright, carries water Leaf: makes food for plant, green in color Flower: beautiful part, becomes fruit Fruit: contains seeds Seed: grows into new plant Observing a real plant sample and identifying parts Drawing and labeling parts of a plant Importance of plants: food, shade, oxygen, beauty Caring for plants: watering, not destroying
4	TECHNOLOGY: INTRODUCTION TO MACHINES	Simple meaning of technology: things that help make work easier Simple meaning of machines: tools and equipment that help us do work Understanding that machines make work easier and faster Examples of simple machines at home: broom, spoon, knife, scissors, hammer, bottle opener, wheelbarrow Examples of simple machines at school: pencil sharpener, stapler, scissors, hole puncher Identifying machines in pictures Songs and rhymes about machines How machines help us in daily activities Differences between using machines and doing work without machines Introduction to careful use of machines
5	MID-TERM ASSESSMENT/TEST	Identification of dangerous objects test Naming dangerous liquids assessment Safety rules evaluation (dangerous objects and liquids) Parts of a plant identification test Labeling parts of a plant on diagram Drawing a plant assessment Definition of technology and machines Identification of simple machines (home and school) Oral questions on all topics covered Picture identification test Practical observation and safety awareness evaluation

6	MID-TERM BREAK	–
7	SIMPLE MACHINES: USES AT HOME	Review of simple machines from week 4 Detailed study of machines used at home: Broom: for sweeping Knife: for cutting (adults only) Spoon and fork: for eating Scissors: for cutting paper, cloth Hammer: for hitting nails Screwdriver: for tightening screws Bottle opener: for opening bottles Can opener: for opening cans Wheelbarrow: for carrying heavy things Demonstrating how each machine is used Importance of careful use of machines Safety precautions: some machines are for adults only Dangers of misusing machines Proper storage of machines after use Respecting machines and tools
8	SENSE ORGANS: IDENTIFICATION	Introduction to sense organs of the body The five sense organs: Eyes – for seeing Ears – for hearing Nose – for smelling Tongue – for tasting Skin – for touching/feeling Identifying sense organs on a labeled diagram Locating sense organs on own body Understanding each organ helps us know about our environment Touching and pointing to each sense organ Songs and rhymes about sense organs and body parts Importance of each sense organ Taking care of our sense organs What happens when a sense organ is not working properly
9	USES OF SENSE ORGANS: FUNCTIONS	Detailed functions of each sense organ:   Eyes (Sense of Sight): Seeing objects in the environment Identifying colors, shapes, sizes Recognizing people and things Reading and learning

		Tongue (Sense of Taste): Tasting food: sweet (sugar, candy), bitter (bitter leaf, medicine), sour (lemon, orange), salty (salt) Enjoying different flavors   Skin (Sense of Touch): Feeling textures: soft, hard, rough, smooth Feeling temperature: hot, cold, warm Feeling pain when hurt   Nose (Sense of Smell): Smelling pleasant things: flowers, perfume, food, talcum powder Smelling unpleasant things: rotten food, dirt, smoke Warning us of danger (smoke, gas)   Ears (Sense of Hearing): Hearing different sounds: loud, quiet, high, low Hearing music, voices, warnings Listening to teachers and parents   Practical activities: tasting, touching, smelling, listening, observing Importance of all five senses working together
10	DRUG ABUSE	Simple meaning of drugs: medicine that helps us when sick Uses of drugs/medicine: To cure sickness To stop pain To make us feel better when ill To prevent diseases (vaccines) Understanding drugs are given by adults (parents, doctors, nurses) Simple meaning of drug abuse: using medicine in wrong way or taking medicine when not sick Examples of drug abuse: Taking medicine without adult permission Taking too much medicine Taking someone else’s medicine Eating sweet-coated medicine like candy Dangers of drug abuse: can make you very sick, can harm your body, can cause death Rules for medicine safety:

		Never take medicine alone Only take medicine given by parents/adults Don’t eat medicine like candy Tell adults if you find medicine Keep away from medicine cabinets – Staying safe from medicine and drugs
11	REVISION OF FIRST TERM WORK	Comprehensive review of dangerous objects and liquidsSafety rules revision (objects and liquids)Parts of a plant review and labeling practiceDrawing and identifying plant partsTechnology and machines revisionIdentifying simple machines at home and schoolUses of machines reviewSense organs identification revisionFunctions of all five sense organs reviewPractical activities: tasting, touching, smelling, listeningDrug abuse concepts reviewMedicine safety rules revisionMock examination exercisesQuestion and answer sessionsPreparation for final examination
12	END OF TERM EXAMINATION	Dangerous objects identification and safety testDangerous liquids identification and safety testParts of a plant examination (identification, labeling, drawing)Functions of plant parts testDefinition of technology and machinesIdentification of simple machines test (pictures and real objects)Uses of machines examinationSense organs identification testFunctions of sense organs comprehensive testMatching sense organs to their functionsPractical test: identifying tastes, textures, smells, soundsDrug abuse and medicine safety testOverall safety awareness evaluationOral and practical assessmentsPicture identification tests
13	CLOSING & END OF TERM	– Return of marked examination scripts with feedback

ACTIVITIES

Distribution of report cardsCelebration of science and technology learning achievementsAwards for excellent performance in Basic ScienceReview of term’s safety lessons and practical knowledgeHoliday safety tips and remindersEncouragement to observe plants, machines, and practice safety at homeFun science games and activitiesScience showcase (if applicable)Preview of second term topicsFarewell activities and holiday wishes

NURSERY 2 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	WATER: DEFINITION AND SOURCES	Simple definition of water: clear liquid we drink and useUnderstanding water is essential for lifeDefinition of ‘source’: where something comes fromSources of water:Rain (from the sky/clouds)Tap (in homes and schools)Well (dug in the ground)River and streamBoreholeSpringOcean/seaIdentifying sources of water in pictures and chartsUnderstanding rainwater is the primary source of all waterSources of water in our communitySongs and rhymes about waterImportance of water sources
2	WATER: USES AND PROPERTIES	– Uses of water: Drinking (most important)Bathing and washing our bodiesWashing clothes and dishesCooking foodCleaning the house and surroundingsWatering plantsFor animals to drinkSwimming and playing – Properties of clean water: Colorless (no color, clear)Odorless (no smell)Tasteless (no taste, pure)Can flow and take shape of containerDifference between clean water and dirty waterIdentifying clean water vs dirty water by observationImportance of drinking only clean waterWater safety: boiling or filtering waterNot wasting water

3	LIVING AND NON-LIVING THINGS: MEANING AND EXAMPLES	Simple definition of living things: things that have life, can grow, move, eat, and breatheSimple definition of non-living things: things that do not have life, cannot grow, move by themselves, or eatExamples of living things:People/HumansAnimals (dog, cat, goat, bird, fish, etc.)Plants (trees, flowers, grass)Insects (butterfly, ant, bee) – Examples of non-living things: Stones and rocksTables and chairsShoes and clothesBooks and pencilsCars and bicyclesWater and airIdentifying living and non-living things in the environmentObserving living and non-living things around school and homeSorting objects into living and non-living categories
4	LIVING AND NON-LIVING THINGS: DIFFERENCES	– Characteristics of living things: They move by themselves (walk, run, fly, swim, grow)They grow (babies grow to adults, seeds grow to plants)They eat food (animals eat, plants take nutrients from soil)They breathe (take in air)They reproduce (have babies/young ones)They respond to surroundingsThey can die – Characteristics of non-living things: They do not move by themselves (need to be pushed or carried)They do not growThey do not eat or drinkThey do not breatheThey do not reproduceThey do not respondThey do not die (but can break or wear out)Comparing living and non-living thingsClassification activities: sorting objects

		Songs and rhymes demonstrating characteristics of living thingsUnderstanding both living and non-living things are important
5	MID-TERM ASSESSMENT/TEST	Definition of water testSources of water identificationUses of water assessmentProperties of clean water testIdentifying clean vs dirty waterDefinition of living and non-living thingsExamples of living things testExamples of non-living things testCharacteristics of living things assessmentCharacteristics of non-living things assessmentClassification test: sorting living and non-living thingsPicture identification testsOral questions on all topics covered
6	MID-TERM BREAK	–
7	ANIMALS AS PETS	Definition of pets: tame animals kept at home for friendship and companionshipUnderstanding pets are friendly animals we care forExamples of animals used as pets:Dog (puppy)Cat (kitten)RabbitFish (in aquarium)Parrot/bird (in cage)TortoiseGuinea pigHamster – Why people keep pets: Friendship and companionshipProtection (dogs guard homes)Beauty and entertainmentTo teach responsibility – Ways to care for pets: Feeding them regularlyGiving them clean waterProviding shelter/homeBathing and groomingTaking to veterinary doctor when sickPlaying with them

		* Showing love and kindness Being responsible pet ownersUnderstanding pets depend on us for care
8	ANIMALS: DOMESTIC AND WILD ANIMALS	Definition of domestic animals: friendly animals that live around or with humans, found at home or farmsDefinition of wild animals: dangerous or harmful animals that live in forests, jungles, or far from humansExamples of domestic animals:Dog, cat, rabbit (pets)Goat, sheep, cow, pig (farm animals)Chicken, duck, turkey (poultry)Horse, donkey (work animals) – Examples of wild animals: Lion, tiger, leopardElephant, hippopotamusSnake, crocodileBear, wolfMonkey (some species) – Differences between domestic and wild animals: Domestic animals are friendly; wild animals are dangerousDomestic animals live near humans; wild animals live far awayWe can touch domestic animals; we cannot touch wild animalsWhy domestic animals are kept at home: safe, useful, provide food and helpWhy wild animals live away from humans: dangerous, need special environmentGrouping animals: domestic vs wildRespecting all animals
9	INSECTS: MEANING AND EXAMPLES	Definition of insects: small living creatures (animals) with six legsUnderstanding insects are everywhere in our environmentCharacteristics of insects:Very small in sizeHave six legsHave three body parts (head, thorax, abdomen)Many have wings and can flySome crawl on the ground

		– Examples of common insects: Butterfly (beautiful, flies)Bee (makes honey, flies)Ant (small, crawls, lives in colonies)Mosquito (flies, bites, spreads diseases)Housefly (flies, carries germs)Cockroach (crawls, found in homes)Grasshopper (jumps and flies)Beetle (hard shell, crawls)Termite (eats wood)Ladybug/Ladybird (red with spots)Observing real insects (safely)Identifying insects in pictures and videosUnderstanding insects are living things
10	INSECTS (CONTINUED), SOIL, AND SOUND	Insects Continued: – Classification of insects: Flying insects: butterfly, bee, mosquito, housefly, dragonflyCrawling insects: ant, cockroach, beetle, termiteJumping insects: grasshopper, cricketHarmful insects: mosquitoes (malaria), houseflies (carry germs), cockroaches (carry germs), termites (destroy wood)Helpful insects: bees (make honey, pollinate flowers), butterflies (pollinate flowers), ladybugs (eat harmful insects)Safety around insects: some bite or stingKeeping environment clean to avoid harmful insects
		Soil: Simple definition of soil: the top layer of earth where plants growUnderstanding soil is on the ground under our feetObserving soil: color (brown, black, red), texture (grainy)Feeling and touching soilImportance of soil: plants grow in soil, provides food for plants
		Sound: – Simple definition of sound: what we hear with our ears

		Understanding sounds are all around usTypes of sounds:Loud sounds (shouting, drum, siren, thunder)Soft/Quiet sounds (whisper, rustling leaves, ticking clock)Things that make sound: people talking, animals, music, vehicles, bellsMaking sounds with different objectsPleasant vs unpleasant sounds
11	REVISION OF SECOND TERM WORK	Comprehensive review of water: definition, sources, uses, propertiesLiving and non-living things revision: meanings, examples, differencesAnimals as pets review: definition, examples, careDomestic and wild animals revision: definitions, examples, differencesInsects comprehensive review: meaning, examples, flying vs crawling, harmful vs helpfulSoil revision: definition, observation, importanceSound revision: definition, types (loud and soft), sourcesClassification activities reviewQuestion and answer sessionsMock examination exercisesPicture identification practicePractical observation activitiesPreparation for final examination
12	END OF TERM EXAMINATION	Water definition and sources testUses and properties of water examinationClean vs dirty water identificationLiving and non-living things definition testExamples of living and non-living thingsCharacteristics/differences testClassification assessment (living vs non-living)Animals as pets examinationCare of pets testDomestic vs wild animals testExamples and grouping of animalsInsects identification and classification testFlying vs crawling insectsHarmful vs helpful insectsSoil identification testSound types and sources test

		Picture identification comprehensive testOral and practical assessmentsOverall second term science evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scripts with feedbackDistribution of report cardsCelebration of science learning achievementsAwards for excellent performanceReview of term’s practical science knowledgeHoliday science observation tips: observe water sources, identify living/non-living things, watch animals and insects safely, observe soil, listen to different soundsFun science games and activitiesScience quiz competition (optional)Preview of third term topicsEncouragement for continued curiosity about natureFarewell activities and holiday wishes

NURSERY 2 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	FLOATING OBJECTS IN WATER	Understanding what “floating” means: staying on top of water, not sinkingConcept of floating: some objects stay on the surface of waterExamples of objects that float:Wood and wooden objectsPlastic bottles (empty)CorkLeavesPaper boatsSpongeStyrofoam/foamBalloons (inflated)OilSome fruits (apple, coconut)Why objects float: they are light or have air insidePractical water experiment: testing objects to see which ones floatObserving floating objects in a basin/container of waterPredicting which objects will float before testingUnderstanding boats and ships float on waterSafety around water
2	SINKING OBJECTS IN WATER	Understanding what “sinking” means: going down to the bottom of waterConcept of sinking: some objects go down in waterExamples of objects that sink:Stones and rocksMetals (spoon, coin, key, nail)Glass marbleScissorsPencilCup (when filled with water)SandMost fruits (orange, mango when ripe)Why objects sink: they are heavy or densePractical water experiment: testing objects to see which ones sinkComparing floating and sinking objects

		Understanding the difference between light and heavy objects in waterSorting objects: will it float or sink?Predicting and testing hypothesisFun water play activities with floating and sinking objects
3	AIR	Simple definition of air: invisible substance all around us that we breatheUnderstanding air is everywhere but we cannot see itProperties of air:Invisible (cannot be seen)Can be felt (when wind blows, when we wave hand)Has no colorHas no smell (pure air)Takes up spaceCan move – Ways to feel air: Wind blowingFanning ourselvesBlowing on handsInflating balloon – Demonstrating air occupies space: Blowing up a balloonAir in an “empty” bottleBubbles in water – Uses of air: Breathing (most important)Filling balloons, tires, ballsDrying clothesFlying kitesWind turns windmillsImportance of fresh, clean airSimple experiments showing air exists
4	WEATHER: MEANING	Simple definition of weather: what the sky and air outside are like each dayUnderstanding weather is what is happening outside (hot, cold, rainy, sunny, windy, cloudy)Weather changes every dayWeather tells us how to dress and what to doIntroduction to weather elements:Sun (brings heat and light)Rain (water falling from clouds)Wind (moving air)

		Clouds (in the sky)Temperature (hot or cold)Observing today’s weather: What is the weather like today?Weather affects our daily activitiesDressing according to weatherUnderstanding weather forecasts (simple introduction)Weather songs and rhymesDrawing different weather conditions
5	MID-TERM ASSESSMENT/TEST	Floating objects identification testSinking objects identification testPredicting which objects float or sinkPractical test: sorting objects (float vs sink)Air definition and properties testUses of air assessmentDemonstrating that air existsWeather definition testIdentifying weather elementsDescribing today’s weatherPicture identification: floating/sinking objectsOral questions on all topics coveredPractical observation tests
6	MID-TERM BREAK	–
7	TYPES OF WEATHER	– Different types of weather conditions: 1. Sunny/Hot Weather: Sky is clear and brightSun is shiningFeels hotGood for drying clothes, playing outsideNeed to wear light clothes, hats, drink water 2. Rainy Weather: Rain falling from cloudsSky is usually gray/darkCan be light rain or heavy rainNeed umbrella, raincoat, bootsRoads and ground become wetGood for plants to grow 3. Cloudy Weather: Many clouds in the skySky looks graySun is hidden by cloudsNot very hotMay rain soon

		4. Windy Weather: Strong wind blowingTrees sway, leaves blowClothes on line dry fastGood for flying kitesCan blow away light objects 5. Cold Weather: Temperature is low, feels cool or coldNeed to wear warm clothes (sweater, jacket)Harmattan season (in Nigeria)   Identifying weather types in picturesAppropriate clothing for different weatherActivities suitable for each weather typeWeather observation and recordingSafety in different weather conditions
8	STONES	Simple definition of stones: hard, solid objects found naturally on the groundUnderstanding stones come from rocksCharacteristics of stones:Hard and solidHeavyDifferent sizes (small pebbles to large rocks)Different colors (brown, gray, black, white, red)Different shapes (round, flat, rough, smooth)Do not break easilyNon-living things – Where stones are found: On the groundIn rivers and streamsOn beachesMountainsRoads and paths – Types of stones (simple): Pebbles (small, smooth stones)Gravel (tiny stones)Large rocksSand (very tiny stone particles) – Uses of stones: Building houses and wallsMaking roadsDecoration in gardensGrinding food (grinding stone)Children’s play (but must be careful) – Observing and sorting stones by size, color, shape

		Understanding stones sink in water (from week 2)Safety: stones can hurt if thrown; don’t throw stones
9	ANIMALS AND THEIR SOUNDS	Understanding animals make different sounds to communicateLearning sounds different animals make: Domestic Animals: Dog – barks (bow-wow, woof-woof)Cat – meows (meow, miaow)Cow – moos (moo)Goat – bleats (maa, maa)Sheep – bleats (baa, baa)Pig – oinks/grunts (oink, oink)Horse – neighs (neigh)Donkey – brays (hee-haw) Poultry/Birds: Chicken/Hen – clucks (cluck, cluck)Rooster/Cock – crows (cock-a-doodle-doo)Duck – quacks (quack, quack)Turkey – gobbles (gobble, gobble)Bird – chirps/tweets (tweet, tweet) Wild Animals: Lion – roars (roar)Elephant – trumpetsSnake – hisses (ssss)Frog – croaks (croak, croak)Bee – buzzes (buzz, buzz)Imitating animal soundsMatching animals to their soundsAnimal sound songs and gamesUnderstanding why animals make sounds (to communicate, warn, call babies)Listening to animal sounds (recordings or videos)Fun activities: “What animal am I?” guessing game by sounds
10	ANIMAL MOVEMENT	Animal Movement: Understanding animals move in different waysTypes of animal movements: Walking/Running: Humans, dogs, cats, goats, cows, horses, elephants Flying: Birds, butterflies, bees, batsUse wings to fly in the air

		Swimming: Fish, whales, dolphins, ducksUse fins, flippers, or webbed feet Crawling/Creeping: Snakes, worms, snails, some insectsMove on their bellies Hopping/Jumping: Frogs, rabbits, kangaroos, grasshoppersUse strong back legs Climbing: Monkeys, squirrels, goats (on rocks)Use hands, feet, or claws   Demonstrating different animal movementsMatching animals to how they moveMovement games and activities
11	SIMPLE MACHINES	Simple Machines Review of simple machines from first termSimple machines make work easierExamples: broom, scissors, spoon, knife, hammerUses of simple machines at home and schoolSafety with machines
12	EXAMINATION	Third Term Topics: Floating objects identification testSinking objects identification testSorting objects (float vs sink) practical testAir properties and uses examinationWeather types identification testDescribing different weather conditions Stones characteristics and uses testAnimals and their sounds matching testImitating animal sounds assessmentAnimal movements identification and demonstrationSimple machines review test
13	CLOSING	Closing

HEALTH HABITS SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	GOOD GROOMING	Meaning of good grooming: keeping our body clean, neat, and well cared forImportance of good grooming: looking good, feeling good, staying healthy, making good impressionElements of good grooming: clean body, neat hair, clean clothes, trimmed nails, clean teeth, pleasant smellDaily grooming habits: bathing, brushing teeth, combing hair, wearing clean clothesUnderstanding good grooming shows self-respect and respect for othersLooking neat and tidy for school and home
2	CARE OF THE NAILS	Understanding what nails are: hard coverings at the tips of fingers and toesImportance of clean nails: prevents dirt, germs, and infectionsHow to care for nails: keeping them short, clean, and trimmedWashing under nails during hand washingWhy we should not bite nails: spreads germs, looks untidy, damages nailsWhy long nails are not good for children: can scratch, collect dirt, break easilyAdults should cut children’s nails with nail clippersChecking nails daily for cleanliness
3	CARE OF THE HAIR	Understanding hair is on our head and needs regular careImportance of hair care: prevents lice, dandruff, tangling, keeps hair healthy and neatHow to care for hair: washing/shampooing regularly (at least twice a week), combing/brushing daily, keeping hair neatUsing appropriate hair products: shampoo, oil, creamDifferent hair types and stylesVisiting barber or salon for haircutsNot sharing combs, brushes, or hair accessories to prevent liceTying long hair neatly for school

4	CARE OF THE HANDS	Understanding hands do many things and need special careImportance of hand care: prevents spread of germs and diseasesWhen to wash hands: before eating, after using toilet, after playing, after touching dirt, when hands are dirtyProper handwashing steps: wet hands, apply soap, scrub all parts (palms, back, between fingers, under nails), rinse, dryKeeping hands clean throughout the dayNot putting dirty hands in mouth or on faceUsing hand sanitizer when water not availableProtecting hands from injuries
5	MID-TERM ASSESSMENT/TEST	Good grooming knowledge testNail care assessmentHair care evaluationHand care and handwashing demonstrationImportance of cleanliness testPractical handwashing assessmentIdentifying clean vs unclean groomingOral questions on topics covered
6	MID-TERM BREAK	–
7	CARE OF THE LEGS	Understanding legs carry us everywhere and need careImportance of leg care: prevents injuries, infections, keeps legs healthy and strongHow to care for legs: washing daily (especially feet), drying properly (between toes), wearing clean socks, wearing proper footwearKeeping toenails short and cleanApplying lotion/cream to prevent dryness and crackingChecking for cuts, bruises, or injuriesNot walking barefoot in dirty places or where there may be sharp objectsWashing feet before going to bed
8	CARE OF THE SKIN	Understanding skin covers our whole body and is the largest organFunctions of skin: protects body, helps us feel things, controls body temperatureImportance of skin care: prevents rashes, infections, keeps skin healthy and glowing

		How to care for skin: daily bathing with soap and water, drying properly, applying lotion/cream (especially after bathing), protecting from sun, wearing clean clothesDrinking plenty of water for healthy skinNot scratching skin with dirty nailsTelling adults about rashes, cuts, or skin problemsUnderstanding different skin colors are all beautiful
9	CARE OF THE EARS	Understanding ears help us hear soundsParts of ear: outer ear (what we see), ear canal, eardrum (inside)Importance of ear care: protects hearing, prevents infections, keeps ears cleanHow to care for ears: washing outer ear gently during bath, drying ears after bath or swimming, not putting anything in ears (fingers, sticks, pencils, cotton buds deep inside)Keeping ears clean but letting ear wax do its job (protects ear)Adults clean ears safely if neededProtecting ears from loud noisesTelling adults about earache or hearing problems
10	CARE OF THE NOSE	Understanding nose helps us breathe and smellImportance of nose care: keeps nose clean, prevents infections, ensures good breathingHow to care for nose: keeping nose clean, blowing nose gently with tissue/handkerchief when needed, not picking nose with fingersProper way to blow nose: one nostril at a time, gentlyNot putting objects in noseBreathing through nose (not mouth) when possibleDisposing of used tissues properlyWashing hands after touching noseTelling adults about blocked nose or nosebleeds
11	REVISION OF FIRST TERM WORK	Comprehensive review of good groomingCare of nails, hair, hands, legs revisionSkin care reviewCare of ears and nose revisionImportance of all hygiene practicesPractical demonstrations reviewDaily grooming routine revisionMock examination exercises

12	END OF TERM EXAMINATION	Good grooming comprehensive testNail care assessmentHair care evaluationHand care and handwashing practical testLeg care testSkin care assessmentEar care evaluationNose care testOverall hygiene knowledge evaluationPractical demonstration assessments
13	CLOSING & END OF TERM ACTIVITIES	Return of marked scriptsDistribution of report cardsCelebration of health habits learningAwards for best grooming practicesHoliday health tipsEncouragement to maintain good grooming at homePreview of second term topics

NURSERY 2 HEALTH HABITS SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	CARE OF THE MOUTH	Understanding mouth is for eating, drinking, speaking, and tastingParts of mouth: lips, teeth, tongue, gumsImportance of mouth care: prevents tooth decay, bad breath, gum disease, keeps teeth healthyHow to care for mouth: brushing teeth twice daily (morning and night), using toothbrush and toothpaste, rinsing mouth after eatingNot eating too many sweets and sugary foodsVisiting dentist regularlyNot putting dirty objects in mouthKeeping lips clean and moist
2	CARE OF THE MOUTH (PRACTICAL)	Practical tooth brushing demonstrationCorrect toothbrushing technique: up and down, circular motions, brush all surfaces (front, back, top), brush tongue gently, rinse mouth thoroughlyHow much toothpaste to use (pea-sized amount)Brushing for at least 2 minutesSpitting out toothpaste, not swallowingRinsing toothbrush after use and storing uprightNot sharing toothbrushesPractical session: pupils practice brushing with teacher’s guidanceUnderstanding healthy teeth are white and strong
3	CARE OF THE EYES	Understanding eyes help us see and are very importantParts of eye: eyeball, eyelids, eyelashes, eyebrows, tearsImportance of eye care: protects vision, prevents infections, keeps eyes healthyHow to care for eyes: keeping clean, not rubbing with dirty hands, washing face daily, getting enough sleep, not looking at bright sun, reading in good lightProtecting eyes from dust, dirt, and chemicalsEating foods good for eyes (carrots, fruits, vegetables)Not poking or putting objects in eyesWearing glasses if prescribed by doctor

		– Telling adults about eye pain or vision problems
4	PERSONAL HYGIENE	Meaning of personal hygiene: keeping our whole body clean and healthyImportance of personal hygiene: prevents diseases, makes us look and feel good, shows self-respectComplete personal hygiene routine: daily bathing, brushing teeth, washing hands, clean clothes, neat hair, trimmed nails, clean shoesUnderstanding germs are everywhere and hygiene prevents illnessHygiene at home, school, and playNot sharing personal items: toothbrush, towel, comb, handkerchiefCovering mouth when coughing or sneezingUsing toilet properly and flushingOverall cleanliness as a habit
5	MID-TERM ASSESSMENT/TEST	Mouth care knowledge testPractical tooth brushing assessmentEye care evaluationPersonal hygiene comprehensive testIdentifying good hygiene practicesDemonstrating proper hygiene techniquesOral questions on topics covered
6	MID-TERM BREAK	–
7	CLEANLINESS: DRESSING	Importance of wearing clean clothes: prevents skin infections, makes us look neat, shows self-respectDaily clothing hygiene: wearing fresh, clean clothes daily, changing clothes after bath, wearing appropriate clothes for different activitiesTaking off dirty clothes and putting in laundry basketNot wearing clothes that are torn, stained, or smellyFolding or hanging clothes properlyWearing school uniform neatly and proudlyMatching clothes appropriatelyKeeping clothes clean during the day (not sitting on dirty surfaces, protecting from spills)Understanding clothes protect and cover our bodies
8	CLEANLINESS: FOOTWEAR	Importance of clean footwear: prevents foot infections, looks neat, protects feetTypes of footwear: shoes, sandals, slippers, boots

		Wearing appropriate footwear: school shoes for school, play shoes for playing, slippers at homeDaily footwear care: cleaning/wiping shoes, checking for damage, wearing clean socks with closed shoesNot sharing footwear (prevents fungal infections)Wearing correct shoe size (not too big or too small)Taking off shoes when entering home (depending on family rules)Storing shoes properlyNot walking barefoot in dirty or dangerous places
9	PERSONAL SAFETY RULES	Understanding safety means protecting ourselves from danger and harmSafety rules at home: not playing with fire/matches, not touching electrical outlets, not playing with sharp objects, staying away from dangerous liquids and chemicalsSafety rules at school: walking (not running) in corridors, following teacher’s instructions, playing safely, telling teacher if hurtRoad safety: holding adult’s hand when crossing, looking left and right, using pedestrian crossings, obeying traffic lightsStranger danger: not going with strangers, not accepting things from strangers, staying close to trusted adults, screaming and running if in dangerKnowing full name, parents’ names, and home addressKnowing emergency contacts
10	FIRST AID (BASIC)	Simple meaning of first aid: immediate help given when someone is hurt or sickUnderstanding adults give first aid, but children should know basicsCommon minor injuries: cuts, scrapes, bruises, burns, insect bites, nosebleedsWhat to do when injured: stay calm, call for adult help immediately, don’t touch wound with dirty handsBasic first aid awareness: clean water for washing wounds, bandages for cuts, cold water for small burns, pressure for nosebleedsImportance of first aid kit at home and schoolNever trying to treat serious injuries aloneComforting someone who is hurt

		– Emergency numbers and when to call adults
11	REVISION OF SECOND TERM WORK	Mouth and teeth care review (theory and practical)Eye care revisionPersonal hygiene comprehensive reviewCleanliness in dressing and footwear revisionPersonal safety rules reviewFirst aid basics revisionPractical demonstrations reviewMock examination exercises
12	END OF TERM EXAMINATION	Mouth care comprehensive testPractical tooth brushing examinationEye care assessmentPersonal hygiene testCleanliness (dressing and footwear) evaluationPersonal safety rules testFirst aid basic knowledge assessmentPractical demonstrationsOverall health habits evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked scriptsDistribution of report cardsCelebration of health achievementsAwards for best health practicesHoliday health and safety tipsEncouragement to practice hygiene and safety at homePreview of third term topics

NURSERY 2 HEALTH HABITS SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	CARE OF OUR BELONGINGS	Understanding belongings are things that belong to us: school bag, books, pencils, lunch box, toys, clothesImportance of caring for belongings: makes them last longer, saves money, shows responsibility, keeps things clean and usableHow to care for belongings: keeping them clean, putting them in proper places, not throwing or mishandling, repairing when broken, not losing themOrganizing school bag dailyKeeping books clean and neat (not tearing, not writing on covers)Washing lunch box after useTaking care of toys and returning them to proper placesRespecting others’ belongings tooBeing responsible and organized
2	PERSONAL SAFETY RULES (EXPANDED)	Review of safety rules from second termAdditional home safety: not playing in kitchen when adults are cooking, not climbing on furniture, not playing near staircases, being careful in bathroom (slippery floors)School safety: staying in designated play areas, using playground equipment properly, not pushing classmates, lining up orderlyWater safety: not swimming alone, staying in shallow water, listening to adults around water, wearing floatation devicesSun safety: wearing hats in hot sun, staying in shade during hottest hours, drinking plenty of waterFire safety: knowing escape routes, not hiding if fire, stop-drop-roll if clothes catch fireDigital safety (basic): limiting screen time, asking adults before using devices
3	FIRST AID (EXPANDED)	Review of first aid basics from second termMore first aid awareness: recognizing when someone needs help (crying, bleeding, unconscious, difficulty breathing)

		Calling for help: shouting “Help!”, finding nearest adult, using phone to call emergency numbers (with adult supervision)Understanding different types of injuries need different helpNever giving medicine without adult permissionStaying calm in emergencies helps everyoneBeing a good helper: getting water, getting adult, comforting person, staying out of way when adults helpingUnderstanding prevention is better than treatmentFirst aid heroes: doctors, nurses, paramedicsHaving home emergency contacts displayed
4	EXERCISE	Meaning of exercise: physical activities that make our body move and workImportance of exercise: keeps body strong and healthy, makes bones and muscles strong, helps heart and lungs, prevents obesity, makes us happy, helps us sleep well, gives energyTypes of exercise for children: running, jumping, skipping, dancing, swimming, playing football, riding bicycle, climbing (safely), playing active gamesExercise at school: PE lessons, sports, playground activitiesExercise at home: helping with chores, playing outside, dancing to musicExercising safely: warming up, wearing proper clothes and shoes, drinking water, stopping if tired or in painMaking exercise fun and regularUnderstanding our bodies are made to move
5	MID-TERM ASSESSMENT/TEST	Care of belongings testPersonal safety rules comprehensive assessmentFirst aid knowledge evaluationExercise importance and types testDemonstrating safety awarenessIdentifying safe vs unsafe behaviorsOral questions on topics covered
6	MID-TERM BREAK	–
7	FOOD AND FRUITS	– Understanding food gives us energy and helps us grow

		Importance of eating healthy food: strong body, healthy growth, fighting sickness, energy for play and learningDifferent food groups (simple): body-building foods (proteins), energy-giving foods (carbohydrates), protective foods (vitamins and minerals)Examples of healthy foods: rice, yam, beans, fish, chicken, eggs, milk, vegetablesImportance of fruits: provide vitamins, minerals, and fiber, keep us healthyCommon fruits: apple, orange, banana, mango, pineapple, watermelon, pawpaw, grapeBenefits of specific fruits (simple)Eating variety of fruits and foodsWashing fruits before eatingLimiting sweets, candies, and soft drinks
8	FOOD: BREAKFAST	Understanding breakfast means “breaking the fast” – first meal after sleepingImportance of breakfast: most important meal, gives energy for morning, helps us concentrate in school, prevents hunger, helps us growWhy we should never skip breakfastHealthy breakfast options: bread and egg, cereal with milk, oatmeal, yam and egg, beans, fruits, tea/milkUnhealthy breakfast: only sweets or sugary foodsEating breakfast at home before coming to schoolTaking time to eat breakfast properly (not rushing)Including fruits or fruit juice with breakfastUnderstanding good breakfast = good day
9	HEALTHY EATING HABITS	Eating three meals daily: breakfast, lunch, dinnerEating healthy snacks: fruits, nuts, yogurt (not just biscuits and sweets)Drinking plenty of water daily (6-8 glasses)Eating slowly and chewing food properlyWashing hands before eatingSitting properly while eatingNot talking with mouth fullEating variety of foods (not just one type)Trying new foods

		Not wasting foodEating right portion sizesLimiting junk food (chips, candy, soft drinks)Understanding balance: sometimes treats are okay, but healthy food should be regular
10	REVIEW OF ALL HEALTH HABITS	Comprehensive review of all health habits from the entire year:First Term: Good grooming, care of nails, hair, hands, legs, skin, ears, noseSecond Term: Care of mouth (theory and practical), eyes, personal hygiene, cleanliness (dressing, footwear), personal safety rules, first aidThird Term: Care of belongings, safety rules (expanded), first aid (expanded), exercise, food and fruits, breakfast, healthy eatingUnderstanding all habits work together for healthy lifeCreating personal daily health routineCommitment to practicing all health habitsBeing healthy, safe, and responsible
11	REVISION OF THIRD TERM & YEAR’S WORK	Care of belongings revisionPersonal safety comprehensive reviewFirst aid knowledge revisionExercise importance and types reviewFood, fruits, and breakfast revisionHealthy eating habits reviewComplete year’s health habits comprehensive revision
12	END OF YEAR EXAMINATION	Third Term Topics: Care of belongings testPersonal safety rules comprehensive testFirst aid assessmentExercise knowledge testFood, fruits, and breakfast evaluationHealthy eating habits test   Comprehensive Year Assessment: All grooming and hygiene topics (nails, hair, hands, legs, skin, ears, nose, mouth, eyes)Personal hygiene practicesCleanliness (dressing and footwear)Safety rules (home, school, road, water, sun, fire)First aid basics

		Care of belongingsExercise and nutritionOverall health habits mastery evaluationPractical demonstrationsOverall healthy living knowledge assessment
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of marked examination scripts with feedbackDistribution of comprehensive end-of-year report cardsCelebration of health habits achievements throughout the year

SOCIAL HABITS SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	MY FAMILY	Understanding what a family is: people who live together and love each otherMembers of the nuclear family: father, mother, brothers, sistersExtended family members: grandparents, uncles, aunts, cousinsFamily relationships and how members are relatedDifferent family sizes and structuresLove and care in familiesDrawing and talking about own familyFamily songs and activities
2	ROLES OF MEMBERS OF THE FAMILY	Father’s roles: provides for family, protects, works, teaches, plays with childrenMother’s roles: cares for children, cooks, manages home, works, teachesChildren’s roles: obey parents, help with chores, study well, respect family membersGrandparents’ roles: give advice, share wisdom, care for grandchildrenEveryone working together makes family happyAppreciating what each family member doesSimple household chores children can help with
3	ACTIVITIES AT HOME AND	– Activities at home: eating meals together, playing, watching TV, sleeping, helping

	IN SCHOOL	parents, family prayers Activities at school: learning, singing, playing with friends, eating snacks, listening to teacher, art and craftsWeekend vs weekday activitiesDifferences and similarities between home and schoolImportance of both home and school activitiesBalancing play and learning
4	ADVANTAGES OF LIVING TOGETHER AS A FAMILY	Love and care: family members love and support each otherProtection and safety: family keeps us safeLearning: we learn from parents and eldersSharing: sharing food, space, things, happiness, and problemsHelp: family helps when we are sick or in troubleFun and happiness: playing, celebrating, and enjoying togetherSense of belonging: we have people who care about usGrowing up in a loving environment
5	MID-TERM ASSESSMENT/TEST	Family members identificationRoles of family members testHome and school activities assessmentAdvantages of family living evaluationOral questions on topics coveredDrawing family assessment
6	MID-TERM BREAK	–
7	PLACES IN THE HOUSE	Common rooms in the house: living room, bedroom, kitchen, bathroom, toilet, dining roomFunctions of each roomOther places: compound/yard, garage, store roomUnderstanding privacy in certain rooms (bathroom, bedroom)Keeping different rooms clean and tidySafety rules for different rooms (especially kitchen and bathroom)Respecting family spaces

8	GREETINGS ON SPECIAL OCCASIONS	Birthday greetings: “Happy Birthday,” singing birthday songsHoliday greetings: “Happy New Year,” “Merry Christmas,” “Happy Easter,” “Happy Sallah”Wedding greetings: “Congratulations,” wishing couple happinessSuccess/achievement greetings: “Congratulations,” “Well done”Get well wishes: “Get well soon” for sick peopleCondolence (simple): showing care when someone is sadUsing appropriate greetings for different occasions
9	GOOD MANNERS	Review of courtesy words: please, thank you, sorry, excuse me, you’re welcomeGreetings: good morning, good afternoon, good eveningTable manners: eating properly, not talking with mouth full, using utensilsPolite behavior: not interrupting, waiting turn to speak, listening when others talkRespect for elders and peersKnocking before entering roomsSaying goodbye when leavingBeing kind and considerate to everyone
10	GENDER FAIRNESS	Understanding boys and girls are equally important and valuableBoth boys and girls can do any activity, play with any toys, have any dreamEveryone deserves equal respect and fair treatment regardless of genderNo job or activity is “only for boys” or “only for girls”Treating classmates fairly regardless of whether they are boys or girlsRespecting everyone’s choices and preferencesUnderstanding differences don’t mean inequalityCelebrating diversity and equality
11	REVISION OF FIRST TERM	Family and family roles reviewHome and school activities revision

	WORK	Advantages of family living reviewPlaces in the house revisionSpecial occasion greetings reviewGood manners comprehensive reviewGender fairness revisionMock examination exercises
12	END OF TERM EXAMINATION	Family knowledge comprehensive testRoles of family members assessmentHome and school activities testAdvantages of family living evaluationPlaces in the house identificationSpecial greetings testGood manners assessmentGender fairness concepts test
13	CLOSING & END OF TERM ACTIVITIES	Return of marked scriptsDistribution of report cardsCelebration of social learning achievementsAwards for good behavior and mannersHoliday social behavior tipsPreview of second term topics

NURSERY 2 SOCIAL HABITS SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	CEREMONIES IN OUR CULTURE: MARRIAGE	Understanding marriage: when man and woman become husband and wifeWhy people get married: to start family, love and companionshipMarriage ceremonies: traditional and church/mosque weddingsMarriage celebrations: decorations, food, music, dancing, guestsSpecial clothes worn during weddingsRole of bride and groomChildren attending weddings with parentsUnderstanding marriage is for adults
2	CEREMONIES IN OUR CULTURE: NAMING CEREMONY	Understanding naming ceremony: welcoming new baby and giving baby a nameWhen held: usually 7-8 days after baby is born (depending on culture/religion)Who attends: family, friends, well-wishersWhat happens: prayers, announcing baby’s name, celebrations, gifts for babyTraditional practices in naming ceremoniesSpecial foods and drinks servedImportance of names and meaning of namesRejoicing over new life
3	CEREMONIES IN OUR CULTURE: FESTIVALS	Understanding festivals: special celebrations in communities and culturesTypes of festivals: religious festivals (Christmas, Easter, Eid-el-Fitr, Eid-el-Adha), cultural festivals (New Yam Festival, Durbar, Eyo Festival, Argungu Fishing Festival)Why we celebrate festivals: thanksgiving, remembrance, tradition, unity, joyActivities during festivals: special foods, music, dancing, wearing traditional attire, visiting familyLearning about different cultures through festivalsRespecting different festivals
4	TRADITIONAL MUSICAL INSTRUMENTS	Understanding traditional instruments: music tools from our culturesTypes of traditional instruments: drums (talking

		drum, bata drum), gong, shekere, thumb piano (molo), flute, xylophone How instruments are played and sounds they makeUse in ceremonies, festivals, and traditional eventsSongs and music with traditional instrumentsAppreciating traditional music and instrumentsDifferences from modern instruments
5	MID-TERM ASSESSMENT/TEST	Marriage ceremony knowledge testNaming ceremony assessmentFestivals identification and understandingTraditional instruments recognitionCultural knowledge evaluationOral questions on topics covered
6	MID-TERM BREAK	–
7	TRADITIONAL RULERS AND FESTIVALS	Understanding traditional rulers: kings, emirs, obas, chiefs who lead communitiesRoles of traditional rulers: leading people, settling disputes, preserving culture, organizing festivalsRespecting traditional rulers and their authorityHow traditional rulers connect to festivals and cultural celebrationsTraditional attire and symbols of authorityPalaces where traditional rulers liveImportant traditional rulers in Nigeria (examples)
8	PEOPLE IN OUR COUNTRY	Understanding Nigeria is our countryPeople in Nigeria: different ethnic groups (Yoruba, Igbo, Hausa, and many others)Unity in diversity: different languages, cultures, foods, dressing, but one nationNigerian flag: green-white-greenLiving together peacefully despite differencesRespecting all ethnic groups and culturesBeing proud NigeriansNational symbols and identity
9	SOCIAL DUTIES: COMMUNITY HELPERS	Understanding community helpers: people who help make our community betterExamples: teachers (help us learn), doctors/nurses (treat sick people), police officers (protect us), firefighters (put out fires), cleaners

		(keep environment clean), drivers (transport people), shopkeepers (sell goods) How each helper serves the communityAppreciating and respecting community helpersSaying “thank you” to helpersUnderstanding everyone’s job is important
10	MY SCHOOL: PEOPLE IN THE SCHOOL	People in school: head teacher/principal, teachers, pupils, librarian, cleaners, security guards, school nurseRoles of each person in schoolHead teacher: leads the school, makes important decisionsTeachers: teach and care for pupilsPupils: learn, play, and obey school rulesSupport staff: help keep school running smoothlyRespecting everyone in schoolSchool as our second home and learning family
11	REVISION OF SECOND TERM WORK	Cultural ceremonies review (marriage, naming, festivals)Traditional instruments revisionTraditional rulers and festivals reviewPeople in Nigeria revisionCommunity helpers reviewSchool people revisionMock examination exercises
12	END OF TERM EXAMINATION	Marriage, naming, and festivals ceremonies testTraditional instruments assessmentTraditional rulers knowledge testPeople in Nigeria evaluationCommunity helpers identificationSchool people testCultural awareness comprehensive assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of marked scriptsDistribution of report cardsCelebration of cultural learningAwards for displaying good valuesHoliday tips on respecting culture and helpersPreview of third term topics

NURSERY 2 SOCIAL HABITS SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	OUR ENVIRONMENT	Understanding environment: everything around us (home, school, neighborhood, nature)Things in our environment: people, animals, plants, buildings, roads, air, waterClean vs dirty environmentImportance of keeping environment clean: prevents diseases, looks beautiful, healthy livingWays to care for environment: not littering, using waste bins, planting trees, not destroying plantsEnvironmental cleanliness at home, school, and communityEveryone’s responsibility to protect environment
2	HELPING OTHERS	Importance of helping others: shows kindness, makes others happy, builds friendshipsWays to help at home: helping parents with chores, helping siblings, tidying upWays to help at school: helping classmates, sharing materials, being kind, assisting teacherHelping in the community: being polite to neighbors, not littering, respecting othersHelping those in need: sharing with less privileged, showing compassionUnderstanding helping makes us feel good tooBeing a helpful and caring person
3	VALUES: HONESTY AND TRUSTWORTHINESS	Understanding honesty: always telling the truth, not lyingWhy honesty is important: builds trust, shows good character, makes people respect usBeing truthful even when difficult or afraidConsequences of lying: people won’t trust you, punishment, guiltTrustworthiness: being reliable, keeping promises, doing what we sayPeople trust honest childrenExamples of honest behavior

		– Admitting mistakes instead of lying
4	VALUES: RESPONSIBILITY AND TOLERANCE	Understanding responsibility: doing what we should do, taking care of dutiesBeing responsible: doing homework, keeping belongings safe, following rules, helping at homeTaking responsibility for our actions (accepting when we make mistakes)Understanding tolerance: accepting and respecting people who are different from usTolerating differences: in opinions, cultures, abilities, appearancesLiving peacefully with others despite differencesNot bullying or excluding others because they are differentPatience and understanding
5	MID-TERM ASSESSMENT/TEST	Environment knowledge testHelping others assessmentHonesty and trustworthiness values testResponsibility and tolerance evaluationPractical values demonstrationOral questions on topics covered
6	MID-TERM BREAK	–
7	PEOPLE AND THEIR PROFESSIONS	Understanding professions: jobs people do to earn money and serve societyExamples of professions: doctor, nurse, teacher, engineer, lawyer, farmer, driver, pilot, chef, artist, banker, soldierWhat each profession does and how they help societyImportance of all professions: everyone contributes to societyRespecting all professions – no job is better than anotherUnderstanding education helps us get good jobs”What I want to be when I grow up” – career aspirationsEncouraging diverse career dreams
8	TRANSPORTATION IN MY NEIGHBORHOOD	Understanding transportation: ways of moving from one place to anotherVehicles commonly seen in neighborhood:

		cars, buses, motorcycles (okada), tricycles (keke), bicycles, trucks Why people use these vehicles: going to work, school, market, hospitalUnderstanding different vehicles serve different purposesObserving transportation around usRoad users: drivers, passengers, pedestriansBasic road safety: zebra crossing, traffic lights, holding adult’s hand when crossing
9	MEANS OF TRANSPORTATION	– Types of transportation by location: Land transportation: cars, buses, trains, motorcycles, bicycles, trucksWater transportation: boats, ships, canoes, ferriesAir transportation: airplanes, helicoptersUnderstanding which is fastest, which carries most peopleChoosing appropriate transportation for different journeysModern vs traditional means (e.g., canoe vs ship)Safety rules for each type of transportationRespecting transportation workers
10	OUR COUNTRY: NIGERIA	Nigeria is our country – our homeLocation: Nigeria is in West AfricaNigerian flag: green-white-green (green=agriculture, white=peace)Capital city: AbujaMajor cities: Lagos, Kano, Port Harcourt, IbadanLanguages: English (official), Hausa, Yoruba, Igbo, and many othersNigerian culture: diverse foods, music, dances, festivalsBeing good Nigerian citizens: obeying rules, being kind, keeping environment clean, going to schoolNational pride and unity
11	REVISION OF THIRD TERM	Environment care revisionHelping others reviewValues comprehensive review (honesty, trustworthiness, responsibility, tolerance)Professions and careers revision

		Transportation types reviewNigeria knowledge revision
12	END OF YEAR EXAMINATION	Third Term Topics: Environment testHelping others assessmentHonesty and trustworthiness testResponsibility and tolerance evaluationProfessions identification testTransportation comprehensive testNigeria knowledge evaluation
13	CLOSING	Return of marked examination scriptsDistribution of comprehensive report cardsCelebration of social development and good characterAwards for exemplary behavior, values, and citizenship

CIVIC EDUCATION SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	GREETINGS	Importance of greetings in societyTime-appropriate greetings: Good morning, Good afternoon, Good evening, Good nightGreetings for different people: elders, peers, teachers, parentsCultural greetings in local languagesBody language in greetings: smiling, eye contact, bowing/kneeling for elders (in some cultures)Responding to greetings appropriatelyGreetings show respect and friendliness
2	DRESSING	Understanding appropriate dressing for different occasionsSchool dressing: wearing neat school uniform properlyHome dressing: casual, comfortable clothesSpecial occasions: traditional attire, party clothes, religious wearWeather-appropriate dressing: light clothes for hot weather, warm clothes for coldCultural dressing: traditional Nigerian attire (agbada, iro and buba, kaftan, etc.)Importance of clean, neat, and modest dressingRespecting different dressing styles and cultures
3	SOCIAL DEVELOPMENT: EATING	Proper eating behavior in public and at homeTable manners: sitting properly, using utensils correctly, chewing with mouth closedWashing hands before and after eatingSaying prayers before and after mealsNot talking with mouth full of foodSharing food and eating together as family or communityCultural eating practices: eating with right hand, communal eatingAppreciating and not wasting food
4	CULTURAL VALUES: HELPING OTHERS	Understanding helping as a core cultural value in African societiesUbuntu philosophy: “I am because we are” –

		community support Ways to help: at home (chores, helping siblings), at school (helping classmates), in communityHelping elderly people: carrying loads, showing respect, listeningHelping those in need: sharing, showing kindness, compassionBenefits of helping: builds community, makes everyone happyCultural saying: “A helping hand is better than a praying mouth”
5	MID-TERM ASSESSMENT/TEST	Greetings demonstration and assessmentAppropriate dressing identification testEating behavior evaluationHelping others knowledge testPractical demonstration of cultural valuesOral questions on topics covered
6	MID-TERM BREAK	–
7	CULTURAL VALUES: RESPECT	Understanding respect as foundation of African cultureRespect for elders: greeting properly, not interrupting, obeying, using respectful titlesRespect for peers: being kind, not bullying, sharing, playing fairlyRespect for parents and teachers: listening, obeying, being politeRespect for cultural practices and traditionsRespect for different cultures, religions, and beliefsBody language of respect: kneeling, bowing, prostrating (depending on culture)Understanding respect earns respect
8	CULTURAL VALUES: FOLK SONGS	Understanding folk songs as part of cultural heritagePurpose of folk songs: teaching values, entertainment, preserving history, celebrating eventsTypes of folk songs: lullabies, work songs, festival songs, moral teaching songsLearning simple Nigerian folk songs in local languagesSongs that teach values: respect, hard work,

		honesty, unity Singing folk songs together as community activityPreserving culture through music and songs
9	COMMUNITY VALUES	Understanding community: group of people living togetherUbuntu values: cooperation, sharing, caring for each otherCommunity activities: market days, communal work, festivals, celebrationsImportance of living peacefully in communityCommunity support systems: neighbors helping each otherResponsibility to community: keeping environment clean, obeying rules, being respectful”It takes a village to raise a child” – community responsibility for children
10	CULTURAL ACTIVITIES	Understanding cultural activities preserve traditions and heritageTypes of cultural activities: festivals, ceremonies, traditional dances, storytellingFestivals: New Yam Festival, Durbar, Eyo Festival, Argungu Fishing FestivalTraditional dances: cultural significance and occasionsStorytelling: moonlight stories, folktales with moral lessonsTraditional games and sportsImportance of participating in cultural activitiesLearning from cultural activities
11	REVISION OF FIRST TERM WORK	Greetings and appropriate responses reviewDressing for different occasions revisionProper eating behavior reviewHelping others as cultural value revisionRespect in African culture reviewFolk songs and their meanings revisionCommunity values reviewCultural activities comprehensive reviewMock examination exercises
12	END OF TERM EXAMINATION	Greetings practical and theory testAppropriate dressing assessment

		Eating behavior evaluationHelping others testRespect demonstration and knowledge testFolk songs identification and singingCommunity values assessmentCultural activities comprehensive test
13	CLOSING & END OF TERM ACTIVITIES	Return of marked scriptsDistribution of report cardsCelebration of civic learningAwards for displaying good cultural valuesHoliday civic responsibility tipsPreview of second term topics

NURSERY 2 CIVIC EDUCATION SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	CULTURAL ACTIVITIES: PRACTICAL	Practical participation in cultural activitiesLearning and performing traditional dancesWearing traditional attire for cultural dayPracticing traditional greetings and gesturesStorytelling session: learning and telling folktalesPlaying traditional games: ayo (oware), ten-ten, boju-bojuSinging folk songs learned previouslyCreating simple traditional craftsCultural drama and role-play
2	SOCIAL INSTITUTIONS	Understanding social institutions: important organizations in societyFamily as primary social institution: where we learn first valuesSchool: where we learn education and social skillsReligious institutions: churches, mosques, temples – teaching moral valuesMarket: economic institution where people buy and sellTraditional councils: settling disputes, maintaining orderHow institutions work together for society’s benefitRespecting all social institutions
3	NAMING CEREMONY	Understanding naming ceremony as important cultural practiceSignificance: welcoming new baby, giving identity, community celebrationWhen held: 7-8 days after birth (varies by culture/religion)Who attends: family, friends, community membersActivities: prayers, announcing name, giving gifts, celebrationsTraditional practices: special foods, rituals, blessingsDifferent naming ceremonies: Yoruba, Igbo,

		Hausa, Christian, Muslim traditions – Understanding names have meanings and significance
4	KINSHIP	Understanding kinship: family relationships and connectionsNuclear family: father, mother, children (immediate family)Extended family: grandparents, uncles, aunts, cousinsUnderstanding family tree and how people are relatedKinship terms: brother, sister, cousin, nephew, nieceFamily responsibilities and support systemImportance of family bonds and relationshipsAfrican concept: “blood is thicker than water” – family loyalty
5	MID-TERM ASSESSMENT/TEST	Cultural activities practical demonstrationSocial institutions identification testNaming ceremony knowledge assessmentKinship and family relationships testOral questions on topics coveredPractical cultural demonstrations
6	MID-TERM BREAK	–
7	CHIEFTAINCY	Understanding chieftaincy in Nigerian traditional systemTraditional rulers: Oba, Emir, Igwe, Obi – leaders in communitiesRoles of traditional rulers: settling disputes, preserving culture, leading community, organizing festivalsChieftaincy hierarchy: paramount rulers, district chiefs, village headsSymbols of authority: crown, staff, throne, regaliaRespect for traditional institution and rulersHow chieftaincy connects with modern governmentFamous traditional rulers in Nigeria
8	RELIGIOUS INSTITUTIONS	Understanding religion teaches moral values and gives spiritual guidanceMajor religions in Nigeria: Christianity, Islam, Traditional religion

		Religious institutions: churches, mosques, shrines, templesFunctions: worship, teaching values, helping community, celebrationsReligious leaders: pastors, imams, priests, traditional priestsReligious celebrations: Christmas, Easter, Eid-el- Fitr, Eid-el-AdhaRespecting all religions and religious practicesReligious tolerance and peaceful coexistence
9	PEACE EDUCATION	Understanding peace: living together without fighting or violenceImportance of peace: in home, school, community, nationWays to promote peace: being kind, sharing, forgiving, respecting othersConflict causes: misunderstanding, selfishness, anger, differencesPeace values: tolerance, patience, understanding, loveBeing peacemaker: helping friends reconcile, not fighting, reporting problems to adults”Peace begins with me” – personal responsibility for peace
10	RIGHTS AND RESPONSIBILITIES	Understanding children have rights (things they deserve)Children’s rights: education, healthcare, protection, love and care, play, food, shelter, name and identityUnderstanding rights come with responsibilitiesChildren’s responsibilities: obey parents and teachers, study well, respect others, help at home, follow rulesRights of others: respecting other people’s rightsBalance between rights and responsibilitiesResponsible citizenship from childhood
11	REVISION OF SECOND TERM WORK	Cultural activities practical reviewSocial institutions revisionNaming ceremony reviewKinship and family relationships revisionChieftaincy system reviewReligious institutions revisionPeace education reviewRights and responsibilities revision

		– Mock examination exercises
12	END OF TERM EXAMINATION	–
13	CLOSING	–

NURSERY 2 CIVIC EDUCATION SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	CONFLICT RESOLUTION	Understanding conflict: disagreement or fight between peopleCommon conflicts among children: sharing toys, playing games, misunderstandingsEffects of conflict: hurt feelings, broken friendships, unhappinessWays to resolve conflicts: talking calmly, saying sorry, forgiving, compromising, sharingRole of adults in resolving conflictsAvoiding conflicts: being patient, taking turns, being fairPeaceful problem-solving skillsMaking up after conflicts
2	EMOTIONAL DEVELOPMENT: CONFIDENCE	Understanding confidence: believing in yourself and your abilitiesImportance of confidence: helps us try new things, make friends, learn betterBuilding confidence: practicing skills, accepting mistakes as learning, positive thinkingConfident behavior: speaking up, trying activities, making eye contactOvercoming shyness and fearEncouraging words build confidenceUnderstanding everyone has strengths and weaknesses”I can do it” attitude
3	SELF EXPRESSION	Understanding self-expression: showing our feelings, thoughts, and ideasWays to express ourselves: speaking, drawing, singing, dancing, playing, writingImportance of expressing feelings: helps others understand us, prevents frustrationExpressing appropriately: using words not violence, respectful communicationCreativity as self-expression: art, music, drama, storytellingListening when others express themselvesUnderstanding everyone expresses differently

		– Confidence in self-expression
4	PSYCHOSOCIAL VALUES: ATTITUDE	Understanding attitude: how we think, feel, and behave towards thingsPositive attitude: being happy, hopeful, kind, helpful, gratefulNegative attitude: complaining, being mean, ungrateful, unhelpfulImportance of positive attitude: makes us happy, makes others like us, helps us succeedAttitude is a choice: we can choose to be positivePositive attitude examples: smiling, saying thank you, being cheerfulEffect of attitude on learning and relationships”Attitude determines altitude”
5	MID-TERM ASSESSMENT/TEST	Conflict resolution knowledge testConfidence demonstration assessmentSelf-expression practical evaluationAttitude concepts testOral questions on emotional and social developmentPractical demonstrations
6	MID-TERM BREAK	–
7	PSYCHOSOCIAL VALUES: LOVE AND CARE	Understanding love: deep affection and caring for othersShowing love: hugging, helping, sharing, being kind, spending time togetherLove in family: parents love children, siblings love each otherLove in community: caring for neighbors, helping othersUnderstanding care: looking after someone’s wellbeingCaring behaviors: checking on people, helping when sick, sharing foodLove and care make strong relationships”Love one another” – universal value
8	EMOTIONAL STATE: FEAR	Understanding fear: feeling afraid or scaredThings children fear: darkness, loud noises, strangers, being alone, animalsFear is normal: everyone feels afraid sometimes

		Healthy vs unhealthy fear: fear keeps us safe vs fear that stops usManaging fear: talking to trusted adults, deep breathing, facing fears graduallyNot teasing others for being afraidCourage: being brave even when afraidAdults can help with fears
9	EMOTIONAL STATE: SADNESS	Understanding sadness: feeling unhappy or downThings that make children sad: loss, disappointment, being hurt, seeing others hurt, being left outSadness is okay: it’s normal to feel sad sometimesExpressing sadness: crying is okay, talking about feelingsDealing with sadness: talking to someone, doing fun activities, time healsComforting others who are sad: being kind, listening, giving hugsSadness doesn’t last foreverAsking for help when very sad
10	EMOTIONAL STATE: HAPPINESS	Understanding happiness: feeling joyful, pleased, contentThings that make children happy: playing, family time, friends, treats, achievements, praiseImportance of happiness: healthy emotion, makes life enjoyableSpreading happiness: smiling, being kind, sharing joyGratitude increases happiness: being thankful for what we haveHappiness choices: choosing to focus on good thingsCelebrating happy momentsUnderstanding happiness comes from inside, not just things
11	REVISION OF THIRD TERM	Conflict resolution reviewConfidence and self-expression revisionAttitude reviewLove and care revisionFear, sadness, and happiness emotional states review

12	END OF YEAR EXAMINATION	–
13	CLOSING	–

PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	GENERAL BODY EXERCISE	Introduction to physical exercise and its importanceWarm-up activities: stretching, shaking body partsSimple movements: marching on the spot, walking, jogging in placeMoving different body parts: arms, legs, head, waistCool-down exercises and relaxationUnderstanding exercise keeps us healthy and strong
2	TAMBOURINE MOVEMENT	Introduction to tambourine as musical exercise toolMoving to tambourine rhythm: fast and slow movementsDancing and moving when tambourine playsFreezing/stopping when tambourine stopsMarching, jumping, and dancing to tambourine beatsCoordination of movement with soundMusical movement games
3	TIMING	Understanding timing in movements and activitiesFast vs slow movementsCounting while exercising (1-10)Timing exercises: holding positions, counting jumpsStarting and stopping on commandFollowing rhythm and beat in movementsCoordination and control of body movements
4	HOPPING EXERCISE	Understanding hopping: jumping on one footHopping on right foot, then left footHopping forward, backward, and in placeCounting hops (how many can you do?)Hopping games and activitiesBalance and leg strength development

		– Safety: hopping in safe, open space
5	MID-TERM ASSESSMENT/TEST	Practical demonstration of general exercisesMovement to tambourine assessmentTiming and coordination testHopping skills evaluationFollowing instructions assessmentPhysical fitness observation
6	MID-TERM BREAK	–
7	LEAPING EXERCISE	Understanding leaping: big jump from one foot to the otherDifference between hopping and leapingPracticing leaps: forward leaps, long leapsLeaping over small objects or linesArm movements while leapingLeg strength and coordination developmentFun leaping games and activities
8	SONG: “WHO IS IN THE GARDEN?”	Learning the song “Who is in the Garden?”Singing and performing actions to the songMovement activities related to the songActing out garden activities: digging, planting, wateringGroup singing and movement coordinationCreative expression through song and movementFun musical physical activity
9	NEURO MUSCULAR SKILL	Understanding body control and coordinationHand-eye coordination activitiesBalance exercises: standing on one foot, walking on lineFine motor skills: touching fingers, clapping patternsGross motor skills: running, jumping, climbingBody awareness activitiesDeveloping control over body movements
10	SWINGING OF ARMS	Arm swinging exercises: forward and backwardSide to side arm swingsLarge arm circles: forward and backward circlesArm swinging while marching

		Synchronized arm movementsShoulder and arm muscle developmentCoordination of arm movements with body
11	REVISION OF FIRST TERM WORK	Review of general body exercisesTambourine movement activities revisionTiming exercises reviewHopping and leaping practiceSong performance reviewNeuro muscular coordination activitiesArm swinging exercises reviewMock practical assessment
12	END OF TERM EXAMINATION	Comprehensive physical exercise demonstrationMovement to music/tambourine testHopping and leaping assessmentSong performance evaluationCoordination and balance testFollowing instructions evaluationOverall physical development assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsCelebration of physical achievementsAwards for physical excellenceHoliday exercise tipsFun physical activity gamesPreview of second term activities

NURSERY 2 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	MANIPULATIVE MOVEMENT (CATCHING A BALL)	Introduction to ball catching skillsStarting with large, soft ballsHand positioning for catchingEye-hand coordination practiceCatching balls thrown gently from short distanceGradually increasing distancePair activities: throwing and catching with partnerSafety rules when playing with balls
2	SIMPLE & FUN EXERCISE	Variety of enjoyable exercises for childrenAnimal walks: bear walk, crab walk, frog jumpSimon Says exercise gameFollow the leader movementsDance and freeze gamesBalloon games and activitiesMaking exercise fun and engagingUnderstanding exercise should be enjoyable
3	HEAD, SHOULDERS, KNEES AND TOES	Learning the “Head, Shoulders, Knees and Toes” songTouching body parts while singingFast and slow versions of the songBody parts identification through songCoordination of singing and movementBending and stretching exercisesFun group activity for body awareness
4	JACK IN THE BOX	Learning “Jack in the Box” song and movementsCrouching down low (box closed)Jumping up high (Jack pops out)Timing jumps with song rhythmCreative jumping variationsLeg strength development through

		jumping Fun musical jumping activityGroup performance and coordination
5	MID-TERM ASSESSMENT/TEST	Ball catching skills assessmentSimple exercise demonstrationsSong performance: “Head, Shoulders, Knees and Toes””Jack in the Box” movement evaluationCoordination and timing testFollowing instructions assessment
6	MID-TERM BREAK	–
7	LONDON BRIDGE	Learning “London Bridge is Falling Down” gameUnderstanding game rules and movementsTwo children form bridge with armsOthers pass under while singingBridge falls and catches someoneTaking turns being the bridgeCooperation and social interactionTraditional game and physical activity
8	KANGAROO MOVEMENT	Understanding how kangaroos move: jumping with both feetKangaroo hopping: jumping forward with feet togetherArm positioning like kangaroo pawsHopping distances and directionsKangaroo races and gamesLeg strength and balance developmentCreative animal movement activity
9	APART TOGETHER	Exercise involving spreading and bringing togetherFeet movements: apart-together (jumping jacks position)Arm movements: out-in, up-downCombining feet and arm movementsCounting while doing apart-together movementsRhythm and coordination development

		– Basic jumping jack introduction
10	SOMERSAULTING	Introduction to forward roll/somersault (basic, supervised)Safety rules and proper supervisionUsing mats or soft surfacesTucking head and rolling forwardBody control and spatial awarenessBuilding confidence graduallyUnderstanding not everyone can do it yet – that’s okayTeacher supervision essential
11	REVISION OF SECOND TERM WORK	Ball catching practiceFun exercise activities reviewSong performances: Head Shoulders, Jack in the BoxLondon Bridge game reviewKangaroo movement practiceApart-together exercisesSafe somersaulting review (if appropriate)Mock practical assessment
12	END OF TERM EXAMINATION	Ball manipulation skills testExercise demonstrations assessmentSong and movement performancesLondon Bridge game participationAnimal movements (kangaroo) evaluationCoordination exercises testOverall physical skills assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsCelebration of physical developmentAwards for improvement and excellenceHoliday physical activity tipsFun games and activities dayPreview of third term activities

NURSERY 2 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	THERE IS FIRE ON THE MOUNTAIN	Learning “There is Fire on the Mountain” gameUnderstanding game rules and movementsRunning when song playsForming groups when song stops (“Run run run!”)Grouping by numbers calledPhysical activity through running and groupingSocial interaction and quick thinkingTraditional Nigerian game
2	BENDING EXERCISE	Forward bending: touching toesSide bending: left and rightBackward bending: gentle backward stretchWaist bending exercisesFlexibility developmentSafe bending techniquesUnderstanding importance of stretchingWarm-up and cool-down bending
3	THROWING AND CATCHING OF BALLS	Advanced throwing techniques: overhand and underhandThrowing accuracy: aiming at targetsCatching balls from different heightsPartner throwing and catching activitiesIncreasing throwing distances graduallyTeam ball gamesHand-eye coordination developmentSafety: throwing only when clear
4	RACING IN PEERS	Introduction to running races with classmatesUnderstanding starting positions and finish lineWaiting for “Ready, Set, Go!”Running in lanes/designated paths

		Fair play and sportsmanshipCelebrating all participants (winning isn’t everything)Different race types: straight, relay (simple)Safety in racing activities
5	MID-TERM ASSESSMENT/TEST	Fire on the Mountain game participationBending and flexibility assessmentThrowing and catching skills testRacing participation and sportsmanshipCoordination and physical skills evaluationFollowing rules and instructions test
6	MID-TERM BREAK	–
7	FILLING THE BASKET WITH SMALL BALLS	Game activity: collecting small balls and putting in basketRunning to collect balls, returning to deposit in basketIndividual or team competitionSpeed and coordination challengeCounting balls collectedHand-eye coordination and fine motor skillsTurn-taking and fair playFun competitive activity
8	KANGAROO HOP	Review and advancement of kangaroo movementHopping with both feet together like kangarooKangaroo hop racesHopping over small obstaclesHopping in different directionsEndurance building through continued hoppingCreative kangaroo gamesLeg strength and balance
9	TAMBOURINE MOVEMENT (ADVANCED)	Advanced tambourine movement activitiesComplex rhythms and patternsCreative movement to tambourine beats

		Different movements for different beatsGroup coordination with tambourineDance routines with tambourine musicMusical movement creativityPerformance and expression
10	FLYING OF KITES	Introduction to kite flying (outdoor activity)Understanding wind and how kites flyHolding kite string safelyRunning with kite to make it flyWatching and controlling kite in airTaking turns with kitesOutdoor exercise and funSafety: away from roads, power lines, and obstaclesWeather and space permitting
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Fire on the Mountain gameBending exercisesThrowing, catching, and racingBasket filling activityKangaroo hoppingTambourine movementsKite flying experience
		Year-Long Review: All exercises, movements, and games from three termsSong and movement performancesBall skills and coordination activitiesMock comprehensive assessment
12	END OF YEAR EXAMINATION	Third Term Assessment: Game participation and rules followingFlexibility and bending testBall throwing and catching skillsRacing and sportsmanshipCoordination activities

		Comprehensive Year Assessment: Overall physical fitness evaluationCoordination and balance skillsGame participation and social skillsFollowing instructions and rulesPhysical development progress evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of assessment resultsDistribution of comprehensive report cardsCelebration of year-long physical achievementsAwards for physical excellence and improvement

CREATIVITY SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	COLOURING A SHIRT	Introduction to colouring within linesIdentifying shirt outline and parts (collar, sleeves, buttons)Choosing appropriate colours for shirtsUsing crayons or colour pencilsStaying within boundariesUnderstanding patterns and designs on clothingCreating own shirt design with colours
2	COLOURING A LEAF	Observing real leaves and their coloursUnderstanding leaf shapes and veinsUsing green and other natural leaf coloursColouring techniques: light and dark shadesLearning about nature through artCreating leaf patternsAppreciation of natural colours
3	THUMB PRINT	Introduction to thumb printing techniqueUsing washable paint or ink padsMaking thumb impressions on paperCreating patterns with thumb printsMaking simple pictures: caterpillar, flowers, trees using thumb printsUnderstanding each thumb print is uniqueCleaning hands after activity
4	FREE EXPRESSION	Creative freedom in art makingDrawing and colouring own choice of subjectUsing various materials: crayons, pencils, paintExpressing feelings and ideas through artNo right or wrong in creative expressionSharing and explaining artwork to classBuilding confidence in creativity
5	MID-TERM ASSESSMENT/TEST	Practical colouring assessmentStaying within lines evaluationColour choice and creativity testThumb printing skills assessmentFollowing instructions evaluation

		– Neatness and completion of work
6	MID-TERM BREAK	–
7	HAND PRINT	Introduction to hand printingDipping hand in washable paintMaking hand impressions on paperCreating pictures from hand prints: trees, flowers, birds, fishDecorating hand prints with additional detailsUnderstanding hand prints as artProper cleaning and hygiene after activity
8	COLOURING A RABBIT	Identifying rabbit features: long ears, fluffy tail, whiskersChoosing appropriate colours: white, brown, greyColouring rabbit outline carefullyAdding details: eyes, nose, fur textureUnderstanding animals through artCreating background for rabbit pictureNeat colouring practice
9	COLOURING A PIG	Identifying pig features: snout, curly tail, round bodyUsing pink and other pig coloursColouring within pig outlineAdding details: eyes, ears, hoovesLearning about farm animals through artCreating muddy background (optional)Careful and neat colouring
10	COLOURING AN UMBRELLA	Identifying umbrella shape and parts: canopy, handleUsing bright, multiple colours for umbrellaCreating patterns: stripes, dots, sectionsUnderstanding colour combinationsAdding raindrops or sun around umbrellaCreative design choicesFinishing work neatly
11	REVISION OF FIRST TERM WORK	Review of colouring techniquesPractice with printing activities (thumb and hand prints)Reviewing free expression conceptsSample colouring exercisesPreparing portfolio of best works

		Mock practical assessmentCleaning and organizing art materials
12	END OF TERM EXAMINATION	Comprehensive colouring testPrinting skills assessment (thumb or hand print)Creative expression evaluationFollowing instructions testNeatness and completion assessmentColour choice and creativity evaluationOverall artistic development assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed artworksDistribution of report cardsArt exhibition: displaying pupils’ best worksAwards for creativity and improvementHoliday art activity suggestionsCelebration of creative achievementsPreview of second term activities

NURSERY 2 CREATIVITY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	TRACING AND COLOURING A SHOE	Introduction to tracing techniqueTracing shoe outline carefullyUnderstanding shoe parts: sole, laces, tongueColouring traced shoeChoosing shoe colours and designsAdding patterns: stripes, dots, decorationsDeveloping fine motor skills through tracing
2	VEGETABLE PRINT	Introduction to vegetable printingUsing vegetables as stamps: okra, carrots, potatoes (halved)Dipping vegetables in paintCreating patterns and pictures with vegetable printsUnderstanding shapes vegetables makeCombining different vegetable printsLearning about vegetables through artCleaning vegetables and hands after activity
3	PLASTICINE	Introduction to plasticine/modelling clayLearning to soften and shape plasticineMaking simple shapes: balls, snakes, coilsCreating simple objects: fruits, animals, flowersMixing colours by blending plasticineUnderstanding 3D art (not flat like drawing)Proper storage of plasticine after use
4	MAKING/DESIGNING A HAND FAN	Introduction to hand fan makingUsing paper, cardboard, or popsicle sticksDecorating fan: colouring, drawing patterns, adding designsUnderstanding purpose of fansCreating unique fan designsAssembling fan pieces (with teacher help)Functional art project
5	MID-TERM ASSESSMENT/TEST	– Tracing skills assessment

		Printing techniques evaluationPlasticine modelling testHand fan creation assessmentCreativity and originality evaluationFollowing instructions and neatness test
6	MID-TERM BREAK	–
7	COLOUR SPLASH	Introduction to colour splash techniqueFlicking or splashing paint on paper (controlled)Creating patterns with colour splashesUnderstanding abstract artMixing colours through splashingExpressing emotions through colourUsing aprons and protecting work areaFun and expressive art activity
8	SPIKY HEDGEHOG	Creating spiky hedgehog art projectDrawing or using template for hedgehog bodyAdding spikes: using fork prints, painted sticks, or cut paperColouring hedgehog brown/greyAdding eyes, nose, and feetUnderstanding hedgehog featuresCreative texture makingMixed media art project
9	PAPER COLLAGE	Introduction to collage techniqueTearing and cutting coloured paper into piecesUsing glue to stick paper piecesCreating pictures or patterns with paper piecesUnderstanding composition and arrangementMaking pictures: flowers, houses, animals from paper piecesDeveloping fine motor skillsPatience in creating detailed work
10	COLOURING A HOUSE	Identifying house parts: roof, walls, windows, door, chimneyChoosing appropriate house coloursColouring each part differentlyAdding details: curtains, door handle, pathway

		Creating background: sky, sun, trees, gardenUnderstanding buildings through artNeat and careful colouring
11	REVISION OF SECOND TERM WORK	Review of tracing and printing techniquesPlasticine work practiceCollage technique reviewColour splash and creative techniquesReviewing completed projectsPreparing best works for exhibitionMock practical assessment
12	END OF TERM EXAMINATION	Comprehensive practical art testCollage making assessmentColouring and tracing evaluationPlasticine modelling testCreative techniques assessmentOverall artistic skills evaluationPortfolio review
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed artworksDistribution of report cardsArt exhibition and gallery walkAwards for creativity and effortHoliday creative activities suggestionsCelebration of artistic growthPreview of third term projects

NURSERY 2 CREATIVITY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	FRIENDSHIP TREE	Creating friendship tree projectDrawing or tracing tree trunk and branchesMaking leaves from hand prints or paperWriting or putting names of friends on leavesDecorating tree with coloursUnderstanding friendship and communityCollaborative or individual projectCelebrating friendships through art
2	MAKING JEWELRIES	Introduction to simple jewelry makingUsing safe materials: beads, pasta, paper, straws, stringThreading beads to make necklaces or braceletsCreating patterns with different coloured beadsUnderstanding patterns and sequencesDeveloping fine motor skillsWearable art creationSafety with small objects
3	RABBIT COLLAGE	Creating rabbit using collage techniqueUsing cotton wool for fluffy textureAdding paper pieces for rabbit body partsCreating 3D effect with materialsGluing materials carefullyAdding details: eyes, nose, whiskers, earsUnderstanding texture in artMixed media creativity
4	SAND COLLAGE	Introduction to sand art/collageApplying glue on specific areas of pictureSprinkling sand on glued areasCreating textured pictures with sandUsing coloured sand for variety

		(optional) Understanding texture and natural materials in artCareful handling of sandUnique artistic technique
5	MID-TERM ASSESSMENT/TEST	Collage techniques assessmentJewelry making skills evaluationCreativity and originality testUse of different materials assessmentFollowing instructions evaluationFine motor skills observation
6	MID-TERM BREAK	–
7	DESIGNING A PAPER PLATE	Using paper plate as art canvasDecorating plate: painting, colouring, adding patternsCreating face designs, flower designs, or creative patternsUsing various materials: paint, markers, stickers, glitterUnderstanding circular design spaceFunctional or decorative artCreative use of everyday items
8	DESIGNING A CONE HAT	Making cone hat from paper or cardboardRolling and shaping paper into coneDecorating hat: colouring, painting, adding designsUsing ribbons, stickers, or drawingsCreating unique hat designsWearing created hats (hat parade)3D wearable art projectCelebration of creativity
9	MAKING CARDS	Introduction to card making (greeting cards)Folding paper to create cardDecorating card front: drawings, colours, stickersWriting or copying simple messages inside (with help)Understanding cards for different occasions: birthday, thank you, get wellGiving handmade cards to someone special

		– Meaningful art creation
10	FEATHER ART	Introduction to using feathers in artCreating pictures or designs with feathersCombining feathers with drawing, colouring, gluingUnderstanding texture and natural materials
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Collage techniques (rabbit, sand)Jewelry and card makingPaper plate and cone hat designsFriendship tree and free expression   Year-Long Review: All colouring techniques learnedPrinting methods (thumb, hand, vegetable)Collage and mixed media work3D projects (plasticine, jewelry, hats)Creative expression throughout the yearPreparing comprehensive portfolioMock examination
12	END OF YEAR EXAMINATION	Third Term Assessment: Collage work evaluationDesign projects assessmentCard and jewelry making testCreative expression evaluation   Comprehensive Year Assessment: Overall artistic developmentMastery of techniques learnedCreativity and originalityFine motor skills developmentFollowing instructions and completionPortfolio review of year’s best works
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of all assessed artworksDistribution of comprehensive report cardsGrand art exhibition: displaying year’s best works for parentsAwards for creativity, improvement, and artistic excellence

PERSONAL DEVELOPMENT SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	WELCOMING AND GETTING TO KNOW EACH OTHER	Welcome back to school activitiesIntroduction games and ice-breakersLearning about new classmatesSharing what we did during holidaysMaking new friends and reconnecting with old friendsUnderstanding we are one class familyCreating friendly and welcoming classroom environment
2	NAME AND GREETINGS	Importance of knowing and using namesSaying own name clearly and confidentlyLearning to greet properly: Good morning, Good afternoonGreeting teachers with respect: “Good morning, Ma/Sir”Greeting classmates and visitors politelyUnderstanding greetings show respect and friendlinessPractice greeting activities
3	MY NAME, TEACHERS AND FRIENDS’ NAMES	Learning to say and spell own full nameMemorizing teachers’ names and titlesLearning friends’ names in classUnderstanding importance of calling people by their namesNot using nicknames that hurt othersName recognition and pronunciation practiceBuilding relationships through knowing names
4	SCHOOL AND CLASS RULES	Understanding why we have rulesImportant school rules: arriving on time, wearing uniform, respecting teachers, being kindClassroom rules: raising hand before speaking, staying seated, listening when teacher talks, taking turnsConsequences of breaking rulesBenefits of following rules: safe and happy environment

		Understanding rules help everyoneCommitment to following rules
5	MID-TERM ASSESSMENT/TEST	Name recognition and speaking testGreetings demonstrationSchool rules knowledge assessmentBehavior observation evaluationOral questions on topics coveredSocial interaction assessment
6	MID-TERM BREAK	–
7	GOOD MANNERS (GENERAL)	Understanding good manners make us pleasant peopleMagic words: Please, Thank you, Sorry, Excuse me, You’re welcomeBeing polite to everyone: teachers, friends, visitors, support staffRespecting others’ property and spaceHelping others when neededNot interrupting when others are speakingPracticing good manners daily
8	ANSWERING YOUR NAME	Importance of responding when name is calledProper responses: “Yes, Ma/Sir,” “Present,” “Here”Speaking clearly and audibly when answeringLooking at the person calling your nameNot ignoring when name is calledUnderstanding answering shows respect and attentionPractice sessions for name-calling
9	SPEAKING UP AND ANSWERING QUESTIONS	Building confidence to speak in classRaising hand before speakingWaiting to be called before answeringSpeaking clearly and loud enough to be heardNot being afraid to answer even if unsureUnderstanding mistakes are part of learningRespecting others when they speakEncouraging each other
10	SILENCE TIME	Understanding when silence is neededBeing quiet during: teacher’s instruction,

		story time, rest time, exams Benefits of silence: better concentration, respect, hearing clearlyLearning to control talking urgeUnderstanding difference between talking time and quiet timePracticing silence periodsRespecting others’ need for quiet
11	REVISION OF FIRST TERM WORK	Review of names and greetingsSchool and class rules revisionGood manners comprehensive reviewAnswering name practiceSpeaking up and silence time reviewBehavior expectations reviewMock assessment activities
12	END OF TERM EXAMINATION	Practical behavior assessmentGreetings and manners testSchool rules knowledge testSpeaking and listening evaluationSocial skills observationOverall personal development assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsCelebration of good behavior and improvementAwards for exemplary manners and conductHoliday behavior expectationsReview of term’s growthPreview of second term topics

NURSERY 2 PERSONAL DEVELOPMENT SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	CORRECT SITTING POSITION	Understanding importance of sitting properlyCorrect sitting: back straight, feet on floor, facing forwardSitting in assigned seatNot rocking chair or standing unnecessarilyReasons for proper sitting: better learning, safety, health (good posture)Adjusting sitting position when remindedPracticing correct sitting throughout the day
2	LEARNING POSITION IN CLASS	Understanding different learning positionsSitting at desk for table workSitting on mat/carpet for story time or circle timeStanding for certain activities: songs, exercisesMaintaining appropriate position for each activityFollowing teacher’s instructions about positioningUnderstanding positions help learningTransitioning between positions quietly
3	PAYING ATTENTION DURING LEARNING TIME	Understanding what paying attention meansLooking at teacher when teachingListening carefully to instructionsNot playing with objects during lessonsAsking questions when don’t understandStaying focused on task at handNot distracting classmatesBenefits of paying attention: learning

		better, not missing information
4	MAKING A STRAIGHT LINE	Understanding when to form lines: going to assembly, going home, moving between classesHow to form a straight lineStanding behind person in frontKeeping appropriate space (arm’s length)Not pushing or playing in lineWalking quietly and orderly in lineBenefits: safety, orderliness, respectPractice forming lines
5	MID-TERM ASSESSMENT/TEST	Sitting position observationLearning position compliance testAttention and focus assessmentLine formation practical testFollowing instructions evaluationBehavior during lessons observation
6	MID-TERM BREAK	–
7	BULLYING AND FIGHTING ARE BAD HABITS	Understanding what bullying is: hurting others with words or actions, taking things, excluding othersWhy bullying is wrong: hurts feelings, not kind, against school rulesUnderstanding fighting doesn’t solve problemsEffects of bullying: sadness, fear, injuriesWhat to do if bullied: tell teacher, tell parents, walk awayBeing kind to everyoneZero tolerance for bullying
8	REPORTING MATTERS TO YOUR TEACHER RATHER THAN FIGHTING	Understanding importance of telling teacher about problemsWhen to report: if someone hurts you, takes your things, bullies youHow to report calmly without fighting backUnderstanding teachers are there to helpFighting makes problems worseUsing words instead of hittingPeaceful problem-solving

		– Being a peace-maker
9	LAUGHING/CRYING UNNECESSARILY	Understanding appropriate times to laughNot laughing at others’ mistakes or misfortuneControlling excessive laughter during serious momentsUnderstanding when crying is appropriate vs unnecessaryManaging emotions and reactionsBeing respectful of different situationsDeveloping emotional maturityShowing empathy to others
10	GOOD MANNERS: COMING TO SCHOOL EARLY	Importance of arriving at school on timeBenefits of punctuality: not missing lessons, being organized, showing respectPreparing for school the night beforeWaking up early enoughUnderstanding lateness disrupts classRespecting school start timeDeveloping good time habits earlyBeing responsible
11	REVISION OF SECOND TERM WORK	Correct positioning reviewPaying attention and line making practiceAnti-bullying messages reviewConflict resolution reviewEmotional control revisionPunctuality importance reviewMock assessment activities
12	END OF TERM EXAMINATION	Classroom behavior comprehensive testPositioning and attention assessmentConflict resolution knowledge testEmotional control evaluationPunctuality and responsibility assessmentOverall conduct evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsCelebration of improved behavior

Awards for punctuality, good conduct, and kindnessHoliday behavior remindersReview of term’s developmentPreview of third term topics

NURSERY 2 PERSONAL DEVELOPMENT SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	DOING MY HOMEWORK	Understanding what homework is and why it’s importantHomework reinforces classroom learningTaking homework home carefullyFinding quiet place to do homework at homeDoing homework neatly and completelyReturning homework on timeAsking parents for help when neededDeveloping responsibility and discipline
2	ARRANGING PERSONAL BELONGINGS	Keeping school bag organizedArranging books and materials neatlyPutting things in designated placesNot mixing up own things with others’Checking bag before leaving schoolTaking care of personal itemsDeveloping organizational skillsBeing responsible for belongings
3	HOW TO HANDLE MATERIALS	Proper handling of books: not tearing, bending pages, keeping cleanUsing pencils, crayons, and scissors safely and carefullyReturning materials to proper places after useNot wasting materialsSharing materials with classmatesAsking permission before using others’ materialsRespecting school propertyBeing careful and responsible
4	GOOD TABLE MANNERS	Washing hands before eatingSitting properly at table during snack/lunchUsing utensils properlyChewing with mouth closed, not talking with food in mouthNot playing with foodCleaning up after eatingSaying please and thank you

		– Sharing and being polite during meals
5	MID-TERM ASSESSMENT/TEST	Homework responsibility assessmentOrganization skills evaluationMaterial handling observationTable manners practical testOverall responsibility assessmentPractical demonstrations
6	MID-TERM BREAK	–
7	PLAYING SAFELY DURING BREAK	Understanding break time rulesPlaying in designated areas onlyNot running in dangerous areasPlaying fair and taking turnsNot fighting or rough playIncluding others in gamesReporting injuries to teacher immediatelyReturning to class when break endsSafety and fun together
8	SCHOOL FACILITIES AND PLAY EQUIPMENT	Understanding school facilities: library, playground, toilets, water fountainsProper use of play equipment: swings, slides, see-sawTaking turns on equipmentNot breaking or damaging school propertyKeeping facilities cleanRespecting school propertyUnderstanding facilities are for everyoneReporting damaged equipment
9	PROPER WAYS TO MAKE REQUESTS	Using polite language when asking for somethingSaying “Please” and “May I”Raising hand to ask teacher for somethingNot demanding or being rudeAccepting “no” gracefullySaying “Thank you” when request is grantedUnderstanding polite requests get better responsesPractice making polite requests
10	SHOWING LOVE AND CARE TO	– Understanding love means caring about others’ feelings

	OTHERS	Ways to show love: being kind, helping, sharing, smilingCaring for classmates: comforting when sad, celebrating when happyShowing appreciation to teachers and parentsIncluding everyone in activitiesBeing gentle and considerateUnderstanding love makes happy communityPracticing kindness daily
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Homework responsibilityOrganization and material handlingTable manners and break safetyProper requests and showing care   Year-Long Review: First Term: Names, greetings, rules, manners, speaking up, silenceSecond Term: Positioning, attention, anti-bullying, punctualityThird Term: Responsibility, safety, care for othersComplete personal development growth reviewMock comprehensive assessment
12	END OF YEAR EXAMINATION	Third Term Assessment: Responsibility skills testSafety knowledge evaluationSocial skills and caring assessmentPractical behavior demonstrations   Comprehensive Year Assessment: Overall behavior and conductSocial and emotional developmentResponsibility and organizational skillsManners and respect demonstrationFollowing rules and instructionsComplete personal development evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of assessment resultsDistribution of comprehensive report cards

Celebration of year-long personal growth and developmentAwards for: Best Behaved, Most Improved, Most Helpful, Most Punctual, Best MannersCertificate distributionReflection on personal development journeyPreparation for promotion to Nursery 3/Primary 1Character development showcase for parentsGraduation ceremonyCommitment to continued good behaviorFarewell and promotion celebrations

RHYMES SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	TWINKLE TWINKLE LITTLE STAR	Learning the complete song with all versesUnderstanding meaning: star in the sky, diamond brightHand movements: opening and closing fingers like twinkling starsSinging together as a classNight sky and stars discussionCreating star shapes while singingPracticing rhythm and melody
2	RAIN RAIN GO AWAY	Learning the simple rain songUnderstanding the lyrics: wanting rain to stop so children can playAdding names of children in class: “Rain rain go away, [child’s name] wants to play”Hand movements mimicking rain fallingDiscussion about rainy days and sunny daysSinging togetherWeather connection
3	PAT-A-CAKE	Learning the traditional clapping songUnderstanding lyrics: baking a cakeClapping patterns and hand movementsPartner activity: clapping with a friendActions: rolling, patting, marking with “B”Rhythm and coordination developmentFun interactive singing game
4	OLD MACDONALD HAD A FARM	Learning the classic farm songUnderstanding farm animals and their soundsAnimal sounds: cow (moo), pig (oink), duck (quack), sheep (baa), horse (neigh)E-I-E-I-O chorusRepetitive verse structureActing out different animalsTaking turns choosing animals to sing about
5	MID-TERM ASSESSMENT/TEST	Singing assessment: Twinkle Twinkle Little StarRain Rain Go Away performancePat-a-cake with actions testOld MacDonald participationRhythm and melody evaluation

		– Actions and movements assessment
6	MID-TERM BREAK	–
7	HOT CROSS BUNS	Learning the traditional hot cross buns songUnderstanding lyrics: selling buns, one a penny, two a pennySimple melody and rhythmDiscussion about hot cross buns (special Easter bread)Counting in the song (one, two)Singing in rounds (simple introduction)Cultural connection to traditions
8	HEY DIDDLE DIDDLE	Learning the classic nursery rhymeUnderstanding the silly, imaginative lyrics: cat and fiddle, cow jumping over moon, dish and spoonActing out different charactersDeveloping imagination through nonsense rhymeRhythm and rhyming wordsGroup performanceDiscussing how rhymes can be fun and silly
9	LITTLE JACK HORNER	Learning the traditional nursery rhymeUnderstanding the story: Jack sitting in corner, eating Christmas pie, pulling out plumActing out the rhymeDiscussion about good behavior and sharingRhyming words: corner/Horner, pie/I, thumb/plumSimple actions while recitingCultural heritage learning
10	MARY HAD A LITTLE LAMB	Learning the complete songUnderstanding the story: Mary’s lamb following her to schoolWhy the lamb followed Mary: “loved Mary so”School connection in the songGentle melody and simple lyricsActing out Mary and the lambDiscussion about kindness to animalsAll verses practice
11	REVISION OF FIRST TERM WORK	Review and singing of all term’s songsTwinkle Twinkle Little Star with actionsRain Rain Go Away with different names

		Pat-a-cake clapping practiceOld MacDonald with various animalsHot Cross Buns, Hey Diddle Diddle, Little Jack Horner, Mary Had a Little LambGroup performancesChoosing favorite songs to perform
12	END OF TERM EXAMINATION	Individual or group singing assessmentSong recall and lyrics testActions and movements evaluationRhythm and melody assessmentParticipation and confidence evaluationPerformance of selected songs from term
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsConcert/performance for parents (optional)Singing celebration: all favorite songsAwards for musical participationHoliday song practice encouragementDistribution of song lyrics sheets for home practicePreview of second term songs

NURSERY 2 SONGS AND RHYMES SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	HEAD, SHOULDERS, KNEES AND TOES	Learning the action song with body partsTouching body parts while singing: head, shoulders, knees, toes, eyes, ears, mouth, noseStarting slow, then faster versionsBody awareness and coordinationFollowing rhythm and increasing speedFun exercise and singing combinedGroup activity
2	I HAVE TWO HANDS	Learning the song about body partsUnderstanding we have two hands, two feet, two eyes, two earsActions: clapping hands, stomping feet, blinking eyesCounting body partsAppreciating our bodiesMovement coordinationSinging with actions
3	JACK AND JILL WENT UP THE HILL	Learning the classic nursery rhymeUnderstanding the story: fetching water, Jack falling, Jill tumbling afterRhyming words: hill/Jill, crown/down, after/laughterActing out climbing hill and falling down (safely)Discussing helping each otherTraditional nursery rhyme heritageSimple melody
4	IN A COTTAGE IN A WOOD	Learning the narrative action songStory: little man by window, rabbit running, fox coming, “Help me! Help me!”Hand movements for cottage, window, rabbit ears, runningUnderstanding helping othersSequential storytelling through songActing out the complete storyEmpathy and kindness lesson
5	MID-TERM ASSESSMENT/TEST	– Body parts songs assessment (Head

		Shoulders, I Have Two Hands) Jack and Jill performanceIn a Cottage story song with actionsActions and coordination evaluationSong recall testParticipation assessment
6	MID-TERM BREAK	–
7	OLD MOTHER HUBBARD	Learning the traditional nursery rhymeStory: Mother Hubbard, bare cupboard, poor dog getting nothingMultiple verses about the dog’s activitiesRhyming pattern and rhythmActing out the storyUnderstanding disappointment and making doTraditional rhyme appreciation
8	ONE LITTLE, TWO LITTLE, THREE LITTLE FINGERS	Learning the counting finger songCounting from one to ten using fingersHolding up correct number of fingersRhythm and counting practiceNumber recognition through songHand coordinationMaking counting fun through music
9	WHERE IS THUMBKIN?	Learning the finger family songFinger names: Thumbkin, Pointer, Tall Man, Ring Man, PinkyHiding and showing each fingerDialogue in the song: “How are you?” “Very well, I thank you”Fine motor skills and finger isolationPoliteness in the songFun finger play activity
10	THE LITTLE PIG WENT TO MARKET	Learning the toe/finger counting rhymeFive verses for five toes/fingersStory: market, home, roast beef, none, wee wee wee homeTouching each toe/finger with versesCounting and sequenceTraditional nursery activityParent-child bonding rhyme
11	REVISION OF SECOND TERM	Review of all body parts songsHead Shoulders Knees and Toes with

	WORK	speed variations Finger songs practice (One Little, Where is Thumbkin, Little Pig)Story songs: Jack and Jill, In a Cottage, Old Mother HubbardGroup performancesActing out favorite songsMock examination practice
12	END OF TERM EXAMINATION	Comprehensive singing assessmentAction songs with movements testFinger play coordination evaluationStory songs performanceLyrics recall and melody testParticipation and expression assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsMusical performance showcaseAwards for musical excellenceHoliday song practice materialsFamily song singing encouragementPreview of third term songs

NURSERY 2 SONGS AND RHYMES SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	LITTLE MISS MUFFET	Learning the classic nursery rhymeStory: Miss Muffet, tuffet, curds and whey, spider frightening herUnderstanding rhyming: Muffet/tuffet, whey/awayActing out sitting, eating, being frightenedDiscussing fears (spiders) and reactionsTraditional nursery rhyme heritageSimple actions and expressions
2	I SEE THE MOON	Learning the gentle night-time songLyrics: seeing moon, moon seeing me, God bless the moon and God bless meUnderstanding night sky and bedtimeSoft, calm singing voiceConnection to bedtime routineAppreciating nature (moon and stars)Gentle lullaby-style song
3	GOOSEY GOOSEY GANDER	Learning the traditional nursery rhymeStory: gander wandering upstairs, downstairs, lady’s chamberUnderstanding old nursery rhyme languageActing out wandering and walkingRhyming words: gander/wander, stairs/prayersDiscussion about old-fashioned rhymesCultural heritage appreciation
4	PUSSY CAT, PUSSY CAT, WHERE HAVE YOU BEEN?	Learning the traditional dialogue rhymeConversation: cat going to London to visit the QueenFrightening mouse under chairActing out dialogue between two groupsUnderstanding question and answer formatRoyal connection (Queen)Interactive performance rhyme
5	MID-TERM ASSESSMENT/TEST	– Little Miss Muffet performance

		I See the Moon singing assessmentGoosey Goosey Gander testPussy Cat dialogue rhymeExpression and acting evaluationSong recall and melody test
6	MID-TERM BREAK	–
7	LITTLE BO-PEEP	Learning the classic nursery rhymeStory: Bo-Peep losing sheep, they’ll come home wagging tailsUnderstanding shepherd and sheepRhyming: Peep/sheep, alone/home, tails/trailsActing out searching for lost sheepPatience and trust messageTraditional nursery rhyme
8	HOW MUCH IS THAT DOGGIE IN THE WINDOW?	Learning the popular children’s songStory: wanting to buy the doggie with waggly tailUnderstanding pet shops and wanting petsWagging motion and barking soundsMelody and chorusDiscussion about caring for petsFun, catchy tune
9	DOH A DEAR (DO-RE-MI)	Introduction to musical notesLearning Do-Re-Mi-Fa-Sol-La-Ti-DoWord associations: Doe (deer), Ray (sun), Me (myself), etc.Simple melody practiceUnderstanding musical scales (basic)Singing up and down the scaleBuilding musical foundationMaking music learning fun
10	I CAN DO ALL THINGS	Learning the inspirational Christian songUnderstanding message: “I can do all things through Christ”Building confidence through songFaith-based encouragementPositive affirmationMelody and rhythmPersonal empowerment message

		– Spiritual development
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Songs: Little Miss Muffet, I See the Moon, Goosey Goosey GanderPussy Cat, Little Bo-PeepHow Much is That Doggie, Do-Re-Mi, I Can Do All Things   Year-Long Review: First Term favorites: Twinkle Twinkle, Old MacDonald, Mary Had a Little LambSecond Term body songs and finger playsAll learned songs comprehensive practiceConcert preparationGroup and solo performances
12	END OF YEAR EXAMINATION	Third Term Assessment: Recent songs performance testDo-Re-Mi musical notes assessmentExpression and confidence evaluation   Comprehensive Year Assessment: Overall singing abilitySong recall from all three termsActions and movements coordinationRhythm and melody masteryParticipation and musical developmentPerformance of chosen songs from year
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of assessment resultsDistribution of comprehensive report cardsGrand musical concert for parents: performing favorite songs from the yearAwards for musical excellence and participationCertificate distributionCelebration of musical journeySong books or lyrics compilation for homeEncouragement to continue singingPreparation for promotion to Nursery 3/Primary 1

Graduation ceremony with musical performancesFarewell celebrations with songs

HANDWRITING SCHEME OF WORK (NURSERY 2) FIRST TERM

WEEK	TOPIC	CONTENT
1	GRIPPING OF PENCIL AND SCRIBBLING	Correct pencil grip: tripod grip (thumb, index, and middle finger)Proper sitting position for writingHand and finger exercises for flexibilityFree scribbling activities on paperControlling pencil movementsMaking marks on paper with confidenceUnderstanding pressure control (not pressing too hard)Building hand-eye coordination
2	TRACING OF VERTICAL AND HORIZONTAL LINES AND STROKES	Understanding vertical lines (up and down, top to bottom)Practicing vertical line tracing on worksheetsUnderstanding horizontal lines (left to right)Practicing horizontal line tracingStarting and stopping pointsMaintaining straight linesLine control and hand steadinessCombined vertical and horizontal line patterns
3	TRACING OF RIGHT, LEFT AND DOWN FACING CURVES	Introduction to curved strokesRight-facing curves (like letter C opening right)Left-facing curves (like letter C opening left)Down-facing curves (like smile or rainbow)Up-facing curves (like letter U)Smooth curve tracing practiceUnderstanding direction of curvesCombining curves with straight lines
4	TRACING OF CIRCLES	Understanding circular shapesClockwise circular movementsCounter-clockwise circular movementsStarting point for circles (usually at top)Completing full circles without lifting pencilSmall and large circlesMultiple circles in sequencePreparing for letters with circular shapes (o, a, d, g, q)
5	MID-TERM ASSESSMENT/TEST	Pencil grip observationLine tracing assessment (vertical and horizontal)

		Curve tracing evaluationCircle tracing testHand control and steadiness observationFollowing directions assessmentNeatness and completion evaluation
6	MID-TERM BREAK	–
7	TRACING OF VARIOUS PATTERNS	Introduction to pattern tracingSimple repeating patterns: zigzag, waves, loopsBorder patterns and designsCombining lines and curves in patternsFollowing pattern sequencesDeveloping rhythm in hand movementsPre-writing pattern skillsCreative pattern tracing
8	TRACING AND DRAWING VARIOUS PATTERNS	Advancing from tracing to independent drawingDrawing patterns without templatesCreating own simple patternsRepeating patterns consistentlyCombining different pattern elementsUnderstanding sequence and repetitionBuilding confidence in drawingPreparation for letter formation
9	TRACING OF NUMBERS 1, 4, 7, 9	Introduction to number formationNumber 1: straight vertical lineNumber 4: vertical, horizontal, and slant strokesNumber 7: horizontal and slant strokesNumber 9: circle and vertical lineStarting points and direction for each numberTracing numbers multiple timesUnderstanding number shapes
10	TRACING OF NUMBERS 2, 3, 6, 8	Number 2: curved top and slanted bottomNumber 3: two curves facing rightNumber 6: curve down and aroundNumber 8: continuous S-curve forming two circlesProper stroke sequence and directionPracticing smooth curves in numbersMultiple tracing practiceNumber recognition through writing

11	REVISION OF FIRST TERM WORK	Review of pencil grip and posturePracticing all line types: vertical, horizontal, curvesCircle and pattern tracing reviewNumbers 1-9 comprehensive tracing practiceIdentifying weak areas for extra practiceBuilding speed and confidenceMock examination preparation
12	END OF TERM EXAMINATION	Pencil grip and sitting position assessmentLine tracing comprehensive testCurve and circle tracing evaluationPattern completion testNumbers 1-9 tracing assessmentHand control and neatness evaluationOverall handwriting development assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed workDistribution of report cardsCelebration of handwriting progressAwards for neatness and improvementHoliday handwriting practice materialsEncouragement for home practicePreview of second term topics (numbers and letters)

NURSERY 2 HANDWRITING SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	TRACING NUMBERS 1-5	Comprehensive review and practice of numbers 1-5Number 1: vertical strokeNumber 2: curve and slantNumber 3: two right-facing curvesNumber 4: three strokes combinationNumber 5: horizontal, vertical, and curveCorrect formation sequence for each numberMultiple tracing exercisesBuilding number writing fluency
2	TRACING NUMBERS 6- 10	Number 6: curve down and loopNumber 7: horizontal and diagonalNumber 8: continuous S-curveNumber 9: circle and lineNumber 10: vertical line and circle (1 and 0)Proper stroke direction and sequenceUnderstanding teen number formation starts with 1Extensive tracing practice
3	TRACING NUMBERS 1- 10 (COMBINED)	Comprehensive practice of all numbers 1-10Number sequence recognitionTracing numbers in orderRandom number tracingComparing number formationsIdentifying similar strokes in different numbersBuilding confidence with all single-digit numbersPreparation for independent number writing
4	TRACING AND WRITING SOUNDS: c, e, o, a, i, x, z (LOWER CASE)	Introduction to letter formation (lower case)Letter c: circle opening to rightLetter e: curve and horizontal lineLetter o: complete circleLetter a: circle and vertical lineLetter i: vertical line and dotLetter x: two diagonal crossing strokesLetter z: horizontal, diagonal, horizontal (zigzag)Letter sounds review while writing

		– Tracing and beginning independent writing
5	MID-TERM ASSESSMENT/TEST	Numbers 1-10 tracing testLetter formation assessment (c, e, o, a, i, x, z)Stroke direction and sequence evaluationNeatness and size consistency testFollowing starting points assessmentOverall progress evaluation
6	MID-TERM BREAK	–
7	TRACING AND WRITING SOUNDS: p, g, y, q, l (LOWER CASE)	Letter p: vertical line down below line, circle on topLetter g: circle and tail going downLetter y: two diagonal strokes meeting, tail downLetter q: circle and vertical tail down on rightLetter l: tall vertical lineUnderstanding letters that go below the line (descenders: p, g, y, q)Letter sounds practiceTracing and writing practice
8	TRACING AND WRITING SOUNDS: k, t, d, f (LOWER CASE)	Letter k: vertical line and two diagonal strokesLetter t: vertical line and horizontal crossLetter d: circle and tall vertical line (ascender)Letter f: curve and two horizontal crossesUnderstanding tall letters (ascenders: t, d, f, l, k)Correct stroke sequenceLetter sounds reviewExtensive tracing and writing practice
9	TRACING AND WRITING SOUNDS: n, m, w, v, h, s (LOWER CASE)	Letter n: vertical line and humpLetter m: vertical line and two humpsLetter w: four diagonal strokes (v-v)Letter v: two diagonal strokes meeting at bottomLetter h: tall vertical line and humpLetter s: continuous S-curveUnderstanding similar letter formationsLetter sounds practiceTracing and writing exercises
10	TRACING AND WRITING a-i (LOWER CASE REVIEW)	Comprehensive review of letters a through iAlphabetical sequence practiceTracing letters a, b, c, d, e, f, g, h, iUnderstanding alphabetical orderCombining letters learned in previous weeksLetter recognition and formation

		Building towards independent writingPhonics connection with letter writing
11	REVISION OF SECOND TERM WORK	Numbers 1-10 comprehensive reviewAll lower case letters learned (a-i and others)Stroke direction and formation reviewDistinguishing between similar lettersAscenders and descenders practiceSpeed and neatness improvementMock examination exercises
12	END OF TERM EXAMINATION	Numbers 1-10 writing assessmentLower case letters (a-i and all learned) comprehensive testLetter formation accuracy evaluationSize consistency and neatness testStroke sequence and direction assessmentOverall handwriting progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed workDistribution of report cardsCelebration of writing achievementsAwards for excellent handwritingHoliday practice materials (numbers and letters)Encouragement for continued practicePreview of third term (uppercase letters and higher numbers)

NURSERY 2 HANDWRITING SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	TRACING AND WRITING A-I (UPPER CASE)	Introduction to uppercase/capital lettersLetter A: two diagonal lines and horizontal crossLetter B: vertical line and two bumps on rightLetter C: large curve opening to rightLetter D: vertical line and large curveLetter E: vertical line and three horizontal linesLetter F: vertical line and two horizontal lines (top and middle)Letter G: curve and horizontal line insideLetter H: two vertical lines with horizontal connectorLetter I: vertical line with horizontal top and bottomUnderstanding difference between upper and lower case
2	TRACING AND WRITING j-s (LOWER CASE)	Letter j: vertical line down with hook, dot on topLetter k: vertical line with two diagonal strokesLetter l: tall vertical lineLetter m: vertical line with two humpsLetter n: vertical line with one humpLetter o: complete circleLetter p: vertical down and circleLetter q: circle and vertical tail downLetter r: vertical line with small curve on topLetter s: S-curveCompleting lower case alphabet learning
3	TRACING AND WRITING J-S (UPPER CASE)	Letter J: vertical line with curve at bottomLetter K: vertical line and two diagonal strokesLetter L: vertical and horizontal lines (L- shape)Letter M: two vertical lines with two diagonal strokes meeting at topLetter N: two vertical lines with diagonal connectorLetter O: large circleLetter P: vertical line with bump on top rightLetter Q: circle with small tail

		Letter R: vertical line, bump and diagonal legLetter S: large S-curveMatching upper and lower case letters
4	TRACING AND WRITING s-z (LOWER CASE)	Letter s: small S-curve (review)Letter t: vertical line with horizontal crossLetter u: curve down and up with short lineLetter v: two diagonal strokes meeting at bottomLetter w: four diagonal strokes (double-v)Letter x: two diagonal crossing strokesLetter y: two diagonals with tail going downLetter z: horizontal, diagonal, horizontal (zigzag)Completing entire lower case alphabetAlphabet sequence a-z practice
5	MID-TERM ASSESSMENT/TEST	Upper case letters A-S writing testLower case letters j-z assessmentMatching upper and lower case lettersAlphabet sequence testLetter formation accuracy evaluationNeatness and consistency assessment
6	MID-TERM BREAK	–
7	TRACING AND WRITING S-Z (UPPER CASE)	Letter S: large S-curve (review)Letter T: horizontal line on top, vertical line downLetter U: curve down and upLetter V: two diagonal strokes meeting at bottomLetter W: four diagonal strokes (large)Letter X: two large diagonal crossing strokesLetter Y: two diagonal strokes meeting, vertical line downLetter Z: horizontal, diagonal, horizontal (large zigzag)Completing entire upper case alphabetA-Z sequence practiceComparing upper and lower case formations
8	TRACING AND WRITING 11-20	Understanding teen numbers formationAll teen numbers start with 1Number 11: two vertical lines (1 and 1)Number 12: vertical line and curve (1 and 2)Numbers 13-19: combining 1 with 3-9Number 20: combining 2 and 0

		Understanding place value through writingConsistent spacing between digitsExtensive tracing and writing practice
9	TRACING AND WRITING 21-30	Understanding twenties formationAll start with 2Numbers 21-29: combining 2 with 1-9Number 30: combining 3 and 0Understanding number patternsConsistent number formationDigit spacing practiceSequential number writing
10	TRACING AND WRITING 41-50	Understanding forties formationAll start with 4Numbers 41-49: combining 4 with 1-9Number 50: combining 5 and 0Skipping 31-40 for now (will cover later or in higher class)Building confidence with two-digit numbersNumber sequence understandingPreparation for higher numbers
11	REVISION OF THIRD TERM & YEAR’S WORK: WRITING OF NUMBERS AND LETTERS TAUGHT	Third Term Review: Upper case letters A-Z comprehensive practiceLower case letters a-z comprehensive practice – Numbers 11-20, 21-30, 41-50 review
		Year-Long Comprehensive Review: All numbers 1-50 (selected ranges)Complete alphabet upper and lower caseMatching upper and lower case lettersIndependent writing without tracingProper letter and number formationSpeed and neatness improvementMock examination preparation
12	END OF YEAR EXAMINATION	Comprehensive Assessment: Numbers 1-10 independent writingNumbers 11-20, 21-30, 41-50 writing testLower case alphabet a-z writing assessmentUpper case alphabet A-Z writing assessmentLetter-number formation accuracyPencil grip and posture evaluationNeatness, size consistency, and spacingOverall handwriting mastery assessmentProgress from beginning of year evaluation

13

CLOSING, PROMOTION & GRADUATION ACTIVITIES

Return of all assessed handwriting workDistribution of comprehensive report cardsHandwriting exhibition: displaying best work samples from the yearAwards for: Best Handwriting, Most Improved, Neatest WorkCertificate distributionCelebration of handwriting journey from scribbling to writing letters and numbersHoliday handwriting practice booksPreparation for promotion to Nursery 3/Primary 1Handwriting portfolio for parentsGraduation ceremonyEncouragement for continued handwriting developmentFarewell and promotion celebrations

NURSERY 3 SCHEME OF WORK UNIFIED FOR PRESCHOOL

1. Literacy (Letter Work)
2. Literacy (Language Domain)
3. Numeracy
4. Basic science and technology
5. Health Habits
6. Social Habits
7. Civic Education
8. Physical and Health Education
9. Personal Development
10. Creativity
11. Songs and rhymes
12. Handwriting

LITERACY (LETTER WORK) SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	REVIEW OF ALPHABET: Aa – Ff	Review of upper and lower case letters A- FIdentification and naming of letters Aa-FfMatching upper case to lower caseLetter sounds: /a/, /b/, /c/, /d/, /e/, /f/Tracing and writing letters Aa-FfMatching letters with pictures: A-apple, B- ball, C-cat, D-dog, E-egg, F-fanCorrect pronunciation of letter soundsInitial sound recognition in words
2	REVIEW OF ALPHABET: Gg – Ll	Review of upper and lower case letters G- LIdentification and naming of letters Gg-LlMatching upper case to lower caseLetter sounds: /g/, /h/, /i/, /j/, /k/, /l/Tracing and writing letters Gg-LlMatching letters with pictures: G-goat, H- hat, I-ink, J-jug, K-kite, L-lionPronunciation practiceInitial sound identification in words
3	REVIEW OF ALPHABET: Mm – Rr	Review of upper and lower case letters M- RIdentification and naming of letters Mm- RrMatching upper case to lower caseLetter sounds: /m/, /n/, /o/, /p/, /q/, /r/ Tracing and writing letters Mm-RrMatching letters with pictures: M-mat, N- net, O-orange, P-pen, Q-queen, R-ratCorrect pronunciation of soundsBeginning sound recognition
4	REVIEW OF ALPHABET: Ss – Zz	Review of upper and lower case letters S-ZIdentification and naming of letters Ss-ZzMatching upper case to lower caseLetter sounds: /s/, /t/, /u/, /v/, /w/, /x/, /y/, /z/ Tracing and writing letters Ss-ZzMatching letters with pictures: S-sun, T- tap, U-umbrella, V-van, W-water, X-fox, Y-

		yam, Z-zebra Pronunciation and sound practiceCompleting alphabet review
5	MID-TERM ASSESSMENT/TEST	Letter identification test: Aa-Zz (upper and lower case)Letter sound recognition assessmentMatching letters to pictures testWriting assessment: tracing and writing Aa-ZzPronunciation of letter soundsInitial sound identification in wordsMatching upper case to lower case lettersOral alphabet recitation
6	MID-TERM BREAK	–
7	THREE-LETTER WORDS: CVC PATTERN (Part 1)	Introduction to three-letter words (Consonant-Vowel-Consonant)Word family -at: cat, bat, rat, mat, hat, satWord family -an: can, man, pan, ran, fan, vanBlending sounds to form words: c-a-t = catReading simple CVC wordsWriting three-letter words with guidanceMatching words to picturesUnderstanding word formation
8	THREE-LETTER WORDS: CVC PATTERN (Part 2)	More three-letter word familiesWord family -en: pen, hen, ten, men, denWord family -in: pin, tin, bin, win, fin, sinWord family -og: dog, log, fog, hog, jogBlending practice: p-e-n = penReading and writing CVC wordsWord-picture matchingSimple dictation of CVC words
9	THREE-LETTER WORDS: CVC PATTERN (Part 3)	Additional three-letter word familiesWord family -un: sun, bun, run, fun, gunWord family -op: top, hop, mop, pop, copWord family -ug: bug, hug, mug, rug, jug, dugBlending and reading practiceWriting words independentlyWord recognition activitiesBuilding reading fluency with CVC words

10	STORY TELLING AND LETTER WORK INTEGRATION	Listening to simple storiesIdentifying letters and sounds in story wordsStory discussion and comprehensionFinding CVC words in storiesRetelling simple storiesDrawing story elementsConnecting letters to meaningful contextOral expression and vocabulary development
11	REVISION OF FIRST TERM WORK	Comprehensive review of alphabet Aa-Zz (upper and lower case)Letter sounds revision (all 26 letters)Letter-picture matching reviewThree-letter words comprehensive practice (all CVC families covered)Blending sounds revisionReading CVC words fluentlyWriting practice: letters and simple wordsMock examination exercisesIdentifying weak areas for reinforcement
12	END OF TERM EXAMINATION	Complete alphabet test: identification, naming, writing (Aa-Zz)Upper and lower case matching assessmentLetter sounds comprehensive test (all 26 sounds)Picture-letter association testThree-letter words reading testCVC words writing assessmentBlending sounds evaluationWord-picture matching testPronunciation assessmentOverall letter work mastery evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scriptsDistribution of report cardsCelebration of literacy achievementsAwards for reading and writing excellenceDisplay of pupils’ best letter work and writing samplesHoliday reading and writing practice materialsLiteracy games and activitiesPreview of second term topics (more word

families, simple sentences) Encouragement for home reading practiceEnd of term celebrations

NURSERY 3 LITERACY (LETTER WORK) SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	REVIEW OF THREE- LETTER WORDS (CVC)	Revision of CVC word families from first termWord families: -at, -an, -en, -in, -og, -un, -op, – ugReading CVC words fluentlyWriting CVC words independentlyBlending sounds practice: c-a-t = catMatching words to picturesSimple word dictationBuilding reading confidence
2	FOUR-LETTER WORDS: CVCC PATTERN (Part 1)	Introduction to four-letter words (adding ending consonant)Words ending with -nd: hand, sand, land, bandWords ending with -nt: bent, sent, tent, went, rentWords ending with -st: best, rest, test, west, nestBlending four sounds togetherReading and writing CVCC wordsWord-picture associationUnderstanding word structure
3	FOUR-LETTER WORDS: CVCC PATTERN (Part 2)	More four-letter word patternsWords ending with -mp: jump, lamp, camp, bump, dampWords ending with -nk: bank, tank, pink, sink, winkWords ending with -ft: left, gift, lift, softBlending practice with four-letter wordsReading sentences with CVCC wordsWriting practice and dictationWord recognition activities
4	FOUR-LETTER WORDS: CCVC PATTERN	Introduction to words starting with two consonants (blends)Initial blends with ‘l’: bl (blue, black), cl (clap, clip), fl (flag, flip), gl (glad, glue), pl (play, plug), sl (slap, slip)Initial blends with ‘r’: br (brush, brick), cr (crab, crop), dr (drum, drip), fr (frog, from), gr (grip, grab), pr (pray, prop), tr (tree, trip)

		Blending consonant clustersReading and writing CCVC wordsWord family activities with blends
5	MID-TERM ASSESSMENT/TEST	CVC words reading and writing testCVCC words (four-letter) assessmentCCVC words (consonant blends) testBlending sounds evaluationWord-picture matching assessmentSimple word dictation testReading fluency observationLetter formation and handwriting evaluation
6	MID-TERM BREAK	–
7	INTRODUCTION TO SIGHT WORDS (Part 1)	Understanding sight words (words we see often and must recognize)Common sight words: I, a, the, is, am, and, it, in, at, onReading sight words by recognition (not blending)Using sight words in simple sentences: “I am a boy,” “It is a cat”Flash card activities with sight wordsMatching sight words to picturesWriting sight wordsMemory games with sight words
8	INTRODUCTION TO SIGHT WORDS (Part 2)	More common sight words: he, she, we, me, my, to, go, no, up, canReading and recognizing sight words quicklyBuilding simple sentences with sight wordsCombining sight words with CVC words: “I can run,” “We go up”Flash card practiceSight word bingo and gamesWriting sentences using sight wordsDeveloping reading fluency
9	SIMPLE SENTENCE READING AND WRITING	Introduction to simple sentencesSentence structure: Capital letter, spaces between words, full stopReading simple sentences: “The cat sat on the mat,” “I can see a dog”Writing simple sentences with guidanceUsing sight words and CVC words in sentencesUnderstanding that sentences express

		complete thoughts Matching sentences to picturesOral sentence construction
10	RHYMING WORDS AND WORD FAMILIES	Understanding rhyming: words that sound the same at the endIdentifying rhyming words in songs and poemsWord families and rhyming patterns: cat/bat/rat, pen/hen/tenCreating rhyming word listsRhyming games and activitiesListening for rhymes in storiesMaking own rhymesConnection between rhyming and reading
11	REVISION OF SECOND TERM WORK	Comprehensive review of four-letter words (CVCC and CCVC patterns)Consonant blends revision (bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr)Sight words comprehensive review (all 20 words taught)Simple sentence reading and writing practiceRhyming words activitiesReading fluency practiceWord recognition gamesMock examination exercises
12	END OF TERM EXAMINATION	Four-letter words reading test (CVCC and CCVC)Consonant blends assessmentSight words recognition and reading testWriting sight words assessmentSimple sentence reading evaluationSentence writing testRhyming words identificationWord dictation (CVC and CVCC words)Reading comprehension (simple sentences)Overall literacy progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	–

NURSERY 3 LITERACY (LETTER WORK) SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	REVIEW OF SIGHT WORDS AND SENTENCE CONSTRUCTION	Revision of sight words learned in second termCommon sight words: I, a, the, is, am, and, it, in, at, on, he, she, we, me, my, to, go, no, up, canAdditional sight words: see, look, here, there, come, have, like, play, run, jumpReading simple sentences using sight wordsWriting simple sentences with guidanceSentence structure: capital letter, spaces, full stopMatching sentences to pictures
2	FIVE-LETTER WORDS AND LONGER WORDS	Introduction to five-letter wordsWords with consonant blends: plant, frost, brush, stamp, stand, drink, trendWords with digraphs: think, chain, while, queen, sheep, threeBlending five sounds togetherReading and writing five-letter wordsWord recognition activitiesBuilding vocabulary through longer wordsUsing longer words in sentences
3	COMPOUND WORDS	Introduction to compound words: two words joining to make oneSimple compound words: sun + set = sunset, rain + bow = rainbow, foot + ball = football More examples: bedroom, classroom, breakfast, notebook, playground, outside, inside, cupcakeBreaking compound words into partsUnderstanding meaning of compound wordsCreating own compound wordsReading and writing compound wordsUsing compound words in sentences
4	STORY READING AND COMPREHENSION	Reading simple short stories with familiar wordsUnderstanding story elements: characters, setting, events

		Answering simple comprehension questions: Who? What? Where?Retelling stories in own wordsIdentifying beginning, middle, and end of storiesFinding familiar words and letters in storiesDrawing pictures about storiesDiscussing favorite parts of storiesConnecting stories to personal experiences
5	MID-TERM ASSESSMENT/TEST	Sight words recognition test (30+ words)Five-letter words reading assessmentCompound words identification and writingSimple story reading evaluationComprehension questions testSentence writing assessmentWord dictation (CVC, CVCC, and five- letter words)Reading fluency observationOverall literacy progress evaluation
6	MID-TERM BREAK	–
7	DESCRIPTIVE WORDS (ADJECTIVES – SIMPLE)	Introduction to describing wordsColor words: red, blue, green, yellow, black, white, brown, pink, orange, purpleSize words: big, small, tall, short, long, fat, thinQuality words: good, bad, hot, cold, happy, sad, fast, slowUsing describing words in sentences: “The big dog,” “A red ball”Matching adjectives to picturesWriting sentences with describing wordsVocabulary expansion through descriptive language
8	ACTION WORDS (VERBS – SIMPLE)	Introduction to action/doing wordsCommon action words: run, jump, walk, sit, stand, eat, drink, sleep, play, read, write, drawMore action words: sing, dance, swim, fly, hop, skip, clap, throw, catch, kickDemonstrating action words through

		movement Using action words in sentences: “I can run,” “She can jump”Matching action words to picturesWriting sentences with action wordsActing out action words
9	SIMPLE STORY WRITING	Introduction to writing own simple storiesUsing pictures as story promptsCreating beginning, middle, and endWriting simple sentences to tell a storyUsing sight words, CVC words, and familiar wordsDrawing pictures to match written storiesSharing stories with classmatesUnderstanding that we can create our own storiesBuilding creative writing confidence
10	PUNCTUATION AND CAPITALIZATION	Review and reinforcement of capital letters at start of sentencesCapital letters for names: own name, friends’ namesUnderstanding full stops at end of sentencesIntroduction to question marks (simple): “What is it?”Introduction to exclamation marks (simple): “Look out!”Proper spacing between wordsNeat and legible writingApplying punctuation rules in writing
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Sight words comprehensive practice (40+ words)Five-letter words and compound words revisionStory reading and comprehension reviewDescriptive words (adjectives) and action words (verbs) practiceSimple story writing reviewPunctuation and capitalization rules

		Year-Long Comprehensive Review: Complete alphabet recognition and soundsCVC, CVCC, and CCVC wordsConsonant blends and digraphsSight words masterySentence reading and writingStory comprehensionMock examination exercisesReading fluency practice
12	END OF YEAR EXAMINATION	Third Term Assessment: Sight words comprehensive testFive-letter words and compound words reading and writingStory reading and comprehension testAdjectives and verbs identification and usageSimple story writing assessmentPunctuation and capitalization test
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	–

LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	VOWELS AND CONSONANTS	Introduction to vowels: a, e, i, o, uUnderstanding vowels as special lettersVowel sounds: short and long (introduction)Introduction to consonants: all other letters (b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z)Differentiating between vowels and consonantsIdentifying vowels and consonants in wordsEvery word has at least one vowelSorting activities: vowel or consonant?Building foundation for word formation
2	SINGLE SOUNDS: d, a, i, m	Letter sound /d/ as in dog, doll, dad, digLetter sound /a/ as in apple, ant, cat, mat (short a)Letter sound /i/ as in ink, insect, sit, pin (short i)Letter sound /m/ as in mum, man, mat, milkRecognizing and pronouncing each sound correctlyBlending sounds to form words: d-a-d (dad), m-a-d (mad), d-i-m (dim)Writing letters d, a, i, mIdentifying sounds at beginning, middle, and end of wordsSimple word formation using d, a, i, m
3	SIGHT WORDS: You, Me, Her, We	Introduction to sight words (high- frequency words to recognize instantly)Sight word: You – recognition, reading, writingSight word: Me – recognition, reading, writingSight word: Her – recognition, reading, writingSight word: We – recognition, reading, writingUnderstanding meaning of each word

		Using sight words in simple sentences: “You and me,” “We see her”Flash card activities and memory gamesReading sentences with sight wordsWriting practice with sight words
4	SIGHT WORDS: I, Go, Car	Sight word: I – recognition, reading, writing, always capitalSight word: Go – recognition, reading, writingSight word: Car – recognition, reading, writingUsing new sight words with previous onesBuilding simple sentences: “I go,” “We go,” “I see a car”Combining sight words: “You and I,” “I see her car”Reading sentences fluentlySentence construction activitiesWriting simple sentences using all sight words learnedReview of sight words: You, Me, Her, We, I, Go, Car
5	MID-TERM ASSESSMENT/TEST	Vowels and consonants identification testSingle sounds (d, a, i, m) recognition and pronunciationBlending sounds to form words assessmentSight words recognition test: You, Me, Her, We, I, Go, CarReading sight words fluentlyWriting sight words assessmentSimple sentence reading testOral pronunciation evaluationWord formation using learned sounds
6	MID-TERM BREAK	–
7	DIGRAPH: th, ck, wh	Introduction to digraphs: two letters making one soundDigraph ‘th’ (voiced and unvoiced): this, that, the, bath, with, three, thinkSound /th/ – pronunciation and recognition

		Digraph ‘ck’: back, clock, duck, pick, stick, lock, blackSound /ck/ as /k/ at end of wordsDigraph ‘wh’: what, when, where, which, white, wheelSound /wh/ pronunciationReading words with th, ck, whWriting digraphs and words containing themIdentifying digraphs in words
8	SIGHT WORDS: The, This, They	Sight word: The – most common word in EnglishSight word: This – recognition and usageSight word: They – recognition and usageNotice ‘th’ digraph in all three words (connecting to previous week)Using these sight words in sentences: “The cat,” “This is me,” “They go”Combining with previous sight wordsReading sentences: “This is the car,” “They see me,” “I go with them”Flash card practiceSentence writing with new sight wordsTotal sight words learned: You, Me, Her, We, I, Go, Car, The, This, They
9	DIGRAPH: ph, sh, ch	Digraph ‘ph’ sounds like /f/: phone, photo, elephant, graphUnderstanding ‘ph’ = /f/ soundDigraph ‘sh’: ship, shop, fish, wash, she, shell, brushSound /sh/ – pronunciation and recognitionDigraph ‘ch’: chair, church, chat, chip, much, bench, lunchSound /ch/ – pronunciation and recognitionReading words with ph, sh, chWriting words containing these digraphsDistinguishing between different digraph sounds
10	SIGHT WORDS: Photo, She, Chart & CONSONANT BLENDS: Play, Fly, Greet	Sight word: Photo (contains ‘ph’ digraph)Sight word: She (contains ‘sh’ digraph)Sight word: Chart (contains ‘ch’ digraph)Connecting sight words to digraphs

		learned Introduction to consonant blends: two consonants together, each sound heardBlend ‘pl’: play, please, plant, plusBlend ‘fl’: fly, flag, flip, flatBlend ‘gr’: greet, green, grab, grassUnderstanding difference between blends and digraphsSight words with blends: Play, Fly, GreetReading and writing words with consonant blendsUsing all new sight words in sentences
11	REVISION OF FIRST TERM WORK	Comprehensive review of vowels and consonantsSingle sounds revision: d, a, i, m (and others learned)All sight words review: You, Me, Her, We, I, Go, Car, The, This, They, Photo, She, Chart, Play, Fly, Greet (16 sight words)Digraphs comprehensive review: th, ck, wh, ph, sh, chConsonant blends review: pl, fl, gr (and others introduced)Word formation practiceSentence reading fluencySentence writing practiceMock examination exercisesIdentifying areas needing extra practice
12	END OF TERM EXAMINATION	Vowels and consonants comprehensive testSingle sounds recognition and blending assessmentAll sight words recognition test (16 words)Sight words writing assessmentDigraphs identification and pronunciation testReading words with digraphsConsonant blends recognition and usageSentence reading fluency evaluationSentence construction and writing testWord dictation (using learned sounds, digraphs, and blends)Oral reading and pronunciation

		assessment – Overall language domain mastery evaluation
13	CLOSING & END OF TERM ACTIVITIES	–

NURSERY 3 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	CAPITAL LETTERS	Review of capital letters A-ZUnderstanding when to use capital letters: at the beginning of sentences, for names (people, places), for the word “I”Practicing capital letter formationIdentifying capital letters in words and sentencesConverting lower case to upper case and vice versaWriting names with capital letters: own name, friends’ names, family membersWriting sentences with correct capitalizationDays of the week (introduction): Monday, Tuesday, etc. start with capitalsMonths of the year (introduction): January, February, etc. start with capitals
2	SIGHT WORDS: One, We, Some	Sight word: One – number and word, recognition and usageSight word: We – recognition, reading, writing (review from first term)Sight word: Some – recognition, reading, writingUnderstanding meaning of each wordUsing sight words in sentences: “One car,” “We have some”Counting connection with “one”Plural concept with “some” (more than one)Flash card activities and memory gamesReading sentences: “We see one,” “Some are here”Writing practice with new sight words
3	DOUBLE CONSONANTS	Introduction to double consonants: two same consonants togetherCommon double consonants: bb, dd, ff, gg, ll, mm, nn, pp, rr, ss, tt, zzExamples: rabbit, ladder, off, egg, bell, summer, dinner, happy, purr, dress, butter, buzz

		Understanding double consonants often come after short vowelsPronunciation: double consonants make one soundReading words with double consonantsWriting words with double consonantsIdentifying double consonants in wordsWord building activities
4	SIGHT WORDS: Egg, Add, Ink, Comb	Sight word: Egg (contains double consonant ‘gg’)Sight word: Add (contains double consonant ‘dd’)Sight word: Ink – recognition, reading, writingSight word: Comb (silent ‘b’) – recognition, reading, writingConnecting sight words to double consonants learnedUnderstanding silent letters in “comb”Using sight words in sentences: “Add one egg,” “The comb has ink”Flash card practiceSentence writing with new sight wordsReview of all sight words learned so far
5	MID-TERM ASSESSMENT/TEST	Capital letters identification and usage testWriting names and sentences with correct capitalizationSight words recognition: One, We, Some, Egg, Add, Ink, CombDouble consonants identification testReading words with double consonantsWriting sight words assessmentSentence reading with capital letters and sight wordsSentence construction testPronunciation and oral reading evaluation
6	MID-TERM BREAK	–
7	ALTERNATIVE SPELLINGS (Part 1): ai/ae/ay and ee/ea	Introduction to alternative spellings: different letter combinations making same soundLong ‘a’ sound /ay/: ai (rain, train,

		mail), ae (aerobics – less common), ay (play, day, say, tray) Understanding ai usually in middle of words, ay at endLong ‘e’ sound /ee/: ee (tree, bee, see, feet, sleep), ea (eat, sea, tea, read, dream)Recognizing same sound, different spellingReading words with alternative spellingsSpelling practice: choosing correct patternWord families: rain/train, play/say, tree/see, tea/seaUsing words in sentences
8	ALTERNATIVE SPELLINGS (Part 2): igh/y/ie, oi/oy, ou/ow + SIGHT WORDS: Be, Was, Like, Here	Long ‘i’ sound /eye/: igh (high, night, light, right), y (my, fly, cry, try), ie (tie, pie, lie)/oy/ sound: oi (oil, coin, boil, soil), oy (boy, toy, joy, enjoy)/ow/ sound: ou (out, shout, house, mouse), ow (cow, how, now, brown)Understanding position rules: oi in middle, oy at end; ou in middle, ow at endReading and spelling words with alternative patternsSight word: Be – recognition and usageSight word: Was – past tense of “is/am”Sight word: Like – recognition and usageSight word: Here – recognition and usageUsing new sight words in sentences
9	TRIGRAPHS: are, air, tch, ure + SIGHT WORDS: Hair, Match, Pure	Introduction to trigraphs: three letters making one soundTrigraph ‘are’ /air/: care, share, dare, bare, squareTrigraph ‘air’ /air/: hair, fair, pair, chair, stairsUnderstanding ‘are’ and ‘air’ make same soundTrigraph ‘tch’ /ch/: catch, match, watch, kitchen, pitch (comes after short vowel)Trigraph ‘ure’ /oor/ or /yoor/: pure, cure, sure, picture, nature

		Reading words with trigraphsSight word: Hair (contains ‘air’ trigraph)Sight word: Match (contains ‘tch’ trigraph)Sight word: Pure (contains ‘ure’ trigraph)Connecting sight words to trigraphsWriting and spelling practice
10	ARTICLES: THE USE OF ‘a’, ‘an’ AND ‘some’ + SIGHT WORDS: There, Live, Four, Do, They, Give	Review of article ‘a’: used before consonant sounds (a cat, a dog, a book)Review of article ‘an’: used before vowel sounds (an apple, an egg, an orange)Article ‘some’: used with plural nouns or uncountable nouns (some eggs, some water)Choosing correct article: a/an/somePractice exercises with articlesSight word: There – recognition and usage (different from “their”)Sight word: Live – recognition and usageSight word: Four – number wordSight word: Do – recognition and usageSight word: They – recognition and usage (review)Sight word: Give – recognition and usageUsing articles and sight words in sentences: “Give me an egg,” “They live there,” “Do we have some?”Sentence construction with articles
11	REVISION OF SECOND TERM WORK	Capital letters comprehensive reviewAll sight words review: One, We, Some, Egg, Add, Ink, Comb, Be, Was, Like, Here, Hair, Match, Pure, There, Live, Four, Do, They, Give (20+ sight words)Double consonants revisionAlternative spellings review: ai/ae/ay, ee/ea, igh/y/ie, oi/oy, ou/owTrigraphs review: are, air, tch, ureArticles usage practice: a, an, someReading fluency with all learned patternsSentence writing with correct capitalization, sight words, and articlesMock examination exercises

		– Identifying areas needing reinforcement
12	END OF TERM EXAMINATION	Capital letters usage testWriting sentences with correct capitalizationAll sight words recognition and writing test (20+ words)Double consonants identification and spellingAlternative spellings comprehensive testReading words with ai/ay, ee/ea, igh/y/ie, oi/oy, ou/owTrigraphs reading and spelling assessmentArticles usage test: choosing a, an, or some correctlySentence reading fluency evaluationSentence construction and writing testWord dictation using learned patternsOral reading and pronunciation assessmentOverall language domain progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	–

NURSERY 3 LITERACY (LANGUAGE DOMAIN) SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	READING REVIEW: BLENDS, DIGRAPHS, TRIGRAPHS + SIGHT WORDS: Shirt, Clock, Hair	Comprehensive review of consonant blends: bl, cl, fl, gl, pl, sl, br, cr, dr, fr, gr, pr, tr, sc, sk, sm, sn, sp, st, swReading words with blends: flag, trip, skip, plant, green, dressReview of digraphs: th, ck, wh, ph, sh, chReading words with digraphs: shop, when, match, phoneReview of trigraphs: are, air, tch, ureReading words with trigraphs: chair, catch, pure, shareSight word: Shirt (contains ‘sh’ digraph and ‘ir’ pattern)Sight word: Clock (contains ‘ck’ digraph and ‘cl’ blend)

		Sight word: Hair (contains ‘air’ trigraph – review)Connecting sight words to phonics patternsReading sentences with blends, digraphs, and trigraphsFluency practice with mixed patterns
2	INTRODUCTION TO NOUNS + SIGHT WORDS: Old, Should, Young	Understanding nouns: naming words for people, places, things, animalsCommon nouns: people (boy, girl, teacher, man, woman), places (school, home, park, shop), things (book, pen, car, chair), animals (dog, cat, bird, fish)Proper nouns: names of specific people and places (always start with capital letters)Identifying nouns in sentencesSorting words: noun or not a noun?Singular and plural nouns (simple): cat/cats, book/booksSight word: Old – recognition and usage (can describe nouns: “old man”)Sight word: Should – recognition and usageSight word: Young – recognition and usage (opposite of old: “young girl”)Using describing words with nouns: old man, young boyWriting sentences with nouns
3	INTRODUCTION TO VERBS + SIGHT WORDS: Upon, Little, What	Understanding verbs: action/doing wordsCommon action verbs: run, jump, walk, sit, eat, drink, sleep, play, read, write, sing, danceMore verbs: swim, fly, hop, skip, catch, throw, kick, clapIdentifying verbs in sentencesUnderstanding that verbs tell what someone/something doesActing out verbs for better understandingPresent tense verbs: I run, She jumps, They playSight word: Upon – recognition and usage (similar to “on”)Sight word: Little – recognition and usage (describes size: “little cat”)Sight word: What – question word,

		recognition and usage Using verbs in sentences: “What do you do?” “I jump”Writing sentences with action verbs
4	NOUNS AND VERBS COMBINED + SIGHT WORDS: Yellow, There, Your	Understanding that sentences need both nouns and verbsSentence pattern: Noun + Verb (The dog runs, The girl jumps)Identifying nouns and verbs in sentencesMatching nouns to appropriate verbs: bird/flies, fish/swims, teacher/teachesCreating sentences with nouns and verbsUnderstanding subject (who/what) and action (what they do)Sight word: Yellow – color word, recognition and usageSight word: There – recognition and usage (review)Sight word: Your – possessive word, recognition and usageUsing all word types together: “Your yellow bird flies”Sentence construction practiceWriting complete sentences with nouns and verbs
5	MID-TERM ASSESSMENT/TEST	Blends, digraphs, and trigraphs reading testSight words recognition: Shirt, Clock, Hair, Old, Should, Young, Upon, Little, What, Yellow, There, Your (12 new words)Sight words writing assessmentNouns identification test: recognizing naming wordsVerbs identification test: recognizing action wordsDistinguishing nouns from verbsSentence reading with nouns and verbsSimple sentence construction testUsing sight words in sentencesOral reading fluency evaluation
6	MID-TERM BREAK	–
7	SENTENCE CONSTRUCTION WITH NOUNS AND VERBS +	– Advanced sentence patterns: Noun + Verb + Noun (The boy kicks the ball)

	SIGHT WORDS: Because, Them, Put	Using describing words in sentences: The big dog runs fastCompound sentences (simple): I run and I jumpUnderstanding word order in sentencesExpanding sentences with more detailsQuestions and statements with nouns and verbs: “What does the cat do?” “The cat sleeps”Sight word: Because – conjunction, showing reasonSight word: Them – pronoun, recognition and usageSight word: Put – verb, recognition and usageUsing “because” to extend sentences: “I sleep because I am tired”Practice with pronouns replacing nouns: The boys → themWriting longer, more complex sentencesPunctuation review: capital letters, full stops, question marks
8	ADVANCED READING PRACTICE	Reading simple stories with familiar phonics patternsComprehension: understanding what is readAnswering questions about stories: Who? What? Where? When? Why?Identifying main characters and events in storiesFinding nouns and verbs in story textsLocating sight words in reading passagesReading with expression and fluencyRetelling stories in own wordsPredicting what happens next in storiesMaking connections between stories and personal experiencesDrawing pictures about stories readDiscussing favorite parts of stories
9	CREATIVE WRITING AND EXPRESSION + SIGHT WORDS: Their, Want, Once	Writing own simple stories using learned wordsStory structure: beginning, middle, endUsing nouns and verbs in creative writingAdding describing words to make stories interesting

		Writing about personal experiences: “What I did,” “My family,” “My favorite toy”Using sight words in writingSight word: Their – possessive pronoun (different from “there”)Sight word: Want – verb, expressing desireSight word: Once – time word, used in storytelling (“Once upon a time”)Understanding homophones: there/theirUsing “once” to start storiesWriting sentences: “They want their toys,” “Once I saw…”Sharing written work with classmatesBuilding confidence in independent writing
10	COMPREHENSIVE READING, WRITING AND GRAMMAR	Integration of all skills learned: phonics, sight words, nouns, verbs, sentence constructionReading passages with mixed phonics patternsIdentifying all parts of sentences: nouns, verbs, describing words, sight wordsWriting complete, grammatically correct sentencesUsing capital letters, full stops, question marks correctlyProofreading own work for errorsReading own writing to othersAnswering comprehension questions about passages readVocabulary development through readingUnderstanding context clues in readingExpressing ideas clearly in writingBuilding reading stamina with longer texts
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Blends, digraphs, trigraphs comprehensive practiceAll third term sight words: Shirt, Clock, Hair, Old, Should, Young, Upon, Little, What, Yellow, There, Your, Because, Them, Put, Their, Want, Once (18 new words)Nouns and verbs identification and usageSentence construction with proper

		grammar Reading comprehension practiceCreative writing review   Year-Long Comprehensive Review: Complete alphabet and letter soundsAll phonics patterns: single sounds, blends, digraphs, trigraphs, alternative spellingsComplete sight word vocabulary (50+ words from all three terms)Parts of speech: nouns, verbs, articles, describing wordsCapitalization and punctuation rulesSentence reading and constructionStory comprehensionCreative writingMock examination exercisesReading fluency practice
12	END OF YEAR EXAMINATION	Third Term Assessment: Reading test: blends, digraphs, trigraphs in words and sentencesSight words comprehensive test (all third term words)Nouns identification and usage testVerbs identification and usage testGrammar test: combining nouns and verbs correctlySentence construction assessmentReading comprehension test with questionsCreative writing assessment   Comprehensive Year Assessment: Complete phonics mastery test (all patterns learned)All sight words recognition (50+ words from three terms)Reading fluency evaluationGrammar comprehensive test (nouns, verbs, articles, capitalization, punctuation)Sentence writing with proper structureStory reading comprehensionIndependent writing assessmentOral reading and pronunciation

		Overall Nursery 3 Literacy mastery evaluationReadiness for Primary 1 literacy assessment
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	–

NUMERACY SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	NUMBERS 1-110	Recognition of figures 1-110Counting orally from 1-110Counting objects from 1-110Tracing and writing figures 1-110Reading figures written in words: one to one hundred and tenNumber sequence and pattern recognitionIdentifying missing numbers in sequencesUnderstanding place value: hundreds, tens, ones
2	NUMBERS 1-120	Recognition of figures 1-120Counting orally from 1-120Counting objects from 1-120Tracing and writing figures 1-120Reading figures written in words: one hundred and eleven to one hundred and twentySkip counting by 2s, 5s, and 10s up to 120Number sequences 1-120Before, after, and between concepts
3	NUMBERS 1-130	Recognition of figures 1-130Counting orally from 1-130Counting objects from 1-130Tracing and writing figures 1-130Reading figures written in words: one hundred and twenty-one to one hundred and thirtyNumber patterns up to 130Comparing quantities up to 130Grouping in tens and understanding 13 tens = 130
4	NUMBERS 1-140	Recognition of figures 1-140Counting orally from 1-140Counting objects from 1-140Tracing and writing figures 1-140Reading figures written in words: one hundred and thirty-one to one hundred and fortyNumber sequences and patterns 1-140Identifying even and odd numbers (introduction)Understanding 14 tens = 140
5	MID-TERM ASSESSMENT/TEST	Counting orally from 1-140Number recognition test 1-140Writing numbers 1-140 from dictation

		Counting objects testReading number words assessmentNumber sequences and patterns testBefore, after, between concepts testSkip counting assessment
6	MID-TERM BREAK	–
7	NUMBERS 1-150 & ODD AND EVEN NUMBERS	Recognition of figures 1-150Counting orally from 1-150Counting objects from 1-150Tracing and writing figures 1-150Reading figures written in words: one hundred and forty-one to one hundred and fiftyIntroduction to odd and even numbersIdentifying odd numbers: 1, 3, 5, 7, 9… (numbers that cannot be divided equally by 2)Identifying even numbers: 2, 4, 6, 8, 10… (numbers that can be divided equally by 2)Sorting numbers as odd or even
8	TIME MEASUREMENT	Introduction to telling timeUnderstanding clock: hour hand and minute handTelling time to the hour: o’clock (1 o’clock, 2 o’clock, etc.)Introduction to half past the hourDays of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, SundayUnderstanding sequence of daysMonths of the year: January through DecemberUnderstanding 12 months make one yearSeasons and months connection (simple)
9	PLANE SHAPES	Identification of plane shapesCircle: understanding properties (round, no corners, no sides)Triangle: understanding properties (3 sides, 3 corners)Square: understanding properties (4 equal sides, 4 corners)Rectangle: understanding properties (4 sides – 2 long and 2 short, 4 corners)Recognizing shapes in the environmentDrawing basic shapesSorting and classifying shapesCounting sides and corners of shapes

10	ROMAN NUMERALS: I-X AND I-XXX	Introduction to Roman numeralsUnderstanding Roman numeral system (ancient way of writing numbers)Roman numerals 1-10: I, II, III, IV, V, VI, VII, VIII, IX, XUnderstanding I = 1, V = 5, X = 10Rules for writing Roman numerals: repetition, subtraction principleBuilding Roman numerals 11-30: XI, XII, XIII, XIV, XV, XVI, XVII, XVIII, XIX, XX, XXI to XXXConverting Arabic numbers to Roman numerals (1- 30)Converting Roman numerals to Arabic numbers (I- XXX)Practical uses of Roman numerals (clocks, chapters, etc.)
11	REVISION OF FIRST TERM WORK	Comprehensive counting practice 1-150Number recognition and writing review 1-150Reading number words revisionOdd and even numbers practiceTime telling review: o’clock and half pastDays of the week and months of the year revisionPlane shapes identification and properties reviewRoman numerals I-XXX comprehensive practiceMock examination exercises
12	END OF TERM EXAMINATION	Counting and number recognition test 1-150Writing numbers 1-150 examinationReading number words testOdd and even numbers identificationTime telling assessmentDays and months sequence testPlane shapes comprehensive testRoman numerals conversion test (I-XXX)Overall numeracy progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scriptsDistribution of report cardsCelebration of numeracy achievementsAwards for mathematics excellenceHoliday numeracy practice materialsPreview of second term topicsEnd of term activities

NURSERY 3 NUMERACY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	NUMBERS 1-160	Recognition of figures 1-160Counting orally from 1-160Counting objects from 1-160Tracing and writing figures 1-160Reading figures written in words: one hundred and fifty-one to one hundred and sixtyNumber sequences and patterns 1-160Skip counting by 10s to 160Understanding 16 tens = 160
2	NUMBERS 1-170	Recognition of figures 1-170Counting orally from 1-170Counting objects from 1-170Tracing and writing figures 1-170Reading figures written in words: one hundred and sixty-one to one hundred and seventyNumber patterns up to 170Comparing and ordering numbers to 170Understanding 17 tens = 170
3	NUMBERS 1-180	Recognition of figures 1-180Counting orally from 1-180Counting objects from 1-180Tracing and writing figures 1-180Reading figures written in words: one hundred and seventy-one to one hundred and eightyNumber sequences 1-180Place value understanding: hundreds, tens, onesUnderstanding 18 tens = 180
4	NUMBERS 1-190	Recognition of figures 1-190Counting orally from 1-190Counting objects from 1-190Tracing and writing figures 1-190Reading figures written in words: one hundred and eighty-one to one hundred and ninetyNumber patterns and sequences 1-190Skip counting practice to 190Understanding 19 tens = 190
5	MID-TERM ASSESSMENT/TEST	Counting orally test 1-190Number recognition assessment 1-190

		Writing numbers 1-190 from dictationReading number words testNumber sequences and patterns assessmentCounting objects testSkip counting evaluationPlace value understanding test
6	MID-TERM BREAK	–
7	NUMBERS 1-200	Recognition of figures 1-200 (milestone!)Counting orally from 1-200Counting objects from 1-200Tracing and writing figures 1-200Reading figures written in words: one hundred and ninety-one to two hundredUnderstanding 200 as 2 hundreds or 20 tensComprehensive number work 1-200Celebrating the achievement of counting to 200
8	ORDINAL NUMBERS: 1st – 10th	Introduction to ordinal numbers (showing position or order)Writing and reading ordinal numbers: 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10thReading ordinal words: first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenthUsing ordinal numbers in real-life contexts: position in line, floors in building, days of monthIdentifying positions: who is first? who is fifth?Understanding difference between cardinal (counting) and ordinal (position) numbers
9	ORDERING OF NUMBERS: DESCENDING AND ASCENDING ORDER	Understanding ascending order: arranging from smallest to largest (1, 2, 3, 4, 5…)Practicing ascending order with numbers 1-50, 1- 100, 1-200Understanding descending order: arranging from largest to smallest (10, 9, 8, 7…)Practicing descending order with various number setsComparing numbers: greater than, less thanOrdering three or more numbersFinding smallest and largest in a group of numbersNumber line activities
10	FRACTIONS: HALF (1/2) AND ONE-THIRD (1/3)	Review of fraction 1/2 (one-half): one of two equal partsUnderstanding half of shapes and objects

		Finding half of numbers: half of 2, 4, 6, 8, 10, 12, 14, 16, 18, 20 Introduction to fraction 1/3 (one-third): one of three equal partsDividing objects and shapes into three equal partsUnderstanding one-third means one out of three partsComparing 1/2 and 1/3 (1/2 is bigger than 1/3)Practical fraction activitiesReal-life applications of fractions
11	REVISION OF SECOND TERM WORK	Numbers 1-200 comprehensive reviewReading and writing numbers 1-200Number words revisionOrdinal numbers 1st-10th practiceAscending and descending order exercisesFractions (1/2 and 1/3) revisionMock examination exercisesIdentifying areas needing reinforcement
12	END OF TERM EXAMINATION	Numbers 1-200 comprehensive testWriting and reading numbers assessmentNumber words testOrdinal numbers examinationOrdering numbers test (ascending and descending)Fractions assessment (1/2 and 1/3)Place value testOverall second term numeracy evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of marked examination scriptsDistribution of report cardsCelebration of reaching 200!Awards for mathematics excellenceHoliday numeracy materialsPreview of third term (operations, money, measurement)End of term celebrations

NURSERY 3 NUMERACY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	REVIEW OF NUMBERS 1-200	Comprehensive review of numbers 1-200Counting orally forward and backwardRecognition and writing of numbers 1-200Reading number wordsNumber sequences and patternsSkip counting by 2s, 5s, and 10sPlace value review: hundreds, tens, onesPreparation for new concepts
2	GREATER THAN AND LESS THAN: NUMBERS 1-30	Introduction to comparison symbols: > (greater than), < (less than), = (equal to)Understanding “greater than” means bigger or moreUnderstanding “less than” means smaller or fewerComparing numbers 1-30 using symbolsIdentifying which number is greater: 15 > 12Identifying which number is less: 8 < 20Finding equal numbers: 25 = 25Practical comparison activities with objects
3	GREATER THAN AND LESS THAN: NUMBERS 1-50	Extending comparison to numbers 1-50Using >, <, = symbols with larger numbersComparing two-digit numbers: 45 > 32, 28 < 41Understanding comparison based on place valueComparing tens first, then onesOrdering three numbers using comparisonWord problems involving comparisonGames and activities with greater than/less than
4	PLACE VALUES OF NUMBERS: 1-99 (TENS AND UNITS)	Understanding place value systemIdentifying tens place and ones/units placeUnderstanding 45 = 4 tens and 5 onesBreaking down numbers into tens and ones: 67 = 6 tens + 7 ones = 60 + 7Building numbers from tens and onesExpanded form: 82 = 80 + 2Comparing numbers using place valueUnderstanding value of digits based on positionPlace value games and activities
5	MID-TERM ASSESSMENT/TEST	Numbers 1-200 review testGreater than and less than assessment (1-50)

		Using comparison symbols correctlyPlace value test: identifying tens and onesWriting numbers in expanded formComparison word problemsOverall understanding of concepts
6	MID-TERM BREAK	–
7	LENGTH MEASUREMENT	Introduction to measurement conceptUnderstanding length: how long or short something isComparing lengths: longer, shorter, same lengthNon-standard units of measurement: using hands, feet, pencils to measureIntroduction to standard units: centimeter (cm), meter (m)Using rulers to measure objects (simple)Measuring classroom objectsOrdering objects by length: shortest to longestEstimating and measuring lengths
8	SIMPLE ADDITION OF NUMBERS (SUM LESS THAN 20)	Review of addition concept: putting together, combiningAddition symbol: + (plus) and = (equals)Addition facts within 10: 3+2=5, 4+5=9Addition facts within 20: 8+7=15, 9+6=15Using number line for additionAddition with objects and picturesVertical and horizontal additionWord problems: “I have 7 apples and get 5 more. How many do I have?”Commutative property: 5+3 = 3+5
9	SIMPLE SUBTRACTION OF NUMBERS (NOT MORE THAN 20)	Review of subtraction concept: taking away, removingSubtraction symbol: – (minus)Subtraction facts within 10: 8-3=5, 9-4=5Subtraction facts within 20: 15-7=8, 18-9=9Using number line for subtraction (counting backwards)Subtraction with objectsRelating addition and subtraction: 8+5=13, so 13- 5=8Word problems: “I have 12 sweets and eat 5. How many are left?”Missing number problems

10	SIMPLE ADDITION AND SUBTRACTION USING PLACE VALUES & MONEY: N1-N30	Using place value understanding in addition and subtractionAdding tens and ones separately: 23+14 = (20+10) + (3+4) = 37Subtracting using place value understandingIntroduction to Nigerian currency: Naira (₦) and Kobo (k)Recognizing coins and notes: ₦1, ₦2, ₦5, ₦10, ₦20, ₦50 (up to ₦30 for this level) Counting money: ₦5 + ₦10 = ₦15Simple addition with money: ₦12 + ₦8 = ₦20Simple subtraction with money: ₦25 – ₦10 = ₦15Shopping role-play and money activities
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Greater than and less than (1-50)Place value (tens and ones)Length measurementAddition and subtraction (within 20)Addition and subtraction using place values – Money (₦1-₦30)   Year-Long Comprehensive Review: Numbers 1-200 masteryOdd and even numbersTime, days, monthsShapesRoman numeralsOrdinal numbersAscending and descending orderFractions (1/2, 1/3)All operations and measurementsMock examination exercises
12	END OF YEAR EXAMINATION	Third Term Assessment: Comparison test (>, <, =)Place value comprehensive testLength measurement assessmentAddition facts test (within 20)Subtraction facts test (within 20)Place value addition and subtractionMoney recognition and calculation   Comprehensive Year Assessment: Numbers 1-200 complete masteryAll number concepts (odd/even, ordinal, fractions)

		Time and shapesRoman numeralsOrdering numbersAll mathematical operationsMeasurement and moneyOverall Nursery 3 numeracy masteryReadiness for Primary 1 mathematics
13	CLOSING	–

BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	OUR BODY	Understanding the human bodyMajor external body parts: head, neck, trunk, arms, legsParts of the head: eyes, nose, ears, mouth, hairParts of the trunk: chest, stomach, back, waistParts of the limbs: shoulders, elbows, wrists, hands, fingers, hips, knees, ankles, feet, toesFunctions of major body partsUnderstanding our body is special and uniqueBody awareness activities
2	CARE FOR OUR BODY	Importance of body care for health and wellbeingDaily body care practices: bathing/washing regularly, brushing teeth twice daily, washing hands frequentlyHair care: washing, combing, keeping neatNail care: keeping short and cleanWearing clean clothes dailyEating healthy food and drinking clean waterGetting enough sleep and restExercising and playing for strong, healthy bodyRegular health check-ups
3	FIRST AID: FIRST AID BOX CONTENTS	Understanding first aid: immediate help given to injured or sick personIntroduction to first aid box/kitContents of first aid box: plasters/band-aids, bandages, cotton wool, antiseptic liquid/cream, scissors, thermometer, safety pins, glovesOther items: pain relief medicine, gauze, tape, tweezersImportance of having first aid box at home and schoolOnly adults should use first aid box itemsKeeping first aid box clean and well-stocked
4	FIRST AID: USES	Uses of first aid box itemsPlasters/band-aids: covering small cuts and scrapesBandages: wrapping wounds, supporting sprains

		Cotton wool: cleaning wounds, applying medicineAntiseptic: cleaning wounds to prevent infectionThermometer: checking body temperatureUnderstanding when to call for adult helpKnowing emergency numbers (with adult supervision)Importance of staying calm during emergencies
5	MID-TERM ASSESSMENT/TEST	Body parts identification testBody care practices assessmentFirst aid box contents identificationUses of first aid items testSafety and health awareness evaluationOral questions on topics covered
6	MID-TERM BREAK	–
7	BODY CARE FOR WOUNDS: MEANING, CAUSES & TYPES	Understanding wounds: injuries that break the skinCauses of wounds: cuts from sharp objects, falls and scrapes, burns, insect bites, animal scratchesTypes of wounds: cuts (from knives, glass, sharp objects), scrapes/grazes (from falling), bruises (from bumping), burns (from hot objects), punctures (from nails, thorns)Preventing wounds: being careful with sharp objects, not running in dangerous areas, staying away from hot thingsUnderstanding some wounds are minor, some need doctor’s care
8	BODY CARE FOR WOUNDS: CARE FOR WOUNDS	First aid for minor wounds: wash hands first, clean wound with clean water, apply antiseptic, cover with plaster or bandageWhen to call adult immediately: deep cuts, heavy bleeding, large burns, animal bites, puncture woundsNever touch wounds with dirty handsDon’t pick at scabs (let them heal naturally)Change bandages regularlyWatch for signs of infection: redness, swelling, pusUnderstanding healing takes time

		– Prevention is better than treatment
9	SICKNESS: DEFINITION, TYPES AND SYMPTOMS	Understanding sickness/illness: when body is not working properly, feeling unwellCommon childhood sicknesses: cold/cough, fever, stomach ache, headache, malaria, diarrhea, measles, chicken poxSymptoms (signs of sickness): fever/high temperature, pain, coughing, sneezing, vomiting, weakness, loss of appetite, rashesUnderstanding symptoms tell us something is wrongTelling adults when feeling unwellThermometer use for checking fever
10	SICKNESS: CAUSES AND CARE FOR THE SICK	Causes of sickness: germs (bacteria, viruses), dirty water/food, mosquito bites, not eating well, not sleeping enough, cold weatherPreventing sickness: washing hands, eating healthy food, drinking clean water, covering mouth when coughing, sleeping under mosquito netCare for sick people: rest and sleep, taking medicine as prescribed by doctor, drinking plenty of fluids, eating nutritious food, staying warmVisiting doctor when sickBeing kind to sick peopleUnderstanding sickness is temporary, we get better
11	REVISION OF FIRST TERM WORK	Our body parts comprehensive reviewBody care practices revisionFirst aid box and uses reviewWound types and care revisionSickness types, symptoms, causes, and care reviewHealth and safety awareness reviewMock examination exercises
12	END OF TERM EXAMINATION	Body parts identification comprehensive testBody care assessmentFirst aid knowledge testWound care evaluationSickness knowledge assessmentHealth practices testOverall health awareness evaluation

13

CLOSING & END OF TERM ACTIVITIES

Return of examination scriptsDistribution of report cardsHealth and safety awareness celebrationAwards for health consciousnessHoliday health tipsPreview of second term topics

NURSERY 3 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	ROCKS AND SOIL	Rocks: Definition of rocks: hard, solid materials found naturally on earthFormation of rocks: from cooling lava, compressed sediments, changed by heat and pressureTypes of rocks (simple): big rocks, small stones, pebbles, sandUses of rocks: building houses, making roads, decoration, tools   Soil: Definition of soil: top layer of earth where plants growFormation of soil: from broken down rocks, dead plants and animalsTypes of soil: sandy soil (grainy, drains quickly), clay soil (sticky when wet, smooth), loamy soil (mixture, best for plants)Importance of soil: plants grow in it, animals live in it, provides food
2	FOOD: DEFINITION AND WHY PEOPLE EAT	Definition of food: anything we eat or drink that gives our body energy and helps us growWhy people eat food: to get energy for work and play, to grow tall and strong, to stay healthy and fight sickness, to repair body when injured, to feel satisfied and happyUnderstanding all living things need foodDifferent people eat different foods (cultural diversity)Three main meals: breakfast, lunch, dinner

		– Healthy snacks between meals
3	FOOD: TYPES AND SOURCES	– Types of food by function: Energy-giving foods (carbohydrates): rice, yam, bread, cassava, potatoes, sugarBody-building foods (proteins): meat, fish, eggs, beans, milk, cheeseProtective foods (vitamins and minerals): fruits, vegetables, milk – Sources of food: Plant sources: fruits, vegetables, grains, nutsAnimal sources: meat, fish, eggs, milkUnderstanding balanced diet: eating variety of foodsEating fruits and vegetables dailyDrinking plenty of water
4	LIVING THINGS: MEANING AND CHARACTERISTICS	Meaning of living things: things that have lifeExamples of living things: humans, animals, plants, insects, birds, fishCharacteristics of living things:Movement: they can move or parts moveGrowth: they grow bigger and changeNutrition: they need food/waterRespiration: they breathe/take in airReproduction: they can have babies/young onesSensitivity: they respond to surroundingsExcretion: they remove wasteDifference from non-living things: stones, water, chairs don’t have these characteristicsObserving living things around us
5	MID-TERM ASSESSMENT/TEST	Rocks and soil knowledge testFood types and sources assessmentWhy we eat food evaluationLiving things identification testCharacteristics of living things assessmentOral questions and practical observations
6	MID-TERM BREAK	–
7	GROWTH IN ANIMALS	Understanding growth: change from small to big over timeAnimal life cycles: baby → young → adultExamples of growth in animals:Humans: baby → child → teenager → adultChickens: egg → chick → hen/rooster

		Dogs: puppy → adult dogCats: kitten → adult catFrogs: egg → tadpole → froglet → frogButterflies: egg → caterpillar → chrysalis → butterfly Changes during growth: size increases, features develop, ability to reproduceUnderstanding growth needs: food, water, air, shelterObserving growth in pets or animals around
8	GROWTH IN PLANTS	Understanding plant growth: change from seed to mature plantPlant life cycle: seed → germination → seedling → young plant → mature plant → produces seeds What plants need to grow: water, sunlight, air, soil/nutrients, spaceStages of plant growth: seed planted in soil, roots grow down, shoot grows up, leaves develop, stem becomes stronger, flowers bloom, fruits form, seeds producedChanges during growth: size increases, more leaves, flowers appear, produces fruitsSimple plant growing experiment: planting beans/seedsCaring for growing plants
9	WATER AND TRANSPORTATION	Water: Importance of water: drinking, cooking, bathing, washing, plants need it, animals need itSources of water: rain, rivers, streams, wells, boreholes, tapsUnderstanding clean vs dirty water   Transportation: Definition of transportation: moving people and things from one place to anotherMeans of transportation: land (cars, buses, bicycles, motorcycles, trains), water (boats, ships, canoes), air (airplanes, helicopters)Importance of transportation: going to school, work, market, hospital; moving goodsSafety in transportation: seatbelts, life jackets, following traffic rules

10	BONES	Bones: Understanding bones: hard structures inside our body (skeleton)Functions of bones: give body shape, support body, protect organs (skull protects brain, ribs protect heart and lungs), help us move (with muscles)Major bones: skull (head), spine (back), ribs (chest), arm bones, leg bonesKeeping bones strong: drinking milk, eating calcium-rich foods, exercising, playing
11	TECHNOLOGY	Technology – Mobile Phones: Understanding technology: tools that make life easierMobile phones: devices for talking to people far awayUses: calling, sending messages, taking pictures, learning, emergenciesPhone safety: ask adults before using, not a toy, careful handling
12	END OF TERM EXAMINATION	Rocks and soil comprehensive testFood knowledge assessmentLiving things and characteristics testGrowth in animals and plants evaluationWater and transportation testBones and technology assessmentOverall science knowledge evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsScience achievements celebrationAwards for scientific curiosityHoliday science observation tipsPreview of third term topics

NURSERY 3 BASIC SCIENCE AND TECHNOLOGY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	WATER: METHODS OF	– Understanding water purification: making dirty water clean and safe to drink

	PURIFICATION	Why purify water: remove dirt, kill germs, prevent diseasesMethods of water purification:Boiling: heating water until it bubbles, kills germs (most common method at home)Filtration: passing water through filter to remove dirtAdding chemicals: water purification tablets, chlorine (in treated water)Settling and decanting: letting dirt settle, pouring clean water off topImportance of drinking clean water onlyUnderstanding tap water is usually treated
2	WATER: STORAGE	Importance of proper water storage: keeps water clean, prevents contaminationSafe water storage containers: covered buckets, jerry cans, water tanks, bottlesProperties of good storage containers: clean, covered (to keep out dirt and insects), made of safe materialsStorage practices: washing containers before use, keeping containers covered always, storing in clean place, not touching water with dirty handsUnderstanding stored water can become dirty if not protectedRegular cleaning of storage containers
3	WATER-BORNE DISEASES	Understanding water-borne diseases: sicknesses caused by dirty water or germs in waterCommon water-borne diseases: diarrhea, cholera, typhoid fever, dysenteryHow diseases spread through water: drinking dirty water, eating food washed with dirty water, not washing handsSymptoms: stomach pain, vomiting, diarrhea (frequent watery stool), weakness, feverPrevention: drinking only clean/boiled water, washing hands with soap, keeping water covered, proper toilet useTreatment: see doctor immediately, drink plenty of clean water (ORS – Oral Rehydration Solution)Understanding prevention is better than cure

4	TECHNOLOGY: SECURITY GADGETS	Understanding security: keeping people and property safeSecurity gadgets: tools that help protect usTypes of security gadgets:Locks and keys: secure doors and gatesBurglar alarms: make loud sound when intruder entersCCTV cameras: record what happens, help catch thievesSecurity lights: bright lights that come on at nightSmoke alarms: warn of fireImportance of security gadgets: protect homes, schools, shops from thieves; keep us safeUnderstanding to call adults if alarm soundsSecurity personnel and their gadgets
5	MID-TERM ASSESSMENT/TEST	Water purification methods testWater storage practices assessmentWater-borne diseases knowledge testSecurity gadgets identification and usesSafety and health awareness evaluationPractical knowledge assessment
6	MID-TERM BREAK	–
7	ANIMALS AND THEIR HOMES	Understanding animals live in different places (habitats/homes)Animal homes and their names:Dog → kennelCat → cattery/houseBird → nestBee → hiveLion → denRabbit → burrow/warrenFish → water/aquariumCow → barn/shedChicken → coopSpider → webAnt → anthillHorse → stableWild animal homes: forests, caves, trees, undergroundDomestic animal homes: made by humansUnderstanding animals choose/build homes

		for shelter and safety
8	ANIMALS AND THEIR YOUNG ONES	Understanding animals have babies/young onesAnimal babies and their names:Dog → puppyCat → kittenCow → calfHorse → foalSheep → lambGoat → kidChicken → chickDuck → ducklingFrog → tadpoleButterfly → caterpillarLion → cubElephant → calfBear → cubUnderstanding baby animals look like parents (but some go through changes like frog)Parent animals care for their young: feed, protect, teachMatching animals to their young ones
9	TECHNOLOGY: SIMPLE MACHINES USED IN THE HOME	Understanding machines: tools that make work easierSimple machines used at home:Broom → sweeping floorsKnife → cutting foodScissors → cutting paper, clothSpoon and fork → eatingBottle opener → opening bottlesCan opener → opening cansHammer → hitting nailsScrewdriver → tightening screwsIron → pressing clothesFan → cooling airHow machines help: make work faster, easier, and betterSafety: some machines only for adults, be careful with sharp objectsProper use and care of home machines
10	TECHNOLOGY: SIMPLE MACHINES USED IN SCHOOL	– Simple machines used at school: Pencil sharpener → sharpening pencilsScissors → cutting paper for artStapler → joining papers together

		Hole puncher → making holes in paperRuler → measuring, drawing straight linesEraser → removing pencil marksBell/gong → signaling timeDustpan and brush → cleaning classroomPlayground equipment → swings, slides (simple machines – levers, inclined planes)How school machines help learning and activitiesTaking care of school equipmentSharing machines fairly with classmatesProper use and safety
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Water purification, storage, and diseasesSecurity gadgetsAnimals: homes and young onesTechnology: machines at home and school   Year-Long Comprehensive Review: First Term: body, body care, first aid, wounds, sickness, rocks, soilSecond Term: food, living things, growth, water, bones, technologyThird Term: all topics coveredMock examination exercisesPractical science observationsComprehensive review activities
12	END OF YEAR EXAMINATION	Third Term Assessment: Water knowledge comprehensive testSecurity gadgets testAnimals and young ones assessmentSimple machines identification and uses   Comprehensive Year Assessment: Body and health knowledgeFood and living thingsGrowth and developmentWater, rocks, and soilTechnology and machinesAnimals knowledgeOverall Nursery 3 science masteryPractical science awarenessSafety consciousness evaluation

13

CLOSING, PROMOTION & GRADUATION ACTIVITIES

–

HEALTH HABITS SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	EXERCISE: MEANING, TYPES AND IMPORTANCE	Meaning of exercise: physical activities that make our body move and workTypes of exercise: running, jumping, skipping, dancing, swimming, playing football, riding bicycle, walking, stretching, sit-ups, push-upsIndoor exercises: stretching, yoga for children, dancing in roomOutdoor exercises: running, playing, sportsImportance of exercise: makes body strong, keeps us healthy, helps us grow, makes heart and lungs strong, gives energy, helps us sleep better, makes us happy, prevents obesityUnderstanding exercise should be fun
2	EXERCISE: WHERE TO EXERCISE AND IMPORTANCE	Places where we can exercise: home (yard, room), school (playground, field, PE class), park, sports ground, gym (for older children/adults), beach, safe streets (with adult supervision)Choosing safe places for exercise: away from roads, flat surfaces, enough spaceExercise at different times: morning exercise, break time at school, after school playReinforcing importance of regular exercise: daily exercise is best, at least 30 minutes of play/activity, making exercise a habitExercise safety: warming up, proper shoes, drinking water, stopping if tired or in pain
3	CARE OF THE BODY: HOW TO TAKE CARE AND IMPORTANCE	How to take care of the body: bathing/washing daily with soap and water, brushing teeth twice daily (morning and night), washing hands frequently (before eating, after toilet, after playing), combing/brushing hair daily, trimming nails regularly, wearing clean clothes, eating healthy food, drinking clean water, getting enough sleep, exercising regularlyImportance of body care: prevents diseases, keeps us healthy, makes us look neat and smell good, shows self-respect, makes others comfortable around us, prevents skin infections, maintains good healthUnderstanding our body is precious and deserves

		good care
4	CARE OF THE TEETH	Understanding teeth: used for biting and chewing food, help us speak clearly, give us nice smileTypes of teeth: milk teeth (baby teeth – will fall out), permanent teeth (adult teeth – stay forever)How to care for teeth: brushing twice daily (morning and night), using toothbrush and toothpaste, brushing all surfaces (front, back, top), brushing for at least 2 minutes, rinsing mouth after eating, flossing (with adult help)Foods good for teeth: milk, cheese, fruits, vegetables, waterFoods bad for teeth: too many sweets, candies, sugary drinks, sticky foodsVisiting dentist regularlyConsequences of poor dental care: tooth decay, cavities, toothache, bad breath, gum disease
5	MID-TERM ASSESSMENT/TEST	Exercise knowledge testBody care practices assessmentDental care evaluationImportance of hygiene testPractical demonstration of good habitsOral questions on health topics
6	MID-TERM BREAK	–
7	BEDTIME (SLEEP TIME): MEANING AND BENEFITS	Meaning of sleep: natural rest period when body and mind relax, eyes close, become unaware of surroundingsUnderstanding everyone needs sleepHow much sleep children need: 10-12 hours per night for nursery/primary school childrenBenefits of sleep: body grows during sleep, brain rests and learns better after sleep, gives energy for next day, keeps us healthy, helps us concentrate in school, improves mood and behavior, strengthens immune system (fights sickness), helps body heal when sick or injuredSigns of not enough sleep: tiredness, crankiness, difficulty learning, yawning, falling asleep in classGood bedtime routine: bath, brush teeth, bedtime story, lights off at same time
8	CLEANLINESS: CARE OF SCHOOL UNIFORM	– Importance of clean school uniform: looks neat and smart, shows respect for school, prevents body odor, prevents skin infections, makes good

		impression How to care for school uniform: washing after wearing (or at least weekly), drying properly in sun/air, ironing to remove wrinkles, folding or hanging neatly, checking for tears or missing buttons, repairing damage promptlyKeeping uniform clean during day: not sitting on dirty surfaces, being careful when eating, not playing in mud or dirt while in uniformWearing complete uniform: all required items, proper shoes and socksPride in appearance and representing school well
9	GOOD EATING HABITS	Understanding good eating habits lead to good healthGood eating habits: washing hands before eating, eating three main meals daily (breakfast, lunch, dinner), eating variety of foods (balanced diet), eating fruits and vegetables daily, drinking plenty of water, chewing food properly, eating slowly, sitting properly while eating, not talking with mouth full, eating right portions (not too much, not too little), eating at regular times, having healthy snacks (fruits, nuts, not just sweets)Saying prayers before and after meals (gratitude)Not wasting foodTrying new healthy foods
10	BAD EATING HABITS	Understanding bad eating habits harm our healthBad eating habits: skipping meals (especially breakfast), eating too much junk food (chips, sweets, soft drinks), eating too fast, eating while playing or watching TV (not paying attention), not chewing properly, talking with mouth full, eating only one type of food, drinking too little water, eating too many sweets and sugary foods, eating dirty or unwashed food, eating with dirty hands, overeatingConsequences of bad eating habits: tooth decay, obesity (being overweight), malnutrition (not enough nutrients), stomach problems, poor growth, lack of energy, sicknessHow to change bad habits: making conscious effort, parents’ help, choosing healthy alternatives
11	REVISION OF FIRST	Exercise comprehensive reviewBody care practices revision

	TERM WORK	Dental care reviewSleep importance and bedtime routineUniform care and cleanlinessGood vs bad eating habits reviewImportance of all health habitsMock examination exercises
12	END OF TERM EXAMINATION	Exercise knowledge comprehensive testBody and dental care assessmentSleep importance testCleanliness and uniform care evaluationEating habits assessment (good and bad)Practical health habits demonstrationOverall health consciousness evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsHealth habits celebrationAwards for best health practicesHoliday health tips and remindersPreview of second term topicsEnd of term activities

NURSERY 3 HEALTH HABITS SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	DISPOSAL OF REFUSE: SAFE AND UNSAFE WAYS	Understanding refuse: waste materials we throw away, garbage, rubbishSafe/clean ways of disposing refuse: using waste bins/trash cans, putting refuse in designated places, tying refuse in bags before disposal, taking refuse to collection points, burning in safe incinerators (adults only), burying biodegradable waste in proper pitsUnsafe/dirty ways: throwing refuse anywhere (littering), dumping in drains/gutters (causes blockage and flooding), throwing in rivers/streams (pollutes water), leaving refuse uncovered (attracts flies, rats, mosquitoes), burning in open areas (air pollution, fire hazard)Consequences of improper disposal: diseases, bad smell, dirty environment, blocked drains, floodingEveryone’s responsibility to dispose refuse properly
2	DISPOSAL OF WASTE: MEANING AND TYPES	Meaning of waste: unwanted or unusable materials, things we no longer needUnderstanding waste comes from homes, schools, markets, industriesTypes of waste: Solid waste – paper, cardboard, cartons, plastic bottles, cans, food scraps, leaves, wood, broken items, cloth; Liquid waste – urine, dirty water from washing, drainage water, waste oil, chemical liquidsOther waste types: biodegradable (can rot/decompose – food, leaves, paper) and non- biodegradable (cannot rot – plastic, glass, metal)Proper disposal for each typeReducing waste: using less, reusing items, not wasting
3	DISPOSAL OF ANIMAL WASTE	Understanding animal waste: droppings/feces from animals, dead animalsTypes of animal waste: cow dung, chicken droppings, goat/sheep droppings, dog/cat waste, pig wasteProper disposal methods: burying animal waste in pits away from water sources, using for

		compost/fertilizer (with proper treatment), designated areas for animal waste, washing hands after handling Uses of animals: food (meat, milk, eggs), work (farming, transportation), companionship (pets), clothing (leather, wool)Uses of animal waste: fertilizer for farms/gardens (manure), biogas production (fuel), compost for plantsImportance of proper disposal: prevents diseases, reduces bad smell, protects environment, prevents water pollution
4	COMPOSTING OF WASTE: MEANING, BENEFITS AND MATERIALS	Meaning of composting: controlled rotting/decomposing of biodegradable waste to make fertilizer (compost)Understanding compost: natural fertilizer made from waste, looks like dark soilBenefits of composting: turns waste into useful product, provides nutrients for plants, helps plants grow better, reduces amount of waste, good for environment, saves money (free fertilizer), improves soil qualityCompost materials: green materials (fresh grass, vegetable scraps, fruit peels, leaves, tea bags), brown materials (dry leaves, paper, cardboard, sawdust, straw), water and airWhat NOT to compost: meat, bones, oils, diseased plants, pet wasteSimple composting process: pile materials, keep moist, turn regularly, wait (becomes compost after few months)
5	MID-TERM ASSESSMENT/TEST	Refuse disposal methods testTypes of waste assessmentAnimal waste disposal knowledgeComposting understanding testEnvironmental health awareness evaluationOral questions on waste management
6	MID-TERM BREAK	–
7	RECYCLING: DEFINITION, EXAMPLES AND IMPORTANCE	Definition of recycling: using waste materials to make new products instead of throwing them awayUnderstanding “Reduce, Reuse, Recycle” principleExamples of objects that can be recycled: Paper –

		newspapers, cardboard, magazines, books; Plastic bottles, containers, bags; Glass – bottles, jars; Metal – cans, tins, aluminum foil; Cloth – old clothes, fabric scrapsMethods of recycling: collecting recyclable materials separately, taking to recycling centers, processing into new products (e.g., plastic bottles → new bottles, clothes, bags; paper → new paper) Importance of recycling: saves natural resources, reduces waste in landfills, protects environment, saves energy, creates jobs, reduces pollution, saves money
8	TOILET: TYPES OF TOILETS	Understanding toilets: places for urinating and passing feces (waste)Traditional toilets: Pit latrine – hole dug in ground with structure over it; Dung-site – open area for waste; Bucket toilet – removable containerCharacteristics: simple, no water needed, common in rural areas, can smell bad, attracts fliesModern toilets: Water system (flush toilet) – uses water to flush waste away, connected to sewage or septic tank; Septic tank system – waste goes to underground tank where it decomposes; Soakawayliquid waste drains into ground through special pitMobile toilet – portable, used at events, construction sitesModern toilets: cleaner, less smell, more hygienicImportance of using proper toilets (not open defecation)
9	MATERIALS FOR CLEANING TOILETS AND IMPORTANCE	Materials used for cleaning toilets: toilet brush (scrubbing bowl), toilet cleaner/detergent (removes stains and germs), disinfectant (kills germs), water, bucket, mop, broom, dustpan, cleaning cloth/sponge, gloves (protect hands), air freshenerHow to clean toilet: flush first, apply toilet cleaner, scrub with brush, flush again, wipe seat and surfaces, clean floor, dispose dirty water, wash hands thoroughlyImportance of cleaning toilet: kills germs and bacteria, prevents diseases, removes bad smell, makes toilet pleasant to use, shows respect for others, prevents stains and damage, attracts fewer flies and insects

		Regular cleaning: daily or after use in homes, multiple times daily in schoolsAdults should supervise toilet cleaning for children
10	GOOD AND BAD TOILET HABITS	Good toilet habits: Flushing after use, using toilet paper properly, washing hands with soap after, keeping toilet clean, not playing in toilet, closing lid when flushing, not littering in toilet, telling adults if toilet is blocked or dirty, using toilet only for intended purpose   Bad toilet habits: Not flushing after use, not washing hands, throwing paper/objects in toilet bowl (causes blockage), urinating outside toilet bowl, leaving toilet dirty, playing with water in toilet, staying too long in toilet, not closing door for privacy, open defecation (using bush instead of toilet)Consequences of bad habits: spreads diseases, bad smell, blocked toilet, disrespect to others, health hazardsDeveloping good toilet habits from young age
11	REVISION OF SECOND TERM WORK	Waste disposal comprehensive reviewAnimal waste and composting revisionRecycling knowledge reviewTypes of toilets revisionToilet cleaning and materials reviewGood and bad toilet habits reviewEnvironmental health awareness reviewMock examination exercises
12	END OF TERM EXAMINATION	Waste disposal methods comprehensive testComposting and recycling assessmentTypes of toilets testToilet hygiene evaluationGood and bad toilet habits assessmentEnvironmental health knowledge testOverall health and sanitation evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsEnvironmental health celebrationAwards for cleanliness and hygieneHoliday health and hygiene tips

Preview of third term topicsEnd of term activities

NURSERY 3 HEALTH HABITS SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	SANITATION: MEANING AND IMPORTANCE	Meaning of sanitation: keeping our environment clean and free from dirt, germs, and diseasesUnderstanding sanitation involves proper disposal of waste, clean water supply, clean toilets, drainageImportance of sanitation: prevents diseases, makes environment beautiful, reduces bad smell, prevents breeding of flies and mosquitoes, promotes good health, shows good citizenship, prevents water pollution, makes us feel comfortable and happyPersonal sanitation vs environmental sanitationEveryone’s responsibility to maintain sanitationUnderstanding cleanliness is next to godliness
2	SANITATION: PLACES THAT NEED TO BE SANITISED	Places that need regular sanitation: Home – bedroom, bathroom, toilet, kitchen, living room, compound/yard; School – classrooms, toilets, playground, dining hall, corridors; Public places – markets, bus stops, hospitals, churches/mosques, parks, streetsHow to sanitize different places: sweeping, mopping, washing, disinfecting, proper waste disposal, drainage cleaningFrequency of sanitation: daily (toilets, kitchens), weekly (general cleaning), monthly (deep cleaning)Community sanitation daysUnderstanding clean environment prevents diseases like cholera, typhoid, malariaTaking pride in keeping everywhere clean
3	HOT WEATHER: HOW TO CARE FOR ONESELF	Understanding hot weather: when temperature is high, sun is very strong, feels very warmWhat to eat and drink: drink plenty of water (at least 6-8 glasses daily), eat fruits (watermelon, oranges, pineapple – lots of water in them), eat light meals, avoid heavy/fatty foods, drink fresh fruit juice, eat vegetablesWhat to wear: light-colored clothes (reflect heat), cotton clothes (allow air), loose clothes, hats or caps (protect head from sun), sunglasses (protect eyes)Where to go/activities: stay in shade during hottest hours (12pm-3pm), play in morning or evening, go to cool places, swim (with supervision), stay indoors

		in afternoon – Other care: use umbrella or hat when outside, apply sunscreen (for some children), take cool baths, rest when tired, avoid too much running in hot sun
4	COLD WEATHER: HOW TO CARE FOR ONESELF	Understanding cold weather: when temperature is low, feels chilly or very cold, common during harmattan or rainy seasonWhat to eat and drink: eat warm foods (soup, porridge, hot meals), drink warm drinks (tea, hot chocolate, warm water), eat energy-giving foods (keep body warm), drink enough water (even in cold weather), eat fruits for vitamins (prevent cold/flu)What to wear: warm clothes (sweaters, jackets, cardigans), long sleeves and long trousers, socks and covered shoes, scarves (cover neck), caps/hats (cover head and ears), layering clothes (wearing multiple layers)Where to go/activities: stay indoors when very cold, close windows at night, use blankets when sleeping, play during warmer parts of day, exercise to keep warmOther care: protect from cold wind, dry body properly after bathing, avoid staying wet, seek warmth if shivering
5	MID-TERM ASSESSMENT/TEST	Sanitation knowledge comprehensive testHot weather care assessmentCold weather care evaluationHealth awareness in different conditionsPractical knowledge of caring for selfOral questions on health topics
6	MID-TERM BREAK	–
7	HAND WASHING: BENEFITS OF WASHING HANDS REGULARLY	Understanding hand washing: cleaning hands with soap and waterWhen to wash hands: before eating/cooking, after using toilet, after playing outside, after touching animals, after coughing/sneezing into hands, when hands look dirty, before and after treating woundsHow to wash hands properly: wet hands with clean water, apply soap, rub hands together (palms, back of hands, between fingers, under nails, wrists) for at least 20 seconds, rinse thoroughly with clean water, dry with clean towel or air dryBenefits of regular hand washing: kills germs and

		bacteria, prevents diseases (diarrhea, flu, cholera, typhoid, worms), stops spread of infections, keeps hands clean and healthy, prevents eye infections, protects from food poisoning Hand washing is one of the best ways to stay healthyUsing hand sanitizer when soap and water not available
8	DISEASE AND SICKNESS: MEANING AND EXAMPLES	Meaning of disease: illness or sickness that affects how body works, makes us feel unwellUnderstanding difference between disease (specific illness) and sickness (general feeling unwell)Examples of common diseases: Skin diseases – rashes, ringworm, scabies, eczema; Stomach diseases – diarrhea, cholera, dysentery, typhoid fever; Parasitic diseases – malaria (from mosquitoes), guinea worm (from contaminated water); Infectious diseases – measles, chicken pox, mumps, whooping cough, tuberculosis; Other diseases – headache, toothache, fever, cough, cold/catarrhSymptoms vary by disease: fever, pain, weakness, rashes, vomiting, diarrhea, coughUnderstanding diseases make us feel bad and need treatment
9	WATER-BORNE DISEASES	Understanding water-borne diseases: diseases caused by drinking dirty/contaminated water or contact with dirty waterCommon water-borne diseases: Cholera – severe diarrhea and vomiting, dehydration; Typhoid fever – high fever, stomach pain, headache; Dysentery – bloody diarrhea, stomach cramps; Diarrhea – frequent watery stool, stomach pain; Guinea worm – worm in body from drinking contaminated water; Hepatitis A – liver disease, yellow eyes and skinHow diseases spread: drinking dirty water, eating food washed with dirty water, not washing hands, swimming in contaminated waterSymptoms: diarrhea, vomiting, fever, stomach pain, weaknessPrevention: drink only clean/boiled water, wash hands with soap, keep water covered, use clean water for cooking, proper toilet useTreatment: see doctor immediately, drink plenty of

		safe water (ORS), take prescribed medicine
10	AIR-BORNE DISEASES & PREVENTION AND TREATMENT	Air-borne diseases: Understanding air-borne diseases: spread through air when sick person coughs, sneezes, or breathesCommon air-borne diseases: Common cold – runny nose, cough, sneezing; Influenza (flu) – fever, cough, body ache, headache; Tuberculosis (TB) – persistent cough, chest pain, weight loss; Measles – fever, rash, cough, red eyes; Chicken pox – fever, itchy spots/blisters; Whooping cough – severe coughing fits; Mumps – swollen cheeks and jawHow diseases spread: breathing same air as sick person, coughing/sneezing without covering mouth, close contact with sick person   Prevention and Treatment: Prevention: covering mouth when coughing/sneezing, washing hands frequently, avoiding close contact with sick people, keeping environment clean, good ventilation (fresh air), immunization/vaccination, eating healthy food (strong immune system), getting enough restTreatment: seeing doctor, taking prescribed medicine, resting, drinking plenty of fluids, eating nutritious food, staying away from others to prevent spread, completing medication course
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Sanitation comprehensive reviewHot and cold weather careHand washing importance and techniqueDiseases, water-borne and air-bornePrevention and treatment strategies   Year-Long Comprehensive Review: First Term: exercise, body care, teeth care, sleep, eating habitsSecond Term: waste disposal, composting, recycling, toilet hygiene, sanitationThird Term: weather care, hand washing, diseasesAll health habits and practicesMock examination exercisesReinforcing importance of good health habits
12	END OF YEAR	Third Term Assessment: – Sanitation knowledge test

	EXAMINATION	Weather care assessmentHand washing technique and benefitsDiseases identification testWater-borne and air-borne diseasesPrevention and treatment knowledge   Comprehensive Year Assessment: Personal hygiene and body careExercise and sleep importanceEating habits (good and bad)Waste management and environmental healthToilet hygiene and sanitationDisease prevention and health protectionOverall health consciousnessPractical health habits demonstrationComplete Nursery 3 health habits mastery
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	–

SOCIAL HABITS SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	MY RIGHTS: CHILDREN’S RIGHTS	Understanding rights: things every child deserves and should haveBasic children’s rights: right to life, right to education (go to school), right to healthcare (see doctor when sick), right to food and shelter, right to love and care from parents, right to play and rest, right to protection from harm and abuse, right to express opinions, right to name and identity, right to clean water and environmentUnderstanding rights come with responsibilitiesEveryone has same rights regardless of gender, tribe, or religionUnderstanding adults must respect and protect children’s rightsKnowing who to tell if rights are violated
2	CHILD ABUSE	Meaning of child abuse: when someone hurts or harms a child physically, emotionally, or in other waysUnderstanding abuse is wrong and harmfulTypes of people who might abuse: can be anyone – family members, strangers, neighbors, even other childrenUnderstanding abuse is never the child’s faultBasic understanding that abuse violates children’s rightsDifference between discipline and abuseUnderstanding children should feel safe at home, school, and everywhereKnowing abuse should be reported to trusted adults
3	FORMS OF CHILD ABUSE	Physical abuse: hitting, beating, burning, shaking, causing physical injuryEmotional/psychological abuse: constant shouting, threatening, making child feel worthless, calling bad namesNeglect: not providing food, clothes, shelter, medical care, education, loveSexual abuse: inappropriate touching or actions (age-appropriate explanation)Child labor: making children do dangerous or excessive work instead of going to school

		Bullying: repeated hurting by other childrenUnderstanding all forms of abuse are wrongRecognizing signs of abuse in self or othersUnderstanding difference between appropriate and inappropriate touch
4	PREVENTION OF CHILD ABUSE	How to protect yourself: knowing and using your name, knowing parents’ names and phone numbers, not going with strangers, not accepting gifts from strangers, telling trusted adults if someone makes you uncomfortable, saying “NO” to inappropriate touch, running away and shouting if in dangerSafe and unsafe touches: safe touches (handshake, pat on back, hug from family) vs unsafe touches (touching private parts, hurting touches)Private parts are private: only parents/doctors (with parent present) should see/touch for health reasonsTrusted adults: parents, teachers, school counselor, police, relatives you know wellUnderstanding it’s okay to tell even if someone says it’s a secretNo one should tell you to keep “bad secrets”Role-playing safety scenarios
5	MID-TERM ASSESSMENT/TEST	Children’s rights identification testUnderstanding of child abuse assessmentForms of abuse recognition testPrevention strategies evaluationSafety awareness assessmentOral questions on protection and rights
6	MID-TERM BREAK	–
7	STIGMATIZATION: MEANING AND EFFECTS	Meaning of stigmatization: treating someone badly or differently because of something about them (appearance, health condition, background, ability)Examples of stigmatization: making fun of children with disabilities, avoiding children with certain illnesses, treating orphans differently, rejecting children because of their tribe or religion, bullying children who look differentWhy people stigmatize: lack of understanding, fear, ignorance, prejudiceEffects of stigmatization on victims: sadness, loneliness, low self-esteem, feeling rejected, not wanting to go to school, anger, health problems from stress

		Understanding stigmatization is wrong and hurts peopleEveryone deserves respect regardless of differencesWe should be kind to everyone
8	EQUALITY AND FAIRNESS: MEANING AND IMPORTANCE	Meaning of fairness: treating everyone in the same right way, being justMeaning of equality: everyone having same rights, opportunities, and treatmentUnderstanding equality: boys and girls are equal, all children deserve same respect, no tribe or religion is better than another, children with disabilities have same rightsExamples of fairness: sharing equally, taking turns, following same rules for everyone, giving everyone chance to participateExamples of unfairness: favoritism, discrimination, giving some children more than others without reasonImportance of fairness and equality: makes everyone happy, creates peace, prevents conflicts, shows respect, follows God’s teaching, builds strong communityPracticing fairness in daily life: at home, school, and play
9	TRADITIONAL PRACTICES	Understanding traditional practices: customs, beliefs, and behaviors passed down from ancestors/eldersExamples of good traditional practices: greetings and respect for elders, traditional festivals and celebrations, traditional music and dances, traditional foods and recipes, traditional marriages and naming ceremonies, traditional crafts and arts, traditional medicine (some helpful remedies), communal living and helping neighborsImportance of preserving good traditions: connects us to our heritage, teaches values, maintains cultural identity, brings community togetherUnderstanding traditions vary by tribe, region, and religionRespecting different traditions while maintaining our own
10	HARMFUL TRADITIONAL	Harmful Traditional Practices: – Understanding some old practices are harmful and should stop

	PRACTICES	Examples of harmful practices: child marriage (children are too young to marry), female genital mutilation (FGM), preferring boys over girls, widowhood practices that harm women, denying girls education, child labor in name of traditionWhy these are harmful: hurt children, violate rights, cause health problems, prevent education and growthUnderstanding harmful practices should be stopped even if “traditional”Modern laws protect children from harmful practices
11	PUBLIC PLACES	Public Places: Understanding public places: areas used by everyone in communityExamples: markets, parks, hospitals, churches/mosques, bus stops, libraries, community centers, streetsThese places belong to everyoneImportance of respecting public spaces
12	END OF TERM EXAMINATION	Children’s rights comprehensive testChild abuse knowledge assessmentPrevention strategies testStigmatization understanding evaluationEquality and fairness assessmentTraditional practices testOverall social awareness evaluationSafety consciousness assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsSocial awareness celebrationAwards for kindness and fairnessHoliday safety tipsReminders about reporting abusePreview of second term topics

NURSERY 3 SOCIAL HABITS SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	GOOD BEHAVIOUR IN PUBLIC PLACES	– Importance of good behavior in public places: shows respect, makes places pleasant for everyone,

		shows good upbringing, represents family and school well Good behaviors in different public places: Markets – staying with adults, not touching everything, speaking politely; Parks – not littering, taking turns on equipment, not destroying plants; Churches/Mosques – being quiet, showing respect, following rules; Hospitals – being quiet, not running, showing care; Bus stops/vehicles – queuing properly, giving seats to elderly/pregnant women, not pushing; Streets – using pedestrian crossings, not littering, greeting people politelyGeneral good behaviors: saying please and thank you, not shouting, queuing properly, respecting others’ space, being clean and neat, helping others when possible
2	PEACE EDUCATION: HOW TO LIVE PEACEFULLY WITH OTHERS	Understanding peace: living together without fighting, violence, or conflictsHow to live peacefully: being kind and friendly, sharing with others, respecting differences (tribe, religion, culture), helping those in need, forgiving when someone wrongs you, using words instead of fighting, taking turns, listening to others, obeying rules and authority, controlling angerResolving conflicts peacefully: talking about problems, saying sorry when wrong, asking adults to help settle disputes, compromising (both sides giving a little)Reasons for living in peace: happiness for everyone, safety and security, better learning and growth, stronger friendships, good health (less stress), community development, showing love for GodUnderstanding peace starts with each person’s choices”Blessed are the peacemakers”
3	ENDURANCE AND TOLERANCE	Meaning of endurance: ability to bear difficult situations patiently without giving upMeaning of tolerance: accepting and respecting people who are different from us (different opinions, cultures, religions, appearances)Understanding tolerance is NOT accepting wrong behavior, but respecting differencesExamples of endurance: staying calm when

		provoked, completing difficult tasks, waiting patiently, bearing with others’ weaknesses Examples of tolerance: playing with children of all tribes, respecting different religions, accepting children with disabilities, listening to different opinionsHow endurance and tolerance lead to peaceful co- existence: fewer conflicts, better understanding, stronger relationships, united community, reduced violencePracticing endurance and tolerance daily
4	OUR NEIGHBOURS: MEANING AND PEACE WITH NEIGHBOURS	Meaning of neighbour: people living near us (next house, same street, same community)Understanding “neighbour” also means anyone near us or needing helpTypes of neighbours: those living in same compound, same street, same neighborhood, classmates at school, people we meet regularlyWhy we should be at peace with neighbours: we live close together, we see each other often, we may need help from each other, conflicts affect everyone, peace makes community better, God commands us to love our neighbors, emergency situations need cooperationHow to live peacefully with neighbours: greeting them respectfully, not making too much noise, respecting their property, being helpful, resolving conflicts quickly, not gossiping, celebrating together, sharing when possibleGood neighbor parable/story
5	MID-TERM ASSESSMENT/TEST	Public behavior knowledge testPeace education assessmentEndurance and tolerance understandingNeighborliness evaluationPractical scenarios testSocial skills observation
6	MID-TERM BREAK	–
7	EMOTIONS: MEANING, TYPES, AND REASONS	Meaning of emotions: feelings we experience, how we feel insideUnderstanding emotions are normal, everyone has themTypes of emotions: Positive emotions – happiness/joy, love, excitement, pride, gratitude,

		peace, hope; Negative emotions – sadness, anger, fear, worry, jealousy, loneliness, shame Reasons for different emotions: happy when good things happen (birthday, passed exam, made friends), sad when bad things happen (lost something, failed, someone died), angry when treated unfairly or frustrated, afraid when in danger or facing unknown, excited when anticipating something good, worried when facing problems or uncertaintyUnderstanding emotions change and don’t last foreverIt’s okay to have negative emotions but must express appropriatelyHealthy ways to express emotions: talking to trusted adults, crying when sad (not shameful), exercising, drawing, playingUnhealthy ways: hitting others, breaking things, hurting self
8	PERSONAL BEAUTIFICATION: HAIRSTYLING	Understanding personal beautification: making ourselves look neat, clean, and attractiveImportance of neat appearance: shows self- respect, makes good impression, shows disciplineTypes of hairdo for girls: ponytails, braids (single, double, multiple), cornrows, twists, buns, afro puff, weaving (with extensions), loose hair (combed neatly), decorated with ribbons/clipsTypes of haircut for boys: low cut, high cut, skin cut, crew cut, fade, natural afro (shaped), shaped designsHair care: washing regularly, combing daily, oiling/moisturizing, keeping neat and tidy, appropriate styles for school vs special occasionsUnderstanding hairstyles vary by cultureSchool usually requires simple, neat hairstylesBeauty is not just outward appearance but also character
9	STATES AND THEIR CAPITALS	Understanding Nigeria has 36 states plus Federal Capital Territory (FCT)States and capitals (by geopolitical zones): South-West: Lagos-Ikeja, Ogun-Abeokuta, Oyo- Ibadan, Osun-Oshogbo, Ondo-Akure, Ekiti-Ado- Ekiti South-East: Abia-Umuahia, Anambra-Awka, Ebonyi-Abakaliki, Enugu-Enugu, Imo-Owerri

		South-South: Akwa Ibom-Uyo, Bayelsa-Yenagoa, Cross River-Calabar, Delta-Asaba, Edo-Benin City, Rivers-Port Harcourt North-Central: Benue-Makurdi, Kogi-Lokoja, Kwara-Ilorin, Nasarawa-Lafia, Niger-Minna, Plateau-Jos, FCT-Abuja North-East: Adamawa-Yola, Bauchi-Bauchi, Borno-Maiduguri, Gombe-Gombe, Taraba-Jalingo, Yobe-Damaturu North-West: Jigawa-Dutse, Kaduna-Kaduna, Kano-Kano, Katsina-Katsina, Kebbi-Birnin Kebbi, Sokoto-Sokoto, Zamfara-Gusau Federal Capital Territory: AbujaUnderstanding capital cities are centers of governmentMap of Nigeria showing states
10	STATE LEADERS	State Leaders: Understanding each state has leaders who governState Governor: chief executive of state, makes laws with State House of AssemblyDeputy Governor: assists governorState House of Assembly: makes laws for stateLocal Government Chairmen: lead local government areasTraditional rulers in states: Obas, Emirs, Chiefs
11	NIGERIA, MY COUNTRY	Nigeria, My Country: Identification of Nigeria: our country, in West Africa, most populous African countryNational symbols: flag (green-white-green), coat of arms, national anthem, pledgeDescription of Coat of Arms: black shield, two white horses, eagle on top, red flowers, Y-shaped band (rivers Niger and Benue)Motto: “Unity and Faith, Peace and Progress”Understanding coat of arms represents our nationPride in being Nigerian
12	END OF TERM EXAMINATION	Public behavior testPeace and tolerance assessmentEmotions knowledge testPersonal grooming evaluationStates and capitals comprehensive testState leaders identificationNigeria knowledge assessmentOverall social studies evaluation

13

CLOSING & END OF TERM ACTIVITIES

Return of examination scriptsDistribution of report cardsSocial studies excellence celebrationAwards for peacemaking and good citizenshipNigerian culture appreciation dayPreview of third term topicsHoliday activities and tips

NURSERY 3 SOCIAL HABITS SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	PARENTAL CARE: MEANING AND FORMS	Meaning of parental care: love, protection, guidance, and provision that parents/guardians give to childrenUnderstanding parental care is essential for children’s developmentForms of parental care: Physical care – providing food, shelter, clothes, medical care; Emotional care – showing love, affection, encouragement, spending time together; Educational care – sending to school, helping with homework, providing school needs; Spiritual care – teaching about God, praying for children, taking to religious services; Social careteaching good behavior, manners, how to relate with others; Protection – keeping children safe from harm, abuse, danger; Discipline – correcting wrong behavior with love, teaching right from wrong; Financial provision – providing money for needsDifferent caregivers: parents, grandparents, foster parents, adoptive parents, guardians
2	PARENTAL CARE: REASONS CHILDREN NEED IT & CAUSES OF LACK	Reasons children need parental care: children cannot care for themselves, need guidance to grow properly, need love for emotional health, need protection from danger, need education for future, need spiritual guidance, need socialization skills, develop better with parental careWhat happens without parental care: poor health and nutrition, emotional problems, involvement in crime, dropping out of school, exploitation and abuse, low self-esteem, difficulty relating with othersCauses of lack of parental care: death of parent(s), parents working far away, poverty (parents too busy working), parental neglect/irresponsibility, divorce/separation of parents, parental illness, parental addiction (drugs/alcohol), imprisonment of parents, parents not knowing importance of care

		Understanding some children lack proper care through no fault of their ownCommunity and government should help such children
3	VIOLENCE: PHYSICAL VIOLENCE AGAINST CHILDREN	Meaning of violence: use of force to harm or hurt someoneMeaning of physical violence against children: hurting children’s bodies through beating, hitting, slapping, kicking, pushing, burning, etc.Forms of physical violence: excessive corporal punishment, beating with dangerous objects, slapping faces, burning with hot objects, pushing down stairs, shaking babies/small children, denying food as punishment, locking in dark rooms, tying up childrenUnderstanding discipline ≠ violence: appropriate discipline is correction with love, doesn’t cause injury or traumaEffects of physical violence: physical injuries (bruises, broken bones, burns), pain and suffering, fear and trauma, health problems, poor school performance, aggressive behavior, low self-esteem, running away from home, death (in extreme cases)Violence is wrong and illegalChildren should report physical violence to trusted adults
4	VIOLENCE: MENTAL/EMOTIONAL VIOLENCE AGAINST CHILDREN	Meaning of mental/emotional violence: hurting children’s feelings, mind, and emotions through words or actionsForms of mental violence: constant shouting and yelling, calling children bad names (stupid, useless, worthless), comparing unfavorably with others, threatening to abandon or kill, showing no love or affection, ignoring children’s needs, excessive criticism, ridiculing in public, making children feel unwanted, blaming children for adult problems, exposing to scary situations deliberatelyEffects of mental violence: low self-esteem, depression and sadness, anxiety and fear, difficulty trusting others, poor academic performance, social withdrawal, behavioral problems, anger issues, difficulty forming relationships, long-term psychological damage

		Understanding words can hurt as much as physical violenceSome effects last into adulthoodChildren deserve encouragement and loveReporting emotional abuse
5	MID-TERM ASSESSMENT/TEST	Parental care knowledge testUnderstanding of violence assessmentEffects of violence evaluationChild protection awareness testIdentifying forms of abuseSafety and reporting mechanisms
6	MID-TERM BREAK	–
7	ORPHANS AND VULNERABLE CHILDREN	Understanding orphans: children who have lost one or both parentsTypes of orphans: paternal orphan (lost father), maternal orphan (lost mother), double orphan (lost both parents)Understanding vulnerable children: children at high risk of abuse, neglect, or exploitationWho are vulnerable children: orphans, children with sick parents, street children, children with disabilities, children in extreme poverty, refugee children, abandoned children, children living with elderly caregiversChallenges faced: lack of basic needs, no education, exploitation, abuse, discrimination, emotional trauma, lack of guidanceHow to help: showing kindness, not discriminating, government support programs, orphanages, adoption/foster care, community support, NGO interventions, sponsorship programsUnderstanding orphans and vulnerable children deserve same rights and opportunitiesBeing kind to vulnerable children in school and community
8	CHILDREN WITH SPECIAL NEEDS	Understanding children with special needs: children with physical, mental, or developmental challenges that require extra supportTypes of special needs: Visually impaired – cannot see well or at all, may use white canes, braille, guide dogs; Hearing impaired – cannot

		hear well or at all, may use hearing aids, sign language; Physically handicapped – difficulty moving, may use wheelchairs, crutches, prosthetic limbs; Autistic children – difficulty with communication and social interaction, may have repetitive behaviors; Learning disabilities – difficulty learning like other children; Speech impairment – difficulty speaking clearly Understanding these children are still valuable and capableHow to treat children with special needs: with respect and kindness, not mocking or staring, offering help when needed, including them in activities, not using hurtful words (e.g., “blind,” “cripple” as insults), being patient, treating as equalsSpecial schools and inclusive educationMany successful people have disabilities
9	CARE FOR SICK PEOPLE	Identification of sick people: showing symptoms (fever, coughing, weakness, pain), lying down often, not eating well, looking pale or tired, vomiting, having rashes, moving slowlyUnderstanding sickness is temporary, person will get betterHow to care for sick people: Practical care – helping them rest, getting them water or food, fetching their medicine (with adult supervision), keeping environment quiet, opening windows for fresh air; Emotional care – showing love and concern, visiting them, talking to them, praying for them, not complaining about them, being patient; Hygiene – washing hands before and after helping, not sharing eating utensils, covering mouth when near sick person; Getting help – telling adults if person gets worse, calling doctor if emergency, helping sick person to clinic/hospitalWhat NOT to do: disturbing their rest, making noise, giving them wrong medicine, being impatientUnderstanding caring for sick people shows compassion
10	CARE AND RESPECT FOR OLD PEOPLE	– Identification of old people: elderly, aged, senior citizens, grandparents, great-grandparents

		Physical signs: gray/white hair, wrinkled skin, walking slowly, may use walking sticks, may have difficulty seeing/hearingUnderstanding old people were once young and strong, deserve respect for their yearsWhy respect old people: they have wisdom and experience, they cared for others when young, African culture values elders, religious teachings command respect, they are vulnerable and need help, they are blessings to familiesHow to respect and care for old people: greeting them properly (kneeling/prostrating in some cultures), listening to their advice, speaking politely, not shouting at them, helping with tasks (carrying loads, fetching water), giving them seats, visiting them, not mocking their weakness, being patient, obeying them, protecting them from harmOld people’s homes for those without family careUnderstanding: “Honor your father and mother that your days may be long”
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Parental care comprehensive reviewViolence against children (physical and mental)Vulnerable children and orphansChildren with special needsCare for sick and old people   Year-Long Comprehensive Review: First Term: rights, abuse, stigmatization, equality, traditionsSecond Term: public behavior, peace, neighbors, emotions, NigeriaThird Term: all topics coveredComplete social habits and citizenship educationMock examination exercisesPractical scenarios and role-playing
12	END OF YEAR EXAMINATION	Third Term Assessment: Parental care testViolence understanding and effectsVulnerable children knowledgeSpecial needs awarenessCare for sick and elderly assessment

		Comprehensive Year Assessment: Children’s rights and protectionPeace and toleranceNigerian citizenshipCompassion and caregivingSocial responsibilityOverall Nursery 3 social habits masteryCharacter and values assessmentCommunity awareness evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	–

CIVIC EDUCATION SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	GENDER ISSUES: IDENTIFICATION OF SELF AS MALE OR FEMALE	Understanding gender: male (boy/man) and female (girl/woman)Identifying self: “I am a boy” or “I am a girl”Physical differences (age-appropriate): boys and girls have different body partsUnderstanding both genders are equally important and valuableBoys can become fathers/men, girls can become mothers/womenUnderstanding gender from birth, not a choiceRespecting both gendersUnderstanding everyone deserves respect regardless of gender
2	GENDER ISSUES: EQUALITY OF GENDERS	Understanding boys and girls are equal in value and importanceBoth genders can do most things: go to school, play, learn, work, leadNo job or activity is only for boys or only for girlsGirls can be doctors, pilots, leaders; boys can be nurses, teachers, cooksBoth should have same opportunities and rightsUnderstanding gender stereotypes are wrong: “boys don’t cry,” “girls can’t play football”Respecting and treating both genders fairlyUnderstanding God created both male and female in His image
3	GENDER ISSUES IN GAMES AND PLAYS: MALE AND FEMALE CHILDREN PLAYING TOGETHER	Understanding boys and girls can and should play togetherGames for everyone: football, hide and seek, tag, skipping, dancing, singingNo game is only for boys or only for girlsBenefits of playing together: making more friends, learning from each other, developing social skills, having more fun, breaking stereotypes, learning teamworkPlaying fairly with everyone regardless of genderIncluding everyone in games

		Not bullying or excluding based on genderUnderstanding cooperation between genders is important
4	FOLK TALES FOR MALE AND FEMALE: MEANING AND IMPORTANCE	Meaning of folk tales: traditional stories passed down from ancestors, usually with moral lessonsUnderstanding folk tales are for everyone: boys and girls, men and womenExamples of Nigerian folk tales: Tortoise and his cunning ways, Why the Sky is Far Away, The Greedy Lion, Anansi the Spider storiesFolk tales featuring both male and female charactersImportance of folk tales: teach moral lessons (honesty, kindness, wisdom), preserve culture and traditions, entertain and educate, teach consequences of actions, connect us to our heritage, teach values to childrenLearning from characters regardless of their genderUnderstanding folk tales teach everyone important lessons
5	MID-TERM ASSESSMENT/TEST	Gender identification testGender equality understanding assessmentInclusive play knowledge testFolk tales understanding evaluationMoral lessons from stories testOral questions on gender and culture
6	MID-TERM BREAK	–
7	LOVE FOR ONE’S COUNTRY (NIGERIA)	Understanding what it means to love your country: feeling proud, caring about it, wanting it to be betterHow to love Nigeria: respecting national symbols (flag, anthem, coat of arms), obeying laws and rules, keeping environment clean, not littering, paying attention in school (education builds the nation), respecting leaders and elders, being peaceful and not fighting, helping others in community, not destroying public property, speaking well of Nigeria, learning about Nigerian culture and historyUnderstanding patriotism: love and devotion to one’s country

		Nigeria is our home, we must care for itUnderstanding we are all Nigerians regardless of tribe or religion”Unity and Faith, Peace and Progress”
8	NATIONAL COLOURS & NATIONAL SONG (ANTHEM)	National Colours: Official colours of Nigeria: Green and WhiteDescription of Nigerian flag: two green stripes on sides, one white stripe in middle (vertical stripes)Meaning of colours: Green represents agriculture/forests (rich land), White represents peace and unityWhen flag is displayed: government buildings, schools, national events, Independence Day, international eventsRespecting the flag: standing when raised, not tearing or destroying   National Song: Nigeria National Anthem (first verse): “Arise, O compatriots, Nigeria’s call obey To serve our fatherland, With love and strength and faith The labour of our heroes past, Shall never be in vain To serve with heart and might, One nation bound in freedom, peace and unity” When anthem is sung: national events, school assembly, competitionsStanding at attention during anthemUnderstanding anthem’s message: serve Nigeria, unity, freedom
9	RESPONSIBILITIES AS CHILDREN: THINGS WE MUST DO	Understanding responsibilities: duties, things we should doChildren’s responsibilities: obeying parents and teachers, doing homework and schoolwork, helping with house chores (age-appropriate), keeping self and environment clean, being honest and truthful, respecting elders and peers, taking care of belongings, eating healthy food, sleeping early, going to school regularly, playing safely, reporting danger to adults, being kind to others, following rulesUnderstanding responsibilities prepare us for adulthood

		Everyone has responsibilities regardless of ageDoing responsibilities without being forcedUnderstanding rights come with responsibilities
10	CHILDREN’S RIGHTS & BASIC AMENITIES	Children’s Rights: Review of rights from Social Habits: education, healthcare, food, shelter, protection, love, play, name/identity, expressionUnderstanding rights are what we deserveAdults must protect children’s rightsBalance between rights and responsibilities   Basic Amenities: Understanding basic amenities: essential services and facilities needed for comfortable livingExamples: clean water, electricity, good roads, schools, hospitals/clinics, toilets, drainage systems, waste disposal, security, recreational facilities (parks, playgrounds)Importance: make life easier, keep us healthy, help development, improve quality of lifeGovernment’s responsibility to provide amenitiesCitizens should not destroy public amenitiesUsing amenities properly and responsibly
11	REVISION OF FIRST TERM WORK	Gender issues comprehensive reviewGender equality and inclusive playFolk tales and their importanceLove for Nigeria and patriotismNational colours, flag, and anthemChildren’s responsibilitiesChildren’s rightsBasic amenities understandingMock examination exercisesSinging national anthem practice
12	END OF TERM EXAMINATION	Gender identification and equality testInclusive play assessmentFolk tales importance evaluationPatriotism and love for Nigeria testNational symbols knowledge (flag, anthem)Children’s responsibilities comprehensive testRights and amenities assessment

		– Overall civic awareness evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsCivic education celebrationPatriotic songs and activitiesAwards for good citizenshipHoliday civic tipsPreview of second term topics

NURSERY 3 CIVIC EDUCATION SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	REVIEW OF RESPONSIBILITIES	Comprehensive review of responsibilities from first termUnderstanding responsibilities in different places: home, school, community, religious placesImportance of fulfilling responsibilitiesUnderstanding responsibilities show maturity and characterLinking rights and responsibilitiesPreparing for specific responsibilities in different contexts
2	RESPONSIBILITIES AT HOME: THINGS CHILDREN SHOULD DO	Understanding home responsibilities help family function wellChildren’s responsibilities at home: keeping room tidy, making bed after waking, putting away toys after play, helping set table for meals, helping clear table after eating, simple cleaning (sweeping with supervision), feeding pets (if any), putting dirty clothes in laundry basket, not wasting water/electricity, obeying parents, respecting siblings, doing homework, going to bed on time, taking care of younger siblings, running small errandsUnderstanding home chores teach life skillsDoing tasks without complainingHelping makes parents’ work easierBuilding responsibility from young age
3	RESPONSIBILITIES IN SCHOOL: THINGS CHILDREN SHOULD DO	School responsibilities: arriving on time (punctuality), wearing proper uniform, bringing required materials (books, pencils), paying attention in class, doing classwork and homework, respecting teachers and classmates, following school rules, keeping classroom clean, returning borrowed items, taking care of school property, participating in activities, staying in designated areas, lining up properly, asking questions when don’t understand, helping classmates when appropriate, reporting problems to teachersUnderstanding school is for learningGood behavior helps everyone learn better

		– School responsibilities prepare for future success
4	RESPONSIBILITIES IN RELIGIOUS PLACES: CARE FOR PERSONAL BELONGINGS	Understanding religious places: churches, mosques, templesGeneral responsibilities: arriving on time, dressing appropriately, being quiet and respectful, listening to teachings, participating in prayers/songs, following rules of worship place, greeting elders respectfully, not playing or running insideHow to take care of personal belongings at places of worship: keeping shoes/slippers together, holding onto bags properly, not leaving items scattered, keeping religious books (Bible, Quran) clean and respectful, putting belongings in designated places, not losing items, asking adults for help if can’t find something, respecting others’ belongingsUnderstanding religious places are sacred, deserve respectBeing responsible even in religious settings
5	MID-TERM ASSESSMENT/TEST	Home responsibilities testSchool responsibilities assessmentReligious place behavior evaluationPersonal belongings care testUnderstanding of responsibilities in different contextsPractical scenarios assessment
6	MID-TERM BREAK	–
7	REWARDS AND CONSEQUENCES & GOVERNMENT PROPERTY	Rewards and Consequences: Rewards of performing responsibilities: praise and appreciation from parents/teachers, good grades in school, privileges (extra playtime, treats), developing good character, building self- confidence, learning life skills, respect from others, sense of achievement, preparing for adult lifeConsequences of not performing responsibilities: punishment or discipline, poor grades, loss of privileges, disappointment from parents/teachers, poor character development, difficulty in life, others won’t trust you, becoming irresponsible adult   Government Property to Take Care Of:

		Understanding government property belongs to all citizensExamples: school buildings and furniture, hospitals and equipment, roads and bridges, street lights, public parks, water fountains, public toilets, government vehicles, traffic lightsHow to care for them: not destroying, not writing on walls, not littering, using properly, reporting damageConsequences of destroying: everyone suffers, government spends money to repair instead of building new things
8	GOOD BEHAVIOUR: PUNCTUALITY	Meaning of punctuality: arriving early or on time for activities/appointmentsUnderstanding punctuality means not being lateExamples of punctuality: arriving at school before bell rings, being ready for lessons on time, finishing work within given time, attending events at scheduled timeImportance of punctuality: shows respect for others’ time, shows discipline and responsibility, prevents missing important information, shows good character, builds trust, prevents punishment, allows proper planning, professional behavior even as child, “time is precious”How to be punctual: preparing things night before, waking up early, not wasting time, being organized, leaving early enoughUnderstanding “punctuality is the soul of business”
9	GOOD BEHAVIOUR: OBEDIENCE	Meaning of obedience: doing what we are told by authority (parents, teachers, elders) without arguing or delayUnderstanding obedience is not slavery but respect for authorityWho to obey: parents, teachers, school authorities, elders, police, government rules/laws, God’s commandmentsImportance of obedience: keeps us safe from danger, helps us learn, shows respect, brings blessings, prevents punishment, builds trust, develops good character, makes life easier, brings peace, “obedience is better than sacrifice”When not to obey: if asked to do something wrong, harmful, or immoral (should tell trusted

		adult) – Understanding obedience to God is most important
10	GOOD BEHAVIOUR: RESPECT & SELF- CONTROL	Respect: Meaning of respect: showing honor, consideration, and good manners to othersWho deserves respect: everyone – elders, parents, teachers, peers, younger ones, authority figures, people of all tribes/religionsHow to show respect: proper greetings, using polite words, listening when others speak, not interrupting, obeying instructions, not mocking or insulting, respecting property, helping othersImportance: maintains peace, shows good upbringing, earns respect in return, builds relationships, shows maturity   Self-Control: Meaning: ability to control own emotions, actions, and desiresExamples: not fighting when angry, not taking others’ things even when you want them, waiting your turn, not eating too much candy, stopping play when told, controlling temperImportance: prevents problems, shows maturity, earns trust, keeps us out of trouble, helps make good decisions
11	REVISION OF SECOND TERM WORK	All responsibilities review (home, school, religious places)Rewards and consequences understandingGovernment property careGood behavior traits: punctuality, obedience, respect, self-controlImportance of each traitPractical examples and scenariosMock examination exercises
12	END OF TERM EXAMINATION	Responsibilities comprehensive test (all contexts)Rewards and consequences assessmentGovernment property knowledgePunctuality understanding testObedience evaluationRespect and self-control assessmentGood behavior traits comprehensive test

		– Overall civic character evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsGood character celebrationAwards for punctuality, obedience, respectCharacter development recognitionHoliday behavior remindersPreview of third term topics

NURSERY 3 CIVIC EDUCATION SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	ORDERLINESS AT HOME	Meaning of orderliness: keeping things organized, neat, and in their proper places; doing things in proper sequenceOrderliness at home: keeping room tidy, arranging toys and books properly, putting clothes in wardrobe/drawer, shoes in shoe rack, keeping bed neat, helping keep house clean, putting things back after use, not scattering items around, washing dishes orderly (if helping), eating meals at proper times, following bedtime routine, organizing schoolworkImportance: easy to find things, prevents accidents (tripping), shows discipline, makes home beautiful, reduces stress, shows respect for family, saves time, develops good habitsUnderstanding “cleanliness is next to godliness”Orderliness is everyone’s responsibility
2	ORDERLINESS AT SCHOOL	Orderliness at school: arranging desk and books neatly, lining up properly, entering/leaving classroom orderly, keeping classroom clean, putting away learning materials after use, organizing school bag, turning in work on time, raising hand before speaking, taking turns, following instructions in sequence, putting waste in bins, keeping locker organized, wearing uniform properlyImportance: enhances learning, prevents confusion, shows discipline, maintains safety, creates pleasant environment, shows respect for teachers and classmates, develops organizational skillsClass prefects help maintain orderlinessEveryone must cooperate for orderly school
3	ORDERLINESS IN THE COMMUNITY	Understanding community: neighborhood, village, town where we liveOrderliness in community: keeping streets clean, not littering, proper waste disposal, queuing at bus stops/shops, obeying traffic rules (as pedestrians), respecting public property, parking in designated areas (for adults), organized markets, peaceful

		behavior, respecting community rules, participating in community cleanup, organized events and programs Importance: beautiful environment, prevents diseases, makes community pleasant, attracts development, shows civilization, maintains peace, reflects well on residentsEveryone’s role in community orderlinessUnderstanding orderly community prospers
4	HONESTY AT HOME: HOW TO SHOW HONESTY	Review of honesty meaning: always telling truth, not lying, cheating, or stealingHow to show honesty at home: telling truth always even when afraid of punishment, admitting mistakes, not blaming siblings for what you did, not stealing from parents or siblings, not taking money without permission, returning things borrowed, keeping promises, not hiding bad behavior, saying where you’re going, honest about homework (did it or not), not exaggerating storiesBenefits at home: parents trust you, peace in family, good example to siblings, clear conscience, builds character, earns privileges, maintains harmonyUnderstanding honesty starts at home
5	MID-TERM ASSESSMENT/TEST	Orderliness understanding test (home, school, community)Honesty at home assessmentPractical scenarios evaluationCharacter traits demonstrationValues understanding test
6	MID-TERM BREAK	–
7	HONESTY AT SCHOOL & IN THE COMMUNITY	Honesty at School: How to show: not cheating in tests/exams, doing own work, admitting when you don’t understand, returning borrowed items, not lying to teachers, honest about attendance, not stealing classmates’ things, admitting mistakes, honest in group work, giving credit where dueBenefits: good grades reflect real ability, teachers trust you, good reputation, clear conscience, real learning happens   Honesty in Community:

		How to show: returning found items to owner or authority, not stealing from neighbors/shops, telling truth about what you saw, honest in business dealings (even as child buying things), admitting fault when damage something, keeping promises to friendsAdvantages of honesty: people trust you, good reputation, peace of mind, attracts blessings, earns respect, stays out of trouble, develops integrity, “honesty is the best policy,” God rewards honesty
8	COOPERATION AT HOME	Meaning of cooperation: working together toward common goal, helping each otherCooperation at home: helping parents with chores, assisting siblings, working together to keep house clean, sharing responsibilities, helping each other with homework, caring for younger siblings together, supporting each other, participating in family activities, resolving conflicts peacefully, team effort in family projectsBenefits: work gets done faster and easier, stronger family bonds, pleasant home atmosphere, everyone feels valued, develops teamwork skills, shows love, shares burden, teaches giving and receiving helpUnderstanding family is first team we belong to”Two heads are better than one”
9	COOPERATION IN SCHOOL	Cooperation in school: working well in group projects, helping struggling classmates (not cheating), sharing learning materials, taking turns, following class rules together, participating in class activities, helping keep classroom clean together, cooperating with teachers, group games and sports, respecting each other, collective responsibility for class behavior, supporting classmates, school teamwork activitiesBenefits: better learning outcomes, pleasant classroom, fewer conflicts, develops social skills, achieves more together, builds friendships, makes learning fun, everyone succeedsUnderstanding “unity is strength”Cooperation is key to school success
10	COOPERATION IN THE COMMUNITY & IMPORTANCE OF	Cooperation in Community: – How to cooperate: participating in community cleanup, helping neighbors when needed,

	COOPERATION	community events and programs, youth organizations, respecting community leaders, collective security awareness, environmental care together, sharing community resources fairly, peaceful coexistence, supporting community development Examples: “Age grade” systems, community work days, collective farming (in villages), neighborhood watch   Importance of Cooperation: Achieves goals no one can achieve alone, makes work easier and faster, builds unity and peace, develops relationships, shares skills and knowledge, multiplies success, reduces conflicts, promotes development, creates supportive environment, reflects ubuntu philosophy (“I am because we are”), biblical principle: “Can two walk together except they agree?”Understanding cooperation is essential for human survival and progress
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Orderliness (home, school, community)Honesty (home, school, community)Cooperation (home, school, community)Importance of all values   Year-Long Comprehensive Review: First Term: gender equality, patriotism, national symbols, responsibilities, rightsSecond Term: specific responsibilities, good behavior (punctuality, obedience, respect, self- control)Third Term: orderliness, honesty, cooperationComplete civic values and characterNigerian citizenshipMock examination exercises
12	END OF YEAR EXAMINATION	Third Term Assessment: Orderliness comprehensive testHonesty understanding and applicationCooperation knowledge and practiceValues demonstration   Comprehensive Year Assessment: Gender and equality issues

		National identity and patriotismNational symbols (flag, anthem, colours)Children’s rights and responsibilitiesGood behavior traits (punctuality, obedience, respect, self-control)Orderliness in all contextsHonesty in all settingsCooperation everywhereOverall civic education masteryCharacter and citizenship assessmentValues integration evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	–

PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	EXERCISES AND GAMES: IMPORTANCE	Understanding what exercise means: physical activities that make our body move and workUnderstanding what games are: organized activities with rules, usually for fun and competitionImportance of exercises and games: keeps body strong and healthy, helps us grow properly, develops muscles and bones, improves flexibility and balance, gives us energy, helps heart and lungs work better, prevents obesity (being overweight), makes us happy and reduces stress, helps us sleep better, teaches discipline and focus, develops social skills through team games, improves coordination, builds confidenceUnderstanding regular physical activity is essential for childrenExercise should be fun, not punishment
2	GAMES: BASIC GAMES	Introduction to simple competitive gamesEgg and Spoon Race: balancing object (often bean bag or small ball) on spoon while racing, teaches balance and control, can’t let object fallSack Race: jumping in sack/bag to finish line, teaches coordination and leg strength, fun competitive activityBlindfold and Fill a Basket: blindfolded player tries to pick up objects and put in basket (with guidance from teammates), teaches trust, listening skills, spatial awarenessOther games: three-legged race (two people’s legs tied together), musical chairs, freeze dance, obstacle courseUnderstanding rules of each gameFair play and sportsmanshipTaking turns and encouraging others
3	BODY EXERCISE: STRETCHING, BENDING, RAISING ARMS AND LEGS, SKIPPING	Stretching exercises: reaching for sky (arms up), touching toes, side stretches, neck rolls, arm circles, ankle rotationsImportance of stretching: warms up muscles, prevents injuries, increases flexibilityBending exercises: bending forward, backward

		(carefully), side bends, knee bends (squats) Raising arms and legs: arm raises (front, side, up), leg raises (marching, side leg lifts, back leg lifts), developing strength and controlSkipping: jumping with rope (forward, backward), jumping without rope, counting skipsBenefits: improves coordination, cardiovascular fitness, leg strengthProper form and safety in all exercises
4	BODY EXERCISE: LEAPING AND HOPPING	Leaping: big jumps from one foot to the other foot, covering distance, arm movements while leaping, leaping over small obstacles (lines, cones), leaping in different directions (forward, sideways)Benefits: develops leg power, improves coordination, builds confidenceHopping: jumping on one foot repeatedly, hopping on right foot, hopping on left foot, hopping forward and backward, hopping in place, counting hopsBenefits: strengthens individual legs, improves balance, develops controlGames incorporating leaping and hoppingUnderstanding difference between hopping (one foot) and jumping (two feet)Safety: using appropriate space, not hopping on slippery surfaces
5	MID-TERM ASSESSMENT/TEST	Practical demonstration of exercises learnedStretching and bending assessmentLeaping and hopping skills evaluationParticipation in basic gamesFollowing instructions assessmentCoordination and control observationSportsmanship and fair play evaluation
6	MID-TERM BREAK	–
7	BODY CONDITIONING AND BALANCING	Understanding body conditioning: exercises that improve overall body fitness and controlUnderstanding balance: staying steady without fallingStanding on one leg: balancing on right leg, balancing on left leg, holding position for increasing durations, eyes open then eyes closed (more difficult), arms out for balance

		Benefits: develops balance, strengthens stabilizer muscles, improves focus and concentrationDancing and Freezing Game: dancing to music, freezing in position when music stops, holding freeze position (tests balance), creative movement, following rhythmBenefits: improves balance, develops musicality, teaches body control, enhances listening skillsOther balancing activities: walking on line, standing on tiptoes, balance beam (low and safe)
8	SIMPLE MOVEMENT OF PARTS OF THE BODY	Tambourine movement: moving to tambourine rhythms, fast movements when tambourine plays quickly, slow movements for slow rhythms, freezing when tambourine stops, different body parts moving to beats, coordinating movement with soundBasic movements: Walking (normal, fast, slow, on tiptoes, on heels, backward), Jogging (light running in place or moving), Running (faster pace, proper form – arms pumping, knees lifting), Bending (at waist, knees, various directions), Turning and spinning, Jumping, CrawlingUnderstanding fundamental movement patternsMoving different body parts: arms, legs, head, trunkCoordinating movementsFollowing instructions for different movementsMoving safely in shared space
9	MANIPULATIVE MOVEMENTS: THROWING AND CATCHING	Meaning of manipulative movements: controlling and moving objects using body partsUnderstanding manipulative skills are essential for sportsThrowing: underhand throw, overhand throw, throwing at targets, throwing for distance, proper throwing form (step and throw), using different objects (bean bags, balls – soft)Catching: catching with two hands, catching balls at different heights, catching thrown bean bags, hand-eye coordination, ready position (hands out), watching the objectPartner activities: throwing and catching with partner, gradually increasing distance, games like “catch”Safety: using soft objects, awareness of

		surroundings, not throwing at people’s faces
10	NEURO MUSCULAR SKILLS: DANCING	Neuro Muscular Skills: Meaning: coordination between nervous system (brain) and muscles to produce movementDancing: moving body to music/rhythm, simple dance steps, following dance routines, creative movement, cultural dances (simple), coordination of arms and legs, rhythm and timingBenefits: improves coordination, develops rhythm, enhances creativity, fun exercise, cultural appreciation
11	MANIPULATIVE MOVEMENT: SOMERSAULTING	Somersaulting: Introduction to forward roll/somersault (with proper supervision and equipment)Safety is CRITICAL: only on proper mats, adult supervision always, proper technique taughtTucking chin, rolling forward smoothly, using hands for supportSome children may not be ready – that’s okayAlternative: log rolls (rolling sideways)Building confidence graduallyMock practical assessment
12	END OF TERM EXAMINATION	Comprehensive practical examinationExercise demonstrations: stretching, bending, leaping, hoppingBalance skills assessmentMovement patterns testThrowing and catching evaluationParticipation in basic gamesDancing/rhythm coordinationShort race participationFollowing instructionsOverall physical fitness observationSportsmanship and attitude evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsPhysical education achievements celebrationAwards for athletic excellence, most improved, best sportsmanshipFun physical activities and games dayHoliday exercise tips and activitiesEncouragement for active holidays

– Preview of second term activities

NURSERY 3 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	DEVELOPMENT THROUGH SPORT ACTIVITIES: PHYSICAL DEVELOPMENT	Understanding how sports and physical activities help our bodies developElements of physical development through sports:Flexibility: ability to bend and stretch easily, improved through stretching exercisesAgility: ability to move quickly and change directions easily, developed through games and drillsBalance: staying steady without falling, improved through balance exercisesCoordination: using different body parts together smoothly, developed through various activitiesReaction: responding quickly to signals/situations, improved through gamesSpeed: how fast we move, developed through running activitiesStrength: how strong muscles are, developed through exerciseUnderstanding regular sports/exercise develops all these elementsAge-appropriate development expectations
2	DEVELOPMENT	Understanding sports and games affect how we feel (emotions)Elements of emotional development through sports:Positive emotions: Zeal/enthusiasm (eagerness to play and try), Excitement (happiness about activity), Contentment (satisfaction with participation), Joy (happiness from playing), Confidence (believing in abilities), Pride (in achievements)Negative emotions (and how to manage): Anxiety (nervousness – overcome through practice), Apathy (lack of interest – find enjoyable activities), Anger (frustration – learn self-control), Boredom (not interested – try variety), Hostility (aggression – learn peaceful competition), Disappointment (when losing – learn good
	THROUGH SPORT
	ACTIVITIES:
	EMOTIONAL
	DEVELOPMENT

		sportsmanship) Learning to manage emotions through sportsUnderstanding winning and losing are both part of gamesBuilding emotional resilience through physical activities
3	DEVELOPMENT THROUGH SPORT ACTIVITIES: SOCIAL DEVELOPMENT	Understanding sports help us learn to interact with othersElements of social development through sports:Cooperation: working together with team members, helping each otherTeamwork: playing together toward common goal, understanding everyone’s roleTolerance: accepting others’ mistakes, being patient with different skill levelsFriendliness: being kind to teammates and opponents, making friends through sportsFairness: playing by rules, not cheating, accepting referee decisionsHospitality: welcoming new players, being inclusiveRespect: for coaches, opponents, teammates, equipment, rulesCommunication: talking to teammates, listening to instructionsLeadership: sometimes leading, sometimes followingUnderstanding sports teach life skillsBuilding character through physical education
4	MARCHING EXERCISE: CONCEPT AND IMPORTANCE	Concept of marching exercise: organized walking in rhythm and pattern, often in formationUnderstanding marching combines physical activity with disciplineBasic marching skills: standing at attention (straight posture, arms at sides), marching in place (lifting knees, coordinated arms), marching forward (in time with others), turning while marching (left, right, about-face), starting and stopping on command, maintaining proper spacing, swinging arms rhythmicallyMarching commands: “Attention,” “Forward march,” “Halt,” “Left turn,” “Right turn”Importance of marching: develops discipline and focus, improves coordination, teaches following instructions, builds teamwork (moving together),

		develops good posture, prepares for organized activities/events, enhances listening skills, cultural significance (military, parades, ceremonies) – Simple marching drills and practice
5	MID-TERM ASSESSMENT/TEST	Physical, emotional, and social development understanding testMarching skills practical assessmentFollowing marching commandsCoordination and discipline evaluationTeamwork observationAttitude and behavior in sports assessment
6	MID-TERM BREAK	–
7	BODY EXERCISE: SWINGING AND TWISTING	Swinging exercises: Arm swings (forward and backward, side to side, circles), Leg swings (forward and back, side to side – holding support), Combined arm swings (both arms together, alternate arms), Trunk swinging (gentle swinging from waist)Benefits: loosens joints, improves flexibility, warms up muscles, develops rhythmTwisting exercises: Trunk twists (left and right, hands on waist or arms extended), Hip twists, Neck turns (gentle), Ankle and wrist rotations, Full body twistBenefits: improves flexibility, strengthens core muscles, enhances range of motionSafety: movements should be controlled, not jerky, warm up before twisting exercisesCombining swinging and twisting in routines
8	BODY EXERCISE: JUMPING AND BENDING	Jumping exercises: Jumping with two feet together, Jumping jacks (arms and legs out and in), Jump and turn (90°, 180°), Jumping forward and backward, Jumping side to side, Jumping over small objects, Jumping in patterns, High jumps (reaching up), Long jumps (forward distance)Benefits: strengthens legs, improves cardiovascular fitness, develops power, enhances coordinationBending exercises review: Forward bends (touching toes), Backward bends (careful, supervised), Side bends (left and right), Knee

		bends (squats), Combined bending (incorporating arms) Benefits: increases flexibility, strengthens muscles, improves postureProper technique and safety in all movements
9	NEURO MUSCULAR SKILLS: CLIMBING	Meaning of neuromuscular skills review: brain and muscles working togetherClimbing: developing coordination and strength through climbing activitiesTypes of climbing (age-appropriate and supervised): Climbing playground equipment (slides, jungle gyms), Climbing stairs (various ways – forward, sideways, backward carefully), Climbing ladders (supervised), Climbing over obstacles (mats, benches – low height), Wall climbing (if available, with proper equipment)Skills involved: hand-eye coordination, foot placement, body awareness, strength (arms, legs, core), problem-solving (planning route), confidence and courageBenefits: full-body workout, develops strength, improves coordination, builds confidence, spatial awarenessSafety: proper supervision always, appropriate equipment, safe heights for age, teaching proper technique, spotting children, safe landing surfaces
10	TRACK EVENTS	Track Events: Introduction to track events: running races on designated path/trackShort distance race (25m race): understanding race distance (about 25 meters), starting position (standing or crouching), listening for start signal, running straight to finish line, not stopping until past finish, proper running formRace rules and sportsmanshipCelebrating all participants, not just winnersRunning in pairs: understanding partner racing, coordinating with partner, staying together (or tied together in some formats), communication while running, teamwork in racingBenefits: develops cooperation, adds challenge, teaches coordination with others
11	POSTURE	Posture: – Meaning of posture: position in which we hold our body

		Good sitting posture: back straight, feet flat on floor, sitting back in chair, not slouching, head level, shoulders relaxedImportance: prevents back pain, better breathing, easier concentration, looks confidentGood standing posture: standing straight, shoulders back, head up, weight distributed evenly on both feet, stomach in, not leaning to one sideImportance: prevents fatigue, looks confident, better for spine health, proper body alignmentGood reading posture: book at proper distance (not too close), adequate lighting, sitting with back support, book at eye level, not lying flat while reading, taking breaksImportance: prevents eye strain, better reading, prevents neck painGood sleeping posture: sleeping on side (best) or back, proper pillow height, comfortable mattress, not sleeping on stomach (can strain neck), relaxed positionImportance: better sleep quality, prevents body aches, proper spine alignment, waking refreshedMock examination activities
12	END OF TERM EXAMINATION	Comprehensive physical activities assessmentMarching skills testBody exercises demonstration (swinging, twisting, jumping, bending)Climbing skills evaluation (if equipment available)Running activities assessmentPosture demonstration (sitting, standing, reading)Understanding of development through sportsTeamwork and social skills observationOverall fitness and coordination evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsPhysical fitness celebrationAwards for excellence and improvementFun sports day activitiesHoliday fitness tipsPreview of third term (indoor games, ball games, specific sports)

– End of term celebrations

NURSERY 3 PHYSICAL AND HEALTH EDUCATION SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	INDOOR GAMES	Understanding indoor games: games played inside buildings, don’t require large spacesWhy indoor games are important: can play when weather is bad, develops mental skills, different from outdoor sports, quieter activitiesExamples of indoor games:Chess (introduction – will be covered in detail later)Ludo game: board game with dice, moving pieces around board, reaching home firstCard games: simple matching games, memory games, unoVideo games (introduction – will be covered in detail later)Other indoor games: checkers/draughts, dominoes, puzzles, board games (Snakes and Ladders, Monopoly Jr.), table gamesBenefits: develops thinking skills, patience, strategy, following rules, taking turnsUnderstanding balance between indoor and outdoor activities
2	SPORT FACILITIES AND EQUIPMENT	Meaning of sport facilities: places and structures where sports are playedExamples of sport facilities: field/playground (for running, football, games), gym/gymnasium (indoor sports facility), swimming pool, basketball court, volleyball court, tennis court, track (for races)Meaning of sport equipment: tools and items used to play sportsExamples of sport equipment: balls (football, basketball, tennis, etc.), stopwatch (timing races), whistle (referee’s tool), bibs/vests (identifying teams), boots/cleats (for football, other sports), shin guards (protection), goalposts, nets, bats/rackets, cones (marking areas), ropes, matsImportance of facilities and equipment: make sports possible, ensure safety, enhance performance, organize activitiesTaking care of sport equipment: using properly,

		storing safely, not damaging, reporting broken items – Understanding not all schools have all facilities – making do with available resources
3	BALL GAMES AND EXERCISES: FOOTBALL (Part 1)	Understanding football/soccer: most popular sport worldwide, played with round ball, two teams trying to score goalsBasic football skills:Passing: kicking ball to teammate, inside of foot pass (most accurate), outside of foot pass, different power passesDribbling: moving ball forward while maintaining control, using both feet, keeping ball close, looking up while dribblingShooting: kicking ball toward goal to score, power and accuracy, different shooting techniquesIntroduction to other skills: stopping/controlling ball, basic defendingFootball equipment: ball (size 3 for young children), jersey/shirt, shorts, socks, boots/cleats (or trainers), shin guards, whistle (for referee), goalpostsBasic rules (simplified): no hands (except goalkeeper), score by putting ball in goal, offside (very basic concept), fouls and free kicksBenefits: teamwork, cardiovascular fitness, coordination, strategic thinking
4	BALL GAMES AND EXERCISES: FOOTBALL (Part 2) & BASKETBALL	Football continued: Practice and gamesSimple football drillsMini football matchesPositions (very basic): goalkeeper, defenders, midfielders, forwardsSportsmanship in football   Basketball: Introduction to basketball: played with orange ball, two teams, scoring by throwing ball through elevated hoop/basketBasic basketball skills:Bouncing/Dribbling: bouncing ball continuously while moving, using fingertips not palm, alternating hands, keeping ball low, looking upThrowing/Passing: chest pass (two hands from

		chest), bounce pass (ball bounces to teammate), overhead pass Shooting: throwing ball toward basket to score, proper form (BEEF – Balance, Eyes, Elbow, Follow-through – simplified)Basketball equipment: basketball (size 5 for children), hoops/baskets (lowered for children), jersey, shorts, basketball shoes/boots, whistleBasic rules (simplified): dribble or pass (no running with ball), score in opponent’s basket, no pushing/holdingBenefits: height development, jumping ability, hand-eye coordination, teamwork
5	MID-TERM ASSESSMENT/TEST	Indoor games knowledge testSport facilities and equipment identificationFootball skills practical assessmentBasketball skills evaluationDribbling, passing, shooting testsGame participation and teamworkSportsmanship observation
6	MID-TERM BREAK	–
7	TABLE TENNIS	Concept of table tennis (ping-pong): indoor racket sport, played on table with net, small ball, two or four playersUnderstanding it’s called “table tennis” because it’s like tennis but on tableBasic skills in table tennis:Gripping: holding bat/paddle properly (shake- hand grip or pen-hold grip – simple version)Serving: starting play by hitting ball so it bounces on own side then opponent’s side, underhand serveStroking: hitting ball back and forth, forehand stroke (hitting on same side as grip), backhand stroke (hitting across body)Returning: hitting ball back to opponent, proper positioningEquipment needed: table tennis table (with net), ball (small, light, white or orange), bats/paddles/rackets (two), sometimes score boardBasic rules (simplified): serve must bounce on both sides, ball bounces once only, alternating serves, scoring (simple point system)Benefits: improves reflexes, hand-eye coordination, concentration, quick thinking

		– Can be played indoors in any weather
8	CHESS	Concept of chess: strategy board game, two players, different pieces with different moves, goal is to checkmate opponent’s kingUnderstanding chess is a thinking game, not a physical gameChess board: 64 squares (8×8), alternating light and dark colorsChess pieces (introduction – very basic for nursery level): King (most important), Queen (powerful), Rook/Castle, Bishop, Knight, PawnsVery basic introduction to how some pieces move (detailed learning comes later in primary school)Understanding chess teaches: thinking ahead, planning, patience, concentration, problem- solving, decision-makingBenefits: develops intelligence, improves memory, teaches cause and effect, enhances creativity, improves focusUnderstanding chess is popular worldwideFamous chess players (brief mention)Beginning chess: setting up board, identifying piecesNote: Full chess rules typically taught in Primary school, this is just introduction
9	VIDEO GAMES	Meaning of video games: games played on electronic devices (computers, tablets, game consoles, phones)Understanding video games are indoor entertainmentExamples of video games (age-appropriate):Solitaire: card game on computerSuper Mario: adventure game with character MarioSoccer games (PES/FIFA): football simulation gamesTemple Run: running and obstacle avoidance gameEducational games: math games, spelling games, learning gamesOther mentions: Grand Theft Auto (note: this is NOT age-appropriate for nursery – should clarify), Brick breaker, Puzzle gamesUnderstanding moderation: video games can be fun but shouldn’t replace physical activity, screen

		time limits, importance of outdoor play, balancing video games with other activities Benefits when used properly: hand-eye coordination, problem-solving, strategic thinking, entertainmentConcerns: too much screen time, reduced physical activity, eye strainRules for video game use: ask parents first, play age-appropriate games only, take breaks, limit time
10	REVIEW OF ALL BALL GAMES AND INDOOR ACTIVITIES	Comprehensive review of football: skills, rules, equipmentBasketball review: skills, rules, equipmentTable tennis review: skills, equipmentChess introduction reviewIndoor games comprehensive reviewVideo games discussion and understanding moderationSport facilities and equipment reviewComparing different sports: similarities and differencesUnderstanding variety in sports and gamesChoosing sports based on interest and abilityPractice sessions for all activities covered
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: Indoor games comprehensive practiceSport facilities and equipmentBall games skills (football, basketball, table tennis)Chess basicsVideo games understanding and moderation   Year-Long Comprehensive Review: First Term: basic exercises, games, body movements, manipulative movements, track eventsSecond Term: development through sports, marching, body exercises, neuromuscular skills, postureThird Term: indoor games, sport facilities, ball gamesComplete physical and health education reviewAll physical skills practiceUnderstanding healthy active lifestyleMock comprehensive examination
12	END OF YEAR	Third Term Assessment: – Indoor games knowledge test

	EXAMINATION	Sport facilities and equipment identificationFootball and basketball skills practical testTable tennis skills assessment (if equipment available)Chess pieces identificationVideo games understanding test   Comprehensive Year Assessment: Overall physical fitness evaluationVarious exercise demonstrationsGame participation and skillsCoordination and balanceTeamwork and sportsmanshipSport knowledge (rules, equipment, facilities)Understanding of healthy active lifestyleAttitude toward physical educationComplete Nursery 3 physical education mastery
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	–

CREATIVITY SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	COLOURING A CAR	Introduction to vehicle artIdentifying car outline and parts: body, wheels, windows, doors, headlightsChoosing appropriate colours for car (any colour is fine – creativity encouraged)Colouring within lines neatlyDifferent car types: sedan, SUV, sports carAdding details: windows (blue/black), wheels (black/grey), headlights (yellow)Creating background: road, sky, treesUnderstanding cars as means of transportationFinishing work completely and neatly
2	FREE EXPRESSION	Complete creative freedom in art makingDrawing and colouring own choice of subjectNo restrictions on topic or styleUsing various materials: crayons, pencils, markersExpressing feelings, ideas, and imagination through artExperimenting with colours and shapesCreating original artworkSharing and explaining artwork to classBuilding confidence and creativityUnderstanding art has no “wrong” way
3	PLASTICINE	Introduction to plasticine/modelling clay (review and advancement)Warming and softening plasticine properlyMaking 3D shapes: spheres, cylinders, cubes, coilsCreating more complex objects: animals, fruits, vehicles, people (simple figures)Combining different coloursUsing tools: plastic knives, rollers, cuttersDeveloping fine motor skills and hand strengthUnderstanding 3D art vs 2D drawingCleaning up and storing plasticine properly
4	THUMB PRINT ART	Review of thumb printing techniqueUsing washable paint or ink padsCreating more complex thumb print art

		Making pictures: animals (caterpillar, butterfly, ladybug, fish), flowers, trees, peopleCreating scenes with multiple thumb printsAdding details with markers or pens after prints dryUnderstanding each thumb print is uniqueDeveloping creativity with simple techniqueProper hand washing after activity
5	MID-TERM ASSESSMENT/TEST	Practical colouring assessment (car or similar vehicle)Creative expression evaluationPlasticine modelling testThumb print art projectCreativity and originality assessmentNeatness and completion evaluationFollowing instructions test
6	MID-TERM BREAK	–
7	HAND PRINT ART	Review and advancement of hand printingCreating more elaborate hand print artHand print animals: turkey (fingers as feathers), fish, butterfly, octopus, peacockHand print flowers and treesCreating family hand print art (different sizes)Adding details and backgroundsUsing multiple colours on one handDeveloping creativity with hand printsUnderstanding hands as art toolsProper cleaning after activity
8	COLOURING BARNEY	Introduction to character colouringIdentifying Barney (purple dinosaur character)Understanding character features and coloursColouring Barney: purple body, green belly/detailsStaying within character outlineAdding background: playground, park, skyDeveloping character recognition through artNeat and careful colouringUnderstanding characters in art and media
9	COLOURING A PIG	Identifying pig features: snout, curly tail, round body, small ears, hoovesChoosing pig colours: pink (most common), brown, black, whiteColouring pig outline carefully

		Adding details: eyes, nostrils, hoovesCreating background: farm, mud puddle, barnUnderstanding farm animals through artLearning about pigsNeat colouring within lines
10	STRAW JEWELRY MAKING	Introduction to jewelry making with strawsMaterials: drinking straws (cut into small pieces), string/yarn, scissorsCutting straws into bead-sized pieces (with supervision)Threading straw pieces onto stringCreating patterns with different coloured strawsMaking necklaces and braceletsTying secure knots (with help)Understanding patterns and sequencesDeveloping fine motor skillsWearing created jewelryWearable art appreciation
11	REVISION OF FIRST TERM WORK	Review of all colouring techniquesFree expression concepts reviewPlasticine work practicePrinting techniques review (thumb and hand prints)Character colouring reviewJewelry making reviewPreparing portfolio of best worksMock practical assessment
12	END OF TERM EXAMINATION	Comprehensive colouring testPlasticine modelling assessmentPrinting techniques evaluationJewelry making skills testCreative expression projectNeatness and completion assessmentOverall artistic development evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed artworksDistribution of report cardsArt exhibition: displaying term’s best worksAwards for creativity, neatness, and improvementHoliday art activity suggestionsPreview of second term projectsCelebration of creative achievements

NURSERY 3 CREATIVITY SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	COLOURING AN UMBRELLA	Identifying umbrella shape and parts: canopy, handle, spokesUnderstanding umbrella function: protection from rain/sunChoosing bright, vibrant colours for umbrellaCreating patterns: stripes, polka dots, sections with different colours, designsColouring within curved umbrella outlineAdding background: rain, raindrops, clouds, or sunshineDeveloping colour combination skillsNeat and creative colouring
2	VEGETABLE PRINT ART	Introduction to vegetable printing (review and expansion)Vegetables as stamps: okra (star shape), carrots (circles), potatoes (carved shapes), bell peppers, cabbage, celeryCutting vegetables safely (adult supervision)Dipping in paint and stamping on paperCreating pictures and patterns with vegetable printsCombining different vegetable printsUnderstanding shapes vegetables makeCreating greeting cards or art piecesConnecting art with nature and foodProper cleanup after activity
3	PLASTICINE (ADVANCED)	Review and advancement of plasticine skillsCreating more detailed 3D objectsMaking figures with multiple parts: people with movable limbs, detailed animals, vehicles with partsCreating scenes with multiple objectsMixing colours to create new shadesUsing various techniques: rolling, flattening, pinching, coilingBuilding structural creationsDeveloping spatial awareness and 3D thinkingAdvanced fine motor skill development

4	MAKING/DESIGNING A HAND FAN	Introduction to hand fan makingMaterials: cardboard/thick paper, popsicle sticks, decorating materialsTypes of fans: paddle fan, folding fan (simple version)Designing fan surface: drawing, colouring, patterns, stickersCutting fan shape (with supervision)Attaching handle (popsicle stick or folded paper)Decorating with colours, glitter, stickers, drawingsUnderstanding fans keep us coolFunctional art creationTesting fan by waving
5	MID-TERM ASSESSMENT/TEST	Colouring assessment (umbrella or similar object)Vegetable printing technique testPlasticine advanced modelling evaluationHand fan creation and decorationCreativity and originality assessmentProject completion test
6	MID-TERM BREAK	–
7	COLOUR SPLASH ART	Introduction to colour splash/splatter techniqueSafety measures: aprons, covering work areaTechniques: flicking paint, dropping paint from height, using brush to splashCreating controlled splashes (not completely messy)Understanding abstract artExperimenting with colour mixing through splashingCreating backgrounds or complete splash paintingsExpressing emotions through colour and movementJackson Pollock style art (age-appropriate introduction)Cleanup procedures
8	SPIKY HEDGEHOG	Introduction to hedgehog art projectUnderstanding hedgehog features: round body, pointed nose, many spikes

		Creating hedgehog body: drawing/tracing or using template, colouring brown/greyMaking spikes: using fork dipped in paint to create spike texture, gluing on cut paper strips, using real (safe) twigs, drawing spikesAdding features: eyes, nose, feetCreating habitat background: leaves, grass, gardenUnderstanding hedgehogs and their characteristicsMixed media art projectTexture creation techniques
9	FREE EXPRESSION & PAPER COLLAGE	Free Expression: Midterm creative freedom projectDrawing/creating any chosen subjectUsing various materials availablePersonal artistic expression   Paper Collage: Introduction to collage: art made by gluing different materialsMaterials: coloured paper, magazines, newspapers, tissue paperTechniques: tearing, cutting, gluingCreating pictures by arranging paper piecesMaking landscapes, animals, abstract designsLayering for depthComposition and arrangement skillsDeveloping fine motor skillsUnderstanding collage as art form
10	FRIENDSHIP TREE	Friendship Tree: Creating friendship/class unity treeDrawing large tree trunk and branches (or using template)Making leaves: hand prints, paper cutouts, drawn leavesWriting/adding names of friends on leavesCan be individual or class projectUnderstanding friendship and communityCollaborative art appreciation
11	MAKING JEWELRIES	Making Jewelries: – Jewelry making with various materials

		Using beads, pasta (painted), buttons, paper beads (rolled paper)Threading on string or yarnCreating patterns and designsMaking necklaces, bracelets, ringsColor coordinationFine motor skill development
12	END OF TERM EXAMINATION	Comprehensive colouring testAdvanced plasticine projectCollage creation assessmentCreative design project (fan or jewelry)Free expression evaluationOverall creativity assessmentTechnical skills evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed worksDistribution of report cardsArt exhibition and gallery walkAwards for artistic excellenceHoliday creative activities ideasPreview of third term projectsCelebration of artistic growth

NURSERY 3 CREATIVITY SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	PLASTICINE (MASTERY)	Advanced plasticine workCreating complex 3D structuresMaking detailed figures and scenesCombining multiple pieces into one artworkCreating miniature worlds or dioramasAdvanced colour mixingUsing all techniques learned: rolling, coiling, pinching, sculptingCreating final plasticine masterpieceUnderstanding sculpture as art formBuilding confidence in 3D art
2	RUBBER/FOAM COLLAGE	Introduction to rubber/foam collageMaterials: foam pieces, rubber cutouts, craft foam sheetsCutting foam shapes (with supervision)Gluing foam pieces to create picturesCreating textured artworkUnderstanding 3D collage vs flat collageMaking animals, flowers, patterns with foamLayering for dimensionDeveloping spatial awarenessSafe use of materials
3	SAND COLLAGE	Introduction to sand art/collageMaterials: sand (natural or coloured), glue, paper/cardboardTechnique: applying glue to specific areas, sprinkling sand, shaking off excessCreating textured pictures with sandUsing different coloured sand for sections (if available)Making beach scenes, deserts, textured backgroundsUnderstanding texture in artUsing natural materials in artCareful handling of sandUnique artistic medium
4	FREE EXPRESSION	Major creative freedom projectChoosing own subject, materials, and techniques

		Applying all skills learned throughout the yearCreating meaningful artworkExpressing personal ideas and feelingsExperimenting with combinations of techniquesWorking independentlyBuilding artistic confidenceShowcasing individual creativity
5	MID-TERM ASSESSMENT/TEST	Collage techniques assessment (rubber/foam or sand)Plasticine mastery projectFree expression creativity evaluationTechnical skills comprehensive testArtistic development observationIndependence in art making
6	MID-TERM BREAK	–
7	DESIGNING A PAPER PLATE	Introduction to paper plate artUnderstanding plate as canvasDesign options: face designs (animals, people, characters), flower designs, patterns and mandalas, seasonal themesDecorating techniques: painting, colouring, gluing materials, adding tissue paper, creating 3D elementsMaking masks or decorative platesUsing additional materials: ribbons, buttons, glitter, yarnCreating functional or decorative artThinking creatively about everyday objects
8	DESIGNING A CONE HAT	Introduction to cone hat makingMaterials: paper/cardboard, decorating suppliesCreating cone shape: rolling paper into cone, securing with glue/tape/staplesDecorating hat: painting, colouring, adding patterns, gluing decorationsMaking different themed hats: party hat, wizard hat, princess hat, clown hatAdding ribbons, pom-poms, stars, streamersCreating elastic or string to hold hatWearing created hats (hat parade)3D wearable artCelebration of creativity

9	MAKING CARDS (GREETING CARDS)	Introduction to card makingTypes of cards: birthday, thank you, get well, holiday, congratulations, invitationFolding paper to create cardDesigning card front: drawing, colouring, collage, stickersWriting or copying simple messages inside (with help)Adding decorations: glitter, ribbons, cut-outs, stampsUnderstanding cards express feelings and messagesCreating cards for specific people/occasionsCombining art and communicationMeaningful art creation
10	COLOUR SPLASH & FEATHER ART	Colour Splash (Review): Advanced colour splash techniquesCreating more controlled splash artCombining splash with other techniques   Feather Art: Introduction to using feathers in artMaterials: craft feathers (various colours), glue, paperCreating pictures with feathers: birds, angels, Native American headdresses (cultural sensitivity), peacocks, decorative patternsCombining feathers with drawing/paintingUnderstanding texture and natural materialsCreating 3D effects with feathersAppreciating birds and nature through artGentle handling of feathers
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: All collage types (paper, rubber, sand)Plasticine masteryPaper plate and cone hat designsCard makingFeather art   Year-Long Comprehensive Review: All colouring techniques from three termsAll printing methods (thumb, hand, vegetable)Plasticine development through the yearCollage techniques (paper, rubber, sand)3D projects (fans, hats, jewelry)

		Free expression throughout yearComplete artistic journey reviewPreparing comprehensive portfolioSelecting best works from entire yearMock examination
12	END OF YEAR EXAMINATION	Third Term Assessment: Advanced collage workDesign projects (plate, hat, or card)Feather art projectCreative application of techniques   Comprehensive Year Assessment: Overall artistic developmentTechnical skills masteryCreativity and originalityUse of various materials and techniquesFine motor skills developmentIndependence in art makingExpression and communication through artPortfolio review of year’s best worksComplete Nursery 3 creativity mastery evaluation
13	CLOSING	–

DEVELOPMENT SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	INFORMATION ABOUT ONESELF	Knowing and stating full name clearlyKnowing age and birthdayKnowing gender (boy or girl)Knowing home address (at least street or area)Knowing names of siblingsUnderstanding personal identityBeing able to describe self (physical appearance, likes, dislikes)Knowing favorite things (food, color, toy, activity)Understanding we are all unique and specialBuilding confidence in self-knowledgeImportance of knowing personal information for safety
2	INFORMATION ABOUT PARENTS/GUARDIANS AND TEACHER	Knowing parents’/guardians’ full namesKnowing what parents do (occupation/job)Knowing parents’ phone numbers (at least one)Understanding parents care for and protect usKnowing teacher’s name and titleUnderstanding teacher’s role in helping us learnRespecting parents/guardians and teachersKnowing emergency contactsUnderstanding to tell parents or teachers if in troubleBuilding relationship with authority figures
3	INFORMATION ON COUNTRY AND SCHOOL	Knowing name of country: NigeriaKnowing Nigeria is in AfricaKnowing national colors: green and whiteBasic knowledge of Nigerian flagKnowing school’s full nameKnowing school address or locationUnderstanding class name (Nursery 3)Knowing school colors/motto (if applicable)Pride in country and schoolBelonging to Nigerian communityUnderstanding school is second home
4	PUNCTUALITY & DOING MY HOMEWORK	Punctuality: Meaning: arriving on time or earlyImportance of coming to school earlyGetting ready on time for activities

		Not wasting timePreparing things the night beforeBenefits: doesn’t miss lessons, shows responsibility, respects others’ time   Doing My Homework: Understanding what homework isWhy homework is importantTaking homework home carefullyFinding quiet place to do homeworkAsking for help when neededDoing homework neatly and completelyReturning homework on timeDeveloping responsibility and good study habits
5	MID-TERM ASSESSMENT/TEST	Personal information recall testParents and teacher information assessmentCountry and school knowledge testPunctuality understanding evaluationHomework responsibility assessmentOral questions on topics covered
6	MID-TERM BREAK	–
7	CORRECT LEARNING POSITION	Correct Learning Position: Proper sitting position: back straight, feet on floor, facing forwardSitting at appropriate distance from deskPosition for different activities: sitting for writing, sitting on mat for story time, standing for songsNot rocking on chair or standing unnecessarilyImportance: better learning, good posture, safety
8	PROPER WAY OF ANSWERING QUESTIONS	Raising hand and waiting to be called before answeringNot shouting out answersSpeaking clearly and loudly enough to be heardStanding when answering (if required by teacher)Looking at teacher when answeringThinking before answeringIt’s okay to say “I don’t know” and asking for helpNot interrupting when others are answeringRespecting others’ attempts to answerUnderstanding mistakes are part of learningEncouraging others when they answerBeing confident when speaking
9	PROPER WAY TO	– Sneezing: covering nose and mouth with tissue

	SNEEZE, YAWN AND COUGH	or elbow (not hands), turning head away from people, disposing tissue properly, washing hands after, saying “excuse me” Yawning: covering mouth with hand or turning away, trying to yawn quietly, saying “excuse me,” understanding yawning is natural when tiredCoughing: covering mouth with tissue or elbow, turning away from people, not coughing on food or others, washing hands, saying “excuse me,” telling adults if cough persistsUnderstanding these actions spread germs if not done properlyHygiene and consideration for othersImportance of tissues and handkerchiefsWashing hands frequently
10	ORDERLINESS, BULLYING AND FIGHTING	Orderliness: Meaning: keeping things organized and tidyKeeping desk and belongings organizedLining up properlyFollowing routines and schedulesPutting things in proper placesDoing things in proper sequenceBenefits: easy to find things, shows discipline, creates pleasant environment   Bullying and Fighting: Understanding bullying: repeatedly hurting others (words or actions)Bullying and fighting are bad and wrongEffects: hurt feelings, fear, injuriesWhat to do if bullied: tell teacher/parent, walk away, say “stop”Not bullying othersUsing words instead of fightingBeing kind to everyoneReporting problems to adults
11	PROPER USE OF MATERIALS	Proper Use of Materials: Handling books carefully (not tearing, not bending pages)Using pencils, crayons, scissors correctly and safelySharing materials with classmatesReturning materials to proper placesNot wasting materialsAsking permission before using others’ materials

		Taking care of school propertyBeing responsible with learning tools
12	END OF TERM EXAMINATION	Personal information comprehensive testSchool and classroom behavior assessmentHomework responsibility evaluationProper positions and material handlingHygiene practices testOrderliness assessmentUnderstanding of bullying and appropriate behaviorOverall personal development evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsPersonal development achievements celebrationAwards for good behavior, punctuality, orderlinessHoliday behavior remindersPreview of second term topicsEnd of term activities

NURSERY 3 PERSONAL DEVELOPMENT SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	GREETINGS IN THE MORNING AND AFTERNOON	Importance of greetings: shows respect, friendliness, good mannersMorning greetings: “Good morning” (to everyone), “Good morning, Ma/Sir” (to teachers), “Good morning, Mummy/Daddy” (to parents), time for morning greetings (from waking until 12 noon)Afternoon greetings: “Good afternoon” (to everyone), “Good afternoon, Ma/Sir” (to teachers), time for afternoon greetings (from 12 noon until evening)Evening greetings: “Good evening” (from around 4-5pm onward)Proper tone and body language when greetingResponding to greetings appropriatelyGreeting everyone: adults, peers, visitorsCultural greetings in local languagesUnderstanding greeting makes people feel valued
2	CONGRATULATORY GREETINGS	Congratulatory Greetings: Understanding congratulations: expressing happiness for someone’s achievementWhen to congratulate: birthdays (“Happy Birthday”), passing exams (“Congratulations,” “Well done”), winning competitions, achievements, promotions, weddings, new babiesHow to congratulate: saying congratulatory words, clapping, giving cards/gifts, smiling, showing genuine happinessBeing happy for others’ success
3	AVOIDING BAD INFLUENCE & MAKING FRIENDS WITH GOOD PEOPLE	Avoiding Bad Influence: Understanding influence: effect people have on our behaviorBad influence: people who encourage wrong behavior (lying, stealing, fighting, disobedience, rudeness)Recognizing bad influence: if someone makes you do wrong thingsHow to avoid: saying “no” to wrong things, walking away, choosing good friends, telling parents/teachersUnderstanding peer pressure

		Making own good decisions   Making Friends with Good People: Good people: kind, honest, respectful, obedient, helpfulBenefits of good friends: become better person, stay out of trouble, happinessHow to choose friends: look for good character, shared positive interestsBeing a good friend yourself: kind, honest, loyal, helpfulUnderstanding “show me your friend and I’ll tell you who you are”
4	SIMPLE COURTESY: “EXCUSE ME PLEASE”	Simple Courtesy – “Excuse Me Please”: When to use “Excuse me”: getting someone’s attention, passing through a crowd, interrupting politely, leaving table, getting past someone, before asking question, after burping/sneezingUnderstanding it’s polite way to get attentionTone: saying it politely, not demandingWaiting after saying itAdding “please” makes it more polite
5	MID-TERM ASSESSMENT/TEST	Greetings at different times testCongratulatory and sympathy expressionsFriendship and influence understandingCourtesy expressions usageSchool rules knowledge testPractical courtesy demonstrations
6	MID-TERM BREAK	–
7	PROPER WAYS OF ANSWERING YOUR NAME	Importance of responding when name is calledProper responses: “Yes, Ma/Sir,” “Present,” “Here”Speaking clearly and audiblyLooking at person who called your nameResponding promptly (not ignoring)Standing if required by teacherNot shouting responseUnderstanding answering name shows respect and attentionBeing alert and attentive during roll callPractice sessions for name-callingCultural variations in responsesUnderstanding your name is important and personal

8	SIMPLE COURTESY: GREETING WITH APPROPRIATE COURTESY	Review of greetings from earlier weeksCultural context of greetings in NigeriaTraditional greetings: kneeling/prostrating for elders (depending on culture), shaking hands appropriately, bowing slightlyModern greetings: handshake, verbal greetingsAge-appropriate greetings: to elders (more formal and respectful), to peers (friendly), to younger ones (kind)Body language: smiling, eye contact (where culturally appropriate), pleasant expressionTime-appropriate greetings reviewSpecial greetings: “Welcome,” “How are you?” and appropriate responsesGreeting visitors to school/homeUnderstanding greeting customs may vary by cultureShowing respect through proper greetings
9	SIMPLE COURTESY: SAYING “THANK YOU”	Understanding gratitude: being thankful and appreciating othersWhen to say “Thank you”: receiving gifts, receiving help, after meals (to cook/parents), when served, receiving compliments, when someone does something for you, after borrowing and returningHow to say it: sincerely, looking at person, with smile, clearlyOther expressions of thanks: “Thanks,” “Thank you very much,” “I appreciate it”Responding to “Thank you”: “You’re welcome,” “It’s my pleasure,” “No problem”Writing thank you notes (simple)Understanding gratitude makes others feel valuedBeing genuinely thankfulNot taking things for granted
10	SIMPLE COURTESY: SAYING “I AM SORRY” & “PARDON ME”	“I Am Sorry”: Understanding apology: saying sorry for mistakes or wrongsWhen to apologize: hurting someone (physically or emotionally), breaking things, making mistakes, being late, disobeying, lyingHow to apologize: sincerely, looking at person, meaning it, not making excuses, promising to do betterAccepting apologies: forgiving, saying “It’s okay,” “I forgive you”

		Understanding apologizing shows good characterMaking amends after apologizing   “Pardon Me”: Similar to “Excuse me” but slightly differentWhen to use: didn’t hear someone (asking them to repeat), made small mistake, need to interrupt, before disagreeing politelyUnderstanding it’s polite expressionTone and manner of saying it
11	REVISION OF SECOND TERM WORK	All greetings comprehensive reviewCongratulations and sympathy expressionsFriendship and influence choicesAll courtesy expressions: excuse me, thank you, sorry, pardon meProper greeting with cultural courtesySchool rules reviewAnswering name properlyMock examination exercises
12	END OF TERM EXAMINATION	Greetings comprehensive test (all times)Congratulatory and sympathy expressionsGood influence and friendship assessmentAll courtesy expressions usage testSchool rules knowledgeProper responses evaluationPractical courtesy demonstrationsOverall manners and behavior assessment
13	CLOSING & END OF TERM ACTIVITIES	Return of examination scriptsDistribution of report cardsCourtesy and manners celebrationAwards for politeness and good behaviorHoliday courtesy remindersPreview of third term topics (etiquette)End of term activities

NURSERY 3 PERSONAL DEVELOPMENT SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	MAKING REQUEST POLITELY: “COULD YOU KINDLY…”	Understanding polite requests: asking for things in respectful wayPolite request phrases: “Could you kindly…,” “May I please…,” “Would you mind…,” “Can I please…,” “Please could you…” When to make requests: needing help, wanting something, asking permission, requesting serviceHow to make polite requests: using magic words (please, kindly), proper tone (not demanding), clear speech, patient waiting for response, accepting “no” gracefullyDifference between demanding and requestingExamples: “Could you kindly help me?” “May I please have…?” “Would you mind opening…?”Understanding polite requests more likely to be grantedThanking person after request is grantedBuilding respectful communication skills
2	ETIQUETTE: MINDING YOUR LANGUAGE ALWAYS	Understanding etiquette: good manners and proper behaviorMinding language: watching what we say and how we say itUsing appropriate words: no bad words, no insults, no name-calling, no cursingSpeaking respectfully to everyone: elders, peers, younger onesTone of voice: not shouting, not being rude, speaking kindlyWhen to speak and when to be quiet: not interrupting, not talking during serious moments, being quiet in certain placesPositive language: encouraging words, kind comments, complimentsAvoiding gossip and tale-bearingUnderstanding words can hurt or heal”Think before you speak”Consequences of bad language: punishment, hurt feelings, bad reputation
3	ETIQUETTE:	Understanding dressing reflects who we areAppropriate dressing for different occasions:

	MINDING YOUR DRESSING	school (uniform), home (casual but decent), church/mosque (modest and respectful), parties (neat and appropriate), sports (sportswear) School uniform: wearing complete uniform, properly worn (tucked in, buttoned), clean and neat, correct shoes and socksCleanliness: wearing clean clothes daily, bathing before dressing, clean shoesModesty: covering body appropriately, age- appropriate clothingNeatness: clothes well-ironed, no torn clothes, matching clothesCultural considerations in dressingUnderstanding dressing shows respect for self and othersNot judging others by their clothesPride in appearance without vanity
4	SCHOOL ETIQUETTE: HOW TO BEHAVE POLITELY IN SCHOOL	Understanding school etiquette: proper behavior expected in schoolIn classroom: raising hand before speaking, not talking when teacher is teaching, paying attention, respecting classmates, keeping area clean, not eating during lessons (unless allowed)In assembly: standing straight, being quiet, singing along, paying attentionIn corridors: walking (not running), speaking quietly, giving way to others, not pushingIn dining area: queuing properly, table manners, not wasting food, cleaning up after eatingIn playground: playing safely, sharing equipment, including others, following game rulesIn library: being very quiet, handling books carefully, not runningIn toilets: using properly, keeping clean, washing hands, not playingGeneral school etiquette: greeting all staff, respecting school property, following all school rules, being helpfulRepresenting school well always
5	MID-TERM ASSESSMENT/TEST	Polite request making assessmentLanguage etiquette testDressing appropriately understandingSchool etiquette comprehensive testPractical etiquette demonstrations

		– Behavior observation evaluation
6	MID-TERM BREAK	–
7	ETIQUETTE IN PUBLIC PLACES: CHURCH/MOSQUE	Understanding public places: places used by many peopleChurch etiquette: arriving on time, dressing modestly and respectfully, being quiet and attentive, not playing or running, singing along, sitting properly, not eating or chewing gum, turning off phones (for adults), greeting people politely, respecting sacred space, following church rules, listening to sermon/teachingMosque etiquette: removing shoes before entering, performing ablution if required, dressing modestly (covering appropriately), being quiet, men and women in separate areas (understanding), sitting properly, listening to Imam, not walking in front of those praying, respecting prayer timesUnderstanding religious places are sacredRespecting all religions even if different from yoursGeneral reverence and respect in worship places
8	ETIQUETTE IN PUBLIC PLACES: MUSEUM AND OTHER PUBLIC FACILITIES	Museum etiquette: speaking quietly or whispering, not touching exhibits (unless “please touch” sign), following guide’s instructions, walking carefully, no running, taking pictures only if allowed, learning and asking questions appropriately, not eating or drinking, respecting artifacts and displaysLibrary etiquette: complete silence or very quiet whispers, handling books carefully, returning books to proper places, not running, asking librarian for help quietlyHospital/Clinic etiquette: being quiet (people are sick), sitting patiently, following nurses’ instructions, not touching medical equipment, showing sympathy to sick peoplePark etiquette: not littering, not destroying plants or equipment, sharing play equipment, playing safelyShopping mall/market etiquette: staying with adults, not touching everything, queuing properly, being polite to shopkeepersPublic transport etiquette: giving seats to elderly/pregnant women, queuing properly, not

		being too loud – General public behavior: being respectful, following rules, considering others
9	HOW TO SHOW SYMPATHY	Understanding sympathy: showing care when someone is sad or has problemsWhen to show sympathy: sickness, loss, sadness, accidents, disappointmentHow to show sympathy: saying “I’m sorry,” “I hope you feel better,” comforting words, being gentle, not laughing at their problem, offering help, listeningUnderstanding sympathy shows kindness and empathy
10	SCHOOL RULES AND REGULATIONS	Understanding rules: guidelines for behaviorWhy schools have rules: safety, order, fairness, better learningCommon school rules: arriving on time, wearing uniform, obeying teachers, no fighting, no bullying, staying in designated areas, respecting property, completing workConsequences of breaking rules: punishment, loss of privilegesBenefits of following rules: safe environment, good learning, good reputationRespecting and obeying school rules
11	REVISION OF THIRD TERM’S WORK	Third Term Review: Polite request makingLanguage and dressing etiquetteSchool etiquettePublic places etiquette
12	END OF YEAR EXAMINATION	Third Term Assessment: Polite request making testEtiquette comprehensive test (language, dressing, school, public places)Behavior in various contexts
13	CLOSING	–

SONGS & RHYMES SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	THIS LITTLE PIG	Learning the traditional finger rhymeFive verses for five toes/fingers: “This little pig went to market,” “This little pig stayed home,” “This little pig had roast beef,” “This little pig had none,” “This little pig cried ‘Wee, wee, wee’ all the way home”Touching each toe/finger with each verseUnderstanding the story sequenceActions: gentle tickling on last verseCounting practice (five pigs)Parent-child bonding activityFun and interactive performance
2	OLD MACDONALD HAD A FARM	Learning the classic farm songUnderstanding farm animals and their soundsAnimal sounds: cow (moo), pig (oink), duck (quack), sheep (baa), horse (neigh), chicken (cluck), dog (woof), cat (meow)Repetitive chorus: “E-I-E-I-O”Verse structure with animal namesActing out different animalsMaking appropriate animal soundsTaking turns choosing which animal to sing aboutUnderstanding farm life and animals
3	JACK AND JILL WENT UP THE HILL	Learning the traditional nursery rhymeStory: Jack and Jill going up hill to fetch water, Jack falling and tumbling, Jill tumbling afterUnderstanding the narrativeRhyming words: hill/Jill, crown/down, after/laughterActions: pretending to climb, falling down safely, tumblingDiscussing helping each otherSimple melodyTraditional rhyme appreciationGroup performance
4	TWO FAT GENTLEMEN	Learning the finger play rhymeCharacters: Two fat gentlemen (thumbs), Two tall policemen (index fingers), Two slim ladies (middle fingers), Two short nurses (ring fingers),

		Two little babies (pinky fingers) Actions: introducing each pair, bowing to each other, walking away and coming backFull rhyme with dialogue between fingersFine motor skill developmentCharacter voices for different pairsUnderstanding social interactionsFun finger play activity
5	MID-TERM ASSESSMENT/TEST	Singing assessment: This Little Pig with actionsOld MacDonald performance with animal soundsJack and Jill with actions and story understandingTwo Fat Gentlemen finger playMelody and rhythm evaluationActions and coordination testParticipation and expression assessment
6	MID-TERM BREAK	–
7	HEY DIDDLE DIDDLE	Learning the nonsense rhymeCharacters: cat with fiddle, cow jumping over moon, little dog laughing, dish and spoon running awayUnderstanding imaginative/silly rhymesRhyming words: diddle/fiddle, moon/spoonActions: playing fiddle, jumping, laughing, runningDiscussing impossibility and imaginationDeveloping creativity through nonsenseGroup acting out different charactersTraditional nursery rhyme heritage
8	GOOSY GOOSY GANDER	Learning the traditional rhymeStory: goose wandering upstairs, downstairs, lady’s chamberUnderstanding old-fashioned languageActions: wandering, walking up and downRhyming pattern: gander/wander, stairs/prayersDiscussing what “chamber” means (old word for bedroom)Cultural and historical contextSimple melodyTraditional heritage appreciation
9	LITTLE FISHES IN A BROOK & ONE TWO	Little Fishes in a Brook: – Learning about fish and water

	BUCKLE MY SHOE	Swimming motions with handsCounting fishUnderstanding water habitats   One Two Buckle My Shoe: Counting rhyme from 1-10 (or 1-20)”One, two, buckle my shoe; Three, four, knock at the door; Five, six, pick up sticks; Seven, eight, lay them straight; Nine, ten, a big fat hen”Number recognition through songActions for each number pairRhythm and counting combinationMemory development
10	COBBLER COBBLER MEND MY SHOE & FIVE CURRANT BUNS	Cobbler Cobbler: “Cobbler, cobbler, mend my shoe, Get it done by half past two”Understanding cobbler (shoe repair person)Learning about time (introduction)Actions: hammering, sewing shoe   Five Currant Buns: Counting down from 5 to 1″Five currant buns in a baker’s shop, round and fat with sugar on top”Subtraction concept through songActions: holding up fingers, buying bunsRole-play: baker and customerUnderstanding shops and buying
11	REVISION OF FIRST TERM WORK	Review all songs learned: This Little Pig, Old MacDonald, Jack and Jill, Two Fat Gentlemen, Hey Diddle Diddle, Goosy Goosy Gander, Little Fishes, One Two Buckle My Shoe, Cobbler Cobbler, Five Currant BunsSinging with actions for all songsGroup performancesIndividual singing opportunitiesChoosing favorites to performMock examination practice
12	END OF TERM EXAMINATION	Comprehensive singing assessmentIndividual or group performance of selected songsActions and movements evaluationMelody and rhythm testLyrics recall assessment

		Expression and confidence evaluationParticipation throughout term observation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsConcert/performance for parents (optional)Singing all favorite songs from termAwards for musical participation and improvementHoliday song practice encouragementDistribution of song lyrics sheetsPreview of second term songsCelebration activities

NURSERY 3 SONGS & RHYMES SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	YANKEE DOODLE	Learning the American folk song”Yankee Doodle went to town, riding on a pony, Stuck a feather in his cap and called it macaroni”Understanding the story and historical context (simplified)Catchy melody and rhythmActions: riding horse, putting feather in capLearning about different cultures through songsMarching rhythmFun, energetic performance
2	HUSH LITTLE BABY	Learning the lullaby/promise songUnderstanding lullabies: gentle songs to calm babiesVerses with promises: mockingbird, diamond ring, looking glass, billy goat, etc.”And if that… doesn’t…, Papa’s gonna buy you…”Pattern and repetitionSoft, gentle singing voiceUnderstanding parent-child loveSoothing melodyConnection to bedtime and comfort
3	HUMPTY DUMPTY	Learning the classic nursery rhymeStory: Humpty Dumpty (egg) sitting on wall, having great fall, unable to be put together againUnderstanding the narrativeRhyming: wall/fall, men/againActions: sitting high, falling down (safely), trying to fixDiscussion about being carefulUnderstanding consequencesTraditional rhyme appreciation
4	DINAH BLOW YOUR HORN	Learning the folk song”Dinah, Dinah, show us your horn, Show us your horn, show us your horn”Understanding musical instruments (horn/trumpet)Actions: blowing horn, making trumpet soundsRhythm and repetitionMusical appreciationGroup call and response

		– Energetic performance
5	MID-TERM ASSESSMENT/TEST	Yankee Doodle singing with actionsHush Little Baby soft singing assessmentHumpty Dumpty performance with story understandingDinah Blow Your Horn with actionsMelody and expression evaluationSong recall testParticipation assessment
6	MID-TERM BREAK	–
7	ALL THE BIG SHEEP SAIL & TOUCH A FRIEND’S HANDS	All The Big Sheep Sail: Learning the sailing songUnderstanding ships and sailingActions: sailing motions, rowingOcean and sea themes   Touch A Friend’s Hands: Interactive action song”Touch a friend’s hands, touch a friend’s nose, touch a friend’s shoulders, touch a friend’s toes”Body parts identificationSocial interaction through musicPartner activityGentle touching and respecting personal spaceBuilding friendships through song
8	FIVE BALLOONS	Learning the counting song”Five balloons in the sky so high, One went POP! and started to cry”Counting down from 5 to 1Subtraction through songActions: holding up fingers, popping balloon (clapping), cryingUnderstanding balloons and celebrationsLoud “POP” soundNumber recognition and counting backwardsFun, energetic song
9	THIS LITTLE PIG (REVIEW) & PIGGY ON THE RAILWAY	This Little Pig (Review): Reinforcing the rhyme from first termMore confident performance   Piggy on the Railway: Learning the train song”Piggy on the railway, picking up stones, Along came

		an engine and broke piggy’s bones” Understanding trains and railwaysTrain sounds and actionsDiscussion about railway safetyRhyming: stones/bonesUnderstanding consequences of unsafe behavior
10	FIVE LITTLE BIRDS	Learning the bird counting song”Five little birds without any home, Five little trees in a row, Come build your nest in our branches tall, We’ll rock you to and fro”Counting and nature themeUnderstanding birds and nestsActions: flying like birds, building nests, rockingGentle melodyEnvironmental awarenessCaring for nature theme
11	REVISION OF SECOND TERM WORK	Review all second term songs: Yankee Doodle, Hush Little Baby, Humpty Dumpty, Dinah Blow Your Horn, All The Big Sheep Sail, Touch A Friend’s Hands, Five Balloons, This Little Pig, Piggy on the Railway, Five Little BirdsSinging with actionsGroup and individual performancesFavorite song selectionMock examination practice
12	END OF TERM EXAMINATION	Comprehensive singing assessmentLullaby vs energetic song differentiationCounting songs evaluationAction songs with movements testInteractive songs (Touch A Friend’s Hands)Melody, rhythm, and lyrics assessmentOverall musical development evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessment resultsDistribution of report cardsMusical performance showcaseAwards for excellence and improvementHoliday song materialsFamily singing encouragementPreview of third term songsCelebration activities

NURSERY 3 SONGS & RHYMES SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	MARY HAD A LITTLE LAMB	Learning the complete classic songStory: Mary’s lamb following her to school, making children laugh”Its fleece was white as snow, And everywhere that Mary went, The lamb was sure to go”Understanding loyalty and affectionGentle melodyActions: being Mary, being lamb followingDiscussion about kindness to animalsAll verses practiceSchool connection in the song
2	HERE WE GO ROUND THE MULBERRY BUSH	Learning the action circle game song”Here we go round the mulberry bush, mulberry bush, mulberry bush, Here we go round the mulberry bush, on a cold and frosty morning”Verses about daily activities: “This is the way we wash our clothes/face/hands, brush our teeth, go to school”Circle game with actionsUnderstanding daily routinesGroup coordinationActing out daily activitiesTraditional singing game
3	OLD MOTHER HUBBARD	Learning the traditional nursery rhymeStory: Mother Hubbard and her dog, bare cupboard, dog’s various activitiesMultiple verses: dog doing unusual things (reading news, playing flute, dancing jig)Understanding humor in rhymesRhyming pattern throughoutActions: acting out dog’s activitiesNarrative rhymeTraditional heritage appreciation
4	SING A SONG OF SIXPENCE	Learning the classic nursery rhyme”Sing a song of sixpence, a pocket full of rye, Four and twenty blackbirds baked in a pie”Story: king, queen, maid, blackbirdsUnderstanding old-fashioned conceptsVerses about different charactersActions: counting blackbirds, king eating, queen eating, maid hanging clothes, blackbird pecking

		nose Rhyming words: rye/pie, honey/money, nose/clothesImaginative and whimsical narrativeMultiple verses to learn
5	MID-TERM ASSESSMENT/TEST	Mary Had A Little Lamb singing and storyHere We Go Round the Mulberry Bush with actionsOld Mother Hubbard multiple versesSing A Song of Sixpence complete performanceMelody and lyrics assessmentActions and coordination testExpression evaluation
6	MID-TERM BREAK	–
7	DING DONG BELL	Learning the cautionary rhyme”Ding dong bell, pussy’s in the well, Who put her in? Little Johnny Flynn, Who pulled her out? Little Tommy Stout”Understanding the moral: “What a naughty boy was that, To try to drown poor pussy cat”Rhyming: bell/well, in/Flynn, out/StoutDiscussion about being kind to animalsActions: ringing bell, pulling up from wellUnderstanding right and wrong behaviorMoral lesson through songTraditional rhyme with message
8	HICKETY PICKETY MY BLACK HEN	Learning the short nursery rhyme”Hickety, pickety, my black hen, She lays eggs for gentlemen, Gentlemen come every day, To see what my black hen doth lay”Understanding farm life and chickensRhyming: hen/gentlemen, day/layActions: being a hen, laying eggs, counting eggsSimple melodyAppreciation for farm animalsShort but complete rhyme
9	CLAP CLAP HANDS	Learning the action song”Clap, clap, clap your hands, clap your hands together”Multiple verses: stamp feet, shake your head, jump up high, turn aroundFollowing action instructions in songDeveloping body awareness

		Coordination and rhythmEnergetic group activitySimple instructions through musicFun physical activity song
10	REVIEW OF ALL YEAR’S FAVORITE SONGS	Comprehensive review of favorite songs from all three termsStudent choice: each child selects favorite song to performGroup performance of most popular songsMedley of multiple songsUnderstanding growth in singing ability throughout yearCelebrating musical journeyBuilding confidence through performancePreparing for graduation showcase
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Songs: Mary Had A Little Lamb, Here We Go Round the Mulberry Bush, Old Mother Hubbard, Sing A Song of Sixpence, Ding Dong Bell, Hickety Pickety, Clap Clap Hands   Year-Long Comprehensive Review: First Term favoritesSecond Term favoritesThird Term songsAll nursery rhymes and action songsCounting and learning songsTraditional heritage songsMock examination comprehensive practiceConcert rehearsal for graduation
12	END OF YEAR EXAMINATION	Third Term Assessment: Recent songs performanceAction songs evaluationTraditional rhymes test   Comprehensive Year Assessment: Overall singing ability from all termsSong recall from entire yearActions and movements coordinationRhythm and melody masteryParticipation and enthusiasmMusical expression and confidencePerformance of selected songs from yearComplete Nursery 3 musical development

		evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of assessment resultsDistribution of comprehensive report cardsGrand musical concert for parents: performing favorite songs from the entire yearSongs and Rhymes showcase with actions and full performancesAwards for: Musical Excellence, Best Singer, Most Expressive, Most Improved, Participation Champion

HANDWRITING SCHEME OF WORK (NURSERY 3) FIRST TERM

WEEK	TOPIC	CONTENT
1	TRACING AND WRITING LETTERS: a, b	Review of proper pencil grip (tripod grip)Correct sitting position for writingLetter ‘a’: circle and short line, starting point, tracing multiple times, independent writingLetter ‘b’: tall line down, circle on right, tracing and writingUnderstanding lowercase lettersLetter sounds: /a/ as in apple, /b/ as in ballWriting on lines (understanding baseline, midline)Practice writing letters multiple timesLetter recognition while writing
2	TRACING AND WRITING LETTERS: c, d	Letter ‘c’: curve opening to right, starting at top, tracing and writingLetter ‘d’: circle and tall line up (ascender), proper formationLetter sounds: /c/ as in cat, /d/ as in dogDistinguishing between ‘b’ and ‘d’ (common confusion)Consistent letter size and spacingMultiple tracing and writing practiceConnecting letters to pictures/words
3	TRACING AND WRITING LETTERS: e, f	Letter ‘e’: curve and short horizontal line, starting pointLetter ‘f’: tall line down, two short crosses (ascender and midline)Letter sounds: /e/ as in egg, /f/ as in fishUnderstanding ‘f’ as tall letter (ascender)Proper stroke sequenceTracing and independent writingBuilding letter formation confidence
4	TRACING AND WRITING LETTERS: g, h	Letter ‘g’: circle and tail going down (descender), careful formationLetter ‘h’: tall line down and hump, ascender letterLetter sounds: /g/ as in goat, /h/ as in hatUnderstanding ‘g’ goes below line (descender)Understanding ‘h’ is tall letter (ascender)Differentiating letter heights

		– Extensive tracing and writing practice
5	MID-TERM ASSESSMENT/TEST	Pencil grip and sitting position observationWriting letters a-h from memory (no tracing)Letter formation accuracy assessmentSize consistency evaluationProper starting points testStroke direction and sequenceOverall handwriting progress evaluation
6	MID-TERM BREAK	–
7	TRACING AND WRITING LETTERS: i, j, k	Letter ‘i’: short line and dot on top, simple formationLetter ‘j’: line down with hook (descender) and dot, careful formationLetter ‘k’: tall line down and two diagonal linesLetter sounds: /i/ as in ink, /j/ as in jug, /k/ as in kite Understanding ‘j’ goes below lineUnderstanding ‘i’ and ‘k’ heightsTracing and writing practiceRemembering dots on ‘i’ and ‘j’
8	TRACING AND WRITING LETTERS: l, m, n	Letter ‘l’: tall straight line (ascender), simple but tallLetter ‘m’: line down with two humps, wider letterLetter ‘n’: line down with one humpLetter sounds: /l/ as in lion, /m/ as in mat, /n/ as in net Understanding ‘l’ is tall letterDistinguishing ‘m’ and ‘n’ (number of humps)Proper formation and spacingExtensive writing practice
9	TRACING AND WRITING LETTERS: o, p, q	Letter ‘o’: complete circle, starting at topLetter ‘p’: line down (descender) and circle on rightLetter ‘q’: circle and tail down on right (descender)Letter sounds: /o/ as in orange, /p/ as in pen, /q/ as in queenUnderstanding ‘p’ and ‘q’ go below lineDistinguishing ‘p’ and ‘q’ (mirror images)Careful descender formation

		– Tracing and writing practice
10	TRACING AND WRITING LETTERS: r, s, t & u, v, w, x, y, z	r, s, t Letter ‘r’: line down with small curve on topLetter ‘s’: continuous S-curveLetter ‘t’: line down with cross near topLetter sounds and formation   u, v, w, x, y, z Letter ‘u’: curve down and up with short lineLetter ‘v’: two diagonal lines meeting at bottomLetter ‘w’: double-v formationLetter ‘x’: two crossing diagonalsLetter ‘y’: two diagonals with tail down (descender)Letter ‘z’: horizontal-diagonal-horizontal (zigzag)All letter soundsCompleting lowercase alphabetIntensive practice
11	COMPLETE ALPHABET & WRITING NUMBERS 1-20	Comprehensive review of all lowercase letters a-zWriting complete alphabet in orderIdentifying and writing tall letters (ascenders): b, d, f, h, k, l, tIdentifying and writing letters with descenders: g, j, p, q, yRegular letters that stay on midlineWriting Numbers 1-20: proper formation of each number, correct starting points, consistent size, tracing and independent writingMock examination preparation
12	END OF TERM EXAMINATION	Complete lowercase alphabet writing test (a- z)Letter formation accuracy assessmentSize and spacing consistency evaluationAscenders and descenders proper formation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed handwriting workDistribution of report cardsHandwriting exhibition: best work displayAwards for excellent handwriting and improvementHoliday handwriting practice materials

Encouragement for continued practicePreview of second term (copying words and sentences)Celebration of alphabet mastery

NURSERY 3 HANDWRITING SCHEME OF WORK SECOND TERM

WEEK	TOPIC	CONTENT
1	TRACING AND WRITING SOUNDS: a, b (REVIEW)	Review of letters ‘a’ and ‘b’ from first termUnderstanding letters represent soundsWriting letters with sound awarenessPhonics connection: /a/ and /b/ soundsWords beginning with ‘a’ and ‘b’Tracing and independent writingBuilding phonics-handwriting connectionFluent letter formation
2	LOOK AND COPY: “IN, AT, IS, IT”	Introduction to copying simple two-letter wordsWord: “IN” – copying carefully, letter spacing, understanding meaningWord: “AT” – proper formation, spacingWord: “IS” – copying accuratelyWord: “IT” – completing two-letter words setUnderstanding these are sight words (high- frequency)Copying from model aboveConsistent letter size and spacing between wordsReading words after writing
3	IDENTIFY AND COPY TALL SOUNDS (ASCENDERS): h, b, d, f	Understanding tall letters/ascenders: letters that go above midlineIdentifying tall letters in wordsLetter ‘h’: tall line and hump, tracing and writingLetter ‘b’: tall line and circle, careful formationLetter ‘d’: circle and tall line, distinguishing from ‘b’Letter ‘f’: tall line with two crossesHeight consistency for all tall lettersWriting tall letters in wordsExtensive practice with ascenders
4	IDENTIFY AND COPY SOUNDS WITH LEGS (DESCENDERS): g, p, j, q, y	Understanding letters with descenders: letters that go below baselineIdentifying descenders in wordsLetter ‘g’: circle and tail downLetter ‘p’: line down with circle

		Letter ‘j’: line down with hook and dotLetter ‘q’: circle with tail on rightLetter ‘y’: two diagonals with tail downConsistent descender lengthWriting descenders in wordsPractice with “letters with legs”
5	MID-TERM ASSESSMENT/TEST	Copying simple words (2-letter words)Tall letters (ascenders) writing testLetters with legs (descenders) writing testLetter formation accuracySpacing and size consistencyReading and writing assessmentOverall progress evaluation
6	MID-TERM BREAK	–
7	READ AND COPY: “of, me, my, we”	Copying two-letter words with focus on reading firstWord: “of” – understanding common word, careful copyingWord: “me” – personal pronoun, neat writingWord: “my” – possessive pronoun, proper formationWord: “we” – plural pronoun, accurate copyingReading before writing (look-say-write method)Understanding word meaningsConsistent handwritingSight word recognition and writing
8	READ AND COPY: “fat, dog, pig, box”	Copying three-letter CVC (Consonant- Vowel-Consonant) wordsWord: “fat” – reading and copying, letter spacingWord: “dog” – with descender ‘g’, careful formationWord: “pig” – with ascenders and descenders, height awarenessWord: “box” – with tall letter, neat copyingUnderstanding these are simple nounsConnecting words to pictures/meaningsConsistent letter formationBuilding word-writing confidence
9	LOOK AND COPY: 1-20	– Comprehensive review of numbers 1-20 from first term

	(NUMBERS REVIEW)	Writing each number with proper formationNumber sequence 1-20Consistent number sizeProper starting points for each numberWriting numbers in orderRandom number writingNumber-writing fluency developmentConnecting to numeracy learning
10	REVIEW ALL SOUNDS: TALL, WITH LEGS, AND SHORT	Review tall sounds (ascenders): b, d, f, h, k, l, t – identifying and writingReview sounds with legs (descenders): g, j, p, q, y – practicing all descendersShort sounds (regular letters): a, c, e, i, m, n, o, r, s, u, v, w, x, z – letters that stay on midlineComprehensive letter classification practiceWriting words with mixed letter typesUnderstanding letter heights and proportionsBuilding complete handwriting mastery
11	REVISION OF SECOND TERM WORK	Review of copying two-letter words: in, at, is, it, of, me, my, weReview of copying three-letter words: fat, dog, pig, boxTall letters comprehensive practiceLetters with legs extensive practiceShort letters reviewNumbers 1-20 writing practiceMock examination exercisesPreparation for final assessment
12	END OF TERM EXAMINATION	Copying two and three-letter words testTall letters writing assessmentLetters with descenders evaluationShort letters testNumbers 1-20 comprehensive writingLetter classification understandingSpacing and size consistencyOverall handwriting progress evaluation
13	CLOSING & END OF TERM ACTIVITIES	Return of assessed workDistribution of report cardsHandwriting progress celebrationAwards for excellent copying and letter formationHoliday practice materials (words to copy)

Encouragement for continued practicePreview of third term (longer words and sentences)End of term activities

NURSERY 3 HANDWRITING SCHEME OF WORK THIRD TERM

WEEK	TOPIC	CONTENT
1	LOOK AND COPY: TALL SOUNDS	Extensive practice with all tall letters (ascenders)Letters: b, d, f, h, k, l, tWriting tall letters individuallyWriting words containing tall lettersExamples: bed, hill, fish, look, feltConsistent height for all ascendersProper proportion and spacingBuilding confidence with tall lettersPreparation for sentence writing
2	LOOK AND COPY: SOUNDS WITH LEGS	Extensive practice with all descendersLetters: g, j, p, q, yWriting descenders individuallyWriting words containing descendersExamples: pig, jump, queen, playingConsistent descender lengthProper below-line formationBuilding confidence with descendersUnderstanding complete letter formation
3	LOOK AND COPY: SHORT SOUNDS	Extensive practice with regular letters (no ascenders or descenders)Letters: a, c, e, i, m, n, o, r, s, u, v, w, x, zWriting short letters individuallyWriting words with only short letters: can, run, sun, cowsUnderstanding midline lettersConsistent size and spacingCompleting letter type masteryBuilding foundation for longer words
4	LOOK AND COPY: THREE- LETTER WORDS	Copying CVC (Consonant-Vowel- Consonant) wordsExamples: cat, dog, sun, pen, hat, cup, map, bag, sit, runReading word before copyingProper letter spacing within wordsConsistent letter sizeUnderstanding word as unitConnecting to phonics and readingBuilding word-writing fluency

		– Multiple word copying practice
5	MID-TERM ASSESSMENT/TEST	Tall letters comprehensive writingLetters with legs comprehensive writingShort letters comprehensive writingThree-letter words copying testLetter formation and spacingSize consistency evaluationOverall handwriting quality assessment
6	MID-TERM BREAK	–
7	LOOK AND COPY: FOUR- LETTER WORDS	Copying four-letter words (CVCC, CCVC patterns)Examples: jump, hand, stop, frog, play, went, shop, duckUnderstanding longer word structureMaintaining consistent letter sizeProper spacing between lettersReading before writingUnderstanding word meaningsBuilding stamina for longer wordsMultiple practice exercises
8	LOOK AND COPY: FIVE- LETTER WORDS	Copying five-letter wordsExamples: plant, house, brush, three, sweet, green, blackManaging longer wordsConsistent letter formation throughout wordProper spacingNot lifting pencil unnecessarilyUnderstanding complex word structuresReading and writing connectionBuilding confidence with word length
9	COPY SENTENCE: “THE DOOR IS SHUT” & “Mum can cook”	Sentence 1: “THE DOOR IS SHUT” First sentence copying experienceCapital ‘T’ at beginning (introduction to capitals)Spacing between wordsFull stop at endReading complete sentenceCopying each word carefully   Sentence 2: “Mum can cook” Capital ‘M’ for name/beginningThree words with proper spacingUnderstanding sentence structure

		Meaning comprehensionNeat copying
10	COPY SENTENCE: “I like mum and dad” & “Duck can swim”	Sentence 1: “I like mum and dad” Capital ‘I’ (always capital)Five words – longer sentenceConsistent spacingFamily vocabularyPersonal statement   Sentence 2: “Duck can swim” Capital ‘D’ at beginningSimple subject-verb structureAnimal and action vocabularyNeat sentence copyingUnderstanding complete thoughts
11	REVISION OF THIRD TERM & YEAR’S WORK	Third Term Review: All letter types comprehensive practiceThree, four, and five-letter wordsSentence copying practiceCapital letters at sentence beginningsSpacing and punctuation   Year-Long Comprehensive Review: Complete alphabet lowercase masteryNumbers 1-20Letter classification (tall, descenders, short)Word copying (2-5 letters)Sentence structure basicsComplete handwriting journey reviewMock examination preparationPortfolio of best work
12	END OF YEAR EXAMINATION	Third Term Assessment: Four and five-letter words copyingSentence copying with proper spacing and capitalsPunctuation awareness (full stops)   Comprehensive Year Assessment: Complete lowercase alphabet a-zNumbers 1-20Letter classification masteryWord copying (various lengths)Sentence copying abilityPencil grip and posture

		Letter formation accuracySize and spacing consistencyOverall Nursery 3 handwriting masteryReadiness for Primary 1 writing demandsProgress from beginning of year evaluation
13	CLOSING, PROMOTION & GRADUATION ACTIVITIES	Return of all assessed handwriting workDistribution of comprehensive report cardsHandwriting exhibition: displaying year’s progress (first work vs final work)Awards for: Best Handwriting, Most Improved, Neatest Work, Consistent Excellence

                    .

Preprimary School Scheme of Work Unified Links

Pre-nursery School Scheme of Work Unified Link

Nursery 1 Scheme of Work Unified Link

Nursery 2 Scheme of Work Unified Link

Nursery 3 Scheme of Work Unified Link

Nursery School Scheme of Work Unified Link