Access Free Pre-Nursery School Scheme of work Unified for Preschool for Pre Nursery School 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 Pre-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 (0 to 5 Years).
The Subjects includes;Literacy (Letter Work), Numeracy (Number Work), Handwriting, Pre Science, Health Habits,Social Habits, etc.
PRE-NURSERY SCHEME OF WORK UNIFIED
Health Habits
Handwriting
Literacy
Numeracy
Pre Science
Social Habits
PRE-NURSERY HEALTH HABITS SCHEME OF WORK FIRST TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
Introduction to Our Body
Teacher uses songs and rhymes to introduce body parts. Teacher points to and names body parts (head, hands, legs, face, body). Teacher uses charts and pictures to show the body. Teacher guides pupils to touch and identify their own body parts. Teacher shows
Pupils sing body parts songs. Pupils point to their body parts. Pupils touch their body parts when named. Pupils look at pictures of children. Pupils say “body” with teacher.
Charts Pictures Dolls Mirrors Body parts poster Video clips
pictures of clean,
healthy children.
2
Care of the Skin I – Bathing Regularly
Teacher uses charts and video clips to explain bathing in simple terms. Teacher demonstrates bathing using a doll with water, soap, and sponge. Teacher sings bathing songs (“This is the way we wash our body”). Teacher emphasizes bathing every day. Teacher shows
Pupils watch bathing demonstration. Pupils sing bathing songs. Pupils mime washing their body. Pupils identify water, soap, and sponge. Pupils practice with dolls.
Doll Basin Water Soap Sponge Towel Charts Pictures Video clips
pictures of children
taking baths.
3
Care of the Skin II
i. Teacher demonstrates drying
i. Pupils mime drying their body.
Towel Body cream
– Applying Body Cream
body with towel after bathing using a doll. Teacher shows how to apply body cream and hair cream. Teacher lets pupils touch and smell body cream. Teacher emphasizes applying cream after bathing. Teacher shows pictures of children applying cream.
Pupils pretend to apply body cream. Pupils touch body cream containers. Pupils identify towel and cream. Pupils practice on dolls.
Hair cream Lotion Charts Pictures Dolls Video clips
4
Care of the Skin III– Materials Used
Teacher identifies and displays materials used for skin care (soap, sponge, towel, body cream, hair cream). Teacher names each material clearly and repeatedly. Teacher demonstrates use of each material. Teacher guides pupils to identify materials. Teacher plays identification games with materials.
Pupils identify materials used to take care of the skin. Pupils point to each material when named. Pupils touch and hold materials safely. Pupils match materials to their uses. Pupils participate in “Find the…” games.
Assessment through observation: Teacher observes pupils’ ability to identify body parts, skin care materials, and demonstrate simple bathing actions
Pupils demonstrate simple hygiene actions, identify materials, and participate in assessment activities
Assessment sheets All materials for demonstration
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
Care of the Mouth
i. Teacher uses charts and large teeth model
i. Pupils point to their mouth and
Large teeth model
and Teeth I – Introduction
to introduce teeth and mouth. Teacher lets pupils look at their teeth in mirrors. Teacher sings teeth songs (“Brush, brush, brush your teeth”). Teacher shows pictures of healthy teeth vs unhealthy teeth. Teacher explains
teeth. Pupils look at teeth in mirrors. Pupils sing teeth songs. Pupils identify healthy teeth in pictures. Pupils mime chewing food.
Mirrors Charts Pictures Video clips Posters
teeth help us eat food.
8
Care of the Mouth and Teeth II – Brushing Twice Daily
Teacher demonstrates brushing teeth using large teeth model and toothbrush. Teacher emphasizes brushing in the morning and at night. Teacher acts out morning and bedtime brushing routine. Teacher uses pictures showing “morning” (sun) and “night” (moon). Teacher guides
Pupils watch brushing demonstration. Pupils identify morning and night pictures. Pupils mime brushing teeth. Pupils count “one, two” for twice daily. Pupils sing brushing song with actions.
Large teeth model Toothbrush Charts Sun/moon pictures Video clips Sequence cards
pupils to mime
brushing.
9
Care of the Mouth and Teeth III – Using Mouthwash
Teacher shows mouthwash bottle and explains its use in very simple terms. Teacher demonstrates rinsing mouth with water (mouthwash practice should be supervised by parents). Teacher shows pictures of clean
Pupils identify mouthwash bottle. Pupils mime rinsing their mouth. Pupils practice spitting actions (without liquid). Pupils understand to ask parents for help. Pupils participate
Mouthwash bottle (for display) Cup Water Charts Pictures Video clips
mouth. Teacher emphasizes asking parents for help with mouthwash. Teacher practices rinsing and spitting actions.
in mouth care routine.
10
Care of the Mouth and Teeth IV – Materials Used
Teacher identifies and displays all mouth care materials (toothbrush, toothpaste, mouthwash, cup). Teacher names each material clearly. Teacher demonstrates complete mouth care routine. Teacher guides pupils to identify each material. Teacher plays
Pupils identify materials needed to take care of mouth and teeth. Pupils point to materials when named. Pupils demonstrate complete brushing routine. Pupils match materials to pictures. Pupils sort dental care items.
Toothbrush Toothpaste Mouthwash Cup Charts Pictures Toy dental sets
matching games with
materials.
11
REVISION
Teacher reviews all first term topics using
Pupils sing health songs, demonstrate
All materials from weeks 1- 10 Charts Pictures Games
songs, games, and
bathing and
demonstrations.
brushing actions,
Reviews body parts,
identify all
skin care (bathing,
materials learned,
cream, materials), and
participate in review
mouth care (brushing,
games.
materials).
12
EXAMINATION
End of term assessment through
Pupils demonstrate skin care and mouth
Assessment materials All demonstration items
observation and
care routines,
demonstration of all
identify all
hygiene practices
materials, show
learned
understanding
through actions
13
CLOSING
Teacher distributes progress reports, gives praise and encouragement,
Pupils receive reports, simple awards/stickers for participation,
Reports Certificates Stickers Treats
assigns simple holiday
celebrate their
practice (brush teeth,
learning
take bath daily)
PRE-NURSERY HEALTH HABITS SCHEME OF WORK SECOND TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
REVISION – FirstTerm
Teacher revises first term work using songs and demonstrations. Teacher reviews body parts, skin care, and mouth care. Teacher uses quick demonstrations with dolls. Teacher assesses retention through simple questions and actions.
Pupils participate in revision activities. Pupils sing familiar health songs. Pupils demonstrate bathing and brushing. Pupils identify materials from first term.
All previous materials Charts Pictures Dolls Video clips
2
The Environment – Introduction
Teacher explains “environment” as “the place around us” in very simple terms. Teacher points to things in the classroom environment. Teacher takes pupils on a simple tour of school environment. Teacher uses pictures of different environments (home, school, playground). Teacher introduces “clean” and “dirty” concepts with pictures.
Pupils look around their classroom. Pupils point to things in their environment. Pupils walk around and observe. Pupils identify pictures of different places. Pupils begin to understand clean vs dirty.
Pictures of environments Charts Posters Real classroom Video clips
3
Clean Environment vs Dirty Environment
i. Teacher shows clear pictures of clean environments and dirty environments.
Pupils look at pictures carefully. Pupils say “clean” or “dirty” with
Pictures Flashcards Video clips Happy/sad
Teacher uses “clean” and “dirty” flashcards. Teacher shows video clips of clean and dirty places. Teacher guides pupils to say “clean” or “dirty” for each picture. Teacher uses
guidance. Pupils point to clean environments. Pupils point to dirty environments. Pupils make happy/sad faces accordingly.
face cards Charts Posters
happy face for clean,
sad face for dirty.
4
Clean Environment I – Things Found
Teacher uses charts and pictures to show things in clean environments (organized toys, clean floors, neat tables, flowers, trash in bins). Teacher points out clean things in the classroom. Teacher shows pictures of clean homes, schools, and playgrounds. Teacher emphasizes “everything in its place.” Teacher lets pupils
Pupils list simple things found in clean environment (with guidance). Pupils point to clean areas in classroom. Pupils identify organized vs messy pictures. Pupils clap for clean environments. Pupils touch clean, neat objects.
Charts Pictures Video clips Classroom items Posters Clean environment photos
identify clean things.
5
MIDTERM EXAMINATION
Assessment through observation: Teacher assesses pupils’ understanding of
Pupils identify clean and dirty pictures, demonstrate understanding of
Assessment materials Pictures Charts
clean vs dirty
environment
environments and
concepts
identification of clean
things
6
MIDTERM
Rest and relaxation
Rest and relaxation
–
BREAK
period
7
Clean Environment II – How to Make Environment Clean
Teacher demonstrates picking up toys and putting them in boxes. Teacher shows how to put trash in waste bins. Teacher demonstrates simple sweeping with toy broom. Teacher shows pictures of children cleaning up. Teacher involves
Pupils watch cleaning demonstrations. Pupils pick up toys and put them away. Pupils put trash in bins. Pupils practice with toy cleaning tools. Pupils help clean classroom with guidance.
Toy broom Dustpan Waste bin Toys Cleaning cloths Pictures Charts
pupils in classroom
cleanup activity.
8
Clean Environment III – Materials Used
Teacher identifies and displays cleaning materials (broom, dustpan, waste bin, duster, cleaning cloth). Teacher names each material clearly and repeatedly. Teacher demonstrates safe use of each material. Teacher emphasizes putting things in the waste bin. Teacher guides
Pupils identify materials needed to keep environment clean. Pupils point to each material when named. Pupils touch and hold cleaning tools safely. Pupils mime sweeping and cleaning actions. Pupils practice putting things away.
Broom Dustpan Waste bin Duster Cleaning cloth Charts Pictures
pupils to identify
materials.
9
Dirty Environment– Things Found
Teacher shows pictures of dirty environments (trash on floor, scattered toys, dirty surfaces, messy areas). Teacher uses
Pupils identify things found in dirty environments (with guidance). Pupils point to messy/dirty pictures. Pupils make sad
Pictures of dirty places Charts Video clips Sad face cards Posters
sad/unhappy faces to show dirty is not good. Teacher shows real examples of messy areas (safely controlled). Teacher guides pupils to identify dirty things. Teacher emphasizes we should not make places dirty.
faces for dirty places. Pupils shake heads “no” for dirty environments. Pupils understand dirty is not good.
10
Dirty Environment– How to Make it Clean
Teacher demonstrates transforming dirty area to clean area. Teacher shows before and after pictures. Teacher involves pupils in cleaning messy corner of classroom. Teacher demonstrates complete cleanup process step by step. Teacher praises pupils for making environment clean.
Pupils watch transformation demonstration. Pupils identify before and after pictures. Pupils participate in cleanup activity. Pupils pick up scattered items. Pupils understand making dirty places clean.
Before/after pictures Cleaning materials Messy items to clean Charts Waste bin
11
REVISION
Teacher reviews all second term topics: environment concepts, clean vs dirty, things in clean/dirty environments, cleaning materials and methods.
Pupils demonstrate understanding of clean and dirty environments, identify cleaning materials, participate in cleanup activities, sing environment songs.
All materials from second term Charts Pictures Cleaning tools
12
EXAMINATION
End of term assessment of
Pupils identify clean and dirty
Assessment materials
environment awareness and cleaning practices
environments, demonstrate cleaning actions, identify materials used for cleaning
Pictures Cleaning tools
13
CLOSING
Distribution of reports, feedback, encouragement to
Pupils receive reports, recognition for participation,
Reports Certificates Stickers
keep environments
celebrate
clean during holidays
environmental
awareness
PRE-NURSERY HEALTH HABITS SCHEME OF WORK THIRD TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
REVISION –Previous Terms
Teacher comprehensively revises first and second term topics. Teacher uses songs, games, and demonstrations. Teacher reviews skin care, mouth care, and environment. Teacher assesses retention and reinforces key concepts.
Pupils participate actively in revision. Pupils demonstrate all hygiene practices learned. Pupils identify materials from previous terms. Pupils show understanding of clean environment.
All previous materials Charts Pictures Videos Dolls
2
Clean and Dirty Environments – Causes of Dirty Environment
Teacher shows pictures of actions that make environment dirty (throwing trash on floor, spilling things, not putting toys away). Teacher demonstrates “wrong” actions and says “No, no.” Teacher shows video clips of littering and messiness. Teacher explains these cause dirty environment in simple terms. Teacher emphasizes not doing these things.
Pupils identify actions that make places dirty. Pupils shake heads “no” for bad actions. Pupils understand throwing trash is wrong. Pupils recognize causes of mess. Pupils say “no” to dirty actions.
Pictures Video clips Charts Before/after photos Posters
3
Clean and DirtyEnvironments –
i. Teacher shows effects of dirty
i. Pupils identify happy children in
Pictures Charts
Effects and Importance
environment (flies, bad smell, sickness, ugly places) using pictures. Teacher shows importance of clean environment (healthy, beautiful, happy, safe) using pictures. Teacher uses happy children in clean places vs sad faces in dirty places. Teacher emphasizes clean is good, dirty is bad in very simple terms. Teacher praises
clean places. Pupils understand clean environment is good. Pupils make happy faces for clean places. Pupils understand dirty can make us sick. Pupils prefer clean environments.
Happy/sad faces Video clips Posters Health images
clean habits.
4
Personal Hygiene – Meaning and Importance
Teacher explains “personal hygiene” as “keeping our body clean” in very simple terms. Teacher shows pictures of clean, well- groomed children. Teacher reviews all hygiene practices learned (bathing, brushing teeth, clean clothes). Teacher emphasizes importance (healthy, look good, feel good, no germs). Teacher uses songs
Pupils understand personal hygiene means clean body. Pupils identify clean, neat children in pictures. Pupils list hygiene practices with guidance. Pupils understand being clean is important. Pupils sing cleanliness songs.
Pictures of groomed children Charts Video clips Posters Dolls
about being clean.
5
MIDTERM EXAMINATION
Assessment of understanding of causes/effects of dirty environment and
Pupils demonstrate understanding of environmental concepts and
Assessment materials Pictures Charts
personal hygiene
personal hygiene
concepts
importance
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
Personal Hygiene – How to Maintain Good Personal Hygiene
Teacher demonstrates complete daily hygiene routine (wake up, wash face, brush teeth, bathe, wear clean clothes, comb hair, wash hands). Teacher uses picture sequence cards showing daily routine. Teacher involves pupils in role-play of hygiene routine. Teacher emphasizes doing these things every day. Teacher reviews all
Pupils watch complete hygiene demonstration. Pupils arrange sequence cards with help. Pupils role-play daily hygiene routine. Pupils mime all hygiene actions. Pupils demonstrate good personal hygiene.
Sequence cards All hygiene materials Dolls Pictures Charts Video clips
hygiene materials.
8
Good Health – Meaning
Teacher explains “good health” as “feeling strong and well” in simple terms. Teacher shows pictures of healthy, active children vs sick children. Teacher asks pupils to show strong arms/muscles. Teacher uses happy, energetic actions to show good health. Teacher
Pupils understand good health means feeling well. Pupils identify healthy children in pictures. Pupils show their strong arms/muscles. Pupils jump, run (safely) to show they are healthy. Pupils make happy faces for good health.
Pictures of healthy children Charts Video clips Posters
emphasizes being
healthy is wonderful.
9
Good Health –
i. Teacher shows pictures of good,
i. Pupils identify good, healthy foods.
Pictures of healthy foods
Good Food
nutritious food (fruits, vegetables, rice, beans, fish, eggs, milk). Teacher explains good food makes us strong and healthy. Teacher shows clean food vs dirty food. Teacher lets pupils identify healthy foods. Teacher
Pupils point to fruits and vegetables. Pupils understand good food helps us grow. Pupils mime eating good food. Pupils choose healthy food pictures.
Toy foods Real fruits (for display) Charts Posters
emphasizes eating
good food every day.
10
Good Health – Body Exercise and Rest
Teacher demonstrates simple exercises (stretching, jumping, running in place, dancing). Teacher shows pictures of children playing and exercising. Teacher explains exercise makes us strong. Teacher demonstrates resting and sleeping. Teacher explains we need sleep to be healthy and strong. Teacher shows
Pupils participate in simple exercises. Pupils stretch, jump, and move safely. Pupils understand exercise is good for body. Pupils mime sleeping and resting. Pupils understand we need rest/sleep. Pupils enjoy movement activities.
Exercise mat Pictures of exercise Pictures of sleeping children Music Charts Pillows (for rest demonstration)
pictures of children
sleeping peacefully.
11
REVISION –
Teacher
Pupils demonstrate
ALL materials from entire year Charts Pictures Videos All demonstration items
Comprehensive
comprehensively
complete
Year Review
reviews ALL health habits from three
understanding of all health habits
terms: skin care,
learned throughout
mouth care,
the year. Pupils
environment
perform all hygiene
(clean/dirty), personal
actions, identify all
hygiene, good health (food, exercise, rest). Uses games, songs, demonstrations, and activities.
materials, show awareness of clean environment, demonstrate exercises.
Games
12
EXAMINATION
End of year comprehensive assessment of all health habits knowledge and practices
Pupils demonstrate complete hygiene routine, identify all materials, show understanding of clean environment, participate in health activities
Assessment materials All demonstration items Pictures Charts
Teacher introduces writing tools (crayons, large pencils, markers). Teacher demonstrates proper pencil/crayon grip (tripod grip). Teacher shows how to hold crayons with three fingers. Teacher demonstrates making marks on paper. Teacher guides each pupil’s hand to hold crayon correctly. Teacher uses songs about holding crayons.
Pupils hold crayons and large pencils. Pupils practice gripping with guidance. Pupils make free marks on paper. Pupils scribble freely to develop hand control. Pupils explore different writing tools. Pupils enjoy making marks.
Large crayons Jumbo pencils Markers Large paper Pencil grips Charts showing grip Coloring sheets
2
Free Scribbling and Hand Control
Teacher provides large paper for free scribbling. Teacher demonstrates circular scribbles, back-and- forth scribbles. Teacher encourages pupils to make big movements with arms. Teacher praises all scribbling attempts. Teacher uses music to make scribbling fun. Teacher displays pupils’ scribbles.
Pupils scribble freely on large paper. Pupils make circular movements. Pupils make back- and-forth movements. Pupils develop hand-eye coordination. Pupils gain confidence in mark- making. Pupils enjoy the process.
Large paper sheets Large crayons Markers Chart paper Music Display board
3
Tracing Straight Lines – Vertical and Horizontal
Teacher demonstrates drawing straight lines (up- down, left-right) in the air. Teacher uses dotted line worksheets for
Pupils trace vertical lines (up and down). Pupils trace horizontal lines (side to side). Pupils follow dotted lines with
Dotted line worksheets Large crayons Pencils Rulers (for demo)
tracing. Teacher guides pupils’ hands to trace lines. Teacher shows tracing from one point to another. Teacher uses songs: “Up and down, up and down.” Teacher provides hand-over-hand support.
finger first. Pupils trace with crayons/pencils. Pupils practice line control. Pupils build confidence.
Charts with lines Tracing paper
4
Tracing Slanting Lines I
Teacher introduces slanting lines (diagonal) using demonstrations. Teacher draws slanting lines in the air and on board. Teacher shows how rain falls “slant” using pictures. Teacher provides dotted slanting line worksheets. Teacher guides pupils to trace from top to bottom. Teacher uses visual cues (arrows).
Pupils watch slanting line demonstrations. Pupils trace slanting lines in the air. Pupils identify slanting objects (slides, roofs). Pupils trace dotted slanting lines. Pupils practice diagonal movements. Pupils follow directional arrows.
Dotted line worksheets Pictures of slanting objects Large crayons Charts Arrow markers Slanted line cards
5
MIDTERM EXAMINATION
Assessment through observation: Teacher observes pencil grip, ability to make marks, trace simple straight and slanting lines
Pupils demonstrate pencil grip, scribble, trace vertical, horizontal, and slanting lines with guidance
Assessment sheets Crayons Tracing worksheets
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
Tracing Slanting Lines II
Teacher continues with slanting line practice using different directions. Teacher introduces slanting lines going left and right (/ and ).
Pupils trace slanting lines in both directions. Pupils practice different slant patterns. Pupils trace
Slanting line worksheets Pattern cards Large crayons Pictures
Teacher demonstrates making “mountains” and “valleys.” Teacher provides varied slanting line patterns. Teacher uses hand- over-hand guidance. Teacher connects to real objects (roof, slide).
“zigzag” patterns (simple). Pupils develop directional control. Pupils gain muscle control. Pupils connect to real-world examples.
Charts Zigzag patterns
8
Tracing Slanting Lines III
Teacher reinforces slanting lines through repetitive practice. Teacher introduces crossing slanting lines (X shape). Teacher shows how two slanting lines can cross. Teacher provides simple crossing line patterns. Teacher uses games: “Make an X.” Teacher emphasizes control and accuracy.
Pupils trace slanting lines independently. Pupils practice crossing lines (X). Pupils develop better control. Pupils trace with less guidance. Pupils gain confidence. Pupils enjoy creating patterns.
Crossing line worksheets X-pattern cards Large crayons Dotted worksheets Charts Stickers for rewards
9
Lines in Double Formation I
Teacher introduces parallel lines (two lines side by side). Teacher demonstrates drawing “railway tracks.” Teacher shows double vertical lines, double horizontal lines. Teacher provides double line tracing worksheets. Teacher emphasizes keeping lines apart and straight. Teacher uses train/track imagery.
Pupils observe double line demonstrations. Pupils trace double vertical lines. Pupils trace double horizontal lines. Pupils understand “two lines together.” Pupils practice spacing control. Pupils relate to train tracks.
Double line worksheets Railway track pictures Large crayons Parallel line charts Train images
10
Lines in Double Formation II
Teacher continues double line practice with varied orientations. Teacher introduces double slanting lines. Teacher shows double lines making simple patterns. Teacher provides graduated difficulty worksheets. Teacher gives individual support. Teacher celebrates progress.
Pupils trace double lines in various directions. Pupils practice double slanting lines. Pupils create simple double line patterns. Pupils improve hand control. Pupils work with increasing independence. Pupils feel accomplished.
Advanced double line sheets Pattern cards Large crayons Pencils Progress charts Reward stickers
11
REVISION
Teacher reviews all first term topics: pencil grip, straight lines (vertical, horizontal), slanting lines, lines in double formation. Uses games, tracing activities, and demonstrations.
Pupils demonstrate pencil grip, trace all types of lines learned, participate in tracing games, show improvement in hand control and confidence.
All worksheets from term Crayons Pencils Charts Games Stickers
12
EXAMINATION
End of term assessment: Teacher assesses pencil grip, ability to trace various lines (straight, slanting, double), hand control, and confidence
Pupils demonstrate all tracing skills learned, show pencil grip, trace lines with appropriate control
Pupils participate in revision activities. Pupils demonstrate pencil grip. Pupils trace various lines from first term. Pupils show retained skills. Pupils gain confidence.
Review worksheets Large crayons Pencils Charts from first term Line pattern cards
encouragement and
positive feedback.
2
Intersecting Slant Lines I
Teacher introduces intersecting slanting lines (X patterns). Teacher demonstrates how slanting lines cross each other. Teacher shows the X shape clearly. Teacher provides simple X tracing worksheets. Teacher uses hand- over-hand guidance. Teacher relates to crossing sticks,
Pupils observe intersecting lines demonstration. Pupils trace X patterns. Pupils practice crossing slanting lines. Pupils follow dotted X shapes. Pupils develop crossing motion control. Pupils identify X in environment.
Teacher continues with intersecting slant lines practice. Teacher introduces multiple X patterns in
Pupils trace multiple X patterns. Pupils practice intersecting lines repeatedly.
Multiple X worksheets Star patterns Large crayons
rows. Teacher shows star shapes (simple). Teacher provides varied intersecting line worksheets. Teacher emphasizes where lines cross. Teacher uses visual
Pupils trace simple star patterns. Pupils improve crossing accuracy. Pupils identify crossing points. Pupils gain muscle memory.
Pencils Crossing point markers Pattern cards
markers for crossing
points.
4
Intersecting Slant Lines III
Teacher reinforces intersecting slanting lines through varied activities. Teacher introduces intersecting lines in different directions. Teacher shows how patterns emerge from crossing lines. Teacher provides creative intersecting line worksheets. Teacher allows some free creation with crossing lines. Teacher praises
Pupils trace complex intersecting patterns. Pupils practice with confidence. Pupils create their own simple crossing patterns. Pupils demonstrate improved control. Pupils enjoy pattern-making. Pupils show mastery.
Advanced crossing worksheets Pattern templates Large crayons Pencils Blank paper for creation Stickers
efforts.
5
MIDTERM
Assessment of
Pupils demonstrate
Assessment sheets Crayons Pencils Observation forms
EXAMINATION
intersecting slant lines and line patterns
ability to trace intersecting slant
learned
lines, X patterns, and
various crossing
patterns
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
Tracing Circles I
i. Teacher introduces circular shapes using
i. Pupils watch circle demonstrations.
Large circle worksheets
demonstrations.
ii. Pupils trace circles
Circular
ii. Teacher draws
in the air.
objects
large circles in the air
iii. Pupils identify
Large
and on board.
circular objects in
crayons
Teacher shows circular objects (ball, plate, coin). Teacher demonstrates tracing circles starting from top. Teacher provides large dotted circle worksheets. Teacher uses hand-
classroom. Pupils trace large dotted circles. Pupils practice circular hand movements. Pupils develop rotational control.
Pencils Circle templates Ball, plate (for demo)
over-hand guidance
for circular motion.
8
Tracing Circles II
Teacher continues circle tracing with smaller circles. Teacher shows how to make circles smoothly. Teacher provides circles of different sizes. Teacher introduces “round and round” song. Teacher demonstrates making multiple circles. Teacher emphasizes closed
Pupils trace circles of various sizes. Pupils practice smooth circular motions. Pupils sing “round and round” while tracing. Pupils trace multiple circles on one page. Pupils learn to close circles properly. Pupils gain circular motion mastery.
Multiple circle worksheets Size-varied circles Large crayons Pencils Circle stencils Charts
circles (meeting
points).
9
Introduction to Letter Shapes – Curved Lines
Teacher introduces curved lines as preparation for letters. Teacher shows C shape, U shape, curved patterns. Teacher demonstrates tracing curves. Teacher provides curved line worksheets.
Pupils trace curved lines. Pupils practice C shapes and U shapes. Pupils create curved patterns. Pupils understand curves are part of letters. Pupils trace “smile” curves. Pupils build curve
Curved line worksheets C and U patterns Large crayons Pencils Rainbow curves Smile shapes
Teacher connects curves to letters that will come. Teacher uses rainbow curves, smiles.
control.
10
Pre-Letter Patterns
Teacher introduces patterns that lead to letter formation. Teacher shows combinations of lines and curves. Teacher demonstrates simple letter-like shapes. Teacher provides pattern completion worksheets. Teacher praises all pattern attempts. Teacher prepares
Pupils trace pre- letter patterns. Pupils combine lines and curves. Pupils complete simple patterns. Pupils develop fine motor precision. Pupils show readiness for letter tracing. Pupils feel accomplished.
All worksheets from term Crayons Pencils Charts Review sheets
intersecting slant lines,
second term, show
circles, curved lines,
improved hand
pre-letter patterns.
control, trace circles
Uses various tracing
and intersecting lines
worksheets and
confidently.
activities.
12
EXAMINATION
End of term assessment of intersecting lines, circles, curves, and patterns
Pupils demonstrate mastery of second term tracing skills
Assessment sheets Crayons Pencils Assessment forms
13
CLOSING
Distribution of reports, work display, praise and encouragement, preparation for letter
Pupils receive reports, celebrate achievements, prepare for letter introduction
Reports Certificates Work samples Stickers
tracing in third term
PRE-NURSERY HANDWRITING SCHEME OF WORK THIRD TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
REVISION –Previous Terms’ Work
Teacher comprehensively revises all lines, circles, and patterns from previous terms. Teacher assesses readiness for letter tracing. Teacher provides mixed review worksheets. Teacher reinforces pencil grip and hand control. Teacher gives
Pupils participate in comprehensive revision. Pupils demonstrate all pre- writing strokes. Pupils show improved fine motor skills. Pupils display confidence in tracing. Pupils prepare for letter introduction.
Review worksheets All previous materials Crayons Pencils Charts
individual attention
where needed.
2
Tracing Letters – it, in, is (Introduction)
Teacher introduces the concept of letters making words. Teacher shows the words: it, in, is using large flashcards. Teacher demonstrates tracing “i” (vertical line with dot). Teacher shows how “i” appears in all three words. Teacher provides dotted tracing worksheets for these words. Teacher reads the words aloud while
Pupils observe letter and word demonstrations. Pupils identify the letter “i” in words. Pupils trace the words “it, in, is” with dotted guidelines. Pupils practice letter recognition. Pupils connect letters to sounds (with guidance). Pupils begin to recognize simple words.
Large flashcards (it, in, is) Dotted word worksheets Large crayons Pencils Letter “i” cards Word charts
tracing.
3
Tracing Letters –
i. Teacher continues
i. Pupils trace it, in,
Multiple tracing
it, in, is (Practice)
practice with it, in, is. Teacher breaks down each word letter by letter. Teacher demonstrates proper letter formation. Teacher provides repetitive tracing practice. Teacher uses hand- over-hand support. Teacher reads words repeatedly for recognition.
is multiple times. Pupils practice each letter within the words. Pupils develop letter tracing control. Pupils begin to memorize word shapes. Pupils trace with increasing independence. Pupils attempt to “read” the words.
worksheets Word repetition sheets Large crayons Pencils Word flashcards Picture cards
4
Two-Letter Words– at, an, am, as (Introduction)
Teacher introduces new two-letter words: at, an, am, as. Teacher shows these words using flashcards and charts. Teacher demonstrates tracing each word. Teacher emphasizes the letter “a” common in all words. Teacher provides dotted tracing worksheets. Teacher reads words slowly and clearly.
Pupils observe new word demonstrations. Pupils identify the letter “a” in all words. Pupils trace at, an, am, as with dotted lines. Pupils practice letter “a” formation. Pupils develop word recognition. Pupils listen to word sounds.
Flashcards (at, an, am, as) Dotted worksheets Large crayons Pencils Letter “a” cards Word charts
5
MIDTERM EXAMINATION
Assessment of letter and word tracing: it, in, is, at, an, am, as
Pupils demonstrate ability to trace introduced words and letters
Assessment worksheets Crayons Pencils Word cards
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
Two-Letter Words– at, an, am, as
i. Teacher provides extensive practice
i. Pupils trace at, an, am, as
Practice worksheets
(Practice)
with at, an, am, as. Teacher uses games: “Find the word.” Teacher demonstrates letter- by-letter tracing. Teacher provides varied practice worksheets. Teacher encourages recognition of word shapes. Teacher gives
repeatedly. Pupils participate in word recognition games. Pupils practice independent tracing. Pupils begin to recognize these words quickly. Pupils show improved letter formation. Pupils gain confidence.
Word games Large crayons Pencils Flashcards Matching cards
individual support.
8
Two-Letter Words– on, ox, of, or (Introduction and Practice)
Teacher introduces on, ox, of, or using flashcards. Teacher demonstrates tracing these new words. Teacher emphasizes the letter “o” in all words. Teacher provides dotted tracing worksheets. Teacher shows pictures representing each word (where possible). Teacher reads
Pupils observe demonstrations of new words. Pupils identify letter “o” in words. Pupils trace on, ox, of, or with guidance. Pupils practice circular “o” formation. Pupils connect words to pictures. Pupils attempt to read with teacher.
Flashcards (on, ox, of, or) Dotted worksheets Picture cards Large crayons Pencils Word charts
words with pupils.
9
Two-Letter Words– lo, no, go, so (Introduction and Practice)
Teacher introduces lo, no, go, so using flashcards. Teacher demonstrates tracing these words. Teacher shows how these words also have “o.” Teacher provides dotted and guided
Pupils observe new word demonstrations. Pupils trace lo, no, go, so. Pupils practice letter combinations. Pupils connect “go” with movement action. Pupils develop
Flashcards (lo, no, go, so) Dotted worksheets Large crayons Pencils Action cards Word charts
worksheets. Teacher uses action words (go) with movements. Teacher encourages word recognition.
growing vocabulary recognition. vi. Pupils trace with more independence.
10
Two-Letter Words– he, me, we, be (Introduction and Practice)
Teacher introduces he, me, we, be using flashcards. Teacher demonstrates tracing these final set of words. Teacher emphasizes “e” at the end of each word. Teacher connects pronouns to people (he=boy, me=self, we=group). Teacher provides comprehensive tracing worksheets. Teacher reviews all words learned in third term.
Pupils observe demonstrations of he, me, we, be. Pupils trace these new words. Pupils understand pronoun connections (basic). Pupils point to themselves for “me,” group for “we.” Pupils trace all words learned. Pupils show significant progress.
Flashcards (he, me, we, be) Dotted worksheets Picture cards of people Large crayons Pencils Word charts
11
REVISION –Comprehensive Word Review
Teacher comprehensively reviews ALL words learned in third term: it, in, is, at, an, am, as, on, ox, of, or, lo, no, go, so, he, me, we, be. Uses flashcards, games, tracing worksheets, word recognition activities.
Pupils demonstrate ability to trace all words learned, show word recognition, participate in word games, display improved handwriting readiness, trace with confidence.
All word flashcards Complete set of worksheets Games Crayons Pencils Word charts Review sheets
12
EXAMINATION
End of year comprehensive assessment: Tracing all words learned,
Pupils demonstrate all handwriting skills learned throughout the
Comprehensive assessment sheets All word cards
letter recognition, pencil grip, hand control, overall handwriting readiness
year, trace multiple words, show significant improvement from beginning of year
Teacher introduces nursery rhymes through songs and actions. Teacher recites familiar rhymes: “Twinkle, Twinkle Little Star,” “Baa Baa Black Sheep.” Teacher uses gestures and movements with rhymes. Teacher plays audio/video of nursery rhymes. Teacher encourages pupils to listen and clap along. Teacher repeats
Pupils listen to nursery rhymes. Pupils attempt to join in saying rhymes. Pupils clap and move to rhythm. Pupils enjoy music and songs. Pupils begin to memorize simple phrases. Pupils participate with actions.
Audio/MP4 player Charts with rhymes Pictures Video clips Musical instruments Rhyme books
rhymes multiple
times.
2
SPEECH – MoreNursery Rhymes and Actions
Teacher continues with more nursery rhymes: “Humpty Dumpty,” “Jack and Jill.” Teacher demonstrates actions for each rhyme. Teacher uses puppets or toys to act out rhymes. Teacher encourages pupils to do actions. Teacher repeats rhymes daily for memorization. Teacher praises all
Pupils recite rhymes with teacher. Pupils perform actions and movements. Pupils watch puppet demonstrations. Pupils begin to memorize rhymes. Pupils enjoy repetition. Pupils gain confidence in speaking.
Puppets Toys Charts Audio player Action cards Storybooks
participation attempts.
3
SPEECH – Sound/a/ (Introduction)
Teacher introduces the sound /a/ using charts and pictures. Teacher demonstrates pronunciation of /a/ sound clearly. Teacher shows objects beginning with /a/: apple, ant, alligator. Teacher uses MP4 player with /a/ sound songs. Teacher guides pupils to open mouth wide for /a/. Teacher repeats sound multiple times.
Pupils listen to /a/ sound. Pupils attempt to pronounce /a/. Pupils identify pictures of objects with /a/. Pupils sing songs with /a/ sound. Pupils practice mouth position. Pupils point to /a/ objects.
Charts Pictures (apple, ant, alligator) MP4 player Flashcards Real objects (apple) Sound cards
4
SPEECH – Sound/a/ (Practice and Recognition)
Teacher reinforces /a/ sound through repetitive practice. Teacher guides pupils to sing nursery rhymes with /a/ sound. Teacher shows more /a/ pictures and objects. Teacher plays “I Spy” game with /a/ objects. Teacher uses rhyme: “A is for apple, a-a-apple.” Teacher provides individual pronunciation practice.
Pupils pronounce /a/ sound repeatedly. Pupils sing /a/ songs and rhymes. Pupils identify /a/ objects in classroom. Pupils participate in /a/ sound games. Pupils recite /a/ rhyme. Pupils demonstrate sound recognition.
Flashcards Objects Charts MP4 player Games Rhyme cards
5
MIDTERM EXAMINATION
Assessment through observation: Teacher assesses ability to
Pupils recite portions of nursery rhymes, identify /a/ sound in
Assessment checklist Flashcards Pictures
recite simple rhymes, recognize and pronounce /a/ sound, participate in activities
objects, demonstrate participation
Objects
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
SPEECH – Sound/b/ (Introduction)
Teacher introduces sound /b/ using charts and MP4 player. Teacher demonstrates /b/ pronunciation (lips together, then pop). Teacher shows objects: ball, book, baby, banana. Teacher guides pupils to sing nursery rhymes with /b/ sound. Teacher emphasizes lip movement for /b/. Teacher provides
Pupils listen to /b/ sound. Pupils practice /b/ pronunciation. Pupils identify /b/ objects in pictures. Pupils sing /b/ songs. Pupils watch teacher’s lips for /b/. Pupils point to /b/ objects.
Charts Pictures (ball, book, baby) MP4 player Real objects Flashcards Sound cards
repetitive practice.
8
SPEECH – Sound/d/ (Introduction and Recognition)
Teacher uses charts and MP4 player to guide pupils to identify and pronounce sound /d/. Teacher demonstrates tongue position for /d/ (tongue behind teeth). Teacher shows objects with beginning sound /d/: dog, doll, day. Teacher guides pupils to sing nursery rhymes with /d/ sound. Teacher uses pictures and real
Pupils listen to /d/ sound. Pupils practice /d/ pronunciation. Pupils identify objects with /d/ sound. Pupils sing /d/ rhymes. Pupils touch /d/ objects. Pupils demonstrate sound recognition.
Charts MP4 player Pictures (dog, doll) Real objects Flashcards Rhyme cards
objects. vi. Teacher provides individual practice.
9
SPEECH – Sound/e/ (Introduction and Recognition)
Teacher introduces sound /e/ using visual aids. Teacher demonstrates /e/ pronunciation (short e sound). Teacher shows objects: egg, elephant, elbow. Teacher uses MP4 player with /e/ sound songs. Teacher guides pupils through /e/ rhymes. Teacher provides repetitive pronunciation practice.
Pupils listen to /e/ sound. Pupils attempt /e/ pronunciation. Pupils identify /e/ objects. Pupils sing /e/ songs. Pupils recite /e/ rhymes. Pupils recognize /e/ in pictures.
Charts Pictures (egg, elephant) MP4 player Flashcards Real objects Sound cards
10
SPEECH – Sound/f/ (Introduction) and /g/ (Introduction)
Teacher introduces sound /f/ using charts and demonstrations. Teacher shows /f/ pronunciation (teeth on lower lip). Teacher presents /f/ objects: fish, fan, flower. Teacher introduces sound /g/ with demonstrations. Teacher shows /g/ objects: goat, gate, girl. Teacher provides practice for both sounds.
Pupils listen to /f/ and /g/ sounds. Pupils practice pronouncing both sounds. Pupils identify /f/ objects. Pupils identify /g/ objects. Pupils participate in sound recognition. Pupils enjoy learning new sounds.
Charts Pictures MP4 player Flashcards Objects Sound cards
11
REVISION
Teacher reviews all sounds learned (/a/,
Pupils demonstrate recognition and
All materials from term Flashcards
/b/, /d/, /e/, /f/, /g/), nursery rhymes, and activities from first term. Uses songs, games, flashcards.
pronunciation of all sounds learned, recite nursery rhymes, participate in review games.
Charts MP4 player Games
12
EXAMINATION
End of term assessment: Sound recognition and pronunciation (/a/ to /g/), nursery rhyme recitation, participation
Pupils demonstrate knowledge of sounds, recite rhymes, identify objects by beginning sounds
Assessment materials Flashcards Objects Pictures
13
CLOSING
Distribution of reports, celebration of achievements, encouragement for continued learning
Pupils receive reports, praise, and simple certificates
Reports Certificates Stickers Treats
PRE-NURSERY LITERACY SCHEME OF WORK SECOND TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
REVISION – FirstTerm Sounds
Teacher revises sounds /a/ through /g/ from first term. Teacher uses flashcards and objects for quick review. Teacher assesses retention through games. Teacher reviews favorite nursery rhymes. Teacher provides encouragement and positive reinforcement.
SPEECH – Sounds/a/ – /g/ Review, WRITING – Pattern Making: Tracing Curves, RHYME – “Hands Are For Clapping”
Teacher reviews sounds /a/ to /g/ comprehensively. Teacher introduces pattern making with curved lines. Teacher demonstrates tracing curves on board. Teacher teaches new rhyme: “Hands are for clapping.” Teacher provides dotted curve worksheets. Teacher connects curves to letter formation.
Pupils pronounce sounds /a/ – /g/. Pupils watch curve tracing demonstration. Pupils trace curves with fingers first. Pupils learn and recite new rhyme with actions. Pupils trace curves on worksheets. Pupils develop pre-writing skills.
Sound cards Curved line worksheets Large crayons Charts MP4 player Rhyme cards
more curve tracing practice. Teacher demonstrates different sized curves. Teacher reviews “Hands are for clapping” rhyme. Teacher uses hand- over-hand guidance for tracing. Teacher praises all tracing attempts.
curves of various sizes. Pupils practice curved strokes. Pupils recite rhyme with confidence. Pupils improve hand control. Pupils enjoy pattern making.
Flashcards MP4 player
4
SPEECH – Sounds/a/ – /k/ (Introducing /h/, /i/,/j/, /k/), WRITING– Tracing Curves, RHYME – “When Do You Wee?”
Teacher introduces new sounds /h/, /i/, /j/, /k/ one at a time. Teacher demonstrates pronunciation for each new sound. Teacher shows objects for each sound (hat, igloo, jar, kite). Teacher continues curve tracing practice. Teacher teaches new rhyme: “When do you wee?” Teacher provides sound recognition activities.
Pupils listen to new sounds /h/, /i/, /j/, /k/. Pupils attempt pronunciation of new sounds. Pupils identify objects with new sounds. Pupils continue tracing curves. Pupils learn and recite new rhyme. Pupils recognize sounds /a/ – /k/.
Charts Pictures MP4 player Curve worksheets Flashcards Objects Rhyme cards
i. Teacher reinforces sounds /a/ – /k/ through repetitive practice.
Pupils identify and pronounce sounds /a/ – /k/. Pupils trace
Worksheets Crayons Charts MP4 player
RHYME – “When Do You Wee?”
Teacher provides varied curve tracing activities. Teacher uses curves of different directions. Teacher continues with “When do you wee?” rhyme. Teacher connects sounds to daily objects. Teacher provides
curves confidently. Pupils practice various curve patterns. Pupils recite rhyme from memory. Pupils make sound connections. Pupils show improvement.
Flashcards Objects
individual support.
8
SPEECH – Sounds
Teacher introduces sounds /l/ and /m/. Teacher demonstrates /l/ (tongue on roof of mouth) and /m/ (lips together, hum). Teacher shows objects: lion, leaf, moon, mat. Teacher introduces tracing letter ‘a’. Teacher teaches new rhyme: “I have 10 fingers.” Teacher provides dotted letter ‘a’ worksheets.
Pupils listen to and practice /l/ and /m/. Pupils identify /l/ and /m/ objects. Pupils recognize sounds /a/ – /m/. Pupils trace letter ‘a’ with guidance. Pupils learn new rhyme with finger counting. Pupils connect sound /a/ to letter ‘a’.
Charts Pictures MP4 player Letter ‘a’ worksheets Flashcards Objects Rhyme cards
/a/ – /m/
(Introducing /l/,
/m/), WRITING –
Tracing Letter ‘a’,
RHYME – “I Have 10
Fingers”
9
SPEECH – Sounds
Teacher reinforces sounds /a/ – /m/. Teacher provides extensive practice tracing letter ‘a’. Teacher shows how sound /a/ matches letter ‘a’. Teacher continues with finger rhyme. Teacher uses multi- sensory activities for
Pupils demonstrate sound knowledge /a/ – /m/. Pupils trace letter ‘a’ repeatedly. Pupils understand sound- letter connection. Pupils recite rhyme and count fingers.
Letter worksheets Sand trays Playdough Crayons Charts Flashcards MP4 player
/a/ – /m/,
WRITING – Tracing
Letter ‘a’, RHYME –
“I Have 10 Fingers”
letter ‘a’. vi. Teacher praises letter formation attempts.
Pupils form letter ‘a’ in sand/playdough. Pupils show progress.
10
SPEECH – Sounds/a/ – /p/ (Introducing /n/,/o/, /p/), WRITING– Tracing Letter ‘b’, RHYME – “If All The Rain Drops”
Teacher introduces sounds /n/, /o/, /p/. Teacher demonstrates pronunciation (n- nose, o-octopus, p- pen). Teacher introduces tracing letter ‘b’. Teacher teaches new rhyme: “If all the rain drops.” Teacher provides letter ‘b’ dotted worksheets. Teacher connects sound /b/ to letter ‘b’.
Pupils learn sounds /n/, /o/, /p/. Pupils identify objects with new sounds. Pupils trace letter ‘b’ with guidance. Pupils learn and recite rain rhyme. Pupils recognize sounds /a/ – /p/. Pupils connect sounds to letters.
Charts Pictures MP4 player Letter ‘b’ worksheets Flashcards Rhyme cards Objects
11
REVISION
Teacher reviews all sounds /a/ – /p/, tracing curves and letters ‘a’ and ‘b’, all rhymes learned. Uses comprehensive activities.
Teacher introduces sounds /q/, /r/, /s/, /t/. Teacher demonstrates each sound (queen, rat, sun, top). Teacher transitions from tracing to writing letters ‘a’ and ‘b’. Teacher teaches new rhyme: “I wash my hands.” Teacher provides writing practice with guidance. Teacher connects hygiene rhyme to daily routine.
Pupils learn new sounds /q/, /r/, /s/, /t/. Pupils identify objects with new sounds. Pupils trace and attempt writing ‘a’ and ‘b’. Pupils learn hand washing rhyme. Pupils recognize sounds /a/ – /t/. Pupils practice letter formation.
Charts Pictures MP4 player Writing worksheets Flashcards Objects Rhyme cards
3
SPEECH – Sounds/a/ – /t/, WRITING
i. Teacher reinforces sounds /a/ – /t/.
i. Pupils demonstrate
Writing worksheets
– Tracing and Writing Letters a – b, RHYME – “I WashMy Hands”
Teacher provides extensive writing practice for ‘a’ and ‘b’. Teacher demonstrates proper letter formation. Teacher continues with hand washing rhyme. Teacher uses hand-over-hand support for writing. Teacher connects rhyme to hygiene
sound knowledge /a/ – /t/. Pupils practice writing letters ‘a’ and ‘b’. Pupils improve letter formation. Pupils recite hygiene rhyme. Pupils show writing progress. Pupils understand rhyme message.
Pencils Crayons Charts Flashcards MP4 player Hand washing pictures
practices.
4
SPEECH – Sounds
Teacher introduces sounds /u/, /v/, /w/. Teacher demonstrates (umbrella, van, water). Teacher introduces letters ‘c’ and ‘d’. Teacher teaches popular rhyme: “Old MacDonald had a farm.” Teacher provides writing worksheets for ‘c’ and ‘d’. Teacher uses farm animal sounds in rhyme.
Pupils learn sounds /u/, /v/, /w/. Pupils identify objects with new sounds. Pupils trace and write letters ‘c’ and ‘d’. Pupils learn farm rhyme with animal sounds. Pupils recognize sounds /a/ – /w/. Pupils enjoy animal sound imitations.
Pupils demonstrate sound knowledge, letter writing,
Assessment materials Writing sheets Flashcards
rhyme
performance
6
MIDTERM BREAK
Rest and relaxation
Rest and
–
period
relaxation
7
SPEECH – Sounds
Teacher reinforces sounds /a/ – /w/. Teacher provides more practice writing ‘c’ and ‘d’. Teacher emphasizes proper letter formation. Teacher continues with farm rhyme. Teacher uses different verses of the rhyme. Teacher connects letters to their sounds.
Pupils demonstrate sounds /a/ – /w/. Pupils practice writing ‘c’ and ‘d’ independently. Pupils improve letter control. Pupils recite farm rhyme with variations. Pupils make animal sounds. Pupils show sound-letter connections.
Writing worksheets Pencils Charts MP4 player Farm pictures Flashcards Stickers
/a/ – /w/,
WRITING – Tracing
and Writing Letters c
– d, RHYME – “Old
MacDonald Had A
Farm”
8
SPEECH – Sounds
Teacher introduces final sounds /x/, /y/, /z/. Teacher demonstrates (x-ray, yam, zebra). Teacher introduces letters ‘e’ and ‘f’. Teacher teaches “Grandpa’s farm” rhyme. Teacher celebrates completing the alphabet sounds. Teacher provides writing practice for ‘e’ and ‘f’.
Pupils learn final sounds /x/, /y/, /z/. Pupils identify objects with these sounds. Pupils trace and write letters ‘e’ and ‘f’. Pupils learn grandpa’s farm rhyme. Pupils recognize all sounds /a/ – /z/. Pupils practice new letters.
Teacher introduces final letters ‘g’ and ‘h’. Teacher provides writing practice for ‘g’ and ‘h’. Teacher reviews all sounds /a/ – /z/. Teacher teaches various random rhymes for enjoyment. Teacher prepares pupils for comprehensive review. Teacher celebrates progress.
Pupils trace and write letters ‘g’ and ‘h’. Pupils practice new letters. Pupils demonstrate all sound knowledge. Pupils learn and enjoy random rhymes. Pupils show overall improvement. Pupils prepare for final assessment.
Writing worksheets Pencils Charts MP4 player Various rhyme cards Flashcards Alphabet chart
11
REVISION –Comprehensive Year Review
Teacher comprehensively reviews: ALL sounds /a/ – /z/, writing letters a – h, all rhymes learned throughout the year. Uses games, songs, activities.
Pupils demonstrate complete alphabet sound knowledge, write letters a – h, recite multiple rhymes, show significant progress from beginning of year.
All materials from year Complete alphabet resources All worksheets MP4 player Charts Games
Teacher introduces number rhymes through songs and actions. Teacher teaches counting rhymes: “One, Two, Buckle My Shoe,” “Five Little Ducks.” Teacher uses fingers to show numbers while singing. Teacher demonstrates actions for each rhyme. Teacher plays audio/video of number rhymes. Teacher encourages
Pupils listen to number rhymes. Pupils attempt to sing along. Pupils watch teacher’s finger counting. Pupils copy actions for rhymes. Pupils enjoy music and movement. Pupils begin to associate numbers with fun.
Audio/MP4 player Number rhyme charts Finger puppets Video clips Number rhyme books Musical instruments
Teacher introduces numbers 0 and 1 using large number cards. Teacher shows “zero” means nothing/empty. Teacher demonstrates counting one object. Teacher points to number 1 and says “one” repeatedly. Teacher provides objects for counting (1 ball, 1 book). Teacher gives large
Pupils observe numbers 0 and 1. Pupils understand zero = empty. Pupils count one object. Pupils point to number 1. Pupils hold and count one object. Pupils scribble freely on paper.
Large number cards (0, 1) Real objects (1 ball, 1 book) Large crayons Paper Number charts Counting mat
Teacher introduces number 2 using number cards. Teacher shows two objects (2 apples, 2 toys). Teacher counts “one, two” with fingers. Teacher guides pupils to count 1-2 objects. Teacher displays numbers 0, 1, 2 together. Teacher continues
Pupils observe number 2. Pupils count two objects. Pupils hold up two fingers. Pupils count 1-2 items. Pupils identify numbers 0, 1, 2. Pupils continue scribbling practice.
Number cards (0, 1, 2) Counting objects Large crayons Paper Fingers for counting Number mat
free scribbling practice.
4
NUMBERS 0-3:
Teacher introduces number 3 using cards and objects. Teacher counts “one, two, three” with objects and fingers. Teacher shows numbers 0-3 in sequence. Teacher demonstrates making a simple dash/line. Teacher provides dotted dash worksheets. Teacher guides counting activities 1-3.
Pupils observe number 3. Pupils count three objects. Pupils recognize numbers 0-3. Pupils watch dash demonstration. Pupils trace dashes with guidance. Pupils count objects 1-3.
Number cards (0-3) Counting objects (sets of 3) Dash worksheets Large crayons Fingers Number line 0-3
Reading, Counting,
Recognition,
Scribbling, Writing
a Dash
5
MIDTERM
Assessment through
Pupils demonstrate
Assessment materials Objects for counting Number cards Paper and crayons
EXAMINATION
observation: Teacher observes number
counting 1-3, identify numbers 0-
recognition 0-3,
3, recite portions of
counting 1-3 objects,
number rhymes,
participation in number
scribble on paper
rhymes, scribbling
ability
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
NUMBERS 0-5:
Teacher introduces numbers 4 and 5 using cards. Teacher counts 1-5 objects slowly and clearly. Teacher shows all numbers 0-5 together. Teacher introduces triangle shape using objects and pictures. Teacher shows triangle has 3 sides and 3 corners. Teacher provides triangle objects (sandwiches, signs).
Pupils observe numbers 4 and 5. Pupils count objects 1-5 with guidance. Pupils identify numbers 0-5. Pupils observe triangle shape. Pupils touch triangle sides and corners. Pupils find triangle shapes in classroom.
Number cards (0-5) Counting objects Triangle shapes Triangle objects Shape chart Large crayons
Teacher introduces number 9. Teacher demonstrates counting 1-9 objects. Teacher reviews numbers 0-9 comprehensively. Teacher demonstrates drawing intersecting lines (X). Teacher provides practice with crossing lines. Teacher prepares for number 10 introduction.
Pupils observe number 9. Pupils count objects 1-9. Pupils recognize numbers 0-9. Pupils watch intersecting lines demo. Pupils practice drawing crossing lines. Pupils show improvement in counting.
Number cards (0-9) Counting materials Intersecting line worksheets Large crayons Number line 0-9 X-pattern cards
11
REVISION
Teacher reviews all first term topics: number rhymes, numbers 0-9, counting objects 1-9, triangle shape, scribbling and line drawing. Uses games, songs, and hands-on activities.
Pupils demonstrate counting 1-9, recognize numbers 0-9, sing number rhymes, identify triangles, trace and draw simple shapes and lines.
All materials from term Number cards Counting objects Shapes Worksheets Games
12
EXAMINATION
End of term assessment: Number recognition 0-9, counting objects 1-9, shape recognition, participation in number activities
Assessment materials Counting objects Number cards Shape cards
13
CLOSING
Distribution of reports, celebration of numeracy achievements,
Pupils receive reports, praise for progress, simple
Reports Certificates Stickers Number
encouragement for holiday counting practice
certificates
books
PRE-NURSERY NUMERACY SCHEME OF WORK SECOND TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
REVISION – FirstTerm Numbers and Rhymes
Teacher revises numbers 0-9 from first term. Teacher reviews counting objects 1-9. Teacher sings number rhymes from first term. Teacher reviews triangle shape. Teacher assesses retention through games. Teacher provides
Pupils participate in number revision. Pupils count objects 1-9. Pupils sing familiar number rhymes. Pupils identify triangle shapes. Pupils play number games. Pupils show retained knowledge.
Number cards (0-9) Counting objects Triangle shapes Number rhyme charts Games Audio player
encouragement.
2
NUMBERS 0-10:Reading, Counting, Recognition, Tracing and Writing – 0
Teacher introduces number 10 (double digits concept). Teacher demonstrates counting 1-10 objects. Teacher shows zero symbol clearly (O shape). Teacher demonstrates tracing number 0. Teacher provides dotted number 0 worksheets. Teacher emphasizes circular
Pupils observe number 10. Pupils count objects 1-10 with guidance. Pupils identify zero symbol. Pupils trace number 0 with fingers first. Pupils trace dotted zero with crayons. Pupils understand zero means nothing.
Number cards (0-10) Counting objects (sets of 10) Number 0 worksheets Large crayons Pencils Number line 0-10
shape of zero.
3
NUMBERS 0-10:Reading, Counting, Recognition, Tracing and Writing Number1, Shape Recognition
Teacher reinforces numbers 0-10 through repetition. Teacher demonstrates tracing
Pupils count objects 0-10. Pupils trace number 1 with guidance.
Number 1 worksheets Circle shapes Circular
– Circle
and writing number 1 (straight line down). Teacher introduces circle shape using objects. Teacher shows circular objects (ball, plate, coin). Teacher provides number 1 dotted worksheets. Teacher connects zero shape to circle.
Pupils observe circle shape. Pupils identify circular objects. Pupils practice writing number 1. Pupils trace circles.
objects Large crayons Number cards Circle templates
4
NUMBERS 0-11:Reading, Counting, Recognition, Tracing and Writing Number 1
Teacher introduces number 11 (teens concept begins). Teacher demonstrates counting 1-11 objects. Teacher provides extensive practice writing number 1. Teacher uses number songs for 0- 11. Teacher emphasizes straight line for number 1. Teacher provides varied counting activities.
Pupils observe number 11. Pupils count objects 1-11 with support. Pupils practice writing number 1 repeatedly. Pupils sing counting songs. Pupils improve number 1 formation. Pupils participate in counting games.
Number cards (0-11) Counting materials Number 1 practice sheets Large crayons Pencils Number songs
5
MIDTERM EXAMINATION
Assessment: Numbers 0-11 recognition, counting 1-11 objects, writing numbers 0 and 1, circle shape identification
Pupils demonstrate counting, number recognition, attempt writing 0 and 1, identify circles
demonstrates counting 1-12 objects. Teacher introduces writing number 2 (curve and line). Teacher demonstrates proper formation of 2. Teacher provides dotted number 2 worksheets. Teacher uses “start
objects 1-12. Pupils watch number 2 demonstration. Pupils trace number 2 with fingers. Pupils practice writing number 2. Pupils follow directional cues.
objects Number 2 worksheets Large crayons Pencils Dotted number sheets
at the top”
instruction.
8
NUMBERS 0-12:Continuing Practice with Number 2
Teacher reinforces numbers 0-12 through games. Teacher provides extensive practice writing number 2. Teacher uses hand-over-hand guidance. Teacher introduces number matching games. Teacher celebrates progress in number writing. Teacher prepares
Pupils count objects 0-12 confidently. Pupils practice writing number 2 independently. Pupils receive individual support. Pupils play number matching games. Pupils show improvement. Pupils gain confidence.
Number 2 practice sheets Counting materials Matching games Large crayons Pencils Number cards
for number 3
introduction.
9
NUMBERS 0-13:Reading, Counting, Recognition, Tracing and Writing Number 2
Teacher introduces number 13. Teacher demonstrates counting 1-13 objects in groups. Teacher continues practice with writing number 2. Teacher reviews numbers 0, 1, 2 writing.
Pupils observe number 13. Pupils count objects 1-13 with guidance. Pupils continue writing number 2. Pupils practice writing 0, 1, 2. Pupils participate in counting activities.
Number cards (0-13) Counting objects Writing sheets Large crayons Pencils Number songs
Teacher provides varied practice activities. Teacher uses counting songs for reinforcement.
vi. Pupils sing number songs.
10
NUMBERS 0-14:Reading, Counting, Recognition, Tracing and Writing Number 3
Teacher introduces number 14. Teacher demonstrates counting 1-14 objects. Teacher introduces writing number 3 (two curves). Teacher demonstrates proper formation of 3. Teacher provides dotted number 3 worksheets. Teacher connects number 3 to triangle (3 sides).
Pupils observe number 14. Pupils count objects 1-14. Pupils watch number 3 demonstration. Pupils trace number 3 with fingers. Pupils practice writing number 3. Pupils remember triangle has 3 sides.
Number cards (0-14) Counting materials Number 3 worksheets Large crayons Pencils Triangle reminder
11
REVISION
Teacher reviews second term: numbers 0-14, counting 1-14, writing numbers 0-3, circle shape. Uses games, songs, and hands-on activities.
Teacher comprehensively revises number rhymes from entire year. Teacher reviews numbers 0-14 and counting. Teacher reviews writing numbers 0-3. Teacher assesses retention through games and songs. Teacher provides individual support where needed. Teacher celebrates progress.
Pupils sing all number rhymes learned. Pupils count objects 0-14. Pupils practice writing 0-3. Pupils participate in number games. Pupils show retained skills. Pupils feel confident.
All previous materials Number rhyme charts Audio player Number cards (0-14) Writing sheets Games
2
NUMBERS 0-10:Review and Consolidation, Tracing and Writing 0-2, Number Games
Teacher focuses on solidifying numbers 0-10 mastery. Teacher provides intensive practice writing 0, 1, 2. Teacher introduces number games (matching, sorting, sequencing). Teacher uses manipulatives for hands-on counting. Teacher encourages peer counting activities. Teacher celebrates successful counting.
Pupils count objects 0-10 independently. Pupils write numbers 0, 1, 2 with confidence. Pupils participate in number games. Pupils use manipulatives for counting. Pupils count with friends. Pupils show mastery of 0-10.
Number cards (0-10) Writing practice sheets Number games Manipulatives Counting materials Peer activity cards
3
NUMBERS 0-15:Reading, Counting,
i. Teacher introduces number 15.
i. Pupils observe number 15.
Number cards (0-15)
Recognition, Tracing and Writing 0-3, Number Games
Teacher demonstrates counting 1-15 objects. Teacher reviews writing numbers 0-3 comprehensively. Teacher introduces varied number games. Teacher uses number puzzles and matching activities. Teacher emphasizes 0-15
Pupils count objects 1-15 with guidance. Pupils practice writing 0-3. Pupils play different number games. Pupils work with number puzzles. Pupils recognize numbers 0-15.
Counting objects Writing sheets Number games Puzzles Matching cards
recognition.
4
NUMBERS 0-16:
Teacher introduces number 16. Teacher demonstrates counting 1-16 objects in groups. Teacher continues writing practice 0-3. Teacher reviews circle shape comprehensively. Teacher provides circle tracing and drawing activities. Teacher introduces more complex number games.
Pupils observe number 16. Pupils count objects 1-16. Pupils write numbers 0-3. Pupils identify circles in environment. Pupils trace and draw circles. Pupils participate in advanced number games.
Number cards (0-16) Counting materials Writing sheets Circle shapes Circular objects Number games
Reading, Counting,
Recognition,
Tracing and
Writing 0-3,
Number Games,
Shape – Circle
5
MIDTERM
Assessment:
Pupils demonstrate
Assessment materials Writing sheets Counting objects Shape cards Games
EXAMINATION
Numbers 0-16 recognition, counting
comprehensive counting skills,
1-16, writing numbers
number writing
0-3, circle
progress, shape
identification,
knowledge, game
participation in
participation
number games
6
MIDTERM
Rest and relaxation
Rest and relaxation
–
BREAK
period
7
NUMBERS 0-17:
Teacher introduces number 17. Teacher demonstrates counting 1-17 objects. Teacher introduces writing number 4 (lines and angles). Teacher demonstrates proper formation of 4. Teacher provides dotted number 4 worksheets. Teacher continues circle shape activities.
Pupils observe number 17. Pupils count objects 1-17. Pupils watch number 4 demonstration. Pupils trace number 4 with fingers. Pupils practice writing number 4. Pupils identify and draw circles.
Number cards (0-17) Counting objects Number 4 worksheets Large crayons Pencils Circle materials
Pupils observe number 18. Pupils count objects 1-18 with support. Pupils practice writing 0-4. Pupils play advanced number games. Pupils attempt simple patterns. Pupils show significant improvement.
Number cards (0-18) Counting materials Writing practice sheets Advanced games Pattern cards Large crayons
Reading, Counting,
Recognition,
Tracing and
Writing 0-4,
Number Games
9
NUMBERS 0-19:
Teacher introduces number 19. Teacher demonstrates counting 1-19 objects. Teacher introduces writing number 5 (lines and curves).
Pupils observe number 19. Pupils count objects 1-19. Pupils watch number 5 demonstration. Pupils trace number 5 with
Number cards (0-19) Counting objects Number 5 worksheets Large crayons Pencils Number writing
Reading, Counting,
Recognition,
Tracing and
Writing 0-5
Teacher demonstrates proper formation of 5. Teacher provides dotted number 5 worksheets. Teacher reviews all numbers 0-5 writing.
fingers. Pupils practice writing number 5. Pupils write numbers 0-5 with varying success.
Reports Certificates Awards Progress displays Number books Celebration materials
distribution of reports
certificates, awards
and awards, display
for numeracy
of numeracy progress
achievements,
from first week to
celebrate counting
now, preparation for
to 20, see their
Nursery 1,
progress timeline,
celebration of number
prepare for more
achievements
advanced
numeracy
PRE-SCIENCE SCHEME OF WORK FIRST TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
OBJECTS IN
Teacher takes pupils on a tour around the classroom. Teacher points to and names objects: chair, table, desk, board, door, window, toys. Teacher lets pupils touch each object. Teacher explains simple uses: “We sit on chair,” “We write on board.” Teacher uses pictures and real objects. Teacher plays “Point to the…” game.
Pupils look around the classroom. Pupils listen to object names. Pupils touch classroom objects. Pupils repeat object names. Pupils point to objects when named. Pupils participate in identification game.
Classroom furniture Pictures of classroom objects Charts Flashcards Toys Real objects
THE
CLASSROOM –
Identification and
Uses
2
OBJECTS AT HOME –Identification and Uses
Teacher shows pictures of home objects: bed, chair, table, cup, plate, spoon, pot. Teacher names each object clearly. Teacher explains simple uses: “We sleep on bed,” “We eat with spoon.” Teacher brings real items from home (cup, spoon, plate). Teacher uses dollhouse or pictures of houses. Teacher connects
Pupils observe pictures of home objects. Pupils listen to object names. Pupils understand uses of objects. Pupils touch real home objects. Pupils identify objects in dollhouse/pictures. Pupils compare home and classroom objects.
Pictures of home objects Real items (cup, spoon, plate) Dollhouse Charts Flashcards House pictures
home objects to
classroom objects.
3
PARTS OF THE BODY –Identification and Touching
Teacher introduces body parts using songs: “Head, Shoulders, Knees and Toes.” Teacher points to own body parts and names them clearly. Teacher guides pupils to touch their own body parts. Teacher uses body part chart with pictures. Teacher plays “Touch your…” game. Teacher uses doll
Pupils sing body parts songs. Pupils watch teacher point to body parts. Pupils touch their own head, shoulders, knees, toes, etc. Pupils observe body part chart. Pupils participate in touching game. Pupils point to body parts on doll.
Body parts chart Doll/teddy bear Mirror Songs/music Pictures Flashcards
to demonstrate body
parts.
4
THE EYE –Identification and Uses
Teacher points to own eyes and says “eyes” clearly. Teacher guides pupils to touch their own eyes gently. Teacher shows pictures of eyes. Teacher explains: “We use eyes to see.” Teacher demonstrates seeing by looking at objects. Teacher emphasizes having two eyes. Teacher teaches
Pupils point to their eyes. Pupils gently touch their eyes. Pupils observe eye pictures. Pupils understand eyes help us see. Pupils look at different objects. Pupils count “one, two” eyes. Pupils learn to be gentle with eyes.
Eye pictures Mirror Charts Objects to look at Doll with clear eyes Flashcards
eye safety (don’t poke
eyes).
5
MIDTERM
Assessment through
Pupils point to objects
Assessment checklist Objects Body parts chart Pictures
EXAMINATION
observation: Teacher observes pupils’
and body parts, touch their eyes,
ability to identify
demonstrate basic
classroom/home
understanding of
objects, name body
parts, identify eyes, demonstrate understanding of uses
object uses
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
THE EAR –Identification and Uses
Teacher points to own ears and says “ears” clearly. Teacher guides pupils to touch their own ears. Teacher shows pictures of ears. Teacher explains: “We use ears to hear.” Teacher demonstrates hearing by making sounds (clap, bell, music). Teacher emphasizes having two ears. Teacher teaches
Pupils point to their ears. Pupils touch their ears. Pupils observe ear pictures. Pupils understand ears help us hear. Pupils listen to different sounds. Pupils count “one, two” ears. Pupils learn ear safety.
Ear pictures Mirror Charts Bell Musical instruments Sound makers Doll
ear safety (don’t put
things in ears).
8
THE NOSE –Identification and Uses
Teacher points to own nose and says “nose” clearly. Teacher guides pupils to touch their own nose. Teacher shows pictures of noses. Teacher explains: “We use nose to smell and breathe.” Teacher demonstrates smelling with safe scents (flowers, orange). Teacher demonstrates breathing in and out through nose.
Pupils point to their nose. Pupils touch their nose. Pupils observe nose pictures. Pupils understand nose helps smell and breathe. Pupils smell safe items (flowers, fruits). Pupils practice breathing in and out. Pupils learn not to put things in nose.
Teacher explains food is what we eat in simple terms. Teacher shows real foods and pictures: rice, beans, bread, egg, orange, banana. Teacher lets pupils see and touch foods (safe items). Teacher explains: “We eat food to grow strong and healthy.” Teacher uses toy foods for identification. Teacher shows
Pupils observe real foods. Pupils identify different foods: rice, beans, bread, egg, fruit. Pupils touch and explore foods (supervised). Pupils understand we eat to be strong. Pupils play with toy foods. Pupils recognize eating pictures.
Real foods Pictures of foods Toy foods Plates Charts Pictures of children eating
pictures of children
eating.
10
FOOD II – Times We Eat
Teacher explains three eating times: morning, afternoon, evening. Teacher shows pictures of breakfast, lunch, dinner. Teacher uses sun pictures (sunrise=morning, high=afternoon, sunset=evening). Teacher names meals: breakfast (morning), lunch (afternoon), dinner (evening). Teacher connects to pupils’ daily routine. Teacher shows
Pupils learn about eating times. Pupils observe meal pictures. Pupils understand morning, afternoon, evening concept. Pupils identify breakfast, lunch, dinner. Pupils relate to their eating times. Pupils understand family meals.
Pictures of meals Sun pictures (morning, afternoon, evening) Charts Toy foods Plates Family meal pictures
pictures of families
eating together.
11
REVISION
Teacher reviews all first term topics: classroom/home objects, body parts (head, eyes, ears, nose), food and eating times. Uses games, songs, objects, and pictures.
Pupils demonstrate identification of objects, body parts, senses organs; show understanding of food and meal times; participate in review activities.
All materials from term Objects Body parts chart Foods Pictures Games
12
EXAMINATION
End of term assessment: Identification of objects, body parts, sense organs (eyes, ears, nose), food recognition, understanding of meal times
Pupils demonstrate knowledge through pointing, touching, naming (with help), and showing understanding
Assessment materials Objects Body parts chart Food pictures Real objects
13
CLOSING
Distribution of reports, celebration of learning, praise and encouragement
Pupils receive reports, simple certificates, and praise for participation
Reports Certificates Stickers Treats
PRE-NURSERY PRE-SCIENCE SCHEME OF WORK SECOND TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
PLANTS –Meaning, Identification, Examples
Teacher explains plants in very simple terms: “Plants are living things that grow.” Teacher shows real plants (potted plants, flowers). Teacher points to plants in school garden or pictures. Teacher identifies parts: leaves, stem, roots (simple). Teacher shows different plants: flower, grass, tree (picture). Teacher lets pupils
Pupils observe real plants. Pupils understand plants grow and are alive. Pupils see plants around school. Pupils touch leaves gently. Pupils identify flower as a plant. Pupils learn to be gentle with plants.
Real potted plants Flowers Pictures of plants Tree pictures Garden area Charts Leaves
touch plants gently.
2
FRUITS –Identification and Examples
Teacher shows real fruits: apple, orange, banana, mango, watermelon. Teacher names each fruit clearly and repeatedly. Teacher lets pupils see, touch, and smell fruits. Teacher explains fruits come from plants/trees. Teacher shows pictures of fruits on trees. Teacher explains fruits are good food. Teacher lets
Pupils observe real fruits. Pupils listen to fruit names. Pupils touch and smell fruits. Pupils understand fruits come from plants. Pupils see fruit pictures on trees. Pupils understand fruits are food. Pupils taste fruits (with supervision).
Real fruits Fruit pictures Pictures of fruit trees Plates Napkins Charts Toy fruits
pupils taste safe fruits (with permission).
3
ANIMALS I –Meaning, Description, Body Parts
Teacher explains animals in simple terms: “Animals are living things that move.” Teacher shows pictures and toys of animals: dog, cat, cow, goat. Teacher describes animals: “Dog has four legs, tail, ears, eyes, nose.” Teacher uses animal toys/stuffed animals. Teacher makes animal sounds. Teacher
Pupils observe animal pictures and toys. Pupils understand animals move and are alive. Pupils identify animal body parts (legs, tail, ears, eyes). Pupils play with animal toys. Pupils imitate animal sounds. Pupils see animals move (videos/pictures).
Animal pictures Toy animals Stuffed animals Videos of animals Charts Animal sounds audio
emphasizes animals
are alive and move.
4
ANIMALS II –Similarities with Humans
Teacher shows how animals have body parts like humans. Teacher compares: “We have eyes, dog has eyes. We have ears, cat has ears.” Teacher points to human body parts, then animal body parts. Teacher emphasizes both humans and animals: see (eyes), hear (ears), smell (nose), eat (mouth). Teacher uses comparison charts. Teacher celebrates
Pupils observe comparisons. Pupils identify eyes on humans and animals. Pupils point to body parts on self and on animals. Pupils understand both humans and animals have similar parts. Pupils see comparison pictures. Pupils enjoy discovering similarities.
Comparison charts Human and animal pictures Toy animals Mirror Body parts chart Flashcards
similarities.
5
MIDTERM EXAMINATION
Assessment: Plant and fruit identification, animal recognition, understanding of animal body parts and similarities with humans
Pupils identify plants, fruits, animals; point to body parts on animals; show understanding of similarities
Assessment materials Pictures Toys Real objects
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
DOMESTIC ANIMALS –Meaning and Examples
Teacher explains domestic animals: “Animals we keep at home or on farms.” Teacher shows pictures/toys: dog, cat, chicken, goat, cow, rabbit. Teacher explains these animals live with people. Teacher shows pictures of animals at home/farm. Teacher explains uses (dog guards, chicken gives eggs, cow gives milk – very simple). Teacher lets pupils
Pupils observe domestic animal pictures. Pupils learn about dog, cat, chicken, goat, cow, rabbit. Pupils understand these animals live with people. Pupils see animals at home/farm pictures. Pupils learn simple uses of domestic animals. Pupils identify domestic animals in pictures.
Domestic animal pictures Toy animals Farm pictures Home with pets pictures Charts Flashcards Videos
identify domestic
animals.
8
PARTS OF THEBODY – The Head (Identification and Uses)
Teacher points to own head and says “head” clearly. Teacher guides pupils to touch their own head. Teacher shows pictures of heads. Teacher explains uses: “Head holds our brain, eyes, ears,
Pupils point to their head. Pupils touch their head. Pupils observe head pictures. Pupils understand head has important parts. Pupils know head is on top.
Head pictures Mirror Charts Body diagram Helmet picture Doll
nose, mouth.” Teacher emphasizes head is on top of body. Teacher teaches head safety (wear helmet when riding bike).
vi. Pupils learn about head safety.
9
PARTS OF THE
Teacher points to own mouth and says “mouth” clearly. Teacher shows teeth inside mouth. Teacher guides pupils to point to their mouth and teeth (gently). Teacher explains uses: “We use mouth to eat, speak, sing. We use teeth to chew food.” Teacher demonstrates eating and speaking. Teacher shows large teeth model.
Pupils point to their mouth. Pupils carefully look at their teeth in mirror. Pupils touch their mouth area. Pupils understand mouth and teeth help us eat and speak. Pupils mime eating and speaking. Pupils observe teeth model.
Mouth and teeth pictures Mirror Large teeth model Charts Food pictures Doll
BODY – The
Mouth and Teeth
(Identification and
Uses)
10
PARTS OF THEBODY – The Skin and Lips/Tongue
Teacher touches own skin and explains: “Skin covers our whole body.” Teacher lets pupils touch their skin (arm, face, hand). Teacher shows different skin on body parts. Teacher introduces lips (outside of mouth) and tongue (inside mouth). Teacher explains uses: Skin protects us, lips help us speak and
Pupils touch their own skin. Pupils feel skin on different body parts. Pupils understand skin covers body. Pupils point to their lips. Pupils safely stick out tongue. Pupils understand lips and tongue uses.
Skin pictures Body diagram Mirror Lips and tongue pictures Charts Doll
eat, tongue helps us taste. vi. Teacher shows tongue picture and demonstrates sticking out tongue.
11
REVISION
Teacher reviews second term: plants, fruits, animals (domestic and wild concept), animal body parts, human- animal similarities, body parts (head, mouth, teeth, skin, lips, tongue).
Pupils demonstrate identification of all topics learned, show understanding through pointing and simple responses, participate in review games.
All materials from term Pictures Toys Charts Real objects Games
12
EXAMINATION
End of term assessment: Plant and fruit recognition, animal identification, domestic animals, body parts (head, mouth, teeth, skin, lips, tongue)
Pupils demonstrate comprehensive knowledge of second term topics
Assessment materials Pictures Charts Body diagrams
13
CLOSING
Distribution of reports, praise for progress, encouragement for continued learning
Pupils receive reports, certificates, and celebration of achievements
Reports Certificates Stickers Treats
PRE-NURSERY PRE-SCIENCE SCHEME OF WORK THIRD TERM
Week
Topic
Teacher’s Activities
Pupil’s Activities
Learning Resources
1
PARTS OF THEBODY – Legs and Toes (Identification and
Teacher points to own legs and says “legs” clearly. Teacher shows toes and counts “one,
Pupils point to their legs. Pupils touch their toes. Pupils count
Legs and toes pictures Mirror Charts Body diagram
Uses)
two, three…” on toes. Teacher guides pupils to touch their legs and toes. Teacher explains uses: “We use legs to walk, run, jump. We use toes to balance.” Teacher demonstrates walking, running (safely), jumping. Teacher emphasizes we have two legs and ten toes.
toes (with help). Pupils understand legs help us move. Pupils practice walking, jumping (safely). Pupils count “one, two” legs.
Shoes/socks Movement space
2
PARTS OF THEBODY – Hands and Fingers (Identification and Uses)
Teacher shows own hands and says “hands” clearly. Teacher shows fingers and counts “one, two, three, four, five” on each hand. Teacher guides pupils to look at their hands and fingers. Teacher explains uses: “We use hands to hold, wave, clap. We use fingers to point, hold small things.” Teacher demonstrates clapping, waving, pointing. Teacher emphasizes we have two hands and ten fingers.
Pupils show their hands. Pupils look at their fingers. Pupils count fingers (with help). Pupils understand hands and fingers help us do things. Pupils clap, wave, point. Pupils count “one, two” hands.
Hands and fingers pictures Mirror Charts Body diagram Finger puppets Hand prints
3
PARTS OF THEBODY – Stomach (Identification and
i. Teacher touches own stomach/tummy area and says
Pupils touch their stomach area. Pupils say “tummy” or
Stomach/tummy pictures Body diagram (internal)
Uses)
“stomach” or “tummy.” Teacher guides pupils to touch their stomach area. Teacher explains in simple terms: “Stomach is inside our body.” Teacher explains use: “Stomach keeps the food we eat.” Teacher shows picture of stomach inside body (very simple). Teacher connects to eating: “When we eat, food goes to stomach.”
Charts Food pictures Doll Digestive system picture (simple)
4
WATER –Description, Sources, Uses
Teacher shows water in a cup/bottle. Teacher describes: “Water is clear, we can drink it.” Teacher explains sources: “We get water from tap, well, rain, river (pictures).” Teacher lets pupils see and touch water (safely). Teacher explains uses: “We drink water, wash with water, water plants.” Teacher demonstrates washing hands with water.
Pupils observe water. Pupils understand water is for drinking. Pupils see pictures of water sources. Pupils touch water (supervised). Pupils understand water uses. Pupils participate in handwashing demonstration.
Cup/bottle of water Pictures of tap, well, rain, river Basin Soap Charts Watering can
5
MIDTERM EXAMINATION
Assessment: Body parts (legs, toes, hands, fingers,
Pupils identify and demonstrate knowledge of body
Assessment materials Pictures
stomach), water identification and uses
parts and water
Water Body diagrams
6
MIDTERM BREAK
Rest and relaxation period
Rest and relaxation
–
7
WATER –Continued Practice
Teacher reinforces water concepts. Teacher shows more water activities: drinking, washing, cooking (pictures). Teacher emphasizes importance of clean water. Teacher shows water play (supervised). Teacher teaches water safety (don’t waste water, careful near water). Teacher connects
Pupils review water knowledge. Pupils identify water activities. Pupils understand clean water is important. Pupils enjoy supervised water play. Pupils learn water safety. Pupils understand all living things need water.
Water Pictures of water activities Water play materials Charts Plants to water Safety pictures
water to plants and
animals (they need
water too).
8
HOT OBJECTS –Sensation of Hot
Teacher introduces concept of “hot” in safe way. Teacher shows pictures of hot objects: sun, fire, stove, hot water (emphasize danger). Teacher demonstrates warm water vs cold water (safely controlled). Teacher explains: “Hot things can burn us, we must be careful.” Teacher teaches hot safety: “Don’t
Pupils observe hot object pictures. Pupils understand “hot” concept. Pupils feel warm vs cold sensation (safely). Pupils learn hot things are dangerous. Pupils understand hot safety rules. Pupils recognize sun as hot.
Pictures of hot objects Warm water (safe temperature) Cold water Sun picture Safety charts Fire picture (for awareness)
touch stove, fire, hot things.” vi. Teacher shows sun picture and talks about being in the sun.
9
COLD OBJECTS– Sensation of Cold
Teacher introduces concept of “cold” in safe way. Teacher shows cold water and ice (safely). Teacher lets pupils touch cold water or ice briefly. Teacher shows pictures of cold things: ice cream, cold drink, snow (if applicable). Teacher compares cold vs hot sensations. Teacher talks about wearing warm clothes when it’s
Pupils observe cold objects. Pupils understand “cold” concept. Pupils feel cold water/ice (supervised). Pupils identify cold things in pictures. Pupils distinguish between hot and cold. Pupils understand wearing warm clothes when cold.
Cold water Ice (in sealed bag) Pictures of cold things Warm clothing pictures Charts Ice cream picture
cold.
10
HOT and COLD WEATHER –Sunshine and Rainfall
Teacher shows pictures of sunny day (hot weather) and rainy day (cold/cool weather). Teacher explains: “Sunshine makes us feel hot and warm.” Teacher explains: “Rain makes us feel cold and wet.” Teacher shows pictures of people in sun (wearing light clothes, hats) and in rain (umbrella, raincoat).
Pupils observe weather pictures. Pupils understand sunshine is hot. Pupils understand rain is cold/wet. Pupils identify appropriate clothing for each weather. Pupils express how each weather feels. Pupils recognize weather
Sun pictures Rain pictures Weather charts Pictures of people in different weather Umbrella Hat Raincoat
Teacher talks about feelings each weather gives. Teacher connects to seasons (if applicable to location).
changes.
11
REVISION –
Teacher
Pupils demonstrate
ALL materials from entire year Complete picture sets Objects Charts Games Body diagrams Real objects
Comprehensive
comprehensively
comprehensive
Year Review
reviews ALL topics from three terms:
knowledge of entire year’s
classroom/home
learning: identify
objects, all body
all body parts,
parts learned, sense
objects, plants,
organs, food, plants,
animals, water
fruits, animals,
uses, hot/cold
water, hot/cold
concepts, weather
objects and weather.
types. Show
Uses games, songs,
significant progress
objects, pictures.
from beginning of
year.
12
EXAMINATION
End of year comprehensive
Pupils demonstrate all pre-science
Comprehensive assessment materials Pictures Objects Charts Body diagrams
– Recognition of own name – Responding when called – Learning to say own name
Call each child by name frequently Use name songs (“Where is [name]? Here I am!”) Point to each child and say their name Use name tags with child’s photo Practice one- on-one name recognition Praise children when they respond Play name
Listen when their name is called Respond by raising hand or saying “Yes” Try to say their own name Point to themselves Sing name songs Look at their name tag Clap when they hear
Name tags with photos, name chart, mirror, name cards
games in circle
their name
time
2
OBJECTS IN THE ENVIRONMENT(Part 1)
– Identification of objects – Naming
Show real objects one at a time Name each object clearly and repeatedly Let children touch and explore Play “show me the…” game Use picture cards alongside real objects Group similar objects
Touch and hold objects Try to say object names Point to objects when named Match objects to pictures Explore objects safely Play finding games Pass objects
Uses of objects Cup for drinking Spoon for eating Book for reading Toy for playing Chair for sitting
Demonstrate how to use each object Act out using objects with puppets Practice using objects correctly Show pictures of children using objects Sing songs about objects and their uses Create a “uses corner” with objects
Watch demonstration Practice using cup, spoon Sit on chair properly Hold book correctly Play with toys appropriately Match objects to their uses Act out using objects
Real cups, spoons, books, toys, chairs, action picture cards, puppets, play kitchen
4
GRACE AND COURTESY – “THANK YOU”
Learning to say “Thank you” When to say “Thank you” Why we say “Thank you”
Model saying “Thank you” in various situations Create opportunities for children to practice Use “Thank You” songs and rhymes Role-play giving and receiving Praise children when they say “Thank you” Use puppets to demonstrate Read “Thank
Say “Thank you” when given something Listen to “Thank You” songs Practice with teacher Give and receive items Watch puppet shows Clap when others say “Thank you” Role-play with friends
Puppets, picture books about manners, small gifts/toys for practice, “Thank You” song chart
You” stories
5
MIDTERM EXAMINATION
Assessment of Topics Covered in Weeks 1-4
Observe children responding to their names Simple oral questions about objects Watch children identify and use objects Observe courtesy in natural settings Assess through play- based activities Record observations
Respond when name is called Point to objects named Show how to use objects Say “Thank you” in situations Participate in assessment activities
Assessment checklist, objects for identification, observation form
6
MIDTERM BREAK
Rest and Relaxation Period
7
GRACE AND COURTESY – “I’M SORRY”
Learning to say “I’m sorry” When to say “I’m sorry” Making amends after mistakes
Model saying “I’m sorry” authentically Create safe scenarios to practice Use “Sorry” songs and stories Role-play simple conflicts and resolution Gentle correction when children hurt others Puppet demonstrations Praise sincere apologies
Say “I’m sorry” when appropriate Learn when we need to apologize Listen to “Sorry” stories Watch puppet shows Practice with teacher Role-play with friends Give hugs after saying sorry
Puppets, “Sorry” picture books, emotion face cards, soft toys, mirror
8
GRACE AND
– Learning to say
– Model saying “Excuse me” in
– Say “Excuse me”
Props for role-play,
COURTESY – “EXCUSE ME”
“Excuse me” – When to say “Excuse me” – Importance of courtesy
context Demonstrate: before interrupting, when passing, after burping/coughing Use “Excuse Me” games Create practice situations Role-play polite behavior Sing courtesy
when needed Learn when to use the phrase Practice in different situations Watch demonstratis Play courtesy games Role-play with teacher Use polite
Examples of simple school instruction s “Sit down” “Stand up” “Come here” “Line up”
Give one instruction at a time Demonstrate each instruction Use gestures with words Practice repeatedly throughout day Play “Simon Says” (simple version) Praise immediate obedience Use picture
Listen to teacher Follow one-step instructions Copy teacher’s actions Stand when told Sit when told Come when called Play instruction games
Instruction picture cards, whistle, colored mats for sitting, line markers on floor
cards for
instructions
10
SIMPLE INSTRUCTIONS AT SCHOOL (Part 2)
More school instruction s “Put away toys” “Wash your
Give clear, simple instructions Show children what to do Practice clean-up
Put toys in correct places Wash hands when told Be quiet when asked
Toy storage boxes with labels/pictur es, visual schedule chart, hand- washing
hands” “Be quiet” “Listen” How to respond properly
routines Use visual schedule Reward good listening Be consistent with instructions Use action
Listen to teacher Follow classroom routines Help clean up Follow visual
station, quiet gesture cards
songs for
schedule
routines
11
REVISION
Review all topics from First Term
Review all topics through games Practice names, courtesy words Review objects and their uses Practice following instructions Use songs from the term Informal assessment
Participate in review games Say courtesy words Follow instructions Respond to name Identify objects Show what they’ve learned
All materials from previous weeks, review games, songs
through play
12
EXAMINATION
End of Term Assessmen t
– Comprehensive observation- based assessment Check name recognition and response Assess courtesy word usage Test instruction- following Evaluate object identification
Show all learned skills Respond to name Use courtesy words Follow instructions Identify and use objects – Demonstrate good behavior
Assessment forms, all teaching materials, progress report cards
– Record individual progress
13
CLOSING/VACATI ON
End of First Term
Celebrate term completion Send progress reports Party and fun
Enjoy closing activities Receive appreciation Go home
Treats, certificates, goodbye songs
activities
happy
PRE-NURSERY SOCIAL HABITS SCHEME OF WORK SECOND TERM
WEE K
TOPIC
CONTENT
TEACHER’S ACTIVITIES
PUPIL’S ACTIVITIES
RESOURCES
1
SIMPLE INSTRUCTIONS AT HOME (Part 1)
Examples of simple home instructions “Help Mummy” “Give Daddy” “Keep your toys” “Go to bed”
Discuss home instructions Use home scenario role-play Invite parents to share common instructions Create home corner in classroom Use dolls to demonstrate Sing songs about helping at home
Listen to home instructions Practice in play house Role-play helping parents Use dolls to practice Talk about their homes Learn to be helpful
Play house setup, dolls, toy furniture, home picture cards, parent instruction list
2
SIMPLE INSTRUCTIONS AT HOME (Part 2)
More home instructions “Eat your food” “Drink your water” “Say goodnight” “Brush your teeth” Responding appropriately
Demonstrate good responses Create home routine scenarios Practice meal times and bedtime Use real objects (toothbrush, cup) Teach good habits through play Connect school and home routines
Practice eating properly Drink when told Say goodnight/ hello Pretend to brush teeth Follow home routines Learn
Play dishes, cups, toy toothbrush , doll bed, routine picture cards, mirror
good habits
3
COMPOSURE
Behaving appropriately at home Behaving appropriately at school Behaving appropriately
Explain good behavior in simple terms Show pictures of appropriate/inappropriate behavior Role-play different settings
Learn to wait patiently Sit quietly when needed Play nicely with others
Behavior picture cards, social story books, emotion cards,
in public places – Maintaining composure
Use social stories Model calm behavior Teach waiting and patience Practice in different classroom areas
Walk (not run) inside Use indoor voice Follow rules Practice self-control
quiet corner setup, behavior chart
4
SIMPLE GREETINGS AT HOME (Part 1)
When to greet at home Morning: “Good morning Mummy/Daddy” Afternoon: “Good afternoon” Evening: “Good evening” Before bed:
Teach different time-based greetings Use sun/moon pictures for times of day Role-play home greetings Practice greeting family members Create greeting scenarios Use songs about greetings Invite parents for
Say “Good morning” in morning Say “Good afternoon” in afternoon Say “Good evening” in evening Say “Goodnight ” at bedtime Practice with teacher Greet
Sun, moon, and star pictures, family picture cards, time-of- day chart, greeting songs chart
“Goodnight”
greeting
classroom
demonstration
visitors
5
MIDTERM EXAMINATION
Assessment of Topics Covered in Weeks 1-4
Observe following home instructions Check composure in different settings Assess greeting usage Test time- appropriate greetings Record observations
– Demonstrate learned behaviors Follow instructions Show good composure Use correct greetings Participate
Assessment checklist, observation forms, all teaching materials
in activities
6
MIDTERM BREAK
Rest and Relaxation Period
7
SIMPLE GREETINGS AT HOME (Part 2)
Who to greet at home Mummy, Daddy, siblings – Grandparent s, aunty, uncle Visitors How to greet politely
Create family tree visuals Discuss family members Practice respectful greetings Role-play greeting visitors Teach body language (smile, wave) Emphasize respect for elders
Identify family members Greet parents Greet siblings Greet grandparent s Greet visitors politely Smile when greeting Practice
When to greet at school Arriving: “Good morning teacher” During day: “Hello” Leaving: “Goodbye teacher” Meeting friends
Model proper school greetings Practice arrival and departure greetings daily Teach greeting friends Use greeting songs Create greeting routine Reward good greeting habits
Greet teacher every morning Greet classmates Say goodbye politely Wave to friends Smile and be friendly Use
School scenario setup, name tags, greeting song chart, smiley face stickers
greeting
words
9
SIMPLE GREETINGS AT SCHOOL (Part 2)
Who to greet at school Teachers Classmates School workers Visitors How to greet politely
Introduce school staff to children Practice greeting everyone Teach respectful greetings Use role-play for practice Model polite greeting behavior Emphasize
Greet all teachers Greet friends Greet school helpers Greet visitors Be polite to everyone
Pictures of school staff, visitor badges for role-play, greeting cards, school community
at school
smiling and eye contact
– Look at people when greeting
y chart
10
CLOTHING (Part 1)
Meaning of clothing Male clothing (shirt, trousers, shorts) Female clothing (dress, skirt, blouse) Identifying own clothes
Show different types of clothing Let children touch different fabrics Sort clothes by male/female Dress dolls in different clothes Use real clothes for demonstration Play dress-up games Teach personal clothing care
Identify types of clothes Sort male and female clothes Touch different fabrics Dress dolls Try on different clothes (safe, supervised) Talk about
Review home and school instructions Practice all greetings Review composure and behavior Review clothing basics Use games and
Participate in review Practice greetings Follow instructions Show good behavior Identify
All materials from second term, review games, songs
songs for review
clothes
12
EXAMINATION
End of Term Assessment
Assess instruction- following Check greeting appropriateness Observe composure Test clothing knowledge Record progress
– Demonstrate learned skills Use proper greetings Follow instructions Show composure Identify
Assessment materials, progress forms, all teaching aids
clothing
13
CLOSING/VAC ATION
End of Second Term
Celebrate achievements Send reports Fun activities
Enjoy activities Receive reports Prepare
Treats, certificates
for vacation
PRE-NURSERY SOCIAL HABITS SCHEME OF WORK THIRD TERM
WEE K
TOPIC
CONTENT
TEACHER’S ACTIVITIES
PUPIL’S ACTIVITIES
RESOURCES
1
CLOTHING (Part 2)
Reasons for wearing clothes – Protection from sun/cold Covering our body Looking neat and nice School uniform
Explain why we wear clothes Show pictures of people in different weather Discuss covering body appropriately Introduce school uniform concept Teach importance of neatness Practice
Learn why we wear clothes – Understand protection from weather Recognize school uniform Learn to stay neat Touch different weather clothes
Weather pictures, school uniform samples, dolls in uniforms, protection demonstration materials
identifying
school
uniform
2
CLOTHES FOR DIFFERENT WEATHER
Clothes for cold weather (sweater, jacket, socks, shoes) Clothes for hot weather (light dress, shorts, hat, sandals) Rainy day clothes
Show weather- appropriate clothing Use weather pictures and real clothes Discuss local weather patterns Dress dolls for different weather Play weather dress-up
Identify hot and cold weather clothes Match clothes to weather Dress dolls appropriately Touch jackets, hats, etc. Learn rain protection Play
School uniform Sport jersey/PE clothes Apron (for art/cooking) Special occasion clothes
Show different special clothes Explain when we wear each Practice putting on apron Discuss uniform importance Show sport clothes Let children try on aprons
Recognize school uniform Try wearing an apron Identify sport clothes Learn when to wear special clothes Practice wearing uniform properly
School uniform samples, child-size aprons, sport jersey, special occasion outfit pictures, dress-up area
4
FOODS IN NIGERIA(Part 1)
Meaning of food Food is what we eat Examples of Nigerian local foods Rice, beans, yam Plantain, bread
Show real foods or realistic replicas Name each food clearly Let children see, touch, smell (safe foods) Use food pictures and books Sing songs about Nigerian foods Create food
Look at different foods Try to name foods Touch food items (safe) Smell foods Learn food names Sing food songs
clothes Match clothes to weather Name foods Show learned
forms, all teaching materials from weeks 1-4
special clothing
skills
recognition
6
MIDTERM BREAK
Rest and Relaxation Period
7
FOODS IN NIGERIA(Part 2)
More Nigerian local foods Pounded yam (“Iyan”) “Amala” “Eba” Jollof rice Moi-moi
Show pictures of traditional Nigerian foods Explain each food simply Use safe tasting (if possible with permission) Discuss which meals children eat at home Create food memory games Teach about
Learn names of Nigerian foods Identify foods in pictures Talk about foods at home Match foods to pictures Learn about local dishes
