REVISED PRIMARY CURRICULUM GOVERNMENT OF JAMAICA/ INTER-AMERICAN DEVELOPMENT BANK PRIMARY EDUCATION IMPROVEMENT PROGRAMME (PEIP I) CURRICULUM GUIDE GRADES 1-3 © Ministry of Education and Culture Kingston, Jamaica September, 1999ACKNOWLEDGEMENTS We would ike to acknowledge the contribution mad by he folowing people nthe ntaton, planning and preparation of this sament: © Mrs, Janet Johnson - ACEO, Core Curriculum Unit, who started the process, Miss soline Reid - ACEO, Core Curriculum Unit, who continued it, Mrs, Phyllis Reynolds - ACEO Actg., Core Curriculum Unit, who completed the task. ‘© Members of the Core Curriculum Unit who, with the help of teachers and other educators, actually wrote the curriculum, ‘© All teachers and resource persons who participated in the writing process. ‘* Teachers in the 52 schools who participated in the Main Study. ‘* Principals and staff of the 30 pilot schools who facilitated the two years of piloting in their schools. ‘Territorial Education Officers and Teacher Educators who played their part inthe implementation ofthe pilot. © Consultants “Dr. Horst Lofgren, Dr. Monica Brown and Dr. Barbara Bailey, for work on the Main Study. Dr. Heidi Jacobs, for guidance in the area of integration and format ofthe unit, = Dr: Moses Peart, Dr. Hyacinth Ellis, Ms. Eva Ericson and Dr. Lofstedt, for work on the Absenteeism Study. + Dk. Monica Brown, Dr Barbara Bailey, Mir. Jat Johnson and Mrs, Lala MeKinkey for work on the Teacher cation Study. ~ Dr, Gerry Rosenguins, for work in the area of Special Education. * Miss Pam Mon, Ms: Maria Rainford and Ds. lry Mitchel or wrk om the Catalogue and Review of Reading ~ Dr. Zellyne Jennings and Dr. Ken Crossley, for work on the evaluation of the draft of the revised primary ccuriculum, and Dr. Santos Mahung for his contribution inthis regard. = Dr. Hyacinth Evans and the other evaluators, for work on evalvation inthe scbools. + Members of the Advisory Committee, who gave their time to help guide and direct the work of the Curriculum Evaluation Unit. ‘+ Managers of the Project, Mr. Gossett Oliver, Dr. Nancy George and Miss Jean Hastings, who during their time in this ‘position, facilitated the processes of the Curriculum Evaluation Unit.Co-ordinator, Curriculum Evaluation Unit, Mrs Pearline Beckford, who managed the entite process from its inception. Assistant Co-ordinator, Mrs. Diane Browne, who guided and managed the production process of the curriculum guides. ‘The staff of the Project Co-ordinating Unit, the Language Arts Component and National Assessment Programme, who provided their particular expertise. ‘The team of editors/proofers, led by Miss Isoline Reid and Mrs. Marjorie Vassell ‘The staff of the Curriculum Evaluation Unit and the typists, including those from the various Departments of the Ministry of Education & Culture, who worked on the produetion process ofthe guides. ‘The various stakeholder groups, who provided valuable information on societal needs in relation to the curriculum, Anika Coke of Mountain View Primary, whose artwork appears on the cover of the guides, and the Jamaica Chamber of ‘Commerce, which provided access to this material. om ® All others whose names do not appear, but who contributed to the preduction of the revised curriculum,TABLE OF CONTENTS ‘Message from the Minister of Education and Culture Message from the Minister of State Message from the Permanent Secretary Message from the Chief Education Officer Message from he ACEO Core Curriculum Primary Education - The Vision for the Child Introduction to the Curriculum Guides ‘Terms Used in the Curriculum Guides Rationale forthe Integrated Curriculum ‘Windows in the Curiculum Language Arts in Grades 1-3, Mathematics in Grades 1-3 ‘Scope and Sequence Grades 1-3 GRADE 1 Term Unit f: Who Am 1? Unit 2: My Body (Part 1) Term2 Unit 1: My Family Unit 2: Things in the Home Term3 Term Unit 1: My Body (Part 11) Unit 2: Care and Safety of Self Term2 Unit 1: Living Together as a Family Unit 2: Satisfying Our Needs Term3 Unit 1: This is My Community Unit 2: Paces of Interest in My Community Unit 3: Plans and Animals in My Community GRADE 3 Term1 Unit 1: My Body (Par Ill) Unit 2: Satisfying Other Needs Term2 Unit 1: Providers of Goods and Services Unit 2: Relating to Others Outside of Tamaica Unit 3: Aspects ofthe Jamaican Culture ‘Term3 ‘Unit 1: Living and Non-Living Things in My Environment ‘Unit 2: Caring for My Environment Notes on Assessment ‘The Need for Technology in Education Language Arts Attainment Targets and Objectives. Mathematics Attainment Targets and Objectives ‘Values and Attitudes in the Integrated Curriculum 13 126 143 158 167 185 219 ai 251 269 281 290 293 298 305 316Message from Senator the Honourable Burchell Whiteman Minister of Education and Culture ‘The Primary Education Improvement Project (PEIP Il) has been making a significant difference in the quality of ‘education in our primary schools as it addresses the areas of teacher training, physical infrastructure and evaluation and revision of the curriculum. Evaluation and periodic revision are critical to curriculum development if the process is to reflect psychological, social and educational changes as well as new methodologies. The revised curriculum takes a student centred approach to learning which gives focus to the competency of the students in applying knowledge. In addition, the curriculum uses an integrated approach to learning, which enables our students to understand the relevance of what they learn and the relationship between different subject matter. The ability to make connections is important to the achievement of meaningful learning outcomes. ‘Our teachers are therefore encouraged to use this curriculum creatively, to generate excitement in the leaning process, whilst the Ministry continues to monitor and evaluate — always in the quest for quality. KsGit.2., Burchell Whiteman (Hon.)Message from ‘The creation of an education system that can adjust and adapt new methodologies in the learning experiences of our children, isan important challenge towards developing the whole child to mectthe changing needs of society In view of this, there was an urgent need for a revision of the Primary Curriculum, and this was achieved through the IDB funded Primary Education Improvement Project (GOJ/IDB II). The project was executed through six Components focusing on improvement inthe acess to and the quality of primary education, through qualitative and infrastructural development. ‘The curriculum guides were developed through a process involving relevant bodies and agencies regionally, nationally and internationally, and the piloting of a draft of the revised curriculum in thirty schools from September, 1997, to June, 1999. ‘A major aspect ofthe revised curriculum is an integrated approach at grades 1-3, which establishes links between subject areas so that Jeaming will be more meaningful forthe child. At grades 4-6, there is greater emphasis on discrete subjects. A major highlight also, is the special focus on literacy (reading skills in particular) and numeracy. ‘The revision included curriculum officers, eachers and teacher educators, and I wish to express the Ministry's appreciation for their ‘commitment and service to education. tis commendable that continuous assessinent is built into the revised curriculum, so that teachers can better monitor and report on students’ progress, and use the data to inform their teaching strategies. We believe that this revised curriculum should enable all students to acquire a wide range of skills and a responsible attitude to learning. bt Phyllis MitchellMessage from Marguerite Bowie Permanent Secretary By the end of the 1970"s Jamaica had achieved the provision of universal primary education for children ages 6-11. This outstanding, achievement was followed in 1980 by the completion of a new progressive primary curriculum that was designed with an integrated approach to the education of children in all the primary grades. Te-was expected that, in the normal course of events, the new curriculum would undergo review and change as new educational practices evolved and new societal needs emerged. And indeed, over the last decade several societal issues have arisen that have ‘demanded an urgent curricular response. To this end, several interest groups have made strong representation to the Ministry for the inclusion of important messages in the primary school curriculum. Included among the most prominent issues that have arisen are tourism, Garveyism, healthy lifestyles environmental awareness, the role of the aesthetics in personal development, and the need to ‘ensure thatthe curriculum fosters the development of positive social values and attitudes in our children. Analysis of the revised ccurricilum will show that every effort has been made to respond to these issues. In adkition, in recent years there has been « refinement of the vision for children leaving the primary stage of education. The vision is ‘ofa child who is culturally awate, literate and numerate, with a well developed sense of self and community. This refined vision has allowed us to pursue the process of curicula review in a more strategic manner, and take advantage of important new developments in ‘education such as cooperative methods of learning, The revised primary curticulum has benefited from the collective wisdom of students, parents, teachers, a dedicated cadre of Core Curriculum Officers, as wel s the inputs of other specialists. I believe that it can satisfy the educational requirements of all our students a it offers exciting learning experiences relevant to their current and future needs. Ms Dow. Marguerite BowieMessage from Wesley E. Barrett Chief Education Officer ‘The pat ofthis revised and renewed primary schoo cariclum, wih atbutes of coherence, aapailiy, comprebensvents, relevance nd ‘rudct neds, as bee cicned by «dynam procs involving tl sakholdew, Av el th curl soul ly claim gully ‘and responsiveness in our schools. Apart from the teachers, it indeed constitutes perhaps the most critical input into the educational process. ‘Accordingly it should be effectively implemented. ‘A feature ofthe curiculum i the integrative ~ discrete model of content organization. The curricula for grades 1 t03 exemplify the integration of ‘content around major themes adding greater meaning to learning, and is supported by effective methodologies, learning experiences and ‘assessment. For grades 4 to 6, the conventional discrete subject organization approach is retained, bt here there is greater emphasis on the linking, ‘of content within and between topics to ensure coherence. The overall model is compatible with global tends towards integrating subject areas, particularly in the early primary grades. At the same time, provision is made for students to pursue discrete subject areas as they advance in school. “The curriculum model with its greater emphasis on problem-solving and creativity skill, as well a its recognition of accepted learning theories, ‘comes at time when there isa call for higher levels of student achievement and attainment. This cal s forcing upoa schools the need to implement a stong curriculum which contributes to high levels of attainment and achievement. Such levels must be bench-marked against the existing educational standards that are well defined and perceptively consistent with the demands ofa knowledge based leaming environment. ‘As Chief Education Officer [urge all schools to implement the proposals contained in the guides, bearing in mind that they should be adapted to suit particular levels, interests and school environments. All levels of professionals and workers within the formal school system have a partto play in seeing o a planned implementation and monitoring ofthe primary curriculum. The issues of inputs, process and product immediately come to the fore, and shouldbe recognized and focused on in the implementation plan. ‘The primary curriculum promises much. [hope the main beneficiaries, primary schoolchildren, will receive much from it. 2 Ex WeseyF BastMESSAGE FROM THE ACEO - CORE CURRICULUM UNIT ‘This curriculum is designed on the premise that every child ean lear, and as such provides opportunites forthe identification and development ofall their intlligenci Its based on the philosophy that pupils, empowered by increased achievement in numeracy and literacy, who are aesthetically and spiritually aware and who are guided by a commitment to moral and social principles, will be well prepared to face the challenges of the twenty-first century. Primary Education must lay the foundation for life-long leaming, as well as help pupils develop positive altitudes and values and the ‘coping skills necessary for survival in an increasingly complex world. This curriculum provides opportunities for their development through strategies such as co-operative leaming, group and project work, which encourage pupils to explore and share ideas as they ‘identify and solve problems, In addition it teaches pupils how to learn, a skill which will not only allow them to have a greater sense ‘of responsibility for their own progress, but will also allow for the adaptability required in a world where learning will be continuous. ‘The curriculum is fully integrated at Grades 1-3, with discrete subject areas at Grades 4-6. Opportunities for integration at the Grades 4-6 level are provided through research and project work based on interdisciplinary themes. ‘The curriculum is child centered and child focused and is designed to help children establish their own identity as citizens of the World, Its also flexible enough to allow teachers to adapt it to satisfy the varying abilities and learning styles oftheir pupils as well as the demands of their local environment. ‘This curriculum was developed by a group of dedicated edueators — teachers ofall grades, principals, lecturers at tertiary institutions, Core Curriculum officers - assisted by the co-ordinators ofthe Evaluation Component of the Primary Education Project (PEIP ID). It includes inputs from children and their parents, education officers who supervise curriculum implementation, evaluators, local and international, as well as other persons from a wide cross section of the Jamaican Society. Credit must also be given to my predecessors, Janet Johnson and Isoline Reid, who during their time as Assistant Chief Education Officers, made invaluable ‘contribution to the process even as they provided guidance and leadership for officers and other educators.‘This curriculum is ours. IF iti implemented with creativity and commitment it will form the base for further learning atthe Secondary and Tertiary stages of the system and for continuing education outside of school. Lis with pleasure that we present this curriculum to the children of Jamaica, with the knowledge that it will make a significant difference to their lives. A welds Reynolds (Mrs. ‘Acig. ACEO Core Curriculum Unit“ The child completing primary school should be functionally literate and numerate, demonstrating a Positive self-concept and a willingness to take tesponsibility for his/her own learning. Hershe should be culturally, aesthetically and spiritually aware, and be guided by a commitment to social and moral principles.” Vision statement formulated in the PEIP HI Project Workshop, Jamaica Conference Centre, September 12 & 13, 1996 Final amendment July 3, 1998INTRODUCTION TO THE CURRICULUM GUIDES “The Revised Primary Curriculum was developed in consultation with the various stakeholders, including parents and children, and has hhad the benefit of piloting over a three-year period. It succeeds the previous curriculum which has been in the system since 1978 and the areas of significant change reflect the feeling thatthe revision was long overdue. This curriculum is different in format and design from its predecessor. Grades 1-3 are fully integrated using the overarching ‘Me and My Environment” theme o ‘and this represents the emphasis being placed on these in the curriculum. "At Grades 4-6, the format changes to diserete disciplines - Drama, Language Arts, Mathematics, Music, Physical Education, Religious Education, Science, Social Studies, Visual Art, with thematic integration across subject areas being encouraged in the pupils’ project and research work ‘The Grades 1-3 units are preceded by an overview of the themes, sub-themes and topics for the lower primary programme. At Grades 4-6, subject units are preceded by introductory pages which give the philosophy, as well as an overview of the upper primary programme for each. Technology is infused into all the units and special guidelines for its use are detailed in the pages entitled “The ‘Need for Technology in Education” “Teaching Units All the curriculum units follow a basic pattern, and in addition to providing numerous activities to give “hands on” ‘experience, they are carefully constructed according to the attainment targets, objectives and skills the pupils need to acquire. (Refer to “Terms Used in the Curriculum Guides”). Teachers, in turn, may use these same criteria to design or modify the units to suit ther particutar pupils’ needs/learning styles or local environment, ‘Assessment Alternative modes of assessment, including the use of portfolios and the keeping of journals, are encouraged, Assessment Sirategies are intimately linked to the focus questions, objectives and activities as produet or performance, that is, what pupils ean do to show that they have achieved the objectives. Suggestions for evaluation based on criteria will help teachers make better judgements about their pupils’ work. Further details are given on the pages entitled “Notes on Assessment” Literscy/Numeracy The specific inclusion of the Attainment Targets and Objectives for Language Arts and Mathematis in the ‘Guide, isto help the teachers ensure thatthe skills in literacy and numeracy are developed. Teachers should use these to ensure the skills are addressed through the integrated units, as well asin the special ‘window" time at Grades 1-3. Materials/Resources The curriculum allows for the use of a wide range of materials and resources - from materials made by pupils ‘and teachers to computer software and the Internet, as well as resource persons. These may come from the national or local communities but may also include all categories of staff and the pupils themselves.‘TERMS USED IN THE CURRICULUM GUIDES ‘THE ATTAINMENT TARGET ‘THE ORJECTIVE, ‘THE, FOCUS QUESTION KBY VOCABULARY OR CONCEPTS ‘THE PROCEDURES/ACTIVITIES ‘THE SKILLS "THE ASSESSMENT ‘THE EVALUATION Reading te calendar Toterretation ofthe i. practise reading and copyingwriting ames of numbers, days and months. | » Writing nmeralhwords calendar il dseuss how birthdays are celebrated. (Include the celebrated bitdates of ‘Supreme Being Creaior/Deity) 12, sing action songs, aymes and jingles out birthdays and months ofthe yea, ‘moving to ythms in selt-space and general space. 13. recognize and say words for days ofthe week/nonths ofthe year and numerals {ec the year of bith, 14. create jingles, songs, games about themselves, associate movements with these and maintain the sense of regular pulse (beat) e-. marching, appng 15, talc abou specil things they each can do, Play rng games, such as, "What can _you do, Puncinells, Lite Fellow?" in which they mime and mirrr things they ‘an do. Singing songssaying, rhymes + Moving rhythms Moving in selspace! ener space + Observing ouneralswerds + Creating jingles songs, ‘games © Tei Write numeraltwords Performance Words and numerals recognized Songs/ingles/games Movements Response to games Evaluation: Were pupils able to ‘ad piven catesmonths ona calendar? ‘write numeralsdays/months? peat songs, hyemes, maintaining the comet tune? o rhythmic movements in esponse to stimuli? produce a given rhythmic movement? entity wordsinumerals? mime and mirror the things they can do? calendar Songs about bichays Stories shout bithdate of Sopreme Being/Crestor ‘Word eas (Mash, eter eards GamesFocus Question 2. Objectives: ‘To which group do I belong? Pops will: identify groups to which they belong (clas, school, religious group hi, race, family, county). {alk about why group have rls. talk about ies, dislikes, uniqueness. dentfy themselves as unique and worthwhile individuals bornereated, ive praise and acknowledge the contribution of others fon letters and copy a sentence. _10up real and representative object in many ways ‘se mathematical symbols for comparison. ‘son, group and classify data ‘show by their behaviour that they value rues and regulations. ‘share the use of materials through group work. express their understanding of e ong in any ofthe creative as. ‘+ show and el ime onthe clock. ‘display the ability to we capital and common leer tempt o use SIE structures to express themselves, + give praise and acknowledge the contributions of thers ‘sequence events, numbers and words, + use pictures to develop stories. * respond to information given though diffrent media (sound, pin, sins) + read ext appropriate to grade. ‘+ demonstrate an understanding thatthe basic need are essential fr healthy growth, PROCEDUREDACTIVITIES KILLS ZSseSMENT ——] Papi wil |. observe pictures offoods/fod samples and discuss the food groups and why we | # Observing pictures/food Discussion eat cern foods. Complete sentences using names of foods in food groups. Read | samples Sentences sentences. + Completing sentences + _Idemifying words ‘Braluation: MateriaisResourees; ‘Were pupils abe to: Pictures of food ‘contribute information about ypes of food and tei importance? Samples of fod. + campos sentences using the appropriate words? recognise the word inthe setences? 2GRADE ONE ‘TERM ONE uN TWO ACTIVITY PLAN Focus Question 2. ‘PROCEDURESACTIVITIES SRI ASSESSMENT 2. rcup foods scoring to colour, shape, size and types of fod groups. Draw ets | ¢ Categorising and organising | + Groups of fds ‘tends and write numeral Perfor askitto show the impance of food. Keep | + Assocaing quent with | > Chests of foods A checklist ofthe foods they eat at schol, Draw concsios about the native | ume ‘aluv of these foods + Acting ot ideas 3. tak about the sequence and tine ofmeals (eg. breakfast and lunch) Fndlinert | 5 sequencing Nimerals and tne time (hours) onthe lek + Menifying meals and 4. ‘talkabout persons who help in providing fod, e¢. farmer, cook. Read words | 5 sgensign ‘i i -encrate, focusing onthe ini sound. Give ater words with same nt teers Ee es {oud Replay prion providing food, parentsguarcians farmers snd | ye totes + ening its oon 5. za te pons of ving hanks othe Supreme Bea fr plying or food. Sing soogs of praise eg. "AII Things Bright and Beautiful movementsinake drawings o express thir ies of giving thanks © Singing songs = lusating ideas ‘Eilat: Were pupils able to ‘use the give attribute to catgorse foods corey? ‘write the numerals fora set of bjects? readinsert tine on the hou? associate ltrs with appropriate sounds? set out the roles, showing how persons provide ox food? share information abot giving hanks? follow the tune ofa song? 4SRADEONE ‘TERM ONE mypopyiartt) = UNIT-TWO. ‘ACTIVITY PLAN Focus Question 2. [recep mesacriviis sees ASSESSMENT 6 talk abot heights that they can reach now which wereinsccenbl totem wher | » \dentiyng changes List of changes they were younger, andy wh. Measure ancompare he groweh intermsof | © Making comparisons Sentences height and mass using standard and nonstandard unis Compose sinple © Messutng growth sentences using ters sucha ight, per heavy, eave, + Composing sentences their own| use compare mass. Creating an equal arm mead 7. make their on balances and use thm 1 compare 4 listen to and sus tore rote simul material about eats forheathy | + Listening to stores + List mieds row suck as water, and et List thes ads. 1+ Preking ot details + entitpng neds for gowsh 9. sen to and ell stories about how the Supreme Being/Deiy provides fortasic |e Listening oters ree. + Sharing ese + Sores [iain ‘Maa Roar Were pulls able: Measuring insruments + soca some changes with grows? Material for making balances + see coret words to compare distances weight? Store/stimules materi on other needs + idem at east one oer ned for heal growth besides food? Sacred sloris aboot ststyng needs reel atleastaome prs of sores hard? + tel her own stores about how the Supreme Being provides forbs needs?‘GRADE ONE ‘TERM ONE ‘MY BODY (Part) UNIT TWO (ACTIVITY PLAN Focus Queen 3. Howdo ike caret my boty? One pron tral ee desman ono esp hye 5 dare mye wich we ke for * font snp saves determine out ats and he, {Sent entero rete er > tray pecan ding veri 5 te ey is rue aon pti ese es. 5 vain mich ncn cao toe tie move end se ction ae ite rst see sng ues / plates eps. 5 etna wd eating ded ns of pec 2 epoca te fr PROCEBURESACTIVITIES. ‘SKILLS “ASSESSMENT oa enous ing male, wn wih ey xe rtrd, Nanesone |» isang canotbaty [+ Daoasraion Sing wedin eta oft ty isthe hmpsen acto Dacre” | Denenneingcaeottey | Lototings inpoanc orn reba. Unt ona ea 2 incomes pong set cee orpatsofthebaty. Duca «| *—Realingandcomposng | + oemefigeons imesages conveyed. ‘ee ; a Poemsijingles/songs 3. bere maine cntinepceier hd sth dng of akin: load one dng netic + Dixaing oper ot [+ Dis = poisonous substances such as kerosene oil or pesticides. am ‘Evaluation: ‘MatoriabeTResearees: ere pi ae: carwnats howto hey wold ce aot op of i? fonmaneinge abst ft by 1 Sree etme of toe it scr fey? cdo ommend ‘+ create pocms/jingles about care of the body, using atleast three lines? ‘Standard units of measurement - teaspoons, ablespoons and cups + _ make statement about at least one safe use of chemicals/medicine? taserGRADEONE = TERMLONE Focus Question 3. PROCEDURESACTIVITIES ‘ASSESSMENT 4. goon anature walk. Talk abouvosate things or situations that ae safe or uate. [Name the senses that were used to detect these stuaions. 5. discuss and role-play =the proper use of substances = the ws of standard measures such asthe teaspoon, tablespoon, op. = _the proper storage of medicine. Estimate and compare the capacity of containers by pouring fom and filing ‘containers. Use spoons and cups as unit measures to measure and compare ‘eapacity. Compose sentences aboutthe safe use of chemicals and medicine, (Char listing safefonsafe Lis of senses used ‘Measurement of capacity give an ‘accurate’ comparison ofthe capacity of containers? converse with Visitors confidently? +__recal and follow the required sequence for aire dil? 6. listen toand question resource persons about safety rules, Participate in drills for_| «© Questions fire and earthquake. Discuss the use of he fire extinguisher. Listen to and Emergency drills ‘imitate the sounds of emergency vehicles eg ambulance and fire engine, nd |g emoastations | Dramatists discuss the messge in ach sound, Mime emergency personnel at work eg. urse | Following instructions or fire fighter ‘= Demonstrating and Demonst Role-playing Bealaationr Materiais Resourses: Wire pupils ble wo: Resource person ‘+ idetitythngsstoatons which are safeansafe and associate them with their | Fire extinguisher (pctresmodels) some? Recorded sounds of emergency vehiclesSRADEONE ‘TERM ONE MY BODY (Part NIT ‘ACTIVITY PLAN Focus Question 3. ‘PROCEDURESACTIVITIES ‘SKILLS. ‘ASSESSMENT 7. discuss where accents occur mos often and why. Name safe and unsafe areas | « —Ideniying safe and unsafe sound them. Talk about seas = les for storing toys and equipment at home, a schoo! 4 Weniying utes = the safe use of sharp instruments Co-operatng with others Set of rules ‘Werk in groups io create thei own rules on the storage and proper use of ceuipment. 8, isten to stories about strangers and how they should telat to them. Make Listening stores Rolesfole-play rulesole play how they could relate ro strangers eg De not let rangers Recalling details rawr senences house withoat permission or keowledgeof parensuardans. ‘© Gleaing information 9. compose sentencesmake drawings abou children obeyingsafey rules. Readthe |. Composing erences! een sentences and, oak about drawings. ‘+ work co-operatively in constructing teat one rule? individually compose a sentence orally? copy/write sentence? produce a drawing thats relevant and tak about? produce a sentence and use tht sentence appropriately? drawing pictures Eealuation: ‘MateriatsResourets: Were pupils able to: Stories about strangers Social Studies text: Our Home in the Caribbean — Book 1 *TERM 2Unie Tide: MY FAMILY GRADEONE ‘Term: TWO ‘Unie: ONE, FOCUS QUESTIONS: 1, Who are my family members? aE. How do familly members car fr eachother? ‘3. How does my family satisfy basic needs? ‘4 Wit are the activites la which we takepart 2 family? REY VOCABUEARYT ATTAINMENT TARGETS onnerives ONCErTS He a Pie WE tity memes © ramndrehe emaion + mpm nin reco exe insidd | pena ‘ieee Easnoer + morte tdepan te frig edna | fen = = ‘talk about their artwork with respect to shape, colour etc. ‘sizesheight ‘sequence events, numbers and words. a '* Know and use basic language skills and the | ¢ respond to and use parts of the verb “to be’. _ ‘conventions of spoken and written language respond to and use the present continuows tense. oe + ogee plentgmg betes |, . fre rake and achnowlee te contributions of ers. — Apply relevant decoding skills othe reading process © Apply study skills an beable to search for information tse sound symbol eltionships when encountering new words + recognise bas sight words appropriate grae. + wsepans of book. z 5 em ye H i 5 a1GRADEONE ‘TERM TWO ‘MY FAMILY \UNIT ONE KEY VOCABULARY) ATTAINMENT TARGETS. OBJECTIVES CONCEPTS, ‘* Respond eitically and aesthetically to erature and ther tinal ‘Use recognisable handwriting and appropriate ‘spelling and vocabulary to wnt for variety ot purposes ‘Explore the atibutes of people and objects in ‘order to classify and make comparisons Represent and interpret mumericalpictrial information ead and respond to charactersstuatons in print. ‘express understanding of story or poem in any form ofthe ‘with asistance, write rely in esponse to stimulas: picture, ‘objets, story, son, poet, Fisen 1, repeat and eeatepaters from the patterns in rhymes, stores, poems. display ability to reproduce pitch and duration perform familar and new songs using appropiate actions to show moods appropriate to the age groop (e.g happiness, patie). - Alisuss pictures to determine events, moods, problems, ‘outcomes ‘se simple shapes to make patems in print and movement, ‘se pltures to develop stories. form eters and copy a sentence, What isthe mother doing? 2 Whats the gli font doing? 2 Whereis father standing? Eraisaion: ‘Material Reaourees: Were pups able: ‘Social Studies text - Our Home inthe Caribbean - Book 1 ‘+ mach words with corresponding numers? ‘Stories fom sured wets ‘© epply ordinals conectly? ‘+ make disinctions between family members in elation their oles? 1 idemity details for the tex?GRADE ONE Focus Question FROGEDURESACTIVITIES SHALES ASSESSMENT, continue making entries in their portfolios using the theme “My Funily" naming mother, father ec listen and sing action songs which rate to family members (e.g. "With mother ‘inthe family what happy home!”) paying eftenton to pitch and cues. ‘Prepare simple questions fr interviewing grandparents and do the interview eg + What as the name of your motherfather? = How didthey ge their family name? + What jobs dati they do? ‘Report oo ter interview inthe role af senor citizen ing portfolio entries © Labeling pontoto entries Listening to songs Singing o correct pitch Cue response Pitch maintenance Infomation gathered Report | Evalsationr Were pupils able wo: sing songs, responding accurstcly to cues and maintaining the correc pitch? ‘i information fom interview? ‘convey information in ole? answer questions in sentences? ‘Acton songs about the family ‘Resoute persons (senior etizens) 0GRADE ONE TERMTWO MY FAMILY \UNITONE: ACTIVITY ELAN Focus Question 2. How do family members care foreach other? (Objectives: Papi wit ‘Bent the contributions ofthe family tothe development of members. -demansrte hat they appreciate the contributions ofthe physically challenged. discuss the responsibilities of members of groups. tac about why groups have rls. stow by their behaviour dha they value rules and regulations respond to questions and directions adressod in SIE. ‘se picture to develop sore. recognise hut spaken language involves interaction and courtesy. ive praise and acknowledge the contributions of others. respond wand use the present continuous tense verte freely io responss to stimulus: picture, objec, ory, sng, poem. begin to how narrative form instore. ‘express understanding of sory or poem in any form ofthe creative ars, ‘explain how changes in the individual group affect rolstionhips, ‘entity end respond physieally othe pus bea in sound encountered perform fumitar and new songs wsing appropriate actions to show moods appropriate to age group (c.g happiness, gatte). discus pictures, to determine evens, hoods, problems, outcomes. TFROCEDURESACTIVITIES. SS ASSESSMENT [RES discus oes of diferent family members using stimuhs materials such as pictues | © Gathering informatio fom | ¢ Roles of members {nthe entbook- Our Home inte Caribe ook |. Tak about waysin which. | tet + Cominuous tense the physically challenged conte othe family. Practise sing the present | Recognising the worth of sorely wed continous nse eons wih excepionaies + Practising usage of tnses 2 discuss nd Hist ues observed inthe homes and the consequences of disbeying | dentityng interpreting and |* Listof res ules. analysing rules | Raina ‘MajeriabsResoarses ‘Were pial a: ‘Sori Studies text ~ Our Home in he Caren - Book 1 ‘+ nme ees of family manber? ‘+ ake sateen wing the present continous tense coety? ‘contribute at eas one ae the i?‘GRADEONE. TERM_TWO ‘MOVFAMILY uMroNE, ACTIVITY ELAN Foces Question 2. - FROCEDURESACTIVITTES SESSMENT 2. roleplay ferent ctv performed by aut members ater washing, Rolesiny {ahr cooking. Draw pictures of family members working ne rng, Senet _Evcleompletcvriewntencs depicting aces eg" Moher wating Portals 4. sing ston songs which dserbe how fly enter cae for each tere “Maley Bust or ilies 5 sequence x number ofl pcre show he fly tect sry. Dipay ‘ores Lie onl qn cuh oe’ es Wete ey" Soyo Welter sory [ater Weep be: ‘le-play family members doing different chores? (wrt sentences, representing the drawings coretly? sequence pictures to ell a ior/? interpret pictures ttl stony? wit story with test one sentence? ‘Action songs shout famity members caring fr eachother Picares/drawings of family members at workFocas Question 3. ‘TERM. TWO ‘MY FAMILY ‘ACTIVITY PLAN How fa asic needs? ona my fly iy ‘demonstrate an understanding ofthe basic needs. timo situations se puchasng/solling tems, + Monee and manipulating money ‘© Cabcalatig money 7. draw es of fod showing up t 9 objects and write wmeras foreach xt (eg, | * Counting and writing entiation of money ‘raw 3 oranges, write numeral). Put togeter ss which result in the edition of | mumeals single gis. Sve probians which involve the adion of sc (eg Sbananas | + Adding single digs Addition of single digits ‘and 2 more bananas ake how mary bans?) (Orland writen calcio). | = Associating sts wih ‘oumeral, | Eralsation: ‘Materials Resoarees: ‘Were pupil able to: Picoree contest eas three relevant ites of information on how we depend on plants | Jamaican coinsnotes ‘nd animals? ems for shop waite turn to speak? ‘supply comec sounds of given ltrs? + supply words with same sound?‘SRADEONE ‘TERM ONE MY FAMILY UNIETWo ‘ACTIVITY PLAN ‘Focus Question 4, What anethe activities n which we ake part mt a family? Objectives: Paps wit: ‘+ recapnse that some files celebrate special occasions. ‘report on some ofthe ings they have seen or heard which ake place during fily celebrations. ‘know tat special gameats, foot, symbols and rituals are associated with celebrationsferemones show interest in various casioms and peacices present in their bores. show and tel time onthe clock (on the hour and half a), nd ead the calendar (year, month dy). cosine time/occasion with seis. = idemify the months ofthe yea and days of the work with foes on sequential nature of time. ‘compare the lengths of time spent on various activites. * discuss actives done atpartcalar times and expres thes fing about these etivte. > identify themselves as pfs from the Creator given ona special dy, ‘© explore elements and principles of at such as colour, shape, ine, texture and pater as they ar applied nthe ‘reaive expressions in our cultural practices. ‘+ use simple shapes to make puters in print and movement. ‘> wit simple sentences to compete languge-experence stories composed by clas. ‘form keters and copy a sentence. *idenify various symbols and their meanings. ‘recognise basic sight-words appropriate to grade. PROCEDURESACTIVIFIES ‘SALES ‘ASSESSMENT [ Paps wa 1, discuss special days that families celebrate, ¢g, Mothers Day, Father's Day, | + Sharingexperiences |» Listing of special events christeningblessing/ baptism. Emphasize that families have fan on special days. | © Wriing naratives 1 Weite parngraph Discuss other activites in which the family takes part eg. worshipping, going on | © Identifying oer ectivites ‘gs, going filconcer, ete. Write about ther experiences dur ane of these. | + Desrbing other activities vents. Read to each other. E ‘MaterabReoerces? ‘Were pops abet: ‘Songs about birthdays 1 name atleast two special events celebrated? Calendar ‘+ _ wivrithoat suppor, write about ther experiences?GRADEONE ‘TERM TWO ‘MY FAMILY ACTIVITY PLAN Focus Question 4. 7 PROCEDURESACTIVITIES SKILLS ‘ASSESSMENT 2. talk about mes tha are meaningful o families eg prayer tie, mea tines, fin | «Telling the time eentifction of time day, Use clocks (real or improvised) to show on the hour and onthe halP-hour ‘Write experience ‘when these events occur. Play games to practise asking and responding to questions such as "What is the time?” “Its...” Tak about ration of time spent en each family sei. 3. using songs about binhdays, eg. "Those who are born in January” ete, discuss Identifying days of the weck | » Months and days identified ‘how often one has a birthday and how birddays are celebrated date, ifs, Identifying mnths of the Lege handwiing artes, ec. Meni the names of days of te week and months of the year ona yet ‘Calendar. Write and read the names ofthe months in which they were bom, paying special etention to the formation of leters, ‘4. working in groups, creat patterns withthe body and ime the shapes fermed. Selet the basic mathematical shapes to make other patterns in drawings/paintings. Writing names of months Creating pamerns -emityng patterns Working co-peraively Balancing and stretching, Mathematical shapes ‘+ write the months ofthe year and dys ofthe week lesibly? ‘+ read nares of months and days ofthe week? ‘© recognise and name mathematical shapes? ‘5. ta about themselves and other family members as special gis fom tbe Creator. | © Sharing ideas | Evaluation: "Material Resourees; ‘Were pupils abe to: Songs about birthdays readshow the tne, on the clock, onthe hour and on the half hour? Calender‘GRADEONE TERM TWO My FAMILY UNITONE ‘ACTIVITY PLAN Focus Question 4, PROCEDUREVACTIVITIES ‘SRS ASSESSMENT 6. dacs other national celebration in which families patcipateeg. aster, |'« Sharing experiences Nam of symbols ‘Christmas, Emancipation Day, Heroes Day. Name and enti national symbol, | 6 Idenitying national national bird ational fs. Examine symbols for patterns, shape and calor. | symbols {Count symbols andassociate numbers wth minerals. Associate symbols with |« Counting symbols ‘writen names. Draw and colour nana stots. Sing national nd school songs | Associating nambors with | ¢ Drawings of matioal ‘wth emphasis on pitch and duration ‘umes symbols Drawing national symbols naan “Target words identified 7. collec pictures of tems whch associat clothing, fod and symbols with $ Lecstng information Calebraionsfovens. Create charts, sel and read words. Use chars to build [+ Creating and labeling Completed svies language experience stories. chars + Building language experince stores | Bvahuatoa: ‘Matraiioareee: Were pupils able to: Samples of rational symbols eal and pictures) 1 identity at east two national symbols? ‘© eaw a representation of at est one national symbol, sing the correct colours fad shape? ‘read target words witout assistance? ‘contribute ideas to build stores? ‘Clocks (eal or replicas) 4sGRADEONE ‘Usit Tite: THINGS IN THE HOME ‘Term: TWO Vai: TWO. FOCUS QUESTIONS: “1. What are the things my home and who made thes? 12. Hlow do I care forthe things in my home and wse them safely? Duration: FOUR WEEKS ‘KEY VOCABULARY) ATTAINMENT TARGETS opsecrives (CONCEPTS AE a TOF a pa WHE + Give sod recive nferaion step tse SE rcs exes theses furiare 1 imerret psi somds, copa aia sou ai (respond to and use: appliances: + Koow and use basic guage sits andthe |” "the tae ve pss flower ‘convention of spoken and written language + Fegulae and irregatar plural nouns. garden (+ Sistem to, repeat and create patterns from pictures in rhymes, plants, + Respond erally nd wetetially 10 storie, pooms ng fink aerate sn ote il ‘ral 7 eee ‘© display ability to use capital leters and common letters. ‘man-made + Use recogistbe handwrng and appropriate | ite simple senteness to complet lanping expince tres | Snnl forms spelng and vocabulary to wie forsvaety | compoucdby clase paral forms of poses ‘+ mak is, card observation and penonal expences, | CHO ‘+ observe, compare classify, shapes taken from the environment. timbre 1 daca geome shapes observed in naire ormanmade and | “ae ‘© Explore the auributs of people and obectsin |” take generalisations ‘mathematical shapes ricki enim compton |, Goerke mara ers of sas popericserwe, | amine smo ‘+ use Jocomotor and nenlocomotor movements in sefspace and ‘general space, a diferent yt, in diferent directions. 1 Successfully demonstrate motor movements ‘which are appropiate to grade evelATTAINMENT TARGETS. OBJECTIVES KEY VOCABULARY] ‘Meatity, create, respond to soit the ‘ewvronment Kow the important features oftheir ‘vironment (home, school) eplore and know about the dynamic interaction ofthe physical, social and mental specs oftheir lives ‘deat the source and types of various sounds inthe ‘environment. Interpret sounds through movement. ‘se voice/sound-makers to ereae Sounds depicting thage fn the ‘environment. ‘se veceinrumental sounds to imitate sounds in the home, listen to and identify varying sounds which are lng/shot, ‘ighfow, plessmn/inplesant participate in tening games. ‘ake turns whea playing sound-makers and instruments _ecopnse and respond differescessimiarites in sound (imbee, pitch, eration, dynamics, te.) daw and make models of important features of places inthe cxvirooment. escibe cities i the home, 099 things inthe environment nt natural and man-made, ame variety of ving and noo-iving things. a‘GRADE ONE TERMTWO THINGS INTHE HOME UNI THO EY VOCABULARY? ATTAINMENT TARGETS onsecrives CONCEPTS + Demonstrate care and use prectionary mesures that | _useall he senses mel touch, tt, hero, sigh to Timi tera ofbam toons, took snd othe |” deine how exp he ty a cevicavet ‘ond spl surveys to deerme sfcmefe eas trond te ‘ety posible easons for sft seas. show by their behaviour tha plants and animals should be cared fr. {alk about ways in which they can keep themselves safe athome. make safety rules and dramatise situations depicting these rules, tell ways io which the can take are of home and things in the home. ‘se, move and store equipment safely. preserve the environment while studying i icuss the correct behaviours and practices which are essential for promoting healhy growth,spond to and use regular and iegular plural nouns. draw and make models of important features of places in the environment. _r05p things in the environment into natural and man-made. ‘ame a variety of ving and non-living things. use voicefinsrumental sounds to imitate sounds in the home. interpret specific sounds, recognise familiar sounds. ‘identity the source and type of various sounds in the enviroement interpret sounds through moverent. se voie/sound-mulers to create sounds depicting those in the environment. ‘respond to and use the base verbs plu = listen to and identity varying sounds which are log/shot,highlow,pleasan‘spleasat, aricipate i listening games. take tums when playing sound-nakers and instruments recognise and respond to diffeences/similaries in sound (imbre, pitch, duration, dynamics, et), disess geometrical shapes (atral or man-made) and make genealicatons, eseribe facilities i the home, describe materials in terms of sure, properties or use.‘SRADEONE TERMTWO ‘THINGS INTHE HOME, uNIETWwO ACTIVITY PLAN Feces Question 1. 7 FROCEDURESACTIVITIES ‘SKILLS ‘ASSESSMENT Rap 1.” collect pctares of ites that ae found inthe home (indor,ouniors). Name the | + Collecting, naming, © Listofitems items and tlk about what they are wed for, «bed for sleeping Read nares. sorb picrares ‘em matched with use fom ist generated. Make sentences about ues of things in the home, eg. “Islep |» Recognising words = Sentences invmy bed and ead these frm flip carvsenence sips. © Prntsing base verbs 2 pomp tomscntigt: where they ae most commonly found, stove in kitchen + Clasityinglateporsing | # temscategoried the categories: fair, tool, appliances, utensils ete. © Wriing ideas ‘+ Simple composition = natural and man-made. . + Pinning singular and | © Singular and plral foros “With teacher's assfance, use the word in one ofthe groupings to write sbeut poate ‘ings inthe home. Use familiar words to practise singular and phral forms, eg. bed, able, | Exalaadioas ‘Materiab/Reoarses: Were pupils abet: Pictures of tings nthe home ‘= name some izes inthe home? ‘© comecty match toms with uses? ‘= crete sentences indopendenty? ‘+ read sentences from ip char/sentence strips? ‘© clasify things in the home wsng the given criteria? ‘© contribute ideas etd tothe topic? use SIE consistently in sentence development?‘GRADE ONE ‘TERMTWO THINGS IN THE HOME: UNITTWO ACTIVITY PLAN Focus Question 1. PROCEDURESIACTIVITIES SKILLS. ASSESSMENT 3. mate deavingsnodel of atral and man-made hing in be home an tabel__|« Drawing picurevereating | + DrawingyModels ‘hom. Name sme pape who make ths thing Listen tomes ang a inode, + Uivorpeope sms abot people who make things forthe home. Making ssoeiions + Listening and reproducing 4. eocine (trough disusin/soi) nara igs with heir Crestor 4 Making sssociatons Sing somes which state thatthe Creator isthe maker of al hing ound inane. | $ incomet + Songs performed iocaneaicceeasroersorsceremree | Se nara “sound: makers (+ Sharing instruments ‘5. listen to sounds in the home (live or recorded). Use movements or written ‘= Listening to sounds, ‘symbols (atemative notation) i show responses 10 1oudisaf, highviow sounds, | * Identifying and cee Reprodace vocslly oF oo instruments or sound-makers, the sounds heard in the discriminating Pel siryorlanconil ‘ome Tak abou te Sods terme of sore, bre ad tare. + Reprocntnginerreting | * Orel expose + Rewoducing san ‘Hisieation: Materia Rescarens: ee ppt ee: produce a fr representation ofthe items o objects? eo ‘+ atch and asociate tems with the people who make them? ‘sing in correct ime within the group, maintaining suitable pitch? ‘ive appropiate physical responses to sounds heard? ‘+ vsethe appropiate symbols depicting the various sounds? ‘+ expres oraly an ea. about the various sounds? ‘Songs ftom MOEC Grade 1 Song Book “Material and man-made things Sound- makers Musical instruments stGRADE ONE TERMTWO THINGS INTHE HOME UNIETWO, ACTIVITY PLAN Focus Question 1. FROCEDURESACTIVITIES SKIES ASSESSMENT 6. observe the basic mathemati shapes of things in the home, Collet + Disinguishing betveen | impression oftextre impestons ofthe texte (Motage)of things inf home, Use he apes and Spent Parser reed froage vo make patemsiicures Us pictures and modes made wo compose and |» Colecing impressions | + ria 'panraa display 2 Rezefpanoraa of tings inthe ome S Aranging picurevmodels | Comparative behaviour 3 Working co-operatives ‘Bialuaon: Materials Retources Were pupils be 1 produce a god inpesion ofthe text ofan bee? toms fe Fowage Gear leastivo geomerc saps to make a patelcure? ‘Natural an n-ae hngs cout an tm othe fee? ork onopertvely la astmblg the ze?GRADEONE Focus Question 2. TERMTWO, uN ME NIE Two ACTIVITY PLAN How do I eae fr the things in my home and ute them safely? Objectives Pups wi 4 ite simple sentences to compete anguge experience stores comps by clas take fit, evo observations, and coding peronal experiences 4 ipa abi tus expeller and fal tps {ssl the seses (sme, touch, ts, ering, sigh to dete informaton on how to kepthe body sk 1 conduct simple suveysto determine safensefe aes around them 1 ent pons reasons for sneunsafe ree ‘+ show by her behaviowe that pais and arial shold be cared or. {ell ways in which thy an take care of hme and ings in the ome 4 tnkabout aysin which hey ean kee themselves sae at home. 2 Titan, repeat ant et atoms fom paters I shymes, stories, poems sos use locomotor and not locmotor movements in selespce end general space a different hythms in different dictions. 1 make safety rls and damatie sivas depicting hese es 2 the move and sore eqipment sty preserve the evitonment while angi {scs he eect els a protins which are essential or promoting eay growth ‘PROCEDURES ACTIVITIES SKILLS ASSESSMENT [Rae eval the names and wes of panicle tings inthe home. Discuss ways of caring |» Recaling information | # Reasons given forties things a why. Crete sntnces about how and why were frdhngs | © Creing sentences + Completed sentences ‘nthe home, paying aeton To capt eters nd Tul stop 2. roleplay ways of caring for hings ia the home. Appa each thers + Atingoutwaysoreaing | + Appraisal performances, giving suggestions for improvement + Ctighing the workof | + Ohservation of behaviour thes Matera Resor Were pupils bie: ‘+ giveat lest one reason for caring fr things? ‘+ write sentences using capital eters and fl tops? 4 citizise each other's work conseutivels? 4 show concer foreach other? 8GRADEONE. TERM TWO THINGS INTHE HOME unit Two, ACTIVITY PLAN Focus Question 2. : PROCEDURESACTIVITIES ‘SKILLS ‘ASSESSMENT 43. discuss the consequences of playing with things which could be dangerous io |» Analysing information | » List ofconsequences health and safety, e.g. matches, gas ranges, electrical outts, medicine, poisonous |e Interpreting “+ foterpretatin of symbols substances, ete. Discuss the waming symbols on labels, Review safety rules. messages'symbols ih tcache’s ssssance, wre an red safety res used inthe ome, Diolsy |» Wriing and reading “+ Written roles displayed . + Creating and singing + Songsitnymesineles 4, with teacher's assistance, create simple songs, rhymes, jingles aboat care and ‘songy'thymesjingles safety inthe home, Tape songs fr retrieval + Recording songsthymes! Jingles 5. use equipment (skipping-rope, balls, bts), paying attention to care and safety | 6 Cooperating with others while doing movement activities, Tlk about thir actions using the present + Demonstrating safety ‘+ Manipulation of equipment continuous tense e.g. “lam skipping”. “We are skipping”. Write and rea their measures ‘+ Completed sentences sentences + Manipulating equipment | Oral reading + Writing and reading Material/Resouraes: ‘Were pupils abe to Waming symbols, charts, pictures, ete ‘+ give a least one consequence of misusing certain items? ‘Samples of dangerous items ‘+ identity at least one warning symbol on labels? Rope + roca atleast two safety rules? Ball ‘+ convey the safety message in their creations? Ba ‘* manipulate equipment safely? ‘Tape recorder make sentences, using given format? read sentences orally? stGRADE ONE, TERMTWO THINGS INTHE HOME ACTIVITY PLAN: Face Qesion2 PROCEDURESACTIVITIES ‘SKILLS ESSMENT ak stot ty fre naan plas atone. ratte boos? |» Compinginrmaton | + Pal and wen Sew cin fr anal an ps Gig putea sets) 2 Sie nomen inrnton Donat how thy ae ornilsad paste yea fps | aetaraemese ——[» Baseatrtion Eaiminarinte schol ervronment Kepacalymnadetwnatey neg. |S Reunite ty |S Renee ys teat pa ‘Evaluation: ‘Materiale/Reseurees: ‘Were pupils abe t: “Materials for making “big book’- cartridge paper 2 canine nat eon wy tv cmpigbg book’? Masia main ito a Sane wayeof ering pans and ial? on stay on task in demonstrating care for pans and animals? ‘make contibutions tothe daily recordings? Animals 3sTERM 3GRADE ONE Unit Tile: MYSELF ATSCHOOL ‘Term: THREE Unit: ONE Focus QUESTIONS: 1. How do know my school? 2 Whoare the people at my school and what do they do? Duration: WEEKS ATTAINMENT TARGETS owsectives KEY VOCABULARY? CONCEPTS: ‘At the Ga OF his wei, papi wll Give and reecive infomation + respond to questions adresse to them in SHE 4 attempt to use SJE structures to express themselves, describe themselves, others, objets and situations sing appropiate word + collet information and give directions. ‘talk bout their artwork with respect to shape, color texture + Know and us asic language sills and he | « recognise tat spoken language involves interaction and conventions of spoken and writen langage |” courtesy, 1+ give praise an acknowiedge the contibuions of others ‘+ respond to and use pronouns‘, me, my". ‘+ Respond erally and aesthetically to ‘+ express understanding of story or poem in any form of the Titerature and other tial creative ans ‘+ perform familar and new songs using appropriate ations to Show moods. + discus pletres to determine events, moods, problems, 4+ make objects for named purposes using given mater + Userecognisable handwriting and appropriate | « form leters and copy words and sentences Selling and voeabulary to write fora variety. | « display the ability to uve capital eters and common ltrs of purposes 1 identify an audience in thet wring. ‘observe, compare lasify shapes taken from the enviroament ‘reateplay game using diferent shapes ‘estimate and measire units of length se appropriate words when refering 10 group eset, team, clase, + Explore the atrbutes of people and objects fa onder to classify and make comparisons locaton Places clas, ofc, sek bay, playing ficld Food big far low shape colour se team Silane isances Tikeisike workers at scool eroupe files ‘ifrGRADE ONE TERM THREE MYSELF AT SCHOOI UNIT ONE, ATTAINMENT TARGETS OBJECTIVES KEY VOCABULARY? CONCEPTS + Represent and interpret mumericl pictorial information Recognise that individuals, while unigue, also belong to several ferent groups, and that sroups have rules and ator Tigres ‘+ Kow the important features oftheir environment (home, school) Demonte cae and use precautionary measures that lit the risk of harm to nese, ‘others and the environment + entity rete, respond to sounds inthe set, groupand casify collected data cconsruct and interpret imple ables and pictogaphs usin umber, pletures and objects ‘dent eroups to which they belong. _dscuss the responsibilities of members ofa erp. tak abou why groups have rules. tak abou kos, disies, uniqueness. ow that st everyone will ect nthe same way tthe same show by thse behaviour tht they vahie rules and reglatios. tecognize postive and mora values contained in sacred and other serie. work eo-opeatvely Wither peers. evel bac locational skills in thei environment (suchas. ome and schoo). ‘deny the important Features of hr school an ay why they are important ‘conduct simple surveys to determine safelunsafe areas around then, identify posible reasons for saferunsafe areas. ‘preserve the environment while studying {ell ways in which thy can take care of shoo! and the things in ® Jocat and perceive the direction and distance of sounds. ‘enti the soures and types of various sounds inthe recognize and respond to difeencessiilrtes in sounds Gimbre pitch, drain, dynamics, ee) ooGRADEONE, Focus Question 1. Objectives: TERMTHREE = MYSELF AT SCHOOL, How do I know my school? Papits wi + respond to questions aresed to them in IE, collect information and give directions, talk about thei artwork wit respect shape, colour texture ive praise ad acknowledge the contributions of thers. for eters and copy words and sentences. Aspley the ability to use capital eters and common lees observe, compare, classify shapes taken fom the environment. createpay games using diferent shapes [STURIMENDDS | yeas _ae inthe shapes. Compare these with basic mathematical shapes. Model shapes. ing sraigh | aaxhet ‘Wi teacher's ep, develo simple plan ofthe schoo) 5 Comparing Drawing plan 3. talk about items inthe school they should ear for (e.g buildings, plants, furniture, | * Tdenifying items ‘+ Co-operative behaviour cuipmeno and how they shoul eae forthe, Develop casa project on caro |» Cuing pasting and + Completed project School ep "Care Our School Campaign’, making we of discarded materials sssembiing iis Were pupils able ‘Soci Studies text - Our Home inthe Carbhean- Book 4+ -ellet st Teast one fact about thee school? form sentences (rare) independent? form leer epbiy? tse correctly words suchas bigger’ “smaller “nearer farther in their ‘comparisons? tse models to represent mathematical shapes? pt buildingplaces in the approximate positions? ‘work willingly wih each other? complet ther assigned roleask for the projec” 2GRADE. ‘TERM THREE SELF AT, PROCEDORESACTIVITIES T RIEL SESSMENT 4d bout safe and nsf ares th schoo ey what makes them + Disusing & Uist of areas Ssflnsee Diseass appre blair round tex lees, 2 denienton ef appropiate 5. be eesti isening activites to deine + Appr enone {alton fom nich suns come + Lisesing tara irl Lineto sands we etnies ken, dames |* Romendnesomval | + enietonécsrnnof and express their ideation bya prescribed ation. Lien to music inorder to Mentfy a distinctive instrument sed ina perfomance recording 6. estimate distances of places in the school in eatin to cach other (interns of | «Estimating distances nerf, pearerthaafurther thn). Include ditnces from home. Use meszestck | ensuing daneress to verity some ofthe distances, 7. in groupsindividally use their Bodies to form shapes sen in their schoo! Srrtomen Tate cana prover saes |S Samgates | Spence tne despa eat Doyen | Snes 2 hina te soenes ‘Evaluation: “Materials/Resources: Wer pope MOEC Gnd Oe Sn Book FUE dc a mae asin ish sana? Te crepe {dat sppepae cova ot Misco 5 ite sete aro snd nt dee pe don a rare + we ther bodies to produce recognisable oulnes ofthe shapes.” °GRADEONE = TERM THREE. Focus Question 1. TPROCEDURESACTIVITIES SRLS ASSESSMENT] 8, sng songs about schoo afte listening toa shor itrodtion, Coun the mamber of bras ina phrase in one of the songs and tate these, sing stokes or other symbols, Say poems about school as they develop seotence patterns. 9. tlk about what they lke/isikeabost the clssroom and school and give Suggestions for improvement, (Recognise that here are individual diferences and 4+ Pitching core ‘© Staring on time ‘+ Discussing Hkesisikes + Shaving ideas Performance Alernative notation Expression of ideas + sng pitching their voles suitably and starting on tee? ‘accurately nrae beats in phrase? 4 Histen wo each other witingly? these shouldbe respected). | Evatuations ‘aterialResmarse ‘Were pupils able to: -MOEC Grade One Song Book Poeins about schoo!GRADE ONE ‘TERM _TUREE MYSELF AT.SCHOOL ACTIVITY PLAN Focus Question 2. Who are the people at my school and what do they do? Objectives: Pup wit “detty groups to which they belong Aiseuss the responsibilities of members ofa group sttempt to use SJE stuctres wo expres themes ‘describe themselves, cher, objects and situations using appropriate words recognise that spoken language involves interaeton and courtesy. ‘express understanding of story or poem in any frm ofthe creative arts use appropriate words when refering toa group, eg. set, team, lass. sor, group, classify collected data ‘consiuct and interpret simple ables and pitograps using numbers, pictures and abject, ‘show by their behaviour that they’ vale les and regulations. ‘work co-peratively with thee pers -h sand comparative English words such as smal, sens smaller, smallest. 4+ Deseribing other types of 19. discuss other groups that they ply, share, work and eat with a5 Yani families to define types of family group. Classy the diferent groups eg Brownies, Cub | « Listing activites List of activites Scouts, Cades. List the activites shared inthe diferent groups ation Tia ine Were pupils able to Carlong Primary Socal Studies ~ Book 2 (pp -6) ‘+ identity the types of Family to which they belong? ‘+ make models of diffrent families? ‘+ draw a simple stnctre oF family tee, arangig all members ofthe family Including themselves? ‘use the mathematial signs comet} in problem solving exercises? ‘lis the activities they share in various groups? “The Family Tree" in LMW Year 2 Term 2 (Story 6) (Chart with key words and sentences Plasticine or ely Flour Newspaper Pose ‘Caibbean Primary Mathematics —Level2 Photographs Sacred stories from differen religions usFocus Question 2. Objectives: ‘TERM TWO NG AS AFAMI ACTIVITY PLAN How do family members retate to each other? apis wil ‘begin to make choices beoween home language and SIE in use of -present and past tense forms ofthe verb "tobe “past tense with cf “questions with ‘sare, “haveha’, “daidoes. ‘ealish cause and effect predict outcomes invnpret character ei. ‘writ their own versions of language experiences stores composed by class, sequence events, numbers and words. ‘se sound-symnbol relationships when excountering new words. ‘use pleas’ “thank you. ‘ecfonm within a group, responding to elementary ensemble cvs. tempt to identify when SJE is being wie, ‘expres ther understanding of story or poem in any frm ofthe reatve a recognize the part values ply in making and breaking relationships. recognize positive and moral values contined in sacred and othe sores, Ideetty themselves a gis fom the Creator given on x special day Identify selfas a unique and worthwhile individual bormade/ereate, ‘econ familar and new songs using appropriate actions to show mood appropriate tothe age (e.g happiness, gatinude, comfort) ask and answer questions listen to iets of others, clarity meanings and information iseuss the responsibilities of members of groups respond to information given through different media (sound, pin sigs) ‘ead grade level text to convey message clearly to listener. listen and respond appropiatey to adults. sort group and casiy collected data discuss pictures to determine events, mood, problems, outcomes, 19GRADE-TWO ‘TERMTWO ‘TOGETHER AS A FAMILY INIT ONE ACTIVITY PLAN Focus Question 2 (co Objectives: Pope wit + write simple seneness about her own experiences. use desriptve words. talk about why group have rules. desriefist behaviours which hey consider to be good, based on their understanding of right and wrong. discuss thet feelings about atvites done at pariculr times ‘work cooperatively with eer peers. ‘ecard obervations about home, seo, community. identify various symbole and thelr meanings (gs, badges, colours) show respet for various customs and practices preset in thee schooUhome Identify special garments, foods, symbols and rituals that ae associated with clebrations/ceremonies. report on some of he things tha they have seen or heard of which take place during family celebrations, ‘dent the months ofthe yar and days ofthe week with fous a the sequential ature of time use standard measurements and unis of length, capacity and mas tive praise anc acknowledge the contribution of thes. make objects for named purposes using given material. recognize that some families celebrate special ocasionsRADETWO, ‘TERMTWO LIVING TOGETHER AS A FAMILY. UNITONE ACTIVITY PLAN Focus Question 2. PROCEDURESACTIVITIES ‘SRILLS ‘ASSESSMENT Papi wl liste to story of “The New Boy” and discuss the interaction between the new boy and the other members of he school family. Make ist of words hat would ‘eseribe how Erol fot when he realized that he had no money. ‘+ Listing descriptive words List of descriptive words 2, make the ton different by making upa conversation bewoen some goodtoxs, | ® Comparing behavioural | * List of postive and negative Some rude boys Erol and Aan, Discus things hat were dove tothe new boy. |” patra behaviours ‘+ iseossing andtstng postive atitodes, 3, arange new words fom story “The New Boy"or"The Vitor” in alphabetical | + Usingalphabetel order |» Lint of word in lphabescal rer oer 4. listen to a taped recording ofthe folksong “Howdy and Teaky Bruck Nuh + Listening to song Square". Say poem “its Fun tbe Polit” or similar poem or discuss social ame. | 6 Speaking + Sociling 5 sing the song “Howdy anéTenky Brack Nuh Squae”, code switching on 5 Using SIE code switching ‘command beween (SIE) and Creole + Drawing conctsions iaieations MalerialResourees ‘Were pupils able ist descriptive words? diferentate between postive and negative behaviors? list words alphabetically? LMW Year2 Term | =“The New Bay” EMW Year 2 Term 2—"The Visitor Social Studies Book~ Our Home inthe Caribbean - Book 2 Video tape m1GRADE TWO TERMTWO LIVING TOGETHER AS A FAMILY UNIT ONE ACTIVITY PLAN Focus Question 2. PROCEDURESACTIVITIES SKILLS ‘ASSESSMENT 6. roleplay showing stations involving social graces athame, at choot andinthe | Observing, demonstrating |» Role play {rider community, sch as thove found in "The Vstor”. Observe pictresfisten | Showing senstvtyto | © Listof values {otwatch videotapes of selected religions tries, Examine and discs the others ‘nterpersonal relationships Beween family member then enti vaes that ‘would be bopful in thet own family lives, school and community. “7. ten to and sing the song“! Am a Promise” or smilr song. Discuss the song t0 | » Listening to andsinging | * Song ‘ing ot fesings of disappointment, hope, slf.vort, dreams and selF-esteem, sone + Char of facial expressions Create a chart of faces showing different emotions, and emotions 4. makeup questions dat they wil ask resource person afer @tekoniter- | Questioning + Listef questions persona elationships in fay, schoo and community. 9. use “speakeasy” mode and ake tas in describing actives they share wth ther | # Describing actives + is family members List the activites and say which they regard as cores. Fosus on the contribution of a family member and the importance of praise when a aity member performs chores or cher activites wel 10, read stories om Soci! Studies book and view vdeo scenes on family actives. |» Readingrelsted stories | + Table showing comparisons {Compare ther shred actives wih those ofthis parens and discus the 2 Comparing activites sitferenes. alti aterabResou ‘Were pupils able to role-play to bring out social races? identify postive family values? Sing with cling? make achat of faces to convey diferent emotions? ak questions o obain relevant information? 1s activites shared by family members? make comparisons? LMIW Year 2 Term 2—"“The Visitor Resoure person Social Studies Book ~ Our Home inthe Caribbean - Book 2 Video tape Magazines Newspapers Genesis, chapters 24 1035 - Stor of Joseph and his brothersGRADE: TERM TWO uw MILY UNIT ONE ACTIVITY PLAN Focus Question 2, ‘FROCEDUREACTIVITIES ‘Skis ASSESSMENT 11. Invite parents o tell bout actives shared intel failes nthe pst. Compare |» Asking relevant questions | * Interview questions ‘heir shared activites with those of ther parents and discus the changes infering | Comparing atvites = Comparisons ‘why these have occured, “+ Disewssing changes ‘+ List ofchanges 12, collect pictures showing different family activites and put these in categorie’ | + Collecting andeategorzing | * Chart eroups, eg. worship, celebrations, chores activities 13, write sentences about the activites they share at home, schoo, church and inthe | # Writing sentences Sentences describing community activites 14, discuss what would happen i aobody took part in these actives. Tak about the | © responsiilies and rights ofeach member ofthe family group. Explaining why activites a important 1S. name some dutievctivites they have responsibilty for st home, school oF + Listing esponsibiities | + List of responsibilities ‘church, and say what appens whe they do not cary them out + Tdeniving consequences | + Listofeconsequences 16. talk or write about celebrations which they share in thei ally, the + Categorizing celebrations | ® Orawriten presentation ‘community and inthe nallon. Work in groups and present group work tthe whole clas, Exaluaiionr MateriaUResparse Were pupils able to: LMW Year 2 Term I~ "Christmas" (Story 19) ‘© askrelevant questions to obtain the information needed? Resource person ‘+ idemity the changes in the shared actives and list them? Series + categorize activites secording to family group? + wit sentences deserting various active? = identify responsibilities and consequences? present orally or in wring, information about celebrations in which they share? _| vsTERMEWO LIVING TOGETHER AS A FAMILY UNITONE, ACTIVITY PLAN Focus Question 2. PROCEDURESACTIVITIE: ‘SKIES ‘ASSESSMENT 17, entity and discuss some aditional celebrations. State the meaning we | + Meni the significance of ‘Oral aiseussion ssociate with each celebration, e.g, Easier, Cheistmas (religious ebrtion Celebrations), Independence Labour Day (national celebrations). Show how these celebrations help strengthen family relationships. 1. itervow older members oftheir community about traditional celebrations |» —Resarching Serapbook ents tnd events, Gather information about dances, songs and other actives ‘esociated wih these evens, Make aserepbook display of thi information 19. practise sme ofthe songs and dances and read stories about them 20, enter on aclendar the celebraton() associated with each month ofthe ye. 21. disussbiahdays and plan class party forall who celebrate birthdays inthe ‘month. In preparation fr the party decide on: time, mem, decorations, ‘Frogramme, invitations Discussing trsitonal celebrations ‘Categoriing activities and events Investigating castoms ‘© Dancing to rhythm + Pitching = Planning party ‘+ Making decisions Dance movementsiiongs Completed calendar Party plan Decoration programme Enaluaton ‘Were pupils able to: ‘identify some waitonalclebations and thei meanings? make srapbook eres? reproduce songs and dances? ‘make up the calendar of events? lan party programme? Inake invitation cards and decorations? ateriaiResourees: ‘Scrapbooks, Calendars Cantidge paper ‘Crepe paper Crayons Scissors ‘GhueGRADETWO TERMTWO ANG: RASA FAI UNITONE ACTIVITY PLAN Focus Question 2. PROCEDURESACTIVITIES ILLS ASSESSMENT] 22, make paty has. Write shopping lists and calculate costs. Estimate and Designing cards and hats + Shopping tit ‘measure items needed in kilograms, grams, litres and metres, Compose and | © Calculating cost Measurements say special prayer for “birthday boysigirl as gifs fom the Creator Estimating and casing quantities 23. tal about fity worship and worship services send by families of els ‘members of diferent elgionseligious groups. Using resource books to hep, ‘write three sentences to describe activities shared at pace of worship, 24. make mural depicting activities shared by home family, schoo family, ehureh {arity and communi ‘+ Comparing forms of worship ‘+ Describing activites in church ‘+ Displaying ated of reverence ‘Comparisons (rat) Sentences Completed mura Were pupils able ‘alculte the cst of tems need in making shopping lit? calculate the quantities and measurement of tems? ‘compare the Forms of worship orally? tte sentences desing church actives? design and complete mural? Matera Roar Measuring instruments ‘Resource books: Bridges to Religion (Heinemann) dnjosens io RE (Stanley Thome) Living Religions (Thomas Nelson & Son) psGRADETWO Unit Tile; SATISEVING OUR NEEDS ‘Term: Ua FOCUS QUESTIONS: 1 Why do I need education, recreation and transportation? 2. How am Veducated?™ 3. How can [spend my leisure ime? ‘4. How do people and goods gt from place to place? Daration: SIX WEEKS KEY VOCABULARY? —] ATTAINMENT TARGETS. OBJECTIVES ‘CONCEPTS, ‘Atte end is wale, pupils will 1+ Give and receive information 1+ give and respond to instructions. basi shoo! ‘iste o ideas of others, clarify meanings and information, | primary 1+ give news reports, directions, explanations. Kindergarten + Sskand answer questions knowiedse : preparatory ‘tempt toute SJE structures to express themscves (more ‘consistently tha in grade 1) listen an respond appropritely to adits. make comparisons when aking about intrest tak about thee arwork with spect to shape, colour, texte, ee ‘© Koowandusetasc language skill andthe | «use please, thankyou" conventions of spoken and writen language | ¥ se capital eters, fll tps, commas. ‘+ Apply relevant decoding skills tothe reading |. yee sound-symbol relationships when encountering new words. Process "+ read aloud text appropriate to pade + Read formeaning, ucncy and enjoyment — | 4 read grade level text to convey message clearly to listener.GRADE. ‘TERM TWO ‘SATISEYING OUR NEEDS wr TWO — ar voce [ATTAINMENT TARGETS ‘omsecrives concerns 7 Rein teal an sei » red vps Cartes or at Td Toe — Theme sudan cov to + Speer minnigotesoyarmen nay met |p neceulve a as + Wounan cl do ok lo ty enstot + talk about situations in stories about which they feel strongly. traffic + make objects for named purposes using given material, eee, '* Apply study skills and be able to search for |» put information into categories. Neabies ination na + Uercoginte handwriting md wyproiae | + show seer angen foming ete oe sect Spilngtndvocioay ome rtney, | pean cree nena fiona o pose + Mttesope sence et et ow xpress eh + ihe wih lng oe prt epee ad eee, Sento temper + eo abcratons but ane, so, onan. our '* discuss geometrical shapes observed in nature or man-made, and overicad pojetor + apres opopleandobjcsin |” Smet a ‘ede tna comune Severn sor, group andctsty cote dt nr + Rapesentantinenretnameiatpicorst | 7 utcgeratasonnes mlscace td dw contin on |Z ina item cold oreo + Conmectand wet inl ibis an piognph using | re monte ces det sopreut + Dewonsatemtormovemenssvcessfily | 6 deeap yond prima cou) which re appropriate o grade evel Ss concen eae cove ewe i vrGRADE TWO ‘TERMTWO SATISFYING OUR NEEDS UNITIWO REY VOCABULARY [ATTAINMENT TARGETS onsecrives concer’ + ezogne neds ante elunsipbrwen |» al sant wh pep pend many, iy Cenugatvngtndsuahinghescecds | Generar en andes tart nese ese) | ca tetealty ow ieee meey + enon avait of tine dit shew andl ine otc (oe tourand arbor, | in relationship with occasions or events calendar (year, month, day). speed trap associate time/occasions with school activities. sraffic fight ‘identify the months of the year and days of the week with a ariival ‘focus on the sequential nature of time. delay discuss their feelings about activities done at particular times. ‘token eu Recognize that individuals, while unique, also | « recognize the part values playin making and breaking a belong to several different groups, and that ‘relationships. : id roups hve rls and aut figures accident '* Know the important features of their ‘identify the important features of places and say why they are ima rit environment (home, school) important. fomitd . ‘draw and make models of important features of places in the | TP on, oriommen sec + Beaware ofthe desi of ymtots customs | + eae lene and principles ofa sachs cour, sage, | Me tedious een eNGitcind satiny aespiesiwaeceane, | m0 pein mean! pee a Topcon sme fe ng a hey hve senor bear | SE Shke pce ug ti ceans, ail wan + Oper wih ates they sekio nd |» sahesinple ables incite sof ow in sottons to problens id 7 prea 8GRADE: ‘TERMTWO SEV ACTIVITY PLAN Focus Question Wy do 1 need edueation, recreation and transportation? Objectives: Pupils wit eEDS ‘demonsrate an understanding that the base needs are essetial for healthy growth talk about what people spend money on. se simple and appropriate vocabulary related to ops. ‘se capital eters, Fl stops, commas wrt simple sentences about ter own experiences give news reports, directions, explanations listen and respond appropriately to aul. make comparisons when aking about intrest, read grade level text to convey message clearly t listener. listen to ides of others, clarify meanings and information. use sound: symbol relationships when encountering ew words. attempt to we SIE structures to express themselves (more consistently than in grade 1). read or respond Io characters or situations in class reader or tory. ‘PROCEDURESACTIVITIES, ‘SKIES ASSESSMENT Pails |L name the tase needs they talked about in rade 1, then make a ist of other neds ‘that they have (eg need to play, need to learn, ned for cars and buses) 2. talk about the importance and usefulnes of education, eceation sed transportation. 3. ad to list of words in word bank any unfamiie word that result fom ‘discussion. Repeat he words, listening to their sounds and looking at thet stapes. Tdemityng needs Discussing the importance of education Listof needs Ealaa ‘Were pupils abet: ‘compile a ist ofa least ten nests? 19GRADETWO ‘TERM TWO SATISFYING OUR NEEDS VITY PLAN Focus Question I ‘PROCEDURESACTIVITIES, ‘SKIES. ‘ASSESSMENT rite on stps of erdboard important statements they made about education, ‘ecteaion and warsportation. Display and practice reading them. in groups, select one ofthe thee (education, recreation and transportation) and talk about what happens when a person doesnot have his facility and note the ins, Selet classmate for reporting, Make list of ll new and unfair ‘words and arrange in alphabetical over. invite older persons from the community to talk about what education, reretion tnd transportation were lke when they were children, Ask questions of vistors entity important points an compare with whats happening now. read the tory “Heroes’ Day Trip" and answer teacher's questions about the diferent methods of wanspor mentioned in he story. Note advaniages! Aisadvamages and purposes for which anspor i used in groups, dramatie the effects of lack of ane ofthe following: a good edvation, healthy recreation, proper transportation, + Writing satements ‘+ Maing comparisons Listening 1 and quesioning + Reading the story © Comprehencing ‘© Dramatizng scenes Sentence strips ‘Ora reading | Report New words ‘Ora reading (Ora compretension Skit Bialuationr ‘Materiai/Resooreess ‘Were pupils abet: Sentence sips ‘wit statements with main information making use of capital eters and fll | Cartridge paper 0p? ‘Marker or crayons ‘+ read aloud fom the sentence srps? Glue or tape report on disussion about persons with or without education, recreation andlor transportation? read fveraly? show understanding by thei esponse to oral questions? Aramatizeappropitly and with convition? = Grade 2 Book | Heroes Day Trip in Doctor Bird Supplementary reader Pictures from newspapers or magazines 30GRADETWO STERMTWO-——SATTSFVING OURNEEDS ACTIVITY PLAN Focus Question 2. How am educated? Objectives: Papi wit: ‘perform familar and new songs using appropriate ations to show mocd appropiate to the age group (Ge. happines, gratitude, comfor) denty the important feature of places and say why they are importa ive news reports, directions, explanations. spell a ange of igh frequency and sight words. waite with felingto record personal experiences and observations, se capita eter, fal stops, commas. ‘show and tel time on he clock (onthe hour and half hour), calendar (eer, month, ay). sso timelocasions wit schoo! actives, identify the months of the year and days of the week witha focus onthe sequential nature of time. draw and make models of important features of place in the eavirwoment, talk about their artwork with respect fo shape, colour, texture ee UNITTWO + explore element and principles of art sucha colour, shape, ln, texture, and potters as they are applied in the erative ‘expressions in ou ella practies, PROCEDURES/ACTIVITIES: KILLS “ASSESSMENT | Pupits wil: 1. ten to econ songs or sing songs about schooledueatn emphasing mood, | © Lien to songs + Group and inion! ich, dypamics, pres and expression, eg."We Build Ow Scho Use body | + Expemine ood insong | prfomeacee Percussion (eg, snap, clap, tap) to accompany the songs. ‘+ Performing/accompanying a 2. though escsion, deity varius yperof schools intheconmuniyand fe oun. 3. explain why they are sett schoo, or why they comet schoo. : + Questions Fain ‘Haier Reware: —J Seng We Build Ou Schoo” Wer paps ble Csettiae recorder + perfom indivi nd in soups? ‘Gems Labour for eaing, "Lok, ten and you will tik gestions corey snd sppropitely? seam Mode clock 1Focus Question 3. Objectives: TERMTWO SATISFYING OUR NEEDS ACTIVITY PLAN How ean I spend my leisuretime? Pupils wi + give and respond to instructions. ask and answer questions, Tisten and respond appropriately to ads, show increasing competence in fring lees. use capital eters, al stops, comms, discus their feelings about activites done at particular times ‘develop good sportsmanship. ‘construct and inerpret simple tables and pictgraphs, sing numbers, pictures and objects, ‘report on some ofthe things thet they have sen or heard of whieh ake place during family celebration. som, group end elsif collected data solve simple problems inciding the ose of money. ‘make general statement, inferences and draw conclusions on information collected, ‘make objects for named purposes using given materia listen and retell wadtional folk ale or sory. talk about situations in stores about which hey fel strongly. recognize the part values play in making and breaking relationships, 133 NIT TWOGRADETWO ERM TWO SATISFYING OUR NEEDS UNITTWo ACTIVITY PLAN Focus Question 3. ‘PROCEDURESACTIVITIES ‘ASSESSMENT apis wil 1. interview each other, teachers, parents o discover how tey spend ther ebure | = Lie time: Make simple lis. recreational activites 2, write poems about recreation after ltening tothe poem “Leisure” by H.W. ‘+ Listening toa poem + Poem Longfellow or oher similar work (wth or without asistae) + Wating poem 3. wit lees, in groups, fo sports igus inthe community to find outhow dey |» Writing alter in groups |* Leter spend thee esure ime. Read the leters aloud in the groups. 4, dramatize a seen to ilusteate the varios emotion displayed when a game is won 1 lost. Discuss the importance of good sportsmanship. ‘5. design a simple timetable wo show how each pepil spends hisher day. Talk shout what they lke todo best. © Deamatizing ‘+ Categoriing recreational stints Timetable ‘+ Discussing prefered Were pupils able to: rake a simple is ofa east four recreational activities? ‘compose poem about recreational activities? conribute tothe writing ofa letter toa sports igure? Act appropriately and resolve the perceived problems created by winning or by Josing? develop a simple timetable? ‘Materiab/Resourees Poem - “Leisure by H. W. Longettow 1-3 p.$4°What's my Time?” ‘Our Home in the Caribbean - Book 2 (Our Family at Rest nd Ply) Be‘GRADE TWO TERMTWO SATISEVING OUR NEEDS wuNIrTWwo ‘ACTIVITY PLAN Focus Question 3 PROCEDURESACTIVITIES SKICLS ‘ASSESSMENT 6 ve individual or group reports on how they spent the Christmas or Summer | 6 Comparing how students Reports ‘acation. Discuss snd note the popular ate, spent thet vacations 7. use computer and other games inthe classroom. Lear the rules ofthe games. | « Paying eames by theres 4 sorta given number of pictures int indoo and outdoor fons of recrention. Lit | + Categorizing Categories snd spell ew words. 9, solve maematicel problems related tothe cos of ereation, eg, he cost of ps, | Selving problems Solutions to problems Sporting equipment, pers cates, et. 10, deduce the most and les popula scivies afer having bece shown apitograph | * Using apktograch ‘of five recreational activites, 1 Hist the poplar types of ereaioal activites thet pupils inthe class engage in at | * Making list List tome, at choo and inthe wider community. Check the Ist nd decide which ae | © Talling Tally chart the most populer and lest popular activites. Record ona tally cha. “Eraluaton? Malerba ‘Were pupils able wo: Carrdge paper 1 reporton hw they spene thei vacation? Pase sort the pctares correctly and identify the most and least popular activities? ——_| Sesors ‘¢ solve the problems, with or without sesistance? bsGRADETWO TERMIWO SATISEYING OUR NEEDS ACTIVITY PLAN Focas Question 3. “PROCEDURESTACTIVETTES ‘SRTCLS ‘ASSESSMENT 12. report on some forms of tceteation seen on television, particularly sctvites | «Reporting = Report populerin other countries. srfing skiing). Compare them o focal activites. 13, dea a scene ffom story “Sting the Storm”, having ead Walong with eacherin | « Drawing xd colouring | Whstration of scene ‘St Mark 4:35, Stess the fet that even Jesus needed rest and discus the importance of rest 14, make models of various items and equipment used forreerestonl puroses.eg. | + Making modetsbourd [Models ‘oad games, games 15. listen toa wellknown spots person speak about the importance of reeration, | * Listening 16, play trastonal games suchas jacks and ing games Sing tational songs from | ¢ Paying games © Games Jamaican folklore snd say how important these activites wereare in daily ie. | * Singing intone Drawing inferences 17. dlscus stores which present psitve values and mora ideas of fi ply. Say how | \emudemens about | ¢_ nferences they would behave in esc sting | ata ‘HiRes Wer pups able w Bible 2 apart on or firms of creation sen on evson? Paying pees Saw and colournenty? Magione newspapers J) Sate models or board panes in ore to feline the paying of the games? | Use stckings (rsa bal) 2 patie heagesongstames We 2 ake lpealinfrences? ard sie ‘radon! games and plying euiment Songs stories foklre rojo or peltGRADETWO TERMTWO SATISFYING OUR NEEDS unrrTwo ACTIVITY PLAN Focus Question 4. How do people and goods get from place to pace? Objectives: Paps wit read loud text appropiate to grade + express theirundestaning of try or poem in any form of the cretive ats + listen to ideas of others, erty meanings and information ask and nner gestions * iste and respond appropriately to adults + use please’, thank you ‘+ make comparisons when taking about interests, * ptinformaton it eateries. ‘+ tak bout hr atork with respect o shape, colour, ext * se capt eters fll stop, comms, + record observations shout home, scool community * ierity the source and typ of varios sounds inthe eavirnment. + sort, group and chssfy collected data. + solve simple problems neading the use of money. + lscuss geometrical shapes observed in natu or man-made, and make generalizations. + make objets for named purpose sng given materi PROCEDURESACTIVITIES SKIES ‘ASSESSMENT Papi wi 1. name the dierent modes of wansperaion by brainstorming. Read “Peoplein | © Naming modes of + Listof modes ‘ur Community” or similar txt an sec how many ofthe methods mentioned iy |” trenapration were able to thik of List the diferent modes. 2 steno taped version ofthe song “Inna de Bus” and discuss what says. + Listening song + Diseussng ideas 3. snd ot fom oer fly members how people ravi in the past (tam, hors, | Recah 1+ Research notes horse and bay) ala ‘MateriabiRecources Were pupis able wo: “Tape recorder + list several modes of transportation? research and collect dat from olde family members? Song “Inna de Bus" o similar song “People in our Community” in Primary Social Studies - Book 2 ntGRADETWO TERMTWO SATISEVING OUR NEEDS UNEETWO ACHIVITY PLAN Focus Question 4, PROCEDURESACTIVITTES RRLS ASSESSMENT 4 compare past and present means of wavel under the headings sped, convenience, | © Making comparisons Comparisons ox nvronmenta fendinss, et 5. constuct simple pictoraph to show how students in the class tavelto school, | + Constructing pictograph | Pictoraph 16. propre questions and interview a resource peron (tax driver orbs diver) about | # Questonnglnterviewing Imteview questions {he par they payin moving people and goods 7. wie alter 0 fiend in anather parish teling hiner bout the different means | © — Writing alter Lever ‘of transport their lassmates use fo geo schoo. Check each other's eters for sore format sing the bodies, demonstrate the movement of various yps of wansporation. | « Mining movements nd Body movements “Tmitate the sounds of weicies, aeroplanes and rains, tating sounds 9. daw a pictur ofthe means of transport they woud like to ova + taginng nd eawing ‘Musration Were pupils able wo: Resource person (taxi orbs driver) ‘+ make comparisons by effectively showing the difeence between pst and Cartidgepeper resent? Markers “+ produce pctogaph ler andl drawing according t instructions? Fleurs of revi mote of anion ” ‘QucHHome inthe Caribbean Book 2~"Moving Around” ‘+ prepare sitable questions o ask resource person a + make suitable body movement illsrate means of wanspor? + haw their prefered means of wanspat? nnRADETWO, ‘TERMIWO SATISFYING OUR NEEDS UNIT TWo, ACTIVITY PLAN Focus Question 4, “FROCEDURESACTIVITIES SRILES ‘ASSESSMENT 10 acto word-bank, new word ha arte fom discussion, Test each other's © Memorizing New words ‘memory ofthe words, 11, sor pictures of various types of transportation under headings: land, water ai, | « Sorting pictures ‘Sonted pictures nd publeiprvate, 12, ealelate the costs associated with travelling by tax or by us 13, complete a cloze excreise using words asocited withthe transportation that thee classmates use to get 0 school, 14, read and tak sbout he poem “The Donkey”. ‘+ Solving mathematiat problems Completing sentences (lore est) Reading and discussing poem Solutions to problems Completed semences + Estimating Paper plinesboas 1, make paper plnes, bots et. Met the diferent mathematical shapes formed | > Matin dient and lube the. shapes Balan near Were pis ete: yon or pint +d pew word tothe word bank? Court + sort pcures unde sever headings? Money solve problems associated with fares Bass + complete sentences corecty? ‘+ ideotfy mathematical shapes? Magazine ad newspaper pictures Poem —"The Donkey” LMW series Year 2 term 2 Mathematics Activity: Booket 1-3 pp. 30 and 42 ‘Primary Sail Suodies Our Home inthe Carbtsan — Book 2TERM 3‘Unit Tite: THIS IS MY COMMUNITY, FOCUS QUESTIONS: ws Grape Two ‘Term: THREE, Units ONE tsa community? 2. What does my community look tke? 3. Who are the people in my community? Duration: FOUR WEEKS KEY VOCABULARY? ATTAINMENT TARGETS onsectives concerts ie Ot aw coomnty + Gineand rete infrmaton + gic and spon insractions coreomet intent isnt ers arty mcanigs nd inforation, | aa 5 gremovs rear deen, plants earns + SSnsanwer aust: ieming '* attempt to use SJE structures to express themselves (more fishing ‘consistently than in grade I) building tenn ee propria ats fro ‘+ make comparisons whea talking about interests. wn Snes et umes nd ar ua + Krowanduiic nage aianiie [+ etoomakesbce ieeenhone ngage adie inwe | m Comentonotapokee wn writennamge | "sp ah present an past tea forms ofthe ver to be were 2 ovens Tne mie ep > frome wine ah 2 etonwth ae vas, does is + Arply elven devas slsotherendng |» use exit eter, ss cones a pees 1 tteSound symbol lst when ncumerog words tin |S Sinton a + redo tet eprops ogra, ire S Socom ches valoy wade uaGRADETWO ‘TERM THREE “THIS 15 MY COMMUNITY, \UNILONE REY VOCABULARY? | ATTAINMENT TARGETS, __oBsectivEs CONCEPTS = Read for meaning, uency and enjoyment “> ead gra evel ent fo convey message deariyto | aTgNT Tisenr. watle-and-dad establish cause and effet. 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