Scheme of Work For Preschool To Basic Classes Session

PRE – NURSERY
1ST TERM NUMBER CONCEPT

WEEKS TOPIC CONTENTS KEY SKILLS CROSS CURRICULAR RESOURCES
1 /2 Colors Introduce red and Children should be able to Jesus loves the little My first numbers lift the flip hand book.
blue with cut out identify each of the colors children God made
item/object. and also differentiate everything beautiful in
Picture/real between Red and Blue. different colors.
objects
3 /4 Colors Introduce green Children should be able to God also made human in My first number book and DVD.
and yellow colors sort out green and yellow different colors, that is why
with object from other colors. some are fair while some
(picture/real are dark.
objects)
5/6 Introduction of Use Children should be able to God gave us parts of our My first number book & DVD.
numbers 0 and 1 songs/rhymes cut identify 0 and 1. bodies according to their
out pictures realia, numbers.0 means nothing,
games and real 1 comes after 0.
objects.
7 /8 Review colors, red, Use toys, To identify the colours Wow! Can you see the My first number book & DVD.
yellow, green and materials and correctly without making rainbow, God designed it
blue. books. mistake. with beautiful colours.
9 Shapes Introduce square To identify the shapes . The world we are in came in My first number book & DVD.
and circle shape a shape.
10/11 Shapes Introduce triangle To identify and sort out Everything we see around My first number book & DVD.
and oval using the shapes by us came in different
sorting. themselves. shapes.
1
12 /13 Review colors with Introduce triangle To identify colours and God made everything My first number book & DVD.
shapes. and oval using shapes. according to their colours
sorting. and shapes.
2ND TERM
WEEKS TOPIC CONTENTS KEY SKILL CROSS CURRICULAR RESOURCES
1 Introduce number Number formation. To recognize that 2 God asked Noah to build an My first number, lift the flip hand book.
2 and its value. Recognition of comes after ark and take the animals 2
number 2 and its 1.Form number 2 by 2.
value. as in curve and
dash.
2 Introduce number Number formation. To recognize and Clap 3, 1,2,3. My first number book and DVD.
3 and its value. Recognition of form number 3 as
numbers and curve and curve.
values.
3 Introduce number Number formation. To recognize and There is one sound that My first number book & DVD.
4 and its value. Recognition of form number 4 as four likes, f.
numbers and a stroke, a dash
values. and a cut.
4 Review number 1- Using enough aids. To identify I have two hands, the left My first number book & DVD.
4 and their values. Rote read numbers, numbers and the right.
colors and shapes. accordingly. To
recognize the one
that comes after
each other.
2
5 Introduce black Using enough aids. To identify black God made day and night, My first number book & DVD.
and white. Rote read colors and and white. human beings are also in
shapes. different colours.
6 Introduce number Using enough aids. To identify number There is one sound that My first number book & DVD.
5 and its values Rote read numbers, 5, to recognize that likes 5 and that sound is
colors and shapes. after number 4 is also f.
number 5, to also
recognize how
many things 5
likes.
7 /8 Concept of size Introduce large To identify God made everything in My first number book & DVD.
/small. Big/little. large/small, different colours and sizes.
big/little objects.
9 Concept of size Introduce thick/thin To be able to Everything God made is not My first number book & DVD.
using objects. identify the equal, they are in different
Big/little. Fat/thin concept of seizes sizes. Some are big, some
using human and both in human and are little, some are fat while
animal. animals. some are thin.
10 Review sizes Large/small/thick To be able to Everything God made is not My first number book & DVD.
and thin using identify equal, they are in different
human and animal. large/small, thick sizes. Some are big, some
and thin, to are little, some are fat while
recognize the some are thin.
various sizes.
11/12 Review color red, Large/small/thick To be able to Everything comes with My first number book & DVD.
blue yellow, green, and thin using identify the colors, shapes, colours and sizes
using shapes and human and animal. shapes and sizes that make them unique.
sizes. without making
mistakes.
3
3RD TERM
WEEKS TOPIC CONTENTS KEYSKILLS CROSS CURRICULAR RESOURCES
1 /2 Review numbers 1- Using lots of To be able to 1,2,3,4,5, once I caught a My first number, lift the flip hand book.
5 objects, real identify 1-5. fish alive……
objects.
To recognize the
number that comes
one after the other.
3 /4 Review colors; Red, yellow, green To be able to sort Jesus loves the little My first number book and DVD.
Introduce numbers and blue. Using out the colors from children……
6 and 7. enough aids, rote each other. To
count numbers 1 to recognize that
7. number 6 comes
after 5 and before
7, and to form the
both numbers..
5 /6 Review white and Using lots of aids To identify black as Remember that night is My first number book & DVD.
black; Introduce and objects; rote dark color, white as always dark while day is
numbers 8 and 9. count numbers 1 to bright color. To bright.
9. recognize and form
numbers 8 and 9.
7 /8 Review square, Using lots of aids To be able to Always remember that My first number book & DVD.
circle, triangle and and objects. Rote identify the colors shapes and colors make
red, blue and count numbers 1 to accordingly. things and human look
yellow colors. 11 beautiful.
Introduce number To sort out the
10 and 11. shapes. Identify
and form numbers
10 and 11.
4
9 Shapes. Introduce Introduce cone, To identify these Oval shapes come in egg My first number book & DVD.
numbers 12 and rectangle and oval shapes from other form, rectangle has 2 long
13. shapes. Rote count shapes. Identify and 2 short sizes, cone has
numbers 1 to 13. and form numbers a birthday party cap form.
12 and 13.
10 Colors. Introduce Introduce pink, To identify the Everything on earth comes My first number book & DVD.
number 14 and 15. orange and brown colors. with different colors.
colors. Rote count
numbers 1 to 15. To sort them
accordingly.
Identify and form
numbers 14 and
15.
11 /12 Review new colors Using of aids. To identify the Everything on earth comes My first number book & DVD.
and shapes. colors. with different colors.
To sort them
accordingly.
13 Varied activities To identify the Everything on earth comes My first number book & DVD.
involving shapes, colors. with different colors.
colors and
numbers. To sort them
accordingly.
5
1ST TERM LANGUAGE ART
WEEK TOPIC CONTENTS KEY SKILLS CROSS RESOURCES.
S CURRICULAR
1/3 Rote read sound (a-z) Use Use activity book for Sounds and Sound band.
songs/rhymes coloring. rhymes.
Sing songs on
C.D.
4 Introduce ‘s’ sound Rote read Children should be able to Heavenly Sound band, jolly phonics book.
sounds s- ar know to ‘s’ sound. bodies
With associate object With story, action
and pictures and related ‘s’ as in sun.
objects
5 Introduce ‘a’ sound Rote read Pupils should be able to Types of fruit-‘a’ Sound board, jolly phonics book and DVD.
sounds s- a With identify ‘a’ sound with as in apple.
With associate object story, action and action.
and pictures related objects
6/7 Introduce ‘t’ sound Rote read They should be able to Plant ‘t’ as in Jolly phonics book, chart and DVD.
sounds s- ar identify ‘t’ sound and say it. tree.
and pictures and related
6
objects
8 Introduce ‘i’ sound Rote read The children should be able Jolly phonics book, chart and DVD.
With associate object sounds s- ar to know ‘I’ sound.
and pictures With story, action
and related
objects
9 Introduce ‘p’ sound Rote read Pupils should be able to Animals and Jolly phonics book and DVD.
sounds s- ar identify ‘p’ sound. their sounds
and pictures and related The pig, it
objects makes a sound
like this,
oink..Oink….oink
.
10 Review s-p sounds With stress, Children should be able to Sound board, jolly phonics book, DVD and big
actions and know s-p and their actions. book. Jolly phonics book and DVD.
With associate object related objects.
and pictures
11 Introduce ‘n’ sound Rote read Children should be able to Parts of the Sound board, jolly phonics book, DVD and big
With associate object sounds s- ar know ‘n’ sound and its body ‘n’ as in book. Jolly phonics book and DVD.
and pictures With story, action action. nose.
and related
objects
12/13 Review s-n sounds With stress, Children should be able to Sound board, jolly phonics book, DVD and big
With associate object actions and identify s-n sound and their book. Jolly phonics book and DVD.
and pictures related objects. actions.
2ND TERM
WEEKS TOPIC CONTENTS KEY SKILLS CROSS RESOURCES
7
CURRICULAR
1 Introduce ‘s’ sound Using flash Children should be able Heavenly

cards actions, to identify ‘s’ and say it. bodies‘s’ as in
With associate story and sun. Sound Board.
object and related objects.
pictures
2 Introduce ‘a’ sound Using flash Children should be a able Types of fruits
With associate cards actions, to say ‘a’ and identify it. ‘a’ as in apple.
object and story and D.V.D. sound board jolly phonics book.
pictures related objects.
3 Introduce ‘t’ sound Using flash Children should be able Plant ‘t’ as in
With associate cards actions, to say ‘t’ sound. tree.
objects and story and Sound board, chart, and jolly phonics book.
4 Introduce ‘i’ sound Using flash They should be able to i as in ink.

cards actions, say ‘I’ and identify it.
With associate story and Sound board, D.V.D,and Jolly phonics book.
pictures
5 Introduce ‘p’ sound Using flash Children should be able Animals and
With associate cards actions, to identify the ‘p’ sound. their sounds.
object and story and Sound board.
8
6 Introduce ‘n’ with Using flash Children should be able Parts of the
associate object cards actions, to identify ‘n’ sound and body.
and pictures story and say it. Chart, sound board and D.V.D.
sound related objects.
7/8 Review s-n sounds Using Pupils should be able to

associated know s-n and say them.
With associate material.
object and
pictures
9 Introduce c/k Using flash Children should be able Types of

sound cards actions, to know the c/k sounds fruits.
story and and say it. Sound board, and D.V.D.
With associate related objects.
object and
pictures
10 Introduce ‘e’ sound Using flash Pupils should be able to Animals and
cards actions, know ‘e’ sound and say their sounds.
With associate story and it. Chart D.V.D.
pictures
11 Review p-e sounds Using flash Children should be able Sound board, chart D.V.D.
cards actions, to say p-e sounds.
story and
related objects.
12/13 Review s-e sounds Children should be able Sound board, chart D.V.D, jolly phonics book.
to say s-e sounds and
identify them.
3RD TERM
9
WEEKS TOPIC CONTENTS KEY SKILLS CROSS RESOURCES
CURRICULAR
1 Introduce ‘h’ Using flash Children should be able Parts of the body Sound Board
sound cards, actions, to know ‘h’ sound and ‘h’ as in hand.
story and say it. Jolly phonics.
related objects.
2 Introduce ‘r’ Using flash Children should be able Transportation by Sound board.
sound cards, actions, to identify ‘r’ sound say road.
story and it.
related objects.
3 Introduce ‘m’ Using flash Children should be able Parts of the body Chart, jolly phonics book and sound book.
sound cards, actions, to identify ‘m’ sound ‘m’ as in mouth.
story and and say it.
related objects.
4 Introduce ‘d’ Using flash Pupils should be able Care of the body Sound board.
sound cards, actions, to identify ‘d’ sound ‘d’ as in dress.
related objects.
5 Review sound h-d Using flash Children should be able Chart, jolly phonics and sound book.
cards, actions, to say h-d sounds and
story and their actions.
related objects.
6 Introduce ‘g’ Using flash Children should be able Animals and their Sound board and chart.
sound cards, actions, to identify ‘g’ and say it. and sounds.
story and
related objects.
7 Introduce ‘o’ Using flash Children should be able o as in orange. Sound board, chart and jolly phonics book.
sound cards, actions, to say the ‘d’ sound.
story and
related objects.
10
8 Introduce ‘u’ Using flash Children should be able Position- under, Chart, jolly phonics big book.
sound cards, actions, to identify the sound up.
related objects.
9 Introduce ‘i’ sound Using flash Pupils should be able Animals and their Jolly phonics e.t.c
cards, actions, to identify ‘e’ sound. sounds.
story and
related objects.
10 Introduce ‘f’ Using flash Pupils should be able Plants ‘f’ as in Sound board& chart e.t.c
sound cards to identify ‘f’ sound and flower.
actions, story say it.
and related
objects.
11 Introduce ‘b’ ‘’ ‘’ Children should be able Physical Jolly phonics book, e.t.c
sound to identify ‘b’ sound education- filling
and say it. the basket with
balls.
12/13 Review all single Children should be able

sounds taught s-b to identify them.
1st TERM CREATIVE ARTS AND CRAFTS

11
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 /2 Making dots
3 /4 Making raindrops in
an umbrella
5 /6 Making strokes on a
dress/shirt
7 /8 Free expression art
9 Hand print
10 /11 Molding with

plasticine
12 Free expression
13 Designing on a card/
gift
12
2ND TERM
1 Picture coloring
2 Thumb print
3 Picture coloring
4 Free Expression Art
5 Making Dots
6 Picture coloring
7 Picture coloring
8 /9 Moulding with
plasticine
10 Color splash
13
11 Picture coloring
12 Making a hand fan
3rd TERM
1 Making Dots With

Crayon ON picture.
2 Free expression art
Coloring a rabbit.
3 Coloring rabbit
4 Sand collage
5 Color splash
14
6 Coloring (Barney)
7 /8 Moulding with
plasticine
9 Pasting exercises
10 Coloring a bus
11 Moulding with Cutting with dough

plasticine.
12 Etching with the leaf Leaf and cone
15
1ST TERM SEASONAL CREATIVITY
1 Reading bright colored

picture
books/magazine.
2 Naming objects in the Classroom

classroom.
3 Picture identification. Family
16
4 Picture (kitchen)
5 Picture (bedroom)
6/7 Picture (sitting room)
8/9 Picture (Park)
10/11 Categories by Using different Identify same and colors

sameness with number, objects
objects.
12/13 Sorting by color, shape Using different Identify same and colors
and size. objects
17
2ND TERM
1 Animal book Using soft cloth
2/3 Spot the difference Using Identify and circle

picture/object
4/5 Categorizing by Using different Identify, circle, color and

sameness pictures match the picture.
6/7 Match to the other half
8 Identifying sizes. (thick, thin, Identify, color

narrow/wide)
9 Sequencing of pictures
10 Identifying position On and off
11 Identifying position In and out
12 Identifying position Before and behind
18
3RD TERM
1 /2 Identifying big/little Using different

pictures
3 /4 Identifying large and Large and small

small
5/ 6 Identifying position Under and over
7 Odd one out
8 Using animals
/humans
Fat and thins,
9 Spotting the difference
10 Positions in front and Using different

back objects
11 Finding the missing part
12 Outside and inside
19
13 Review positons
1ST TERM PHYSICAL & HEALTH EDUCATION

20
1 /2 General physical
exercise
3 /4 Kicking balls
5/ 6 Tambourine
movement
7/8 Flying kites
9/10 Filling the basket

with balls.,
11/12 Matching and

swinging of arms.
13. Mr. wolf what is the

time.
21
2ND TERM
1 General exercise
2 Tambourine
movement
3 Up and down
22
4 Swinging of arms
3RD 5 Part of the body

TERM game
6 Catching & kicking

of balls
7 Fill in the basket
8 Mr. wolf what’s the

time
9 Animal movement,
Kanganroo haps
10 Fill in the basket

with balls
11 Apart, together, up,

down.
12 Semum says game
13 Head, shoulder,
knees, toes.
1 General/Physical
23
exercise
2/3 Racing in pairs
4 Hopping exercise
5 What is the time Mr.

wolf
6 Filling the basket Using small

ball
7 Tambourine movement
8 Kanganroo movement
9 Pinching exercise
10 Head, shoulder, knee,

and toe.
11 Somersaulting
12 Bouncing a ball
13 Walking on the line with

arms apart
24
1st TERM STORY
1/2 Reading of
individual picture
book
3/4 Listening to a
story on radio
5/6 The ugly duckling
7/8 Listening to story

on radio
9/10 The Giant’s stew
11/12 Cinderella.
13 Review all story
2ND TERM
1/2 The little red riding
hood
3/4 The three little pig

25
5/6 Goldilocks and
three bears
7/8 Chicking licking
9/10 Thumbelina
11/12 Listening to a
story on a radio.
3RD TERM
1/2 The story of old
Macdonald.
3/4 The story of Mary

who had a little
lamb
5/6 Cinderella
7/8 Ginger bread man
9/10 Thumbelina
11/12 Listening to a
story radio
13 Review all stories
26
1ST TERM SONGS AND RHYMES
1/2 Twinkle, Twinkle
little star
3/4 Jesus loves me

this I know
5/6 One, two buckle

my shoes
7/8 The place to be

happy is here
9/10 Hey diddle, diddle,

the cat and the
fiddle
11/12 Jesus loves the

little children
13 Review all
2ND TERM
1 Ladybird, ladybird
2 I have two hands
27
3 Baa, baa, black
sheep
4 Diana blow your

horn
5 When I see the

traffic light
6/7 Pat …a… cake
8 King Jesus was a

little child
9 Little pollyflinder
10 Mary, Mary quite

contrary
11 I love Jesus
12 Pussy cat
13 Review difficult
song and rhymes
28
3RD TERM
1 Old mother
hubboard
2 Polly put the kettle

on
3 Oh! Where has my

little dog gone
4 Little bo beep
5 Oh! The big ship

sails
6 Clap your hand

one, two, three
7/8 Good morning my

dear children
9 Row, row, row

your boat
10 Mary had a little

lamb
11 Rat-a-tat-tat.
12 Pussy cats
13 Review difficult
song rhymes
29
GRACE AND COURTESY
1ST TERM
1/2 Welcoming and talking about
love
3/4 Caring for one another
5/6 Sucking and crying

unnecessarily are bad habits
7/8 Greeting Good morning
9 Saying thank you
10/11 Orderliness
12 Observing the silent time
13 Saying yes please
30
2ND TERM
1/2 Welcoming back to school and
greeting people
3 How to excuse oneself when

passing in front of some one
4 How to interrupt when is

necessary
5/6 Silent time
7/8 Sucking and crying

unnecessarily
9/10 The proper way to yawn,

sneeze, cough and clean
running nose
11 Showing appreciation
12/13 Proper toilet habit
3RD TERM
1 Welcoming children back to
school
31
2 Saying welcome, how was Saying
your day? excuse me
3 Some good habits, eg: playing

gently,
4 Some bad habits, eg: biting,

pushing, scratching with finger
nail.
5 When to say I’ m sorry
6/7 Silent time
8 Good table manners
9 Appreciating one’s property
10 Greeting for permission
11 Asking for permission Please may I
12/13 Caring for one another
32
1ST TERM PRACTICAL LIFE
1/2 Gripping exercise Pencil crayon,
spoon
3/4 Sitting and standing properly
5/6 Playing with sand Baking &

building
castle
7/8 Opening and closing the door
9 Beading Exercise ‘’
10 Pairing exercise Water from a

bottle into
cup
11 Revision Excercise
12/13 Examination
33
2nd Term
1 Washing Exercise
2/3 Drying and pegging Exercise
4/5 Walking up and down the

staircase
6 Gripping exercise Pencil crayon, spoon
7/8 Lacing Exercise handkerchief
9 Beading exercise Pasta or straw
10/11 Zipping and unzipping Using the zip
12/13 Bottoning and unbuttoning Botton frame exercise
34
3
3RD Term
1/2 Spooning exercise Dry spooning
of rich beans
3/4 Pouring exercise Water from

cup to cup
5/6 Dancing without knocking

into furniture
7/8 Threading Using lace

frame
9/10 Walking on a line
11/12 Folding exercise Napkins,

handkerchief,
towels &
other cloths
13 Washing exercise Bathing a doll
35
1ST TERM BASIC SCIENCE
Wks Topics Content Activity/assessment
1/2 Taking a walk round the

school
3/4 All about my school Out doors ,show them

round the school
5/6 All about my school Indoors
7/8 The home Areas in the home and

what is done there
9/10 Basic animals and their Using futures and chart

sounds
11/12 Types of fruits Pictures/real objects
13 Review all topics
2ND TERM
36
WEEKS TOPIC CONTENTS ACTIVITY/ASSESS
MENT
1 Living things: Using animals, Meaning of living Identify, circle, and
plants, human beings. things colour living things
Characteristics of
living things.
2 Non-living things :using Meaning of non- Identify, circle, and

objects living things color non- living
things
Characteristics of
non-living things.
3 Difference between living and Identify and colour

non- things
4/5 Animals and their young ones Names of animals Identify ,match and
and their sound. and what the colour
young ones are
called.
6/7 Introduce some basic parts of Say what parts of Point at each parts
the body the body are for one after the
other.identify and
colour
8/9 Family (family) The meaning of Identify father,

family mother and
children and
What the family is colour.
made up of.
37
1ST TERM BIBLE CLUB
WEEK TOPIC CONTENTS ACTIVITY/ASSESS
S MENT
1/2 When God made the Using pictures of cat,

animals dog,birds and pig etc
3/4 When God made me Picture card,creation

using a hand mirror
5/6 Sing and be glad Be happy of the

butterflies and oneself
7/8 Jesus loves the little Sing song: Jesus loves

children me this I know
9/10 I am special Let the children know

they are very special
10/11 All about Christmas
2ND TERM
1/4 What is prayer? Prayer is talking

and listening to
God.
5/6 Thankfulness The story of the

ten lepers.
7 Pray in the morning/evening,

38
/learning our Lord prayer
9/10 A simple story of creation Man, see a, tree,

sun, moon and
stars.
11/12 Easter tidings The purpose of

Jesus Christ:
saving the world
3RD TERM
WEEKS TOPIC CONTENTS ACTIVITY/ASSES
SMENT
1/2 The good Samaritan Explain who a good Samaritan is
3/4 Bible adventure Jonah and the big fish
Lesson learnt: obedience
5/6 Bible adventure
David the giant killer
Lesson learnt: protection
7/8 Miracles of Jesus Jesus feeds five thousand
9/10 Brave queen Esther
11/12 Balaam and the donkey
39
1ST TERM HAND WRITING
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSME
NT
1 Introduction of gripping of
pencil
2/3 Scribbling on various

pictures
4 Making of dots on various

pictures
5 Tracing of vertical lines
6 Tracing of horizontal lines
7/8 Tracing of strokes
9 Tracing of right and left

curves
10 /11 Tracing of downward and

upward curves
12 Trace all patterns taught

from week 1-12
40
2nd TERM HAND WRITING
NT
1 Review activity on gripping
2 Tracing of vertical/horizontal
lines
2 Tracing of vertical/horizontal
lines
3 Tracing of strokes
4 Tracing of circle
5/6 Tracing of number 1
7/8 Tracing of zig-zag

lines(connect to w,z,x)
9 Tracing and writing of

number 4 and 7.
10 Tracing of number 2 and 5.
11 Tracing of number 3 and 8.
12 Tracing of number 6 and 9
13 Trace difficult pattern

numbers and letters.
41
3rd TERM HAND WRITING
NT
1 TRACING OF NUMBER 1-5
2 Tracing of number 6-10
3/4 Tracing of number 1-10
5 Tracing of sound f,j,t,k,h,l
6 Tracing of sounds c,n,m,u,v
7/8 Tracing of sounds w,q,p,y,g
9/10 Tracing and writing of

numbers,review (1-10)
11/12 Tracing and writing of letters

f, j,t,k,h,l,c, n,mu,v.
13 Review of writing using

activity book.
NURSERY 1 LANGUAGE ART 1ST TERM
42
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT REFERENCE
1 Introduction of the 1. Rote read single Able to build 2  Match sounds to Jolly phonics
1st group of sounds sounds letter words the correct picture hand book and
s,a,t,i,p,n C/D
2. Introduce sounds  Identify and colour
Tricky words , I, using associated these sounds
flash cards, Identify sound
actions and stories using action
2 Introduction of the 1. Rote read jolly Able to build 2  Colour the right
2nd group of sounds phonics 42 sounds letter words, picture for each
c,k,e,h,r,m,d sound Jolly phonics
2. Introduce sounds hand book and
Tricky word ,He, using associated  Sound and match C/D
flash cards actions Identify sound these sounds
and stories using action
3 Introduction of the 1. Rote read jolly  Name and trace Jolly phonics
3rd group of sounds phonics 42 sounds these sounds hand book and
g,o,u,l,f,b Able to build 2 C/D
2. Introduce sounds letter words,  Match sounds to
Tricky word ,Me. using associated the correct picture
flash cards, and colour
actions and stories
Identify sound
3. Match and colour using action
these pictures
4 Review sounds s-b As in week 1-3 As in week 1-3  Identify and colour Jolly
these sounds phonics
Tricky word ,Me. hand book
and C/D
5 Introduction of the 1. Rote read jolly Able to build 2  Match sounds to Jolly phonics
4th group of sounds phonics 42 sounds the correct picture hand book and
Letter words.
43
ai,oa,ie,ee,or. 2. Introduce sounds  Identify and colour C/D
using associated these sounds
Tricky word , We. flash cards, Able to trace
actions and stories sounds.
3. Match and colour

these pictures
Identify sounds.
6 Introduce the 5th 1. Rote read jolly  Name and trace Jolly phonics
group of sounds phonics 42 sounds these sounds hand book and
z,w,ng,v,oo. Able to build 2 C/D
2. Introduce sounds  Match sounds to
Tricky word, Be. using associated Letter words. the correct picture
flash cards, and colour
actions and stories
Able to trace
sounds.
Identify sounds
7/8 Introduce capital  To rote read To drill learners Name and trace letter. Jolly phonics
letters. sounds on sound. hand book and
C/D
Tricky word, To.  To read and form
the capital letters. Look and copy letters.
To explore
 Identify the capital learners ability
letters to form and
read the letters
of the
alphabets.
44
9/10 Introduction of Identify vowel Identify and circle all the Jolly phonics
vowel sound. letters from vowels. hand book and
Rote read sound. capital letter. C/D
Tricky word, Do.
 Identify the vowels Build 2 letter
and consonant. words. Match vowel sound to the
picture it likes
To differentiate
the vowel from
the consonant.
11 Review capital Build 2 letter words. Identify capital Name and trace letters. Songs/rhymes: Jolly phonics
letter and vowel letters and small hand book and
sounds. letters. ba,ba, Black sheep. C/D.
Rote read capital letters Name and match letters to

their sound.
Tricky word “Go” Build 2 letter Vowel songs
words.
a, a, apple
Match vowel sound to the
picture it likes
12 Review s-oo. As in week 1-11 As in week 1-11 As in week 1-11 As in week 1-11
Associate sound
with picture
2nd TERM
45
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM REFERENCE
LINK
1 Review sounds s-oo 1. Rote read s-ar Able to build 2  Colour the right Discovery: Animal Jolly phonics
letter words picture for each sound. hand book and
Tricky word, Go. 2. Review sounds s- sound C/D
oo with stories Snake sound
action and real  Sound and match ssssssss
objects Identify sound these sounds
using action The dog bark
The cork crow ooooo
2/3 Introduce the 6th 1. Rote read sounds s Able to build 2  Name and trace Discovery: church- we Jolly phonics
group of sounds -ar letter words these sounds go to church on hand book and
y,x,ch,sh,th, th Sunday C/D
2. Introduce y-th with  Match sounds to
Tricky word , No. stories actions pix the correct picture Sheep sounds baa,
Identify sound and colour baa
using action
4/5 Introduce the 7th 1. Rote read sounds s Able to build 2  Match sounds to Discovery: oil-mum Jolly phonics
group of sounds -ar letter words the correct picture cook with oil hand book and
qu,ou,oi,ue,er,ar C/D
2. Introduce qu-ar  Identify and colour
with stories these sounds
actions pix Identify sound Ue: on the quee
Tricky word, So using action
6/7 Capital letters/ 1. Rote read s-ar Identify capital  Name and trace Songs/rhymes: Letter land C/D
small letters. letters and small letters
2. Introduce the letters. ba,ba, Black sheep.
Tricky word, “My” capital letters  Name and match
letters to their
sounds
Build 2 letter
words.
8/9 Vowel Rote read a, e, I, o, u Identify vowel  Identify and circle Songs/rhymes Phonic hand
sounds/small letters all the vowel book and C/D
46
letters sounds
Tricky word ,by. Rote read 42 sounds Build 2 letter  Match vowel Vowel song
words sounds to the
picture it likes
;10/11 Consonant sounds Rote read 42 sounds Build 2 letter  Identify and circle Songs/rhymes: Letter land C/D
words all the consonant
Tricky word ,the, sounds Ba,ba,black sheep
Identify and colour  Match consonant

Identify sounds to the
consonant picture it likes
letters
12 Review capital Build 2 letter words Identify capital  Name and trace S.o.s: Letter land C/D
letters letters letters
State and capitals
Tricky word , No.  Name and match
Rote read capital letters letters to their
Building 2 letter sounds
words
3RD TERM
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CROSS CURRICULUM REFRENCE
LINK
1/2 Review vowel and Rote read 42 sounds Build 2 letter  Identify and circle Songs and rhymes Phonics hand
47
consonant sounds words. all the vowel book and C/D
sounds
Identify consonant and
vowel sound  Identify and circle
Able to trace all the consonant
sound sounds
3/4 Introduce two letter Rote read 42 sounds. Build simple Read and copy two letter S.O.S: State and Key phonics by
words words words capital schofild
Build meaningless words
5/6 Introduce three Rote read 42 sounds Build simple  Read and copy N/concept: Number Jolly phonics
letter words words three letter words names hand book
 Listen and write

Review 2 letter words
Identify2/3 letter
words
Build 3 letter words
7 Review two and Rote read 42 sounds Build simple  Read and copy Songs and rhymes First aid in
three letter words words English
Build 2/3 letter words  Listen and write
Tricky words
Identify
Build meaningless word consonant and
vowel letters
8/9 Use of ‘a’ and ‘an’ Rote read 42 sounds Build simple Match the right article to Songs and rhymes Jolly phonics
48
words the right picture an apple hand book
Identify vowel /consonant

sound
10/11 Introduce Rote read the 42 sound Building simple  Circle the final Songs and rhymes Jolly phonics
consonant blends words blend for each hand book
(initial and final picture and colour
blends)
Identify the initial and final  Fill in the final
blends. blend for each
picture
Build words
12 Review consonant Rote read 42 sounds Building simple  Circle the final Songs and rhymes Jolly phonics
blends words blend for each hand book
picture and colour
Identify and blend the initial  Fill in the final
and final blends blend for each
picture
1st TERM NUMBER WORK

49
WE TOPIC CONTEXT KEY ASSESMENT REFERENCES
EK SKILLS/CURRICU
LAR LINK
1/2 Introduction of 1. Rote count a)able to identify 1. Count and match objects
numbers 1-5 and numbers 1-20 no1-5 to the correct number
their values 2. 2. Introduce no 1-5 b) parts of the 2. Identify and colour these
with formation body. numbers
(straight down as1) c) Songs/ rhymes
etc. l have two hands.
3. Introduce no1-5
values with
different objects
and animal
counters.
3/4 Introduction of no 6 1. Rote count a)able to identify 1. Count and circle the
-10 and their values numbers 1-20 6-10 in isolation correct number for each
2. Introduces no 6-10 b) Songs / set
with formation Rhymes God 2. Draw counter for each
(curve in no. 6 etc. made me. number in the b; ox
3. Introduces no. 6-10 W.W.J.D:
values with creation.
different objects
and animals or
counters.
5 Introduction of 1. Rote count number a) Identify shapes 1. Identify and colour the Early learners Bk 1
shape triangle 1-20 by sorting. circle shape
square, circle Form 2. Introduce triangle b)practical life: 2. Find and colour all the
number 11-12 square circle sorting triangle shapes
shapes with
different objects.
6/7 Introduction of 1. Rote count 1. Identify 1. Match shape correctly. 3. Collins

shape cone numbers 1-25 by sorting 2. Colour the cone shape
rectangle oval 2. Introduce cone 2. Sensorial and circle the rectangle
diamond, Form rectangle oval Act. shape.
number 13-14 diamond shape Concept
using different of
objects samenes
50
s by
shape
8/9 Introduction of 1. Rote count number a) Identify by 1. Identify and these shape Schofields &Sims
colours yellow, red, 1-25 sorting. correctly
blue, green .Form 2. Introduce colours b) Songs/ rhymes 2. Colour correctly.
number 15-18 yellow, red, and Jesus love. Little
blue, green with children.
real objects.
10/ Introduction of 1. Rote count a)identify by 1. Colour objects Early learners Bk 1

11 colours pink, purple, numbers 1-25 sorting appropriately
orange, brown, 2. Introduce colours b) Songs / 2. Identify and colour these
black white, peach. pink ,purple ,orange Rhymes I love shapes correctly.
Form number 19- brown, colours.
20. black,white,peach
with real object
12 Reviews values 1- Same as week 1-11 Same as in week

10, shape and 1-11
colours.
2ND TERM
1/2 Review no 1-20 and 1. Rote count Same as in 1st 1. Count and circle numbers Collins
their values. numbers 1-30 term week 1-4. for each set.
2. Review no 1-20, 2. Draw counter for each
recognize and number in the box.
formation
3. Review no 1-20
values with
different objects
and animal
counters.
51
3/4 Introduction of 1. Rote count number 1. Able to 1. Trace numbers and Number book 1-10.
numbers 21-25 and 1-40 count & match to the right value.
their values. 2. Introduce no 21-25 identify 2. Count and ring the
with different no 1-40 number that match each
objects and set.
animals or
counters.
5/6 Introduction of 1 Rote count number 1-60 1. 3. Count and circle the Schofields & Sims
number 26-30 and using different objects. correct number for each
their values set.
4. Draw counter for each
number in the box
7/8 Review shapes and 1. Rote count number 1. Identify 1. Colour object Collins.
colour triangle 1-50. colours appropriately
square circle 2. Review colours and by 2. Identify and colour these
diamond red blue shape using sorting. shape correctly.
yellow green. different objects 2. Discovery
Introduce number : see the
31-40. Form rainbow.I
numbers dentify
accordingly. and count
1-60.
9/1 Introduce no 41-50. Rote count number 1-80 1. Able to 1. Trance numbers and Leaning solutions age 3-4
0 Form numbers using aids. identify match to the right values
accordingly. and count 2. Count and ring the
1-80 number that match each
2. Discovery set.
: we have
36 state &
capital.
52
11/ Review shape and Rote count number 1-100 3. Able to 3. Colour objects Collins
12 colours, oval, cone, using aids. identify appropriately
rectangle, pink, and count 4. Identify and colour these
purple, brown, 1-100. shapes correctly
black, white, peach
etc.
Review colours: orange pink 1. Rote count 3 To identify by  Colour Learning

brown peach black white numbers3 1-100. sorting. objects solution Ages
appropriately 3-4
Shapes: diamond, cone, star, R orange
2. Introduce Sensorial Act: .
oval. Review number 1-50. pink black
D white Concept of
diamond cone sameness  Identify and
star ovalT colour these
E shapes
correctly
R
M
1\2
3\4 Form number 51-55 1. Rote count nos 1- To be able to  Fill in the Schofield &
100 recognise and write missing Sims
numbers o-9 numbers.
2. Explain
sequencing Sensorial Act:  Write from
Concept of size memory.
5\6 Form numbers 56-60 1. Rote count To be able to write  Fill in the Learning
numbers 1-100 numbers orderly. missing solution
numbers
2. Fill in the missing Grace and courtesy:
numbers from 51- Orderliness  Write from
53
60. memory 1-20
7\8 Form number 61-65. 1. Rote count To be able to know  Count Activity bk
numbers 1-100 what number comes number in
next when writing’ ascending
2. Explain the order.
meaning of Sensorial Act: What
ascending order come next.  Join the dot.
3. Count numbers in
descending order
9\10 Form numbers 66-70. To be able to identify  Trace Learning

and write numbers 1- number and solution
1. Rote numbers 1- 70 match to the 1ST
100. Fill in right values
missing numbers Songs and Rhymes;
from 61-70 12345, once I caught  Count and
a fish….. ring the
number tha
match each
set
11-12 Review all shapes and 1. Fill in To be able to identify Colour object and Activity Bk.
colours taught. Review missing and write numbers 1- shapes appropriately
numbers 1-70 in ascending numbers 70 in sequence.
and descending order. 1-70.
TERM PRACTICAL LIFE

54
WEEK TOPIC CONTENT KEY SKILLS ASSESSMENT CROSS CURRICULUM LINK REFRENCE
1 Sand play Building castle To build with build shapes Dis: Non/Wing things Phonic hand look
tower sand, castle , ball, WWJD: Creation and C/D
u, t, c. cups etc
2 Washing and drying of Washing of hands Keeping hands wash and dry our P/E/: Good grooming Phonic hand book
hands with soap and towel clean & healthy hands D/cov: parts of the body and C/D
hand wash,
water, towel
3 1. carrying How to carry chairs, 1. Carrying and Carry and P:E:Body excise sensorial: Letter hand C/D
exercise and cup, water position of position seat orderliness song/rhymes:
bottle and chair objects properly clean up
2. Carrying of
chairs
4 Pulling out and pushing How to pull out chair and Pull out and push in Pulling and pushing P:E body ex
in of chair push in chair exercise Sensorial: orderliness
Dis:cleanlines
5 grippling and How to grip and Improve gross motor 1. spoon rice Hand writing grace and write Letter hand C/D
spooning exercise spoon, skill beans, lang art, my spoon, S:as in
to grip objects cup, sand into a spoon
pencil bowl
6 dusting surfaces with a How to dust Improve gross Dusting of tables, Grace, courting good table Key phonic 3 by
cloth surfaces what to motor skill window, tv, plate manner and care of our school filed
dust prpperly
7/8 Pouring exercise 1. How to pour 1. Improve on 1. Pour water N/concept number Jolly phones hand
from cup into a their into bottle namcreative art: rain drop book
bottle concentratio Discovery: we cook with water
n level. How
to pour into a
bottle
9 Sorting exercise How to sort button, Identify objects Sort out shapes, Number concept First Aid in English
objects shapes and by colours, s and sizes 1. Shapes, circle shape
colour shapes and sizes 2. bang art :match object
with same shapes
10/11 Keeping our class neat How to sweep and Sweeping Identifying these P:E Cleaning Vidoe
55
arrange the shelf, arranging, and object broom, Disc: Care of our environment.
dusting the dustpan
classroom
12 Wearing my socks and to know how to wear Identify socks Say and colour, P:L: our belongings Video
shoes socks and shoes and shoe Shoe and sock
demonstrate
2ndTERM
WEEK TOPIC CONTENT KEY SKILLS ASESSEMENT CROSS CURRICULUM LINK REFERENCE
1/2 Washing exercise Wash a doll Identify dolls, Identify dolls. Disc: cleanliness Collins
water soap Identify soap Sensorial Act: Nos of dolls.
and bow .
3 Spooning exercise How to spoon food Improve learners Grip and Disc: Cooking utencils Collins
from plate to plate ability on the use spoon the Songs\ rhymes: I have two
of spoon rice. hands
4/5 Carrying exercise How to grip objects Improve gross motor Hold the Sen Act: Handling toys Collins
cup, pencil How to skill chair and Songs\ Ryhmes: Jack and Jill
handle a tray. walk round
the class
6 Buttering a slice bread Know how to butter Improve gross motor Paste butter Disc: Types of food Learning is fun
bread skill on a bread Num Concept: Two breads for
number
7/8 Washing exercise To have good Improve gross Identify soap Disc: personal hygiene
personnel hygiene motor skill and towel
9 Sorting Pegging and drying Improve gross motor Identify and Num Concept: 3 balls for
skill sort all the number 3
red balls
10 Threading Using lace frame Eye and hand co- Identify lace Song\Ryhmes: I can tie my
ordinatoin and frame shoe lace.
11/12 Touching exercise Rough/ smooth Improve gross motor Identify Disc: things in the classroom
skill rough and
smooth
surfaces
3rd TERM
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFRENCE
56
1 zipping and unzipping Using zipping frame Improve gross motor Identify zip in a shirt Disc: Clothe Video
exercise skill
2 Buttoning and Using buttoning frame Eye and hand co- Identify buttoning Sen Act: Sorting diff colours of Video
unbuttoning exercise ordination frame buttons
3 Lacing and unlacing Using buttoning frame Eye and hand co- Identify lacing frame Rhymes: I can tie my shoe lace Video
exercise ordination
4 Buckling and Using buttoning frame Gross motor skill Identify buckling Disc: clothe Collins
unbuckling exercise frames
5 Varied activities WK 1-4 Gross motor skill Identify various Disc: clothe Coolins
frames
6 Arranging of bags and Orderliness Co- ordination Identify shelves, Lang Art: b for bag Science is fun
boxes in shelves bags, boxes
s for shelve
8 Washing and rinsing of To wash and rinse with Gross motor skill Identify handkerchief T P D : Proper use of Science is fun
handkerchief water handkerchief
9 Drying and pegging of Using pegs Improve Co- Identify pegs and T P D : Proper use of Science is fun
handkerchief ordination handkerchief handkerchief
10 Folding a handkerchief To fold handkerchief Hand co-ordination Identify handkerchief T P D: Proper use of Science is fun
properly handkerchief
11 Care to plant Watering of plant Hand co-ordination Identify watery can Disc: Plant Science is fun
12 Care of oneself Tucking in our shirt Orderliness Is it good to fly our T P D: Proper way of dress. Video
shirt ?
Fastening your shoes
1ST TERM DISCOVERY
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFERENCE
57
1 All about me Childs name, name of To know their names What is your name ? Songs\ Rhymes: do you love
teacher etc and the name of their Hilltop Sch……
school Early Learners
My school, class, friends Environmental
Studies
2/3 Environment 1. My school To mention some What can you find in Sen Act: Things in my Early Learners
objects in the school the school environment Environmental
2. Things in my environment environment? Studies
school
environment
4 Parts of the body Mention parts of the body To identify parts of Touch your head Num concept: 2 eyes Early Learners
the body Environmental
Touch your eye Studies
5/6 Good grooming Care of my body To keep body clean Match body parts P\Life: washing exercise Early Learners
with things we need Environmental
Care of my finger nails, to keep them clean Studies
hair, teeth etc.
Discuss more good and

bad habits.
7/8 Care of our belongings How to care for our pants, Children should know Circle the things we P\Life: washing exercise Early Learners
socks etc. that cleanliness is use in brushing our Environmental
important to be teeth. Studies pg 43
How to care for our books healthy.
bags, shoes etc.
9/10 Personal hygiene The proper use of toilet. Children should know Circle the things we Lang Art: soap, water, Early Learners
that cleanliness is use to take our bathe Environmental
The use of our important to be Studies
handkerchief. healthy
11/12 Personal safety rules The meaning of safety. To know how to How many times Sen Act: Brushing Exercise Early Learners
and decision making make decision should we brush our Environmental
How to make good teeth in a day Studies
58
decision
Early Learners
Environmental
Studies
2ND TERM
WEEK TOPIC CONTENTS KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFRENCE
1 Non-living things Define non-living things. To mention non- mention some non- Lang Art: stone ,shoe ,bag etc EarlyLearner
living thing living things English
Mention the non-living
things. Chair, bags. Etc.
2 Living things Define living things. To mention living- mention some living- p\life :I take my bathe has a Early learner
.things things living-thing English
Mention living things.
Plants. Animals, human
beings
¾ Animals Types of animals(pets, To mention names of Mention some pet Lang Art: cat, dog, lion etc Early Learner
farm and wild) animals and wild animals English
The sound each animal

makes
5/6 Animals and their homes To know the names of To mention some Mention some Lang Art: animals and their Science is fun
some animals and their animals and their animals and their sounds
homes. homes homes
59
7/8 Animals and their young To mention the names of To mention some Mention some Num Concept: 2 animals for Zoo
ones some animals and their animals and say the animals and say the number 2.
young ones. names of their young names of their young
ones ones
9/10 Growth and reproduction Explain growth and To make learners Is mummy a baby, Num concept: one woman for Early Learners
reproduction. know the different girl or woman? number 1.
stages of growth and Environmental
Stages of growth. reproduction Studies
11/12 Plants Parts of plants know some names what do you call the P\ Life: care to plant Early Learners
of parts of plants. colourful part of
plant? Environmental
Studies
3RD TERM
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFRENCE
1 Heavenly bodies Explain heavenly bodies. Say what heavenly what is this? Songs\Rhymes: O’ mr sun, sun, Sch environment
bodies are. mr golden sun.
Name the heavenly
bodies
2 Temperature Explain temperature Know what When the sun shines, Sensorial Act: hot and cold Early Learners
temperature means the temperature is----- objects
Types of temperature - Environment
Studies
¾ Animals with furs and Differentiate animals with Give example of A dog has what skin? Songs\ Rhymes: Mary has a Science is fun
those with smooth skin furs and those with animal with furs and little lamb
smooth skin the one with smooth
skin
5 Occupation Define occupation. Know what their A person that gives a Lang. Act: What I want to be….. Social skill
parents do for a sick person injection
Name the type of living is call------
occupation.
60
6 Transportation Define transportation. Say what Aeroplane moves in Songs\Rhymes: the wheels in Old note
transportation the ____ the bus go round and round…..
Basic forms of means
transportation.
7/8 Water and its uses Define water Say the importance Mummy uses water Sensorial Activity: more\less Early learners
of water. to ____
Uses of water Environmental
study
9/10 Keeping our body How to keep our body Say the importance What is rest? Songs\Rhymes: Early to bed, Science is fun.
healthy healthy( exercise, sleep of sleep and rest early to rise…..
and rest)
11/12 Sounds Explain sounds Say the difference What is sound? Songs\Rhymes: Diana blow
b\w soft and loud your horn.
Types of sounds (soft and sound
loud sound)
61
CRK 1ST TERM
WEEKS TOPICS CONTENTS KEY SKILLS ASSESSEMENT CROSS REFERENCE

CURRICULUM LINK
1/2 Story of creation  Explain creation Know that God  Identify and  Number My bible story
created Heaven Colour what Concept: books and video
 Name the and Earth God created shapes and
things God on the 1st day Colours
created and
when  Colour Adam
¾ Prayer  Define prayer Know how to  Colour  Songs\Rhym My bible story

say a short mummy and es: Prayer is books and video
 Morning prayer daddy praying the key
evening and
meal time
prayer
5 Prayer the morning  Define prayer Know how to Colour a boy praying Lang.Act : prayer is a My bible story
say morning by the bed side. word. books and video
Morning evening and prayer
meal time prayer
6 Prayer in the  Define prayer Know how to What is prayer Songs\Rhymes: Little My bible story
evening say evening miss muffet books and video
Evening. prayer
7/8 Meal time prayer  Say the meal Know how to Say the meal prayer Number Concept: My bible story
time prayer say meal time twenty buns for books and video
prayer. number 20
 The important
of prayer
62
9/10 thankfulness  The story of ten Say the moral Identify and Number My bible story
lepers lesson of the ten colour the ten Concept: ten books and video
lepers lepers lepers for
number 10
11/12 Jesus is our saviour  The birth of Mention the Identify and colour Songs\Rhymes: King My bible story
He came to save Jesus Christ earthly parents Jesus Jesus was a little books and video
the world of Jesus Christ child tra la,la,la
 The death of
Jesus Christ
My bible story
books and video
2ND TERM
63
W TOPICS CONTENTS KEY SKILLS ASSESSEMENT CROSS CURRICULUM REFERENCE
E LINK
E
K
1/ The Lord’s prayer Say the meaning of Prayer learn to say the Lord’s What is prayer Lang.Act: Prayer is My bible story books and video
2 prayer word
3/ Jesus heals  Jarius daughter Know moral lesson of the Who was Jarius’ Songs\Rhymes: My bible story books and video
4 story daughter?
5/ Forgiveness Story of Stephen Know how to forgive each who was Stephen? My bible story books and video
6 other
7/ Mary and Martha The Story Learn the moral lesson who was Jesus to Num. concept: two My bible story books and video
8 Mary and Martha? sisters for number 2
9/ Help to strangers The story of the good Know the story of good Who helped the T P D : Showing love My bible story books
1 Samaritan samaritan wounded man? to others
0
3RD TERM
WEEK TOPICS CONTENTS KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFERENCE
1/2 God our deliverer Story of the Israelites in Egypt Know the moral who was Joseph? Lang.Art: Joseph is a boy My bible story books and
lesson video
¾ Morning, night, mid Importance of prayer Know how to say What is prayer? Songs\Rhymes My bible story books and
time prayer these prayers video
5/6 Obedience to God Story of Noah/ story of To know the story of Identify and colour Songs\Rhymes: Obedience is My bible story books and
Samuel Noah and Samuel Noah’s Ark better than sacrifice. video
7/8 Mary and Martha The story of Jesus with the To know the story of Identify and circle Num.Concept: Two sisters for My bible story books and
children Mary and Martha Mary and Martha number 2 video
64
9/10 Kindness Esther’s story To know the Identify and colour Lang. Act: kindness means My bible story books and
meaning of kindness Esther love. video
11/12 Boldness David and Goliath To know the story of Identify and colour Songs\Rhymes: A Lion, a lion, My bible story books and
David and Goliath David a lion has a tail, it has a big video
head…….
STORY 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CROSS REFRENCE
CURRICULUM
LINK
1/2 Reading individual 1.Describe To identify different Identify and colour Sensorial Activity. story books
picture books terms pictures. Perception and
discrimination
2.Identify
different
pictures
3/4 Town mouse and 1.Describe friendship Colour town mouse. Pre science; farm story books and dvd.
country mouse terms animals.
2. Identify and
name the
characters in Sensorial Activity;
the story concept of size
3.Dramatise and
say the story to
the pupils
4. State the
65
moral lessons in
the story
5/6 The three little 1.Describe Boldness, living Identify and colour Number concept; Ladybird story books
pigs terms together as one. the 1st pig. number 3
2. Identify and Love. Discovery:animal

name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
7/8 Snow white and 1.Describe 1.To identify and Colour the snow Number concept: The DVD on snow white and the seven
the seven dwarf terms describe the white. colour, number. dwarfs and story book.
characters
2. Identify each
character in the 2. To give a summary
story of the story.
3. Tell the pupils 3. To say the moral

the story. lessons in the story.
4. State the
moral lessons in
the story.
9/10 Pinnochio 1.Describe 1. To identify and Obedient W.W.J.D. what I The DVD and story book.
66
terms describe the should do as a
characters in the good child.
2. Identify each story.
character in the
story. 2. To give a summary
of the story.
3. Tell the pupils
the story. 3. To say the moral
lessons in the story.
4. State the
moral lessons in
the story.
11/12 The clever 1.Describe To be clever in all 1. To identify and Discovery; The clever monkey story book
monkey terms things. role play some of the animals
characters in the
2. Identify and story.
name the
characters in 2. To give a short
the story summary of the
story.
3.Dramatise and
say the story to 3. To say the moral
the pupils lessons in the story.
4. State the
moral lessons in
the story.
2ND
TERM
67
1/2 The three little 1.Describe Boldness, living Identify and colour Number concept; Video and the story book.
pigs terms together as one. the 1s pig. number 3
2. Identify and Love. Discovery: animal

name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
3/4 The three billy 1.Describe Cleverly Colour three Billy Number concept; Video and the story book.
goat gruff terms goat gruff. number 3
2. identify and Discovery: animal

name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
5/6 The bad tempered 1.Describe Do not have Bad Identify the bad Number concept; Video and the story book.
goat terms temper. tempered goat. number 3
68
name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
7/8 Goldilocks and 1.Describe Greedy Who is goldilocks? Number concept; Video and the story book.
the three bears terms number 3

name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
9/10 Why the bear tail 1.Describe Greedy Concept of size. Concept of size Video and the story book.
is short terms
Discovery: animal
2. identify and
name the
69
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
11/12 Watch video of Narrate, role Greedy How many bears are Number concept; Video and the story book.
goIdilock and the play and watch there? number 3
three bears video
Discovery: animal
Video and the story book.
3RD
TERM
CURRICULUM
LINK
1 Watch video of 1.Describe Obedient Identify the three Number concept; Video and the story book.
the Goldilock and terms bears. number 3
the three bears
name the
70
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
1/2 The story of old 1.Describe Animal and the What sound does the Video and the story book.
Mac -Donald terms sound they make. duck make?
Discovery: farm
2. identify and animal and their
name the sound.
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
3/4 Beauty and the 1 Describe Love Identify the beast Number concept; Video and the story book.
beast terms number 3
2.Identify and Discovery: animal

name the
characters in
the story
71
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
5/6 Puss in the boot 1.Describe Friendship Colour the boot Video and the story book.
terms
Discovery: animal
2. Identify and
name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
7/8 The ugly duckling 1.Describe Love one another. Identify the ugly Number concept; Video and the story book.
terms duckling. number
2. Identify and Discovery: animal

name the
characters in
the story
3.Dramatise and
say the story to
72
the pupils
4. State the
moral lessons in
the story
9/10 Cinderella 1.Describe Obedient Who is Cinderella Sensorial Activity; Video and the story book.
terms concept of size
,number
2. Identify and
name the
characters in
the story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
11/12 Little red riding 1.Describe disobedient Who is little red Sensorial Activity; Video and the story book.
hood terms riding hood. concept of
colours.
2. Identify and
name the
characters in
the story
3.Dramatise and
say the story to
the pupils
73
4. State the
moral lessons in
the story
SONG/RHYMES 1ST TERM

CURRICULUM LINK
1 Twinkle, twinkle Recite the rhyme Children will learn Where can we see Discovery:heavenly Video.
little star and sing the heaven bodies the star? -body
song.
2 Rain, rain go Recite the rhyme Children will learn Rain give us what? Discovery:importan Video.
away and sing the rhythm t of water
song.
3 Pat-a-cake Recite and role Repetition of sounds Who made the cake? Practical Video
play the song life:buttering of
bread
4 Old Mac- Donald Recite and role Children will learn Mention things in Old Discovery:Animals Video
play the song rhythm Mac-Donald farm and their sounds
5 Hot cross buns Recite and role Children will learn One buns is for one _ Discovery:Hot and Video
play the song rhythm cool
74
6/7 Hey diddle Recite the rhyme Children will learn the What jump over the Sensorial Video
diddle sing the song. rhythm moon? Activity:Positional
word over
8 Little jack horner Recite and sing Children will learn the Who is little jack? Video
the song rhythm
9 Mary had a little Recite and sing Children will learn Is Mary lamp small Discovery: Animals Video ,chart
lamp the song rhythm or big? with furs
10 A lion a lion Recite and role Children will learn The lion has a big _ Sensorial Activity: Video, chart
play the song rhythm Concept of size
11 Head shoulders Recite and sing Learn part of the Touch your ear. Number concept; Video, chart
knees and toes the song body. number
Discovery; parts of
the body
I2 I have two Recite and sing Keeping a clean Touch your hand Number ; number. Video,chart
hands the song hands
2ND
TERM
75
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CORSS REFRENCE
CURRICULUM LINK
1 Jack and jill Recite and role rhythm Who is jack? Discovery;water Video and chart
went up the hill play
2 In a cottage in a Recite and sing Friendship What is cottage? Discovery ;farm Video and chart
wood the song
3 Old mother Recite and role care Identify old mother Discovery;animal Video and chart
hubboard play the song hub board
4 One little two Recite and sing Number value Touch your finger. Number Video and chart
little three little the song concept;numbers
fingers
5 Rat-ta-tat-tat Recite and role How to respond recite Discovery;animal Video and chart
play
6 Little miss Recite and role cleanliness Colour little miss Discovery; food Video and chart
muffet play muffet
7 Review wks 1-6 Recite all the Video and chart

songs / rhyme
8 I see the moon Recite and sing Heaven bodies Point at the moon. Discovery; Video and chart
heavenly bodies
9 Where is Recite and sing Part of the body recite Part of the body Video and chart
thumbkin?
10 When cat wakes Recite and sing Greeting recite Greeting Video and chart
up in the
morning
11 Goosey goosey Recite and sing prayer recite Animals Video and chart
gender
12 Pussy cat, pussy Recite and sing How to respond recite Animals Video and chart
76
cat
3RD TERM
CURRICULUM LINK
1 Little bo beep Recite and sing care recite Video and chart
2 How much is Recite and sing How to respond recite Farm Animal Video and chart
the dog in the
meadow?
3 See a pin and Recite and role Carefulness and recite Good manners Video and chart
pick it up play safety
4 On our way to Recite and role Farm animal Colour grand pa farm Farm animals Video and chart
grand pa’s play
5 Oh the big ship Recite and sing Transportation recite Transportation Video and chart
sails
6/7 Dinah blow your Recite and sing Transportation recite Transportation Video and chart
horn
8 Doh a dear Recite and role Caring recite Video and chart
play
9 King Jesus was Recite and sing Growth Recite and clap hand Wwjd;about Jesus Video and chart
a little child
77
10 I can do all Recite and sing Boldness Recite Wwjd;about Jesus Video and chart
things
11 This little pig Recite and sing Manners Recite t.p.d ;Good Video and chart
went to the manners
market
12 Little polly Recite and sing Sen.act; concept of Recite Sen.act; concept of Video and chart
flinder size size
78
1ST TERM PHYSICAL AND HEALTH EDUCATION
W TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFERENCE

E CURRICULUM LINK
E
K
1/ General body To move all parts of To acquainted with What is exercise? Songs\ Rhymes: I Video
2 exercise the body exercise have two hands, the
left and the right
3/ Tambourine To move body To know the use of What is this? Lang. Art: Playground
4 movement according to the tambourine Tambourine is an
rhythm object
5/ What is the time Mr Recite and role play To know the time What number is this? Num. Concept: Playground
6 wolf Number Value
7/ Hopping exercise Body movement To learn how to Move your arms, Lang. Art: Hopping Playground
8 move every part of bend your knees. is an action word
the body
9/ Leaping exercise Body movement To learn how to Lift up your leg Disc: Parts of the Playground
1 move with one leg body
0
1 Who is in the garden Recite and role play To know how to Who can sing this Lang. Art: girl Playground
1/ sing the song song?
1
2
2ND TERM
79
W TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFERENCE
E CURRICULUM LINK
E
K
1 Swinging of arms Body Exercise To exercise the Show me your arms Disc: Parts of the Playground
arms body
2 Tambourine To move body to know the use of what is this? Lang.Art: Playground
movement according to the tambourine Tambourine is an
rhyme object.
3 Head, shoulder Identification of the To identify Touch your toes Disc: Parts of the body chart
,knees and toes part of the body different parts of body
the body Touch your
shoulders
4 Jack in the box Body movement To recite and say where is Jack Sensorial Act: Playground
identification of
object
5 Hopping exercise General body move To move all parts Can you hop? Do it Lang. Art : Hopping Playground
of the body is an action word
6 London bridge Recite and role play To sing the song What happen to the Disc: means of Playground
bridge? transportation
6/ What is the time Mr Recite and role play To know the time What number is this? Num. Concept: Playground
8 wolf number value
9 Kangaroo movement Body movement to know how hop like a kangaroo Disc: Animals Video
hopping kangaroo move
1 Apart together Body movement to part and close Show me your right Disc: Parts of your Playground
0 the 2 legs leg? body
1 somersaulting Body movement to learn how to show me the foam Disc: parts of body Playground
1 tumble
1 Jumping Exercise Body movement to move the body

80
2
3rd TERM
W TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFRENCE
E CURRICULUM LINK
E
K
1 There is fire on the General body To run round show me the fire Disc: hot and cool Playground
mountain movement outside object
2 Bending exercise To bend and touch to touch the knees Touch me your Disc: Parts of the Playground
the toes and toes body
3 Throwing and Using balls To know how to How do you catch Disc: Hand Playground
catching of balls throw and catch the ball?
the ball
4 Racing in pairs Running in twos Know how to run On your mark, get set Disc: Exercise Playground
5 Filling the basket Using small balls To know how to Do we pick balls with Disc: Parts of the Playground
with small balls pick balls two hands body{hand}
6/ Kangaroo hop Hopping exercise To know how to move who can move like Songs\ rhymes: I Playground
7 like kangroo kangaroo Like to hop…
8/ Somersaulting Body movement To know how to How many of you Disc: Parts of the Playground
9 somersault can somersault body
1 Hopping exercise Hopping exercise To know how to jump How of you can hop Songs\ Rhymes: I Playground
0 with two legs like to hop, hop,
hop….
81
1 Flying of kites Running in kites To know how to run How many of you Songs\Rhymes: Playground
1 fast can run very fast Jonny running
down …..
1 London bridge Recite and role To know how to sing How many of you Songs\Rhymes: Playground
2 play the song can sing this song? London bridge is
falling down…
82
1ST TERM T.P.D
½ Welcoming and Introducing To know their names What is your name? Disc: Names of animals Early Learner
getting to know oneself and the names of
each other their class mates. Environmental Studies
3 My name, Meaning/importan To know the proper How do we greet in Songs\Rhymes: When the Early Learner
teacher and t of greeting way of greeting in the the morning? dog wakes up in the
friend’s name morning morning…… Environmental Studies
and how to
greeting in the
morning &
afternoon
4 Doing my The importance of Know how to do their Is it good to drink Lang. Act: Homework is a Early Learner
home work doing home work home work water while doing verb
your homework? Environmental Studies
5 My name, Getting to know To know the proper How do you answer Disc: Names of animals Early Learner
teacher and each other. How responds when to your name?
friend’s name to respond when called Environmental Studies
called
6 School/class Making rules To know what class Bullying is a bad ……. Songs\Rhymes: love your Early Learner
rules and together agreement is all neighbour…
warding mind about Environmental Studies
7/8 Good manners Proper ways of Learn how to use Is it good to yawn Disc: cleanliness Early Learner
sneezing yawning handkerchief always with mouth open?
and coughing Environmental Studies
9 Speaking up When to speak Learn how to speak Is it good to be shy in Songs\Rhymes: I can do all Early Learner
and answering and when to up in class class? things
questions answer question Environmental Studies
83
10 Silence time Learning, time, Learn how to observe Is it good to talk Songs\Rhymes: Obedience Early Learner
meal time, resting silence time during learning time? is better than ……..
time, Environmental Studies
11 Bullying and To know what Consequences of Is it good to fight W W J D: Love your Early Learner
fighting are bullying means bad habits your friends? neighbour
bad habits Environmental Studies
12 Doing my Those things you To know how and Is it good to eat while Songs\Rhymes: Obedience Early Learner
homework & should not do when to do their doing your is better than….
obeying when doing your home work homework? Environmental Studies
instructions homework.
What instructions
are.
13 Revision
1 Silence time Learning, meal To learn how to be Is it good to talk Songs\Rhymes: Obedience Early Learner
time and resting quiet in class while eating? is better than sacrifice
time. Environmental Studies
2 Good manners Doing home To know the proper Is it good to drink W.W.J.D: If you know the Early Learner
works & greeting way of greet water while doing right thing to do
your homework? Environmental Studies
3 Proper way of Yes please To know the proper When somebody call Disc: names of animals Early Learner
answering your way of answering your name, what do
name your name you say. Environmental Studies
4 Coming to Good manners To know the Is it good to come to Sensorial Act: good Early Learner
school early importance of school late? manners
84
coming to school Environmental Studies
early
5 Laughing / Bad habit To know that crying Is it good to cry Songs\Rhymes: Pussy cat, Early Learner
crying unnecessarily is a unnecessarily pussy cat
unnecessarily bad habit. Environmental Studies
6 Good table Saying thank you, Know how to exhibit What do you say Songs\Rhymes: please and Early Learner
manners yes please good manners when you receive gift thank you are magic words
,greeting from somebody? Environmental Studies
7/8 How to handle Orderliness To know the proper How do we handle Lang Act: school materials Early Learner
material ways of handling our books
3RD books Environmental Studies
9 Learning Sitting up To know the proper How do we sit in the P.E: Good posture Early Learner
position in ways to sit. classroom
class Environmental Studies
10 Making a Making lines, Know how to stand Stand according to Num.Concept: Early Learner
straight line folding arms according to their your height Measurement
standing height. Environmental Studies
11/12 Playing safely To know about Early Learner

during break safety
Environmental Studies
TERM
Chart and video
WEEK TOPIC CONTENT KEY SKILLS ASESSEMENT CROSS REFERENCE

CURRICULUM LINK
85
1/2 Answering Yes please manners How do you W.W.J.D God gives Chart and video
your name respond when name to animals
call?
3 Doing your Good manners proper ways to Is it proper to Songs\Rhymes: Early Learner
homework, handle school play while doing Obedience
handling materials our homework Environmental Studies
your books
4 Proper Use of may I, excuse Good manners What do you say W.W.J.D: Proper Early Learner
ways to me when making a way of making
make request? request Environmental Studies
request
5 Coming to To know the proper Good manners When is the Songs\Rhymes: Early Learner
school early time to come to school right time to Puntuality
come to school? Environmental Studies
6 Paying Silence time Good manners What is the right W.W.J.D: Early Learner
attention thing to do Obedience
during during learning Environmental Studies
learning time.
time
7/8 Showing Care giving Loving one another Is it good to Songs\Rhymes: Early Learner
love and bully your friendship
care to friends? Environmental Studies
others
9 Reporting a Good manners To make your Is it good to W.W.J.D: love your Early Learner
matter to teacher your friend fight your neighbour
the teacher/ friends? Environmental Studies
rather than
fighting
10 Correct Sitting up & standing Safety What is the Disc: Posture Early Learner
sitting & straight proper way to sit
86
standing in class? Environmental Studies
postures
11 Arranging To know how to keep Orderliness Is it good to Songs\Rhymes: Early Learner

my things in things in order scatter your
other things around? Environmental Studies
12 How I will Speaking up in class. Boldness Is it good to Songs\Rhymes: I Early Learner

spend my silence your can do all things…..
holiday teacher? Environmental Studies
87
1ST TERM HANDWRITING
WEEK TOPIC CONTENT KEY SKILL ACTIVITY CROSS REFRENCE
CURRICULUM LINK
1/2 Gripping of pencil Tripod grip Gripping with the tall, Gripping exercise Sen. act; concept of Learning solution
thumb and pointing size. outside and handwriting.
finger. inside dreamland
handwriting,
3/4 Tracing of Tracing of preschool Identifying and tracing of Tracing exercise Sen. act; concept of Learning solution
vertical and pattern. preschool pattern. size. outside and handwriting.
horizontal line inside dreamland
and strokes handwriting,
5/6 Tracing of right, Tracing of preschool Identifying and tracing of Tracing exercise Sen. act; concept of Learning solution
left, down pattern. preschool pattern. size. outside and handwriting.
inside dreamland
Ware curves handwriting,
7 Tracing of Tracing Identify and tracing of Tracing exercise Sen.act; concept of Learning solution
circles circle size. outside and handwriting.
inside dreamland
handwriting,
8/9 Tracing of To identify the Tracing of numbers Tracing exercise Sen.act; concept of Learning solution
number 1,4,7,9 numbers size. outside and handwriting.
inside dreamland
Tracing of numbers handwriting,
10/11 Tracing of To identify the Tracing of numbers Tracing exercise Sen.act; concept of Learning solution
number 2,3,6,8 numbers size. outside and handwriting.
inside dreamland
Tracing of numbers handwriting,
88
12/13 Tracing of Tracing all preschool Tracing of patterns Tracing exercise Sen.act; concept of Learning solution
various patterns patterns. size. outside and handwriting.
inside dreamland
handwriting,
2ND TERM
WEEK TOPIC CONTENT KEY SKILL ACTIVITY/ASSESSMENT CROSS REFERENCE
CURRICULUM
LINK/KEY SKILL
1/2 Tracing and To look and trace Tracing Tracing and drawing Sen.act; concept of Learning solution
drawing various various patterns exercise size. outside and handwriting.
patterns inside dreamland
handwriting,
3/4 Tracing and *To trace number 1-5 Tracing of Tracing and writing exercise Sen.act; concept of Learning solution
writing number 1- numbers size. outside and handwriting.
5 *To look and copy inside dreamland
number 1-5 handwriting,
*To write number 1-

5 from memory
5/6 Tracing and *To trace number 6- Tracing numbers Tracing and writing exercise Sen.act; concept of Learning solution
writing number 6- 10 size. outside and handwriting.
10 inside dreamland
*To look and copy handwriting,
number 6-10
89
*To write number 6-
10 from memory
7/8 Tracing and *To trace number 1- Tracing of Tracing and writing exercise Sen.act; concept of Learning solution
writing number 1- 10 numbers size. outside and handwriting.
10 inside dreamland
*To look and copy handwriting,
number 1-10
*To write number 1-

10 from memory
9 Tracing and *To identify the Tracing of sounds Tracing and writing exercise Sen.act; concept of Learning solution
writing sounds(c, sounds. size. outside and handwriting.
e, 0, a,i,r,x,z) inside dreamland
*Formation of the handwriting,
letters.
Writing sounds(p, sounds size. outside and handwriting.
g, y, q, i) inside dreamland
*.Formation of the handwriting,
letters.
*.To look and copy

“ g, p, j, q, y)
writing k,t,d,f,k, sounds size. outside and handwriting.
inside dreamland
letters.
*.To look and copy

“ k, t, d, f, k)
writing n, m, w, v sounds size. outside and handwriting.
h, l, s, inside dreamland
90
letters.
*.To look and copy
3rd TERM
WEEK TOPIC CONTENT KEYS SKILL ACTIVITY/ASSESSMENT CROSS REFERENCE
CURRICULUM
LINK/KEY SKILL
1/2 Tracing and *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
writing a-i and 11 sounds and number and sounds of size. outside handwriting.
-20 and inside dreamland
*To trace the handwriting,
sounds and
numbers
* To look and copy

sounds and number
3/4 Tracing and *To identify the Tracing of sounds tracing and writing exercise Sen.act; concept Learning solution
writing sound j-s sounds and number of size. outside handwriting.
and inside dreamland
sounds and
numbers
* To look and copy

sounds and number
91
5/6 Tracing and *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
writing s-z and sounds and number and sounds of size. outside handwriting.
21-30 and inside dreamland
sounds and
numbers
* To look and copy

sounds and number
9/10 Writing of *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
number 41-50 sounds and number . of size. outside handwriting.
and inside dreamland
sounds and
numbers
* To look and copy

sounds and number
11/12 Writing of *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
number and sounds and number and sounds of size. outside handwriting.
letters taught. and inside dreamland
sounds and
numbers
* To look and copy

sounds and number
92
NURSERY 2 ` LANGUAGE ART 1STTERM
WEEK TOPICS CONTENTS KEY SKILL CROSS ASSESSMENT RESOURCE REFERENCE
S CURRUICULAR S
LINK
½ All Single 1. Rote read the 1. Match picture to Pre-science; Whole class Chart on The Phonic
Sounds. Sight 42 Jolly Phonics the beginning sound. domestic and wild activity at the single Handbook by
words: I ,go, A. Sounds. animal beginning of the sounds, flash Sue Lloyd
2.To identify the lesson on reading cards. Photocopy
2. Identify the single sounds. the single sounds section 2 and
single sounds. will provide working with
3.To circle the
evidence on the sounds
3. Build 2 to 3 picture with single
extent to which Phonics
letter words. sounds.
learners can apply Nur.by
4. Spell, their knowledge NehraSheran
memorize and on the topic. e.
make sentences
Individual work on Pages 40 –
with sight words.
building 2/3 letter 43. First
I, are, A
words will provide Phonics
93
evidence on the Book 1 - 3.
extent to which
each learner
assimilation of
the topic
¾ Digraph Sounds. 1. Rote read the 1. To identify the . Number concept ; Whole class Chart on Working with
Sight words: are, 42 Jolly Phonics. digraph sound. counting in 2s. activity at the digraph Sounds
the, no beginning of the sounds, Phonics by
2. Build words 2. To differentiate lesson on chart on NehraSheran
with the digraph the single sounds identifying the single e. Pages 40
sounds. from digraphs digraph sounds sounds, flash – 43 and the
will provide cards Phonics
3. Build 4 to 5 3.Circle the digraphs
evidence on the Handbook by
letter words with in words
extent to which Sue Lloyd.
the single sounds.
learners can apply First Phonics
4. Identify the their knowledge. Book 1 – 3.
digraph sound.
Individual work on
5. Spell, blending words
memorize and will provide
make short evidence on the
sentences with extent to which
the sight words each learner have
“go , the”, no. understood the
topic
5/6 Capital Letters. 1. Rote read 1.To identify the . Social skill; the Whole class Chart on The
Sight words. He capital small capital. family activity at the Jolly phonic Grammar
,she. letters together. beginning of the sounds, Handbook 3
2.To identify when to lesson on chart on the by Sara
2. Write the use capital letters identifying and capital Wemham
capital letters and reading the 26 letters and Sue
the small letters. 3.To look and copy
94
3. Match capital capital letters alphabet. Lloyd. Pages
letters to small 38 Collins
letters. will provide Easy learning
evidence on the English Ages
4. Say when to extent to which 4- 3.
use the capital learners can apply
letters. their knowledge
on the topic
5. Spell,
memorize and Individual work on
make short the formation of
sentences with the capital letters
the sight words will provide
he, she, her. evidence on the
extent to which
each learner have
ascertained the
topic.
7/8 Vowels and 1. Rote read 1.To identify 5 Pre science; Whole class Chart on the The
consonants. capital and small vowels and the 21 classes of food activity at the vowels and Grammar
Sight words: letters together. consonant. beginning of the consonants, Handbook 1
you, me. lesson on the 26 chart on by Sara
2. Identify the 2.To write the vowel alphabet will three letter Wenham and
vowels and and the consonants provide evidence words, flash Sue Lloyd
consonant letters. on the extent to cards page 26
3. Build and read
which learners
3. Build words three letter words.
can apply their
with the vowels.
knowledge on the
4. Spell, topic.
memorize and
Individual work on
make short
differentiating the
sentences with
vowels from the
the sight words
consonants will
he, her, you, so.
provide evidence
on the extent to
95
which each
learner
assimilation of
the topic
9/10 Vowels. Sight 1. Rote read the 1. To identify the Pre-science ; Whole class Chart on the The
words: her, we 42 Jolly Phonics vowels and classes of food activity at the vowels, chart Grammar
sounds. consonants. beginning of the on three Handbook 1
lesson on letter words, by Sara
2. Rote read the 2.Build words with identifying the flash cars Wenham and
capital letters the vowels and short and long Sue Lloyd
consonants vowels will page 26
4. Identify the
provide evidence
long vowels. 3. To make
on the extent to
sentences with the
5. Build words which learners
vowels
with the short and can apply their
long vowels. knowledge.
6. Make Individual work

sentences with blending words
the vowels with the vowels
will provide
7. Spell, evidence on the
memorize and extent to which
construct each learner have
sentences with understood the
the sight words. topic
11/12 Consonant 1. Rote read the 1. To identify the . Pre- science; living Whole class Chart on The
Blends. Sight 42 sounds. consonant blends and non living activity at the consonant Grammar
words: , said, things, practical beginning of the blends, chart Handbook 3
love 2. Identify the 2. Build words with life; care of plants lesson will on single and by Sara
consonant letters. the blends provide evidence digraph Wemham
on the extent to sounds, flash and Sue
3. Identify and 3. To differentiate
which learners cards Lloyd. Pages
blend the initial the initial and final
can apply their 41 – 43 and
blends and consonant blends
96
thereafter, final knowledge on the New Key
blends. topic. Phonics 6 by
Collins
4. Build words Individual work on Education
with the word building page 5.
consonant using the blends’
blends. will provide
evidence on the
5. Identify and extent to which
circle the each learner have
consonant blends ascertained the
in words. topic.
6. Spell,
memorize and
make short
sentences with
the sight words :
me, said, love
LANGUAGE ART 2ND TERM

WEEKS TOPICS CONTENTS KEY SKILL CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR
LINK
1 Capital letters. 1. Rote read capital 1.To identify the Social skill; the Whole class Chart on The Grammar
Sight word: one . small letters together. capital. family activity at the capital letters, Handbook 3 by
beginning of the sounds and Sara Wemham
2. Write the capital 2.To identify when lesson on reading sight words and Sue Lloyd.
letters and the small to use capital the capital letters Pages 38
letters. letters will provide Collins Easy
evidence on the learning English
3. Match capital letters 3.To look and copy
extent to which Ages 3-4
to small letters. capital letters
learners can apply
4. Say when to use the their knowledge
97
capital letters on the topic.
5.Make sentences Individual work on

using capital letters the use of capital
letters will provide
5. Spell, memorize and evidence on the
make short sentences extent to which
with sight words one, each learner
we, some. assimilation of
the topic
2 Double 1. Rote read the 42 1. To identify the Social skill; the Whole class Chart on The Grammar
consonants sight Jolly Phonic Sounds double consonants family, number activity at the double Handbook 3 by
word: some concept; beginning of the consonants , Sara Wemham
2. Rote read consonant 2. To blend word counting in 2s lesson on sounds and and Sue Lloyd.
blends. with double identifying the sight words Pages 50
consonant. double
3. say why the
consonants will
consonants are double 3. To write words
provide evidence
with double
4. Identify and match on the extent to
consonant.
double consonant which learners
can apply their
5. Build words with knowledge.
double consonant.
Individual work
6. Make simple blending words
sentences with the will provide
consonant blends and evidence on the
double consonants. extent to which
each learner have
7. Spell, memorize and understood the
make short sentences topic
with the sight
98
3/4 Alternative 1. Rote read the 42 1. To identify the Social skill; the Whole class Chart on New Key
spellings Jolly Phonic Sounds. different alternative family, activity at the alternative Phonics 6.
spellings beginning of the spellings
(ai a-e, ay) 2. Say other words we lesson will Collins
can use in place of 2. To blend words provide evidence Educational
(ee ea) alternative. using the pages 5, 9 – 10.
on the extent to
alternative which learners &
(oa, ow, o-e). 3. State the need for spellings can apply their
sight words: be, forming alternative Start Smart
like,. knowledge on the
words. 3. To listen and Phonics by
topic.
write words with MotunIgeMalita
4. Identify and build the alternative Individual work on
words with alternative spellings Nkembo
word building
spellings of word Nursery 3 pages
using the
sounds. 33 – 35. &
alternative’ will
5. Spell, memorize and provide evidence Schofield &
make short sentences on the extent to Sums Book 4,
with the sight words. which each page 11.
Be, like . learner have
ascertained the
topic.
5 /6 Alternative 1. Rote read the 42 1. To identify the Social skill; the Whole class Chart on New Key
Spellings Jolly Phonic Sounds. different alternative family activity at the alternative Phonics 6.
spellings beginning of the spellings
(igh, y, i-e) 2. Say other words that lesson on Collins
could be use in place 2. To blend words identifying the Educational
(oi -oy) of alternative. using the pages 6, 9 – 10.
alternatives will
alternative provide evidence &
(ou -ow). Sight 3. State the rules for spellings on the extent to
words: was ,here. forming alternative Start Smart
which learners
spellings of vowel 3. To listen and Phonics by
can apply their
sounds. write words with MotunIgeMalita
knowledge.
alternative
4. Spell , memorize and spellings Nkembo
Individual work
make short sentences Nursery 3 pages
blending words
with sight words : was, 33 – 35. &
99
here. will provide The Grammar
evidence on the Handbook 1 by
extent to which Sara W. pages
each learner have 122.
understood the
topic
7 /8 Trigraphs 1. Rote read the 42 1.To identify Number Whole class Chart on Key Stage 2
Jolly Phonic Sounds. trigraph. concept; activity at the trigraph, flash
Sight words: counting in 3s beginning of the cards. Schofield &
have, to. 2. Rote read words 2. To build words lesson will Sims
with trigraph. with trigraphs. provide evidence
Key Spelling
on the extent to
3. Build words with 3. To circle Book 4
which learners
trigraph. trigraphs in words.
can apply their Pages 1 – 12.
4. To introduce reading 4. To listen and knowledge on the
of simple sentences. write trigraphs topic.
5. Listen and write Individual work on

trigraph. blending words
with trigraphs will
6. Read and match provide evidence
trigraph to the on the extent to
appropriate pictures. which each
learner
7. Spell, memorize and assimilation of
construct sentences the topic
with the sight words
have, to.
9 / 10 The use of ‘a’ and 1. Rote read the 42 1. To identify the Pre-science; Whole class Chart on ‘a’ Pry. English
‘an’. Sight words: Jolly Phonic Sounds. vowels and the living and non- activity at the and ‘an’, apple, Course 1 by O.
there, live, of. consonants. living beginning of the orange etc Taiwo L. L.
2. Rote read alphabet lesson will pages 1 – 2. &
letters. 2. To identify when provide evidence
to use ‘a’ and ‘an’ on the extent to The Grammar
3. Identify the vowel (5) Handbook 1 by
which learners
100
and the 21 consonant 3. To match ‘a’ and can apply their Sara
letters. ‘an to the correct knowledge on
pictures. identifying the
4. Say when to use ‘a’ vowels and
and ‘an’. consonants.
5. Make sentences Individual work on

with ‘a’ and ‘an’. when to use ‘a’
and ‘an’ will
6. Match ‘a’ and ‘an’ to
provide evidence
appropriate pictures.
on the extent to
7. Spell, memorize and which each
make short sentences learner have
with sight words there, ascertained the
live, of. topic.
11 /12 Use of ‘a’ and 1. Rote read the 42 1. To identify the Number Whole class Chart on ‘a’ Pry. English
,some’ (singular/ Jolly Phonics Sounds vowels and the concept; activity at the and ‘some’ Course 1 by O.
plural). Sight consonants. number values beginning of the Taiwo L. L.
words: do, they, 2. State the thumb lesson on pages 1 – 2.
give. rules of using ‘a’ and 2. To identify when mentioning things
‘some’. to use ‘a’ ‘an and with’a’ and ‘some’
‘some’ will provide
3. Identify the vowels
evidence on the
and consonant letters. 3. To match ‘a’ ‘an’
extent to which
and ‘some to the
4. Say when to use ‘a learners can apply
correct pictures.
’and some. their knowledge.
5. Match ‘a’, ‘an’ and Individual work

‘some to the will provide
appropriate pictures. evidence on the
extent to which
6. Make simple each learner have
sentences with ‘a’ and understood the
some. topic
101
7. Singular / Plurals.
8. Spell, memorize and

make short sentences
with the sight words:
do, they, give.
3RD TERM LANGUAGE ART

WEEKS TOPICS CONTENT KEY SKILL CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR
LINK
1 Rules of reading. 1. Rote read the 42 jolly 1 to rote read Social skill; Whole class Chart on Queen
Sight words: only, phonic sounds the 42 sounds school rules activity at the rules of Primer book
could, would. beginning of the reading, 2&
2. Rote read blends digraphs, ii) to read the lesson will single
consonant blends, trigraph reading rules provide evidence sounds, Decidable by
and double consonants. on the extent to digraph Ned Jenren
iii) to read
which learners sounds, sight
3. Build words with the simple
can apply their words
blends. sentences
knowledge on the
using the
4. Say the basic reading topic.
Queen’s prime
rules. and Individual work on
decodeable identifying
5. Read the sentences
reading rules will
iv) to make
6. (Introduce decodable provide evidence
simple
readers) Read brief on the extent to
sentences
passages guided by pictures. which each
learner
7. Spell, memorise and make assimilation of
short sentences with the the topic
sight words only could,
would.
102
2 Consonant blends. 1. Rote read the 42 sounds. I)to rote read . Pre- science; Whole class Chart on The
Sightwords: other, the 42 sounds living and non activity at the consonant Grammar
were, two 2. Identify the consonant living things, beginning of the blends, Handbook 3
letters. ii) to identify practical life; lesson will charts on by Sara
the consonant care of plants provide evidence single Wemham
3. Identify and blend the blends the on the extent to sounds and Sue
initial blends and thereafter, initial and final which learners Lloyd. Pages
final blends. blends can apply their 41 – 43 and
4. Build words with the knowledge on New Key
iii) to build
consonant blends. blending words. Phonics 6 by
words with the
Collins
blends Individual work
5. Identify and circle the Education
consonant blends in words. will provide page 5.
iv) to read
evidence on the
simple
6. Spell, memorise and make extent to which
sentences
short sentences with the each learner have
sight words: other, were, two ascertained the
topic
3 /4 Noun. Sight words: 1. Rote read the 42 Jolly i) to identify Pre-science Whole class Chart on The
old, should, young. Phonics sounds alphabet nouns. living and non- activity at the noun, object Grammar
letters. living thing beginning of the in and Handbook 1
ii) to associate lesson on saying outside the by Sara
2. Describe a noun. nouns to Social skills some nouns will class Wenham and
objects and some provide evidence Sue Lloyd.
3. Read and circle the nouns. real life things interesting on the extent to Page 102
places which learners
4. Identify and cross out iv) read the
pictures that are nouns. can apply their
decodeable ,
knowledge.
Queen’s prime
5. Identify nouns n the class
and identify the Individual work
noun.
nouns will provide
6. Spell, memorise and make evidence on the
simple sentences with the extent to which
sight words old, should, each learner have
103
young. understood the
topic
5/6 Verb (ing). Sight 1. Rote read the 42 jolly i)to identify the Physical Whole class Chart on My second
words: upon, little, phonic sounds verbs education; activity at the verbs, language
what. skipping, beginning of the making book, ages 3-
2. Describe verb. ii)to match jumping. etc lesson will actions, 4 by M. O.
some word to provide evidence Oluira M J,
3. Read a passage and circle their actions on the extent to page 25. &
the verbs.
which learners
iii) to the Grammar
4. Add ‘ing’ to make verbs. can apply their
doubling rules Handbook 1
knowledge on the
by adding ‘ing’ by Sara W
5. Demonstrate verbs. topic.
&S.
6. Spell, memorise and make Individual work on
short sentences with the identifying verbs Page 126.
sight words. will provide
evidence on the
7. Identify read and circle the extent to which
sight words. Upon, little, each learner
what. assimilation of
the topic
7/8 More of nouns and 1. Rote read the 42 jolly i)to identify Social skills; Whole class Chart on Collins Easy
verbs sightwords: phonic sounds nouns some activity at the nouns and Learning
yellow, there interesting beginning of the verbs, ages 4-5.
2. Identify the noun and verb ii)to identify the places lesson will objects in the
in words. verbs provide evidence class Pages 5 – 30
on the extent to & Decidable
3. Underline and circle the iii)to match by Ned
which learners
verbs and nouns in a nouns to their Physical James.
can apply their
passage. verbs education;
knowledge on
running,
4. Match verbs to nouns. iv)to read stating nouns and
jogging
words with verbs.
5. Read the sentences verbs and
Individual work
nouns.
6. Read brief passages will provide
104
guided by pictures. evidence on the
extent to which
7. Spell, memorise and make each learner have
short sentences with the ascertained the
sight words: yellow, there. topic
9/10 Sentence 1. Rote read the 42 Jolly i)to rote read . Pre- science; Whole class Chart on Pry. English
construction. Sight Phonic Sounds. the 42 sounds, living and non activity at the sentence Course 1 by
words. Because, consonant living things, beginning of the construction, O. Taiwo L.L.
does, put. 2. build words with the single blends, double practical life; lesson will pages 1-2.
sounds, digraphs consonant consonant, etc care of plants provide evidence
blends and double on the extent to
consonant, magic ‘e’. ii)to construct which learners
sentences with can apply their
3. Make simple picture the above knowledge.
guided sentences
iii) to read Individual work
4. Read the decodeable simple will provide
sentences from evidence on the
5. Match pictures to it
a passage extent to which
correct sentence.
each learner have
6. Spell, memorize and make understood the
short sentences with the topic
sight words (because, does,
put.
11/12 Reading .sight 1. Rote read the 42 Jolly i) to rote read Social skills; Whole class Queen Queen
words: their, want, Phonic Sounds. the reading some activity at the primer, other Primer book
once. rules interesting beginning of the readers, 2&
2. Make sentence. places. lesson will chart on
ii) to make provide evidence reading rules Decidable by
3. Rote read blends. simple Ned Jenren.
on the extent to
sentences which learners
4. Say the basic reading
105
rules. iii) to read the can apply their
Queen’s prime knowledge on the
5. Read passage in Queen and the topic.
Primer. decodeable
Individual work
6. Reading of Decodable. iv) to match reading will
picture to provide evidence
7. Read and match
sentences on the extent to
sentences to pictures.
which each
8. Make sentences with learner
words / pictures. assimilation of
the topic
9. Read the sight words –
their, want, once.
1STTERM NUMBER CONCEPT

106
WEEKS TOPICS CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR
LINK
1/2 Recognition of 1. Rote counting of 1.To identify Pre-science; Whole class Counters, balls, Macmillan
values 1-30 numbers 1 – 100. numbers 1-100. living and non activity at the breads chart New Pry. by
living things, beginning of the on numbers Maths Module
2. Give values to number 2.To apportion language arts; lesson will 4. Page 13. &
1 – 30 using so many value to number 1- noun provide evidence Collins Easy
counters. 30. on the extent to Learning
which learners Counting Age
3. Count and match 3.To look and copy
can apply their 3-5. Page 17.
numbers to objects. numbers
knowledge on
4. Write from memory 1 4. To write from apportioning
– 70. memory 1-70. values to number.
5. Look and copy Individual work

numbers 1 – 100. will provide
evidence on the
6. Fill in the missing extent to which
numbers 1 – 70. each learner have
ascertained the
topic
3/4 Counting in 1. Rote count 1 – 120 1.To count and Language Arts; Whole class Staircase, Macmillan
ascending and write in descending consonant activity at the slant, chart on New Pry. by
descending 2. Count and write in order. blends beginning of the ascending and Maths Module
order. Form descending order 20-1. lesson will descending 4. Page 13. &
nos. 71-80 2.To count and provide evidence order Collins Easy
3. Write from memory 1 write number in on the extent to Learning
– 70 ascending order. which learners Counting Age
4. Look and copy 1- 100 can apply their 3-5, 4-5.
3.To fill in the
knowledge.
missing numbers
5. Join the dots 1 – 100
Individual work
4.To look and copy
6. Fill the missing will provide
numbers correctly.
numbers 1 – 70. evidence on the
107
extent to which
each learner have
understood the
topic
5 Addition. Form 1. Rote count 1 – 120. 1.To describe copy numbers. Whole class Sign on Schofield &
number 81 85. addition by W.W.J.D the activity at the addition, Sims
2. Describe addition. demonstration coming of beginning of the counters,
Christ. lesson will breads, balls, Nursery
3. Add pictures and give 2. To identify the Numbers
provide evidence number chart
the answer. symbol of addition Book 6, pages
on the extent to
which learners 14-15. &
4. Work it out (Add the 3.To add using
numbers) can apply their
pictures and Macmillan
knowledge on the
objects. Language Pry. Maths
5. Write from memory 1 topic.
art; consonant Book 2, page
– 40.
blends Individual work on 34 &
6. Look and write 1 – 40. how to add/
Collins Easy
subtract will
Learning
provide evidence
Counting 12 –
on the extent to
16.
which each
learner
assimilation of
the topic
6 Subtraction. 1. Rote count 1-150 1.To describe W.W.J.D; Whole class Sign on Schofield &
Form number subtraction by Jesus took activity at the subtraction, Sims
86-90. 2. Describe Subtraction demonstration away our sins beginning of the counters,
using principle. lesson will breads, balls, Nursery
2. to identify the provide evidence number chart Number 6
3. Take-away (reduce) symbol of on the extent to
remove etc. subtraction Pages 22 & 23
which learners
4. Give values to can apply their Macmillan
3.To subtract using
numbers. knowledge on New Pry.
pictures and
subtraction. Maths book 2,
objects.
108
5. Subtract objects and Individual work page 50.
give answer. Write from will provide
memory 1 – 40. evidence on the
extent to which
each learner have
ascertained the
lesson
7 Review Addition 1.To demonstrate Sensorial Whole class Number chart, Collins Easy
and Subtraction and say the Activity; activity at the counters, balls, Learning
Rote count 1 – 150 principle of addition concept of beginning of the beads, Counting Age
and subtraction sizes lesson will addition/ 3-4
Write from memory 1 –
provide evidence subtraction
90. 2.To add/subtract Pages 12-2 1
on the extent to sign
pictures and which learners &
objects. can apply their
Macmillan
knowledge on the
3.To identify the New Pry.
topic.
symbol of addition Maths book 2,
and subtraction. Individual work on page 50. &
how to add/
Learning
subtract will
Solution
provide evidence
on the extent to Pri-School
which each picture book,
learner pages 1- 16.
assimilation of
the topic
109
8 Recognition of 1. Rote count 1 – 170 1.To apportion Sensorial Whole class Number chart, Macmillan
values 1-50. values to numbers Activity; activity at the counters, balls, New Pry. by
Introduce 2. Give values to concept of beginning of the beads Maths Module
number 91-100 numbers 1 – 100 2.To Match objects size lesson will 4. Page 13. &
to the correct provide evidence Collins Easy
3. Count and match number on the extent to Learning
objects appropriately.
which learners Counting Age
3.To write from
4. Write from memory 1 have understood 3-5. Page 17.
memory 1-100. Pre-
– 100 the topic.
science; Living and
non- living things Individual work
5. Fill in the missing
numbers. will provide
evidence on the
extent to which
each learner apply
their knowledge
on apportioning
values to
numbers
9/10 Introduce 1. Rote count 1 – 170. 1.To demonstrate Sensorial Whole class sign for greater Lacombe new
greater than >, greater than/less Activity; activity at the than >, less primary
less than <and 2. Describe and than concept of beginning of the than <and maths, pages
equal to = demonstrate greater <, size lesson will equal to 36-37
less> and equal to = 2.To identify the provide evidence
symbol of greater on the extent to
3. Write from memory 1 than / less than which learners
– 100.
can apply their
3.To fill in the
4. Join the dots 1 – 120 knowledge.
missing number.
5. Fill in the missing Individual work

numbers, 1 - 100 will provide
evidence on the
extent to which
each learner have
understood the
110
topic
11/12 Introduce 1. Rote count 1 – 200 1.To sort objects Sensorial Whole class Chart on graph Macmillan
Graph using table Activity; activity at the representation Pry. English
representation 2. Represent numbers concept of beginning of the of date, Course book 1
of data on the graph. 2.To represent data shapes lesson will shapes, by o. Taiwo L.
in the graph provide evidence colours Lorye. Page 4.
3. Write from memory 1
on the extent to &
–100 3. To colour the
which learners
graph correctly. New Nursery
4. look and copy 1-120 can apply their
knowledge on Maths Book 3
5. Find the value for graph. Macmillan
numbers 50 – 100 series page 1
Individual work
6. Join the dots 1 –120, will provide
evidence on the
extent to which
each learner have
ascertained the
lesson
NUMBER CONCEPT 2ND TERM

111
87WEEKS TOPICS CONTENT KEY SKILL CROSS ASSESSMENT RESOURCE REFERE
CURRICULAR NCE
LINK
1/2 Addition /subtraction 1.Rote count 1-250 1.To demonstrate the Social Skill; Whole class activity Sign for Number
of numbers using meaning of Occupation. at the beginning of addition/ Key
pictures and stories. 2. Describe terms addition/subtraction. the lesson will subtraction, stage
provide evidence on counters,
3. Say the principles 2.To identify the Pages
the extent to which beads etc
of symbol of 23 &
learners can apply
addition/subtraction addition/subtraction their knowledge on
as in put together, Nursery
the topic.
plus, take away, 3.To solve problem on number
remove, minus etc. addition/subtraction Individual work on 6
how to add/ subtract
4. Add/subtract 4.To write from Schofiel
will provide evidence
objects and give memory. d&
on the extent to
answers Sims
which each learner
5. Look and copy 1 – assimilation of the Pages 4-
150 6. &
Lacomb
6. Write from e New
memory 1 – 120 Pry.
Maths,
pages
numbers 1- 100.
30-31.
3/4 Counting in 2s. 1.Rote count 1-300 1.To describe the W. W. J. D Whole class activity Chart on Nursery
term. Noah’ Ark at the beginning of counting in 2s, number
2.Count and write in the lesson will counters, 6
2’s 2-20 2.To count and write in provide evidence on number charts
2s the extent to which Schofiel
3.Look and copy 1- d&
learners can apply
200 3. To fill in the missing Sims
their knowledge on
numbers in 2s.
4.write from the topic.
Pages 7
memory 1-130 &8
112
Individual work skip Number’
count in 2s will s
provide evidence on Keystag
the extent to which e.
each learner
assimilation of the
topic.
5/6 Odd and even 1.Rote count 1-300 1.To describe odd and sensorial Whole class activity Chart on odd Nursery
numbers even number. Activity; at the beginning of and even number
2.Identify and write Opposite the lesson will numbers 6
odd and even 2.To identify odd and provide evidence on
numbers even. the extent to which Schofiel
learners can apply d&
3.Look and copy 3.To write odd and Sims
their knowledge on
numbers 1-70 even numbers
odd and even
Pages 7
4.Write from 4.Write from memory numbers.
&8
memory 1-140 1 -140.
Individual work will
Number’
Join the dots. provide evidence on
s
the extent to which
Keystag
each learner have
e.
ascertained
7 Review 1. rote count 1 1.To demonstrate and Sensorial Whole class activity Sign for Number
Addition/Subtraction -350 say the principle of Activity; at the beginning of addition/ s key
addition and concept of the lesson will subtraction, stage
2. Add/subtrac subtraction sizes provide evidence on counters, (learnin
t numbers the extent to which beads etc g at
using 2.To add/subtract learners can apply home
object. pictures and objects. their knowledge on from
the topic. school)
3. A say the 3.To identify the
principles of symbol of addition and Individual work on Pages
addition subtraction. how to add/ subtract 23, 25,5-
/subtraction will provide evidence 7
113
. on the extent to
which each learner
4. Join the assimilation of the
dots 1-30 topic.
5. Look and
copy 1-160
6. Write from
memory 1-
145
8/9 Introduce 1-2 time 1. Rote count 1 – 1.To identify the Language Whole class activity Chart on 1-2 Lacomb
table 400 symbol of art; noun at the beginning of time table, e new
multiplication the lesson will number chart
2. Recite and write 1 provide evidence on Pry
– 2 times tables. 2.To recite the the extent to which maths,
multiplication table learners can apply pages,
3. Write from 27-29
their knowledge.
memory 1 – 150 3. To fill in the missing
numbers. Individual work will
provide evidence on
numbers 1 – 100.
the extent to which
6 Multiply numbers each learner have
using objects understood the topic
10 Counting in 5s 1.To describe the Physical Whole class activity Chart on Lacomb
term. Education; at the beginning of counting in 5s, e new
1.Rote count 1-400 skipping the lesson will counters, pg
2.To count and write in provide evidence on number charts mathem
2.Identify, count and 5s the extent to which atics
write numbers in 5’s
learners can apply pages
3. To fill in the missing
3.Look and copy 1- their knowledge on 38-41
numbers in 5s
200 the topic.
4. To look and copy
4.Write form Individual work skip
memory 1-150 count in 5s will
114
5.Fill in the missing provide evidence on
numbers 1-100 the extent to which
each learner
assimilation of the
topic.
11/12 Counting in 10s 1.Rote count 1-400 1.To describe the Physical Whole class activity Chart on Larcom
term. Education; at the beginning of counting in be new
2.Count and write on skipping the lesson will 10s, counters, page
10’s 10-200 2.To count and write in provide evidence on number charts maths
10s the extent to which pages
3.Look and copy 1-
learners can apply 38-41.
200 3. To fill in the missing
their knowledge.
numbers in 10s
4.Write from
memory 1-150 4. To write from
provide evidence on
memory
5.Fill in the missing the extent to which
numbers 1-100 each learner have
understood the topic
3RD TERM
115
WEEKS TOPICS CONTENT KEY SKILLS CROSS CURRICULAR ASSESSMENT RESOURCE REFERENCE
LINK
1 Concept of 1.To describe money Song/rhyme; how Whole class activity at Money, chart Lacombe new
money much is the dog the beginning of the on numbers, pry. Maths
1.Rote count 2.To identify money lesson will provide counters
1-400 evidence on the extent Pages 30-31 &
3.To identify the numbers key
to which learners can
2.Identify different stage
apply their knowledge
different denominations/
on money.
currency currency Pages 5-7,
Individual work will 23,25
3.Write from
provide evidence on
memory 1-
the extent to which
150
each learner have
ascertained
2/3 Shopping 1.Rote count 1.To identify money Song/rhyme; how Whole class activity at Money, butter Lacombe new
involving 1-400 much is the dog the beginning of the supermarket, pry. Maths
money 3.To shop with money lesson will provide counters, chart
2.Describe evidence on the extent on numbers Pages 34
terms 3.To make change
with money.
3.Shop with
on the
money
adding/subtraction
4.Look and money , then make
copy 1-200 change.
4.Write from Individual work will

memory 1- provide evidence on
170 the extent to which
each learner have
5.Join the dot ascertained
4/5 Addition of 1.Rote count 1.To identify money Song/rhyme; how Whole class activity at Real money, Lacombe new
116
numbers number 1-450 3.To shop with money much is the dog the beginning of the sign for pry. Maths
involving lesson will provide addition, chart
money 2.Addition 3.To make change evidence on the extent on numbers, Pages 18
using money with money. to which learners can counters
3.Join the
on the adding money.
dots
4.Look and
provide evidence on
copy 1-250
the extent to which
5.Write from each learner have
memory 1- ascertained
190
6.Fill in the
missing no: 1-
150
6/7 Subtraction 1.Rote count 1.To identify money Song/rhyme; five Whole class activity at Money , sign Lacombe new
involving number 1-500 current buns the beginning of the for subtraction pry. Maths
money 3.To shop with money lesson will provide number chart,
2. Subtraction evidence on the extent counters Pages 34
using money 3.To make change
with money.
3.Join the
on how to subtract
dots
money and have
4.Look and change.
copy 1-270
5.Write from provide evidence on
memory 1- the extent to which
200 each learner have
ascertained the
6.Fill in the lesson.
missing no: 1-
160
117
8 Greater/less, 1.Rote count 1.To demonstrate Sensorial Activity; Whole class activity at The sign for Lacombe new
than and 1-500 greater than/less than concept of size the beginning of the less than/
equal to lesson will provide greater than Maths Pages
2.Identify and 2.To identify the evidence on the extent and equal to,
write these symbol of greater than 36-37
to which learners can chart on
symbols / less than apply their knowledge numbers
appropriately on greater/less than
3.To fill in the missing
and equal to.
3. Write from number.
memory 1- Individual work will
210 provide evidence on
the extent to which
each learner have
ascertained the
lesson.
9/10 Introduce 1.Rote count 1.To identify the period Pre-science; season Whole class activity at Clocks, charts Lacombe new
telling the 1-500 of the day the beginning of the on number 1-
time on the 2.Descirbe the lesson will provide 200 Maths Pages
hours . term 2.To identify the evidence on the extent
minute and hour hand 34
3 Identify the apply their knowledge
hand of the To tell the time in
on identifying different
clock hours.
period of the day.
4.Look and Individual work will

copy 1-280 provide evidence on
the extent to which
5.Write from
each learner
memory 1-
differentiate minutes
230
from the hour hand.
6.Fill in the
missing
numbers 1-
180
118
11/12 fraction 1.Rote count 1.To identify the whole T.P.D; sharing with Whole class activity at Chart on Lacombe new
1-250 your friend the beginning of the fraction,
2.To identify the half, lesson will provide different Maths Pages
2.Write from quarter’ ¼ etc evidence on the extent objects on
memory 1- 36-37
to which learners can fraction, fruits
230 3.To match fraction.
apply their knowledge on fraction
on fraction.
3.Describe
terms Individual work will
provide evidence on
4.Identify and
the extent to which
shade/colour
each learner
fraction.
identifying a whole
object and parts of an
object.
1ST TERM PRE-SCIENCE
WKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK
119
1 Living and non 1.describe terms 1. To say the Language Arts; Whole class activity Chair, table, Science is fun
- living things meaning of living noun. at the beginning of man, boy, bk 3 by s. T
2.identify living and and non-living the lesson will trees, animal bajah page 3-5
non- living things things. provide evidence on and chart on
the extent to which living and non-
3.differentiate living 2. To identify and learners can identify living things
and non- living things name the living and living and non- living.
non-living things.
3. To say the provide evidence on
characteristic of the extent to which
living and non- each learner can
living things. apply their
knowledge on living
and non-living things.
2 Plants and 1.describe terms 1.To identify plant Practical life; care Whole class activity Chart on plant Lantein
animals and animals of plants. at the beginning of and animals, comprehensive
2. identify and the lesson will real animals, science bk 7
mention some 2. To state the provide evidence on plants and oxford
characteristics of feature of plant and the extent to which advanced dic.
plants and animals animals. learners can apply Pages 887
their knowledge on
3. To differentiate And
plants and animals.
plant and animals.
Individual work will Scholastic (ecy.)
provide evidence on page 527
the extent to which
each learner
differentiate plants
from animals.
3 Classification 1.describe terms 1. To identify the W.W.J.D. story of whole class activity Chart on wild Oxford
of wild animals and creation. at the beginning of and domestic advanced
animals( dom 2.classify body domestic animals. the lesson will animals, real learners dic
estic and wild) coverings of animals provide evidence on animals both page 374 and
2. To say why the extent to which wild an early social st.
120
3.identify and some animals are learners can say domestic For nursery sch.
mention these body wild and some lives where they live. Page 33
coverings close to us.
3. To identify their provide evidence on
differences. the extent to which
each learner identify
wild and domestic
animals.
4/5 Growth and 1.describe terms 1.To say the Songs/rhymes. whole class activity Chart on the
reproduction meaning of growth We are like at the beginning of life cycle of a
in plants and 2.state how some and reproduction seeds....... the lesson will butterfly, real Tender science
animals animals reproduce provide evidence on life cycle of a is from bk 2 by
2.To identify the the extent to which frog, bean stbajah pages 6-
3.Experiment and stages of growth in 7
learners have seeds,
mention some animals. ascertain the lesson. containers,
stages of growth in Secience is from
water, and soil.
some animals ( using 3.To plant a seed Individual work on bk 3 pages 20-
butterfly) and monitor it planting will provide 36
germinate. evidence on the
4.demonstrate how
extent to which each
things grow with a
learner have
rhyme
understood the
lesson.
6/7 Heavenly 1.describe terms 1. To identify the W.W.J.D; creation. Whole class activity Chart on Scholastic
bodies heavenly bodies. at the beginning of heavenly children’sD.C
2.identify and name the lesson will bodies, the page 476
the heavenly bodies 2. To name the provide evidence on real sun and
heavenly bodies. the extent to which cloud.
3.state their
learners can apply
functions 3. To identify and
their knowledge on
circle the heavenly
4. Say their heavenly bodies.
bodies.
121
importance to us. Individual work will
provide evidence on
the extent to which
each learner can
identify the heavenly
bodies.
8 The sun 1. Identify and name 1.To identify the songs/rhyme; oh Whole class activity Chart on Social studies
the heavenly bodies. sun as a heavenly Mr sun at the beginning of heavenly bk2 and home
body the lesson will bodies, sun, Ecomfor junior
2.identify the sun in provide evidence on handkerchief, sec. Sch. By
the midst of the 2.To wash and dry the extent to which soap and Elizabeth
heavenly bodies handkerchief on learners can apply water. anyakoha&
the sun their knowledge on
3. State the
the function of the
function/importance 3. To identify the
sun.
of sun to us. important of the
sun to man. . Individual work will
provide evidence on
the extent to which
each learner have
ascertained the
lesson.
9/10 Season 1.describe terms 1.To identify the Social skill; Whole class activity Chart on Social studies
( things we seasons clothing. at the beginning of season, chart from pry-schbk
wear) 2.state how many the lesson will on things we by adisabakare
seasons we have in 2. To differentiate provide evidence on wear, cloths, lesson 31-32
Nigerian the national/ the extent to which shoes etc. page 68-69
international learners can apply
3.match clothings to season. their knowledge on
season
season.
3. To identify the
4.identify the season things we wear at a Individual work will
we are in now particular season provide evidence on
and say why we the extent to which
wear them. each learner can
122
identify different
season.
11 Every day 1.describe terms 1.To identify solid Sensorial Activity; Whole class activity Chart on solid, Oxford
/12 materials; and liquid shapes at the beginning of liquid and gas Advanced
matter(solid, 2. State the process the lesson will Ice block, Learners Dic.
liquid and gas) involved in changing 2. To mention provide evidence on water, stone Pages 1132/691
solid to liquid and things that are the extent to which etc
liquid to solid. solid and liquid. learners can apply
their knowledge.
3.identify liquid 3. To differentiate
object solid from liquid. Individual work will
provide evidence on
4. Identify solid 4.To differentiate
the extent to which
objects. toys from tools
each learner have
5. Experiment on understood the topic.
liquid /solid, gaseous
states.
6. identify tools and

toys
2ND TERM PRE-SCIENCE

1/2 Human beings 1.describe term 1. To identify W.W.J.D; Story whole class Chart on Science is
and other animals. human beings and of creation activity at the human discovering bk
2. State the differences other animals. beginning of the beings and 3 by benedict a
between human beings lesson will other c. Asjusioro
and other animals. 2. To mention their provide animals, real pages
characteristic. evidence on the animals and &scholastic
3.state their
extent to which the teachers. success with
characteristics 3. To identify their
learners can kindergarten
differences.
4. Identify the apply their 240-246
similarities on them. knowledge on
123
human beings Uric primary
and other science by chief
animals kola adegbon
page 4
Individual work
to differentiate
between human
beings and
other animals
will provide
evidence on the
extent to which
each learner
have
ascertained the
lesson.
3 Parts of the body 1.identify the part of the 1.To identify`` the songs/rhyme; whole class Chart on Now edition by
body part of the body my head, activity at the parts of the health ed. By e.
shoulders, beginning of the body, human A
2.say their 2. To mention each kneel and toes lesson will beings obogbaimwpag
function/importance part of the body. provide es 7-8
Songs/rhymes; I evidence on the
3.state how to take care have two hands extent to which
of them
learners can
3. To state the
apply their
function of each
knowledge the
part.
topic
Individual work
will provide
evidence on the
extent to which
each learner
have
ascertained the
124
lesson
4 Sense organ 1.identify the parts of Songs/ Whole class Chart on Scholastic
the body rhymes, activity on sense organ, children
1. To identify the sensorial identifying the use the encyclopaedia
2.identify and mention sense organs. Activity; sense organs at children page 527
the sense organs of the perception and the beginning of &schofield and
body 2. To say how many
discrimination the lesson will sum science
sense organs we
provide key stage 2
3.state their have.
evidence on the pages 6-7
functions/importance
3. To identify their extent to which
4. State how they can be functions. learners can
taken care of. apply their
knowledge.
Individual work
will provide
evidence on the
extent to which
each learner
have
understood the
topic.
5 Pets 1.describ terms 1.To identify pet Songs/ rhyme; Whole class Chart on pet, Internet:
animals oh where oh activity at the real animal intomotessori.c
2.identify and name pet where has my beginning of the on cat, dog om/ox.
animals 2. To differentiate little dog lesson will etc
pet from other gone...…. provide &
3.state their uses animals. evidence on the
/importance Oxford
extent to which
3. To colour the pet advanced
4. Say how to care for learners can
animals. : learners ds 6th
them identify pets
edition page
Individual work 870. 80
to circle pet
from other
125
animals will
provide
evidence on the
extent to which
each learner
have
ascertained the
lesson
6/7 Personal hygiene 1.describe terms 1. To identify part T.P.D; good Whole class Soap, water, Comprehensive
of the body. toilet habit activity at the towel, toilet, home Ecomfor
2. State how to take care beginning of the drinking primary school
of our body and our 2. To identify things lesson will water, book 1 pages
environments. used in taking care provide sponge, 28-31.
of our body e.g evidence on the broom, mop
3. Identify and mention soap, sponge, Pages 28-31
extent to which ,packer and
things used in taking water, cream etc. learners can the
care of our
apply their environment
body/environment. 3. To identify how
knowledge on
we care for our
4. State the right time to cleanliness.
environment.
take our bathe, wash our
Individual work
cloths and brush our 4. To state different
to will provide
teeth. ways we care for
evidence on the
each part of the
extent to which
body.
each learner
have
ascertained the
lesson.
8 1.describe terms . 1. To say the Practical life; Whole class Chart on Health
meaning of water bathing activity at the sources of education bk.5.
Water 2.state the sources of exercise beginning of the water, tap, Comprehensive
water/uses 2.To identify the lesson will bore hole Agricultural
sources of water provide Science for
3. State the importance
evidence on the Pry.46-53
of water and uses. 3. To mention the
126
uses of water. extent to which
learners can
apply their
knowledge on
the topic.
Individual work
to identify the
sources of
water and it
uses will provide
evidence on the
extent to which
each learner
assimilation of
the topic.
9 Water purification 1. 1.describe terms 1.To differentiate social skill; whole class Gas, kettle, Health
clean water from safety activity at the water guard education bk.5.
2.state how water can dirty beginning of the and water Comprehensive
be purified lesson will dispenser Agricultural
2.To identify some provide Science for
3.identify and mention things used in evidence on the Pry.46-55
things used for water purifying water. extent to which
purification
learners can
3. To identify the
4. Say the need/benefits apply their
benefit of drinking
of clean/ good water. knowledge on
water.
water
purification.
4. Say why some object

sinks and some floats.
10 Evaporation and 1.describe terms 1. To describe Song/rhyme; Whole class Gas, pot, Health ed. Bk 5
condensation evaporation and incey wincey activity at the matches and pages 20-by
2. Demonstrate condensation using beginning of the chart on obogamihe
evaporate. demonstration. lesson will evaporation. scholastic
127
3.To experiment 2. To experiment provide children
evaporation and evaporation and evidence on the encyclopaedias.
condensation condensation. extent to which Page 527 early
learners can social st. For
apply their Nursery bk
knowledge on pages 11.
evaporation and
condensation.
11/12 Buoyancy describe terms 1.To say the Sensorial Whole class Big bowl, Early social st.
meaning of Activity; activity at the water, light For nursery sch.
2.identify and name buoyancy concept of beginning of the and heavy Bk 2 page 23
some sinking objects heat. lesson will objects. chact. 7
2. To identify the provide
3. Identity, colour and floating objects. evidence on the
cross out floating object.
extent to which
3.To identify the
learners can
sinking objects
apply their
4. To circle the knowledge.
sinking objects and
Individual work
colour the floating
to identify
objects.
floating and
sinking objects
will provide
evidence on the
extent to which
each learner
have
understood the
topic.
128
3RD TERM PRE-SCIENCE
1 Classes of food 1.describe terms 1.To say the social skill; Whole class Chat on the Pry.health ed. Bk of by e.a
meaning of food food eaten by activity at the classes of obogbambu pages 92-97
2.identify and different beginning of food. Real figure 49-54
mention the 6 2.To identify nationals the lesson will foods.
classes of food some food provide
evidence on
3. State what each 3. To identify the
the extent to
class of food gives 6 classes of
which learners
to the body. food.
can apply their
4. Match each class 4. To state the knowledge on
of food to the function of each classes of
pictures. class of food to food.
the body.
Individual
work to name
and identify
the six classes
of food will
provide
evidence on
the extent to
which each
learner have
understood
the topic.
2 Importance of . 1. Identify and 1. To Say the social skill; Whole class Chat on Pry.health ed. Bk of by e.a
food mention the 6 reason for food eaten by activity at the classes of obogbambu pages 92-97
classes of food. eating food. different beginning of food, real food. figure 49-54
nationals the lesson will
2. State what each 2. To identify the provide
class of food gives 6 classes of evidence on
to the body. food. the extent to
which learners
129
3.say the 3. To state the can apply their
importance of food importance of knowledge on
to the body food to the importance of
body. food.
Individual
work to say
the
importance of
food will
provide
evidence on
the extent to
which each
learner have
understood
the topic.
¾ 1.describe terms 1. To say the social skill; Whole class Thermometer, Scholastic. From children
meaning of clothing activity at the ice block, hot pagen& science is from
Temperature 2.say our normal temperature. beginning of water. bk 1 and 2 by s.t bajah
body temperature the lesson will pages 8,9 Science is
2. To identify a provide discovery pupils b/c 5 by
3. State that when thermometer evidence on olarewajua.o pages 74-80
an object is hot, the and the use. the extent to
temperature is high
which learners
and that when and 3.To mention
can apply their
object is cold the the decree of
knowledge on
temperature is very hot and cold.
temperature.
low.
4. To match
Individual
4.identify a object to it
work to
thermometer and appropriate
identify hot
state the function temperature.
and cold
5.use a thermometer objects will
to observe a provide
130
temperature evidence on
the extent to
6. State how a which each
thermometer reads. learner have
understood
the topic.
5 Concept of heat 1. Describe terms. 1. To identify the sensorial Whole class Gas, pot, corn, Health education bk3
function of heat. Activity; activity at the salt sugar pages 30-34 by
2. state how objects perception and beginning of groundnut obgbanuhe
expand because of 2. To say the discrimination the lesson will oil( To show
heat using the pop- source of heat. provide the pupils an
corn and corn- evidence on experiment
popper 3. To
the extent to how the heat
experiment.
which learners expands the
3. Describe other
can apply their corn into a pop
ways heat could
knowledge on -corn.)
expand objects.
concept of
heat.
6/7 Electricity. 1.describe terms 1. To identify social skill; Whole class Socket, Health ed. Bk 5 pages 20-
electricity. safety activity at the extension by obogamihe scholastic
2.identify and beginning of children encyclopaedias.
mention some 2. To state the the lesson will Page 527
electrical appliances function of provide
electricity. evidence on
3.identify switch;
the extent to
switch off and on 3. To identify the
which learners
danger of not
4.state the can apply their
using it properly.
importance of knowledge on
electricity electricity.
5. State the dangers Individual

of playing with work to say
the meaning
131
electricity. of electricity
will provide
. evidence on
the extent to
which each
learner have
understood
the topic.
8/9 Electrical 1.describe terms 1. To identify social skill; Whole class Television, Health ed. Bk 5 pages 20-
appliance and name some safety activity at the electric iron, by obogamihe scholastic
2.identify and electrical beginning of fan, electric children encyclopaedias.
mention some appliance. the lesson will kettle. Etc. Page 527
electrical appliances provide
2.To mention evidence on
3.state the the uses of the extent to
importance of these which learners
electrical appliance appliances can apply their
4.say how to switch knowledge on
3. To say the
off and on and electrical
danger of
watch the teacher appliances.
playing with
demonstrate it these Individual
appliances. work to
5. State the danger
of playing with identify and
electrical mention some
appliances. electrical
appliances will
. provide
evidence on
the extent to
which each
learner have
understood
the topic.
132
10 sound 1.describe terms 1. To identify the songs/ rhyme; Whole class Sound box, Internet:
different sounds old Mac- activity at the imaginary motessori.com/sound
2.make different by using the Donald beginning of telephone. box.
sounds sound box. the lesson will
provide
3. Use the imaginary 2. To illustrate evidence on
telephone to the concept of the extent to
demonstrate the sound by using which learners
adapt sounds. the imaginary can apply their
telephone. knowledge on
4. State the need to
always pay sounds.
3. To
attention. differentiate the Individual
sounds. work to listen
5. To experiment on
sound. and identify
different
6. To differentiate sound will
the sounds. E.g. provide
loud, soft. etc. evidence on
the extent to
which each
learner have
understood
the topic.
11/12 Musical 1.describe terms 1. To identify the social skill; Whole class Chat on Internet: www. Musical
instrument musical occupation activity at the musical instrument.com
2.identify and instruments by beginning of instrument, the
mention some name. the lesson will tambourine,
musical instruments provide the music lab
2. To circle the evidence on
3.play some of the musical the extent to
musical instruments instruments in which learners
and say the sound the mist of other can apply their
they produce picture. knowledge on
4. Identify and musical
3. To identify the
133
mention some sounds of some instrument.
instrument that instruments.
makes the same Individual
sounds work to
identify and
name different
musical
instrument will
provide
evidence on
the extent to
which each
learner have
understood
the topic.
1ST TERM SOCIAL SKILLS
134
1/2 The family (types) 1.describe terms Language Art: Class work Chart on the Basic facts in
vowels and (discussion) will give family general sist. For sec.
2.identify and 1.To identify the consonants evidence on the Sch by m.o a.
mention the types of family. extent to which Oledelem.c pages
family learners 14-15
2. To differentiate
understanding the
3. Identify and name the nuclear form Comprehensive
meaning.
the leader of a the extended socialstbk 1.
family/member of a family An individual work
family. (response) will
ascertain each
learner’s lead of
assimilation on the
topic.
3 Duties of members 1.say what a family 1.To identify Whole class work Chart on the Social studies form
of the family is members of the provide evidence and family primary schools
family. the extent to which book one by adisa, b
2. Identify and learners can identify ayisa b&briola h.
mention the 2.To state the and mention the Lesson 6-9
member of a family. role of each of members of the
the member of family.
3. state the duties of the family
the father, mother
and children. 3.To circle the
father as the
head of the
family.
4 Rules in the family 1.identfy and 1.Name some T.P.D; School and Class discussion at Chart on the Social studies for
mention members members of the class agreement the beginning of the family primary schools
135
of the family family lesson will ascertain book one by adisa b
learner’s previous & co lesson 6-9
2.state the rules in To state the rules knowledge on the
the family of each member meaning of family. &
of the family.
3.match each Individual work Basic pry. Schbk 4
member of the To say the (feedback) will also
family and the rules importance of prove each lead of
obeying these assimilation on the
4. State the rules in the family rules in the family
importance of rules
and its importance.
in the family.
5/6 My school 1.describe school 1.To say the Language Arts; An open class The school Social studies for
name of the noun activity will ascertain environment primary school book
2.identify and way school, teachers, learners one by adisab&co
the name of our supervisor, head understanding of lesson 19 allas for
school, my teacher, teacher, what a school is. Nigerian page 5
head teachers, administrator and
supervisor and proprietress An individual activity
proprieties (feedback) will also
2.To identify the give understanding
3.identify the things that can be on the extent to
sections of my found in the which each learners
school school, understand stood the
lesson.
4.draw the school 3.To say the
name of their
class.
7/8 Rules in my school 1.describe 1.To describe T.P.D; School and An open class The school Social studies for
school/rules what we do in class agreement activity will prove environment primary school book
school learners one lesson 19.
2.outline some rules understanding on the
in our school 2.To mention topic. &
some school
3.state the benefits rules Individual work Macmillan Nigerian
of observing their (response) will also socialst. Alas page
136
rules 3.To state the prove each learners 2/3
important of level of assimilation
4.state the observing the in the topic.
consequences of school rules
breaking the school
rules
5.using the class as

a case study
6. State the
relationship between
family rules and
school rules.
9 My country 1.mention the name 1.To say the Language Arts noun A whole class Chart on the Social studies for
of my country and name of our discussion at the map, picture of primary school,
the capitals country and the beginning of the the president book one by adisa
capital city lesson will ascertain lesson 29
2.say the 36 states learners knowledge
and capitals in 2.To identify and and the name of our
Nigerian say the name of country.
the president
3.say the name of An individual work
our president 3.To recite the 36 (feedback) will prove
states and each learners
4.identify the capitals understanding and
national flag and
the topic.
the coat of arm
5. Say the national

anthem.
10 The Nigeria flag 1.say the name of 1.To say the Sensorial Activity; An open class Chart on the Early learners
our country name of our sorting of colour. activity will ascertain Nigeria flag environmental
country and the learner’s ability to the studies page 80
2. Identify the capital city name of our country
Nigerian flag, say and the capital.
137
the colour and their 2.To identify and An individual activity
meanings. say the name of will prove also tech
the president learners level of
3. Colour Nigerian assimilation on the
flag with appropriate 3.To recite the 36 topic.
colour. states and
capitals .
4. To identify the
Nigerian flag by
saying the
colours and the
meaning.
11/12 transportation 1.describe terms 1.To define Songs/rhymes; all An open class Chart on Early social Studies
transportation the big ship sails activity will prove transportation 4 nursery bk 2 page
2.identify and name learners 6 &Macmillan
the traditional and 2.To identify and understanding on the Nigerian social
modern means of name some meaning to atlas page 26 &
transportation means/route of transportation. spectrum Social
transportation .Studies. by Dayo o.
3.match different An individual work Unit 7, pg 55
transport & 3.To tick the will also ascertain
respective means places where each learner’s level
/routes each vehicle of assimilations in
moves the topic.
4. Say the
importance of
obeying traffic rules.
2ND TERM SOCIAL SKILLS
138
1 Days of the week 1.identify and mention 1. To say the Songs/rhy An open class Charts on days Social Studies
the 7 days in a week days of the me; there activity of describe of the week For pry school,
week. seven day terms will ascertain bk 1 by Adis
2.identify and mention in a week. learners abakarefaratwia
the first and last day 2.To identify understanding of edu. Lesson 31-
(weekend) in the week that there the topic. 32 pages 68-69.
are seven(7)
3. Sing the days of the days in the Individual ability Oxford
weeks song along week mention the 7 days advanced
with barney. in a week learners dic 6th
3.To choose accordingly will edition page
the first and prove each learners 1044
last day of understanding on
the week days of the week.
2 Months of the year 1. say the meaning of 1. To Songs/rhy An open class Chart on Banneyc.d&
month /year identify the me; 30 discussion at the months of the social st. For pry
month in a days has beginning of the year schools bk 1 by
2.say how many year september, lesson will adisa lesson 31-
months we have in a ....... ascertain learner’s 32
year and mention 2. To recite previous knowledge
them the 12 on days of the
months in week.
3. Identify the 1st and the year
the last month of the An individual
year. 3.To point activity will also
out the prove each learners
4. Recite rhymes& months that level of
sing songs of the has 28/29 comprehension on
months of the years. days the month of the
year.
3 Seasons of the year 1.say the meaning of 1.To identify Pre- A whole class Chart on season Social studies
(national) the term- season the season science; activity will attest for primary
of the year the sun, each learners schools. Book
139
2. Identify the in Nigeria heavenly understanding on on. Lesson 31-
seasons of the year in bodies the meaning of 32
our country. 2.To name season.
the season &Macmillan
3. Identify and in other part An individual English Dic. New
mention the different of the world activity will also edition pages
clothing’s we put on prove each learners 13388
during each season. 3.To colour level of
the clothing assimilation in the
4.match the clothing for each natural seasons of
to season season the year.
4 International season 1.describe terms 1.To identify Pre- An open class Chart on the Social st.4
of the year. the season science; activity will international pry.sch. bk 1
2. state the season in of the year the sun ascertain learner’s season lesson 31-32
other parts of the in Nigeria previous knowledge
world(summers, on season. &Macmillan
writer, spring and 2.To name English Dic.New
autumn the season An individual edition page
in other part activity will also 1338
3. Match clothing’s to of the world prove each learners
each season. level of
3.To colour understanding on
the clothing the international
for each seasons of the
season year.
5 Some interesting 1.say what an 1. To Pre- An open class Chart on the Early social
places interesting place describe science; discussion at the zoo, park, airport st.Bk 2 by
means interesting wild beginning of the and seaport ochundaraj.a
places animals lesson will unit 3 page 5
2.mention some ascertain learner’s
interesting places, 2.To name previous knowledge &
some of the on the topic.
say what is done places Social st. Or pry
there. An individual school book one
3.To match activity (feedback) page lesson 37-
140
3.say why we visit what they will also prove each 38
these interesting can see in learners level of
places each of assimilation in the
these place topic.
4.go for an excursion to the
interesting
place
6/7 Occupation 1.Describe term 1.To say the Song/rhym An open class Chart on Macmillan
meaning of e; what I activity will prove occupation Nigeria social st.
2.identify the different occupation. want to be learners Atlas page 1&
occupations . when I understanding in
2.To grow up the meaning of Social st. Or pry.
3.state the functions mention Schoolsbk 1
occupation.
of each occupation each lesson 29&39.
/importance occupation. Individual work will
also prove each
4. Match clothing to 3.To choose learners level of
occupation. what they assimilation and
what to be the different types
when they of occupation
grow up
8/9 Clothing 1.describe terms 1.To say the Practical An individual ability Different types Social st.For pry.
meaning of life; care of to describe will of clothes school bk1
2.identify different clothing clothes ascertain each lesson 14&
clothings learner’s knowledge home ecoms by
2.To identify on the topic. r.aogunjime
3. Identify and different pages 18&19
mention different cloth for An open class
clothing work by the different activity to mention
three ethnic groups in occasion the different
Nigerian. clothing’s and
matches to the
4. Match clothings to
occasion/ season
occasions and
will prove learners
season.
level of
141
understanding on
clothings.
10 Food eaten by 1.describe terms 1.To Pre- An open class Food eaten by Social st. For pry
different nationality describe science; activity will prove Nigerians school
(Nigerian) 2. Identify and food Classes of learners bk/lesson 13.
mention the three food. understanding in
ethnic groups in 2.To identify the topic.
Nigeria and their the food
touch. eaten by An individual
Nigerians activity will also
3. State the ascertain each
importance of level to 3.To state learner’s level of
the body. the assimilation on the
importance topic.
4. Say their favourite of food to
food and how foods the body
can be preserved.
11 Food eaten by 1.describe terms 1.To Pre- A whole class Different type of Social studies
different people describe science; discussion at the food like salad for pry. Sch. Bk
(internationally) 2.identify and mention food Classes of beginning of their 1 lesson page
the three ethnic food lesson will give 13.
groups in Nigerian and 2.To identify evidence on the
say their favourite the food extent to which
foods eaten by each learners
other understanding the
3.say the importance countries Lenin.
of food
3.To state An individual
4. Identify and name the activity will also
of other countries’ importance prove each learners
dishes/food. of food to level of
the body understanding of
other countries
142
dishes/food.
12 Homes 1.describe terms 1.To define Pre- An open class Chart on the Social studies
home science; activity will home, the for primary
2.identify the different animals ascertain learners school building school book 1
types of home and 2. To and their understanding on lesson 6-9
mention them identify home the topic. section 2.
different
3.identify and name types of An individual
some materials used home activity willsalso
to build home eachlearner
3. To say the comprehension on
4. Match the building importance the home and their
materials to each of having a building materials.
home. home
3RD TERM
1 Some states in 1. Rote read the 36 1.To say the Number An open class Charts on the Social studies for
the north states and capital. name of our concept; activity to say the 36 states pry.schbk one lesson
country addition, our countries and capitals 28&34.
2.Rote the four ascending name and
regions in Nigerian 2. To name the and recite the 36 Chart on their
state in the north descending states & capital dressing
3.identify and by demonstration order. will ascertain
mention some the four regions learner’s
states in the north using the cardinal knowledge on
143
4.say their common point the lesson.
food
3. To identify their An individual
5. Say their common foods ability to
common language. and languages identify and
mention the
northern states
and common
language will
also prove
each learners
understanding
on the topic.
2 Some states in 1.Rote the 36 1.To say the Number A whole class Charts on the Social studies for
the south. states and capital name of our concept; work will prove the 36 states primary. School bk one
country addition, learners and capitals lesson 28 & 34.
2.Rote the four ascending understanding
region in Nigerian 2. To name the and of the four Chart on their
state in the south descending regions in dressing
3. Identify and by demonstration order. Nigerian.
mention some the four regions
states in the south. using the cardinal An individual
point work will also
4. Say their
prove each
common language 3. To identify their learners
and food. common foods understanding
and languages in some state
in the south.
3 Some states in 1.recite the 36 1.To say the Number An open class Charts on the Social studies for
the East states and capital name of our concept; activity will the 36 states primary school book 1
country addition, ascertain and capitals lesson 28 &34
2.Rote the four ascending learner’s
regions in Nigerian 2. To name the and knowledge on Chart on their &
state in the East descending the four dressing
3. Identify and by demonstration Social st. For pry. Bk 1 by
order. regions.
144
mention some the four regions adisa page 2,
states in the East. using the cardinal
point
5. say their
favourite food and 3. To identify their
the common common foods
language. and languages
4 Some state in the 1. Rote the 36 1.To say the Number A whole class Charts on the Social studies for
west states and name of our concept; discussion will the 36 states primary schools book 1
capital2.Identify country addition, prove learners and capitals lesson 28 & 34
and mention some ascending knowledge on
states in the 2. To name the and the topic. Chart on their
western part of state in the west descending dressing
Nigeria. by demonstration order. An individual
the four regions activity
3. Say the common using the cardinal (respond) will
language and their point also ascertain
common food. each learner’s
3. To identify their level of
4. Say what the common foods assimilation on
easterners call their and languages the topic.
king.
5/6 National Anthem 1. State the 1.To recite the Songs/rhy An open class The Nigeria
meaning/importanc national Anthem mes activity will flag chart on
e of national pledge ascertain National
and national 2.To state the learner’s Anthem
anthem 2.State the important of the previous
need to obey, national knowledge on
respect them. anthem/pledge. national
anthem.
3. Recite the 3.To colour the
national anthem national flag Learner’s
and pledge. ability to say
145
4.identify the the national
national flag and pledge will
the coats of arm. proves each
learners level
of assimilation
on the topic.
6/7 The world 1.describe terms 1.To name the Number An open class Chart on the Early social st.Bk&by
continent seven continents. concept; discussion will world continent oshundaraJ.aClint 17
2. Say the Rote provide pages 53 & unit 2 page 3
continents using 2.To identify the counting evidence in the
songs /rhymes. continent that we extent to which &
live in learners can
3. Identify and Bk 1 unit 16 page 45.
describe terms
mention the seven 3.To identify the
continents in the coolest continent. Individual work
world. to sing the
continent song
4.say the continent
we belong to. Identify and
mention the
5. Say the continent
continents in
that nobody lives in
the world will
and why?
each prove
learners level
of
understanding
in the topic.
146
8 Some west 1.Rote read some 1.To identify the Sensorial An open class Chart on west Social studies for
African countries west African four cardinal Activity; activity will give African primary schools book
countries point. sorting understanding countries one sector 4 unit 4
colour on learner’s lesson 38
2.identify and 2.To name some previous
mention some west African countries knowledge on
African countries what a country
3.To identify and
is.
3.colour and match match the flag
the flags of close An individual
West African activity to
countries. E.g. identify and
Cameroun, Nigeria, mention some
Ghana etc. west African
countries and
colour their
flags
accordingly will
prove each
learners
understanding
in the topic.
9/10 Some countries in 1.say the name of 1.To rote read the Sensorial An open class Chart on the Social studies for
the world. countries some countries Activity; activity will world map primary schools book 1
sorting ascertain lesson 38
2. State the 2.To identify the colour learner’s
importance of flags of these previous
national anthem countries. knowledge on
and the need to nation anthem.
obey them. 3.
Learner’s
3. Recite the ability to say
national anthem. the national
anthem and
4. Identify the
state the
national flag and
147
the coats of arm. importance will
also prove
each learners
level of
assimilation on
the topic.
11/12 Community 1.describe terms 1.To define Song/rhym An open class Chart on MacmillanNigerian
helpers community e; what I activity t& community socialstudies.Atlas page
2.identify and helpers want to be describe helpers 1.
mention some when I community
community helpers 2.To mention grow up. helpers will
some community prove learner
3.state why they helpers understanding
are called
on the topic.
community helpers 3.Match
and what they do community An open class
helpers to their activity will
4. Match workers. also ascertain
community helpers
each learner’s
to their works.
level of
assimilation on
the topic.
148
C.R.K IST TERM
WEEKS TOPICS CONTENTS KEY SKILLS CROSSCURRICULA ASSESSMENT RESOURCES REFERENCES

R LINK
1/2 The great 1.describe God 1. To say some of Pre-science; And individual Pictures of The Bible, the really
God the classification of activity to describe what God interesting Bit,
2.tell the story of demonstration of plants and animals. God will prove created. Great stories from
creation God’s power. learner the bible illustrated
understanding of by brain deld page
3.identify and 2. To identify and who God is. 8
mention things God mention the thing Projector
created on each day created in each An open activity will
of the week day. provide evidence of
teach learners
4. Illustrate with 3. To say why it’s understanding in
story the need for good to rest. the topic.
rest.
149
¾ The loving 1.describe God as a 1. To say the Practical life; An open class Bible knowledge for
and caring loving and caring things God did to Grooming activity will guide pry. School bk 2 by
God. father make Him a learner’s ability to a.sfalaiye page 31.
loving and caring describe God.
2. Tell the story of God.
the lost coin. An individual
2. To summarize activity will
3. Make explicit the the story of the ascertain each
naughty characters lost coin and learners their
to receive God (i.e) state the moral comprehension of
from doing bad to lesson. the moral lesson
Good. form the story.
5/6 Trust in 1. to make explicit 1. To define trust. Language Art; initial An open class My 100 best Love
God’s the meaning of trust consonant blend. discussion at the stories by Bruce
powers 2. To summarize beginning of the Wilkinson
1.tell the story of the story of David lesson will
David and Goliath and Goliath and ascertain learner’s
say the moral pronoun,
2.state the lessons. knowledge in the
importance of prayer
story of David and
3.mention the
3. Identify the most Goliath.
importance of
powerful being on prayer. Individual will only
earth in heaven.
give evidence on
4.state the need to the extent to which
be bold each learners is
able to apply
5.identify and colour his/her knowledge
David in the lesson.
6.cross out Goliath
7/8 Prayer 1.describe terms 1. To Language Art; Initial An individual ability The Bible Christian Religion
demonstrate consonant blend. to describe the st. For pry sch. Bk2
2.state the prayer and pray. term “prayer” will (evans) modular by
importance of prayer ascertain each a.sfalaye & co
150
3. Lead pupils to say 2. To state some learners pages 8889
the Lord’s prayers importance of understanding of
prayer. the topic.
3. To say the An open class

lord’s prayer. activity to ascertain
learners
understanding on
how to pray.
9/10 God our 1. to make explicit 1. TO define Social skills; rules An open class My 100 best loved
provider the meaning of provider. of members of the activity to ascertain bible stories by
provider family. learns knowledge in Bruce Wilkinson.
2. To summarize the story.
1.tell brief story of the story of
the boy Samuel and Hannah and Individual
Hannah Samuel. response/feedback
will prove each
2.state the 1. To state the learners
importance of importance of understanding on
obedient and prayers prayer and the topic.
obedience.
3.identify and colour
Samuel
11/12 The love of 1.say the meaning of 1. To define and Pre –science; An individual My 100 best Christian religion
God for us. love demonstrate love. growth and feedback will prove loved bible knowledge for pry
reproduction each learners stories sch. Bk 2 by a.
2.say the love of God 2. to say the understanding on Falaye& co page 32
in relation of Christ’s reason of Christ the love of God. -34
birth birth.
An open class
3.state the reason for activity to state the
Christ birth reason why Jesus
was born will prove
4. Say how to
their level of
reciprocate the love
assimilation on the
of God (obey his
151
commands and love Love of God for us
others). in relation to
Christ’s birth
5.colour Jesus on
the cross
2nd TERM
WEEKS TOPICS CONTENTS KEY SK ILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK
Telling others 1. guide learners 1. To describe God. An individual work will My 100 best My 100 best
about God to describe God ascertain each loved bible loved bible
/Jesus 2. To mention some learners understanding stories. stories by
benefits of telling on colour Jesus/God Bruce
2. State the about God. is. Wilkinson
importance/ben
efit of telling 2. To summarize the An open class activity Picture of
others about story of Jesus at 12. will give evidence on Jesus at 12
God. the extent to which
learners can state the
3.tell the story importance/benefits
of Jesus at 12 of telling people about
God.
1/2 4. Describe who
should tell
others about
God.
152
Believing God 1.To guide 1. To define faith. Open class My 100 best My 100 best
(faith) learners in discussions at the loved bible love bible
defining faith 2. To say who father beginning of the stories. stories by
using the story Abraham is to God. lesson will ascertain Bruce
of father learner’s knowledge on Wilkinson
3. To mention some
3/4 Abraham the topic.
importance of faith.
2.describe Individual feedback
father Abraham will prove each
learners level of
3.the assimilation in the
importance of lesson
faith
Dedication 1. Lead learners 1. To describe term A whole class activity Christian

towards God’s to describe (dedication). will ascertain learners religion st. Pry.
work terms. knowledge on Sch. Bk 2 by
2, to state the dedication a.sfalaye page
2. State the importance of being 77
need to be dedicated to God’s An individual activity
dedicated to the work. will prove each
work of God. learners understanding
3. State the benefits of on the benefits of
5 3. State the being dedicated to dedication toward
benefits reward God’s work. God’s will.
of being
dedicated using
the story of Paul
and Silas.
Dedication 1.describe 1. To describe term Language Art; An individual (learners) Christian

toward God’s terms (dedication). Nouns feedback will ascertain religion st. Pry.
work each learner’s My 100 best Sch. Bk 2 by
2. Tell the story 2, to state the knowledge of the loved bible a.sfalaye page
of the 12 importance of being topic. stories 77
disciples of dedicated to God’s
Jesus and say work. A whole class ability to
153
the moral 3. State the benefits of state the benefits of
lesson. being dedicated to dedication using the
6/7 God’s work. story of the 12 disciple
3. State the will prove learners
benefits of understanding of the
being dedicated lesson.
toward the work
of God.
4. say how we
can be involve in
God’s word.
8/9 Love 1.say the 1. To define love. Class discussion at My 100 best Christian
meaning of love the beginning of the loved bible religion
2. To demonstrate lesson will prove stories studies bk. 2
2. Outline ways we sow love. learners knowledge on by a.sfalaye,
various ways we the meaning of love. pages 52-53
can practically 3. To role play the
show love to story of the good An individual activity &
others using the Samaritan. (feedback) will provide
story of the the evidence of the My 100 best
3. To state the loved bible
good Samaritan. extent to which each
benefits of showing stories by
learner understand
3. State the love. Bruce
various ways we can
benefits of practically show love Wilkinson.
showing love. to other and the
benefits.
10 Greed 1.describe greed 1. To describe greed. Language Art; Class work To role play My 100 best
initial consonant (discussion) will give the story. loved stories
2.tell the story 3. To role the story of blends. evidence on the extent by Bruce
of king Ahab Naboth’s vine yard and to which learner Wilkinson
and Naboth’s state the moral lesson. understand the story
vineyard and say of Naboth Vineyards
some moral 3. To state the
and the greed King
lessons from consequences of
Ahab.
154
the story greed. Individual work
(response) will
3.state the ascertain each
consequence of learner’s level of
greed assimilation of Greed
and consequence.
11 obedience 1.guide learners 1. To say the meaning Songs and Class discussion at My 100 best The bible, tell
to say the of obedience. rhymes; the beginning of the loved really
meaning of obedient is lesson will ascertain interesting bits
obedience 2. To summarize the better than learner’s knowledge on great stories
story of Samuel and sacrifice. the topic obedience. from the bible
2. Tell the story say the moral lesson. illustrated by
of good Samuel Individual work Brian delft
and say some 3. To state some (feedback) will also pages
moral lesson benefits of being prove each learners
from the story. obedient. level of assimilation on &
the lesson.
3.state the Christian
benefits/reward religious
s of obedience studies for pry
using the story -sch-bk 2
of Samuel a.sfalaye
pages 59-60 &
71
12 Easter tide 1.say the 1. To say the meaning Class discussion at Role playing The bible , the
meaning of of Easter tide. the beginning of the the death of really
Easter lesson will ascertain Jesus. interesting bits
2. To say why we learners understanding great stories
2.state why we celebrate Easter. on the topic. from the bible
celebrate Easter illustrated by
3. To state and show Individual response Picture of
Bruce delf
3. Say how best ways we can love will also prove each Jesus.
pages 26-28
to reciprocate to others the way Jesus learners level of
Jesus love. did. assimilation of
benefits of Jesus
155
4. State how we death and
can love others resurrection.
passionately like
Jesus.
5. State the
benefits of
Jesus’ death
and
resurrection.
3RD TERM
WEEKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK
1/2 God cares 1.Describe God 1. To describe God Language Art; An open class D.V.D and My 100 best
for us Nouns activity will Picture of the loved bible
2. Tell the story of the 2. To summarize the ascertain learners children of Israel stories by
children of Israel in the story of the children understanding in in the Bruce
wilderness and how God of Israel in the who God is. wilderness. wilkinson
cared for them. wilderness
Learners
3.say the moral lesson 3.To state the moral feedback will
from the story lessons prove each
learners level of
4.state what we should 4. To state how God
assimilation on
do to show God we cares for them and
how God cares
appreciate his love what they should do
for us and how
to appreciate his
we can
love.
reciprocate his
156
love
3 Being 1.say the meaning of 1. To demonstrate Number concept; A whole class Role play My 100 best
thankful thankful thankfulness Number value. activity will prove loved bible
learners stories by
2.state reason to be 2. To role play the knowledge in the Bruce
thankful using the story story of the ten My 100 best
story of the 10 Wilkinson.
of the 10 leper lepers. loved bible story
lepers and the
moral lesson.
3.say when to be 3. To say when and
thankful why they should be An individual work
thankful. (feedback) will
4.identify and mention
also give
who we should 4. To state the
understanding on
appreciate most benefits of being
the extent to
thankful.
5. State the benefits of which each
being thankful. learner’s t can
state the benefits
of being thankful.
4 Cheating 1.describe terms 1. To define cheating Story; The little Class activity will My 100 best Oxford
and and stealing red riding hood ascertain learners loved bible story advanced
stealing are 2.tell the story of knowledge on learners dic.
bad Ananias and Saphira 2. To summarize the cheating and Pages 185
/Achan story of stealing &170 revised
Ananias/Saphira and Role play
standard bible
3.state the Achan. Individual acts chapter 5
consequences of response will also & my 100 best
stealing and cheating 3. To state why prove each loved bible
cheating and stealing learners
4. State the need for stories by
are wrong. understanding on
contentment. Bruce
the consequence Wilkinson.
4. To state the moral
of
lessons.
cheating/stealing.
5 I don’t want 1.describe terms 1. To describe the Social skills; An open class D.V.D and My 100 best
to disobey term disobey. Transportation activity will prove picture of Jonah loved bible
157
2. Tell the story of 2. To summarize the learners stories by
Jonah and some moral story of Jonah and understanding/kn Bruce
lesson form the story. state the moral owledge in the Wilkinson
lessons. story of Jonah
3.identify and mention and the moral
practical ways we 3. To mention some lesson.
show disobedience ways we disobey. D.V.D on the
using a role play An individual story of jonah
4. to say why it is ability to state the
4. Say the consequence wrong to disobey consequences of
of disobedience using disobedience and
the story of Jonah and the benefits of
some benefits of obedience will
obedience. also ascertain
each learner’s
level of
assimilation on
the topic.
6/7 Nobody 1.describe God as the 1. To say why God is Social skills; The An individual D.V.D on the My 100 best
knows but omnipresent omnipresent. family. ability to describe story of Moses loved bible
God. the Omnipresence stories by
2.tell the story of Mirian 2. To say a short God will prove Bruce
and baby Moses summary on the each learners Wilkinson.
story of Moses and understanding on
3. Say the moral lesson state the moral the topic.
from the story. lessons.
Class discussion
4. Say the need to be 3. To state the at the end of the
well behaved at all times benefits of being well lesson will
using a play let. behaved. ascertain learners
understanding on
the story of mirian
and baby Moses.
8/9 What I 1.identify and mention 1. To describe being An open class Macmillan
should do some good manners good. discussion at the school dict.
158
as a good 2. State the need to 2. To say the need to beginning of the Pages 407
child forgive using the story forgive lesson will &gradNevis
of Joseph. ascertain bible pages
3. To state the learners 432 (Esther 4)
3. Say the benefits of benefits of knowledge on
forgiveness/consequen forgiveness and the good manners
ce of unforgiving spirit consequence of an
using a role play. unforgiving spirit. Learner’s
feedback will
prove each
learners ability to
apply his/her
knowledge in the
lesson.
10/11 Kindness 1.describe terms 1. To demonstrate Language Art; An open class D.V.D of Queen Macmillan
kindness. Nouns. activity will Esther school dict.
2.mention other moral ascertain Pages 407&
we can use in place of 2.to summarize the learner’s
kindness story of queen Esther knowledge on the Grodnaives
and say the moral meaning to bible pages
3. State practical ways lessons 432 (Esther)
kindness.
we can show kindness
using the story of Queen 3. To mention ways Individual work
Esther. we can show will also give
kindness and to state understanding to
4. State the benefits of the benefits of each learners
showing kindness. showing kindness. level of
assimilation in the
benefits of
kindness
12 Jesus our 1.describe terms 1. To describe Jesus Sensorial Activity; An individual Picture of Jesus My 100 best
role model as a role model. Concept of ability to describe and satan Loved bible
2.identify and mention height. Jesus and some stories by
some good manners 2. To identify and say good manners he Bruce
that Jesus displayed some of the displayed will Wilkinson
159
that make him characters Jesus prove each
outstanding (a role portrait that made learners
model) him a role model. understanding on
the topic.
3.tell the story of Jesus 3. To mention the
and the devil (when ways Jesus was An open class
Jesus was tempted) tempted by satan. activity will also
prove learners
4. Say some moral understanding in
lesson from the story. the story of
Jesus.
5. Identify and colour
our role model Jesus.
HANDWRITING 1ST TERM
WEEK TOPIC CONTENTS KEYSKILLS CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULLAR
LINK
1 Tracing and writing 1.To guide learners 1. to grip with Language Art; Open class Handwriting Easy learning
sounds a, b in tracing “a” and “b” the tripod finger. single sounds activity on book and writing by
formation of the pencils Collins pages
2.To guide learners 2. To trace a letters will 7
to form the sounds and b. provide
“a” and “b” evidence on the
3. To form the Dreamland
extent to which
sounds a and b. handwriting
learners
book,
understand the
160
lesson. Chart on single
sounds
2 Tracing and writing 1.To guide learners 1. To identify Language Art; An open class Handwriting Easy learning
sound “c” d to form the sounds the sounds c single sounds activity at the book and writing by
“c” and “d” and d. beginning of the pencils Collins pages
lesson will give 8
2.Toguide learners to 2. To trace and feedback on the
trace “c” and “d” form the sound extent to which
c and d. Dreamland
learners
3.To guide learners handwriting
understood
to write the letter “c” 3. To look and book,
work on tracing
and “d” copy the sounds
c and d Chart on single
sounds
3 Tracing and writing 1.To lead learners 1. To identify Language Art; A whole class Handwriting Easy learning
sound e, f identify the sounds e the sounds c single sounds activity at the book and writing by
and f and d. beginning of the pencils Collins pages
lesson will prove 13
2.To guide learners 2. To trace and learners
to form the letters e, form the sound understanding
f e and f. Dreamland
of the topic.
handwriting
3.To guide learners 3. To look and Individual book,
to trace and write “e” copy the sounds activity to form,
and “f” e and f Chart on single
trace the letters.
sounds
4 Tracing and writing 1.To lead learners to 1. To grip with Language Art; An open class Handwriting Easy learning
“g” and “h” identify the sound the tripod finger. single sounds activity at the book and writing by
beginning of the pencils Collins pages
2.To guide learners 2. To identify class will give 14-15
to form the letters “g” the sounds g understanding
and “h” and h. of learners level
Dreamland
of assimilation
3.To guide learners 3. To form and handwriting
on the topic
to trace and write “g” trace sounds g book,
161
and “h” and h. An individual Chart on single
work on writing sounds
4. To look and and tracing.
copy g and h.
5 Tracing and writing 1.To identify the 1. To grip with Language Art; Open class work Handwriting Easy learning
“i” j sounds the tripod single sounds at the beginning book and writing by
fingers. of the lesson on pencils Collins pages
2.Formation of the formation of 15-16
sounds “i” and j” 2. To identify letters will prove
the sounds i and learners
3.To trace and write j. Dreamland
knowledge on
“i” and j” handwriting
topic.
3. To form and book,
trace I and j. Individual work
Chart on single
to write and
3. To look and sounds
trace letters will
write I and j.
give feedback
on learners
ability to write
6/7 Tracing and writing 1.To guide learners 1. To grip with Language Art; Open class work Handwriting Easy learning,
k, l to identify the the tripod single sounds at the beginning book and writing by
sounds fingers. of the lesson on pencils Collins page
formation of 20-21
2.Formation of the 2. To identify letters will prove
letters “k” and “L” the sounds k learners
and l. Dreamland
knowledge on
3.To guide learners handwriting
topic.
to trace and write k 3. To form and book,
and L. trace k and l. Individual work
Chart on single
on tracing and
writing will give
write k and l.
evidence on
each learner’s
ability to write.
162
8 Tracing and writing 1.To guide learners 1. To grip with Language Art; An open class Handwriting Hand writing
sounds “m” and n to Identify the the tripod single sounds. work at the book and work book 3
sounds fingers. beginning of the pencils by Nelson
class will pages 2-4
2.To guide learners 2. To identify provide
to form the sounds the sounds m feedback on
“m” and “n” and n. Dreamland
learners
handwriting
understanding
3.To trace and write 3. To form and book,
of the topic.
“M” and “N” trace m and n.
Chart on single
An individual
activity of form
write m and n.
and write letters
will prove each
learners writing
ability
9 Tracing and writing 1.To guide learners 1. To grip with Language Art; An open class Handwriting `hand writing
sounds o, p, q to Identify the the tripod single sounds work to prove book and work book 1
sounds fingers. learners pencils by Nelson
understanding pages 30-31
2.To guide learners 2. To identify of the lesson.
to form the sounds the sounds o, p
“o” “p” and “q” and q. Individual work Dreamland
on formation of handwriting
3.To guide learners 3. To form and letter “O” “P” book,
trace and write o” “p” trace o, p and q. and “Q”
and “q” Chart on single
write o, p and q.
10 Tracing and writing 1.To identify the 1. To grip with Language Art; Whole class Handwriting Hand writing
“r” “s” and “t” sounds the tripod single sounds activity at the book and work book 1
fingers. beginning of the pencils by Nelson
2.Formation of the class will give pages 23-25
letters “R”, “S” and 2. To identify feedback on
“T” the sounds r, s learners
Dreamland
163
3.To trace and write and t. understanding handwriting
r”, “s” and “t” of the topic. book,
3. To form and
trace r, s and t. Individual work Chart on single
will prove each sounds
3. To look and learner
write r, s and t. knowledge on
writing.
11 Tracing and writing 1.To guide learners 1. To grip with Language Art; An open class Handwriting Hand writing
sounds “U”, “V” and to identify the the tripod single sounds activity will book and work book 1
W sounds fingers. prove leaner’s pencils by Nelson
knowledge on pages 15-17
2.To guide learners 2. To identify formation of
to form the letters the sounds r, s letters.
“U”, “V” and “W” and t. Dreamland
Individual work handwriting
3.To guide learners 3. To form and on writing and book,
to trace and write the trace r, s and t. tracing will
sound “U”, “V” and Chart on single
provide
“W” 3. To look and sounds.
evidence on
write r, s and t.
each learners
writing ability.
12 Tracing and writing 1.To identify these 1. To grip with Language Art; An open class Handwriting Hand writing
“X” , sound the tripod single sounds activity will give book and work book 1
“Y” and “Z” fingers. understanding pencils by Nelson
2.To form the sound of learner’s level pages 11-14
“X”, “y” and “Z” 2. To identify of assimilation
the sounds x, y on the topic.
3. To trace and write and z. Dreamland
these sounds. Individual handwriting
3. To form and activity to write book,
4.To write all the trace x, y and z. the sounds will
sounds Chart on single
ascertain each
learner’s ability
write x, y and z.
to write.
164
2ND TERM
WEEK TOPIC CONTENTS KEYSKILL CROSS CURRICULAR ASSESSMEN RESOURCE REFERENCE
LINK T
1 Fill in the 1.To guide learners to 1. To grip with tripod Number concept; Open class Number writing Nursery
missing look and copy fingers. number values activity on book, Numbers 6 by
number 1-10 numbers 1-10 look and Schofield &
2. To look form and copy will Activity book, Sims pages 7
2.To guide learners to copy numbers 1-10 provide
fill in the missing Chart on
evidence on
numbers 1-10 3. To fill in the missing numbers,
the extent to
numbers 1-10
which Handwriting
learners notebook,
understand
the lesson. Pencil
Individual
activity to fill
in the
missing
numbers.
2 Write from 1.To guide learners to 1. To grip with tripod Number concept; An open Number writing Nursery
memory 1-20 form number 1- 20 fingers. number value class activity book, Numbers 6 by
at the Schofield &
2.To guide learners to 2. To look form and beginning of Activity book, Sims pages 8
look and copy number copy numbers 1-20 the lesson
1-20 Chart on
will give
3. To write from numbers,
feedback on
165
3.To write number 1- memory numbers 1-20 the extent to Handwriting
20 from memory which notebook,
learners
understood Pencil
the lesson.
Individual
work on
writing from
memory.
3 Tracing and 1.To guide learners to 1. to grip with the tripod Language Art; single A whole Dreamland Easy learning
writing identify the sound finger. sounds class activity handwriting writing by
sounds ‘a, b’ at the book, Collins pages
2.To guide learners to 2. To trace a and b. beginning of 13
form the letters a, b the lesson Chart on single
3. To form the sounds a sounds
will prove
3.To guide learners to and b
learners
trace and write “a” and Handwriting
understandin
“b” notebook,
g of the
topic. Pencil.
Individual
activity to
form, trace
the letters.
4 Look and 1. To guide learners to 1. To build and blend Sensorial Activity; An open Early Easy learning
copy “in, at, blend the words. two letter words. preposition class activity learner(phonics writing by
is, it” at the and spelling) Collins pages
2. To guide learners 2. To look and copy two beginning of 14-15
form two letter words. letter words. the class will Chart on two
give letter words
3. To look and copy. 3. To read two letter
understandin
“in, at, is, it”, words. Handwriting
g of learners
note book,
4. To listen and write level of
assimilation
166
two letter words. on the topic Pencil
An individual
work to look
and copy.
5 Identify and 1. To guide learners to 1. To identify tall Sensorial Activity; Open class Dreamland Easy learning
copy the tall identify the tall sounds. concept of height work at the handwriting writing by
sounds(h, b, sounds. beginning of book, Collins pages
d, f) 2. To form and write tall the lesson on 15-16
2. To guide learners to sounds. formation of Handwriting
Form and write the tall letters will notebook,
sounds. 3. To look and copy tall
prove
sounds. Pencil.
learners
3.To guide learners to
knowledge
look and copy “h, d, b,
on topic.
f”
Individual
work to look
and copy
letters will
give
feedback on
learners
ability to
write
6/7 Identify and 1.To guide learners to 1. To identify sounds Pre-science; parts of Open class Dreamland Easy learning,
copy the identify the sounds with leg. the body work at the handwriting writing by
sounds with beginning of book, Collins page 20-
legs.( g, p, j, q, 2. To guide learners to 2. To form the sounds the lesson on 21
y) form the sounds with with leg. formation of Handwriting
leg. letters will notebook,
3. To look and copy the
prove
3.To look and copy “ g, sounds with leg (g, p, j, Pencil.
learners
p, j, q, y) q, y).
knowledge
on topic.
167
Individual
work to look
and copy will
give evidence
on each
learner’s
ability to
write.
8 Read and 1.To guide learners to 1. To read and An open Early Hand writing
copy “of, me, read and memorize memorize sight words class work at learner(phonics work book 3 by
my, we.” the sight words me, my, we. the beginning and spelling) Nelson pages 2
of the class -4
2. To guide learners to 2. To look and copy will provide Chart on sight
look and copy. “Of, me. sight words. feedback on words
My, we.” learners
Handwriting
understandin
note book,
g of the
topic. Pencil
An individual
activity to
read and
copy words
will prove
each learners
reading
ability
9 Read and 1.To guide learners 1. To build and blend Pre-science; animals An open Chart on three `Phonics and
copy. “fat, blend the words three letter words. class work to letter words, Spelling by
dog, pig ,box” prove Collins. Ages 4-
2. To guide learners to 2. To look and copy learners Early 5, pages 5-6.
look and copy “fat, three letter words. understandin learner(phonics
dog, pig, box.” g on the and spelling)
3. To read three letter
lesson.
3. To guide learners to words. Handwriting
168
read these words. 4. To listen and write Individual note book,
three letter words. work on look
and copy, fat, Pencil
dog, pig, box.
10 Look and 1.To guide learners to 1. To count from Number concept; Whole class Number writing Nursery
copy 11-20 count numbers 1-20 number 1-20 counting in activity at the book, Numbers 6 by
ascending order beginning of Schofield &
2. To guide learners in 2. To form and copy the class will Activity book, Sims page9
Forming of numbers 1- numbers 1-20 give
20 Chart on
feedback on
3. To write numbers 1- numbers,
learners
3.To direct learners to 20 from memory.
understandin Handwriting
look and copy 1-20
g of the notebook,
topic.
Pencil
Individual
work will
prove each
learner
knowledge
on writing.
11 Read and 1.To guide learners to 1.To identify the sounds Language Art digraph An open Chart on digraph Jolly phonics
copy, oo, ,oa, identify the sounds oo, oa, ee, or. sounds class activity sounds, hand book
ee, or will prove
2.To guide learners to 2. To read look and copy leaner’s Activity book,
form the sounds oo, oa, ee, or. knowledge
Handwriting
on formation
3. To direct learners to 3. To listen and write notebook,
of letters.
look and copy oo, oa, digraph sounds.
ee, or. Pencil
Individual
work on read
and copy will
provide
evidence on
each learners
169
writing
ability.
12 Review all 1.To guide learners to 1. To identify all the Pre-science; part of An open Dreamland Hand writing
sounds with identify these sounds sounds with legs. my body class activity handwriting work book 1 by
legs will give book, Nelson pages
2.To direct learners 2. To look and copy the understandin 11-14
form the sounds g, p, j, sounds with leg. g of learner’s Handwriting
q, y. level of notebook,
3.To listen and write the
assimilation
3. To guide learners to sounds with leg Pencil.
on the topic.
look and copy these
sounds. Individual
activity to
4.To direct learners to
write the
write all the with leg
sounds will
sounds
ascertain
each
learner’s
ability to
write.
3RD TERM
WEEK TOPIC CONTENT KEY SKILL CROSS CURRICULAR ASSESSMENT RESOURC REFERENCE
LINK E
1 Look and 1. To guide learners to 1. To identify all the tall Sensorial Activity; Open class Dreamlan Easy learning
copy tall identify the tall sounds. concept of height activity on look d writing by
sounds sounds. and copy will handwriti Collins pages 19
2. To form, look and provide evidence ng book,
170
2. To direct learners to copy all the tall sounds. on the extent to Handwriti
form the tall sounds. which learners ng
3. To listen and write all understand the notebook,
3. To guide learners to the tall sounds lesson.
look and copy tall Pencil.
sounds, d, b, h, f, t, f, l, Individual activity
k. to form letters
correctly.
2 Look and 1. To guide learners to 1. To identify the sounds Pre-science; part of An open class Dreamlan Easy learning
copy sounds identify the sounds with leg. the body activity at the d writing by
with legs with leg. beginning of the handwriti Collins pages 21
2. To form, look and lesson will give ng book,
2. Guide learners to copy sounds with leg. feedback on the
Form of sounds with extent to which Handwriti
legs. 3. To listen and write ng
learners
sounds with leg. notebook,
understood the
3.To guide learners to
lesson.
look and copy, g, q, p, Pencil.
y. Individual work on
writing letters
with legs.
3 Look and 1.To guide learners to 1. To identify all the Sensorial Activity; A whole class Dreamlan Easy learning
copy short identify the short short sounds. concept of height activity at the d writing by
sounds sounds beginning of the handwriti Collins pages 25
2. To look and copy the lesson will prove ng book,
2. To guide learners to short sounds. learners
form the letters a, c, e, understanding of Handwriti
i, m, n, o, r, s, u, v, w, z, 3. To listen and write all ng
the topic.
x. the short sounds. notebook,
Individual activity
3. To guide learners to to form the Pencil.
look and copy the letters.
short sounds.
4 Look and 1. To guide learners to 1. To build and blend An open class Chart on Easy learning
171
copy three build and blend three three letter words. activity at the three writing by
letter words. letter words. beginning of the letter Collins pages 24
2. To read three letter class will give words, -25
2. To guide learners to words. understanding of Early
read three letter learners level of learners
words. 3. To look and copy
assimilation on phonics
three letter words.
the topic and
3. To direct learners to
1. To listen and write spelling.
look and copy three An individual work
letter words. Ant, sat, three letter words.
to look and copy. Dreamlan
log, leg. d
handwriti
ng book
Handwriti
ng note
book,
pencil
5 Look and 1. To guide learners to 1. To build and blend Open class work Chart on Easy learning
copy four build and blend four three letter words. at the beginning word with writing by
letter words. letter words. of the lesson on digraph Collins pages 26
2. To read four letter writing these sounds, -27
2. To lead leaners to words. words will prove Early
read four letter words. learners learners
3. To look and copy four
knowledge on phonics
3. To direct learners to letter words.
topic. and
look and copy four
4. To listen and write spelling.
letter words. Pink, Individual work to
frog, sing, swam. four letter words.
look and copy Dreamlan
words will give d
feedback on handwriti
learners ability to ng book
write
Handwriti
ng note
172
book,
Pencil
6/7 Look and 1. To guide learners to 1. To build and blend Songs and rhymes; Open class work Chart on Easy learning,
copy five build and blend five five letter words. there are five at the beginning consonan writing by
letter words. letter words. balloons floating in of the lesson t blends, Collins page -30
2. To read five letter the air. reading this word Early
2. To direct learners to words. will prove learners learners
read five letter words. knowledge on phonics
3. To look and copy five
topic. and
3. To guide learners to letter words.
spelling
look and copy, brush, Individual work to
queen, broom. 4. To listen and write
look and copy will Handwriti
five letter words.
give evidence on ng note
each learner’s book,
ability to write.
pencil
8 Copy this 1. To guild learners to 1. To construct and read Pre-science; tools An open class Handwriti Hand writing
sentence; The construct and read sentences. and toys. work at the ng note work book 3 by
door is shut. sentences. beginning of the book, Nelson pages
2. To look and copy class will provide pencil, 10
2. To direct learners to sentence (The door is feedback on and chart
look and copy; the shut). learners on
door is shut. understanding of sentence
3. To listen and write the
the topic. constructi
door is shut.
on and
An individual Dreamlan
activity to read d
and copy handwriti
sentences will ng book.
prove each
learners reading
ability
9 Copy this 1. To guild leaners to 1. To construct and read Social skill; duties of An open class Handwriti `Hand writing
173
sentence; build and read the sentences. members of the work to prove ng note work book4
Mum can sentence. family learners book, Nelson. Page 4.
cook. 2. To look and copy understanding on pencil,
2. To direct learners to sentence (Mum can the lesson. and chart
look and copy; mum cook). on
can cook. Individual work on sentence
3. To listen and write look and copy, constructi
mum can cook. mum can cook. on and
dreamlan
d
handwriti
ng book.
10 Copy this 1.To guide learners to 1. To construct and read Social skill; the Whole class Handwriti Hand writing
sentence; I build and read the sentences. family. activity at the ng note work book 4 by
like mum and sentence beginning of the book, Nelson page 7
dad. 2. To look and copy class will give pencil,
2. To direct learners to sentence (I like mum feedback on and chart
look and copy; I like and dad). learners on
mum and dad. understanding of sentence
3. To listen and write I
the topic. constructi
like mum and dad.
on and
Individual work on dreamlan
writing the d
sentence will handwriti
prove each ng book.
learner knowledge
on writing.
11 Copy this 1. To guide learners to 1. To construct and read Songs and rhymes; An open class Handwriti Hand writing
sentence; construct and read the sentences. old Mac-donald has a activity will prove ng note work book 4 by
Duck can sentence. farm leaner’s book, Nelson page 9
swim. 2. To make the sound knowledge on the pencil,
2. To guide learners on the duck makes. topic. and chart
the sound the duck on
makes. 3. To look and copy Individual work on sentence
sentence. The duck can read and copy will
174
2. To guide learners to swim. provide evidence constructi
look and copy; Duck on each learners on and
can swim. writing ability. Dreamlan
d
handwriti
ng book.
12 Copy this 1. To direct learners to 1. To construct and read Pre-science; classes An open class Handwriti Hand writing
sentence; A construct and read the sentences. of food activity will give ng note work book 4 by
bunch of sentence. understanding of book, Nelson page14
banana. 2. To look and copy learner’s level of pencil,
2. To guide learners to sentence. A bunch of assimilation on chart on
look and copy the banana. the topic. sentence
sentence; A bunch of constructi
banana. Individual activity on.
to write the
sounds will
ascertain each
learner’s ability to
write.
T.P.D 1ST TERM
WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULAR
LINK
1 Coming to To partake in 1. To always Number An open class .teachers and pupils www.lumosity.co
school early the morning be punctual concept: telling activities will give m
175
drill. in school the time in the feedback on the
hour. extent learners
2. To always have understood
be ready the lesson.
for the daily
activities. Individual work .
the way a learner is
3. To go to able to answer his
bed in time name will prove
his understanding
.
on the topic.
2 Orderliness Making lines, 1.To always make a W. W. J. D: the Whole class activity Pupils and teachers www.lumosity.co
folding arms straight line. story creation at the beginning of m
and standing the lesson will
according to 2. To always stand ascertain learner’s
height. according to height knowledge on how
on a queue to keep and
maintain
orderliness.
3 Doing my To do, handle 1. To do home work W. W. J. D: The ability of child Book, water, file, www.lumosity.co
homework homework with as instructed obedience to do , keep and table m
care / returning return homework
2. To return neatly will prove
homework.
homework in time. learners
understanding on
the topic
4 Correct To take a proper 1.to always sit the Physical Whole class Chair, table www.lumosity.co
learning sitting posture [right way during education: jack activity will give m
position while learning learning time. in the box feedback on the
extent to which
pupils can take a
good learning
position.
5 Proper use of To handle 1. To always take W. W. J. D: the Child’s ability to Books, table, pencil, www.lumosity.co
materials materials with care of their story of queen handle and use easer, etc m
176
care property/belonging Esther materials will test
how the child
understands the
proper use of
materials.
6/7 Bullying and 1.To discourage 1. To always avoid W. W. J. D: the Learners ability to Picture of two www.lumosity.co
fighting are learners from fighting story of the mingle or associate persons fighting m
wrong bullying and good Samaritan with others will
fighting. 2. To treat others prove the extent to
as will want others which pupils
do to you. understanding that
bullying and
fighting are wrong
8 Proper way of To encourage 1. To always make W. W. J. D: the Whole class and Teacher, pupil,
answering the use of use of pointer to story of Samuel individual activities register, pen www.lumosity.co
question pointer when get attention and Eli will prove the m
question is extent to which
asked. learners
understand the
topic.
9 Silence time To encourage To keep and W. W. J. D: the The level at which Table, teacher and www.lumosity.co
silence during maintain silence death and learners observe pupil m
meal time, during meal, resurrection of silence during the
learning time learning and resting Christ. meal, silence and
and resting time time resting time will
show pupils
understanding on
the topic
10 Proper way to To encourage To make the use Physical Pupils regular use Handkerchief and www.lumosity.co
sneeze, yawn the use of of handkerchief a education: of handkerchief tissue m
and cough handkerchief habit bending and value of
177
To always avoid exercise handkerchief while
sneezing on people coughing , yawning
and sneezing will
prove learners
understanding on the
topic
11 Orderliness Carrying and To always keep W. W. J. D: the Whole class activity Boxes, bags, books www.lumosity.co
keeping of bags things in the right story of at the beginning of etc m
and boxes on place and the right creation. the lesson will
the shelves. ways ascertain learner’s
knowledge on how
to keep and
maintain
orderliness.
12 Greetings in To encourage To master the W. W. J. D: The ability of Teachers, pupils and www.lumosity.co
the morning good manners . correct greetings in thankfulness. learners to greet parents m
and the morning and The story of the the proper way in
afternoon To encourage afternoon. ten lepers the morning and
learners to afternoon will show
always greet in To be respectful. how deep learners
the morning and understand the
after school To be polite
topic
2ND TERM
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK
1. Coming to 1.To partake in 1. To always Number An open class activities will Teachers and www.lumosity.co
school morning drill. be punctual concept: give feedback on the extent pupils m
178
early in school telling the time learners have understood the
in the hour. lesson.
2. To always be
ready for the Individual work . the way a
daily learner is able to answer his
activities. name will prove his
understanding on the topic.
3. To go to bed
in time
2. Correct To encourage  To always sit Practical life: Whole class work at the Teachers, www.lumosity.co
sitting and learner to sit, the right way grooming beginning of the lesson will pupils m
standing stand and walk provide evidence on the extent
posture the right ways  To always to which learners can sit and
walk the stand the right way.
right way
3. Silence To encourage To keep and W. W. J. D: the The level at which learners Table, pupils www.lumosity.co
time. silence during maintain silence death and observe silence during the and teacher m
meal, learning during meal, learning resurrection of meal, silence and resting time
and resting time. and resting time Christ. will show pupils understanding
on the topic
4/5. How to The right way to 1. To always take W. W. J. D: the Child’s ability to handle and Pencils, books, www.lumosity.co
handle use materials care of their story of queen use materials will test how eraser etc m
materials property/belonging Esther the child understand the
proper use of materials
6/7. Handling To encourage To do, handle W. W. J. D: The ability of child to do , keep Books, files, www.lumosity.co
home work learners to homework with care obedience and return homework neatly table m
books, always handle / returning will prove learners
doing and books with care, homework. understanding on the topic
passing doing and
homework returning
homework books
179
8/9 School 1. To drill 1.To always obey W. W. J. D: the The manner in which pupils Chart on www.lumosity.co
rules / learners on school rules. ten respond to the school rules class/ school m
agreement. observing school commandmen will help evaluate pupils agreement
rules and class 2.To always respect ts understanding on the topic
agreement. and regard the
school rules
RD 10 Good toilet To encourage 1.to always wash Pre-science: The extent to which learners Soap, water, www.lumosity.co
3 habits washing of hands hand after using the personal remember to wash hands with towel, toilet m
with soap toilet hygiene. soap, flush toilet and lift skirt
,flushing and whenever they make use the
drying of hands 2. to see the need toilet will prove their
after using the for flushing toilet understanding on the topic
toilet after use
3. to lift skirt properly

when trying to use
the toilet.
11. Proper way To encourage  To answer W. W. J. D: the A whole class activity will tell if Teachers and www.lumosity.co
of learners to name the story of learners can answer their pupils m
answering answer names right way Samuel and Eli name correctly
your name the right way {yes when called.
please}
12. Don’t take To discourage 1. To avoid W. W. J. D: the Whole class and individual Thing on the www.lumosity.co
things that stealing stealing from story of activity will test for how best table m
do not people Ananias and learners understand the topic.
belong to saphira
you. 2. To develop a
good habit
TERM
180
CURRICULAR LINK
1 Coming to To settle down 1. To always Number concept: An open class activities will Teachers and www.lumosity.co
school and partake in be punctual telling the time in give feedback on the extent pupils m
early and morning drills in school the hour. learners have understood the
settling lesson.
down in 2. To always
class be ready Individual work . the way a
for the daily learner is able to answer his
activities. name will prove his
understanding on the topic.
3. To go to
bed in time
2 Handling To encourage To do, handle W. W. J. D: The ability of child to do , keep Books, files www.lumosity.co
my learners to always homework with obedience and return homework neatly m
homework handle books with care / returning will prove learners
and books care, do and homework. understanding on the topic
return home work.
3 My class To rote read the  To master W. W. J. D: the ten The manner in which pupils Chart on class www.lumosity.co
agreement. class agreement some good commandments respond to the class rules will agreement m
daily . behaviour help evaluate pupils
while in understanding on the topic
class
 To always
abide by
rules
4 Some good To encourage 1.to always observe Pre-science: The extent to which learners Table, food, www.lumosity.co
habits. good table good table personal hygiene. remember to wash hands with chair, toilet m
manners, good manners. soap, flush toilet and lift skirt
toilet habits, whenever they need to use the
181
sitting posture 2. to always toilet/ eat properly without
and greetings . observe good toilet making crumbs, talking with
habit / good mouth full and soiling shirt will
walking , sitting and help evaluate pupils
standing posture knowledge on the topic
5/6 Minding To encourage the 1. To always Language art: the Learners ability to identify and Teachers and www.lumosity.co
your use of polite use polite 42 jolly phonics pronounce sound the way it pupils m
language words. words sounds should be pronounced while
always speaking , the use of polite
2. To words always will give prove
pronounce on their understanding on the
words topic.
correctly
3. To speak
correct
English
7/8 Etiquette: To dress up 1.to always look Practical life: Learners, effort to always look Pupils and www.lumosity.co
minding properly neat. grooming. neat will help to test pupils teachers m
your understanding on the topic.
dressing. 2. to always be
presentable
9/10 Etiquette Don’t laugh at 1.To always W. W. J. D: the Pupils ability to listen to others Pupils and www.lumosity.co
your friend’s respect others story of David and and correct politely when the teachers m
mistake opinion Goliath need arise rather than
laughing will help to prove how
2. always see the much pupils imbibe the topic.
good side of others
11 Good table To discourage 1. To always be Pre-science : The ability of learners to eat Table, food, www.lumosity.co
manners talking with quiet, not soiling personal hygiene. with the mouth closed, chair m
mouth full, clothes, not making unsoiled dress, not making
making of crumbs while crumbs will help determine
crumbs, soiling of eating their understanding on the
clothes while topic.
182
eating.
12 Good toilet To encourage 1.to always wash Pre-science: The extent to which learners The toilet, www.lumosity.co
habits washing of hands hand after using personal hygiene. remember to wash hands with water, soap, m
with soap, the toilet soap, flush toilet and lift skirt towel
flushing nd drying whenever they make use the
hands after using 2. to see the need toilet will prove their
the toilet. for flushing toilet understanding on the topic
after use
3. to lift skirt
properly when
trying to use the
toilet.
STORY 1ST TERM
WKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK
1 Reading 1.describe terms 1. To say the Sensorial Activity. Whole class activity at the Different picture Ladybird
individual 2.identify different meaning of Perception and beginning of the lesson books. story books
picture book. pictures reading. discrimination will provide evidence on
2. To identify the extent to which
different pictures. learners can read picture
books.
provide evidence on the
learner can apply their
knowledge on reading
picture books.
2/3 Snow white and 1.describe terms 1.To identify and Social skills; Whole class activity at the The DVD on snow Snow white
the seven 2. identify each describe the seasons beginning of the lesson white and the story book
183
dwarfs character in the characters will provide evidence on seven dwarfs
story 2. To give a the extent to which
3. Tell the pupils the summary of the learners can apply their
story. story. knowledge on snow white
4. State the moral 3. To say the and the seven dwarfs.
lessons in the story. moral lessons in Individual work will
the story. provide evidence on the
learner summarize the
story.
4/5 Pinocchio 1.describe terms 1. To identify and W.W.J.D. what I whole class activity at the Wood, pupils and The story
2. Identify each describe the should do as a beginning of the lesson teachers book for
character in the characters in the good child. will provide evidence on pinocchio
story. story. the extent to which
3. Tell the pupils the 2. To give a learners can apply their
story. summary of the knowledge on Pinocchio
4. State the moral story. Individual work will
lessons in the story. 3. To say the provide evidence on the
moral lessons in extent to which each
the story. learner summarize the
story.
6/7 Little red riding 1.describe terms 1. To identify and Sensorial Activity; Whole class activity at the Red material, pix The story
hood 2. identify and name role play some of concept of beginning of the lesson of a wolf book for little
the characters in the the characters in colours. will provide evidence on red ridding
story the story. the extent to which hood
3.Dramatise and say 2. To give a short learners have ascertained
the story to the summary of the the lesson.
pupils story. Individual work on stating
4. State the moral 3. To say the the moral lesson will
lessons in the story. moral lessons in provide evidence on the
the story. extent to which each
learner have understood
the lesson.
8/9 Amelia and the 1.describe terms 1. To identify and Pre science; Whole class activity at the Grasshopper, Amelia and
grasshopper 2. identify and name role play some of insects beginning of the lesson basket ball court the
the characters in the the characters in will provide evidence on grasshopper
story the story. the extent to which story book
3.Dramatise and say 2. To give a short learners can apply their
the story to the summary of the knowledge on story.
184
the lesson.
10/11 The giant stew. 1.describe terms 1. To identify and Sensorial Activity; Whole class activity at the Carrot, knife, pot. The giant
2. identify and name role play some of concept of size beginning of the lesson stew story
the characters in the the characters in will provide evidence on book
story the story. the extent to which
the story to the summary of the knowledge on the story.
pupils story. Individual work on
4. State the moral 3. To say the summarizing the story will
learner have ascertained
the lesson.
12 The clever 1.describe terms 1. To identify and Pre science; Whole class activity at the A jug, stones and The clever
monkey 2. identify and name role play some of animals beginning of the lesson water. monkey story
the characters in the the characters in will provide evidence on book
story the story. the extent to which
the story to the summary of the knowledge on story.
learner have ascertained
the lesson.
STORY 2ND TERM

1 Reading individual 1.describe terms 1. To say the W.W.J.D; Story Whole class activity at the Stories books. Individual
story book 2.identify different meaning of of creation beginning of the lesson will story books
pictures reading. provide evidence on the
2. To identify extent to which learners can
different pictures. apply their knowledge on the
story.
Individual work to identify
185
pictures will provide evidence
on the extent to which each
learner have ascertained the
lesson.
2/3 The fox and the 1.describe terms 1. To identify and Pre science; wild whole class activity at the Picture of a fox, The fox and
stork 2. identify and role play some of animals beginning of the lesson will the stork
name the the characters in provide evidence on the story book
characters in the the story. extent to which learners can
story 2. To give a short apply their knowledge the
3.Dramatise and summary of the topic
say the story to story. Individual work on
the pupils 3. To say the summarizing the story will
4. State the moral moral lessons in provide evidence on the
lessons in the the story. extent to which each learner
story. have ascertained the lesson.
5/6 Chicken licken 1.describe terms 1. To identify and Pre science; Whole class activity at the A nut, pix of the Chicken
2. identify and role play some of heavenly bodies beginning of the lesson will chicken licken story
name the the characters in provide evidence on the book
story 2. To give a short apply their knowledge.
3.Dramatise and summary of the Individual work to summarize
say the story to story. the story will provide
the pupils 3. To say the evidence on the extent to
4. State the moral moral lessons in which each learner have
lessons in the the story. understood the topic.
story.
6/7 The three little 1.describe terms 1. To identify and Pre science; Whole class activity at the Straw, brick and The three
pigs 2. identify and role play some of farm animals. beginning of the lesson will wood little pig
name the the characters in provide evidence on the story book
characters in the the story. Sensorial extent to which learners can
story 2. To give a short Activity; concept identify the pigs.
3.Dramatise and summary of the of size Individual work to state the
say the story to story. moral lessons will provide
186
lessons in the the story. ascertained the lesson
story
8/9 The duck and the 1.describe terms 1. To identify and Pre-science: Whole class activity at the Peak, picture of The duck and
hen 2. identify and role play some of domestic beginning of the lesson will a hen and duck the hen story
name the the characters in animals provide evidence on the
story 2. To give a short apply their knowledge on
3.Dramatise and summary of the lesson.
say the story to story. Individual work to will provide
lessons in the the story. ascertained the lesson.
story.
10/11 Why the bear tail is 1.describe terms 1. To identify and W.W.J.D: Greed Whole class activity at the Fish, picture of The book on
short 2. identify and role play some of beginning of the lesson will snow, bear and why the bear
name the the characters in provide evidence on the fox. tail is short.
story 2. To give a short apply their knowledge on the
3.Dramatise and summary of the topic.
say the story to story. Individual work will provide
4. State the moral moral lessons in each assimilation of the
lessons in the the story. topic.
story.
12 Why the giraffe 1.describe terms 1. To identify and Pre-science: Whole class activity at the Picture of a The book on
and ox are good 2. identify and role play some of wild animals beginning of the lesson will giraffe and ox why giraffe
friends name the the characters in provide evidence on the and the ox
characters in the the story. extent to which learners can are good
story 2. To give a short apply their knowledge on the friends
3.Dramatise and summary of the lesson.
say the story to story.
187
the pupils 3. To say the
4. State the moral moral lessons in
lessons in the the story.
story.
STORY 3RD TERM

1 Reading of 1.describe terms 1. To identify and Sensorial Whole class activity at the Lady book story Individual
individual story 2. identify and role play some of Activity: beginning of the lesson books. picture book
book name the the characters in shapes and will provide evidence on
characters in the the story. objects the extent to which
story 2. To give a short learners can apply their
3.Dramatise and summary of the knowledge on classes of
say the story to the story. food.
pupils 3. To say the Individual work to
4. State the moral moral lessons in summarize the story will
lessons in the the story. provide evidence on the
story. extent to which each
the topic.
2/3 The three Billy 1.describe terms 1. To identify and Number Whole class activity at the Grass, picture of The three Billy
goat gruff 2. identify and role play some of concept; beginning of the lesson goats. goat gruff story
name the the characters in Number value will provide evidence on book
characters in the the story. the extent to which
story 2. To give a short Language Art; learners can apply their
3.Dramatise and summary of the Nouns knowledge to the lesson.
188
say the story to the story. Individual work to say the
pupils 3. To say the moral lesson will provide
4. State the moral moral lessons in evidence on the extent to
lessons in the the story. which each learner have
story. understood the topic.
4/5 The enormous 1.describe terms 1. To identify and Sensorial Whole class activity at the Man, woman, CD on the
turnip 2. identify and role play some of Activity; beginning of the lesson dog, boy and enormous turnip
name the the characters in Concept of will provide evidence on girl.
characters in the the story. size the extent to which
3.Dramatise and summary of the knowledge on the lesson.
say the story to the story. Individual work to
pupils 3. To say the summarize the story will
4. State the moral moral lessons in provide evidence on the
lessons in the the story. extent to which each
story. learner have understood
the topic.
6/7 Jack and the 1.describe terms 1. To identify and Pre science; individual activity on The picture of The story book
bean stalk 2. identify and role play some of classes of questioning at the end of jack, beans on Jack and the
name the the characters in food the lesson will provide beanstalk, and
characters in the the story. evidence on the extent to DvD.
story 2. To give a short which learners can apply
3.Dramatise and summary of the their knowledge on the
say the story to the story. story
pupils 3. To say the
4. State the moral moral lessons in
lessons in the the story.
story.
8/9 The clever 1.describe terms 1. To identify and Pre science; Whole class activity at the Picture of a The story book
monkey 2. identify and role play some of sources of beginning of the lesson monkey, stones, on the clever
name the the characters in water will provide evidence on jug and water book
characters in the the story. the extent to which
story 2. To give a short Language Art; learners can apply their
3.Dramatise and summary of the consonant knowledge on the story.
say the story to the story. blends Individual work to say the
pupils 3. To say the story will provide evidence
189
4. State the moral moral lessons in on the extent to which
lessons in the the story. each learner have
10/11 Little red hen 1. To identify and 1. To identify and Language Art: Whole class activity at the Grain of maize, www.story.com,
role play some of role play some of double beginning of the lesson grass, picture of the book on little
the characters in the characters in consonant will provide evidence on a hen, pig, rat red hen
the story. the story. the extent to which and cat.
2. To give a short 2. To give a short learners can apply their
summary of the summary of the knowledge on the story .
story. story. Individual work to identify
3. To say the moral 3. To say the some moral lessons will
lessons in the moral lessons in provide evidence on the
story. the story. extent to which each
the topic.
12 The lion and the 1.describe terms 1. To identify and Pre- science: Whole class activity at the Picture of lion www.story.com,
mouse 2. identify and role play some of classification beginning of the lesson and mouse. the book on the
name the the characters in of animals will provide evidence on lion and the
characters in the the story. the extent to which mouse.
3.Dramatise and summary of the knowledge on the topic.
say the story to the story. Individual work on
pupils 3. To say the questioning will provide
4. State the moral moral lessons in evidence on the extent to
lessons in the the story. which each learner have
190
SONGS & RHYMES 1ST TERM
1 This little pig 1.recite the rhyme 1.To identify Pre-science; An open class activity A golden sturdy
and sing the song the big, bigger domestic to ascertain learner’s book by mother
and biggest animals previous knowledge in goose word book
2. Identify a pig as pigs the topic. illustrated by
an animal and colour dicschweningen
it. 2.recite the An individual activity
rhyme and to state the moral
3.role play it sing the song lesson from the
rhyme.
4.state the moral
lessons from the
rhyme
2 Old Macdonald had 1. Recite the rhyme 1. To recite Language An open class activity Picture of Old Mac-Donald had
a farm and sing the song. the rhyme and Arts; sounds. to ascertain learner’s animals a farm
191
2.role play the song sing the song Pre-science; previous knowledge
domestic on the rhyme.
3.identify and colour 2.To identify animals
the animals in old the animals in An individual activity
Macdonald’s farm the farm to recite and state
some moral lesson.
4.describe a farm 3. To make
their sounds
3 Jack and Jill went 1.recite the rhyme 1.To recite Language Art; An open class A bucket of Jack and Jill (a touch
up the hill. and sing the song the rhyme and double discussion at the water and a feel rhyme)
sing the song. consonant beginning of the illustrated by Emma
2.role play it lesson Dodd.
2.To be
3.say the moral careful why Will ascertain learners
lessons walking. understanding on the
meaning of the
4. we need to always
rhyme.
walk, or do
everything with care. A pair work to role
play it
An individual activity
to say the moral
lessons.
4 Two fat gentlemen 1.Recite the rhyme 1. To recite T.P.D; Proper An open class Two fat gentlemen (a
and sing the song the rhyme way of discussion at the touch and a feel
greeting in the beginning of the rhyme) illustrated by
2.role play it 2.To always morning, lesson Emma Dodd
greet with afternoon and
3. Say the need to courtesy Will ascertain learners
evening.
always greet with understanding on the
courtesy. 3.To state the meaning of the
need to be rhyme.
4. Say the polite
192
importance of A pair work to role
greeting people. play it
5.state the need to An individual activity

always be polite to say the moral
lessons.
a fat man.
5 Hey diddle diddle 1.recite the rhyme 1. recite Pre-science; An open class activity Hey diddle diddle (a
and sing the song rhyme/ sing domestic to recite the rhyme touch and a feel
the song animals and role play it. rhyme) illustrated by
2. Say some moral Emma Dodd
lesson from the role 2. to identify An individual activity
play. the cat, cow, to say the moral
etc lesson
a cat.
6/7 Goosy goosy 1.recite the rhyme 1.To recite W.W.W.J.D; An open class activity Goosy goosy (a
gander and sing the song the rhyme/ prayer to ascertain learner’s touch and a feel
sing the song previous knowledge in rhyme) illustrated by
2.dramatise it and the topic. Emma Dodd
say some moral 2.To identify
lessons from the the need for An individual activity
rhyme/role play prayer to state the moral
lesson from the
3.identify an old man 3.To identify rhyme.
the an old
man
8 Little fishes in a 1.recite the rhyme 1.To recite Social skill; An open class activity Fish, hook, Little fishes in the
brook the rhyme the family to ascertain learner’s pot brook (a touch and a
2.dramatise previous knowledge in feel rhyme)
2.To identify the topic. illustrated by Emma
3.say some duties of and say the Dodd
a father/ mother
193
duties of each An individual activity
member of to state the moral
the family lesson from the
rhyme.
9 One two buckle my 1. identify a shoe . 1.To sing the Practical life; An open class activity shoes One two buckle my
shoes song lacing to ascertain learner’s shoes (a touch and a
2.recite the rhyme exercise previous knowledge in feel rhyme)
2.To identify a the topic. illustrated by Emma
3. Say the moral shoe Dodd
lesson. An individual activity
3.To always to state the moral
buckle their lesson from the
shoes rhyme.
10 Cobber, cobbler, 1.identify a shoes 1.To recite Practical life; An open class activity shoes Cobber, cobbler
mend my shoe that is bad. the rhyme lacing to ascertain learner’s mend my shoe (a
exercise previous knowledge in touch and a feel
2. Recite the rhyme 2.identify who the topic. rhyme) illustrated by
a cobber is Emma Dodd
3.Role play. An individual activity
to state the moral
lesson from the
rhyme.
11 Five currant buns 1. Recite the rhyme. 1.To sing the Number An open class activity Buns, a boy, Five current buns (a
song. concept; to ascertain learner’s the picture of touch and a feel
2.state the principles subtraction previous knowledge in a shop rhyme) illustrated by
of subtraction 2.To state the involving the topic. Emma Dodd
principle of money
3. Identify buns and subtraction An individual activity
say what it is used to state the moral
for. 3.identify lesson from the
money and rhyme.
4.role play how to make
change
5. Say some moral
lesson.
194
12 Hot cross buns 1.recite the rhyme 1.To recite Number An open class activity buns Hot cross buns (a
the rhyme concept; to ascertain learner’s touch and a feel
2.Identify buns concept of previous knowledge in rhyme) illustrated by
2.To identify money the topic. Emma Dodd
3.say the moral the buns
lesson An individual activity
3.To identify to state the moral
From the role play. other lesson from the
currency rhyme.
2ND TERM
1 Yankee doodle 1.recite the rhyme 1.To sing the Pre-science; An open class activity Yankee Yankee doodle
song. musical to recite the rhyme doodle’s hat, (a touch and a
2.role play it instrument and role play it. feather feel rhyme)
2. role play the illustrated by
3.say the moral lesson song An individual activity Emma Dodd
to say the moral
4.say the need to always
lesson
observe things carefully
5.say the benefits of music

as they play some musical
instruments
2 Hush little baby 1.recite the rhyme and sing 1.To sing the T.P.D; crying An open class activity A bell, a ring Hush little
the song song unnecessary to ascertain learners baby (a touch
are bad habits understanding on the and a feel
2.say the benefits of not 2.To say what meaning of the rhyme. rhyme)
crying unnecessary and the we must do illustrated by
disadvantage of crying when we need An individual activity Emma Dodd
unnecessarily some thing to recite the rhyme
195
3.state what we must do 3.To identify
when we want some things how bad it is to
cry
unnecessary
3 Humpty dumpty 1.recite the rhyme 1.recite the Language Art; An open class activity Humpty
rhyme / sing review of noun to recite the rhyme dumpty (a
2.role play the rhyme the song and verb touch and a
A pair works to role feel rhyme)
3.say some moral lesson 2.To avoid play it. illustrated by
from the rhyme playing rough Emma Dodd
4.to be safety conscious to say some moral
lesson from the
5.avoid playing
rhyme.
rough/unnecessarily
4 Mary, Mary, quiet 1.recite the rhyme and sing 1.To recite the T.P.D; An open class activity Picture of a Mary, Mary
contrary the song rhyme orderliness to recite the rhyme garden quite contrary
(a touch and a
2.role play it 2.To keep thing A pair works to role feel rhyme)
in order play it. illustrated by
3. Say the moral lessons
Emma Dodd
from the song. Talk about An individual activity
caring. to say the moral
lessons from the
story.
5 Dinah blow your 1.recite the rhyme 1.To sing the Pre-science; An open class Picture of a Dinah blow
horn song musical discussion to recite railway your horn(a
2.role play he dramatize it instrument the rhyme and touch and a
2.To identify dramatize will prove feel rhyme)
3.identifyand name some and mention learners knowledge on illustrated by
musical instruments . some musical the meaning of the Emma Dodd
instrument rhyme.
4. Say the need to always
wake up early. 3.To always An individual activity
196
wake up early to say some moral
and identify the lessons from the
important of rhyme.
work
6 All the big ship 1.recite the rhyme and sing 1.To recite the Social skill; An individual activity All the big ship
sail. the song rhyme some to recite the rhyme will (a touch and a
interesting prove each learners feel rhyme)
2.role play the rhyme 2.To identify a places understanding on the illustrated by
ship using meaning of the rhyme. Emma Dodd
3.identify ships picture
An open class activity
to identify ships and
say some moral
lesson from the
rhyme.
7/8 Touch a friend’s 1.describe a friend 1.To describe a Pre-science; An open class activity Touch a
hand friend part of the to describe a friend friend hands
2.recite the rhyme and sing body will prove learners (a touch and a
the song 2.To sing the knowledge in the feel rhyme)
song topic. illustrated by
3. State the importance of
Emma Dodd
greeting. 3.To state the An individual activity
importance of to state the
greeting importance of
greetings will prove
learners
understanding in the
rhyme.
9/10 Five balloons 1.recite the rhyme 1.To sing the Number An open class activity balloons Five balloon (a
song concept; to ascertain learners touch and a
2.identify 5 balloons for number value understanding on the feel rhyme)
number 5 2.To identify meaning of the rhyme. illustrated by
number 5 for Emma Dodd
3.state the need to always five balloons An individual activity
197
be safety conscious (moral 3. To state to recite the rhyme
lesson) some safety
rules
11/12 This little pig 1.recite the rhyme 1.To recite the T.P.D; crying An open class activity Pig of three This little pig
rhyme unnecessary to prove learners pigs (a touch and a
2.role play the rhyme are bad habits knowledge on the feel rhyme)
2.To role play rhyme (meaning of the illustrated by
3.say the moral lesson the rhyme rhymes). Emma Dodd
4.it is not good to cry 3.To identify An individual activity
unnecessary how bad it is to to state the moral
cry lessons from the
5.we need to be disciplined
unnecessary rhyme.
3RD TERM
½ Piggy on the railway 1.describe terms 1.To recite the T.P.D; etiquette An open class Picture of a Piggy on the
rhyme discussion to ascertain railway, stones railway (a touch
2.recite the rhyme learner’s knowledge on and a feel
2.To always say the importance of rhyme)
3. say the importance sorry caring for others. illustrated by
of caring for others.
Emma Dodd
An individual activity to
4.state the need to be
state the need to be
safety conscious
safety conscious.
5. Role plays piggy on
the railway.
3 Five little birds 1.Identify and describe 1.To identify the Number An open class activity Picture of five Five little birds
birds birds concept; to recite the rhyme and birds (a touch and a
number value identify birds will prove feel rhyme)
2.role play the 5 little 2.To recite the learners knowledge in illustrated by
birds rhyme the rhyme. Emma Dodd
3.recite the rhymes 3.Identify five as An individual activity to

values say the moral lesson
4. Say the lesson from
198
the rhyme. forms the rhyme.
4 Mary had a little 1.describe a lamb 1. To sing the Social skills; my An open class activity Picture of Mary Mary had a little
lamb song school (discussion) will prove and a lamb lamb (a touch
2.recite and role-play learners knowledge on and a feel
the rhyme 2.To obey right the meaning of lamb. rhyme)
illustrated by
3.say the need to 3.To always do An individual activity to Emma Dodd
always do the right the right things state the need to
thing at the right time at the right time always do the right
things at the right
4.say the need to
using the class rules
always adhere to the
as a care study.
school rules
5 Here we go around 1. Recite rhyme and 1.To always Pre-science; An open class activity Here we go
the mulberry bush. show the actions brush in the personal at the beginning of the round (a touch
2.state some benefits morning and at hygiene lesson to ascertain the and a feel
of playing with our night learners knowledge on rhyme)
friends at the right the rhymes/action. illustrated by
time. 2.To recite the Emma Dodd
rhyme An individual activity to
state some benefits of
3.To care for playing with our friends
the body at the right times.
6/7 Old mother Hubbard 1.recite the rhyme 1.To recite the Language Arts; An open class Cup board, Old mother
noun discussion to ascertain picture of a dog Hubbard (a
2.role play it 2. To identify learner’s knowledge on touch and a feel
the need the rhyme and old. rhyme)
3. State the needs to
illustrated by
always plan ahead of An individual activity to Emma Dodd
time. recite the rhyme and
state the need for
proper planning
(planning ahead of
time).
199
8 Sing a song of 1. recite the rhyme 1.To sing the Number An open class A bird, money , Sing a song of
sixpence &sing the song song concept; discussion will prove bread six pence (a
concept of on the rhyme. touch and a feel
2.role play it 2.To identify the money rhyme)
rules of An individual activity to illustrated by
3. Identify and members of the identify and mentions Emma Dodd
mention some of our family some of our duties as
duties as children. children and state the
3.To identify need to be
4. State the need to be other currency careful/safety
careful/safety
conscious.
conscious.
9 I can tie my shoe 1.recite the rhyme 1.To identify a Practical life; An open class Shoe, lace I can tie my
lace shoe lace lacing exercise, discussion at the shoe lace (a
2.role play the rhyme pre-science; beginning of the lesson touch and a feel
2.To tie their personal will ascertain rhyme)
3.state the shoe lace hygiene knowledge on things illustrated by
consequence of being
we can do for Emma Dodd
naughty (moral 3.To state the
ourselves.
lesson) need for
personal An individual activity to
4. State the need to hygiene state the need for good
always help others.
looking /dicing
always greet (moral
lesson).
10 Ding dong bell 1.recite the rhyme 1.To recite the Language Arts; An open class A bell, picture of Ding dong bell
rhyme double discussion at the a cat (a touch and a
2.role play the rhyme consonant beginning of the lesson feel rhyme)
2. To state the will prove learners illustrated by
3.state the consequence of knowledge on the Emma Dodd
consequence of being naughtiness. meaning of the rhyme.
naughty (moral
lesson) 3.To always An individual activity to
help others state the need to
200
always help others. always help others.
11 Pickety, hickety my 1.recite rhyme 1.To recite Pre-science; A whole class activity Picture of a hen, Picket hickety
black hen classes of food to ascertain learners eggs (a touch and a
2.describe a black hen rhyme understanding on the feel rhyme)
meaning of the rhyme. illustrated by
3. Say the moral 2.To identify the
Emma Dodd
lesson from the hen as a bird An individual activity to
rhyme. prove each learner’s
3.To identify the
level of assimilation in
egg as protein
the moral lesson from
the rhyme.
12 Clap clap hand 1.recite the rhyme 1.To recite the Language Arts; An open class activity hands Clap, clap hand
rhyme verb to identify our hands (a touch and a
2.identify our hands as part of the body. feel rhyme)
as part of our body 2.To identify the illustrated by
hand as part of An individual activity to Emma Dodd
3. Say the things we the body state what we do with
do with our hands. hands and the moral
lesson from the rhyme.
PRACTICAL LIFE 1ST TERM

CURRICULAR
LINK
1 Washing and 1.To identify the a 1. To say the Pre-science ; An open class activities Bowl, soap, Comprehensive
201
drying exercise bowl, soap, towel things use in personal will give feedback on the towel, water. home Economics
and water washing our hygiene. extent learners have for primary school
hands understood the lesson. book 1 pages 28-
2.To wash and dry 31.
their hands 2.To wash and Individual work on
dry their hands. washing and drying their Pages 28-31
hands will provide
evidence on the extent
to which each learner
can apply their
knowledge.
2 Buttoning 1. To identify 1.To identify Pre-science: Whole class activity at Buttons, Www. Lumosity
exercise buttons button. sense organ. the beginning of the buttoning frame, .com
Hand and eyes lesson will ascertain clothes with
2.To identify the 2. To put the connection learner’s knowledge on button
buttoning frame button in the buttoning.
hole
3. To button their Individual work to put
cloth. 3. unbutton the button in the right
hole will provide each
learners understanding
of the lesson.
3 Zipping exercise 1. To identify zips 1.To identify zip. Language Arts; An open class activity to Zips, zipping Www. Lumosity
verbs zip their frames using frame, bags and .com
2.To identify the 2. To identify the the zipping frames will boxes.
zipping frame zipping frame ascertain learner’s
knowledge on the topic.
3. To zip and 3. zip and unzip
unzip their cloth their bags, Individual work to unzip
clothes and their bags and bring out
lunch bags and their books and zip it
boxes back will give feedback
on each learners
understanding of the
topic.
202
4 Buckling 1. To identify 1.To identify Language Arts; Whole class activity will Belts, shoes, Scholastic success
exercise buckles buckle. noun give feedback on the buckle frames with kindergarten
extent learners have pages 240-245
2.To identify the 2. To identify the ascertained the lesson.
buckling frame buckling frame
3. To buckle and 3. To buckle and prove each learners
unbuckle their unbuckle their ability to buckle their
shoes, bags and bags, shoes and shoes
belts belts
5 Lacing exercise 1.To identify a 1. To identify Language Art: Whole class work will Shoes, lacing Macmillan primary
lace lacing frames noun provide evidence on the frame English course 1
extent to which learners pages 4-5 by Taiwo
2.To identify the 2. To unlace and can lace their fames. l Honge
lacing frame unlace their
frames Individual work will give
3.To lace and feedback learners level
unlace their of assimilation on the
shoes, frame topic.
6/7 Polishing 1.To identify the 1.To identify the An open class Shoes, polish, Basic Montessori
exercise polish polish discussion to ascertain brush learning activity by
the learner’s knowledge David gettman
2. To polish their 2. To polish their on topic. pages 102-103
shoes. shoes.
polish their shoes.
8 Spooning 1.To identify the Language Arts; An open class activity Sand, spoon. www.lumosity.com
exercise spoon and sand verb will give evidence on the
1.To identify the extent to which learners
spoon and sand 2. To grip the have understood the
spoon properly. lesson.
2. To grip the
spoon properly. 3.To scoop the Individual work will
sand provide evidence on the
3.To scoop the
203
sand learner can scoop the
sand.
9 Pouring exercise 1.To grip the jug 1.To grip the jug Pre-science; An open class activity Jug, cup, water www.lumosity.com
uses of water will give evidence on the
2.To pour water 2.To pour water extent to which learners
from the jug from the jug have understood the
lesson.

learner can scoop the
sand.
10 Various exercise 1. To identify zips, 1.To identify Language Arts; Whole class work will Zip, button, www.lumosity.com
of buttoning, buttons, lace and buckles, laces, more of noun provide evidence on the buckle and lace
zipping, lacing buckles zips, buttons. and verb extent to which learners
and buckling can lace their fames.
2.To put the 2. To identify the
button, lace into buckling, Individual work will give
the hole buttoning, lacing feedback learners level
and zipping of assimilation on the
3. To zip and frame topic.
unzip, buckle and
unbuckle. 3. To buckle, zip,
button, lace and
unbuckle, unzip,
unbutton and
unlace their
bags, shoes and
belts
11 Washing 1.To identify 1.To identify Language Arts; Whole class work will Soap, sponge, www.lumosity.com
204
exercise soap, sponge, soap, sponge noun. Pre- provide evidence on the water, spoons,
water . and water as science; water extent to which learners plate
things use in and its uses can consecrate on
2.To wash the washing the washing the plates and
spoons and spoon and plate spoon.
plates
2.To wash the Individual work will give
spoon and plate feedback learners level
of assimilation on the
3. To rinse the topic.
spoons and
plates
12 Opening 1.To identify the 1.To identify the Language Arts; Whole class work will Bags, boxes, www.lumosity.com
exercise bag, boxes, and boxes, bags, noun. provide evidence on the plates, etc
plates plates and water extent to which ate on
bottle Pre-science; learners can open and
2.To open bags, non-living close the plates, boxes,
boxes, plates and 2.To open the things
water bottle plate, bag, box bags etc.
3.To close it Individual work will give

properly feedback learners level
of assimilation on the
topic.
PRACTICAL LIFE 2ND TERM

CURRICULAR
LINK
1 Washing and 1.To identify the 1. To say the Pre-science ; An open class Bowl, soap, Comprehensive
drying exercise a bowl, soap, things use in personal activities will give towel, water. home Ecomfor
205
towel and water washing our hygiene. feedback on the extent primary school
hands learners have book 1 pages 28-
2.To wash and understood the lesson. 31.
dry their hands 2.To wash and
dry their hands. Individual work on Pages 28-31
washing and drying
their hands will provide
evidence on the extent
can apply their
knowledge.
2 Carrying 1. To identify 1.To identify and Language Art; Whole class activity at chairs Www. Lumosity
exercise and carry a carry the chair verb the beginning of the .com
chair. properly lesson will ascertain
learner’s knowledge on
the topic.
Individual work to
carry chair properly will
provide each learners
lesson.
3 Posture 1. To identify the 1.To sit, stand Language Arts; An open class activity Teachers, Www. Lumosity
right sitting, and walk verbs will ascertain learner’s pupils. .com
standing and properly knowledge on the
walking posture topic.

give feedback on each
learners understanding
of the topic.
4 Walking on the 1. To walk on 1. To walk on Language Arts; Whole class activity Scholastic success
line the line, folding the line, folding verb will give feedback on with kindergarten
their arms their arms the extent learners pages 240-245
206
2.To stand 2.To stand have ascertained the
according to according to lesson.
height height
prove each learners
ability to walk
according to height
5 Care of surface 1.To identify 1. To identify Language Art: Whole class work will Mirror, window, Macmillan primary
and clean the and clean the noun provide evidence on powder and English course 1
surface of the surface of the the extent to which towel pages 4-5 by Taiwo
mirror and mirror and learners understood l Honge
window. window using the lesson.
powder
give feedback learners
level of assimilation on
the topic.
6/7 Washing and 1.To identify the . 1.To identify Pre-science; use An open class Bowl, soap, Basic Montessori
rinsing of a bowl, soap, the a bowl, soap, of water discussion to handkerchief, learning activity by
handkerchief towel and water towel and water ascertain the learner’s water etc David gettman
knowledge on topic. pages 102-103
2.To wash, rinse 2.To wash, rinse
and dry a and dry An individual activity to
handkerchief handkerchief wash and dry
handkerchief will prove
each learners
topic.
8 Care of the plant 1.To identify 1.To identify Language Arts; An open class activity Water, watering www.lumosity.com
watering can watering can verb. Pre- will give evidence on can, plants and
science; plant the extent to which flower
2.To water the 2.To water the learners have
plan and flower plan and flower understood the lesson.
207
provide evidence on
the extent to which
each learner can water
the plant.
9 Care of person 1.To groom by 1.To pin their T.P.D; proper An open class activity Handkerchief www.lumosity.com
blowing the handkerchief way of sneezing, will give evidence on and tissue
nose using the coughing and the extent to which
handkerchief 2.To blow their yawning. learners have
nose using understood the lesson.
2.To pin their handkerchief
handkerchief on Individual work will
their shirts provide evidence on
the extent to which
each learner have
understood the topic.
10 Grooming Language Arts; Whole class work will Zip, button, www.lumosity.com
more of noun provide evidence on buckle and lace
and verb the extent to which
learners can lace their
fames.

the topic.
11 Folding clothes 1.To fold the 1.To identify the Social skill; Whole class work will Napkin, cloth www.lumosity.com
or napkin cloth, holding it two edge of the clothing provide evidence on
at the edge cloth and fold it the extent to which
learners can fold the
2.To arrange the 2. To arrange it
208
clothes properly neatly cloth.

the topic.
12 Drying of cloth/ 1.To identify the 1. To identify Language Arts; Whole class work will Soap, water, www.lumosity.com
handkerchief things use in soap, water, verb provide evidence on bowl
washing bowl. the extent to which
each learners can
2.wash and dry 2. To wash and identify the things use
the dry the to wash etc.
cloth/handkerch cloth/handkerch
ief ief using peg Individual work will
the topic.
PRACTICAL LIFE 3RD TERM

CURRICULAR
LINK
1 Grooming 1.To identify the Pre-science ; An open class activities Bowl, soap, Comprehensive
things use in personal hygiene. will give feedback on the towel, water, home Ecomfor
209
bathing. extent learners have doll baby. primary school
understood the lesson. book 1 pages 28-
2.To ba 31.
Individual work on bathing
and drying their doll baby Pages 28-31
will provide evidence on
the extent to which each
knowledge.
2 Care of plants 1.To identify 1.To identify Language Arts; Whole class activity at the Watering can, Www. Lumosity
watering can watering can more of noun and beginning of the lesson water .com
verb. Pre-science; will ascertain learner’s
2.To water the 2.To water the plants knowledge on watering
plan and plan and flower plant.
flower
lesson.
3 Brushing of 1. To identify 1.To identify tooth Pre-science An open class activity to Tooth paste, Www. Lumosity
teeth a tooth paste, paste, tooth brush personal hygiene brush their teeth will tooth brush .com
a tooth brush ascertain learner’s and water.
2.To identify the knowledge on the topic.
2.To brush number of time
their teeth. we brush our Individual work to brush
teeth their teeth twice daily will
give feedback on each
3.To brush their learners understanding of
teeth up down the topic.
using the paste,
tooth brush.
4 Mopping 1. To identify 1. To identify Language Arts; Whole class activity will Mopping stick, Scholastic
exercise mopping stick, mopping stick, verb give feedback on the bucket, water success with
bucket, water bucket, water and extent learners have and detergent kindergarten
210
and soap. soap. ascertained the lesson. pages 240-245
2.To mop the 2.To mop the Individual work will prove
floor. floor. each learners ability to
mop
5 Washing 1.To identify a 1.To identify a Language Art: Whole class work will Glass cup, Macmillan
glasses glass cup glass cup noun, consonant provide evidence on the soap, sponge primary English
blends extent to which learners and water course 1 pages 4-
2.To identify 2.To identify can . 5 by Taiwo l
soap, sponge soap, sponge and Honge
and water water Individual wash the glass
work will give feedback
3.To wash and 3.To wash and learners level of
rinse the rinse the glass. assimilation on the topic.
glass.
6/7 Care of the 1.To identify . 1.To identify the Pre- science; An open class discussion Nail cutter, Basic Montessori
fingernails the fingernails fingernails as part Personal hygiene to ascertain the learner’s razor blade, learning activity
as part of the of the body knowledge on topic. scissor, etc by David gettman
body pages 102-103
2.Toidentify a nail An individual activity to
2. To trim the cutter, scissor, identify the things use in
long razor blade trimming our fingernails.
fingernails.
3. To trim the long
3.To wash the fingernails.
hands with
soap and use 3.To wash the
sanitizer hands with soap
and use sanitizer
8 Bathing 1.To identify a 1.To identify a Language Arts; An open class activity will Soap, water, www.lumosity.co
exercise doll baby. doll baby. verb give evidence on the towel and m
extent to which learners spong.
2.To identify 2.To identify
211
soap, water, soap, water, towel have understood the
towel and and sponge lesson.
sponge
3. To bath the doll Individual work will
3. To bath the baby. provide evidence on the
doll baby. extent to which each
learner can bath a baby.
9 Watering 1.To identify 1.To identify Language Arts; An open class activity will Watering can, www.lumosity.co
plants watering can watering can more of noun and give evidence on the water m
verb. Pre-science; extent to which learners
2.To water the 2.To water the plants have understood the
plan and plan and flower lesson.
flower
learner can water the
plants.
10 Making 1. To identify 1. To identify Language Arts; Whole class work will Bread, butter, www.lumosity.co
sandwich bread, butter, bread, butter, tray more of noun and provide evidence on the bread knife, m
tray and bread and bread knife verb. extent to which learners tray
knife can butter the bread.
2.To slice the Pre-science;
2.To slice the bread in a classes of food Individual work will give
bread in a triangular shape. feedback learners level of
triangular assimilation on the topic.
shape. 3. To butter the
bread.
3. To butter
the bread.
11/12 Cutting fruits 1.To identify 1.To identify Language Arts; Whole class work will Different fruits, www.lumosity.co
212
into tray different fruits different fruits noun, magic ‘e’ provide evidence on the tray, knife m
Pre-science; extent to which learners
2.To wash the 2.To wash the classes of food can consecrate on cutting
fruits fruits the fruits.
3. To slice the 3. To slice the Individual work will give

fruit into fruit into pieces feedback learners level of
pieces assimilation on the topic.
SENSORIAL ACTIVITY 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURC REFERENCE
CURRICULAR ES
LINK
½ Concept of 1.To describe by 1. To compare An open class Pink Easy learning size and
213
size comparison objects according to activities will give tower and measurement page 4-5
sizes feedback on the other
2.To compare different extent learners objects.
sizes of object 2. To identify object have understood
and sort them base the lesson.
3. To identify and sort on the size
by size of objects. Individual work
3. To circle the on identification
biggest object. of different sizes
will provide
evidence on the
extent to which
each learner can
apply their
knowledge.
3 Perception & 1. To describe terms 1.To identify Pre-science: Whole class Two pink Www. Lumosity .com
discriminatio different objects. sense organ activity at the plates
n (odd one) 2.To identify the beginning of the and one
differences in objects 2. To identify the lesson will green,
odd object in the ascertain pencils
3. To circle the odd midst of other learner’s and
one among the others. objects knowledge on crayon
perception and
discrimination.
Individual work to
identify and circle
the odd one will
provide each
learners
understanding of
the lesson.
4/5 Concept of 1.To differentiate size 1. To compare An open class Pink Easy learning size and
size using the pink tower. objects according to activity to tower and measurement pages 4-6
sizes compare objects other
214
2.To identify different 2. To identify object using the pink objects.
sizes (small . smaller, and sort them base tower will
smallest) etc. on the size ascertain
learner’s
3. To circle the knowledge on the
smallest object. topic.
Individual work to
identify objects
according to size
e.g. big, biggest
will give
feedback on each
learners
understanding of
the topic.
6/7 Concept of 1.To name various 1. To identify Physical Whole class Colour Scholastic success with
colours colours of objects different colours Education: activity will give box 1 and kindergarten pages 240-
throwing of feedback on the 2, objects 245
2.To sort various 2. To sort objects by balls extent learners in the
object by colour. colours. have ascertained classroo
the lesson. m
3.to colour pictures
accordingly Individual work
will prove each
learners ability to
identify the
colours
8 Concept of 1.To identify various 1. To identify Language Art: Whole class work Chart on Macmillan primary
shapes shapes different shapes noun will provide shapes, English course 1 pages
evidence on the the 4-5 by Taiwo l Honge
2.To associate the 2. To match shapes extent to which widow,
shapes to objects to objects learners can door,
identify shapes. bowl
3.To match pictures to
215
right shapes Individual work of
associating
shapes to
objects will give
feedback
learners level of
assimilation on
the topic.
9/10 Perception 1.To identify trace 1. To identify the Pre-science: An open class Drawing Basic Montessori
missing part different missing parts part of the body. discussion to an learning activity by David
objects ascertain the incomplet gettman pages 102-103
2. To draw the learner’s e objects
2. To identify the other missing parts knowledge on
half of objects and twin.
complete.
An individual
activity to identify
and match twin
objects.
11/12 Observation 1. To sort out Pre-science: An open class Chart on www.lumosity.com

objects by shapes sense organ activity will give shapes,
1.To identify different evidence on the button of
objects by shapes, 2. To match objects extent to which different
colours, size etc to shapes and learners have colours.
colour. understood the
3. To identify the other
lesson.
half and completes.
Individual work
will provide
evidence on the
extent to which
each learner can
identify the other
half and circle.
216
2ND TERM
CURRICULAR
LINK
1. Concept of 1.To describe 1. To compare objects An open class activity Pink tower and Basic Montessori
sizes comparison according to sizes will give understanding other objects. learning activity
of learner’s level by David gettman
2.To identify 2. To identify object and assimilation on the
different sizes sort them base on the topic.
of objects. size
3. To circle the big object. identify and build with
the building blocks.
2. Concept of 1.To sort object 1. To identify different Physical Whole class work at the Balls, animal Montessori
colour.(sorting by colours colours Education: beginning of the lesson counters and learning activities
of colours) throwing of balls will provide evidence on buttons for under five by
2.To identify 2. To sort objects by the extent to which David gettman.
different colours colours learners understand the Pages 117-118
topic.
3.To say the
colours Individual work will
learner is able to able to
apply his/her knowledge
of colours.
217
3. Concept of 1.To identify the 1. To identify the same Songs/rhymes: Whole class activity at Buttons, balls, Scholastic
sameness. shapes that are books. two fat the beginning of the counters success with
the same gentlemen lesson will provide kindergarten
2. To sort out all the blue evidence on the extent pages 240-246
2.To sort out buttons to which learners can
same shapes apply their knowledge.
using buttons
and beads of Individual work of
different colours sorting shapes will
ascertain each learners
3.circle objects understanding of the
that are the topic.
same shapes
4. Perception and 1. To describe 1. To identify objects and Pre-science: An open class Chart on spot Montessori
discrimination terms spot the difference sense organ discussion at the the difference learning activities
(spot the 2. To colour objects beginning of the class for under five by
difference & 2.To spot the will ascertain learner’s David gettman
colour) differences in knowledge on the topic. pages 140-141
many objects
Individual activity to
3.To colour the spot the difference will
objects prove each learners
ability to apply their
5. opposite 1. To describe 1.To identify the opposite Number Whole class discussion Chart on the
term Concept: at the beginning of the opposite, boy,
2. To match object to addition and lesson will ascertain girl, white, black
2.To identify their opposite subtraction. learners understanding.
opposite objects
Individual work on
3.To match associating object to the
objects to their opposite will provide
opposite evidence on the extent
can apply their
218
knowledge.
6/7 Perception and 1. To describe 1. To identify the object Song/rhyme: An open class activity at Draw an Www. Lumosity.
Discrimination. terms. that is different. 2.To spot Three blind the beginning of the incomplete Com
the mistake mice. lesson will give objects
2. To spot the feedback on the extent
mistake in an to which learners have
objects. understood the lesson.
Individual work to spot

the mistake in objects
will provide evidence on
the extent which each
leaner’s can
discriminate
8 Perception 1. To describe 1. Identify and sort out Whole class work at Buttons. Basic Montessori
(sorting of term buttons by colours beginning of the lesson learning activities
buttons) will provide evidence on by David gettman
2.To sort 2. To sort out buttons by the extent to which pages 62-64
according to shapes learners understand
colours sorting.
3.To sort Individual work will

according to provide evidence on the
shapes extent to which each
knowledge.
9 Concept of 1.Compare wide 1. To identify wide and A whole class activity The slant Easy learning size
sizes (wide to narrow narrow will ascertain learner’s and measurement
and narrow) knowledge on wide and page 10-9 by
2.To identify 2. To differentiate wide narrow. Collins
wide and narrow from narrow
An individual activity will
give each learners ability
to identify wide and
219
narrow.
10 Observation 1. To describe 1. To identify twin object Whole class activity at Different objects Www. Lumosity
(find the twin) term the beginning of the .com
2. To differentiate objects lesson will ascertain
2.To learners understanding
differentiate 3. To find the twin object.
of the topic.
objects
3.To find the provide evidence on the
twin of objects. extent to which each
learn can identify the
twin
11 Concept of 1.To describe 1.To identify tall and short Pre-science: An open class activity to Red rod, Easy learning size
Length. length objects plants and ascertain learners’ and measurement
animals knowledge on length. pages 4-5 by
2.To identify 2.To circle the object that Collins
short and tall is short and colour the tall Individual work will
objects. one prove each learners
topic.
12 Preposition 1.To describe 1.To identify some Number An open class Door, table, tin, Internet,
term prepositional words Concept; discussion to ascertain pencil, etc www.lumosity.
numbers before, the learner’s knowledge Com
2.To mention 2. To say the position of after and on prepositional activity
some things between to identify and circle
prepositional prepositional words.
words. 3. To write the correct
position of objects
3.To match
objects to
positions
220
3RD TERM

CURRICULAR
LINK
1/2 Puzzles 1.To describe 1. To identify the Language Art: A whole class activity at the Alphabet Basic
(Alphabets) puzzle letters Capital letter. beginning of the lesson puzzle game Montessori
with give feedback on the learning
2.To build words 2. To arrange the extent to which learners activities by
with puzzle letters have understood the David gettman
lesson. pages 134-135
3.To identify 3. To build words
words in the with the puzzle Individual work on
puzzle identification of words in
the puzzle will provide
evidence on the extent each
learners can apply the
knowledge
3/4 Puzzle 1.To Describe 1. To identify the Number Concept : An open class activity will Number puzzle Basic
(Numbers) puzzle numbers sequencing prove learners game Montessori
understanding of the topic. learning
2. To arrange 2. To arrange the activities by
numbers using numbers in the An individual activity to David gettman
the puzzle puzzle solve numbers in the puzzle page 134-135
game. will give feedback on each
learners ability to apply
3. To identify their knowledge
numbers in the
puzzle.
5 Concept of 1. To describe 1. To identify light Story: three little An open class activity will scale Easy learning ,
221
Weight. term and heavy objects pig prove learners’ ability to size and
describe wide and narrow. measurement
2. To identify 2. To differentiate pages 11-12
light and heavy light and heavy An individual activity will
objects. object ascertain each learner’s
ability to identify wide and
3. To narrow.
differentiate the
light objects
from the heavy
objects.
6/7 Concept of 1.To Describe 1. To identify wide An open class activity will Slant Easy learning ,
Sizes. Wide and and narrow prove learner’s ability to size and
narrow describe wide and narrow. measurement
2. To differentiate pages 6-7
2. To wide from narrow An individual activity will
differentiate ascertain each learners
wide from ability to identify wide and
narrow. narrow
8 Perception and 1. Describe term 1. To identify Whole class work will Internet,
Discrimination. what doesn’t ascertain learner’s httpllcpl.
2. To identify belong knowledge on the topic. Reserve.com
objects that
doesn’t belong 2. To cross out Individual work will give
in a set. what doesn’t evidence on the extent to
belong which each learner is able
3. To circle to apply his/her knowledge
object that is on the lesson.
different
9 Concept of 1.To describe 1. To identify Number Concept: Whole class work will Counters, Easy learning
Quantity. quantity more and less Number value. provide feedback on beads etc size and
learner’s level of measurement
2. To identify 2. To differentiate assimilation on the topic. by Collins pages
more and less more and less. 18-19
as quantity. Individual work will
222
3. To ascertain each learner’s
differentiate ability to apply their
more from less. knowledge.
10 Preposition 1.To identify Number Concept; Whole class work will prove Door, table, tin, Scholastic
some numbers before, learners knowledge on pencil, etc success with
1.To describe prepositional after and between preposition. kindergarten
term words pages 240-246
Pair work will provide
2.To mention 2. To say the evidence on the extent to
some position of things which leaner understand
prepositional the use of some
words. 3. To write the preposition E.g (beside
correct position behind)
3.To match of objects
objects to
positions
11 Concept of 1.To identify 1. To identify Physical Open class activity at the Scholastic
colours (colour different colours different colours Education: beginning of the class will success with
box ) in the colour box throwing of balls ascertain learner’s kindergarten
2. To sort objects knowledge on colors. 240-245
2. To mention by colours
the colour Individual work on
names. identification of different
colours using the colour
box 1& 2 will provide each
learners ability to apply the
knowledge.
12 Perception and 1. To describe 1. To identify the Songs/rhymes: Open class discussion at Basic
discrimination sameness. same books. two fat gentlemen the beginning of the class Montessori
to ascertain the learner’s learning
2. To identify 2. To sort out all knowledge on sameness. activities by
objects that is the blue buttons David Gettman
the same. Individual activity for pages 50-51
223
learners to identify and
circle the objects that are
the same.
CREATIVE ARTS 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS CURRICULAR ASSESSMENT RESOURCES REFERENCE
LINK
1 Colouring a car 1. To guide 1. to identify a car Sensorial Activity; An open class activities will Picture of a car
learners to Concept of colours give feedback on the extent
identify a car. 2. To colour the car learners have understood
with red and yellow the lesson.
crayon. Red and yellow
Individual work on crayon
2. To colour the colouring a car will provide
car with red and evidence on the extent to
yellow which each learner can
apply their knowledge.
2 Free 1.To encourage 1. to draw any T.P.D self confidence Whole class activity at the Scrap book Www. Lumosity
Expression learners self object of their beginning of the lesson will .com
independence. choice ascertain learner’s Pencil
independently knowledge on free
224
2. to draw and 2.To colour nicely. expression. Crayon
colour anything of
their choice. Individual work to draw any
object of their choice will
lesson.
3 Plasticine 1. To identify 1. To identify W.W.J.D; story of An open class activity on Plasticine Www. Lumosity
plasticine. plasticine. creation moulding objects with .com
plasticine will ascertain
2. To mould 2. To mould learner’s knowledge on the
different objects different objects topic.
with plasticine. with plasticine.
Individual work on
moulding objects with
plasticine will give
feedback on each learners
understanding of the topic.
4 Thumb print 1.To identify 1. To identify Songs and rhymes; Whole class activity will Scrap book, Scholastic success
different colours. different colours where is thumb king give feedback on the extent poster colour, with kindergarten
learners have ascertained pages 240-245
3.to identify a 2. To identify their the lesson. Their thumb
thumb. thumbs.
Individual work will prove
2.to mix the 3.to dip their each learners ability to
colours. thumbs into the identify their thumb and to
poster colour and thumb print.
3. to dip their print.
thumbs into the
poster colour and
print
5 Free 1.To encourage 1. to draw any T.P.D Self confidence Whole class work will Scrap book Macmillan primary
Expression learners self object of their provide evidence on the English course 1
independence. choice extent to which learners Pencil pages 4-5 by Taiwo
independently can draw different objects. l Honge
225
2. to draw and 2.To colour nicely. Individual work on drawing Crayon
colour anything of any object will give
their choice. feedback learners level of
assimilation on the topic.
6/7 Hand print 1.To identify 1. To identify Songs and rhymes; i An open class discussion Scrap book, Basic Montessori
different colours. different colours have two hands. to ascertain the learner’s learning activity by
knowledge on hand print. Poster colours David gettman
3.to identify a 2. To identify their pages 102-103
their hands. hands. An individual activity to hands
print hands.
2.to mix the 3.to dip their hands
colours. into the poster
colour and print.
3. to dip their
hands into the
poster colour and
print
8 Colouring of 1.To identify 1.To identify Barney songs An open class activity will Scrap book www.lumosity.com
barney barney. barney. give evidence on the extent
to which learners have Picture barney
3.To colour a 2.To colour barney understood the lesson.
barney with nicely with green Purple and
purple and green and purple crayon. Individual work will provide green crayon
crayon. evidence on the extent to
which each learner can
identify and colour barney
nicely.
9 plasticine 1. To identify 1. To identify W.W.J.D story of An open class activity on Plasticine Www. Lumosity
plasticine. plasticine. creation moulding objects with .com
with plasticine. with plasticine
226
Individual work on
10 Colouring a pig 1.To identify a 1.To identify a pig. Pre-science; farm Open class discussion at Picture of a pig, Www. Lumosity
pig. animals the beginning of the class crayon .com
2.To colour a pig to ascertain the learner’s
2. to make the nicely with peach knowledge on colouring.
sound of a pig. crayon.
Individual activity for
3.To colour a pig learners to identify and
with peach colour a pig
crayon.
11 Colour splash 1.To identify 1.To identify Sensorial Activity; Open class discussion at Poster colours, Www. Lumosity
different colour different colour concept of colours the beginning of the class paint brush, .com
to ascertain the learner’s plate etc
2.To identify a 2.To identify a knowledge on the topic.
paint brush paint brush
3.To dip the brush learners to splash the
in the paint and colour
splash
227
12 Straw 1.To identify a 1.To identify the Sensorial Activity; eye Open class discussion at Straw, scissor, Www. Lumosity
jewelries straw straw and hand co-ordination the beginning of the class rubber thread .com
to ascertain the learner’s
2.To cut the straw 2.To identify the knowledge on the topic.
with scissor rubber thread
3.To put the straw learners can put the straw
into the thread into the thread
2ND TERM
CURRICULAR LINK
1. Colouring a pig .1.To identify a pig. 1.To identify a Pre-science; farm Open class discussion at Picture of a pig, Basic Montessori
pig. animals the beginning of the class crayon learning activity
2. to make the sound to ascertain the learner’s by David gettman
of a pig. 2.To colour a knowledge on colouring.
pig nicely with
3.To colour a pig peach crayon. Individual activity for
with peach crayon learners to identify and
colour a pig
2. Colouring an 1.To identify an 1.To identify an Sensorial Activity; Whole class work at the Picture of an Montessori
umbrella umbrella umbrella concept of colours beginning of the lesson umbrella, crayon learning activities
will provide evidence on for under five by
2.To identify different 2.To identify the extent to which David gettman.
colours different colours learners understand the Pages 117-118
topic.
3.To colour the 3.To colour the
umbrella correctly umbrella Individual work will
228
correctly provide evidence on the
learner is able to apply
his/her knowledge of
colours.
3. Vegetable print. 1.To identify onions 1.To identify Pre-science; Whole class activity at the Onions, poster Scholastic
as a vegetable, plate onions as a classes of food beginning of the lesson colour, plates, success with
and colours vegetable, plate will provide evidence on knife kindergarten
and colours the extent to which pages 240-246
2.To cut the onions learners can apply their
2.To cut the knowledge.
3.To dip the onion onions
into the paint and Individual work of printing
print it on the scrap 3.To dip the the vegetable on their
book onion into the books will ascertain each
paint and print it learners understanding of
on the scrap the topic.
book
4. Plasticine 1. To identify 1. To identify W.W.J.D; the story An open class discussion plasticine Montessori
plasticine. plasticine. of creation at the beginning of the learning activities
class will ascertain for under five by
2. To mould different 2. To mould learner’s knowledge on David gettman
objects with different objects the topic. pages 140-141
plasticine. with plasticine.
Individual activity to spot
the difference will prove
each learners ability to
apply their knowledge on
the topic.
5. Making/designing 1. To identify the a 1. To identify the Language Art; Whole class activity at the Paper and marker Www. Lumosity
a hand fan paper a paper vowel and beginning of the lesson .com
consonant. will ascertain learners
2.To fold the paper 2.To fold the understanding.
forward/ backward paper forward/
229
3.To design the fan backward Individual work on folding
with permanent the forward and backward
marker 3.To design the paper will provide
fan with evidence on the extent to
permanent which each learner can
marker apply their knowledge.
6/7 Colour splash 1.To identify different 1.To identify Sensorial Activity; An open class activity at Poster colours, Www. Lumosity.
colour different colour concept of colours the beginning of the paint brush, plate Com
lesson will give feedback etc
2.To identify a paint 2.To identify a on the extent to which
brush paint brush learners have understood
the lesson.
3.To dip the
brush in the Individual work will
paint and splash provide evidence on the
extent which each
leaner’s can splash the
colours
8 Spiky hedgehog 1.To identify a hedge 1.To identify a Pre-science; Whole class work at Brooms, picture Basic Montessori
hog hedge hog animals. beginning of the lesson of a hedgehog, learning activities
Songs/rhyme; five will provide evidence on bond gum. by David gettman
2.To cut the broom 2.To cut the balloons the extent to which pages 62-64
into small size. broom into learners understand the
small size topic.
3.To put the broom
on the hedgehog 3.To colour Individual work will
using bond gum some part of the provide evidence on the
hedgehog extent to which each
learner can put the broom
4. To put the
on the body of the
broom on the
hedgehog.
hedgehog using
230
bond gum
9 Free Expression 1.To encourage 1. 1. to draw any T.P.D; sel- A whole class activity will Paper, pencil and Www. Lumosity.
learners self object of their confidence ascertain learner’s crayon Com
independence. choice knowledge on the lesson.
independently
2. to draw and colour An individual activity will
anything of their 2.To colour give each learners ability
choice nicely. to draw anything.
10 Paper collage 1. To identify flora 1. To identify Sensorial Activity; Whole class activity at the Different colours Www. Lumosity
dress flora dress concept of colour beginning of the lesson of card board, .com
will ascertain learners bond gum, picture
2.To colour some 2.To colour understanding of the of flora
part of flora’s dress some part of topic.
and body flora’s dress and
body Individual work will
3.To cut different provide evidence on the
cardboard in piece 3.To paste extent to which each learn
and paste on flora’s different colours can paste on flora’s dress
dress of cardboard on
the flora’s body
using bond gum
11 Friendship tree 1.To identify a tree 1.To identify a Pre-science: plants An open class activity to Scissor, Internet,
tree and animals ascertain learners’ cardboard, pen, www.lumosity.
2.To write pupil’s knowledge on length. Com
names on cardboard. 2.To paste their
names on the Individual work will prove
tree using each learners
masking tape understanding on the
topic.
12 Making jewelries 1.To identify a straw 1.To identify the Sensorial Activity; Open class discussion at Straw, scissor, Internet,
straw eye and hand co- the beginning of the class rubber thread www.lumosity.
2.To cut the straw ordination to ascertain the learner’s Com
with scissor 2.To identify the knowledge on the topic.
rubber thread
231
3.To put the Individual activity for
straw into the learners can put the straw
thread into the thread
3RD TERM

CURRICULAR LINK
1 plasticine 1. To identify 1. To identify .W.W.D.J; the story An open class discussion at the plasticine Basic Montessori
plasticine. plasticine. of creation beginning of the class will learning activities
ascertain learner’s knowledge by David gettman
2. To mould 2. To mould different on the topic. pages 134-135
232
different objects objects with Individual activity to spot the
with plasticine plasticine difference will prove each
learners ability to apply their
2 Rabbit 1.To identify a 1. To identify a rabbit Pre-science: An open class activity will prove Picture of a Basic Montessori
collage rabbit and and cotton wool animals learners understanding of the rabbit, cotton learning activities
cotton wool topic. wool by David gettman
2. To colour some page 134-135
2. To colour parts of the rabbit. An individual activity to paste
some parts of cotton wool on the rabbit will
the rabbit. 3. To paste the give feedback on each learners
cotton wool on the ability to apply their knowledge
3. To paste the rabbit.
cotton wool on
the rabbit.
3 Sand collage 1.To identify 1.To identify sand P.E; building castle An open class activity will prove Sand, picture Internet,
sand and a and a donkey on sand learners’ ability to identify sand, of a donkey www.lumosity.
donkey and donkey. Com
2.To put the sand on
2.To sleeve the the donkey using An individual activity will
sand bond gum ascertain each learner’s ability
to put the sand on the donkey.
3.To put the
sand on the
donkey using
bond gum
4 Free . 1.To 1. 1. to draw any T.P.D; self- An open class activity will prove Paper, pencils, Internet,
expression encourage object of their choice confidence learner’s ability to draw. crayon www.lumosity.
learners self independently Com
independence. An individual activity will
2.To colour nicely. ascertain each learners ability
233
2. to draw and to colour neatly
colour anything
of their choice.
5 Designing a 1. To identify a 1. To identify a paper Language Arts; Whole class work will ascertain Paper plates, Internet, httpllcpl.
paper plate paper plate plate noun. learner’s knowledge on the poster colours, Reserve.com
topic. paint brush
2. To mix the 2.To identify the Sensorial Activity;
colours using colours concept of colours Individual work will give
poster colour. evidence on the extent to which
3. To design the each learner is able to apply
3. To design the plates his/her knowledge on the
plates lesson.
6/7 Designing a 1.To identify a 1. To identify a cone Language Arts; Whole class work will provide Card board, Internet,
cone hat cardboard shape more of nouns and feedback on learner’s level of cut cardboards www.lumosity.
verbs. assimilation on the topic. different Com
2.To cut the 2. To fold and design colours,
card board in a the cone hat. Individual work will ascertain scissor, bond
triangular shape each learner’s ability to apply gum
their knowledge.
3.To fold it into
a cone shape
and design it
8 Free . 1.To 1. 1. to draw any T.P.D; self Whole class work will prove paper, table, Scholastic success
expression encourage object of their choice confidence learners knowledge on drawing. crayon, pencil, with kindergarten
learners self independently etc pages 240-246
independence. individual work will provide
2.To colour nicely. evidence on the extent to which
2. to draw and leaner understand the topic
colour anything
of their choice.
234
9 Making 1.To identify 1. To make a card Language Arts; Open class activity at the Card board, Scholastic success
cards card board and more of nouns and beginning of the class will scissor, with kindergarten
cut it 2.To write on the verbs ascertain learner’s knowledge pencils and 240-245
card on making a card. markers
2. To make a
card. Individual work will provide
each learners ability to apply the
knowledge.
10 Colour . 1.To identify 1.To identify Sensorial Activity; An open class activity at the Poster colours, Basic Montessori
splash different colour different colour concept of colours beginning of the lesson will give paint brush, learning activities
feedback on the extent to which plate etc by David Gettman
2.To identify a 2.To identify a paint learners have understood the pages 50-51
paint brush brush lesson.
3.To dip the brush in Individual work will provide

the paint and splash evidence on the extent which
each leaner’s can splash the
colours
11 Feather 1.To identify the 1.To identify the Pre-science; Open class discussion at the Feather, Www. Lumosity
feather and feather and chicken. classification of beginning of the class to chicken, bond .com
chicken. animals ascertain the learner’s gum
2. To paste the knowledge on the topic.
2. To paste the feather on the body
feather on the of the chicken Individual activity for learners to
body of the paste the feather
chicken
12 Free . 1.To 1. 1. to draw any T.P.D; Self- Whole class work will prove paper, table, Www. Lumosity
expression encourage object of their choice confidence learners knowledge on drawing. crayon, pencil, .com
learners self independently etc
independence. individual work will provide
2.To colour nicely. evidence on the extent to which
2. to draw and leaner understand the topic
colour anything
of their choice.
235
PHYSCIAL EDUCATION 1ST TERM
WEEK TOPIC CONTENT KEY SKILLS CROSS CURRICULAR ASSESSMENT RESOURCES REFERENCE
LINK
1 Jack in the box 1. To To demonstrate T.P.D; correct sitting An open class activities will
demonstrate some good and standing posture give feedback on the extent
some good postures. learners have understood
postures. the lesson.
Individual work will provide

. evidence on the extent to
apply their knowledge.
2 Kangaroo hop 1.To position 1. to hop like a T.P.D ; Whole class activity at the Scrap book Www. Lumosity
the body like a kangaroo. beginning of the lesson will .com
kangaroo and ascertain learner’s Pencil
hop knowledge .
Crayon
Individual work on hopping
will provide each learners
lesson.
3 Matching 1.To identify the To identify the Pre-science; part of An open class activity will Www. Lumosity
exercise left and right left and right the body ascertain learner’s .com
legs legs knowledge on the topic.
2.To match and 2.To match and Individual work on

swing the arms swing the arms matching will give feedback
on each learners
236
4 There is fire on 1.T 1. To identify Songs and rhymes; Whole class activity will Scrap book, Scholastic
the mountain different colours where is thumb king give feedback on the extent poster colour, success with
learners have ascertained kindergarten
2. To identify the lesson. Their thumb pages 240-245
their thumbs.
Individual work will prove
3.to dip their each learners ability to
thumbs into the identify their thumb and to
poster colour thumb print.
and print.
5 Hopping 1.To encourage 1. to draw any T.P.D Self confidence Whole class work will Scrap book Macmillan primary
exercise learners self object of their provide evidence on the English course 1
independence. choice extent to which learners Pencil pages 4-5 by
independently can draw different objects. Taiwo l Honge
2. to draw and Crayon
colour anything 2.To colour Individual work on drawing
of their choice. nicely. any object will give
feedback learners level of
assimilation on the topic.
6/7 swinging 1.To identify 1. To identify Songs and rhymes; i An open class discussion Scrap book, Basic Montessori
different different colours have two hands. to ascertain the learner’s learning activity by
colours. knowledge on hand print. Poster colours David gettman
2. To identify pages 102-103
3.to identify a their hands. An individual activity to hands
their hands. print hands.
3.to dip their
2.to mix the hands into the
colours. poster colour
and print.
3. to dip their
hands into the
poster colour
and print
237
8 Racing in pairs 1.To identify 1.To identify Barney songs An open class activity will Scrap book www.lumosity.co
barney. barney. give evidence on the extent m
to which learners have Picture barney
3.To colour a 2.To colour understood the lesson.
barney with barney nicely Purple and
purple and with green and Individual work will provide green crayon
green crayon. purple crayon. evidence on the extent to
identify and colour barney
nicely.
9 Throwing of 1. To identify 1. To identify W.W.J.D story of An open class activity on Plasticine Www. Lumosity
balls plasticine. plasticine. creation moulding objects with .com
with plasticine. with plasticine
Individual work on
10 Ball race 1.To identify a 1.To identify a Pre-science; farm Open class discussion at Picture of a Www. Lumosity
pig. pig. animals the beginning of the class pig, crayon .com
to ascertain the learner’s
2. to make the 2.To colour a knowledge on colouring.
238
sound of a pig. pig nicely with Individual activity for
peach crayon. learners to identify and
3.To colour a colour a pig
pig with peach
crayon.
11 Who’s in the 1.To identify 1.To identify Sensorial Activity; Open class discussion at Poster Www. Lumosity
garden different colour different colour concept of colours the beginning of the class colours, paint .com
to ascertain the learner’s brush, plate
2.To identify a 2.To identify a knowledge on the topic. etc
paint brush paint brush
3.To dip the learners to splash the
brush in the colour
paint and splash
12 Bending 1.To identify a 1.To identify the Sensorial Activity; Open class discussion at Straw, scissor, Www. Lumosity
exercise straw straw eye and hand co- the beginning of the class rubber thread .com
ordination to ascertain the learner’s
2.To cut the 2.To identify the knowledge on the topic.
straw with rubber thread
scissor Individual activity for
3.To put the learners can put the straw
straw into the into the thread
thread
2ND TERM
239
CURRICULAR
LINK
1. Who’s in the .1.To identify a pig. 1.To identify Pre-science; farm Open class discussion at Picture of a Basic Montessori
garden a pig. animals the beginning of the class pig, crayon learning activity
2. to make the sound to ascertain the learner’s by David gettman
of a pig. 2.To colour a knowledge on colouring.
pig nicely
3.To colour a pig with with peach Individual activity for
peach crayon crayon. learners to identify and
colour a pig
2. Tambourine 1.To identify an 1.To identify Sensorial Activity; Whole class work at the Picture of an Montessori
movement umbrella an umbrella concept of beginning of the lesson will umbrella, learning activities
colours provide evidence on the crayon for under five by
2.To identify different 2.To identify extent to which learners David gettman.
colours different understand the topic. Pages 117-118
colours
3.To colour the Individual work will provide
umbrella correctly 3.To colour evidence on the extent to
the umbrella which each learner is able
correctly to apply his/her knowledge
of colours.
3. Kangaroo hop 1.To identify onions 1.To identify Pre-science; Whole class activity at the Onions, poster Scholastic
as a vegetable, plate onions as a classes of food beginning of the lesson will colour, plates, success with
and colours vegetable, provide evidence on the knife kindergarten
plate and extent to which learners pages 240-246
2.To cut the onions colours can apply their knowledge.
3.To dip the onion into 2.To cut the Individual work of printing
the paint and print it onions the vegetable on their
on the scrap book books will ascertain each
240
3.To dip the learners understanding of
onion into the the topic.
paint and
print it on the
scrap book
4. Hopping on 1. To identify 1. To identify W.W.J.D; the story An open class discussion plasticine Montessori
one leg and plasticine. plasticine. of creation at the beginning of the learning activities
then the other class will ascertain for under five by
2. To mould different 2. To mould learner’s knowledge on the David gettman
objects with different topic. pages 140-141
plasticine. objects with
plasticine. Individual activity to spot
the difference will prove
each learners ability to
apply their knowledge on
the topic.
5. Throwing and 1. To identify the a 1. To identify Language Art; Whole class activity at the Paper and Www. Lumosity
catching of paper the a paper vowel and beginning of the lesson will marker .com
balls consonant. ascertain learners
2.To fold the paper 2.To fold the understanding.
forward/ backward paper
forward/ Individual work on folding
3.To design the fan backward the forward and backward
with permanent paper will provide evidence
marker 3.To design on the extent to which each
the fan with learner can apply their
permanent knowledge.
marker
6/7 Bouncing 1.To identify different 1.To identify Sensorial Activity; An open class activity at Poster colours, Www. Lumosity.
exercise colour different concept of the beginning of the lesson paint brush, Com
colour colours will give feedback on the plate etc
241
2.To identify a paint 2.To identify extent to which learners
brush a paint brush have understood the
lesson.
3.To dip the
brush in the Individual work will provide
paint and evidence on the extent
splash which each leaner’s can
splash the colours
8 Matching 1.To identify a hedge 1.To identify Pre-science; Whole class work at Brooms, Basic Montessori
exercise hog a hedge hog animals. beginning of the lesson will picture of a learning activities
Songs/rhyme; five provide evidence on the hedgehog, by David gettman
2.To cut the broom 2.To cut the balloons extent to which learners bond gum. pages 62-64
into small size. broom into understand the topic.
small size
3.To put the broom on Individual work will provide
the hedgehog using 3.To colour evidence on the extent to
bond gum some part of which each learner can put
the hedgehog the broom on the body of
the hedgehog.
4. To put the
broom on the
hedgehog
using bond
gum
9 Bending 1.To encourage 1. 1. to draw T.P.D; sel- A whole class activity will Paper, pencil Www. Lumosity.
exercise learners self any object of confidence ascertain learner’s and crayon Com
independence. their choice knowledge on the lesson.
independently
2. to draw and colour An individual activity will
anything of their 2.To colour give each learners ability to
choice nicely. draw anything.
10 There is fire on 1. To identify flora 1. To identify Sensorial Activity; Whole class activity at the Different Www. Lumosity
the mountain dress flora dress concept of colour beginning of the lesson will colours of card .com
ascertain learners board, bond
2.To colour some part 2.To colour understanding of the topic. gum, picture of
242
of flora’s dress and some part of Individual work will provide flora
body flora’s dress evidence on the extent to
and body which each learn can paste
3.To cut different on flora’s dress
cardboard in piece 3.To paste
and paste on flora’s different
dress colours of
cardboard on
the flora’s
body using
bond gum
11 Climbing the 1.To identify a tree 1.To identify Pre-science: An open class activity to Scissor, Internet,
staircase a tree plants and ascertain learners’ cardboard, www.lumosity.
2.To write pupil’s animals knowledge on length. pen, Com
names on cardboard. 2.To paste
their names Individual work will prove
on the tree each learners
using understanding on the topic.
masking tape
3RD 12 Filling the 1.To identify a straw 1.To identify Sensorial Activity; Open class discussion at Straw, scissor, Internet,
basket with the straw eye and hand co- the beginning of the class rubber thread www.lumosity.
small balls 2.To cut the straw ordination to ascertain the learner’s Com
with scissor 2.To identify knowledge on the topic.
the rubber
thread Individual activity for
learners can put the straw
3.To put the into the thread
straw into the
thread
TERM

243
CURRICULAR
LINK
1 In and out the 1. To identify 1. To identify .W.W.D.J; the An open class plasticine Basic
dusty blue plasticine. plasticine. story of creation discussion at the Montessori
bells beginning of the class learning
2. To mould 2. To mould different will ascertain learner’s activities by
different objects objects with plasticine knowledge on the David Gettman
with plasticine topic. pages 134-135
Individual activity to
spot the difference will
prove each learners
ability to apply their
knowledge on the
topic.
2 Rackets and 1.To identify a 1. To identify a rabbit Pre-science: An open class activity Picture of a Basic
balls rabbit and cotton and cotton wool animals will prove learners rabbit, cotton Montessori
wool understanding of the wool learning
2. To colour some topic. activities by
2. To colour some parts of the rabbit. David gettman
parts of the rabbit. An individual activity to page 134-135
3. To paste the cotton paste cotton wool on
3. To paste the wool on the rabbit. the rabbit will give
cotton wool on the feedback on each
rabbit. learners ability to apply
their knowledge
3 Filling the 1.To identify sand 1.To identify sand and P.E; building An open class activity Sand, picture Internet,
baskets with and a donkey a donkey castle on sand will prove learners’ of a donkey www.lumosity.
small balls ability to identify sand, Com
2.To sleeve the 2.To put the sand on and donkey.
sand the donkey using bond
gum An individual activity
244
3.To put the sand will ascertain each
on the donkey learner’s ability to put
using bond gum the sand on the
donkey.
4 Tug of war . 1.To encourage 1. 1. to draw any T.P.D; self- An open class activity Paper, pencils, Internet,
learners self object of their choice confidence will prove learner’s crayon www.lumosity.
independence. independently ability to draw. Com
2. to draw and 2.To colour nicely. An individual activity

colour anything of will ascertain each
their choice. learners ability to
colour neatly
5 London bridge 1. To identify a 1. To identify a paper Language Arts; Whole class work will Paper plates, Internet,
is falling down paper plate plate noun. ascertain learner’s poster colours, httpllcpl.
knowledge on the paint brush Reserve.com
2. To mix the 2.To identify the Sensorial Activity; topic.
colours using colours concept of
poster colour. colours Individual work will
3. To design the plates give evidence on the
3. To design the extent to which each
plates learner is able to apply
his/her knowledge on
the lesson.
6/7 Throwing of 1.To identify a 1. To identify a cone Language Arts; Whole class work will Card board, Internet,
balls cardboard shape more of nouns provide feedback on cut cardboards www.lumosity.
and verbs. learner’s level of different Com
2.To cut the card 2. To fold and design assimilation on the colours,
board in a the cone hat. topic. scissor, bond
triangular shape gum
3.To fold it into a ascertain each
cone shape and learner’s ability to
design it apply their knowledge.
245
8 Skipping . 1.To encourage 1. 1. to draw any T.P.D; self Whole class work will paper, table, Scholastic
exercise learners self object of their choice confidence prove learners crayon, pencil, success with
independence. independently knowledge on drawing. etc kindergarten
pages 240-246
2. to draw and 2.To colour nicely. individual work will
colour anything of provide evidence on
their choice. the extent to which
leaner understand the
topic
9 Swinging 1.To identify card 1. To make a card Language Arts; Open class activity at Card board, Scholastic
exercise board and cut it more of nouns the beginning of the scissor, success with
2.To write on the card and verbs class will ascertain pencils and kindergarten
2. To make a card. learner’s knowledge on markers 240-245
making a card.

ability to apply the
knowledge.
10 What is the . 1.To identify 1.To identify different Sensorial Activity; An open class activity Poster colours, Basic
time Mr. Wolf different colour colour concept of at the beginning of the paint brush, Montessori
colours lesson will give plate etc learning
2.To identify a paint 2.To identify a paint feedback on the extent activities by
brush brush to which learners have David Gettman
understood the lesson. pages 50-51
3.To dip the brush in
the paint and splash Individual work will
provide evidence on
the extent which each
leaner’s can splash the
colours
11 Catching the 1.To identify the 1.To identify the Pre-science; Open class discussion Feather, Www. Lumosity
train feather and feather and chicken. classification of at the beginning of the chicken, bond .com
246
chicken. 2. To paste the feather animals class to ascertain the gum
on the body of the learner’s knowledge on
2. To paste the chicken the topic.
feather on the body
of the chicken Individual activity for
learners to paste the
feather
12 Jumping . 1.To encourage 1. 1. to draw any T.P.D; Self- Whole class work will paper, table, Www. Lumosity
exercise learners self object of their choice confidence prove learners crayon, pencil, .com
independence. independently knowledge on drawing. etc
2. to draw and 2.To colour nicely. individual work will

colour anything of provide evidence on
their choice. the extent to which
leaner understand the
topic
247
PRIMARY 1 LANGUAGE ART 1ST TERM
1 Revision Review sounds s-ar An open class discussion to reinforce
and enhance learners knowledge on
Match pictures to beginning formation of sounds
sounds
An individual activity to match pictures
Fill in the missing sound. to the beginning sounds
Cross out picture
Formation of sounds in the air.
2 Revision Revisit diagraph sounds An open class discussion to enhance

learners knowledge on fill in the gaps
Circle the correct sound for each with missing sounds
picture
An individual activity to circle the correct
Fii the gaps with the missing sound for each pictures
sound.
Fill the sound to complete the

correct name of the picture
3 Word building Build 2-3 letter word with An open class discussion to ascertain
sounds learners knowledge on building of
words.
248
Listen and write built words An individual activity to read built words.
Read built words
4 Word building Build 2-3 letter words An open class discussion to ascertain
the learners knowledge on words built.
Listen and write built words
An individual activity to read built words.
Read built words
5 Word building Built 3-4 letter words An open class discussion to ascertain
learners knowledge on word built.
Read sight words identify
sounds in words Match rhyming An individual activity to match rhyming
nsme and sounds name and sound
Match words with correct

picture
Fill in the missing sounds to

correct names
6 Use of capital To start sentence with capital An open class discussion to ascertain
letters letters learners knowledge on reading letters
To start name of place, person An individual activity to start sentences

with capital letters with capital letters
Identify capital letters Read

capital letters
8 Sentence Define term An open class discussion to ascertain

construction learners knowledge on sentence
Make sentences with words construction
Dictation of sight words An individual activity to past sentences
to the correct pictures
Dictation of word built
249
Match sentences to the correct
pictures
Past sentences to the correct

words
9-10 Consonant Define terms, An open class discussion to ascertain

blends: initial the learners knowledge on identifying
and final Identify initial and final initial and final blends
consonant blends M atch
pictures to the correct blends An individual activity to list and write
words built with blends
Listen and write words built with
blends.
11 Sentence Make sentences with words An open class discussion to ascertain

construction learners knowledge on making
Match sentences to pictures sentences with built words
Reorder of simple sentences An individual activity to listen and write

wrongly placed sentences.
Dictation of sentences
Complete sentences with words
12-13 Silent “e” Identify silent ‘e’ words An open class discussion to ascertain
words a, I, o, u learners knowledge on silent “e” words.
Listen and write silent “e” words.
An individual activity to read silent “e”
Read silent ‘e’ words words.
2nd TERM
250
1-2 Introduce Identify ay, y, igh in words An open class discussion to ascertain
alternative the learners knowledge on reading
spelling of List and write words with the words ay, y, igh .
words eg ay, y, sounds
igh etc An individual activity on listen and write
Read the sounds in the words words on ay, y, words.
Fill in the missing sounds in the

words
3 Silent “e” Identify silent ‘e” in a word An open class discussion to ascertain
words learners knowledge on silent “e” words
Circle silent “e” words
An individual activity on reading silent
Read silent “e” words in “e” words in sentence.
sentences
Listen and write silent “e” words.
4-5 Revision Building words up to 5 letters An open class discussion to ascertain

learners knowledge on reading sight
Identify sight words words
Listen and write sight words An individual activity on identifying sight

words
Read built word in sentences
6-8 Introduce Define term An open class discussion to ascertain

trigraph learners knowledge on trigraph sound
Identify trigraph.
An individual activity on reading trigraph
Read words build with trigraph words.
Circle trigraph in word built
9 Sentences To start a sentence with capitals An open class discussion to ascertain

construction learners knowledge on sentence
To end a sentence with full construction.
251
–stop An individual activity to listen and write
sentences
Listen and write sentence
Read sentence constructed.
10 Revision To read capital letters An open class discussion to ascertain

learners knowledge on reading capital
Identify capital letters letters.
To start sentences with An individual activity to listen and write

capitals letters.
Capitals
Listen and write capital
Letters.
11 Consonant Define term. An open class discussion to ascertain

blends learners knowledge on blends
Identify consonant blends in
words An individual activity to listen and write
consonant blends.
Listen and write consonant
blends
Read sentences with blends
3rd TERM
1 Doubling rule Define Term An open class discussion to ascertain
learners knowledge on doubling rules
Read words with ss, ff. ck., ll, at
252
end An individual activity to read words with
ll. Ff, ss, ck in sentence
Listen and write with words ss ,
ff, ck, ll at the end
Read sentence with ss ck, ff, ll,

words,
2-3 Shy I and tough Identify tough Y-shy I words An open class discussion to ascertain
Y learners knowledge on tough Y and shy
To state the rules of formation I.
Read sentences on chart An individual activity to read words on

shy I and Tough Y
Circle all the full-stop, question
mark in the passage.
4-5 Rules of Define term An open class discussion to ascertain

reading learners knowledge on rules of reading.
Say rules of reading
An individual activity on observing
To apply the rules while reading learnersskill in reading.
Circle all the shy I and Tough Y

words in the sentences
6-8 Nouns and Define term An open class discussion to ascertain

adjectives learners knowledge on definition of
Identify nouns and adjectives. noun
Practice rules of reading An individual activity to use ‘a’ and ‘an’

correctly in speech.
To identify “a” and ‘an’ in a story.
To use ‘a’ and ‘an’correctly in

speech
253
Match “a’ and ‘an’ to the correct
picture/sentences
9 Verbs and Define term An open class discussion to ascertain

Adverbs learners knowledge on definition of
Identify verb in sentence adverb
To use adverbs correctly in An individual activity on use of adverb to

speech make sentence
Fill the verbs in the sentences
10 Use of some To identify “some” and “any” An open class discussion to ascertain
and any story. learners knowledge on use of ‘some’
and ‘any’.
To use “some” and “any”
correctly in speech To match ‘some’ to the correct picture/
sentence.
To match :some” to the correct
picture/sentence Identify vowels
Identify vowels Identify consonant
Identify consonants . To mark correct use of punctuation

marks.
To add full- stop and question
mark at the end of sentence.
11 Comprehension To read story An open class discussion to ascertain

learners knowledge on reading story.
To answer questions on story.
An individual activity to answer
Fill in all the missing words in questions on story read.
the sentences
Listen and write sight words.
12-13 Comprehension To read story An open class discussion to ascertain

learners knowledge on reading.
To answer question on story.
254
Fill in all the missing sentences An individual activity to answer
questions on the story.
Underline adjectives in
sentences
To construct sentences using

adjectives.
255
SOCIAL SKILL 1ST TERM
1 My family Define term An open class

discussion to
Identify members of ascertain learners
the family knowledge on
definition of family.
to mention members
of the family.
2-3 Types of family Define term An open class

discussion to
Identify members of ascertain learners
the family knowledge on types of
family
Mention the 2 major
types of family. An individual activity
to identify his family
Role play family
4 Family occupation Define term An open class

discussion to
To say the occupation ascertain learners
of the father knowledge on family
occupation
Say the occupation of
the mother An individual activity
to say responsibility of
Say their occupation
the members of the
family
256
5 My community Define term An open class
discussion to
Identify community ascertain learners
knowledge on
Mention the leaders in
community
the community
Mention and practice
to say the
the custom and
responsibilities of the
tradition of the
community to its
community,
members
6-8 Community Define term An open class

responsibility discussion to
Identify a community ascertain learners
knowledge on the
Say the responsibility
responsibilities of the
of the community
community.
Mention the
responsibility of the
to mention the levels
member of the
of leaders and their
community
responsibilities.
9 Respect/people Define term An open class

discussion to
Mention the level of ascertain learners
the leaders in the knowledge on respect
community for people.
Say the duties of the An individual activity

leaders in the to say ways of
community respecting the elders
in the community
10-11 Knowing some Mention the states in An open class

state in the the north discussion to
257
Northern Nigeria Say their types of food ascertain learners
knowledge to mention
Identify their mode of the state in the North
dressing
Mention their
occupation
12-13 Knowing some Mention the states in An open class

state in southern the south discussion to
Nigeria ascertain learners
Identify their mode of knowledge on saying
dressing the state in South.
Say their occupation. An individual activity

to identify their mode
of dressing.
2ND TERM
1-2 All the family Define term An open class

discussion to
Mention 2 major types ascertain learners
of family knowledge on
definition of family.
Differentiate the 2 major
family An individual activity
to identify the 2 major
Mention the
family
responsibilities of
members of the family
258
Role play family
3 The Nigeria Define term An open class

flag discussion to
Identify the flag ascertain learners
And it’s colour knowledge identifying
Say the colour of the
Nigerian flag
flag
Say the meaning of the
to say the colour of
flag
Nigerian Flag.
Colour the flag with the
Correct colour.
4-5 Occupation Define term An open class

discussion to
Mention different kinds ascertain learners
of occupation knowledge on
occupation
Match pictures to the
correct name An individual activity
to the correct
occupation.
6-7 Rocks Define term An open class

discussion to
Identify rocks ascertain learners
knowledge on rock
Mention types of rocks
Say the uses of rocks
Mention types of
rocks
8-9 Mountains Define term An open class

discussion to
Identify mountains ascertain learners
259
Mention types of knowledge on the
mountains meaning of mountain
Differenciate rock from An individual activity

mountain identify mountains
It’s importance
10 Valleys and Define terms An open class

Hills discussion to
Identify valleys and hills ascertain learner
knowledge meaning
Mention names of them
of valleys and hills.
Differenciate hills and
valleys
to differenciate hills
From valleys
11-12 Oceans, Seas Define term An open class

River discussion to
Identify Oceans, Seas ascertain learners
Rivers knowledge on
definition of ocean.
Match picture to the
Sea, and river
correct name
to match picture to
the correct name.
3rd TERM
260
1-2 My country Identify Nigeria as their An open class
country discussion to
ascertain learners
Say the name of the president knowledge on my
country
Say the location of Nigerian in
the map An individual
activity to say the
Mention the number of states
location of Nigeria
in Nigeria
Recognize the picture of the

president
Colour the Nigerian flag
Sing the National Anthem.
Recite the national pledge.
3-4 Some common To define language An open class

languages in discussion to
Nigeria To mention 3major languages ascertain learners
in Nigeria knowledge on the
topic
To say the importance of
language An individual
activity to mention
the 3 major
languages in
Nigeria
5 National anthem Define term An open class

discussion to
Identify the Nigerian flag ascertain learners
knowledge on
Sing the national anthem
261
Recite the national pledge. National Anthem
and flag.
An individual
activity sing the
National Anthem
6 Good citizenship Define term An open class

discussion to
To identify themselves as ascertain learners
citizen of Nigeria knowledge on the
topic
To say the qualities of a good
citizen An individual
activity to say the
To say the role as good
qualities of a good
citizen in a country.
citizen
7-8 The To define handicapped An open class

handicapped discussion to
To identify handicapped ascertain learners
person knowledge on the
lesson
To say various ways to help
them. An individual
activity on various
ways to help the
handicapped
9-10 Knowing people To list some countries in the An open class

from other world discussion to
places. ascertain learners
To identify the Caucessian, knowledge the
Assian and Negroes. topic
To name the African race An individual
{Negroes} activity to name
262
the African race
{Negroes}
11-12 Good social Define term An open class Social studies for Primary School bk1 by
habits discussion to Adisa Bakara, Ayisha Belgora.
Mention good social habits ascertain learners
knowledge on
Match picture to good social
good habits.
habits
An individual
activity good
social habits
13 Major cities in Identify the picture of a city An open class Social studies for Primary School bk1 by
Nigeria discussion to Adisa Bakara, Ayisha Belgora
Name the cities in the country ascertain learners
knowledge on
Draw pictures of city
major cities in
Nigeria
An individual
activity to draw
picture of a city
263
1ST TERM PRE-SCIENCE
1-2 Parts of the Identify the parts of An open class
body the body discussion to
ascertain learners
Match the parts to the knowledge on parts of
names the body
Colour parts of the An individual activity to
body identify parts of the
body
Write the names of the
parts of the body
3 Body cleanliness Identify soap, water, An open class

nail cut, comb, tooth- discussion to
brush ascertain learners
knowledge to care for
Circle things use to their body
care for the body
Writ and match them mention the things
to their pictures used to care for our
264
body
4 Good body Define body posture An open class

posture discussion to
Demonstrate various ascertain learners
body posture knowledge to practice
it
Say it’s importance
circle good body
posture
5 Proper use of Define term An open class

toilet discussion to
Identify toilet ascertain learners
knowledge on how to
Circle modern toilet
use the toilet
Mention things use in
the toilet
mention things used in
the toilet
6 Transportation Define term. An open class

discussion to
Identify various means ascertain learners
of transportation knowledge on means
of transportation
Mention means of
transportation Match An individual activity
transportation to their match transportation
various means to their various means
8 Light and heavy Define term An open class

objects discussion to
Identify light and ascertain learners
heavy objects. knowledge on light and
heavy objects.
Mention light and
265
heavy objects An individual activity to
say means of
Circle light and heavy transportation.
objects
Write the names of

light and heavy
objects
9 Buoyancy Define term. An open class

discussion to
Mention floating and ascertain learners
sinking objects knowledge buoyance
Circle floating and An individual activity to

sinking objects identify floating and
sinking objects
Write names of
floating and sinking
objects.
10 Types of homes Define term An open class

discussion to
Mention types of ascertain learners
homes knowledge on types of
home
Identify various types
of homes An individual activity to
mention types of
Circle types of homes
homes
we live in
Write the names of

homes.
11 Difference in Identify animals and An open class

animals and human beings homes discussion to
humans homes ascertain learners
Mention types of knowledge on
266
homes for animals difference in animals
and humans home
Write the names of the
homes An individual activity to
identify animal home
Match animals to their
homes
12 Revision
2ND TERM
1 Living and none Define term. An open class discussion
living things to ascertain learners
Mention living and non- living knowledge on living and
things non- living things
Identify living and non-living An individual activity to
things mention living and living
things
Circle living and non- living
things
Match living and non- living

things
2 Aquatic and Define term An open class discussion

terrestrial animals to ascertain learners
Mention Aquatic and knowledge on Aquatic
terrestrial animals. and terrestrial animals.
Match Aquatic and terrestrial An individuality to match
267
animals to their environment aquatic and terrestrial to
their environment
Circle Aquatic animals and
colour Terrestrial animals
3 Locomotion in Define term An open class discussion

animals to ascertain learners
Mention organs of knowledge on locomotion
locomotion in animals in animals.
Colour Aquatic animals An individual activity to

mention organs of
Write organs of locomotion in
locomotion in animals
animals
Demonstrate their various

means of locomotion
4 Mode of feeding in Define term An open class discussion

animals to ascertain learners
Mention mode of feed in knowledge on mode of
animals feeding in animals.
Write the mode of feeding An individual activity to
match to their organs of
Match animals to their
feeding,
environment
5 Animals and their Identify animals and their An open class discussion
young ones young ones to ascertain learners
knowledge on animals
Say the names of their young and their young ones
ones.
Match animals to their young say the names of animals
ones. and their young ones.
Say the organs of locomotion
268
6 Exercise /rest Define term An open class discussion
to ascertain learners
Identify causes of tiredness. knowledge on benefits of
exercise and rest
Benefits of exercise and rest
say the importance of
exercise and rest.
8 Safety at Define term An open class discussion

school/home to ascertain learners
Way we can observe safety knowledge on safety.
rules in school and at home..
say the rules of safety.
9 Classification of Identify insect from other An open class discussion

insect as part of animals. to ascertain learners
the animals world knowledge on
Say why they are part of the classification of insect as
animals world part of animals world.
Say the difference in animals An individual activity to

and insects mention the importance
of insect to the animals
Mention their importance in
world.
the animals world.
10 Differences Identify different parts of An open class discussion

between animals, animals, birds and human to ascertain learners
Birds, and Human being knowledge on differences
beings on animals, birds, and
Mention the names of the human beings.
parts
Differentiate the parts mention the functions of
the parts.
Mention the functions of the
269
parts animals ,birds and
human beings
Match the similarities of the

parts.
11 Season To define term An open class discussion

to ascertain learners
Types of season knowledge on season.
Say their own weather An individual activity to

condition (Africa) mention types of season
Differentiate home and

abroad seasons
Mention what to wear in each

season
12 Care of our Define term An open class discussion

environment to ascertain learners
Identify dirty and clean knowledge on care of our
environment environment
Say various ways we can An individual activity to

keep our environment clean identify dirty and clean
environment.
Practice the art.
Throw waste into the trash

can/dustbin bin when the
need arise
RD
3 TERM
270
1 Sources of water Define water Scholastic Children’s Dictionary
page 642. Science for beginners 2
Identify water by Bojah.
Say and identify sources of water.
Say the uses of water.
Its importance
Ways bad water can be treated to

make it fit for drinking.
2 Temperature Define term.

/Evaporation
Say sources heat and effect.
Mention some things that can cause

heat.
Differentiate when something is

heated or cold.
3 Wild and Domestic Define term

Animal
Identify domestic and wild animal.
Say why some animals are wild and

some are domestic
4 Growth and Define term

Reproduction in
animals. Identify and name the stages of
growth and reproduction in the insect,
butterfly.
Identify the butterfly as an example of

an insect.
5 Diseases / mode Define term 1h, 25m Primary Health Education Bk5 by
271
of transmission. Their causes A. Obogbainaha page 77-83
The name of diseases
How it can be avoided
Say mode of transmission, water born

disease
Other ways diseases get through

water.
6 Plant: Growth and Define term

Reproduction
Identify plant
Mention plant that has seed
Mention condition necessary for

germination of plant
8 Uses of plant: Define term

Decoration, food,
medicine, raw Identify as growing thing
material.
Say the uses of flower
9 Force /magnet Define terms

(buoyancy)
Identify heavy and light object
Identify single and light objects
Mention the objects
Circle heavy and light object
10 First Aid/Content Define term 1h,25m Primary Health Education Bk5 by

E.A. Obogbaina page 49
Identify the content of then box
272
Say the name of the content
11 Musical Define term
Identify musical instrument
Mention their names
Say the importance of musical

instrument
12 Universe: Define term

Heavenly body
Identify heavenly body
Write their names
Match name to the objects
Circle heavenly body
13 Solid/ Liquid Define terms
Identify solid / liquid
Circle solid objects and colour liquid.
Match solid object to their names
NUMBER CONCEPT 1ST TERM

1 Recognition of Apportion value to An open class 1hr,25m
values 1 – 30 numbers 1 – 30 discussion to ascertain
the knowledge on
Identify number 1 – 10 apportioning of value
273
Write number from from number 1 – 30
memory 1-30
write number from
memory 1 – 30.
2 Recognition of Apportion value to An open class 1hr,25m

value number 1 – 50 discussion tom
ascertain the learners
Identify 0 – 9 knowledge on
apportion value from
Write number 1 – 50 from
number 1 – 50
memory
identify 0 - 9
3 Introduce Define Terms An open class 1hr,25m New Nursery Macmillan Mathematics Series page
Addition discussion to ascertain 36 - 37
Itemize the principles of the learners knowledge
addition on solving problem on
addition
To give enough examples
using stories and
numbers
To guide learners with identify symbols of
stories addition
4 Number Define term An open class 1hr, 25m

Formation 21-40 discussion to ascertain
Explain to learners how the learners knowledge
numbers can be form with on forming numbers
pre nursery skills using C
) – 1 to form numbers 31 - 40
Identify formed numbers An individual activity to
274
identify numbers 31-40
5/6 Introduce Define terms An open class 1hr, 25m

Subtraction discussion to ascertain
Explain the principles of the learners knowledge
subtraction on solving problem on
subtraction
To guide learners with

stories An individual activity to
identify symbols of
subtraction
8 Introduce greater Define term An open class 1h 25m

than > and Less discussion to ascertain
than < Explain the terms with the learners knowledge
enough examples using on identifying the
demonstration symbol of greater than
identify the symbol of
less than
9 Introduce Define terms An open class 1h 25m

Ascending and discussion to ascertain
Descending Explain the terms with learners knowledge to
order of numbers enough examples identifying descending
order
Identify
Fill in the
identifying ascending
order
275
10 Recognition of Apportion values to An open class 1hr 25m
value number 1 – 40 discussion to ascertain
learners knowledge to
Identify numbers identifying number 1 -
40
Write numbers 1 40 from
memory
write number 1- 40
from memory
11 Number Define term An open class 1hr 25m

Formation 81-90 discussion to ascertain
Guide learners on how to learners knowledge to
form numbers form numbers 81 - 90
Identify numbers
List and write numbers An individual activity to

fill in the missing
Fill in the gaps with
numbers 81 - 90
missing numbers
12/ Introduce Bar Define term An open class 1hr 25m Mega Maths by Michael Longe page 86
graph discussion to ascertain
13 To explain the use in learners knowledge to
association to number plotting of bar graph
value
identifying the highest
number on the bar
graph
276
2ND TERM
1/ Addition of Define term An open class discussion to ascertain 1hr 25m New Nursery Macmillan
learners knowledge on identifying Mathematics book3 Series 25
2 Numbers using To explain the principles of symbol of addition
pictures /stories addition

using pictures /stories An individual activity to solve problems
on addition
To solve enough examples
3/ Subtraction of Define term An open class discussion to ascertain 1hr 25m Collins New Primary Maths pages
numbers using learners knowledge on identifying 9, 20-21
4 pictures/stories To explain the principles of symbol of subtraction
subtraction
To give enough examples us

An individual activity to solve problems
To learners with stories on subtraction
5/ Introduce 2time Define term An open class discussion to ascertain 1hr 25m Mega Math by Michael Tonge
table learners knowledge on the principle of pages 28-29
6 Drill learners on the principle multiplication
of multiplication
TO solve single problem on

time table An individual activity to solve single
problems involving time table
8/ Introduce telling To explain the hour hand An open class discussion to ascertain 1hr 25m Mega Math by Michael Tonge
the time on the learners knowledge on hour hand pages 14-15
9 hour Guide the learners to
identify and tell the on the
hour.
An individual activity to guide the
learners knowledge on the hour hand
277
10 Concept of Money Define term An open class discussion to ascertain 1hr 25m Collins New Primary Maths page 40
learners knowledge on addition of – 45
To explain the principle of money
addition

using stories and numbers An individual activity to guide the
learners knowledge on addition of
To guide learners to solve money
problems on addition of
money.
11 Concept of money Define Term An open class discussion to ascertain 1hr 25m Mega Maths by Michael Tonge
/ learners knowledge on money pages 14 – 15
To explain the principles of
12 subtraction of money
To give enough examples An individual activity to guide learners

using stories and numbers solve enough problem on subtraction
of money
To guide learners with
stories and numbers
Addition and subtraction of

money (shopping)
13 Pictograph Define term An open class discussion to ascertain 1hr 25m Mega Maths by Michael Tonge
learners knowledge on plotting of pages 80 – 85
Apportion number to value graph
Plot graph
278
An individual activity to guide learners
solve to plot graph
3RD TERM
1 Addition/subtraction Define terms An open class discussion to ascertain 1hr 25m Understanding Mathematics for
of money learners knowledge on money Nigeria by Maria N. David Osuagwu
To explain the principles page 55-67
of subtraction and
addition
solve enough problem on addition and
subtraction of money
2 Counting in 2S 2 - Define term An open class discussion to ascertain 1hr 25m Mega Math BY Michael Tonge page
10 learners knowledge on counting in 148-149
Explain how count in twos
twos
Count in twos
to count in twos
279
3 Number work: Define Terms An open class discussion to ascertain 1hr 25m
Ascending/ learners knowledge on arrangement of
Descending Arrange numbers in numbers in ascending and descending
ascending and order
descending order
An individual activity to arrange

numbers in ascending and descending
form
4 Odd/ Even numbers Define term An open class discussion to ascertain 1hr 25mC Collins New Primary Math Activity
learner’s knowledge on odd and even book page 50-53
Identify odd and even numbers.
numbers
Solve problems on od
and even numbers An individual activity to solve problem
on odd and even numbers.
5 Counting in 5s Apportion value 0 – 5 An open class discussion to ascertain 1hr 25m Collins New Primary Math Activity
learner’s knowledge on counting in book page 50-55
Identify number 5 fives
Count in fives

on counting in 5s
6 Greater/less than, Define term An open class discussion to ascertain 1hr 25m Collins New Primary Math Activity
equal to >, <, =. learner’s knowledge on greater, less book A
Identify object of less , than equal to
more, greater
Match objects to the

correct value An individual activity ton identifying
objects of greater.
8 Introduce counting Apportion value 0 – 10 An open class discussion to ascertain 1hr 25m Mega Maths by Michael Toneg pages
280
in 10s Identify numbers in 10s learner’s knowledge on counting in 10s 148-149

on counting in 10s
9/ Fraction Define term An open class discussion to ascertain 1hr 25m Mega Maths by Michael Toneg pages
learner’s knowledge on fraction 58-59
10 To cut, shade, divide
various objects into
fraction ½, 1/3, ¼
on fraction
11 Graph Define term Mega Maths by Michael Toneg pages

Representation 82-83
To explain graph
To plot graph
12 Revision Telling the time An open class discussion to enhance 1hr 25m Mega Maths by Michael Toneg pages
learner’s knowledge on telling the time 114-115
Fraction

on fraction
13 Revision Greater than >, < less An open class discussion to ascertain
than and solidify learner’s knowledge on
greater > and less than <
An individual activity to solve problems

on greater than and less than
281
PRIMARY 2 GENERAL KNOWLEDGE 1ST TERM
WKS TOPICS CONTENT KEY AIMS AND PERIOD ASSESSMENT TECHNIQUE REFERENCE
SKILL/CROSS- OBJECTIVES
CURICULAR LINK
1 Civic  Meaning of  Social --  To 4  Group work to  Civic education

education civic - Duties develop discuss the civic bk 2 pgs 4-10
education and learners’ rights of citizens
 Duties and responsib understa will determine the
obligation ilities of nding on learners’ level of
of citizens citizens their civic understanding on
 Civic rights  Civic --- rights and the lesson.
of citizens. Basic obligation  Individual‘s ability
fundamen s. to demonstrate
tal rights understanding on
of the duties and
citizens. responsibilities of
citizens will also
prove each
learner’s level of
assimilation on the
lesson.
2 Family  Meaning of  Civics. –  To 4  Open class Social Studies for

family, the Responsi develop discussion at the primary schools by
282
individual bilities learners beginning of the Adisa Bakare pg 9 -15
and the and understa lesson to prove the
family. duties of nding on learners knowledge
 Types of members the on the lesson.
family. of the meaning  Group work to Civic Education by Felix
 Duties & family. and types discuss the family Alonge bk. 2 pg. 7- 10
responsibili  Geo – of family. relationship will
ties of Mapping  To also prove the Encarta premium DVD
members of the express learners’
of the family the family understanding of
family.  Home relationsh the lesson.
 Family eco – ip with  A project work
relationshi Care of the family about my family
p. the home, tree; will prove learners
 The family environm  To understanding on
and the ent, acquaint the topic.
home myself, leaners
 Taking care food. with the
of the  Sos --- duties
home The and
 Part of the individual responsib
home. and the ilities of
family members
/society. of the
 Morals—R family.
ules in  To
the family develop
learners
knowledg
e on care
of the
home
3 Communit  The  Soc. –  To 4 An open discussion at the www.community.com

y and meaning of Types of develop beginning of the lesson will
Neighborh community communit learners determine the learners’
ood /types y knowledg level of familiarity with the
 Places in  Voc – e on the Britannica Encyclopedia
283
the Occupatio meaning topic.
community n and types
. (teachers, of Encarta for Kids and
 Rules / communit communi
cooperatio y helpers, ty A group activity to discuss
n in the doctor)  To and differentiate the types
community  Health– acquaint of community Encarta premium
 Taking care Care of learners
of the the with the Farafna social studies
environme environm human pgs 19-25
nt ent. resources An individual’s ability to
 Human  Civics--- in the
itemize the community
resources Rules and communi
ty helpers will ascertain their
in the cooperati
community on in the  To create knowledge on the topic.
. communit awarenes
 Leaders in y. s on
the places
community found in
. the
communi
ty.
4  Meaning of  Social Studies  To develop 4 An open class discussion Civic Education bk. 2 by
Communit neighborhood/ – Meaning of learners on neighborhood at the end Felix Alonge pg. 31 – 36
y and neighbours neighborhood understandin of the lesson to ascertain
Neighborh  Places in the  Civics – g on the learners understanding
neighborhood. cooperation neighborhood
ood on the lesson.
among and places. Social Studies Farafina
neighbors. Edu) by Adisa Bakare
and others pg/. 47 - 49
5 Religion  The  Soc. –  To 4  A whole class Social Studies bk. 2 (pg.

meaning meaning develop discussion on 7 – 17)
and types and types learners modes and places
of religion  His - The knowledg of worship will www religion .com
 Mode and oldest e on prove each learners
284
place of form of types of reasoning ability on
worship. religion. religion the topic.
 History of  Civics–  To  A n individual
traditional respect enhance activity will also
religion for learners prove the learners
B/C. religion. knowledg level of
 The e on understanding on
Similarities types of the lesson.
and religion.
differences  To
 Types of acquaint
religious learners
leaders with the
 Respect for differenc
religion. es and
similaritie
s of the
types of
religion.
6/8 Culture  Meaning of  Soc .  To extend 4  An open discussion  Social Studies
and culture and culture the at the beginning of bk. 5 (pg. 25 –
ethnicity ethnicity. and learners the lesson to 29)
ethnicity. knowledg ascertain the
 His e on knowledge of the
 The 3 main –Origin of various learners on the
ethnic the 3 ethnic lesson.
groups in main groups in  An individual ‘s
Nigeria ethnic Nigeria. ability to describe
 Various groups  To the aspects of
cultural  Geo – develop culture that makes
food and Their learners’ each culture unique
attires, locations knowledg will determine the
languages, from the e on learners level of
norms and map of some assimilation of the
values. Nigeria important lesson.
 Cultural  Civics/ aspects
festivals by morals – of culture
various Showing and why
ethnic respect culture
group for ones should be
 Location of culture. respected
285
ethnic .
groups and  To extend
states on learners
the map. knowledg
e on the
location
of ethnic
group on
the map.
9 Vocation  Meaning  Voc. –  To extend 4  A group work to Social studies Farafina
and types Teaching the discuss how by Adisa Bakare pgs 23
of (a learners teachers help to
vocations. professio knowledg shape our lives will
 Tools used n) e on prove the learners
by various vocation understanding on Basic English Language
vocations. and types the lesson improvement skills by
 To Harbans Kaur bk 1
acquaint
pages 65- 67
learners
with the
various
tools
Vocational aptitude by
used by
different Ugo c Ugo Pgs 4- 15
professio
nals.
10 Good  Meaning of  Health –  To 4  A simple speech by Home economics For

grooming, grooming, importan develop learners on junior primary school bk
excercise, exercise, ce of learners importance of good 1 by Rebecca Oyegbeda
rest and rest and sleep, understa grooming will pgs 4. 5
sleep exercise, nding on ascertain learners
sleep
 Importance rest and the topic. understanding of
of exercise sleep  To create the lesson
rest and  Civics- awarenes  An open class Physical and health
sleep. proper s on the discussion on the
education for primary
 Ways of care of importan importance of
taking care the body. ce of exercise will school bk 2 Pgs 34, 35
of the body exercise determine learners’
 Good body and level of
posture. sleep. assimilation of the
286
 To topic.
acquaint
learners
with
effect of
inadequat
e rest and
sleep to
the body
 To
develop
learners
knowledg
e on
steps to
good
grooming
.
Revision  Revision  Revision  Revision
11
287
PRY .2 GENERAL KNOWLEDGE 2ND TERM
WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT REFERENCE

OBJECTIVES TECHNIQUE
1 Revision  Revision  Revision  Revision  Revision
2 Community  Meaning of  Social  To 4  Whole Social studies Farafina by

Leaders term with Studies develop class Adisa Bakare pgs 34-40
examples --- types the activity
 Types of of learners will
community leaders. understan determi
leaders  History ding on ne the www.leader.com.
 Role of – past communit learners
community and y leaders level of
leaders. present with assimila
 Duties and leaders examples tion on www.community @
responsibili  Civics ---  To extend the info.com
ties of Respect learners lesson
leaders in for knowledg  Individu
the leaders e on role al
community of activity
. communit to
 Showing y leaders itemize
respect for in the steps in
leaders communit cleaning
y the
 To make home
explicit will
how to determi
show ne each
respect to learner’s
our underst
leaders anding
both in on the
288
the lesson
communit
y and
nationally.
3 .Authority and  Civics -  To create 4  Open Home Economics for
respect types of awarenes Class primary schools book 5 by
 Meaning of authorities s on discussi Olabisi Are and others pg.
authority and  Importance national on at 16
respect, of respect symbols the
allegiances.  Ways of that beginnin
 Ways of showing should be g of the
showing respect respected lesson Encarta for kids and
respect.  Disadvantag . will
determi Encarta premium 2009
 Groups/authori es of  To
ties and disrespect. develop ne the
national  Misuse of learners’ learners
figures. that authority. knowledg knowled
ge on www.authority.com
need respect e on
 Consequences respected the
of disrespect authority topic
 Respect and and the  Individu
reasons al’s www.respect.com
order
 Authority at why they ability to
home, school, should be describe
and in the respected the
government. and also usefulne
the ss of
conseque forest
nces of will give
not a proof
showing of each
respect to of the
them. learner’s
underst
anding
on the
lesson
4 Law  . Meaning  . Social  To improve 4  Group work Encarta for kids and
enforcement of law Studies learners to use the Encarta premium,
agency enforceme –people knowledge on atlas and
nt agency. who the law identify and
289
 Objectives enforce enforcement give Social Studies for Primary
and types law in agencies in meaning of Schools book 2 by Adisa
of law the Nigeria and law Bakare pg. 51
enforceme society. modus enforcemen
nt agency. operandi. t acronyms www.law enforcement
 Exam  To create will prove
agency.com
ples of awareness on the learners
law the right of understandi
enforc citizens to ng on the
ement collaborate lesson.
agents with the law
 Importance enforcement
of law agency eg
 Meaning of NPF , FRCN,
law NAFDAC
enforceme
nt
acronyms.
 Duties and
functions
of law
enforceme
nt
agencies.
5 Transportation  Meaning of  Hist – past  To enhance 4  Open www.transportation.com.
transportati and present the learners Class
on means of knowledge on activity Primary Schools book 2 by
 Types of transportati the past and will Adisa Bakare pg. 67-70.
transportati on. present ascertai
on  Geo- means of n the
 Old and Movement transportation learners
modern of people . level of
means of from one  To develop underst
transportati place to learners anding
on. another knowledge on on the
 Safety tips Sos- Movement the history of lesson.
transportation
and how
people, goods  Individu
can move al’s
with the ability to
290
various itemise
means of different
transportation means
to nationally of
and globally. transpor
 To improve tation
learners on will give
safety proof of
measures to each of
implore whilst the
moving from learners’
a place to level of
another by underst
different anding
means of on the
transportation lesson.
.
6 Technology/  Meaning and  Home  To extend the 4  Whole class Social studies for primary
appliances definition of Econs- learners work will schools book 2 pg. 65
terms. Safety use knowledge on give
 Old and new of of old and new evidence of Vocational aptitude by Ugo.
technology appliances technological the learners C. Ugo bk 2 pgs 6-15
 Types of  Care for appliances. understandi
appliances appliances  To enhance ng on the Primary Schools book 2 by
 Importance of  Hist- History the learners lesson. Adisa Bakare pg. 71-73.
technology @ of knowledge on  Individual’s
appliances technology the safe use ability to
 Safe use of  Voc- of itemise
appliances Occupation. technological electrical
 One who fixes appliances. and non-
damaged  To acquaint electrical
appliances? learners with appliances
electrical and will give
non- electrical evidence of
appliances. each of the
learner’s
level of
understandi
ng on the
lesson.
8 Appliances  Meaning of  Voc- To enhance 4  Whole class Social studies for primary
291
/Labour saving appliances occupat the learners’ work will schools book 2 pg.42
devices and labour ion knowledge on the give
saving  Home labour saving evidence of Vocational aptitude by ugo
devices Econs- the learners c Ugo bk 2 pgs 6-15
devices within the
 Examples Care for understandi
serene ng on the
of labour applianc Primary Schools book 2 by
saving es. environment. lesson. Adisa Bakare pg. 71-75.
devices Individual’s
 Use of ability to itemize
labour electrical and
saving non- electrical
devices
appliances will
give evidence of
each of the
understanding
on the lesson.
9/10 Food  Meaning of  Home  To enhance 4  Whole Social studies for primary
food Econs.- food the learners class schools book 2 pg.34
 Six classes of hygiene knowledge on activity
food  Civic morals the six will Vocational aptitude by ugo
 Importance of - manners classes of ascertai c Ugo bk 2 pgs 20
food  Voc- food. n the
 Ways of occupation  To extend the learners’
preserving food  Sos – learners underst
 Reasons for environment knowledge on anding Primary Schools book 2 by
taking care of for the on the
Adisa Bakare pg. 14
food preparing importance of lesson.
 Food hygiene the food food to the  Group
 Food vendors. body. activity
 To create to group
awareness on food
methods of under
preserving classes
food and why will also
we should prove
the
292
take proper learners’
care of food level of
and effects of underst
food poising anding
as one of the on the
factors. lesson
 Individu
al’s
ability to
itemize
steps
involved
in food
hygiene
will give
proof of
each
learner’s
level of
underst
anding
on the
lesson
11 Revision/exam
293
PRY.2 GENERAL KNOWLEDGE 3RD TERM
WKS TOPICS CONTENTS CROSS CURRICULAR/ AIMS AND PERI ASSESSEMENT/ACTIVITY REFERE
CONNECTIVITY OBJECTIVITY OD TECHNIQUE REFERRENCE NCE
1 Revision www.wik
ipedia.or
g
www.foo
dservice.
com
2 Harmful  Meaning of  Health Edu.-  To extend 4  Whole class activity Home www.foo
substan harmful effect of the will ascertain the Economics dentertai
ces substances. harmful learners’ learners’ for primary nment.c
 Examples of substances. knowledge understanding on the schools book om
harmful  Home Econs.- on forest lesson.
3
substances. proper care of and its  Group activity to www.an
 Types of food. products demonstrate
by Olabisi Are swer.co
harmful  Civics- a good which are understanding on the
substances. citizen should harmful to topic will also prove and others m
 Food not take harmful man and the learners’ level of pg. 17
poisoning. substances his understanding on the
 Effects of environme lesson
harmful nt  Individual’s ability to
substances  To identify and Encarta for
to the body. enhance demonstrate kids and
 Ways of the understanding on Encarta
taking in learners’ edible harmful premium
harmful knowledge substances will give 2009
substances. on types proof of each
of harmful learner’s level of
294
substance understanding on the
s. lesson
 To create Science is
awareness discovery by
on edible olaka bk 2
items(Foo pgs 34
d) that
could be Farafina Sos
harmful to
man and for primary
reasons schoo bk 2
we should pgs 5l
take
proper
care of
food.
3 Medicin  Definition of  Health edu- why  To  4  Open Class Home www.a

e medicine we take drugs enhan discussion at the Economics nswer.com
 Examples of  Effect of drug ce the beginning of the for primary
medicine abuse learner lesson to ascertain schools book www.w
 Ways of  Sos- where we s’ the learners’ level of ikipedi
3 by Olabisi
abusing can buy drug knowl familiarity on the a.com
edge topic. Are and
medicine  Civics – taking
 Places where to doctors’ on others pg. 16
we can buy advice. safe
medicine ways  An individual activity
 Important of to list out
information admini examples of Encarta for
to check stering medicine will give kids and
when buying medici evidence of each Encarta
medicine. ne. learner’s level of premium
 Types of assimilation on the 2009
drugs. lesson.
www.medicin
e .com
295
www.health
.com.
4 Water  Definition of  Health-  To  4  Whole class activity Home

supply water methods/benefi create will ascertain the Economics
 Sources of ts of purifying aware learners’ for primary
water supply water ness understanding on the schools book
 Ways of  Uses of water on lesson.
4 by Olabisi
purifying  Morals – source  An individual activity
s of to outline ways of Are and
water keeping water
 Uses of sources clean water purifying water will others pg. 67
water  Sos- places we and prove the extent at
 Importance can find water ways which each of the
of water of learners was able to
mainta understand the Encarta for
 Chemical
formula ining lesson. kids and
 Characteristi good  Group activity to Encarta
cs of water. water demonstrate premium
supply understanding on the
 To 2009
. topic will also prove
enumerate
the qualities  To the learners’ level of Sos for
of a good develo understanding on the
p primary
water. lesson
learner school by
s’ Adisa bakare
unders pgs 73
tandin
g on
the
import
ance
of
water.
 To
acquai
nt
learner
s with
the
296
qualiti
es of
pure
and
impure
water
5/6 Map of  Definition of  Sos.-identifying my  To create  4  Whole class work will  ww 
Nigeria map. state of origin on awareness give evidence of the w.h
 States in the the map. on the use learners’ level of Sos for eal
map.  Geo.- geo political of map in understanding on the primary thy
 Using the zone locating lesson. school by eat
cardinal places in  Individual’s ability to Adisa bakare ing
point to Nigeria. locate places and cities .co
pgs 90
locate areas. on the map will prove
 Location of each learner’s level of
Encarta for
my state of understanding on the
lesson. kids and
origin using
the map. Encarta
premium
2009
www..
Wikipedia.ma
p of Nigeria
The Nigerian
atlas.
8/9 Past  Meaning of  Hist- history of  To  4  An individual activity Sos for  

Nigerian hero and past heroes & acquai as each learner primary
heroes heroine heroines. nt embarks on project school by
and  History of  Sos.-past & learner writing on the topic Adisa bakare
Nigerian past present leaders s with will ascertain each
heroines pgs 78
heroes and of Nigeria. past learner’s level of
297
heroines and understanding on the
 Attributes presen topic
and t www.nigeria
contribution heroes history. Com
of a hero or and
heroine in heroin www.Nigerian
Nigeria. es c
 To u
develo
p r
learner r
s’ e
unders n
tandin t
g on
the affairs. com
nation
alist/
struggl
e of
some
past
heroes
and
heroin
es.
10/1 Natural  Definitions of  Sos- Human and  To  4  Whole class work will
1 & human/natural natural resources. develo give evidence of the
human resources.  WWJD- The creation p the learners’ level of Encarta for
resourc  Types and story learner understanding on the kids and
examples.  Geo – geographical s’ lesson. Encarta
es
 Examples of locations of where unders  Individual’s ability to write premium
natural and the natural tandin a report on how materials
2009
human resources resources could be g on are processed to finished
in the found the products will prove each
community. term learner’s level of
 Raw and finished with understanding on the
examp www.human
products of lesson.
le. resources.co
some natural
resources  To m
 Human create
298
resources as a aware Social Studies
tool to national ness for primary
development on school by
how
Adisa Bakare
raw
materi pgs 23
als
can be
proces
sed to
finishe
d
goods.
299
PRY. 2 MATHEMATICS 1ST TERM
WKS TOPICS CONTENT CROSS CURICULLAR AIMS AND OBJECTIVES ASSESMENT PERIODS REFERENCE
LINK/KEY SKILLS TECHNIQUE
1 Skip counting  Read and  Stat – Counting,  To develop  Open class work 4 periods
and writing of write at least reading and learners’ will ascertain of 25 Understandin
numbers up 0 – 500 in writing of knowledge on the learners minutes g
to 500 numerals and numbers recognition of understanding mathematics
words  Representing and patterns within the on the lesson.
by Maria .N.
 Count in recognition of number system  Individual
steps of 2s, numbers in words and represent them activity to count Osuagwu
3s, 5s and 4s. and figures. in different ways . and write book 2 pg1,-
 Count in tens  To develop learners numbers in 20
from any fluency in counting figure and
number and writing of words will
forward and numbers up to 500. determine each
backward.  To acquaint learner’s Learn
learners with understanding mathematics
multiple choices of on the lesson bk 2 pages 4
skip counting..  Whole class – 19
work will give
evidence of the
learners’ level of
understanding Primary
on the lesson.
mathematics
 An individual
activity to skip for primary
count and fill in school by
missing Clara Ofuka
numbers will Ernest Eteng
give evidence of and others
each learner’s bk 4 pgs 4-
understanding
300
of the lesson. 12.
2 Recognition  Count in  Stat- representing  To develop learners  Whole class work 4 periods
of numbers steps of 2, 3 numbers in H, T, knowledge in will give evidence of of 25 Understandin
and 5 from 0, U. recognition of the learners’ level of minutes g
and count in  Expanding of patterns within the understanding on mathematics
tens from any numbers in short number system the lesson.
by Maria .N.
number forms and represent them  Individual’s ability to
backward or in different ways. represent numbers Osuagwu
forward.  To enhance according to values will book 2 pg 20
 Recognise learners’ ability to prove each learner’s -22
the place recognise numbers
level of understanding
value of each in hundreds and .
digit in H, T, & representing them on the lesson.
U. in figures and Learn
 Compare and words. mathematics
order  To develop learners bk 2 pages
numbers ability on place 15-17
from 0 up to value of numbers
100 using < and comparing
or >and = between greater
signs. and less numbers. Primary
 Read and
mathematics
write
numbers for primary
from 1- 200 school by
in words and Clara Ofuka
numerals. Ernest Eteng
 Use place and others
value and bk 4 pgs 12-
number fact
15
to solve
problems.
¾ Addition and  Addition and Statistics- representation  To develop learners  An individual 4 periods
subtraction subtraction of numbers on TH, H, T, U knowledge in activity as each of 25 Understandin
of numbers for addition & subtraction recognition of learner solves minutes g
horizontally patterns within the problem on mathematics
and vertically number system each activity
by Maria .N.
and represent them relating to the
301
 Addition in different ways. topic will Osuagwu
involving the  To extend learners ascertain each book 2 pgs
concept of knowledge on the learner’s level of 22-30
zero. language of understanding
 Addition of addition and on the topic .
three sets of subtraction,  A whole class
digits without including sum, activity to add Learn
renaming. total, increase, and subtract 2-3 mathematics
 Addition of 3- difference, etc numbers
horizontally and bk 2 pages
4 digits  To acquaint
numbers with learners with vertically will 25-30
and without mathematical facts give evidence on
remainder in in addition and their level of
H, T, U. subtraction assimilation on
 Subtraction the topic. New Primary
of 3-4 digit  A pair work will mathematics
numbers with give learners on for primary
and without adding and school by
renaming. subtracting on a Clara Ofuka
 Addition and number line will
Ernest Eteng
subtraction ascertain their
level of and others
on a number
understanding bk 4 pgs 60-
line and
number of the topic. 65
bonds.
 Word
problems.
5/6 Multiplication  Meaning of Statistics- multiplication  To develop learners  Whole class work 4 periods
and Division multiplication of numbers on number knowledge on will give evidence of of 25 Understandin
and division lines mathematical facts the learners’ level of minutes g
with signs. Algebra- inverse for 2- 5 and 10 understanding on mathematics
 To route read multiplication table the lesson.
relationship between of by Maria .N.
multiplication and solving  Individual’s ability to
table from 0- additions & subtraction problems involving rote read the Osuagwu
5 times, and division and multiplication table book 2
also multiplication and from 0 – 2 times pgs60- 70;
introducing the relationship. table will prove each 88 - 101
the concept  To expose learners learner’s level of
of zero e.g 2 to range of understanding on .
x 0 = 0 etc materials in context the lesson.
in which
302
 To express multiplication and  A group work on Learn
division as in division relate to how to solve mathematics
grouping, grouping and multiplication as bk 2 pages
sharing, sharing objects repeated addition 45- 50
discrete and relating to fractions and division as
continuous and measures. sharing will
quantities  To improve ascertain learners’
relating to learners knowledge understanding on New Primary
fractions and on the use of the lesson.
measures. Eg cumulative mathematics
(40 -; 2 = 20 . methods of inverse for primary
20 is half of relations and to school by
40 ) and the develop Clara Ofuka
use of multiplicative Ernest Eteng
commutative reasoning. and others
and inverse
bk 4 pgs 148
relationship
to develop - 150.
multiplicative
reasoning eg
(4 x 5 = 20
.and 20 -; 5 =
4)
 To solve
multiplication
as repeated
addition.
 To solve
division as
repeated
subtraction
and
multiplication
and sharing
method with
and without
remainder.
 Show
multiplication
on number
line and
303
explain the
multiplication
and division
facts.
 Multiplication
of 2 digits by
1 digit in tens
and unit.
8 Properties of  Definition of  To develop  An individual 4 periods

shape and shapes and learners’ activity as each of 25 Understandin
fractions fraction  Geometry- knowledge on learner reads minutes g
 Identify and identifying and shapes and its and write mathematics
describe the describing properties appropriate
by Maria .N.
properties of properties of 2d  To acquaint names of
2-D shapes, shapes. learners with the shapes will Osuagwu
including the  Recognizing use of shapes for ascertain each book 2 pg 88
number of fractions on solving simple learner’s level of - 100.
sides and different shapes. fraction operations. understanding
symmetry in  Basic Sc-the  To improve on the topic Learn
a vertical line universe and learners’  An open class mathematics
 Identify and planet. knowledge on activity at the bk 2 pages
describe the wider variety of 2d - middle of the 78
properties of 3d shapes lesson on
3-D shapes, including their sorting 2- 3
including the properties, vertices, dimensional
number of edges and sides. shapes and New Primary
edges, comparing their
differences will mathematics
vertices and
faces ascertain the for primary
 Identify 2-D learners’ school by
shapes on knowledge on Clara Ofuka
the surface the lesson. Ernest Eteng
of 3-D  A pair work and others
shapes, for using objects bk 4 pgs 28-
example a and shapes to
32
circle on a get a given
cylinder and a fraction will give
triangle on a learners level of
pyramid understanding
304
 compare and on the lesson
sort common  A group work to
2-D and 3-D collaborate on
shapes and addition and
 types of subtraction of
fractions like fraction will
 Addition and show the level
subtraction of learners’
of like term understanding
fractions. on the
topic.
 recognize,
find, name
and write
fractions 1/3,
1/4, 2/4 and
3/4 of a
length, shape,
set of objects
or quantity
 write simple
fractions e.g.
1/2 of 6 = 3
and
recognize the
equivalent of
two quarters
and one half.
9 Measures(st  Meaning of  Measurement  To develop learners  Whole class 4 periods

andard and measuremen –standard and understanding on activity to state of 25 Understandin
non t. non standard unit the standard and the need for minutes g
standard)  Non standard of measurement. non-standard units standard unit of mathematics
and standard of measurement. length will
by Maria .N.
units of ascertain the
measuremen learners’ Osuagwu
t. understanding book 2
 choose and on the lesson. pg116- 132.
 Group activity to
305
use discuss various Learn
appropriate measurements mathematics
standard for the same bk 2 pages
units to object will also
78-80
estimate and prove the
measure learners level of
New Primary
length/height understanding
in any on the lesson mathematics
direction  Individual’s for primary
(m/cm); ability to school by
mass (kg/g); measure Clara Ofuka
temperature capacity of Ernest Eteng
(°C); capacity liquids correctly and others
(litres/ml) to with cans will
bk 4 pgs 168
the nearest give proof of
appropriate each learner’s
unit, using level of
rulers, scales, understanding
thermometer on the lesson
s and
measuring
vessels
 compare and
order lengths,
mass,
volume/capa
city and
record the
results using
>, < and =
10 Data  Meaning of  Statistic-  To develop  An individual 4 periods Primary

representatio terms (data, graphical learners’ activity as each of 25 Mathematics
n(pictogram) representatio representation of understanding on learner uses minutes for primary
n, and data on collation and pictures, schools book
pictogram). pictogram. interpretation of symbols,
4 pgs 206-
 Interpret and data using the simplified
construct pictogram. pictures to 207.
pictogram represent group
306
and use it to of data will Learn
solve ascertain each mathematics
problems. learner’s level of bk5 pages 90
Tally chart, understanding
-93
block on the topic.
diagram and  A group work as
simple learners give a
tables. key of what
 ask and each pictorial
answer symbol
simple represents will
questions by give proof of
counting the each learners
number of understanding
objects in on the lesson.
each  Pair works as
category and learners
sorting the collaborate and
categories by find answers to
quantity given questions
 ask and on the
answer pictogram will
questions give each
about totaling learner’s
and compare understanding
categorical of the lesson.
data.
307
MATHEMATICS 2ND TERM
wks Topics Content Cross Aims and objectives Assessment technique Periods Reference
curricular/connectivity
1 Revision
2 Expansio  Meaning of terms  Statistics-  To develop  Whole class 4 periods Understanding

n,  Counting and representation of learners’ activity to of 25 mathematics by
estimatio writing of numbers using knowledge on estimate and minutes Maria .N. Osuagwu
n and numbers up to notations. expansion and order figures book 2 pg4,8, 9,12
thousands  Social studies- ordering of from ascending
ordering
hierarchy in the numbers. to descending Learn mathematics
of family.  To improve order will
 Expand using bk 2 pages 4 – 15
numbers learners’ ability to ascertain the
short / long form
in; Hth, Tth, Uth, recognize the place learners’
understanding New Primary
H, T, U and place value of each
numbers and on the lesson. mathematics for
value.
writing numbers in  Group activity to primary school by
 Writing numbers
in expanded numerals and in write numbers Clara Ofuka Ernest
notation and as a words. in numerals and Eteng and others
single figure.  To extend learners’ words will also bk 4 pgs 1- 7
 Writing in words knowledge on prove the
and figures and estimating and learners’ level of
representing rounding up of understanding
numbers on an numbers. on the lesson
abacus.  Individual’s
 Rounding up of ability to expand
numbers to the figure and add
nearest correctly in their
hundreds. place value will
give proof of
308
 Ordering of each learner’s
numbers in level of
ascending and understanding
descending on the lesson
orders.
3 Addition  Addition of 3-4  Statistics-  To develop learners  An individual 4 periods Understanding

and digits numbers representation of knowledge on activity as each of 25 mathematics by
subtracti with and without numbers on Th, H, recognition of learner solves minutes Maria .N. Osuagwu
on; remainder in Th, T, U for addition & patterns within the problem on book 2 pg1,-22.
H, T, U. subtraction. number system each activity
inverse
 Subtraction of 3-4  Algebra- inverse and represent them relating to the Learn mathematics
relations digit numbers relationship of in different ways. topic will
hip bk 2 pages 4 – 19
with and without addition and  To extend learners ascertain each
renaming. subtraction. knowledge on the learner’s level of
understanding New Primary
 Addition and language of
subtraction on a addition and on the topic mathematics for
number line. subtraction,  A whole class primary school by
 Word problems including sum, activity to add Clara Ofuka Ernest
 Meaning of total, increase, and subtract 2-3 Eteng and others
inverse difference, etc numbers bk 4 pgs 4-12.
relationship  To acquaint horizontally and
 Addition and learners with vertically with
subtraction using mathematical facts carrying and
inverse in addition and without carrying
relationship. subtraction in line will give
 Word problem. with inverse evidence on
relationship their level of
assimilation on
the topic.
 A pair work on
addition and
subtraction
using the four
rules involving
the inverse
relationship will
ascertain the
understanding
309
on the topic.
4 Addition  Old means of  Measurement-  To develop  Whole class work 4 periods Understanding
and exchange. length & weight learners’ will give evidence of of 25 mathematics by
subtracti  Meaning of  Gen.knw. buying knowledge on the learners’ level of minutes Maria .N. Osuagwu
on money & selling recognition of understanding on book 2 pg1,-22.
 Recognition  Grammar- noun various demon the lesson.
;money
/value of Nigerian  History- history of ination of Nigerian  Individual’s ability to Learn mathematics
currencies. trade and foreign participate during
bk 2 pages 4 – 19
 Changing of units currencies the shopping spree
of money from  To do a shopping in class will prove
New Primary
kobo to naira and spree activity using each learner’s level
Nigerian currency. of understanding on mathematics for
vice versa.
 Outlining key  To expose learners the lesson. primary school by
words involved in to the foreign  A group work to Clara Ofuka Ernest
addition and denominations of solve word Eteng and others
subtraction. money problems involving bk 4 pgs 4-12.
 Addition and  To acquaint money will ascertain
subtraction of learners with word learners’
money and word problems involving understanding on
problem. addition and the lesson.
subtraction of
money
5 Multiplic  Multiplication of  Statistics-  To develop learners  Whole class work 4 periods Understanding
ation and 2-3 digits representation of knowledge on will give evidence of of 25 mathematics by
division numbers with and numbers on H, T, mathematical facts the learners’ level of minutes Maria .N. Osuagwu
;inverse without U for for 2- 5 and 10 understanding on book 2 pg88,-
remainder in H, multiplication & multiplication table the lesson.
relations 92,101-112.
T, U. division and solving  Individual’s ability to
hip  Division of  Algebra- inverse problems involving route read the
New Primary
numbers with and relationship of division and multiplication table f
without renaming multiplication and multiplication and table and also mathematics for
as sharing, division. the inverse demonstrates primary school by
grouping relationship understanding on Clara Ofuka Ernest
repeated  To expose learners the topic will prove Eteng and others
subtraction and to a range of each learner’s level bk 4 pgs 67-73,91-
repeated materials in context of understanding on 95
multiplication. in which the lesson.
 Multiplication on multiplication and  A group work on
a number line. division relate to how to solve
 Word problems grouping and multiplication as
sharing objects repeated addition
310
and open relating to fractions and division as
sentences and measures. sharing will
involving division  To improve ascertain learners’
and learners’ knowledge on the
multiplication. knowledge on the lesson
 Meaning of use of cumulative
inverse methods of inverse
relationship relations and to
 Multiplication and develop
division using multiplicative
inverse reasoning.
relationship.
6 Multiplic  Meaning of terms  Geometry- using To enhance learners’  Open class work 4 periods Understanding
ation and with signs and shapes to knowledge on will ascertain of 25 mathematics by
division examples. represent multiplication and division. the learners minutes Maria .N. Osuagwu
;fraction  Types of fraction fraction. understanding book 2 pg88,-
with examples on the lesson.
92,101-112.
 Changing mixed  Individual
to improper activity solve
New Primary
fraction. E.g 3 problems on
2/5 = 5 x 3=15 + multiplication mathematics for
2 =17/5. and division will primary school by
 Solve problems determine each Clara Ofuka Ernest
on multiplication learner’s Eteng and others
and division E.g ¼ understanding bk 4 pgs 4-12.
of 12=3 and 2/6 on the lesson
x4/2
8 Measure  Define terms and Social studies –weather.  To develop  Open class work 4 periods Understanding
s(length, their instrument learners’ of the use of of 25 mathematics by
height, e.g scale, Basic sc-speed and knowledge on different minutes Maria .N. Osuagwu
capacity, thermometer, etc. distance. using the standard units book 2 pg1,-22.
 Recite linear centimeter rule to on measuring
temperat
measurement Mathematics- measure objects length, height, Learn mathematics
ure. around them capacity weight
 Using measuring measurement. bk 2 pages 4 – 19
weight) vessels and scale and temperature
to measure will ascertain
New Primary
311
capacity of the learners’ mathematics for
liquids and understanding primary school by
weight. on the lesson. Clara Ofuka Ernest
 Addition and  An individual Eteng and others
subtraction of activity to
bk 4 pgs 4-12.
litres measure their
 Conversion of various heights
centimeters to with the use of
meters, litres to the height chart
deciliters. will prove their
 Addition and understanding
subtraction of on the topic.
meters and
centimeters.
9 Measure  Definition of Measurement- standard  To develop learners  Whole class 4 periods Understanding
s(compar measurement units of measurement knowledge on activity at the of 25 mathematics by
ing and  To measure, mm, cm etc comparing and end of the minutes Maria .N. Osuagwu
ordering) comparing ordering of lesson to book 2 pg1,-22.
lengths of like measurement explain the need
objects ,  To expose learners to measure will Learn mathematics
 comparison of to different units of ascertain the
bk 2 pages 4 – 19
measures which measurement and learners’
include simple equally comparing understanding
on the lesson. New Primary
scaling (e.g. a and ordering.
given quantity or  To enhance  An individual mathematics for
measure is twice learners’ activity as each primary school by
as long or five knowledge on learner Clara Ofuka Ernest
times as high) conversion of measures, Eteng and others
and connect this measurements. compares and bk 4 pgs 4-12.
to multiplication solves problems
on given
exercises will
ascertain each
understanding
on the topic
312

10 Data Definition of data. Composition-about To develop learners’  Open class work 4 periods Understanding
represent myself. knowledge on recognition as individual of 25 mathematics by
ation(gro Record and of patterns within the learner minutes Maria .N. Osuagwu
uping represent bar Statistic-range and mode. number system and interprets and book 2 pg1,-22.
chart, tally form, presents data
using represent them in different
frequency table. using tally and Learn mathematics
tally and ways frequency table
frequenc bk 2 pages 4 – 19
Meaning of range
y table)
and mode. New Primary
mathematics for
Calculation of primary school by
mean and mode. Clara Ofuka Ernest
Eteng and others
bk 4 pgs 4-12.
PRY.2 MATHEMATICS 3RD TERM
WKS TOPICS CONTENT CROSS CURRICULAR KEY SKILLS ASSESSMENT PERIOD REFERENCE
LINK TECHNIQUES
1 Revision
313
2 /3 Measures(tim  Unit and Basic Sc-evolution of To develop  Whole class activity 4 periods Understanding
e telling) measures of the sun. learners’ knowledge at the end of the of 25 mathematics by
time. on telling the time. lesson to explain minutes Maria .N. Osuagwu
 Telling the time Grammar-adverb of the need to record book 2 pg1,-22.
in quarters half time. To expose learners and tell time in
past, quarter to different types of terms of seconds, Learn mathematics
past o’clock. Mathematics minutes and hour
clock and relate bk 2 pages 4 – 19
 Draw the hands –measurement. will ascertain the
on a clock face half hour and learners’
quarter hour to half understanding on New Primary
to show these
times. of the face of the the lesson. mathematics for
 Positions of the clock.  Group activity to primary school by
minute hand discuss various Clara Ofuka Ernest
and hour hand To demonstrate measurements for Eteng and others
on the clock understanding on time will also prove bk 4 pgs 4-12.
 Read time daily events that the learners’ level
aloud shown n of understanding
takes place on hour
each face of on the lesson.
e.g work time 8am,
the clock.
2pm launch time,
Games 4pm Bed
time 8pm.
4/5 Measures(ang  Meaning of Mathematics- To develop learners  Open class work to 4 periods Understanding
les and line) lines and angle. geometry knowledge in explain the need for of 25 mathematics by
 Examples of recognition of measuring angles minutes Maria .N. Osuagwu
angles. Creative art-lines and angles. will ascertain the book 2 pg1,-22.
 Calculations on patterns learners’
angles understanding on Learn mathematics
 Order and the lesson.
bk 2 pages 4 – 19
arrange  Group activity to
combination of discuss various
New Primary
lines in angles measurements
units used for mathematics for
 Rotating turns
in terms of angles will also primary school by
right angles , prove the learners’ Clara Ofuka Ernest
half and three level of Eteng and others
quarter turns understanding on bk 4 pgs 4-12.
the lesson
314
(clockwise and  Individual’s ability
anticlockwise) to state the
 Measuring capacity of some
angles on a cans will give proof
straight line of each learner’s
with the level of
measuring understanding on
tools. the lesson
8 Properties of  Meaning of Mathematics To develop  An individual 4 periods Understanding

shapes shapes –geometry learners’ knowledge activity as each of 25 mathematics by
 Identify and of properties of learner reads and minutes Maria .N. Osuagwu
name shapes. Basic Sc-shape of the shapes writes appropriate book 2 pg1,-22.
 Drawing of earth and every day names and
different 2-3d material properties of plane Learn mathematics
shapes. and solid shapes
bk 2 pages 4 – 19
 List different Creative art-shape will ascertain each
properties of learner’s level of
understanding on New Primary
shapes.
the topic mathematics for
 Recognize
edges, faces,  An open class primary school by
corners of activity at the Clara Ofuka Ernest
plane and solid middle of the Eteng and others
shapes. lesson on sorting 2- bk 4 pgs 4-12.
 Divide shape 3 dimensional
with lines of shapes and
symmetry comparing their
differences will
ascertain the
learners’
knowledge on the
lesson.
 A pair work to
divide shapes with
lines of symmetry
will give learners’
level of
understanding on
the lesson
315
9 Fractions  Meaning of Mathematics- To develop An individual work 4 periods Understanding
(equivalent fraction. Statistics learners’ knowledge to write out equal of 25 mathematics by
fractions and  Meaning of on finding fractions by minutes Maria .N. Osuagwu
ordering) equivalent measurement equivalent comparing book 2 pg1,-22.
fraction
fractions. numbers in the
 Ordering of Learn mathematics
boxes will prove
fractions and To expose learners bk 2 pages 4 – 19
finding each learner’s
equivalent to pictorial understanding on
diagrams, which New
fractions with the lesson
the help of will guide them to
pebbles and find equivalent A pair work using
real objects fractions. visual aids like cut
 out oranges, beads
, paper stripes etc
to illustrate the
lesson on fraction
will ascertain their
level of
understanding of
the topic.
10 Data  Meaning of Mathematics- To develop learners  An individual 4 periods Understanding

representation terms with Statistics knowledge on activity as each of 25 mathematics by
(mode, mean formulas finding mode, learner minutes Maria .N. Osuagwu
,median)  Finding mode, mean, and median. demonstrates book 2 pg1,-22.
mean and understanding on
median To acquaint data representation Learn mathematics
 Differentiate will ascertain each
learners with bk 2 pages 4 – 19
between terms learner’s level of
simple methods of understanding on
 Solve problems New Primary
relating to finding mode, mean the topic.
and median  A group work as mathematics for
terms
learners primary school by
differentiate Clara Ofuka Ernest
between terms will Eteng and others
give proof of bk 4 pgs 4-12
learners’
understanding on
316
the lesson.
 Pair works as
learners
collaborate and
find answers to
given questions on
data [mean mode
/median] will give
each learners’ level
of understanding of
the lesson.
GRAMMAR 1ST TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CURICULAR LINK TECHNIQUE
1 Alphabetical  Meaning of  Sos ---  To develop 4  Group  www. Learn

order alphabetical hierarchy in the learners’ work to English. Com
order family understanding on discuss  junior scholars
 Letters of the  Maths – ordinal the letters of the the civic for lower
alphabets position alphabet rights of primary- pgs 6
 Arranging  Phonics and  To acquaint citizens  First aid in
words in spelling learners with how will English revised
alphabetical ordering - to arrange words determine edition pgs 4-5
order alphabetically in alphabetical the  basic English
 The use of order learners’ by Harbans
dictionary  To develop level of Kaur bk 1 pg1
learners’ knowledge understan
on how to use the ding on
the
317
dictionary.. lesson.
 Individual’
s ability
to
arrange
words in
alphabeti
cal order
will also
prove
each
learner’s
level of
assimilati
on on the
lesson.
2 Parts of  The eight  Basic science –  To develop 4  Open

speech parts of parts of body learners class
speech  Branches of understanding on discussio  www. Learn
 Meaning of science the parts of n at the English. Com
the parts of  Comprehend – speech. beginning  Junior
speech with how I spent my  To express with of the scholars for
examples holiday examples the lesson to lower primary-
 Parts of parts of speech prove the pgs 6
speech and learners  First aid in
examples knowledg English revised
e on the edition pgs 4-5
lesson.
 Group
work to
discuss
the family
relationsh
ip will
also
prove the
learners’
understan
ding on
318
the parts
of speech
3 Common and  The meaning  Comprehension  To develop 4 An open  www. Learn
Proper noun of common – my world learners discussion at the English . com
and proper  Basic science - knowledge on the beginning of the  junior scholars
noun the continents meaning and lesson will prove for lower
 Examples of  Composition- types of common primary- pgs 6
the learner’s
terms the earth and proper noun.  first aid in
 To acquaint extent of
 Differentiating English revised
common noun learners with the familiarity with edition pg 7 -
from proper various examples the topic. 10
noun of terms  grammar
 Use of capital  To differentiate practice pg 1-
letter between common 7
and proper noun.  A group
activity to
discuss
and
differenti
ate
common
and
proper
noun
 An
individual’
s ability
to itemize
common
and
proper
nouns wil
ascertain
their
knowledg
e on the
topic.
319
 An open
class
activity to
rewrite
sentence
s and
capitalizin
g proper
nouns will
ascertain
learner
knowledg
e on the
lesson
4 Count and  Define count  Sos – Meaning of  To develop learners 4  A whole  Www. Learn
uncount and uncount neighborhood understanding on class English. Com
nouns.(singul nouns  Civics – cooperation count and uncount activity on  Junior
ar and plurals,  Examples of among neighbors. nouns. at the end scholars for
nouns that can  To acquaint learners of the lower primary-
articles)
and cannot be with the various lesson to pgs. 6
counted. examples of terms ascertain  first aid in
 Use of  To acquaint learners the English revised
determiners with the knowledge of learners edition pgs 4-5
for count and determiners to use for understan  basic English
uncount nouns count and uncount ding on by harbans
eg- many, few; noun . the kaur bk 1 pg13
a; much, little, lesson.  grammar
one etc  A group practice page
 Meaning of work of 13 – 17
articles and the use of
proper usage determine
 Meaning of rs will
singular and give each
plural learners
 Write the understan
plurals of ding of
nouns that end the
with o-e; ch to lesson.
320
plural
 Changing
nouns ending
in y; fe; lf to
ves and ies
 Nouns that do
not change
 Changing
sentence from
singular to
plural
5 Collective/ge  The meaning  Soc. – the  To develop 4  A whole
nder nouns. and types of family learners class
collective and  Basic science _ knowledge on discussio  Www. Learn
gender animals types of gender n on English. Com
 Types of nouns gender  Junior
gender with  To enhance and scholars for
examples learners collective lower primary-
 Differences knowledge on noun will pgs. 6
between collective noun prove  first aid in
masculine,  To acquaint learners’ English revised
feminine, learners with the reasoning edition pgs. 4-
common and differences of ability on 5
neuter gender. gender the topic.
 Transforming  An
masculine individual
gender to activity
feminine will also
gender in prove the
sentences vice learners
versa level of
understan
ding on
the
lesson.
6 verbs  Meaning of  Soc ; buying and  To extend the 4  An open  www. Learn
verbs selling learners discussio English. Com
 Examples of  Voc. – Teaching knowledge on n at the  Junior
verbs (a profession verbs. beginning scholars for
 Regular and  Health- cooking,  To develop of the lower primary-
learners’ lesson to pgs. 54
321
irregular verbs baking etc knowledge on ascertain  First aid in
with examples  Creative writing- singular and the English revised
 Singular and making a sock plural verbs. knowledg edition pgs. 4-
plural verbs snake.  To extend e of the 5
 Rules of learners learners  basic English
concord knowledge on the on the by Harbans
 The use of is. use of has, have, lesson. Kaur bk32pg
Are; has, have was were, is and  An 18
am . individual‘  grammar
s ability practice bk 2
to list pg 43 44 45
verbs will
determine
the
learners
level of
assimilati
on of the
lesson.
8 Adjectives  Meaning and  Voc. – Teaching  To extend the 4  An
types of  Creative writing- learners individual
Adjectives describing a knowledge on work to  www. Learn
puppy adverbs demonstr English. Com
 Comparisons  To acquaint ate  junior scholars
of adjectives learners with the understan for lower
 Formation of degrees and ding on primary- pgs 6
adjectives comparism of adjectives  first aid in
 Antonym and adjectives will prove English revised
synonyms of  To create the edition pgs 4-5
adjectives awareness on learners
 similes similes and understan
comparism ding on
the
lesson
 A whole
class
activity to
form
adjectives
and
compare
322
will give
each
learners
understan
ding on
the
lesson
9 Adverbs  Meaning of  Health –  To develop 4  A simple  www. Learn

adverbs importance of learners speech by English. Com
 Example of sleep understanding on learners  junior scholars
adverbs  Civics- proper the topic. on for lower
 Formation of care of the  To create importan primary- pgs 6
adverbs body. awareness on the ce of  first aid in
 Types of  Creative writing; types of adverb. good English revised
adverbs ; time; -  To acquaint grooming edition pgs 4-5
place; manner; learners with will  basic English
formation of ascertain by harbans
adverb learners kaur bk 1 pg1
understan
ding of
the
lesson
 An open
class
discussio
n on the
importan
ce of
exercise
will
determine
learners’
level of
assimilati
on of the
323
topic.
Tenses/auxill  Present, past,  Soc ; buying and  To extend the  An open
aries. past participle selling learners’ discussio
10/11 and future  Voc. – Teaching knowledge on n at the  www. Learn
tense of verbs (a profession verbs and tenses. beginning English. Com
 Meaning of  Health- cooking,  To develop of the  junior scholars
auxiliary verbs baking etc. learners’ lesson to for lower
 Use of knowledge on ascertain primary- pgs 6
auxiliaries. singular and the  first aid in
plural of verbs. knowledg English revised
 To extend e of the edition pgs 4-5
learners learners  grammar
knowledge on the on the practice pg 67-
use of has, have, lesson. 90
was were, is and  An
am. individual‘
s ability
to list
verbs and
use them
in their
correct
tenses
will
determine
the
learners
level of
assimilati
on of the
lesson.
324
GRAMMAR CURRICULUM 2ND TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES PERIOD ASSESSMENT TECHNIQUE REFERENCE
CURICULAR LINK
1 Tenses  Present, past,  Soc ; buying  To extend the 4  An open discussion  Www. Learn
past participle and selling learners knowledge at the beginning of English. Com
and future  Voc. – on verbs and the lesson to  Junior
tense of verbs Teaching (a tenses.. ascertain the scholars for
 Meaning of profession  To develop learners knowledge of the lower primary-
auxiliary verbs  Health- knowledge on learners on the pgs. 6
 Use of cooking, singular and plural lesson.  First aid in
auxiliaries baking etc of verbs.  An individual’s English
 Phonics- To extend learners’ ability to list verbs revised edition
diagraph knowledge on the and use them in pgs. 4-5
sounds. use of has, have, their correct tenses  grammar
will determine the practice pg. 67
was, were, is and
learner’s level of - 90
am. assimilation of the
lesson.
2 Modals.  Meaning and  Home Econs _  To develop learners 4  Open class

The use 0f identification Cooking understanding on discussion at the
can, shall, of modals  P. H. E.- the use of modals. beginning of the  Www. Learn
will  types of Exercise  To express with lesson to prove the English. Com
modals  Comprehensio examples the rules learners knowledge  junior scholars
 use of modals n – koala and uses of modals on the lesson. for lower
 Rules and  Group work to primary- pgs 6
uses of demonstrate  first aid in
modals. understanding on English
modals will also revised edition
prove the learners pgs 90
understanding on  grammar
the parts of speech practice pgs
325
78, 62
3 Pronouns  definition of  Comprehensio  To develop learners 4 An open discussion at the  Www. Learn
terms n – my world knowledge on the beginning of the lesson will English . com
 types of  Basic science - meaning and types determine the learners’  Junior
pronouns the continents of pronoun extent of familiarity with the scholars for
 singular and  Composition-  To acquaint lower primary-
topic.
plural of the earth learners with the pgs 6
personal use of pronouns.  first aid in
pronouns  To differentiate English
 usage of between singular revised edition
 A group activity to
pronouns and plural of pg 7 -10
discuss types of
pronoun.  grammar
pronouns will give
practice pg 31
learners’
knowledge on the
lesson.
 An individual’s
ability to itemize
singular and plural
of personal
pronouns will
ascertain each
learner’s
knowledge of the
topic.
 An open class
activity to rewrite
sentences rewrite
sentences from
singular to plural
form will ascertain
learner knowledge
on the lesson
326
4 Prepositio  Definition of  Sos – Meaning of  To develop learners 4  A whole class  www. Learn
n terms neighborhood understanding on activity at the end English. Com
 Examples of  Civics – preposition of the lesson will  junior scholars
prepositions cooperation  To acquaint learners on ascertain the for lower
 Types of among neighbors. the various examples learners’ primary- pgs 6
preposition of terms understanding on  first aid in
 Correct usage  To acquaint learners the lesson. English
of with the use of  A group work of the revised edition
preposition. preposition. use of determiners pgs 4-5
will give learners’  basic English
understanding of by harbans
the lesson. kaur bk 1 pg13
 grammar
practice page
58 - 61
5 Sentence.  Meaning of  Soc. – the  To develop 4  A whole class
Complime sentence. family learners knowledge discussion on
nts,  Parts of a  Basic science on sentence gender and  www. Learn
subject sentence _ animals construction collective will prove English. Com
 Subject and  To enhance each learners  junior scholars
and verb
verb learners’ reasoning ability on for lower
agreement. knowledge on the topic. primary- pgs
subject and verb  An individual 85 - 88
agreement activity will also  first aid in
 To acquaint prove the learners’ English
learners with the level of revised edition
parts of a sentence understanding on pgs 4-5
the lesson.
8 Conjuncti  Meaning of  Soc ; buying  To extend the 4  An open discussion  www. Learn
ons and terms and selling learners knowledge at the beginning of English. Com
connector  Examples  Voc. – on term. the lesson to  junior scholars
s  Pairs of Teaching (a  To develop learners ascertain the for lower
conjunctions profession knowledge on knowledge of the primary- pgs
 Uses of  Science : parts functions of learners on the 54
conjunctions of the body. conjunctions in a lesson.  first aid in
sentence.  An individual‘s English
 To extend learners ability to list revised edition
327
knowledge on the examples of pgs 4-5
use of conjunctions will  basic English
conjunctions. determine each by harbans
learner’s level of kaur bk32pg
assimilation on the 18
lesson.  grammar
practice bk 2
pg 43 44 45
9 Active and  Meaning of  Voc. –  To extend the 4  An individual work
passive active and Teaching learners knowledge to demonstrate
voices passive voice.  Creative on passive and understanding on  www. Learn
 Simple writing- active voices passive and active English. Com
present and describing a  To acquaint voice will prove the  junior scholars
simple past of puppy learners with how learners’ for lower
active and to change understanding on primary- pgs 6
passive voice. sentences from the lesson  first aid in
active to passive  A whole class English
voice. activity to change revised edition
sentences from pgs 4-5
passive to active
and vice versa will
give each learner’s
understanding on
the lesson
10 Question  Meaning of  Health –  To develop learners 4  A simple speech by  www. Learn
tag. Use terms. importance of understanding on learners on English. Com
of  The forms sleep the topic. importance of  junior scholars
comma. and rule of  Civics- proper  To create questions will for lower
question tags. care of the awareness on ascertain learners primary- pgs 6
 Positive and body. asking questions. understanding of  first aid in
negative tag  Creative  To acquaint the lesson English
 Positive and writing;- learners with  An open class revised edition
negative formation of discussion on how pgs 4-5
response. question tags. to respond to  basic English
questions will by Harbans
determine learners’ kaur bk 1 pg1
level of
assimilation on the
topic.
328
PRY. 2 GRAMMAR 3RD TERM
Wks Topics Content KEY SKILLS CROSS-CURRICULAR AIMS AND ASSESSMENT PERIOD REFERENCES
LINK OBJECTIVES TECHNIQUE
2 Sentences Meaning of Bas. Sc. – As we  To  Open 4 periods www.learnengl

sentence, types  To explain have parts of the explain class of 25 ishonline.com,
and parts of a sentences in body, so we have sentence work minutes English
sentence their own parts of sentences. s and its will Grammar for
words and types ascertai
Junior
identify its n the
learners Scholars lower
types.
 To guide underst primary
 To
demonstrate learners anding (1,2,&3) by S.
understanding on on the C. Kwashie
of sentence recognizi lesson. Gamor pg. 43
parts. ng the
 To identify different
subject and parts of  Individu
predicate in a sentence al
sentence s. activity
to
identify
 To guide a type
learners of
on sentenc
identifyin e in
g subject various
and sentenc
predicate es will
in a determi
sentence. ne each
learner’s
underst
anding
329
on the
lesson
3 Idiomatic  Meaning  To recognize Adjectives  To make  Open 4 periods www.learnengl

expression of idioms and (grammar) explicit Class of 25 ishonline.com,
s understand the work minutes English
the meaning meaning will Grammar for
 Examples of idioms. of determi
Junior
of idioms The parable of the idiomatic ne the
expressio learners Scholars lower
sower (wwjd)
 To create ns with level of primary (1,
 Usage in idioms and lots of underst 2&3) by S. C.
making illustrate the examples anding Kwashie
sentences meaning. on the Gamor pg. 64
lesson
 To guide
 To make the
correct use of learners  Individu
idioms. on the al’s
correct ability to
use of identify
idioms. idioms
in
sentenc
es will
give
proof of
each
learner’s
level of
underst
anding
on the
330
lesson.
4 Determiner  Meaning  To give the Proper noun  To  Open 4 periods www.learnengl

s(quantifier of meaning of (grammar). explain Class of 25 ishonline.com,
s and determine terms. quantifier work minutes English
articles) rs. s with will Grammar for
examples determi
Junior
 To use ne the
 Types of quantifiers learners’ Scholars lower
determine and articles  To level of primary (1,2 &
rs. and explain underst 3) by S. C.
determiners articles anding Kwashie
correctly in with on the Gamor pg. 1-9
 Examples sentences. examples lesson
of
determine
rs.  To guide  Individu
the al’s
learners ability to
 Usage of on use
determine identifyin quantifi
rs. g ers and
quantifier determi
s and ners in
articles in sentenc
sentence es will
s. give
proof of
each
331
learner’s
level of
underst
anding
on the
lesson.
5 punctuatio Full stop, capital  To give the Interjection  To make  Open 4 periods www.learnengl
ns letters, question meaning (grammar) explicit Class of 25 ishonline.com,
mark, commas, punctuation. the work minutes English
exclamation and meaning will Grammar for
of determi
usage. Junior
 To use punctuati ne the
punctuation in ons with learners Scholars lower
making examples level of primary
correct underst (1,2,&3) by S.
sentences. anding C. Kwashie
 To guide on the Gamor pg. 77
the lesson
 To identify learners
punctuation in on the
sentences functions  individu
and al’s
correct ability to
use of use
punctuati punctua
on marks tion
marks
in
 To lead making
the correct
learners sentenc
to identify es will
punctuati prove
ons in each
given learner’s
sentence level of
s underst
anding
on the
lesson.
6. Mid-term Mid-term test Mid-term test Mid-term test Mid-term test Mid-term test 4 periods Mid-term test
332
test of 25
minutes
7 Contraction Use of apostrophe  To give the (punctuations  To  Open 4 periods www.learnengl

s and word meaning of (grammar) explain Class of 25 ishonline.com,
(apostroph contraction contractions. what work minutes English
e) contractio will Grammar for
n is. determi
Junior
 To identify The goose that laid  To ne the
various words explain learners Scholars lower
the golden eggs
and contract the use of level of primary
(comprehension)
them. apostrop underst (1,2,&3) by S.
he in anding C. Kwashie
contractin on the Gamor pg. 24
 To make g words. lesson
correct  Individu
sentences al’s
with the  To ability to
contracted explain contract
words. the rules words
of correctl
contractin y will
g words give
through proof of
song. each
learner’s
level of
 To give assimila
more tion on
examples the
of word lesson.
contractio
ns
8 Introductio Meaning of  To explain Complete and  To define  Open 4 periods www.learnengl
n to phrases and clauses and incomplete terms. Class of 25 ishonline.com,
phrases clauses with identify them metamorphosis work minutes English
and examples. in sentences. ( basic science) will Grammar for
 To outline determi
clauses Junior
phrases ne the
 To explain and learners Scholars lower
primary
333
phrases and clauses. level of (1,2,&3) by S.
identify them underst C. Kwashie
in sentences anding Gamor pg. 43
 To on the
differenti lesson
ate btw  Individu
phrases al’s
and ability to
clauses. give the
meanin
g of a
phrase
and a
clause
will give
proof of
each
learner’s
level of
assimila
tion on
the
lesson.
334
9 Antonyms  Meaning  To give the Pictures reflection  To define  Open 4 periods www.learnengl
and of meaning of (non-verbal). synonyms Class of 25 ishonline.com,
synonyms antonyms synonyms and and work minutes English
and antonyms. antonyms will Grammar for
synonyms . determi
Junior
. Words opposite in ne the
 To give learners’ Scholars lower
meaning and closest
synonyms and  To outline level of primary
in meaning (verbal
 Examples antonyms of words underst (1,2,&3) by S.
reasoning) anding
of words. and their C. Kwashie
antonyms synonyms on the Gamor pg. 43
and . lesson
synonyms  To make
. correct
sentences  To outline Individu
with synonyms words al’s
 Usage of and antonyms. and their ability to
antonyms antonyms say
and .
opposit
synonyms
e of
 To guide words
the and
learners their
on synony
making ms will
correct give
sentence
proof of
s with
synonyms each
and learner’s
antonyms level of
underst
anding
on the
lesson.
10 Animal,  Meaning  To identify Animals homes  To Open Class 4 periods www.learnengl

young, of terms. animals and young ones and outlines work will of 25 ishonline.com,
home and  Animal their young sounds (basic animals determine the minutes English
335
sounds homes, ones science) their learners’ level of Grammar for
sounds young understanding Junior
and young ones. on the lesson. Scholars lower
ones.  To state primary 1,2,&3
various sound
) by S. C.
made by them  To
and their mention Kwashie
Individual’s
homes the sound Gamor pg. 35
ability to identify
made by
animals and
the
animals their young ones
and their will give proof of
homes. each learner’s
level of
understanding
 To guide on the lesson.
the
learners
to state
the
motion
done by
the
animals.
 To do a
gap filling
activity on
animals ,
home and
sounds
11 Revision Revision Revision Revision Revision Revision Revision
12 Exam/closi Exam/closing Exam/closing Exam/closing Exam/closing Exam/clo Exam/closing

ng sing
336
PRY. 2 BASIC SCIENCE 2ND TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND PERIOD ASSESSMENT TECHNIQUE REFERENCE
CURICULAR LINK OBJECTIVES
1 Revision Revision - -
Encyclopaedi
a Britannica
Ultimate
Reference
Suite
2/3 Plants  Meaning  To develop 2  Open class www.answer.

of plants learners discussion at the com
337
 Life cycle  .Voc. - as understandin beginning of the
of plants. botanist g on plants. lesson to prove the
 Parts of . learners knowledge www.wikiped
plant and on the lesson. ia.com
their  A walk round the
function school premises
 Uses of will prove the Encyclopedia
plant individual’s level of ,Britannica.
 Transpira understanding on Ultimate
tion and the lesson. Reference
photosynt suite.
hesis.
 Who a
botanist
is.
4/5 Food  The  H econs. –  To create 2 An open discussion at the

meaning meaning of awareness beginning of the lesson will
of food food on the ascertain learners Wiki.answer.
 Types/gr  Voc – groups of familiarity with the topic. com/Q/what
oups of caterers/chef food. –is-food-73k
food  Health edu– ,  To develop
Sciencenetlin
 Importan Importance of learners
ks.com/less
ce of food food. understandin
ons/pottery-
g on food. An individual’s ability to quest/-25k
match food item to their
group would help each
learner understand the
topic.. Britannica
Encyclopaedi
a
Encarta for
338
Kids and
Encarta
premium
6 Blood and  Meaning  Heath Edu.  To develop 2  Individual activity Kids

circulation of blood Importance of learners at the end of the sciencezone.
 Meaning blood . understandin lesson will com
of g on blood ascertain the
circulatio and learners The learn
n circulation. understanding on about series
 To create the lesson. science book
 Compone
awareness  A group discussion 6 by Nmaju
nts of
on on the components Obasi and
circulator
components of circulatory would co. pages 89
y system.
of the prove learners
circulatory understanding on
system. the topic.
8 Diseases  The  To enhance 2 A speech Health

meaning learners presentation on education
of  Health – understandin diseases would textbook for
personal meaning of g on help learners primary
diseases. diseases diseases. understand the schools by
 Types  To topic. . k.lounge.
and demonstrate page
 Voc-  A whole class
examples learners
doctors/nurse discussion will also http://www.b
of knowledge
s. prove the learners iologyonline.
diseases. on how to
take one’s level of org/dictionar
 How to
self. understanding on y/Disease.
fight
diseases. the lesson.
http://www.
339
mayoclinic.or
g/diseases -
treatments/a
lphalist.all-
html
9 Air  Meaning  Health Edu  To develop 2  An open discussion  http:

 Uses of –Importance learners at the beginning of //
air of air understandin the lesson to www
 Types of g on air. ascertain the .bcai
air knowledge of the rqual
(breeze learners on the ity.C
etc) lesson. a/10
 An individual ‘s 1/wh
ability to describe at-is-
stages in growth air-
will determine the html.
learners level of 
assimilation of the
lesson.
10 Breathing  Meaning  Health ;  To develop  A group work to http

and gas of learners discuss how law ://www.bbre
exchange. breathing understandin helps to shape our athingcoach.
 Living g on lives will prove the co.uk/what is
things , exchange of learners breathing.ht
their gas and understanding on ml.
mode of breathing in the lesson
340
breathing living things.
 What do
living
things
breathe in
and out.
PRY. 2 BASIC SCIENCE 3rd TERM
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT TECHNIQUE REFERENCE
1 Revision - -------- c
2 Sound  Meaning  To improve 2  Open Class

of sound the learners discussion at the
 How  Health edu.- knowledge beginning of the http
sound is How we on sound lesson will ://www.fi.ed
produced should take determine the u/fellows2/a
care of our learners praa/sounds
 Sense
ears. knowledge on the ci.html.
organ for
hearing..  Voc – ENT topic
doctors take http://wiki.an
 Animals  Individual’s ability
care of the swers.com
and their to describe how
ears . /Q/ How-are-
341
sounds sound is produced sounds-
will give a proof of produced.
each of the
learner’s
understanding on
the lesson
3/4 Digestion /  Meaning  To improve 4  Open discussion Encarta for
excretion of learners on how food kids and
digestion  Health edu knowledge digests and gets Encarta
/excretion .organs for on excretory excreted would premium,
systems excretion and products prove the learners
 Organs digestion from our understanding on
used in body.. the lesson.
Basic
digestion  To acquaint  Individual activity
science by
and learners with to match organs to
Nmaju.M.Ob
excretion the their names would i
asi page 89
 Living components ascertain each
book 6
things of digestive learners’
and their and understanding on
excretory excretory the topic.
products. system. .
 Living
things
that what
they
digest.
5 Minerals  Meaning  His – minerals  To develop 2  Open Class activity www.mineral

of and their learners will ascertain the s .com
minerals locations. understandin learners level of
 Minerals  Voc. Miners. g on understanding on
in Nigeria minerals in the lesson.
and their Nigeria.
location.  To enhance
 Uses of learners  Individual’s ability
342
mineral. understandin to give uses of
g on the minerals will give
products we proof of each of the
can get from learners’ level of
minerals. understanding on
the lesson.
6 Rocks and  Meaning  Soc.- meaning  To develop 2  Whole class work Science is
precious of rocks. of rocks learners will give evidence discovering
stones.  The types  Geography- understandin of the learners pupils book
of rocks. locations ,. g on rocks. understanding on 5.
 Uses of  Vocations-  To acquaint the lesson.
learners with  Individual’s ability 365
rocks.. people that
some to the types of experiments
study about
geographical rocks will give on science.
the rocks , etc
e.g terms . evidence of each of
geologists. the learner’s level
of understanding
on the lesson.
8/9 Earth &  Meaning  His-how the  To develop 2  A speech Nineplanets.

planet 1 of earth earth rotates / learners presentation on com
 The revolves. understandin how the earth
planet.  Voca. People g on earth moves will enhance Nineplanets.
that study and planet. learners org/-24k
 How the
earth about the understanding on
Dsc.discover
revolves earth and the topic.
y.com/tv-
and planet.  Individual’s ability
shows/plane
rotates. would help each
t-earth-/24k.
 The learner understand
planets of the topic.
the world.
 Things
found in
the
343
planets.
10 Measurem  Meaning  Soc – To develop learners 2  Whole class activity Science is

ent of meaning of understanding on will determine the discovering
measure measurement measurement. learners level of pupils book
ment. assimilation on the 3.
 Standard lesson
units of  Individual activity Pages 13-16
measure will determine each
ment. learner’s
 Equipmen understanding on
ts for the lesson.
measure
ment.
344
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES PERIO ASSESSMENT REFERENCE
CURICULAR LINK D TECHNIQUE
1 Civic  Meaning of civic  Sos --- Duties  To develop 4  Group work  Civic
educatio education and responsib learners’ to discuss educatio
n  Duties and ilities of citizens understanding on the civic n bk 2
obligation of  Civic --- Basic their civic rights rights of pgs 4-10
citizens fundamental and obligations. citizens will
 Civic rights of rights of determine
citizens. citizens. the
learners’
level of
understandi
ng on the
lesson.
 Individual‘s
ability to
demonstrat
e
understandi
ng on the
345
duties and
responsibili
ties of
citizens will
also prove
each
learner’s
level of
assimilatio
n on the
lesson.
2 Family  Meaning of family,  Civics. –  To develop 4  Open class Social Studies

the individual and Responsibilities learners discussion for primary
the family. and duties of understanding on at the schools by
 Types of family. members of the the meaning and beginning Adisa Bakare pg
 Duties & family. types of family. of the
9 -15
responsibilities of  Geo – Mapping  To express the lesson to
members of the of the family family prove the
family.  Home eco – relationship with learners
 Family Care of the the family tree; knowledge Civic Education
relationship. home,  To acquaint on the
by Felix Alonge
 The family and the environment, leaners with the lesson.
myself, food. duties and  Group work bk. 2 pg. 7- 10
home
 Taking care of the  Sos --- The responsibilities of to discuss
the family Encarta
home individual and members of the
the family family. relationship premium DVD
 Part of the home.
/society.  To develop will also
 Morals—Rules learners prove the
in the family knowledge on learners’
care of the home understandi
ng of the
lesson.
 A project
work about
my family
346
will prove
learners
understandi
ng on the
topic.
3 Communi  The meaning of  Soc. – Types of  To develop 4 An open www.communit
ty and community/types community learners discussion at the y.com
Neighbor  Places in the  Voc – knowledge on the beginning of the
hood community. Occupation meaning and lesson will
 Rules / (teachers, types of
determine the Britannica
cooperation in the community community
community helpers, doctor)  To acquaint learners’ level of Encyclopedia
 Taking care of the  Health– Care of learners with the familiarity with the
environment the human resources topic.
 Human resources environment. in the community
in the community.  Civics--- Rules  To create Encarta for Kids
 Leaders in the and cooperation awareness on and
community. in the places found in A group activity to
community. the community. discuss and
differentiate the
types of Encarta
community premium
Farafna social
studies pgs 19-
An individual’s 25
ability to itemize
the community
helpers will
ascertain their
knowledge on the
topic.
4  Meaning of  Sos – Meaning of  To develop learners 4 An open class Civic Education

Communi neighborhood/neighbo neighborhood understanding on discussion on bk. 2 by Felix
urs neighbourhood and
347
ty and  Places in the  Civics – places. neighborhood at Alonge pg. 31 –
Neighbor neighborhood. cooperation among the end of the 36
hood neighbors. lesson to ascertain
the learners
understanding on Social Studies
the lesson. Farafina Edu) by
Adisa Bakare
and others pg/.
47 - 49
5 Religion  The meaning and  Soc. – meaning  To develop 4  A whole Social Studies
types of religion and types learners class bk. 2 (pg. 7 –
 Mode and place of  His - The oldest knowledge on discussion 17)
worship. form of religion. types of religion on modes
 History of  Civics– respect  To enhance and places www religion
traditional religion for religion. learners of worship .com
B/C. knowledge on will prove
 The Similarities types of religion. each
and differences  To acquaint learners
 Types of religious learners with the reasoning
leaders differences and ability on
 Respect for similarities of the the topic.
religion. types of religion.  An
individual
activity will
also prove
the learners
level of
understandi
ng on the
lesson.
6/8 Culture  Meaning of culture  Soc . culture  To extend the 4  An open  Social
and and ethnicity. and ethnicity. learners discussion Studies
348
ethnicity  His –Origin of knowledge on at the bk. 5 (pg.
the 3 main various ethnic beginning 25 – 29)
 The 3 main ethnic ethnic groups groups in Nigeria. of the
groups in Nigeria  Geo – Their  To develop lesson to
 Various cultural locations from learners’ ascertain
food and attires, the map of knowledge on the
languages, norms Nigeria some important knowledge
and values.  Civics/ morals – aspects of of the
 Cultural festivals Showing culture and why learners on
by various ethnic respect for ones culture should be the lesson.
group culture. respected.  An
 Location of ethnic  To extend individual ‘s
groups and states learners ability to
on the map. knowledge on the describe
location of ethnic the aspects
group on the of culture
map. that makes
each
culture
unique will
determine
the learners
level of
assimilatio
n of the
lesson.
349
9 Vocation  Meaning and types  Voc. – Teaching  To extend the 4  A group Social studies
of vocations. (a profession) learners work to Farafina by
 Tools used by knowledge on discuss Adisa Bakare
various vocations. vocation and how pgs 23
types teachers
 To acquaint help to
learners with the shape our
various tools lives will Basic English
used by different prove the Language
professionals. learners
improvement
understandi
ng on the skills by
lesson Harbans Kaur
bk 1 pages 65-
67
Vocational
aptitude by Ugo
c Ugo Pgs 4- 15
10 Good  Meaning of  Health –  To develop 4  A simple Home

grooming grooming, importance of learners speech by economics For
.excercis exercise, rest and sleep, understanding on learners on junior primary
e,rest sleep exercise,rest the topic. importance school bk 1 by
 Importance of and sleep  To create of good
and sleep Rebecca
exercise rest and  Civics- proper awareness on the grooming
sleep. care of the importance of will Oyegbeda pgs
 Ways of taking body. exercise and ascertain 4. 5
care of the body sleep. learners
 Good body  To acquaint understandi
posture. learners with ng of the
effect of lesson Physical and
 An open health education
350
inadequate rest class for primary
and sleep to the discussion school bk 2 Pgs
body on the 34, 35
 To develop importance
learners of exercise
knowledge on will
steps to good determine
grooming. learners’
level of
assimilatio
n of the
topic.
Revision  Revision  Revision  Revision
11
PR 2 GENERAL KNOWLEDGE 2ND TERM
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERE
TECHNIQUE NCE
1 Revision  Revision  Revision  Revision  Revision
2 Community  Meaning of term  Sos ---  To develop the learners 4  Whole Social
Leaders with examples types of understanding on class studies
 Types of leaders. community leaders with activity Farafina
community  Hist – past examples will by Adisa
leaders and present  To extend learners determine
Bakare
 Role of leaders knowledge on role of the
community  Civics --- community leaders in the learners pgs 34-
leaders. Respect for community level of 40
 Duties and leaders  To make explicit how to assimilati
351
responsibilities show respect to our on on the www.lea
of leaders in the leaders both in the lesson der.com.
community. community and  Individual
 Showing respect nationally. activity to
for leaders itemise
steps in www.co
cleaning mmunity
the home @
will info.com
determine
each
learner’s
understan
ding on
the lesson
3 .Authority  Civics - types  To create awareness on 4  Open Home
and respect of authorities national symbols that Class Economi
 Meaning of authority  Importance of should be respected. discussio cs for
and respect, respect  To develop learners’ n at the primary
allegiances.  Ways of knowledge on respected beginning
schools
 Ways of showing showing authority and the of the
respect. respect reasons why they should lesson will book 5
 Groups/authorities  Disadvantages be respected and also determine by
and national figures. of disrespect. the consequences of not the Olabisi
that need respect  Misuse of showing respect to learners Are and
 Consequences of authority. them. knowledg others
disrespect e on the
pg. 16
 Respect and order topic
 Authority at home,  Individual’
school, and in the s ability to
government. describe Encarta
the for kids
usefulnes
and
s of forest
will give a Encarta
proof of premium
each of 2009
352
the
learner’s
understan www.aut
ding on hority.co
the lesson m
www.res
pect.com
4 Law  . Meaning of law  . Sos  To improve learners 4  Group work to Encarta

enforcement enforcement –people knowledge on the law use the atlas for kids
agency agency. who enforcement agencies in and identify and
 Objectives and enforce law Nigeria and modus operandi. and give Encarta
types of law in the  To create awareness on the meaning of
premium
enforcement society. right of citizens to law
agency. collaborate with the law enforcement ,
 Examples of enforcement agency eg NPF acronyms will
law , FRCN, NAFDAC prove the
enforcemen learners
Social
t agents understanding
on the lesson. Studies
 Importance of
law for
 Meaning of law Primary
enforcement Schools
acronyms. book 2
 Duties and by Adisa
functions of law Bakare
enforcement
pg. 51
agencies.
www.law
enforce
ment
353
agency.c
om
5 Transportati  Meaning of  Hist – past and  To enhance the learners 4  Open www.tr
on transportation present means knowledge on the past and Class
 Types of of present means of activity anspor
transportation transportation. transportation. will tation.
 Old and modern  Geo-  To develop learners ascertain
Movement of knowledge on the history of the
com.
means of
transportation. people from transportation and how learners
level of Primary
 Safety tips one place to people, goods can move
another with the various means of understan Schools
Sos- Movement transportation to nationally ding on book 2
and globally. the by Adisa
 To improve learners on lesson. Bakare
safety measures to implore pg. 67-
whilst moving from a place 70.
to another by different  Individual’
means of transportation. s ability to
itemise
different
means of
transporta
tion will
give proof
of each of
the
learners’
level of
understan
ding on
the
lesson.
6 Technology/  Meaning and  Home Econs-  To extend the learners 4  Whole class Social
appliances definition of terms. Safety use of of knowledge on old and new work will give studies
 Old and new appliances technological appliances. evidence of for
technology  Care for  To enhance the learners the learners
354
 Types of appliances appliances knowledge on the safe use understanding primary
 Importance of  Hist- History of of technological appliances. on the lesson. schools
technology @ technology  To acquaint learners with  Individual’s book 2
appliances  Voc- electrical and non- electrical ability to pg. 65
 Safe use of Occupation. appliances. itemise
appliances electrical and Vocation
 One who fixes non-electrical al
damaged appliances aptitude
appliances? will give
by Ugo.
evidence of
each of the C. Ugo
learner’s level bk 2 pgs
of 6-15
understanding
on the lesson. Primary
Schools
book 2
by Adisa
Bakare
pg. 71-
73.
8 Appliances  Meaning of  Voc- To enhance the learners’ 4  Whole class Social

/Labour appliances and occupation knowledge on the labour saving work will give studies
saving labour saving  Home devices within the serene evidence of for
devices devices Econs- Care environment. the learners primary
 Examples of for understanding
schools
labour saving appliances. on the lesson.
devices Individual’s ability book 2
 Use of labour to itemise pg.42
saving devices electrical and non
Vocation
- electrical
al
appliances will
aptitude
355
give evidence of by ugo c
each of the Ugo bk 2
learner’s level of pgs 6-15
understanding on
the lesson. Primary
Schools
book 2
by Adisa
Bakare
pg. 71-
75.
9/10 Food  Meaning of food  Home econs.-  To enhance the learners 4  Whole Social
 Six classes of food food hygiene knowledge on the six class studies
 Importance of food  Civic morals- classes of food. activity for
 Ways of preserving manners  To extend the learners will primary
food  Voc- knowledge on the ascertain
schools
 Reasons for taking occupation importance of food to the the
body. learners’ book 2
care of food  Sos –
 Food hygiene environment  To create awareness on understan pg.34
 Food vendors. for preparing methods of preserving food ding on
the food and why we should take the Vocation
proper care of food and lesson. al
effects of food poising as  Group aptitude
one of the factors. activity to by ugo c
group Ugo bk 2
food
pgs 20
under
classes
will also
prove the Primary
learners’
Schools
level of
understan book 2
356
ding on by Adisa
the lesson Bakare
 Individual’ pg. 14
s ability to
itemise
steps
involved in
food
hygiene
will give
proof of
each
learner’s
level of
understan
ding on
the lesson
11 Revision/exa
m
PRIMARY 2 GENERAL KNOWLEDGE 3RD TERM
WKS TOPICS CONTENTS CROSS AIMS AND PERIOD ASSESSEMENT REFERENC

CURRICULAR/CONN OBJECTIVITY /ACTIVITY RESOU E
ECTIVITY TECHNIQUE RCES
357
1 Revision www.wikip
edia.org
www.foods
ervice.com
B2 Harmful  Meaning  Health Edu.-  To extend the  4  Whole Home www.foode

substance of harmful effect of learners’ class Econo ntertainme
s substance harmful knowledge on activity mics nt.com
s. substances. forest and its will for
 Examples  Home Econs. products which ascertain www.answ
primary
of harmful -proper care are harmful to the er.com
substance of food. man and his learners’ schools
s.  Civics- a environment understa book 3
 Types of good citizen  To enhance the nding on
harmful should not learners’ the by
substance take harmful knowledge on lesson. Olabisi
s. substances types of harmful  Group Are and
 Food substances. activity others
poisoning.  To create to pg. 17
 Effects of awareness on demonst
harmful edible rate
substance items(Food) that understa
s to the could be harmful nding on Encarta
body. to man and the topic for kids
 Ways of reasons we will also
and
taking in should take prove
proper care of the Encarta
harmful
substance food. learners’ premiu
s. level of m 2009
understa
nding on
the
lesson Science
 Individua is
358
l’s ability discove
to ry by
identify olaka
and
bk 2
demonst
rate pgs 34
understa
Farafin
nding on
edible a Sos
harmful for
substanc primary
es will schoo
give bk 2
proof of
pgs 5l
each
learner’s
level of
understa
nding on
the
lesson
3 Medicine  Definition  Health edu-  To enhance  4  Open Home www.ans
of why we take the learners’ Class Econower.com
medicine drugs knowledge discussi mics
 Examples  Effect of on safe ways on at the for www.wik
of drug abuse of beginnin
primary ipedia.co
medicine  Sos- where administerin g of the
 Ways of we can buy g medicine. lesson to schools m
abusing drug ascertain book 3
medicine  Civics – the by
 Places taking to learners’ Olabisi
where we doctors’ level of Are and
can buy advice. familiarit
others
medicine y on the
topic. pg. 16
 Important
informatio
n to check
359
when  An Encarta
buying individua for kids
medicine. l activity and
 Types of to list Encarta
drugs. out
premiu
example
s of m 2009
medicine
will give
evidence
www.m
of each
learner’s edicine
level of .com
assimilat
ion on www.h
the ealth
lesson. .com.
4 Water  Definition  Health-  To create  4  Whole Home www.foo

supply of water methods/ben awareness class Econo dhygiene
 Sources efits of on sources activity mics .com
of water purifying of water and will for
supply water ways of ascertain www.foo
primary
 Ways of  Uses of maintaining the dandnutr
purifying water good water learners’ schools
book 4 ition.com
water  Morals – supply. understa
 Uses of keeping  To develop nding on by
water water learners’ the Olabisi
 Importanc sources understandin lesson. Are and
e of water clean g on the  An others
 Chemical  Sos- places importance individua
pg. 67
formula we can find of water. l activity
 Characteri water  To acquaint to
stics of learners with outline
the qualities ways of
360
water. of pure and purifying Encarta
 To impure water water for kids
enumerat will and
e the prove
Encarta
qualities the
extent at premiu
of a good
water. which m 2009
each of
the Sos for
learners primary
was able school
to by
understa Adisa
nd the
bakare
lesson.
pgs 73
 Group
activity
to
demonst
rate
understa
nding on
the topic
will also
prove
the
learners’
level of
understa
nding on
the
lesson
5/6 Map of  Definition  Sos.-identifying  To create  4  Whole class  www. 

Nigeria of map. my state of awareness on work will healt
 States in origin on the the use of map give Sos for hyeat
361
the map. map. in locating evidence of primary ing.c
 Using the  Geo.- geo places in Nigeria. the learners’ school o
cardinal political zone level of by
point to understandi
Adisa
locate ng on the
lesson. bakare
areas.
 Location  Individual’s pgs 90
of my ability to
state of locate Encarta
origin places and for kids
using the cities on the and
map. map will Encarta
prove each premiu
learner’s m 2009
level of
understandi
ng on the
lesson.
www..
Wikipe
dia.ma
p of
Nigeria
The
Nigeria
n atlas.
8/9 Past  Meaning  Hist- history  To acquaint  4  An Sos for  

Nigerian of hero of past learners with individua primary
heroes and and heroes & past and l activity school
heroines heroine heroines. present as each by
 History of  Sos.-past & heroes and learner
362
Nigerian present heroines embarks Adisa
past leaders of  To develop on bakare
heroes Nigeria. learners’ project pgs 78
and understandin writing
heroines g on the on the
 Attributes nationalist/ topic will
and struggle of ascertain www.ni
contributi some past each geria
on of a heroes and learner’s
history.
hero or heroines. level of
understa Com
heroine in
Nigeria. nding on
www.Ni
the topic
g
e
r
i
a
n
c
u
r
r
e
n
t
affairs.
c
o
m
363
10/11 Natural &  Definitions of  Sos- Human and  To develop  4  Whole class
human human/natura natural the learners’ work will
resources l resources. resources. understandin give Encarta
 Types and  WWJD- The g on the term evidence of for kids
examples. creation story with the learners’ and
 Examples of  Geo – example. level of Encarta
natural and geographical  To create understandi
premiu
human locations of awareness ng on the
on how raw lesson. m 2009
resources in where the
the natural materials can  Individual’s
community. resources could be processed ability to
 Raw and be found to finished write a
www.h
finished goods. report on
how uman
products of
some natural materials resourc
resources are es.com
 Human processed
resources as to finished Social
a tool to products will Studies
national prove each for
development learner’s primary
level of school
understandi
ng on the by
lesson. Adisa
Bakare
pgs 23
364
PRY.3 GENERAL KNOWLEDGE 1ST TERM
WKS TOPICS CONTENT Key skill/cross KEY SKILL/CROSS- AIMS AND PERIOD ASSESSMENT REFERENCE
curricular link CURICULAR LINK OBJECTIVES TECHNIQUE
1 Revision Revision 2
2 Natural and  Game  Meaning of 4  Open

human reserve( natural discussion
resources  Meaning gk resources  To improve on Encarta for
of natural  Creative  Location of learners resources kids and
resources arts; natural knowledge and Encarta
 Location beading resources in on where occupation premium,
of natural  Science: Nigeria and natural s that
resources people how to resources people do
in Nigeria /jobs develop/ can be will prove
and how conserve our located in the
Social
to natural Nigeria. learners
understand Studies for
develop/ resources.  To acquaint
conserve  Meaning of learners with ing on the Primary
our human the first lesson. Schools
natural resources exploration Individual book 5 by
resources  How we can of crude oil activity to Adisa Bakare
. develop our in Nigeria. . itemise pg. 51
 Meaning human natural
of human resources www.
resources
resources  Types of Wikipedia.or
in Nigeria
 How we job/labour
and their g
can mobility.
develop locations
our would
human ascertain
resources
365
 Types of each
job/labou learners’
r mobility. understand
ing on the
topic.
3 Geography  Meaning  Gram.  Soc.- o To 4

of Nouns meaning of acqu
geograph  geography aint  Whole
y  Geography- learn class work
 Geograph locations ers will give Farafina
ical maps ,vegetations. with evidence of social
and tools.  Vocations- som the studies text
 Major people that e learners book for
cities in study about geog understand
raphi primary 3 by
Nigeria/m the earth ing on the
ap ,climate etc cal lesson. Adisa Bakare
 Cardinal Astrologists term  Individual’s and co.pages
points. and s/ ability to 41-48.
kno describe
geologists.
wled different
ge. geographic
Homec – the
o To al maps
type of cloth devel and tools
they we wear op in Nigeria
during learn will give
different ers evidence of
weathers. unde each of the
rstan learner’s
ding level of
on understand
geog ing on the
raph lesson.
y.
4 Geography  Nigeria’s  To develop 2  Whole

climate learners class work
,Vegetati  Soc.- understandin will give Farafina
on and meaning of g on the evidence of social
366
landform geography different the studies
s.  Geography- climate, learners textbook for
 The locations vegetations understand primary 3 by
highest ,vegetations. and ing on the
Adisa Bakare
mountain  Vocations- landforms in lesson.
Nigeria. Individual’s ability and co.pages
in Africa people that
and the study about  To develop to describe 50-56
world. the earth learners different
 The ,climate etc understandin vegetations and
longest / Astrologists g on the
land forms in
largest and different
river in vegetations Nigeria will give
geologists.
Africa and evidence of each of
and the Home Econs landforms the learner’s level
world. Arica and the of understanding
– the type of
 Longest world. on the lesson.
cloth they we
ocean in
the world. wear during
 continent different
s weathers.
5 Governmen   Civics- The 2

t right to vote
 Meaning as a good To develop learners  An Farafina
of citizen. understanding on education social
governme  Morals – if government /levels visit to a studies bk 3
nt you are of government. governmen by Ayisha
 Tiers of voted in , t’s house
Osori.pages
governme lead the will
nt people right. enhance 22-26
 Arms of  Soc – learners
governme meaning of understand
nt and government ing on the
their / tiers . topic.
functions  His - military  Individual’s
 Forms of and ability to
Governm democratic discuss on
ent regime governmen
practiced t will help
367
in by each
different learner
countries. understand
the topic.
6 Print media  Benefits   Social  To develop 2  Open class www

of print stu.—meanin learners discussion .print
media. g of print understandin at the medi
 Forms of media g on the beginning a.
print  .Voc. - as appropriate of the
com
media. occupation/t materials lesson to
ools used in print prove the
 history – media. learners
invention  To knowledge
 Moral – summarize on the
Moral how printing lesson.
value(using media  Group work
the right begun.. to list
materials materials
and editing that can be
before printed on
printing to will also
avoid poor prove the
outcome) learners
understand
ing of the
lesson.
An
educational
visit to a
print media
will prove
the
individual’s
level of
understand
ing on the
lesson.
368
7 Mid term
break
8 Personal  The   Health –  To enhance 2  A speech Health

health meaning meaning of learners presentation on education
of personal understandin personal health textbook for
personal health g on would help primary
health  Home Econs personal learners
schools by
 Importan – eating of health. understand the
ce of balanced  To topic. . k.lounge.
personal diet as a demonstrate  A whole page 34-36.
hygiene means of learners class discussion
 Equipmen maintaining knowledge will also prove www.preserv
ts used in personal on how to the learners level earticles.co
maintaini hygiene. take one’s of understanding m/20110101
ng Voc- self. on the topic. 2219/maintai
personal equipments ning -good-
health used in healt-24k
maintaining
personal www.
health. Myphr.com/s
tart
aphr/what-is-
a-phr-aspx-
101k.
9 Growth and  Meaning   Health Edu To develop learners 2  An open  Scie

developme of growth –meaning of understanding on discussion at the ncen
nt and growth and growth and beginning of the etlink
developm education./f development.. lesson to .com
ent ood that help ascertain the /less
 Things us grow knowledge of the on/g
that properly. learners on the rowt
would  Home Econs lesson. h-
help us -physical An individual ‘s stag
grow changes in ability to describe es-
properly development stages in growth 2mid
369
Physical . will determine the dle-
changes learners level of child
in assimilation of hood
-28k.
developm the lesson.
ent
10 Accidents  Meaning   Voc – health  To develop 2  Whole class Home

of agencies, the learners activity will Economics
paramedi nurses and understandin determine the for Primary
cs(First doctors, first g on the learners level of schools book
aid –aid box various ways assimilation on
3 by Olabisi
treatment  Home Econs to imbibe the lesson
 Types of – Different safety . Individual Are & others
injuries ways of  To know activity to itemise pg. 18
avoiding some of the steps in treating
accidents health of a named injury
 Health – agencies
will determine www.homem
safety involved
measures. during each learner’s anagement.c
 Soc- emergency. understanding on om
meaning of  To know the the lesson.
paramedics first aid to
and types of apply in
injuries each type of www.floorsur
injury. faces.com
11 Revision    
/Exam
370
PRY 3 GENERAL KNOWLEDGE 2ND TERM
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT TECHNIQUE REFERENCE
1 Revision 2
2 Law /court  Meaning  Voc. –  To improve 2  Open Class discussion

of law and Lawyer(a learners at the beginning of the
constituti profession) understandin lesson will determine
on Soc – An arm of g on law/ the learners
 Branches government that court. knowledge on the
of law makes the law. topic
practiced  Individual’s ability to
in the describe relationship
court(cri between law and court
minal and will give a proof of
civil each of the learner’s
law)/Main understanding on the
courts in lesson
Nigeria.
 The
highest
court in
Nigeria/
location.
 The chief
justice of
Nigeria
 Role of
law in our
society
 How laws
are
shaped
and
enforced
371
 Role of
Police
3 Law/court  Voc. – To develop 2 A group work to discuss how
Lawyer( learners law helps to shape our lives
 The chief a understandin will prove the learners
justice of professi g on understanding on the lesson
Nigeria on)
different
 Role of Soc – An arm of
law in our laws in
government that
society Nigeria.
makes the law.
 How laws
are
shaped
and
enforced
 Law
enforcem
ent
agencies.
4 Tourism/  Meaning of  Soc –  To develop 2  Open Class activity will www.influencerisin
migration tour, tourist meanin learners ascertain the learners g.com
and g of understandin level of understanding
tourism. tourism g on tourism on the lesson.
 Reasons /tourist and
for tourism and migration.
travel/place migratio  To enhance  Individual’s ability to
s. n learners give reasons for
 Health – understandin tourism and migration
for g on the will give proof of each
treatme various of the learners’ level of
nt of tourist sites understanding on the
illness/c in Nigeria. lesson.
hange
of
weather
.
372
5 Tourism  Voc – Same as in wk 4 2  Whole class work will Civic Education for
/migration Things learnt give evidence of the primary schools
 Meaning of from learners book 5 pg. 19
migration travelling etc. understanding on the
 Reason for  Civic – lesson.
migrating. People have  Individual’s ability to
 Economic the right to describe different
importance travel from vegetations and land
of tourism. one place to forms in Nigeria will
another. give evidence of each
 His – of the learner’s level of
most tourist understanding on the
places in the lesson.
world /
Nigeria.
Geo- location
of tourist
centre in
Nigeria and
the world.
6 Season  Meaning of Soc-meaning  To develop 2 www.seasons .com

seasons of season learners
 Period of understandin  Individual’s ability to
this seasons Voc: g on discuss on different
 Clothing occupation different seasons would help
worn at seasons in each learner
different Home c : Nigeria/worl understand the topic.
seasons. Types of d.
fabrics /how
to take care of
the fabrics.
373
7 Mid-term - - -
break
- -
8 Fabrics  Meaning  Geo -  To develop 2 A n educational visit to a www.slideshave.ne

of fibers different learners tailoring shop at the end of t/sandeepmittal62/
/types weather understandin the lesson will ascertain the smartfibres-fabrics-
 Sources that will g on learners understanding on the and----------
of fiber make fibers/clothi
lesson.
 Uses of people ng. www.fibre2 fashion
fiber wear a  To state
A group discussion on the .com/industry-
particul sources
ar cloth. /uses of sources of fiber would prove article/7/688/plant-
 Voc fibers. learners understanding on the and-anima-57k
.Tailor/ topic.
seamstr
ess
/tailorin
g
material
s.
 Home
econs –
uses
and
374
importa
nce of
cloths
 Soc. –
meanin
g of
fibres/ty
pes
9 pottery  The  Soc. –  To create 2 An open discussion at the Wiki.answer.com/Q

meaning meanin awareness beginning of the lesson will /what –is-pottery-
of pottery g of of steps ascertain learners familiarity 73k
 Steps pottery/ involved in with the topic.
involved material pottery. Sciencenetlinks.co
in pottery s use in m/lessons/pottery-
 People pottery
quest/-25k
involved work. A video clip display group
in pottery  Voc –
would help learners describe
Things gotten Occupat
ion steps involved in pottery..
from pottery Britannica
Home c
Encyclopaedia
–,
Ceramic An individual’s ability to list
s used people involved in pottery
at would help each learner Encarta for Kids
homes/t understand the topic.. and Encarta
aking premium
care of
our
utensils.
10 Pipes and  Meaning  Soc – To improve the 2  Open Class discussion www.pipes .com
plumbing of pipes meanin learners knowledge at the beginning of the
and g of on pipes and lesson will determine vocational studies
plumbing. pipes plumbing the learners for primary
 Some and knowledge on the schools.
plumbing plumbin topic
tools. g  Individual’s ability to
375
 Who a  Civic – describe the
plumber incase usefulness of forest
is and of any will give a proof of
what he damage each of the learner’s
does. d pipe a understanding on the
Materials plumber lesson
used in making should
pipes be
consulte
d.
Voc –
plumber
and
plumbin
g tools.
11 Revision
/Exam
376
PRY. 3 GENERAL KNOWLEDGE 3rd TERM
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERENCE
TECHNIQUE
1 Revision  Soc- meaning of  To develop Role play Home

violence learners  Class Economics for
 Civics- people are understanding on discussion Primary
suppose to respect the term schools book
each other’s violence.
3 by Olabisi
feelings  To educate
learners on the Are & others
 Moral- love every
one as yourself need to avoid pg. 18
 violence.
www.homema
nagement.com
www.floorsurf
aces.com
2 History of man  Meaning  soc - home as  To extend the  Open Home

of home shelter for man. learners knowledge Class Economics for
 Types of on the meaning of discus primary
homes in home. sion at schools book
Nigeria  Health Edu.-  To develop the
5 by Olabisi
 Things importance of learners beginn
hygiene\ how to understanding on ing of Are and others
found in
the keep the the various types the pg. 16
home/sur surrounding clean. homes \ places in lesson
rounding the home./ will
 People deter
Encarta for
377
that make mine kids and
up the the Encarta
home learner premium 2009
 Cleaning s
& caring knowl
of the edge
home on the www.forestry.
 Places in topic
com
the home  Individ
ual’s ability to
describe the
various types
www.lumber.c
of home will
give a proof of om
each of the
learner’s
understanding
on the lesson
3 African  Periods  History – the origin  To develop . Encarta for
countries of the of man. learners knowledge kids and
early man  Voc – tools used on the periods and Encarta
 Things in making fire. stages of stone premium,
that  Geo – where he age
happened lived .
during the
period Social Studies
for Primary
Schools book
5 by Adisa
Bakare pg. 51
4 West African  Meaning of  Soc – Types of  To enhance the  Open www.influence

countries influence peer groups learners knowledge Class rising.com
 Types and  Health – Bad on the effects of activity
Causes of influence can lead influence. will
influence to health hazards ascertai
 Effects of  Home Econs – n the
influence on Things learnt from learners
an homes, traits, etc. level of
individual  Civic – Positive understa
378
influence makes nding on
one a good citizen the
 His – Role models lesson.
and past heroes
and heroines
 Individ
ual’s
ability
to
itemis
e the
conse
quenc
es of
influen
ce will
give
proof
of
each
of the
learner
s’ level
of
unders
tandin
g on
the
lesson
.
5 National and  Meaning   Whole Civic
int’l organization of loyalty class Education for
 Ways of work primary
showing will schools book
loyalty give
5 pg. 19
 Groups/a eviden
uthorities ce of
that need the
loyalty learner
 Conseque s
nces of unders
379
disloyalty tandin
 Various g on
bodies the
that lesson
render .
loyal  Individ
services ual’s
to the ability
nation to
itemis
e ways
of
showi
ng
loyalty
to
others
will
give
eviden
ce of
each
of the
learner
’s level
of
unders
tandin
g on
the
lesson
.
6 Violence  Whole class activity 3 Civic
will give evidence Education
of the learners (25 mins each) for
understanding on primary
the lesson
School
 Individual activity
will determine each book 5
of the learners’ pg. 26
level of
380
assimilation on the
lesson.
7 Mid –term
break
8 Homes 
9 Rules 
10 Food label 
11 Revision/Exam 
381
PRY 3 MATHEMATICS 1st
TERM
Wks. Topics Content Key skills/Cross- Aims & Objectives Periods Assessment Reference
curricular link Technique
1 Revision Work Done in year one   2 
2 Numeration &  Counting of  Number songs  To improve 4  Group  Understa

Ordering numbers up to learners counting nding
1000  Using weight of understanding of mathem
some pupils to on numbers numbers atics
 Place value of compare and from 1- book 3
three to four tell who is fatter 1000 page by
digit numbers and thinner Maria N.
 Individu David-
 Compare and al ability Osuagw
order numbers to place u.
up to 1000 value
using symbols and  Man
e.g.(<,> and =) order primary
numbers mathem
from 1- atics
1000 book 3
page 3
Exercise
B.
 Bond
Mathem
atics
382
book 3
pages
3 Numeration &  Skip Counting  Multiplication  To improve 4  To read  Understa

Ordering and writing table learners and nding
numbers in understanding write mathem
expanded form on numbers numbers atics
up to 1000 in words book 3
 To developed up to page by
 Writing learners 1000 Maria N.
numerals in understanding David-
words on Romans  To Osuagw
numerals identify, u.
 Roman represen
Numerals 1-10 t and  Man
estimate primary
numbers mathem
using atics
different book 3
represen page 3-6
tation Exercise
c-k .
 To solve
numbers  Bond
problem Mathem
s and atics
practical book 3
problem pages
383
s using
numbers
4 Addition of 2-4 digit  Addition of 2-4   To improve 4  Group  Understa

numbers digit numbers learners activity nding
with place value understanding on mathem
without on addition of 2- addition atics
renaming 4 digit numbers of 2-4 book 3
with and without digit page by
 Addition of 2-4 renaming numbers Maria N.
digit numbers David-
with place value  Individu Osuagw
with renaming. al ability u.
to add
 Word problems numbers  Man
on addition with primary
place mathem
 Addition of
value atics
numbers using
and also book 3
expanded form
using page 53-
inverse 70.
relations
hip,  Bond
includin Mathem
g atics
missing book 3
numbers pages
problem
s will
prove
their
384
understa
nding
5 Subtraction of 2  Subtraction of 2   To improve 4  Group  Understa

-4 digit numbers learners activity nding
with place value understanding on mathem
without on subtraction subtracti atics
renaming of 2-4 digit on of 2-4 book 3
numbers with digit page by
 Subtraction of 2 and without numbers Maria N.
-4 digit numbers renaming David-
with place value  Individu Osuagw
with renaming. al ability u.
to
 Word problems subtract  Man
on subtraction numbers primary
with mathem
 Subtraction of
place atics
numbers using
value book 3
expanded form
and also page 71-
using 77
inverse
relations  Bond
hip, Mathem
includin atics
g book 3
missing pages
numbers
problem
s will
prove
385
their
understa
nding
6 Multiplication  Basic fact in  Multiplication  To improve 4  Group  Understa

multiplication table learners activity nding
and using understanding on mathem
repeated on mental atics
addition in multiplication of drill of book 3
solving numbers multiplic page by
multiplication ation Maria N.
table up David-
 Multiplication of to 12 Osuagw
1-3 digit u.
numbers by one  Individu
multiplier al ability  Man
without to tackle primary
renaming several mathem
problem atics
 Multiplication of s book 3
1-3 digit with includin page 95-
renaming g 110
missing
 Word problems  Bond
numbers
on Mathem
etc. in
multiplications atics
multiplic
ation book 3
pages
7 Mid-term-Break     
8 Division  Basic fact in  Multiplication  To improve 4  Group  Understa
386
division and table learners activity nding
using repeated understanding on mathem
subtraction in on division of mental atics
solving division numbers drill of book 3
multiplic page by
 Division of 1-3 ation Maria N.
digit numbers table up David-
by one divisor to 12 Osuagw
without u.
renaming  Individu
al ability  Man
 Division of 1-3 to tackle primary
digit with several mathem
renaming problem atics
s book 3
 Word problems
includin page111
on division
g -117
missing
numbers  Bond
etc. in Mathem
division atics
book 3
pages
9 Introduction to  Meaning of  Use of concrete  To improve 4  Group  Understa

fraction fraction object to learners work on nding
illustrate understanding identific mathem
 Terms/part of fraction on fraction ation of atics
fraction fraction book 3
 Use of size to and its page by
 Fractions of compare types Maria N.
shapes fraction
387
 Fraction as part  Individu David-
of a set al ability Osuagw
to tackle u.
 Using diagram problem
to show  Man
s on
equivalent fraction primary
fraction of will mathem
smaller prove atics
denominator learners book 3
understa page28-
 Add and 52
nding
subtract
fraction of same  Bond
denominator Mathem
atics
 Ordering of book 3
fraction with pages
same
denominator
 Reducing
simple fraction
to its lowest
term
10 Properties of 2-D & 3  Identification of  Useof scrap  To improved 4  Group  Understa

-D shapes 2-D shapes and paper to cut out learners and nding
their properties various types of understanding individu mathem
shapes on shapes al work atics
 Identification of on book 3
3-D shapes and fraction page by
their properties identific Maria N.
388
 Lines of ation David-
symmetry Osuagw
u.
 Man
primary
mathem
atics
book 3
page191
-196
 Bond
Mathem
atics
book 3
pages
11 Revision  Work done from    

week 1-10
12/13 Exam  week 1-10    
389
PRY 3 MATHEMATICS 2nd TERM
Wks. Topics Content Key skills/Cross- Aims & Objectives Peri Assessment Reference
curricular link od Technique
1  Revisio  Work done 1st    

n term
2  Measu  Length meaning  Use of  To improve 4  Group and  Understanding

rement ( measurement appropriate learners individual mathematics book
using ruler) tools in understandi work on 3 page by Maria N.
measuring ng on length David-Osuagwu.
 Conversion of several unit length
length of length  Man primary
mathematics book
 Addition and  Multiplication 3 page142-151
subtraction of
length  Bond Mathematics
book 3 pages
 Word problems
on length
3  Measu  Capacity  Using of real  To improve 4  Group  Understanding

390
rement meaning object to lay learners work on mathematics book
emphases on understandi capacity, 3 page by Maria N.
 Addition , the topic ng on individual David-Osuagwu.
subtraction and capacity work on
word problems and weight how to  Man primary
on capacity convert mathematics book
various 3 page169-179
 Weight
unit of
 Bond Mathematics
 Conversion of measure
book 3 pages
weight from ment
kilogram to
grams
 Addition and
subtraction of
weight.
4  Measu  Reading the  Using real life  Improve 4  Group  Understanding

rement face of the object to learners work on mathematics book
(Time/ clock in o`clock, teach the understandi time 3 page by Maria N.
Calend quarter past, lesson for ng on time measure David-Osuagwu.
ar half past, emphases telling and ment table
readin quarter to, calendar and days  Man primary
g) reading time reading of the mathematics book
with emphases month 3 page181-190
to a.m., p.m.
 Individual  Bond Mathematics
etc.
work on book 3 pages
 Add and how to
subtract time tackle
with problems
391
 Use of calendar on time
and date and
reading calendar
5  Money  Recognition of  Create a mini  To improve 4  Group  Understanding

coins and bank shopping learners activity on mathematics book
notes of where understandi money 3 page by Maria N.
Nigerian learners shop ng on recognitio David-Osuagwu.
currency for money n
change/bala  Man primary
 Conversion of nce  Individual mathematics book
money activity to 3 page127-141
buy things
 Shopping in a mini  Bond Mathematics
shop at book 3 pages
 Addition,
the corner
subtraction and
of the
multiplication of
class and
money
collect a
correct
balance
6  Open  Rounding off  Practical  To develop 4  Group and  Understanding

senten numbers to the work on the learners individual mathematics book
ce nearest ten, topic understandi activity on 4 page129-135 by
hundred, unit ng on the lesson Maria N. David-
rounding Osuagwu.
 Open sentence off of digit
 Word problems
on open  Bond Mathematics
sentence book 3 pages
392
7  Mid-  Assessment    
Term-
Break
8/9  Fractio  Finding  Systematic  To improve 4  Group  Understanding

n equivalent approach on learners activity on mathematics book
fraction how to tackle understandi equivalent 4 page by Maria N.
problem on ng on fraction David-Osuagwu.
 Finding missing fraction fraction
numerator and  Individual
denominator activity on
 Bond Mathematics
how to
 Reducing find book 3 pages
fraction to its missing
lowest term numerator
and
denominat
or
10  Data  Meaning of  Practical  To develop 4  Group  Understanding

Presen Mean, Mode, method of learners work on mathematics book
tation Median and tackling understandi data 4 page198-200 by
range problems on ng on data individual Maria N. David-
data presentatio activity on Osuagwu.
 Identification of n how to
Bar graph, solve
Pictogram problems  Bond Mathematics
on mean book 3 pages
mode and
median
11/12  Revisio  Revision of work    

393
n/Exa done from week
m one to week 10
PRY 3 MATHEMATICS 3rd TERM
Wks. Topics Content Key skills/Cross- Aims & Period Assessment Reference
curricular link Objectives Technique
1  Revisio  Work done    

n 2nd term
2  Numer  Factors and  Multiplication  To 4  Group  Understandi

ation Multiples of table develope activity ng
numbers d on mathematic
 (a) between 2-12 learners reciting s book 4
Factors understa multiplic page 40-44
and nding on ation by Maria N.
multipl factors table David-
 Prime
es and Osuagwu.
numbers  Individua
between 1- multiple
 (b) l activity
100 and
Prime on how
prime  Bond
number to
numbers Mathematic
s identify
s book 3
394
prime page
numbers
3  Fractio  Types of  Multiplication  To 4  Group  Understandi

n fraction table improve activity ng
d on mathematic
 Conversion learners identifica s book 4
of fraction understa tion of page85-104
nding on fraction by Maria N.
fraction David-
 Individua Osuagwu.
l activity
on how
to
 Bond
convert
fraction Mathematic
s book 3
page
4  Decima  Place value  Use  To 4  Group  Understandi

l of digit in movement of develop activity ng
Fractio decimal decimal and learners on mathematic
n division understa identifica s book 4
 Writing method to nding on tion of page105-
common tackle decimal decimal 126 by
fraction as problems on figure figure Maria N.
decimal decimal David-
 Individua Osuagwu.
 Writing l activity
decimal digit on
as fraction writing
 Bond
simple
 Writing
395
simple common Mathematic
common fraction s book 3
fraction as as page
decimal decimal
using
division
method
 Add and
subtract
decimal
fraction
 Word
problems on
decimal
fraction
5  Square  Squares of  Multiplication  To 4  Group  Understandi

and numbers develop activity ng
Square learners on mathematic
root  Finding value understa multiplic s book 4
of squares nding on ation drill page65-71
square by Maria N.
 Square roots  Individua
and David-
of number l activity
square Osuagwu.
root of on
numbers finding
the value
 Bond
of
different Mathematic
square s book 3
396
numbers page
6  Areas  Measuring  Use of  To 4  Group  Understandi

and perimeter multiplication improve activity ng
Perime and area in table d on mathematic
ter standard learners multiplic s book 4
units understa ation page161-
nding on by Maria N.
 Finding the area and  Individua David-
perimeter of perimete l activity Osuagwu.
Rectangle, r on
Square and finding
Triangle. area and
 Bond
perimete
 Finding area r Mathematic
of rectangle, s book 3
Square and page
Triangle
7  Mid-  Assessment    
Term-
Break
8  Statisti  Data  Reading and  To guide 4  Group  Understandi

cs Representati gathering of learners activity ng
on information read on mathematic
informati reading s book 4
 Preparation  Use of on from informati page161-
and reading multiplication the on from by Maria N.
of table graph already David-
Pictogram, prepared Osuagwu.
Bar  As well graph
397
Chart/graph as  Individua  Macmillan
and mode prepare l ability champion
graph on to plot a mathematic
 Tally their own graph on s book 4
their own
 Bond
Mathematic
s book 3
page
9  Statisti  Vein Diagram  Reading and  To guide 4  General  Collins

cs preparing of learners and Mathematic
vein diagram read vein individua s book 3 A-
diagram l activity C
and on vein
prepare diagram
one  Bond
Mathematic
s book 3
page
10  Lines  Meaning of  Use of ruler  To guide 4  Group  Understandi

and Lines and and learners and ng
Angles types mathematica draw individua mathematic
l set different l activity s book 4
 Meaning of lines and on page161-
Angles and angles linesand by Maria N.
types of angles David-
angles and Osuagwu.
398
 Compass compass
Bearing bearing
 Bond
 Identification Mathematic
of the s book 3
cardinal page
points
NE,NW etc.
 Collins
Maths
PRY 3 BASIC SCIENCE 1ST

TERM
399
WEEKS TOPIC CONTENT AIM/OBJECTIVE PERIOD ASSESSMENT REFERENCE
TECHNIQUE
1 REVISION REVISION REVISION 2 REVISION REVISION
2/3 PLANT  MEANING OF  To 30 minutes for 2  Open BASIC SCIENCE FOR PRIMAARY
PLANT improve periods discussion SCHOOLS BOOK 4 BY NMAJU OBASI
learners on AND OTHERS.
 PARTS OF knowledg exposure on
PLANT e on the parts of
functions the plant
 WAYS PLANTS www.kidsciencezone.com
of will prove
TRANSPORT
different the learners
WATER. parts of understandi
the plant. ng on the
 ROLE OF THE
lesson.
FLOWER  To
acquaint  Individual
learners activity to
with ways describe
which how water is
water is been
transport transported
ed in in plants and
400
plants how
and pollination
pollinatio occurs in
n in flowers
plants. would
ascertain
each
learners’
understandi
ng on the
topic.
4. EROSION  MEANING OF  To 30minutes for 2  A practical Encarta kids dvd premium

EROSION acquaint periods class on
how erosion Encarta kids.
 TYPES OF Learners occurs with
EROSION with water will
meaning help
 CAUSES OF of
EROSION learners
erosion understand
and its water
causes. erosion.
 To  An
improve educational
learners visit to
understa some places
nding on where
types of erosion
erosion occurs will
and ways help
we can learners
401
control understand
erosion . the topic.
 An individual
activity on
simple ways
we can
control
erosion
would help
each learner
understand
the topic.
5/6 WIND  MEANING OF  To 30minutes for 2  A practical www.kidsciencezone.com

WIND demonstr periods. work on
ate meaning of
 TYPES OF learners wind would
WIND key stage 3 science.
understa help
 PRACTICALS nding learners
meaning understand
 USES OF WIND of wind. the topic.
Practical from 365 science experiment.
 To  Individual
acquaint activity on Page 178.
learners types and
with the uses of wind
different would help
types of ascertain
wind each
learner’s
understandi
402
ng on the
topic.
7. Mid –term --------------- ----------------- ---------------- ---------------- -------------------------

break
8. BUOYANCY  MEANING OF  To 30minutes for 2  Whole class www.sciencekidszone

BUOYANCY develop periods work
learners (experiment
 WHY SOME understa ) at the
OBJECTS SINK nding on beginning of
AND OTHERS the the class
FLOAT meaning would help
of learners
buoyancy grasp the Encarta premium
. concept.
 To  Individual
acquaint ability to put
learners down
with observation
reasons s during the
why experiments
objects would help
float and each learner
sink . understand
the topic.
403
9/10 AQUATIC  MEANING OF  To 30 minutes for 2  Whole class www.aquaticsports.com
LIFE AQUATIC LIFE enhance periods. discussion
learners at the
(SEA understa beginning of
CREATURES. nding on the lesson
 EXAMPLES OF sea would help Wikipedia.com
AQUATIC creatures. each learner
SPORTS AND flow during
 To the lesson.
ITS MEANING. acquaint
 ECONOMIC learnersw  The visual
BENEFITS OF ith some aids would
AQUATIC LIFE. aquatic help learner
sports see some
and their aquatic
economic sports.
benefits.
 Open class
discussion
would help
learners
state some
economic
404
benefits of
aquatic
sports.
11 REVISION REVISION/EXAM REVISION/EXAM REVISION/EXA REVISION/EXAM REVISION/EXAM

/EXAM M
PRY 3 BASIC SCIENCE CURRICULUM 2ND

TERM
WEEKS TOPIC CONTENT AIM/OBJECTIVE PERIOD ASSESSMENT REFERENCE
TECHNIQUE
1. REVISION REVISION REVISION 30 minutes Open class -

for 2 discussion would
pperiods help learners to
participate fully
during learning.
2. BASIC  Meaning of  To develop 30minutes  Individual Agricultural science text book

REQUIREMENT agricultural learners for 2 activity to for schools by B. Anyanwu and
S FOR products. understandin periods. summarize co.
AGRICULTURAL g on on the basic
PRODUCT  Requirements Agricultural requirements
( land , capital
405
,labour etc) products. for
Agricultural
 Meaning of  To acquaint products
each learners with would help
requirement. basic things ascertain
for each
Agricultural learner’s
products. understandin
g on the
topic.
3 ELECTRICITY  Common  To develop 30minutes  Whole class www.solarpowernotes.

appliances that learners for 2 participation Com/electricity
run on periods. would help
Understandin learners
electricity.
g on understand
 Types of common the topic.
electricity appliances
that use  Group work
 Safety electricity at on
home.
 Conductors and Demonstratio
insulators with n on types of
examples electricity
 To acquaint would help www.ask.com>Q & A > Science
learners with learners >other .
the two types understand
of electricity. the topic.
 To enhance  Individual
learners activity would
understandin help each
406
g on the learner
danger of understand
electric the topic.
shock.
4 LIGHT  Sources of light.  To enhance 3ominutes  Group work www.ask .com>Q &
learners for 2 periods. would help A>Science>Other
 Reflection of understandin learner name
light via g on sources and identify
surfaces. of light. objects that
are
 Transparent,  To transparent,
translucent and demonstrate opaque and
opaque objects learners translucent.
with examples. understandin
g on  Individual
reflection of activity would
light. ascertain
each
 To acquaint learner’s
learners with understandin
transparent, g on the
translucent topic.
and opaque
objects with
examples.
5/6 ENERGY  Meaning of  To develop 30 minutes  Group work www.energy.com

Energy. learners for 2 periods. to observe
understandin how energy
 Types of energy g on energy. could be
converted
 Conversion of
407
energy from one from one
form to another. form to
another
 The S.I unit of would help
energy. learners
understand
the topic.
 Individual
activity would
help
ascertain
each
learner’s
ability to
understand
the topic.
7 MID-TERM  Midterm break Midterm Midterm Midterm Midterm

BREAK
8 FOOD  Meaning of food  To develop 30 minutes  An

PROCESSING processing. learners for 2 periods. educational
understandin visit to a
 Where food can g on food food
be processed. processing. processing
company
 A named given
would help
food and its
each learner
processed.
understand
the topic.
408
9/10 SIMPLE  Meaning of  To acquaint 30 minutes  Whole class Encarta premium
MACHINES simple learners with for 2 periods activity to
identify and Encarta kids
machines. simple
machines group simple
 Types of simple like pulley, machines
machines with levers and accordingly www.kidscience zone.com.
examples. their would help
characteristi learners
cs with understand
example. the topic.
 To develop  Individual
learners activity would
understandin help
g on simple ascertain
machines. each
learner’s
ability on the
topic.
11 REVISION/EXA Revision/Exam Revision /Exam Revision / - -

M
PRY.3 BASIC SCIENCE CURRICULUM 3RD

TERM
WEEKS TOPIC CONTENT AIM /OBJECTIVE PERIOD ASSESSMENT REFERENCE
409
TECHNIQUE
1. REVISION Revision -------------- ------------ ------------------ -----------------

---------
2/3 FORCES  Meaning of  To develop 30  Group Science is discovering

AND force. learners minute activity to pupils book 3 and 4.
MAGNET understandi s for 2 observe
 Repel and
ng on forces periods. and
attraction
and identify Zephus physics .com
force of
magnets. magnetic
magnet.
and non
 To acquaint
 Comparison –magneti
learners
and grouping c
with
of everyday materials
different
materials on using a
types of
the basis of magnet
forces.
their ability to would
attract or help
repel. learners
understan
 Identification
d the
of magnetic
topic.
and non
–magnetic
410
material/.
4. EVERYDAY  Distinguish  To develop 30  Pair work Key stage 2 science by

MATERIAL btw an object learners minute to Thornes and others.
S and material it understandi s for 2 compare
is made from. ng on periods. and group
everyday together
 Identify and
material. a variety
name variety
of
of everyday
everyday
materials .
material
would
help
learners
understan
d the
topic.
 An
experime
nt with
wide
variety of
materials
would
411
help each
learner
understan
d the
topic.
5 ACID AND  Meaning of  To develop 30minu  An www.organic chemistry

BASES acid and base learners tes for experime .com.
with an understandi 2 nt to
experiment ng on acid periods. distinguis
with litmus and base. h acid
paper. from
base
 Different
using
examples of
litmus
acid and base.
paper
would
help
learners
understan
d the
concept.
6. FRUITS  Meaning of  To acquaint 30  Individual Encarta premium

fruit. learners minute activity to
412
 How fruit with the s for 2 group a
develops. types of periods. given fruit
Encarta kids.
fruits with to its
 Types of fruit
examples. group
with example.
would
 To develop
help each
learners
learner
understandi
understan
ng on fruits.
d the
topic.
7. MID TERM ------------------ ------------------- ------------ ---------------- ------------

BREAK
8. ROCKS  Meaning of  To enhance 30  Group Basic science by Nmaju M.

rock learners minute work to Obasi . bk 5.
understandi s for 2 observe
 Uses of rock
ng on periods. rocks and
 Types of rocks rocks found explore Science key stage 1 and 2.
with examples around us. how and
and how they why they
 To develop
are formed. might
learners
have
understandi
changed
ng on
over time
413
formation of using
rocks using hand lens
the types. /
microsco
pe would
help
learners
understan
d the
topic.
 Individual
work to
identify
and
classify
rocks
according
to
whether
they have
grains or
crystals
would
414
help each
learner
understan
d the
topic.
9. ANIMALS/  Identification  To develop 30  Group Science key stage 1 and 2

HUMANS of animals. learners minute work to by N.Thornes and co.
understandi s for 2 identify
 Nutrition /what
ng on periods. and
they feed on /
animals. group
mode of
animals
feeding.
with and
 Ways water without
and nutrients skeleton
are would
transported in help
animals learners
/humans. understan
d the
topic.
 Individual
ability to
observe
415
and
compare
their
movemen
t would
help each
learner
understan
d the
topic.
10. THE  Skeletal  To develop 30  Whole Science is discovery bk 5.

SKELETAL system and learners minute class
AND muscular understandi s2 activity
MUSCULAR system ng on periods. would
SYSTEM. location in the skeletal and help
body. muscular learners
system. understan
 Functions of
d the
the skeletal
topic.
and muscular
system.
416
PRY 3 Grammar 1st Term
Wks. Topics Content Key skills/Cross- Aims & Objectives Periods Assessment Reference
1 Revision Work Done in year   2 

one
2 Nouns  Definition  gk. Natural  To enhance 6  A whole class 

resources learners work at the
 examples Gramma
knowledge of beginning will give
 Science: parts of the r
nouns evidence of their
 ordering nouns body practice3
ability to define
nouns.
 Math: number names
Composition. my fact file  Individual work page7-19
during the lesson
will enable each basic eng.2-3
learner to identify pg1-10
nouns in
Comprehension by HARBAN
HELPING sentences.
Kaur
 Group work at the
Collins focus,
end of the lesson
gram/punctuati
417
Phonics alphabetical will enable them on 2, pg6
ordering to order some
nouns
alphabetically.
3 Types of nouns  Definition  Numeracy: group  To identify types 6  A whole class 

counting of nouns work at the
 Types Gramma
beginning of the
 GK. Names of  To use nouns in r
class will enable
 Examples continents sentences. practice3
them sort nouns
Composition  Writing into their groups
 Home economics:  To punctuate
instructions cookery properly (proper  Individual work page7-19
nouns) during the lesson
Comprehension basic eng.2-3
will enable each
WHY DID DOG learner capitalize pg1-10
CHASE CARS proper nouns
Phonics by HARBAN
 Pair work at the Kaur
Plural nouns end of the lesson

Collins focus,
will enable them
gram/punctuati
do a sentence
on 2, pg6
transformation.
4 Verbs  Definition  GK. Occupations  To define verbs 6  A whole class 

and identify them work wt the
 Example  Science: Gramma
in sentences and beginning to
experimenting r
418
 Sentences  Craft: painting in isolation enable them practice3
define nouns
 transformation
 Individual work at
Composition  narrative page7-19
the end of the
writing lesson to basic eng.2-3
ascertain each pg1-10
learners ability to
identify verbs in by HARBAN
sentences and in Kaur
isolation
Collins focus,
gram/punctuati
on 2, pg6
Comprehension
BELL THE CAT
Phonics
Prefixes
5 Verb tenses  To define  NUMERACY: TU  To define tense 4  An open class 

work at the
 Concord  SOCIAL STUDIES:  To use them in Gramma
beginning to
OCCUPATIONS sentences to r
enable them
 Sentences show concord. practice3
define t ences
 SCIENCE:EXPERIME
NTS  To fill in missing  Individual work
words during the lesson page7-19
to enable them fix
Composition Narrative writing  To transform
missing verbs basic eng.2-3
sentences
pg1-10
 A group work at
419
Comprehension Why do dogs chase the end of the by HARBAN
cars lesson to enable Kaur
them identify
tenses used in Collins focus,
Phonics gram/punctuati
Prefixes sentences.
on 2, pg6
6 Verb tenses  Definition  Phonics: suffixes  To define tense 6  An open class 

work at the
 Types  Math:telling the time  To use them in Gramma
beginning to
(past/future sentences to r
enable them
tenses)  Science: farming show concord. practice3
define t ences
Composition
 Narrative  To fill in missing  Individual work
words during the lesson page7-19
to enable them fix
Comprehension  To transform
missing verbs basic eng.2-3
sentences
pg1-10
ENOUGH FOR TWO  A group work at
Phonics the end of the by HARBAN
lesson to enable Kaur
surfixes them identify
Collins focus,
tenses used in
gram/punctuati
sentences.
on 2, pg6
420
7 Mid-term-Break     
8 Adverbs  Definition  writing: description  to identify and use 6  Group activity on  Internet
adverbs correctly mental drill of
 Types  ict:modification adverbs  Grammar
practice
Composition  Descriptive  numeration:  Individual ability to pg45-52
writing frequency transform
sentences  Collins Gram
 Example &
 Individual ability to punctuation
 Position in a
identify adverbs 2 pg 22
sentence
 Basic Eng 2-
 Adverbials
3 pg35 by
Harbans
Kaur
Comprehension
THE
Compound words
Phonics
9. Punctuation  Definition  gk:traffic  to define 6  An open class at 

punctuation mark. the beginning to
 Types  phonics:tion enable them
 To outline types definepuntuation
 Uses  ict:editing
 To do a proof  A close pair work
 Sentences reading during the lesson
to ascertain their
421
ability to fix
missing
Composition Comparing punctuation
text(SILLY
GHOST)  An individual work
Comprehension at the end of the
The Olympic
class to ascertain
games
each learner ability
to proof read
Phonics
sentences.
The Olympic
games 
The Initials and

final blends
10 Adjectives  Definition  grammar:pronouns  to define 6  an open class at 

adjectives the beginning of
 Types  math:telling the time the class to
 to outline types enable them
 Examples  gk:culture
define adjectives.
 to use themin
sentences  Individual work
during the class to
enable them ring
Composition Poem
adjectives.
422
Comprehension The shy king fisher  A group work at
the end of the
class to enable
Phonics /Igh/ them transform
adjectives.
GRADE 3 GRAMMAR 2nd

TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND ASSESSMENT TECHNIQUE TEACHIN
CURICULAR LINK OBJECTIVES G/LEARNI REFERENCE
NG
MATERIAL
S
½ Articles  Definite (The)  Rules that govern  To enhance  A whole class work Flash www.supert
and  Indefinite(A, An) the use of indefinite learners’ will give evidence of Cards eacherswor
Quantifiers articles knowledge on learners’ level of Picture ksheet.com
423
 Quantifiers(muc  Examples of words ‘Articles and understanding on the Charts www.learne
h, many, all, few) that use indefinite Quantifiers’ lesson. nglish.britis
 Rules that articles  An individual work hcouncil.or
govern the use  Identification of will also give a proof g
of articles and words that do not of each learner’s level Go
quantifiers belong to the of understanding on Grammar
 Exceptions to rules(exception to the lesson. bk. 3 pg. 49
the rules the rules) -52
 Cross Curricular:
 Civic Ed –
constitution of a
country
 Phonics – Sight
words,
 Vowels and
consonants
 Geography –
Geographical
features
 Science – The Earth
 Gen. Know – Print
Media
3 Verbs  Verbs of doing –  Identification of  To expand  An open discussion Chart on www.learne
ing verbs words that describe learners’ at the beginning of verb nglishonline
 Verbs of being actions of a person, understanding the lesson will prove agreement .com
 Verbs of having animal or a thing eg. on various learners’ level of Chart on www.supert
 Subject-verb Play, sleep etc. forms of verbs. familiarity with the uses of eacherswor
agreement  How the spelling of topic. auxiliary ksheet.com
 Auxiliary verbs/ a verb that ends in  An individual activity verbs www.learne
Modals ‘ e’changes when to supply the correct Flash nglish.britis
adding ‘ing’ verb to be used in cards of hcouncil.or
 Application of the given sentences will animals g
rules of subject-verb also give proof of and their Go
agreement each learner’s level of sounds for Grammar
 Uses of auxiliary understanding on the games of bk. 3 pg. 53
424
verbs lesson. sorting – 57
Cross Curricular: and English
Science – Animals, their matching. Skills bk. 3
sounds and movement pg. 65-73
Homec – Good eating
habits
Phonics – Suffixes,
trigraphs ‘spl’, spr’
Social Studies-
Transportation
Spelling – Spelling rules
4 Tenses  Present tense  Use of correct form  To enhance  A whole class work Verb/Tens www.supert
 Past Tense of tenses in learners’ to rewrite given es Chart eacherswor
 Future tense sentence understanding sentences in past Flash ksheet.com
constructions and on ‘Tenses’ perfect form will give cards www.learne
 Present and
daily conversations. a proof of learners’ Picture nglishonline
past level of charts of .com
 Cross- Curricular:
continuous  Grammar – understanding on the actions www.learne
 Present and auxiliaries lesson. nglish.britis
past perfect  Phonics – Suffixes,  An individual activity hcouncil.or
forms sight words, to supply the correct g
syllables, digraphs, form of verb in a Go
trigraphs given verb chart will Grammar
 History – past also give a proof of bk. 3 pg. 58-
events each learner’s level of 65
understanding on the English
lesson. Skills bk. 3
pg. 73
5 Adverbs  Adverbs of  Identification of the  To expand  A whole class work Flash www.learne
manner types of adverbs in learners’ to write the correct cards of nglish.britis
 Adverbs of time sentences and understanding adverbs in the blanks the hcouncil.co
 Adverbs of place passages. on adverbs. will give evidence of various m
 Adverbs of  Cross- Curricular: learners’ level of categories www.supert
frequency  Social Studies – understanding on the of adverbs eacherswor
 Adverbs of Manner lesson. Chart of ksheet.com
425
reason/cause  Maths –  A group work to sort meaning www.learne
Measurement of flash cards according and nglishonline
time to the various examples .com
 Geography – categories of adverbs of various Go
Geographical will also prove categories Grammar
locations learners’ level of of adverbs bk. 3 pg.66-
understanding on the Picture 69
lesson. chart
 An individual work to showing
make correct the types
sentences with given of
adverbs will also adverbs.
prove each learner’s
level of
lesson.
6 Mid –term    
test
7 Preposition  Preposition of  Identification of the  To develop  An open class Chart on www.supert
s time three(3) types of learners’ discussion to give the meaning eacherswor
 Preposition of prepositions in understanding meaning and and ksheet.com
place sentences and on the types of examples of examples www.learne
 Preposition of passages. prepositions. preposition at the of types of nglish.britis
movement  Use prepositions beginning of the prepositio hcouncil.or
correctly in making lesson will give n. g
sentences. evidence of the Flash www.learne
 Cross-Curricular: learners’ level of cards of nglishonline
 Maths – Time familiarity with the the .com
 Grammar – Noun, topic. examples Go
pronoun  A whole class work at of types of Grammar
 Science – the end of the lesson prepositio bk. 3 pg.70-
characteristics of to use a given picture ns eg. In, 72
living chart to answer at, on,
things(Movement) questions on beside,
 Phonics – suffixes, preposition of place behind,
426
sight words, blends, will give evidence of across,
the learners’ level of etc.
lesson.
 A group activity to
sort flash cards
according to the
various types of
prepositions will also
give proof of learners’
level of
lesson.
8 Conjunctio  Examples of  Identification of  To develop  An open class activity Chart on www.supert
ns conjunctions conjunctions in learner’s at the beginning of the uses eacherswor
(and, or, but, sentences and understanding the class to match of ksheet.com
because, so, passages. on the uses of picture objects to examples www.learne
when, if,  Correct use of the examples of form pairs will prove of nglishonline
although, etc.) conjunctions in conjunctions. learner’s level of conjunctio .com
 Their uses in making sentences familiarity with the ns. www.learne
sentence  Cross-Curricular: topic. Picture nglish.britis
constructions.  Phonics – sight  A whole class work chart of hcouncil.or
words, syllables to identify objects to g
 Maths – conjunctions in given be used Go
Subtraction(but is sentences will give for Grammar
used to show proof of learners’ forming bk. 3 pg. 73-
 difference) level of pairs eg. A 74,
 Grammar – nouns, understanding on the picture of Teaching
verbs, adjectives lesson. shirt and and
 An individual activity trouser to Learning
to use suitable form a Key Stage 2
conjunctions to join pair by Literacy
given sentences will using and Activity
also give a proof of book year 3
each learner’s level of (Letts) pgs.
427
understanding on the 70 & 80
lesson.
9 Word  Building words  Identification of  To develop  An open class Chart of www.leape
Formation from verbs to same words that learners’ discussion to identify word nglish.com
noun and noun serve as noun and understanding the parts of speech formation www.supert
to verbs. verb in sentences. on how to build and root words of s/root eacherswor
 Same words that  How to form words words into some given words words ksheet.com
serve as verb from verbs to noun different parts will give proof of Flash www.learne
and noun to adjectives to of speech. learners’ level of cards of nglishonline
adverbs etc. familiarity with the words that .com
 Making correct topic. serve as Go
sentences with the  A whole class work noun and Grammar
appropriate form of to indicate in given verb bk. 3 pg. 64-
words. sentences where a Picture 65
 Identification of the word is used as noun chart of Progressive
right part of speech and verb will give some English
in a sentence or proof of learners’ objects pg.20 -22
passage. level of and English
 Cross-Curricular: understanding on the actions Skills bk. 3
 Phonics – Word lesson. pg. 39C
families  An individual activity
 , suffixes, sight make sentences
words using the nouns as
 Grammar – Parts of verbs will also give a
speech proof of each
 Vocation – Tools learner’s level of
used by carpenters understanding on the
which serve as both lesson.
noun and verb eg.
Saw
 Geography –
Geographical
features
(wave)which also
serves as noun and
428
verb
 Homec – clothings
(tie)
10 Animals  Animals and  Identification of  To expand  A whole class work Picture www.learne
and their their young ones animals , their young learners’ to match some chart of nglishonline
young ones  Homes of ones, homes and knowledge on animals to their animals, .com
animals sound . animals and young ones will give young www.gram
 Sounds of  Cross-Curricular: their young evidence of the ones and mardomain.
animals  Science – Living and ones. learners’ level of homes. com
non-living things, understanding on the Wall chart Progressive
wild and domestic lesson. of animals English pg.
animals  An individual activity and their 24-25
 Grammar – to identify some young English
Animals(noun) sounds made by ones Skills bk. 3
 Sounds they some given animals pg. 15, 21,
make(Verb) will also give a proof 27, pg. 39,
 Homes where they of each learner’s level pg. 69, pg.
live – noun of understanding on 73C, 87A,
 Geography – Places the lesson. 93
where they live
 Phonics - syllables
11/ REVISION/     
12 EXAMS
GRADE 3 PHONICS
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES ASSESSMENT TEACHING/ REFERENCE
CURICULAR LINK TECHNIQUE LEARNING
MATERIALS
½ Consonant  Identification  Identification and  To develop  A whole class Sound English Skills
Digraphs: and reading of reading of learners’ reading work will Chart on pg. 42
‘ph’, ‘wh’, consonant consonant digraphs and spelling skills determine the consonant
429
and ‘th’ digraphs ‘ph’  Differentiate ‘f’ on consonant learners’ level of digraphs
that says ‘f’ sounds from ‘ph’ digraphs. understanding Flash Cards
 Differentiate ‘f’  Building words with on the lesson.
sounds from ‘ph. ‘ph’ that says ‘f’ and  An individual
 Build words with other consonant activity will also
‘ph’ that says digraphs. prove each
‘f’’and other  Listen, write and learner’s level of
consonant spell them understanding
digraphs’  Cross-Curricular: on the lesson.
 Listen, write and  Grammar - nouns
spell them
 Write the
suitable missing
consonant
digraphs to
complete a given
word
3 Three  Identification of  To identify the ‘spl’  To develop  A whole class Sound English Skills
Letter three(3) letter and ‘spr’, ‘scr’, ‘str’ in learners’ reading work will give Chart pg. 48, 54
Blends ‘spl’ blends in words and texts and spelling skills evidence of Flash Cards
and ‘spr’, sentences and  Build words with on ‘three(3) letter learners’ level of
‘scr’ and texts them blends. understanding
‘str’  Building words  Listen, write and on the lesson.
with them spell them  An individual
 Listen, write and  Match them to their activity will also
spell them correct meaning give proof of
 Matching them with the aid of a each learner’s
to their correct diagram level of
meaning  Cross-Curricular: understanding
 Grammar - Verbs on the lesson.
4 Soft ‘C’ and  Identification of  To identify soft ‘c’  To develop  A whole class Sound chart English Skills
Hard ‘C’ words with letter letters that say ‘s’ learners’ reading work will give on soft and pg. 60
‘c’ that says ‘s’ eg. Face and hard ‘c’ and spelling skills evidence of hard ‘c’
and ‘c’ words that sounds ‘k’ eg. on ‘soft’ and hard learners’ level of Flash cards
that say ‘k’ Carpet. ‘c’. understanding
430
 Build words with  Build words with on the lesson.
them them  An individual
 Listen, write and  Listen, write and activity will also
spell them spell them give proof of
 Cross-Curricular: each learner’s
 Grammar – noun level of
 Digraphs ai, ar, etc. understanding
on the lesson.
5 Soft and  Identify, read  To identify letter ‘g’  To develop  A whole class Sound English Skills
hard ‘G’ and build words that says j and letter learners’ reading work will give Chart on pg. 66
with soft ‘g’ ‘g’ that says ‘g’ and spelling skills evidence of hard and
letter that says j  Build words with on soft and hard learners’ level of soft ‘g’
as in giant as them ‘g’ understanding words
well as hard ‘g’  Listen, write and on the lesson. Flash Cards
that sounds ‘g’ spell them  An individual
as in gun, goat,  Cross-Curricular: activity will also
etc.  Grammar - noun give proof of
 Listen, write and each learner’s
spell them level of
understanding
on the lesson.
7 Silent  Identification  To identify silent ‘k’  To develop  A whole class Sound chart English skills
letters ‘k’ and reading of and ‘w’ words learners’ reading work will give – examples pg.72
and ‘w’ silent’ k’ and ‘w’  Build words with and spelling skills evidence of of silent ‘k’ Phonics &
words them on silent ‘k’ and learners’ level of and ‘w’ Spellings pg.
Build words with silent  Listen, write and ‘w’ words. understanding words 64-65
‘k’ and ‘w’ words spell them on the lesson. Flash cards
Listen, write and spell  Cross-Curricular:  A pair work will of
them  Grammar – noun, also determine vocabularie
verb learners’ level of s to be
 Alphabets understanding matched to
on the lesson. the
 An individual meaning of
activity will also the word.
give proof of
431
each learner’s
level of
understanding
on the lesson.
8 Root words  Identification of  To identify root and  To develop  A whole class Chart on English Skills
and root and compound words learners’ reading work will give compound pg. 78
compound compound  To form compound and spelling skills evidence of words Phonics &
words words words from root on root and learners’ level of Flash Cards Spellings 74-
 Formation of words compound understanding 75
compound  Pronounce words. on the lesson.
words from root compound words  An individual
words correctly. activity will also
 Correct  Cross-Curricular give proof of
pronunciation of  Grammar – nouns each learner’s
compound level of
words understanding
on the lesson.
9/10 Syllables  Identification of  To identify root  To develop  A whole class Chart on English Skills
root words words learners’ reading work will give words and pg. 84, 90
 Division of  Divide words into and spelling skills evidence of syllables
words into two(2) and three (3) on syllables. learners’ level of Flash Cards
two(2) and three syllables understanding on syllables
(3) syllables  Listen and write the on the lesson.
 Match the words, indicating the  An individual
syllables position of the activity will also
correctly syllables give proof of
 Cross-Curricular: each learner’s
 Grammar – noun level of
 Phonics – suffixes understanding
on the lesson.
11 / REVISION     
12 & EXAMS
432
GRADE 3 COMPREHENSION & CREATIVE WRITING
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND ASSESSMENT TEACHING/
CURICULAR LINK OBJECTIVES TECHNIQUE LEARNING REFEREN
MATERIALS CE
1 REVISION     
GRADE 3 GRAMMAR 3RD

TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND ASSESSMENT TEACHING/LEAR REFERENCE
CURICULAR LINK OBJECTIVES TECHNIQUE NING MATERIALS
2 Antonyms  Words that are  Identification of  To improve  A whole  Picture  www.l

,Synonyms opposites words that are learners’ class Chart earne
433
&  Words that are the similar in meaning understandi activity to indicating nlgish
Alphabetical same and opposite ng on identify the antonyms online
Order  Making sentences meaning . ‘Antonyms’ correct  Wall chart .com
with them  Using sentence and develop opposite for of words  www.
 Alphabetical context to identify their given and their super
ordering of words words nearest in understandi underlined synonyms teach
meaning and ng on words will erswo
opposite in ‘Synonyms’ prove rkshe
meaning. learners’ et.co
 Making correct level of m
sentences with each understandi  Go
of them. ng on the Gram
 Use of dictionary to lesson. mar
find meaning  An bk. 3
 Arrange words of individual pg.76-
same initial letters activity to 78,7-8
alphabetically underline  Englis
 Cross-curricular: the words h
 Grammar – that are Skills
Adjectives, verbs synonyms bk. 3
 Phonics – Prefixes in given pg. 43
 Science – sentences  Letts
Animals(tame & will also key
wild) prove each stage
learner’s 2 year
level of 3 pg.
understandi 22,
ng on the 23,27
lesson.
3 Punctuation  Capital letters  Identification of  To enhance  A whole  Chart on www.learnen
s  Comma punctuation marks learners’ class uses of glishonline.c
 Question marks alone and in understandi activity to punctuatio om
 Full stop sentences. ng on punctuate ns marks
 Exclamation marks  Punctuate punctuation given Letts year 3
 Quotation marks sentences s. sentences pgs. 14,54,82
appropriately. correctly
 Rules of using
434
capitalization. comma, will English skills.
 Cross-Curricular: give Bk. 3 pgs.
 Grammar – proper evidence of 7,13,19,
noun learners’
 Science – Earth level of
 Maths – Time understandi
 Creative writing- ng on the
Writing play scripts, lesson.
dialogue  A group
work to
write down
the correct
words that
should be
written in
capital
letters
irrespective
of where
they are
seen in
sentences
will give
evidence of
learners’
level of
understandi
ng on the
lesson.
 An
individual
activity to
punctuate
given
sentences
using
appropriate
435
marks
where
necessary
will also
give a proof
of each
learner’s
level of
understandi
ng on the
lesson.
4 Direct and  Meaning of terms  Identification of  To develop  A whole  Chart on  www.l
Indirect  Marks used to direct and indirect learners’ class work examples earne
speech indicate direct speech. understandi to change of direct nglish
speech  Relate mark for ng on direct speech online
 Changing direct direct speech to ‘Direct and speech to changed .com
speech to indirect inverted commas or Indirect indirect to indirect  www.l
speech quotation marks in speech.’ speech will speech earne
 Changing indirect punctuation and its give proof and vice nglish
speech to direct significance. of learners’ versa. .britis
speech  Develop a direct level of  Pupil-pupil hcoun
speech, using understandi conversati cil.org
appropriate speech ng on the onal role  Litera
bubbles. lesson. play cy KS
 Change direct  A pair work 2 Year
speech to indirect to engage 3 pg.
and vice versa. in a 13,
 Cross-Curricular conversatio 15.
 Grammar – n in the
Punctuation form of a
 Creative – Play play, put
script, dialogue down the
 Grammar – auxiliary conversatio
verbs, tenses(past n and
tense) punctuate
 Comprehension – correctly
using
436
story setting speech
 WWJD – The ten bubble will
commandments, the also prove
parables spoken by learners’
Jesus level of
 Phonics – spelling understandi
strategies ng on the
lesson.
 An
individual
work to
change
indirect
speech to
direct
speech will
also give a
proof of
each
learner’s
level of
understandi
ng on the
lesson.
5 Question  Meaning of question  Identification of  To improve  A whole  Flash www.learnen
tags tags question tags learners’ class work cards with glishonline.c
 Rules in construction rules understandi to supply written om
constructing  Identification of ng on the correct sentences
question tags affirmative and ‘Question response to , question www.learnen
 Question tags and negative tags.’ negative tags and glish.britishc
responses statements. statements responses
ouncil.org
 Use of right question will give for three
tags and responses. evidence of (3) pupils’ Progressive
 Cross-curricular: learners’ role play.
English pg.
 Grammar – types of level of  A wall
understandi chart of 132-133
sentences(statemen
t) ng on the lots of
437
 Contractions – lesson. examples www.superte
apostrophe  A pair work on achersworks
 Verbs- auxiliaries of pupil- affirmativ heet.com
 Punctuation – pupil role e auxiliary
question marks play to verbs
 Maths – engage in turned to
Subtraction(negative conversatio negative.
) n using
 Addition(affirmative) different
statements,
question
tags and
responses
will also
give
evidence of
learners’
level of
understandi
ng on the
lesson.
 An
individual
work to
supply the
right
question
tags to
affirmative
statements
will also
give
evidence of
each
learner’s
level of
understandi
438
ng on the
lesson.
6 MID-TERM    
EXAM
7 MID-TERM
BREAK
8 Sentences  Sentence building  Build correct  To widen  A whole  Chart on Literacy KS 2

 Paragraph writing sentences that have learners’ class work types of year 3 pg. 29
 Types of sentences features that make understandi to write a sentences
up a complete ng on question for  Word www.learnen
sentence sentences. each given puzzle box glish.britishc
 Identification of the  To acquaint sentence to find ouncil.org
various types of learners will prove examples
sentences, when to with skills learners’ of the www.learnen
use them and their on how to level of types of glishonline.c
appropriate break understandi sentences
om
punctuation marks. sentences ng on the
 Break sentences to make lesson.
Go Grammar
into meaningful meaningful  A group
paragraphs. work to use bk. 3 pg.9-17
paragraphs.
 Cross-Curricular: word puzzle
 Social Stud – box for
Division of labour search on
 Grammar – examples
Punctuations of types of
 Homec – Personal sentences
hygiene will also
 Science – Branches give proof
of a plant / of learners’
tree(branches/parts level of
of sentences) understandi
ng on the
lesson.
 An
439
individual
activity to
read each
set of given
sentences
to create a
meaningful
paragraph
will also
give a proof
of each
learner’s
level of
understandi
ng on the
lesson.
9 Subject &  Meaning  Identification of  To develop  A whole  A chart on www.learnen
Predicate  Division of subject and learners’ class work subject glish.britishc
sentences into predicate in understandi to identify and ouncil.org
subject and sentences. ng on subject and predicate
predicate Cross-Curricular: ‘Subject predicate in www.learnen
and given glishonline.c
Science – Parts of Predicate.’ sentences
om
the body, branches will prove
of a tree learners’ www.superte
level of
achersworks
Social studies – understandi
ng on the heet.com
Duties at home
lesson.
 An Go Grammar
Grammar -
individual bk. 3 pg. 11-
Sentences
activity to 12
match each
subject to Progressive
its English pg.
appropriate 120-121
predicate
440
will also
prove each
learner’s
level of
understandi
ng on the
lesson.
10 Clauses  Meaning  Identification of  To improve  A whole  Chart on www.learnen
 Types of Clauses clauses and their learners’ class work types of glish.britishc
 Main clause functions in understandi to identify a clauses ouncil.org
 Subordinate Clause sentences. ng on type of and their
 Noun Clause  Cross –Curricular: ‘Clauses’ clause in functions. www.learnen
 Adverbial Clause  Grammar – Parts of given glishonline.c
speech(noun, sentences
om
adverbs) will
 Social Studies – determine www.superte
Father (The head of the
achersworks
the family as Main learners’
level of heet.com
clause)
 Maths – understandi
Measurement ng on the
lesson.
 An
individual
activity to
indicate the
function of
a clause in
a given
sentence
will also
determine
each
learner’s
level of
understandi
ng on the
441
lesson.
11 Figures of  Meaning of figures  Identification of  To develop  A whole  Chart on www.learnen
Speech of speech figures of speech in learners’ class work figures of glishonline.c
 Examples of figures sentences understandi to identify speech om
of speech  Making sentences ng on figures of and their
 Making sentences with them ‘Figures of speech in functions. www.superte
with them  Cross-curricular Speech.’ given achersworks
 WWJD – Jesus sentences
heet.com
spoke in parables will give
 Phonics – evidence of www.teachfi
Compound words learners’
guresofspeec
level of
understandi h.ask.com
ng on the
lesson.
 An
individual
activity to
group given
sentences
according
to their
suitable
categories
will also
give
evidence of
each
learner’s
level of
understandi
ng on the
lesson.
12 REVISION     
/EXAMS
442
PRY 3 PHONICS 3RD
TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND ASSESSMENT TEACHING/LEA REFERENCE
CURICULAR LINK OBJECTIVES TECHNIQUE RNING
MATERIALS
2 Homophones,  Examples of  To identify  To develop  A whole class  Chart on Phonics &

Homonyms words that homophones learners’ work will give homophones and Spellings pg. 85
sound alike in texts and reading and evidence of homonyms and 86
but with paragraphs spelling skills learners’ level
different  To pronounce on of
spellings them correctly. homophones understanding
 Correct  Listen, write and on the lesson.
pronunciatio and spell them homonyms  An individual
n of such  Cross- activity will
words Curricular: also give proof
 Examples of  Grammar – of each
words with nouns, learner’s level
same  Letter sounds of
spelling but understanding
different on the lesson.
meaning
 Correct
pronunciatio
n of such
words
443
3 ‘dge’ words  Identification  To identify  To develop  A whole class  ‘dge Phonics &
and reading ‘dge’ words as learners’ work will give word chart Spellings pg. 62-
of ‘dge’ in udge, edge, reading and evidence of  Flash 63
words as in idge, etc. spelling skills learners’ level cards
udge, edge,  To listen, write on ‘dge’ words. of
idge, adger, and spell understanding
etc. them. on the lesson.
 Listen, write  Cross-  An individual
and spell Curricular: activity will
them  Grammar – also give proof
nouns of each
 Initial blends - learner’s level
smudge of
understanding
on the lesson.
4 Silent ‘g’ words  Identification  To identify and  To develop  A whole class  Chart on Phonics &
and reading read silent ‘g’ learners’ work will give silent ‘g’ Spellings pg. 72
of silent ‘g’ words reading and evidence of words
words as in –  Listen, write spelling skills learners’ level  Flash
gnome and spell them on silent ‘g’ of cards for
 Listen, write  Cross – words. understanding sorting
and spell Curricular: on the lesson.
them.  Grammar –  An individual
noun, verb activity will
 Syllables also give proof
of each
learner’s level
of
understanding
on the lesson.
5 Silent ‘b’ words  Identification  To identify and  To develop  A whole class  Chart on Phonics &
and reading read silent ‘b’ learners’ work will give silent ‘b’ Spellings pg. 72
of silent ‘b’ words reading and evidence of words
words as in  Listen, write spelling skills learners’ level  Flash
lamb, comb, and spell on silent ‘b’ of cards
etc. them. words. understanding
on the lesson.
444
 Listen, write  Cross-  An individual
and spell Curricular: activity will
them  Grammar – also give proof
noun of each
learner’s level
of
understanding
on the lesson.
6 MID-TERM     
EXAM
7 MID-TERM     
BREAK
8 Silent ‘h’ words  Identification  To identify and  To develop  A whole class  Chart on Phonics &
and reading read silent ‘h’ learners’ work will give silent ‘h’ Spellings pg. 72
of silent ‘h’ words reading and evidence of words
words as in  Listen, write spelling skills learners’ level  Flash
whisk and spell on silent ‘h’ of cards
,whistle, etc. them. words. understanding
 Listen, write  Cross- on the lesson.
and spell Curricular:  An individual
them  Grammar – activity will
noun also give proof
of each
learner’s level
of
understanding
on the lesson.
9-10 Suffixes  Identification  To identify and  To develop  A whole class  Chart on Phonics &
and form suffixes learners’ work will prove suffixes Spellings
formation of: from the root reading and learners’ level pgs.76,78,79,80
‘ly’, ‘er’,’est, words. vocabulary of
‘ful’ and ‘less  Listen, write skill on understanding
and spell suffixes. on the lesson.
them.  Individual
445
 Cross- activity will
Curricular: also proof
 Grammar – each learner’s
Adjectives, level of
adverbs, noun, assimilation
vocations on the lesson.
11 Prefixes  Identification  To identify  To develop  A whole class  Chart on Phonics &
of and root words and learners’ work will prove prefixes Spellings pg. 55,
formation of form prefixes reading and learners’ level 56,84
prefixes : un,  Listen, write spelling on of
dis, de, re, and spell prefixes. understanding
pre, non, co, on the lesson.
anti, and ex.  Individual
 Listen, write activity will
and spell also proof
them each learner’s
 Give their level of
meanings – assimilation
on the lesson.
12 REVISION/EXA     
M
446
PRY 4 GRAMMAR 1ST TERM
W Topic Contents Key Aims/objectives Assessment/Activit Per Reference
ks skills/cross y Technique iod
curricular link
1. Revision 4
447
2. Noun To describe a noun. Social studies- To develop learners Whole class activity 4 Grammar practice bk. 4 pg 1-
states and knowledge on noun. will determine the 4 (Rosemary Allen)
-To differentiate between common, capital learners www.englishleap.com
understanding on Mastery English M.O.Odiaka
proper ,collective and abstract nouns Geography- the lesson pg.10
places around
examples the world Individual activity
will give proof of
-To identify the above nouns in a Health each learner’s
sentence. education- ability as they
parts of the differentiate
body between the types
of nouns
3 Pronoun  To describe pronoun Science- living To enhance learners Whole class activity 4 Grammar practice bk. 4 pg13
 To identify the types of pronouns and non-living knowledge on will determine the -20 (Rosemary Allen)
things pronoun learners
understanding on www.myenglish space.com
Social studies- the lesson Mastery English M.O.Odiaka
As they answer pg.17
the family
questions involving
pronouns
4. adjectives  to describe an adjective Social studies- -To develop learners Individual activity Grammar practice bk. 4 pg 21
 examples of adjectives our knowledge on will give proof of -29(Rosemary Allen)
environment adjectives and the each learner’s
 forming adjectives by adding suffixes types. ability to use www.creativelessonplan.html
 comparing adjectives
Health adjectives www.englishleap.com
constructively in a Mastery English M.O.Odiaka
education-
sentence pg.36
parts of the
448
body
5. Verb  to describe a verb Home Individual activity

 to identify verb classification economics- To develop learners will give proof of
cooking knowledge on verbs each learner’s level
 examples of main verb and auxiliary verbs of assimilation as
 verb /sentence agreement
Health they constructively
use the a verb and
education-
subject in a
exerciser sentence
6 Adverb * describing an adverb Grammar - To develop learners Individual activity Grammar practice bk. 4 pg 30
synonyms knowledge on will be used to -36 (Rosemary Allen)
Formation of adverbs from adjectives. adverbs ascertain learner’s
Science- level of www.creativelessonplan.html
*to introduce kinds of Adverb is provided with reproduction assimilation as www.englishleap.com
Social studies they attempt some Mastery English M.O.Odiaka
examples to clarify how to use each kind. –division of activity on the pg.59
labour topic.
*to identify the position of Adverbs in the
sentence.
7 MTB
449
8 Preposition composition To develop learners’ Whole class activity 4 Grammar practice bk. 4 pg 41
To describe a preposition. –descriptive knowledge on will determine the -49 (Rosemary Allen)
writing preposition learners’ ability.
-To itemize some examples of preposition. www.grammar.about.com
Individual’s ability Mastery English M. O. Odiaka
-To identify preposition in a sentence. to use preposition pg.78
correctly in
-To enumerate some types of preposition and use sentence building
in them will give proof of
each of the
learner’s
understanding on
the lesson
9 Conjunctio To describe conjunction. Comprehensio To develop learners’ Whole class activity 4 Letts key stage 2
n n- knowledge on will determine the
-To itemize some examples of conjunction. Tyrannosauru conjunction learners’ ability. Literacy activity book pg. 70
s
-To identify conjunction in a sentence. Individual’s ability (ray barker & Louis Fidge
to use conjunction Mastery English M. O. Odiaka
-To enumerate some types of conjunction and use correctly in pg.96
in them correctly in sentence building sentence building
will give proof of
each of the
learner’s
understanding on
the lesson
10 Question -To state precisely the meaning of question tag Composition Developing active and Each learner’s 4 www.grammar.about.com
tag –play script passive knowledge of ability to use Grammar practice bk. 4 pg 65
-To make explicit the usage of negative and the use of question question tags -69 (Rosemary Allen)
positive tag. tags correctly in a
sentences
To guide pupils on how to use question tags construction will
450
correctly in a conversation. prove their level of
understanding.
COMPREHENSION AND COMPOSITION SCHEME FOR FIRST TERM

W Topic Content Key skill/cross Aims/Objectives Assessment /act. peri reference
k. curricular link technique od
1. Revision
2. The eagle *To read and understand the Science- To develop Whole class and Collins primary focus
and the turtle comprehension passage. classification of learners individual activity in
animals knowledge on fiction and reading and Comprehension pupil
*To answer the comprehension non- answering bk.2.Pg.4-5
questions. Grammar- fiction stories comprehension
collection nouns (John Jackman)
questions will prove
*To describe some phrases in
learners level of
the passage.
understanding 2
*to define facts and fictions Letts key stage 2
Fiction/non *to identify fiction and Literacy activity book

fiction non-fiction story pg. 24,64
*to write a non-fiction story (Ray barker & Louis

Fidge)
Pg.12
3. The fox and *To read and understand the Geography- To develop 2 English skills 4.pg.4-
451
the wood comprehension passage. location and learners Whole class and 5.
cutter. forestry knowledge on story setting individual activity in
*To answer the comprehension reading and Learning solution
questions. answering series.
comprehension
*To find new words and their
meaning.
learners level of
*To summarize comprehension understanding
passage.
* to describe descriptive writing
*to identify where a story took Letts key stage 2

place
Descriptive Literacy activity book
writing(Sophi *to retell the story Sophie pg. 66
e meets BFG) meets BFG
(Ray barker & Louis
Fidge)
4. The *To read and understand the Grammar- noun To develop Whole class and 2 English skills pg.28-
humming comprehension passage. learners individual activity will 29.
bird understanding on reading determine learners’
*To answer the comprehension comprehension passage. level of Learning solution
questions. understanding. series.
**To look up new words in the

dictionary and make a sentence
with each.
Letts key stage 2
*to read and understand the Literacy activity book

fable , ‘the greedy fox and the pg. 38
Fables
crafty fox’
(Ray barker & Louis
Fidge)
452
5. Sandcastle *To read and understand the Geography –map To develop Whole class and 2 English skills pg.10-
comprehension passage. learners individual activity in 11.
Grammar- third understanding on reading reading and
*To answer the comprehension person comprehension passage answering Learning solution
questions. singular/past and poems. comprehension series.
tense questions will prove
*To find new words and make a
learners level of
sentence with each.
understanding
*To summarize comprehension
passage.
*helping hints in writing a

descriptive essay
Letts key stage 2
Descriptive To write a descriptive essay on

Literacy activity book
writing the elephant
pg. 48
(Theseus and
minotaur) (Ray barker & Louis
Fidge
453
6. The Marrog *To read and understand the Vocational – To develop learners Open class work at 2 Collins primary focus
comprehension passage. building understanding on the use the beginning of the
of the content and index lesson will prove Comprehension pupil
*To answer the comprehension Grammar- the page learners level of bk. 2.Pg.83
questions. use of comma familiarity.
(John Jack man)
*To re-write the story(in a Individual task will
different version) also prove learners’
level of assimilation.
Letts key stage 2

pg42
* To describe a poem
(Ray barker & Louis
*to identify a poet and poetess Fidge
*to identify verses and stanza in

Poems to
a poem
perform
MTB
454
8. Mount *To read and understand the Geography - To develop Whole class and 2 Collins primary focus
Everest comprehension passage. mountains learners individual activity in
understanding on reading reading and Comprehension pupil
*To answer the comprehension comprehension and writing answering bk. 3.Pg.88
questions. of narrative essay. comprehension
(John Jack man)
*To find new words, check their
learners level of
meaning in the dictionary and
understanding.
make a sentence with each.
Letts key stage 2

*to understand narrative essay
*to define a character and the pg 56
theme of the story.
(Ray barker & Louis
Narrative Fidge
*to retell the story,’ the great
essay (the
flood’.
great flood)
*to write a descriptive essay
9. *To read and understand the Science- dinosaur The develop learner Open class and English skills pg70.
knowledge on individual activity in
Tyrannosaur comprehension passage. comprehension. reading the 2 Learning solution
us comprehension series.
*To answer the comprehension
passage. Each
questions Letts key stage 2
*to summarise the story. write about an Literacy activity book
experience they had pg. 70
Facts and . will prove learners
fictions level of assimilation. (Ray barker & Louis
*to differentiate between facts Fidge
and fictions
www.teacher.scholas
To rewrite the main events of tic.com
455
the article, ’face to face with a www.readwritethink.
tiger org
10 Planet *To read and understand the Science – the The develop learner Open class and English skills pg64.
problem planet. knowledge on writing a play individual activity in
Comprehension passage. script. reading the Learning solution
comprehension series.
*To answer the comprehension
passage. Each
questions. Letts key stage 2
*To fill in blank spaces with the write about an Literacy activity book
correct colour or planet experience they had pg. 28
will prove learners
*To read and understand the level of assimilation (Ray barker & Louis
passage , ‘the conjuror’ Fidge
Writing a play To understand the context of a www.teacher.scholas

script play script. tic.com
*to write a simple play script. www.readwritethink.

org
PRIMARY 4 MATHEMATICS 1ST TERM
456
Wks Topic Contents Key Aims/objective Assessment/ Per Reference
skills/cross s Activity iod
1. Revision 4
2. Numeration History-
* Count in multiples of 6, 7, 9, 25 and 1000 *to develop Whole class 4 Understandi
; *Finding 10 or 100 more or less than Roman learners activity will ng
a given number. numbers knowledge on determine Mathematic
*Recognize the place value of each digit reading and the learners s For Book
in a three-digit number (hundreds, tens, Health writing understandin 4 Maria N.
ones) education. – numbers up to g on the David
*Identify, represent and estimate numbersParts of 1000 lesson Osuagwu
using different representations. body(2 eyes, Pg. 1-4
*count backwards through zero to includeears etc.) Individual Macmillan
negative numbers activity will champions
Math -
*to read and write numbers to at least up to give proof of mathematic
1000 in numerals and in words. grouping each s bk. 4 pg.1-
*Solve number problems and practical learner’s 9
problems involving these ideas. ability to read Samuel Ilori
and write and others
*To read Roman numerals to 100 (I to C) numbers up
and understand how, over time, the to a
numeral system changed to include the thousand.
concept of zero and place value.
¾ Addition *add and subtract numbers with up to 4 Civic edu. To enhance Whole class 4 Understandi
and & 5 digits using the efficient written Working in learners activity will ng
subtraction methods of columnar addition and unity knowledge on determine mathematic
subtraction where appropriate addition and the learners s for book 4
estimate and use inverse operations Social studies- subtraction of understandin Maria N.
to check answers to a calculation numbers in 4 & g on the David
the family
*solve addition and subtraction two- 5 digits lesson Osuagwu
step problems in contexts, deciding Individual’s Pg. 5-14,25-
Health
which operations and methods to use ability to add 31
education-
457
and why. growth and subtract Macmillan
*solve problems, including missing development given champions
number problems, using number facts, numbers up mathematic
place value, and more complex addition Grammar - to thousands s bk. 4
and subtraction. synonyms will evidence pg.10-19,66
of each of -80
the learner’s Samuel Ilori
understandin and others
g on the
lesson
5/6 Multiplicati *recall multiplication and division facts forGrammar -
on & multiplication tables up to 12 × 12 synonyms
Division use place value, known and derived
facts to multiply and divide mentally, Science-
including: multiplying by 0 and 1; dividing reproduction
by 1; multiplying together three numbers Social studies
recognize and use factor pairs and –division of
commutatively in mental calculations labour
multiply two-digit and three-digit
numbers by a one-digit number
using formal written layout
methods.
*Division of 2 – and 3 – digit numbers with
and without remainders
* Understand the relationship between
division and repeated subtraction, multiplication and repeated addition.
* Solve one- and two-step word problems
*Recognize and solve problems involving
Factors and multiples
458
8 Fractions Geography- To develop Whole class 4 To develop Whole class 4 Understandin
* count up and down in hundredths; cardinal point learners’ activity will learners activity will g
recognize e that hundredths arise when Math - knowledge on determine knowledge give mathematics
dividing an object by a hundred and grouping fraction. the learners’ on division evidence of bk. 4 Maria
dividing tenths by ten ability. and the learners N. David-
* conversion of fraction subtraction understandin Osuagwu Pg.
*place value of fraction Individual’s of 2 & 3 g on the 40
*fraction in its lowest term. ability to numbers lesson
* ordering of fraction solve some Individual’s
*add and subtract fractions with the problems on ability to
same denominator. conversion solve some
of fraction activities
will give on
proof of each multiplicati
of the on will
learner’s determine
understandin each of the
g on the learners
lesson understand
s on the
lesson.
459
9. Fractions  Addition and subtraction of Geography- To develop Whole class 4 Understandi
fraction. cardinal point learners’ activity will ng
(unlike denominators) Math - knowledge on determine mathematic
 Multiplication of fractions grouping fraction the learners’ s book 4 by
 Division of fractions ability. Maria N.
 Word problem involving David
fractions Individual’s Osuagwu
ability to pg. 54
solve some Macmillian
problems on champions
addition and Mathematic
multiplicatio s book 4
n of fraction pg.143-149
will give
proof of each
of the
learner’s
understandin
g on the
lesson
10 Position, Basic science- Individual’s www.purple

direction, *describe positions on a 2-D grid as Motion ability to math.com/
motion coordinates in the first quadrant Geography- solve some module/pla
*describe movements between positions as Cardinal point of a given unit
translations problem will ne3.htm
to the left/right and up/down Social studies- give proof of
*plot specified points and draw sides to population each of the www.mathi
complete a given polygon. drift learner’s sfun.com/d
understandin efinitions/q
g on the uadrant-
lesson graph.htm
460
PRIMARY 4 MATHEMATICS 2ND TERM
W Topic Contents Key Aims/objectives Assessment/Activity Per Reference
ks skills/cross Technique iod
curricular link
1. Revision 4
2. Measures * Suggest non-standard uniform measures Science - To develop learners Whole class activity 4 Macmillan champions
to estimate then measure measurement knowledge on the will determine the mathematics bk. 4
* Use everyday language to describe the standard and non learners pg.179-184
positions of 2-D shapes. Vocational. – understanding on
standard form of
* Begin to use everyday standard units to building the lesson Samuel Ilori and
Home measurement
measure length, others
suggest suitable measuring equipment economics- Individual activity
* Estimate, measure and compare lengths cooking/ will give proof of
and capacity using standard units. cloth each learner’s ability
*Use mathematical names for common construction on the conversion of
2-D shapes. Health length and capacity
*Estimation of lengths in metres and education-
kilometers, and centimeters to metre and medicine
metre to centimeters. (syrup)
*Changing kilometers to metres and
metres to kilometers.
*changing centiliters to litres
*Addition, subtraction of lengths and
capacity
*Word problems on length and capacity
3 Measures * Measure and compare between length and Science - *To develop learners Whole class activity 4 Understanding
capacity. measurement knowledge on will determine the Mathematics For
*comparison of weight. measurement of learners Book 4 Maria N. David
*standard weight often used Vocational. – understanding on
weight Osuagwu Pg.
*Changing kilograms to grams and building the lesson
Vice visa. Home Individual’s ability to
Macmillan champions
* Addition, subtraction of weight economics- some word
*multiplication and division of length, capacity and cooking/ problems involving mathematics bk. 4
461
weight(word problem inclusive) cloth measures will pg.186-194
construction ascertain learners’
Health level of Samuel Ilori and
education- understanding of the others
growth and topic.
development
4 Area and *Measuring perimeter and area in standard units Math- 2-D To develop learners - Whole class 4 Mathematics Bk 4 by
perimeter *Finding areas and perimeters of rectangle and shapes knowledge on area activity will give Maria N. David
squares Vocation – and perimeter. evidence of the Osuagwu Pg. 161
*Finding the area of the classroom building
learners ,196
Agric. Sci.
–basic understanding on
the lesson Champions
requirement
Macmillan
for agriculture
-Individual’s ability to mathematics by
(land)
solve some Samuel Ilori& Pg. 200-
problems on the 204, 235 -237
topic will prove each
of the learner’s
understands on the
lesson
462
5/ Time Vocational – To develop learners Whole class activity 4 Understanding
6 /money * read, write and convert time between clock and understanding on will give evidence of Mathematics Bk. 4 by
analogue and digital 12 and 24-hour watches the value of money the learners Maria N. David
clocks Social studies- and time Osuagwu Pg. 138
understanding on
. * solve problems involving converting Nigeria and Macmillian
other the lesson Champions
from hours to minutes; minutes to
seconds; years to months; currencies mathematics Bk4
weeks to days -Individual’s ability to Pg.168-172 ,195-199
*introducing Nigeria ‘s currency solve some word www.moneyinstructor
*To shop with money. problems on division .com
*problem on addition, subtraction, will prove each of
multiplication and division of money the learner’s
understands on the
lesson.
7 Assessme
nt / M.T.B
463
8. squares *Know what a square number is Agric Science- To develop leaner’s - Whole class 4 Understanding
and square * Recognize square numbers up to 10 × 10 plant knowledge on how activity will give Mathematics Bk 4 by
root * to work out and check simple to express the evidence of the Maria N. David
multiplication calculations inverse relationship
learners Osuagwu Pg. 65
* To identify square numbers and square roots up between exponents
and roots for square understanding on
to 100. Macmillan champions
roots the lesson
-To enhance mathematics bk. 4
* To introduce the use of square roots symbol.
learners -Individual’s ability to pg.134-142
understanding on solve some word
how to simplify problems on Samuel Ilori and
square roots of squares and square others
perfect squares and roots will prove each www.mathisfun.com/
find the value of of the learner’s
square-roots.html
squared numbers understands on the
lesson.
https://classroom.pe
oriaud.k12.az.us/.../S
quare%20Roots%20N
otes.
9/ Data Geography- To enhance learners Whole class activity Understanding

10 representat -interpret and present discrete data using mapping understanding on will give evidence of mathematics bk 4 by
ion bar charts and continuous data using Social studies- statistic ad data the learners Maria N. David
line graphs population collection.
understanding on Osuagwu Pg. 176
-solve comparison, sum and difference
the lesson
problems using information presented Macmillan Champion
in bar charts, pictograms, tables and mathematics bk 4 Pg.
-Individual’s ability to
simple line graphs. 239
solve some given
Use simple lists and tables to communicate
problems will prove
findings
● Use Venn and Carroll diagrams to sort and
each of the learner’s
understands on the
classify data
● Extract data from simple graphs, charts and
lesson.
diagrams
● List possible outcomes
464
● Collect and record data
● Interpret and construct bar charts
465
PRIMARY 4 MATHEMATICS 3RD TERM
W Topic Contents Key Aims/objectives Assessment/Activity Per Reference
ks skills/cross Technique iod
curricular link
1. Revision 4
2/ Lines/ *Recognize that a straight line is equivalent to Vocational – To develop Whole class activity will 4 Understanding
3. angles Two right angles building/ leaner’s determine the learners mathematics bk 4 pg.
* Recognize horizontal and vertical lines architect knowledge on understanding on the 178
* Identify and sketch lines of symmetry in Science – lines and angles. lesson
Simple shapes measurement Macmillan
* Recognize shapes with no lines of symmetry (length) Individual activity will Champions
*Read and record the vocabulary of position, prove the extent at which mathematics bk4 pg.
direction and movement, using the four each of the learners 228
compass directions to describe movement understood the lesson as
about a grid they attempt some
* Know that angles are measured in degrees problems on the topic.
And that one whole turn is 360°
* Compare and order angles less than 180°
* Use the eight compass points to describe
direction
* Describe and identify the position of a square
on a grid of squares
4 Measures( *the use of ratio Grammar – To enable learners Whole class activity will 4 Understanding
proportion) *simple ratio comparison understand the determine the learners mathematics bk 4 by
*principle of direct proportion concept of ratio understanding on the Maria N. David
*solve some problems including ratio and and proportion lesson
Osuagwu Pg. 176 and
direct proportion. Individual’s ability to
466
solve some word bk. 5 pg. 68 -79
problems on direct
proportion will prove each www.emathzone
of the learner’s .com
understands on the
lesson
5 properties Use mathematical names for common 3-D and Science- To develop 4 Understanding
of shapes 2-D shapes characteristic learners mathematics bk. 4
● Sort shapes and describe some of their of living things knowledge on Maria N. David-
features shapes. OsuagwuPg. 40
● Classify and describe 3-D and 2-D shapes
● Classify polygons as regular or irregular
referring to properties
● Reason about shapes, explaining methods
and thinking
● Solve mathematical problems or puzzles
involving shapes
6/ decimals/F *recognize and write Geography- * Whole class activity will 4 Understanding
8 ractions equivalents of any number of tenths cardinal point prove the extent to which mathematics book 4
or hundredths Math - learners understood the by Maria N. David
*converting a fraction to an grouping Osuagwu Pg. 45
lesson
equivalent fraction with a specified Macmillian
numerator and denominator. * describe the champions
*individual’s ability to
mathematics book 4
procedure for ordering three or more fractions find the equivalents of
pg.114-123
with like and unlike denominators. given fractions will give
proof of each of the
*expressing decimal as a fraction and learner’s understanding
vice versa on the lesson
467
9/ Simple *compare differentiate between principal, rate Vocation - Whole class activity will 4 Understanding
10 interest and time banking determine the learners’ mathematics book 5
. *solve simple problems that involve simple understanding on the pg.109 -115 (by Maria
interest lesson N. David Osuagwu )
*finding the principal. Individual’s ability to
* finding the rate of interest. solve word problems on
* finding the time the topic will give proof of
each of the learner’s
lesson
468
469
Wk. Topic Content Key skill/cross Aims/Objectives Assessment perR reference
curricular link /act. technique iod
1. revision
2 Building values * Definition of the Moral – integrity -To develop learners Whole class 2 Social studies
and morals terms, ‘values and understanding on activity as for Primary
morals Social Stu. Rights values and morals. teacher engage schools BK 4
of citizen learners in a by
*Examples of some -To enhance learners class AdisaBakare&
important values Civic Edu. knowledge on the discussion to others. Pg. 16-
Important values importance of good ascertain their 21
*some great Nigerians to be exhibited as values. level of
and their achievements. a citizen
familiarity with
the topic
Individual
activity will be
to ascertain
learner’s level
of assimilation.
3. Culture *What is culture? Geography- To develop learners Open class 2 Social studies
pupils tribe and understanding on discussion at for Primary
*Aspect of culture. location on the culture and how it The beginning schools BK 4
map effects the way of life of the lesson by
*community leader.
of people. will determine AdisaBakare&
History- the learners others. Pg. 22-
oldest and most familiarity on 23
popular cultural the topic
practice in
Nigeria Individual
activity will
Moral- respect determine each
for other people’s of the learners’
culture understanding
on the topic as
470
Social studies- they enumerate
facts about my the different
culture aspect of
culture.
4 Rulers of old Some rulers of the old History- dates To develop learners Whole class 2 Social studies
Nigeria Nigeria and facts of understanding on and individual for Primary
some events in how Nigeria was ruled activity will schools BK 4
the old Nigeria. in 17th century. prove the by
learner’s level AdisaBakare&
Geography- -To acquaint learners of familiarity others. Pg. 61 -
geographical with some rulers of with the topic 62
map of the old the old Nigeria.
Nigeria
Social studies-
attributes of
these rulers
5 Nigerian *colonial rule in Nigeria. Geography- map To enhance learners Whole class 2 Social studies
struggle for of Nigeria during knowledge activity will for Primary
independence *The struggle for the understanding on the determine the schools BK 4
Nigeria’s independence amalgamation colonial rule in learners by
Nigeria. understanding AdisaBakare&
*Some Nigeria’s Social studies- on the lesson others. Pg. 63-
nationalist leader. roles played by 70
patriots Group
*Nigerian
discussion/acti
independence. History- historical vity to itemize
dates and events the various
leaders that
struggled for
Nigeria’s
independence
will determine
learners
‘understanding
471
on the lesson.
6 Banking *definition of terms: Current affair-the To develop learners Whole class 2 www.bankingsy
bank, banker and apex bank and understanding on activity will stem.com
banking the current banking and its types. determine the
governor learners www.bussiness
*types of banks in knowledge on dictionary.com/
Nigeria History –the the topic. banking
oldest bank in
*primary functions of a Nigeria. Individual
bank activity to state
Morals- conduct some functions
*operational terms in a banking hall carried out by
used in the bank.
banks will give
Agric sci. -
evidence of
storage
each of the
learners level of
understanding
on the topic
7. Assessment/
M.T.B
8 Good grooming *Definition of the Home Economics To develop learners Whole class 2 Comprehensive
terms(posture and - care of our knowledge on activity will give home
good grooming) personal posture and good evidence of the economics 4
belongings. grooming. And how it learners’ pg.1-4
*Importance of good effects our daily lives, familiarity with
posture /good Health Edu. Skin the topic. R.A.Ogunjimi
grooming diseases caused and others
by inability to Individual
*postural defects care for one’s activity to Primary Health
self identify some Education bk. 4
*importance of using pg. 7-18, 35-41
postural defect
cosmetics and Morals- self will prove the
deodorant confidence/estee E.A.
extent at which
m Obogbabaimhe
each of the
472
learners (AUP)
understood the
lesson.
9. Natural *Meaning /need for Geography- map To develop learner Whole class 2 Social studies
Resources distribution of resources knowledge on natural activity will for Primary
distribution in resources in Nigeria. prove the schools BK 4
*Types of resources Nigeria learners by
that are distributed in understanding AdisaBakare&
Nigeria Social studies- on the lesson. others. Pg. 73-
Nigeria’s import 81
*Types of mineral and and export
agricultural resources
that can be found in Individual
Nigeria activity on
essay writing
*Uses of mineral and on resources
agricultural resources. distribution in
Nigeria will
* conservation of
prove each of
natural resources
the learners
understands on
the lesson.
10. Natural *Crude oil History- To develop learner Whole class 2 Social studies
Resources discovery of knowledge on natural activity will for Primary
*importance of crude crude oil in resources in Nigeria. prove the schools BK 4
oil Nigeria learners by
To encourage understanding AdisaBakare&
*refined/ end products Vocational learners to seek for on the lesson. others. Pg. 80-
of crude oil studies- the other means of 81
refinery and work income rather than Individual
*discovery of crude oil
done just oil. activity www.thisdayliv
in Nigeria.
involving essay e.com
Geography- map writing on
of resources developing www.nnpcgrou
distribution in Nigeria p.com/oilGasin
473
Nigeria agricultural Nigeria.asp
sector will also
- ascertain
learners level of
understanding
11 Revision/
exams
474
PRIMARY 4 GENERAL KNOWLEDGE 2ND TERM
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. perR reference
curricular link technique iod
1. revision
2. Communicatio Meaning of Moral – verbal To develop learners open class 2 Social studies
n ‘communication’ and and non verbal understanding on the discussion will for
the types. abuse meaning of ascertain learner’s
communication and familiarity on the primary
- Some challenging Social stu. Means its types topic schools
factors with the of
traditional means of communication Individual activities BK 4 Pg. 89-92
communication. will determine each
History- our ( AdisaBakare
of the learner’s
- Benefits and effects tradition and its and others)
understanding on
of modern communication the lesson www.communi
communication. means
cation-
-different forms of Vocational- the peer.com
communication media
www.squidoo
com
3. poverty and *Definition of poverty Moral – my --To develop learners Whole class activity 2 www.populatio
diseases and diseases. duties and understanding on as teacher engages ninnegeria.com
responsibilities to causes of poverty and the learners in a
*causes of poverty stay healthy disease in Nigeria. class discussion to primary social
and diseases . ascertain their level studies bk. 4
Social Stu. -To enhance learners of familiarity with
*ways of tackling Poverty and knowledge on the AdisaBakare&
the topic
poverty and diseases. diseases in some ways this maniacs can others .pg.68 -
west African be tackled. Individual activity 71
475
*population and states will be to ascertain
population drift learner’s level of
Health Edu.- assimilation.
community
health/cleanlines
s
Geography-
Nigeria ‘s
population
/poverty line
globally
4. Citizenship Definition of Geography- To develop learners Group discussion at 2 Civic Education

and citizenship and Nigeria ,west understanding on the beginning of the for primary
Naturalization naturalization Africa, Africa and citizen and lesson will prove
the world naturalization. learners level of schools Bk 3
-means of acquiring familiarity. /6by Felix K.
citizenship. Citizenship – Alonge
rights and duties -Each learner’s
Difference between of a citizen ability to correctly and & others
dual and multiple discuss step 1-3 will Pg 22/36 -40
citizenship Social studies- prove their level of
marriage understanding.
5. Clock and What is a clock? History- Chinese To enhance learners Whole class and 2 Basic science
watches timing understanding on individual activity for primary
- Examples of ancient instrument. ancient and modern will prove the school bk. 3 pg.
and modern clocks. timing instruments.- learner’s level of 46-49
Sci./math- familiarity with the www.mathswiz
The SI unit of time measurement topic. ardworksheet.c
Analog and digital om(30/12/12)
Geography- Individual ability to
clocks longitude tell the time will www.ease-
476
History- invention determine learners anstronomy.or
of the first timing level of g
instrument understanding
6. Transportation * describing History – car To develop learner To Whole class and 2 Primary social
transportation invention enlighten learners on individual activity as studies bk. 4
automobile and get the teacher engages pg.131-132
*olden and modern Vocational them acquainted with the learners in a
means of studies –names some duties discussion to AdisaBakare
transportation of different car performed by an auto discover the and others
technician mechanic. learner’s level of
*forms of http://www.my
knowledge on the
transportation Health Edu: road future.edu.au/s
topic.
safety ervice
*meaning of
automobile(land Social Studies: www.automobil
transportation) means of eparts.m
transportation
*Examples of
automobile.
*auto mechanic, a
vulcanizer and a
panel beater
7 Assessment
/M.T.B
8/9. Accidents *Definition of Vocational Stu:- To enhance learner‘s Whole class activity 2 http://www.net
/hospital accident and different understanding on the will give evidence of doctor.co.uk/h
hospital. occupation in causes and prevention the learners’ ealth-services-
hospital of accidents. familiarity with the guide/hospital
* Types, causes and topic. road
preventions. Health Edu. safety/mayo.ie
*managing safety Individual activity to /causes/accide
477
accidents/first aid Morals- identify some nt.html 31/12/
obedience as a causes of accident
*Types, sections and requisite to avoid will prove the extent
activities carried out accidents at which each of the
learners understood
the lesson.
10 Medicine *definition of History – the To develop learners Open class 2 Encarta

medicine history of knowledge on the discussion at The dictionary,
medicine proper use of drugs beginning of the
* Types and form of (medicine). lesson will Comprehensive
medicine Social studies- determine learners Home
drug abuse familiarity on the Economics
*prescribed and non- book 4 by R. A.
topic
prescribed drugs Vocational- Ogunjimi Pg. 10
different Each learner’s ability – 11
*self medication occupations in to successfully write
the health sector a project on the
negative effect of
self medication will
ascertain their level
of understanding.
11 Rev. /exam
478
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. perR reference
curricular link technique iod
1. Revision
2. Civil society/ *definition of civil Citizenship - To develop learner Whole class and 2 Civic Education for Nigerian
Political society/political party pressure group knowledge on civil individual activity as Primary Schools Bk. 5/6by
parties /democracy societies in the teacher engages Felix K Alonge& Others Pg.
*objectives and Nigeria. the learners in a 109-114 Pg. 70-73
examples of civil Social studies - discussion to discover
society/political functions of the learner’s level of http://www.nigeria
parties in Nigeria and government/.camp knowledge on the business desk
their logos. aign, election and topic.
impeachment www.nigerianeliteforum.co
* the importance of Individual activity will m
moral education on Moral- conducts of also be uses to
the activities of civil electorates during .
ascertain learners
society elections./ good level of assimilation as
values in leadership they sew on a loose
*political terminology.
buttons
Citizenship:
History: military
regime in Nigeria
479
3 National * loyalty Moral – sacrificial - To develop - Group discussion at 2 Civic education for Nigerian
consciousne service to the learners the beginning of the primary schools bk. 4 by
ss *evidence of loyalty nation understanding on lesson will prove Felix K. Alonge. Pg. 57 – 62
National learners level of
*consequences of Social Stu. Duties consciousness familiarity.
disloyalty and obligation of a and constituted
citizen authority. -Each learner’s ability
*loyal service to the
to correctly discuss
nation Civic edu. Groups the topic will prove
that make up the their level of
*constituted
society understanding.
authority.
480
4. Ethnicity *Ethnicity and some Moral – peaceful -To develop open class discussion 2 Social studies for Primary
ethnic groups in co-existence learners will ascertain learner’s schools BK 4 by
Nigeria. despite the diverse understanding on familiarity on the topic AdisaBakare& others. Pg.
ethnic groups ethnicity and 68-71
*challenges of some some ethnic Individual activities
ethnicity in Nigeria Civic edu- our groups in Nigeria. will determine each of
and the way duties and the learner’s
forward.(using boko obligations to the understanding on the
haram as a case government lesson
study)
Social stu-
*diverse national, difference and
regional, religious and similarities
ethnic identities in between ethnicity
Nigeria and the need
and tribes
for mutual respect
and understanding
5. Resource *definition of raw Geography- -To develop open class discussion 2 Social studies for primary
distribution materials. environment learners will ascertain learner’s school BK4 by
understanding on familiarity on the topic AdisaBakare& others.pg. 88
*Raw materials and Home economics- raw materials in -91,99-100
their uses. food processing Nigeria and its Individual activities
importance in our will determine each of
*distribution of Vocational- the learner’s
every day live
natural resources in transportation understanding on the
Nigeria. lesson
*Nigerian export and

import.
*Challenges facing
481
distribution of
resources in Nigeria
482
6. Transportatio *air and water craft. History- invention To enhance Whole class and 2 www.grc.nasa.gov/../airpla
n2 of air and water learner individual activity will ne.htm& others. Pg. 47-48
*examples and parts craft understanding on prove the learner’s
of air and water craft air and water craft. level of familiarity with
Geography- the topic
some terminology weather reading
used. Individual activity to
Vocational – identify the various
*similarities and occupations types of an aircraft will
difference involving water and determine each of the
air craft learner’s level of
assimilation on the
Social studies-
topic
modern means of
transportation
. Assessment/
M.T.B
8 Workshop *definition of Health education- To develop learner Whole class and 2 Sks-group.co.uk/workshop
workshop. safety understanding on individual activity will equipment.html
safety in a prove the learner’s
*Different types of Vocational – workshop. level of familiarity with www.technologgystudents.
workshop. mechanic the topic com.safety
workshop
*identifying some Individual activity to
safety rules in the Moral –obedience identify various types
workshop. of workshop and
Home economics-
some safety rules will
483
*maintenance of kitchen determine each of the
tools in the learner’s level of
workshop. assimilation.
9. Disaster *Describing disaster? Geography- To develop Whole class and 2

environment/climat learners individual activity will
*identifying types of e understanding on prove the learner’s
disaster disaster and some level of familiarity with
Health education. causes. the topic
*causes of man- Safety/first aid
made disaster and Individual activity to
prevention Civil education- will determine each of
disaster the learner’s level of
assimilation on the
topic as they attempt
some questions on
their activity book.
10. National and *identifying and Current Affair-the To develop Whole class activity 2 social studies
international naming some heads of each learners will determine the
organization national and organization understanding on learners knowledge on BK. 4 Pg 162-164
international national and the topic.
organization History –date of international
establishment. organizations Individual activity to
*to state their aims state some functions
and objectives Morals- qualities of carried out by national
good leadership organization give
*to identify and name evidence of each of
the heads of these Health Edu- healthy
the learners level of
organization. living (checking for
manufacturing and
topic
expiring dates )
11. Revision/exa
m
484
PRIMARY 4 BASIC SCIENCE 1ST TERM
Wk. Topic Content Key Aims/Objectives Assessment /act. technique perioR reference
skill/cross d
curricular link
1. Revision
2. Classificatio *Definition of Citizenship - To develop Whole class and individual activity as the teacher engages the 2 Stan primary
n of animals terms- living pressure learner learners in a discussion to discover the learner’s level of science bk. 3
things, habitat. group knowledge on knowledge on the topic. UBE edition
/democracy classification of pg.22-28
*Domestic and animals. Individual activity will also be uses to ascertain learners level
wild animals. Social studies of assimilation as they sew on a loose buttons
-functions of
*Characteristics government/.
of living things. campaign,
election and
*Some
impeachment
examples
habitats. Moral-
485
conducts of
electorates
during
elections./
good values
in leadership
Citizenship:
History:
military
regime in
Nigeria
3 Classificatio *Vertebrates To develop Whole class activity as the teacher engages the learners in a 2 Stan primary
n of animals and learners discussion to discover the learner’s level of knowledge on the science bk. 3
2. invertebrates knowledge on topic. UBE edition
animals. the pg.22-28
classification of -Individual activity to sort out some animals under vertebrates
*Carnivorous animals. and invertebrates will give a proof of each of the learner’s
and Herbivorous understanding on the lesson.
animals.
*Animals and
their young
ones.
*Definition of a
Zoologist.
4 Classificatio * Plant and their Moral – - To develop - Group discussion at the beginning of the lesson will prove 2 Basic science
n of plants. examples. sacrificial learners learners level of familiarity. for primary
service to the understanding schools BK 4 by
nation on the -Each learner’s ability to correctly discuss the topic will prove Nmaju.M
486
*Transpiration. Social Stu. classification of their level of understanding. Obasi.pg.29-40.
Duties and plants.
*Photosynthesis obligation of Letts Ks2
. a citizen success
science.pg.4-5
Civic Edu.
Groups that (Lynn Huggins-
make up the Cooper)
society
Stan primary
science bk. 3
UBE edition pg.1
-21
5. Classificatio *Plant needs for Moral – -To develop open class discussion will ascertain learner’s familiarity on the 2 Basic science
n of plants growth. peaceful co- learners topic for primary
2. existence understanding schools BK 4 by
*Parts of the despite the on the Individual activities will determine each of the learner’s Nmaju.M
plant and their diverse ethnic classification of understanding on the lesson Obasi.pg.29-40.
functions. groups plants.
Letts Ks2
*Definition of Civic Edu- our success
pollination. duties and science.pg.4-5
*Different types
of pollination. obligations to
the (Lynn Huggins-
government Cooper)
Social Stu-
difference
and
similarities
between
ethnicity and
tribes
487
6. Nitrogen *Definition of Geography- -To develop open class discussion will ascertain learner’s familiarity on the 2 www.elmhurst.e
and carbon nitrogen and environment learners topic du/nitrogencycl
cycle. carbon cycle. understanding e.html
Home on nitrogen and Individual activities will determine each of the learner’s
*Functions of economics- carbon cycle understanding on the lesson www.eo.ucar.ed
nitrogen. food and their u/kids/green/cy
processing importance to cles7.html
*Importance of
live.
nitrogen and Vocational-
carbon to transportatio
plants. n
488
8. Weather. *Definition of History- To enhance Whole class and individual activity will prove the learner’s level 2 www.grc.nasa.g
weather invention of learner of familiarity with the topic ov/../airplane.ht
air and water understanding m
. craft on weather. Individual activity to identify the various types of weather
element will determine each of the learner’s level of
*Elements of Geography- assimilation on the topic
weather weather
reading
.
Vocational –
*seasons and
occupations
their
involving
classifications.
water and air
*The craft
atmosphere.
Social studies
- modern
means of
transportatio
n
Assessment
/ M.T.B
9. Pollution *Definition of Health To develop Whole class and individual activity will prove the learner’s level 2 Sks-
pollution education- learner of familiarity with the topic group.co.uk/wor
safety understanding kshop
*Different types on pollution Individual activity to identify various types of pollution and equipment.html
of pollution. Vocational – their consequences will determine each of the learner’s level
mechanic of assimilation. www.technolog
*Consequences workshop gystudents.com.
of pollution. safety
Moral
. –obedience
489
Home
economics-
kitchen
10 Diseases *definition of Geography- To develop Whole class and individual activity will prove the learner’s level 2
and diseases and environment/ learners of familiarity with the topic
pathogens pathogens. climate understanding
on disaster and Individual activity to will determine each of the learner’s level
*Types of Health some causes. of assimilation on the topic as they attempt some questions
diseases and education. on their activity book.
their causes. Safety/first
aid
Civil
education-
disaster
11. Revision/ex
am.
PRIMARY 4 BASIC SCIENCE 2nd TERM
490
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. technique perR reference
curricular link iod
1. Revision
2 Farm * describing a farm social studies- -To develop Whole class activity as teacher 2 www.yagrein.blogspot
record duties and learners engage learners in a class .com
*what is a farm record responsibilities knowledge on the discussion to ascertain their
agric-. farming importance of a level of familiarity with the topic
*types of farm records
good farm record
*importance of keeping Individual activity will be to www.smallfarmabout.
farm record ascertain learner’s level of com
assimilation.
3/4. Problems *What is agriculture? Social studies- To develop Open class discussion at The 2 Basic science for
of natural learners beginning of the lesson will primary school bk. 4
agriculture *importance of agriculture. resources understanding on determine learners familiarity
agriculture. on the topic NmajuObasi.
*agricultural system. History- the
early man Individual activity will determine Pg.59 -67
*types of agricultural
each of the learners’
practices
understanding on the topic as
*categories of agriculture they enumerate the different
types of agricultural pratices.
5/6 Ecosystem *what is an ecosystem? Geography- To develop Whole class activity will 2 www.bahamas.gov.bs
season and learners determine the learners /BhamasWeb/
*Food Chain and Web climate knowledge on understanding on the lesson
ecosystem. VisitingTheBahamas.h
*Relationships in Social studies- Group discussion/activity to sf/subjects/Ec
Ecosystems (producers, our ascertain learners’ level of
consumers and environment understanding. osystems+of+The+Ba
hamas
decomposers)
*Pine Forests, Coral Reefs, www.vtaide.com/priglf

Mangroves oodchains.ht
491
*Four Types of Mangroves m
* Importance of Mangroves letts key stage 2 pg 12

-18 (Lynn huggins
Cooper)
7. Assessme
nt/ M.T.B
8/9 State of *States of Matter (solid, Home To develop Whole class activity will give 2 letts key stage 2 pg 28
matter liquid, gas) economics- learners evidence of the learners’ -30 (Lynn huggins
cooking knowledge on familiarity with the topic. Cooper)
* Properties of Matter changes in the
Agric science- state of matter Individual activity to state some
*Changes in Matter preservation changes in the state of matter
will prove the extent at which
*Measuring Matter
each of the learners understood
*observe that some the lesson.
materials change state
when they are heated
or cooled, and measure
the temperature at
which this happens in
degrees Celsius (°C),
building on their
teaching in mathematics
* identify the part played
by evaporation and
condensation in the
water cycle and
associate the rate of
evaporation with
temperature.
492
10. Sound *what is sound Music: To develop learner Whole class activity will prove 2 Stan primary science
sound/musical knowledge on the learners understanding on (UBE) pg. 60 -64
* vibrations and waves instrument sounds the lesson.
* high and low (pitch and letts key stage 2 pg 42
objects that produced it) Social studies- -43 (Lynn huggins
* loud and soft Nigeria’s Cooper)
* the speed of sound/echo import and
export
11 Revision/
exams
493
PRIMARY 4 BASIC SCIENCE 3RD TERM
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. technique pR reference
curricular link er
io
d
1. Revision
2. Evolution What is evolution and science – To develop learner Whole class and individual activity as the 2 www/evolution.ber
how does it work? evolution of knowledge on evolution teacher engages the learners in a keley.edu
man discussion to discover the learner’s level of
What is the evidence www.bbc.co.uk/cav
of evolution? agric –early eman/chronology.h
man Individual activity will also be uses to tml
identify how plants and
animals, including ascertain learners level of assimilation as
humans, resemble their they write a brief summary on dinosaur
parents in many
features
recognize that living

things have changed
over time and that
fossils provide
information about
living things that
inhabited the Earth
millions of years ago
(dinosaur)
3 Heredity . *What is heredity? Math- To develop learners Whole class activity as the teacher engages 2 www.lessoncorner.
conversion of knowledge on the the learners in a discussion to discover the com/science/biolo
*Distinguish the fraction to classification of animals. learner’s level of knowledge on the topic. gy/heredity
difference between decimal and
494
dominant and vice versa -Individual activity to identify some traits
recessive gene. that are similar to that of their parents will
give prove to learner’s understanding.
*explore family tree
resemblance and
some characteristics
that are passed on to
offspring.
4 Blood and * circulatory system Health Edu. - To develop learners - Group discussion at the beginning of the 2 www.classroom
circulation –healthy knowledge on blood and lesson will prove learners level of .kidshealth.com
*function of the blood eating circulation familiarity.
vessel and heart. www.lessoncorner.
Home -Each learner’s ability to correctly discuss com/science/biolo
*importance of good economics- the topic will prove their level of gy/blood circulation
health in relationship classes of understanding.
to the body(obesity) food
Letts Ks2 success

science.pg.21
(Lynn Huggins-
Cooper)
495
5/6. Digestion and *Parts of the Health -To develop learners open class discussion will ascertain 2 Letts Ks 1/2
the teeth Digestive education- understanding on learner’s familiarity on the topic success
healthy eating digestion and care of the science.pg.22-23
System habit/stages teeth Individual activities will determine each of
of human the learner’s understanding on the lesson (Lynn Huggins-
* Process of Cooper)
development
Digestion/
Home
Function
economics-
*Proper personal
Nutrition/Exercise hygiene
*. Food Groups
*Health Resources
*Different types of
teeth
in humans and their
simple functions.
*care of the teeth.
7 MTB
8. * The respiratory Agric- To develop learners open class discussion will ascertain 2 www.lessoncorner.
system plant(respirati understanding on learner’s familiarity on the topic com/science/biolo
on) gy/respiratory
* Process of taking in Individual activities will determine each of
oxygen and getting Health edu.- the learner’s understanding on the lesson
rid of carbon dioxide part of the
body www.classroom
* The noise ,throat, .kidshealth.com
lungs and bronchi Science- air
Breathing & Gas * structure and

exchange function
496
9/1 Electricity . *sources of history- -To develop learners open class discussion will ascertain 2 Basic science for
0 electricity. inventors understanding on learner’s familiarity on the topic primary school bk.
electricity 4
*uses of electricity Home Individual activities will determine each of
economics- the learner’s understanding on the lesson NmajuObasi.
*conversion of home
electricity appliances Pg.17-27
processing
*electric circuit
Vocational
*conductors and
Stu.-
insulators.
electrician
11/ Revision /Exams

12
497
TOPICS CONTENT KEY SKILLS/ CROSS- AIMS AND PERIODS ASSESSMENT REFERENCE
CURRICULAR LINKING OBJECTIVES TECHNIQUE
Revision     
Numeration  Meaning of  Homec. – Things that  To extend the  A group  Macmillan

numeration. come in pairs at learner’s activity to champion
home eg needle and knowledge count in primary
 Counting up to thread. on higher multiples of mathematic
1,000,000. numbers. 7, 25, 100 s 4. By
 Soc. – millions of and 1,000. Samuel Ilori
 Counting backward properties destroyed  To create et al. Pg 5,
to zero to include during wars. awareness of  A group 10, 14- 16 &
negative numbers. negative activity to 30.
 Geo. – Mount whole count
 Place value of Everest, the highest numbers. negative  Progressive
digits in million, mountain is said to numbers. mathematic
thousands, be km high.  To develop s for upper
hundreds, tens and learner  Individual primary. By
units.  Voc. – occupations understands activity to K.E Amoaku
(accountants). of place place et al. Pg 5-9
 Place value of values of numbers in & 70-76.
decimals to  His. – Millions of both whole their right
thousandth. lives were lost during numbers and place  Understandi
the World War II. decimal values. ng
 Writing numbers in
numbers. mathematic
figures and in word  Civic – millions of  Individual s for Nigeria,
forms. lives and properties  To develop activities to bk 5. By
will be saved if we are the ability of represent
 Word problems in Maria N. Pg
responsible. learners in numbers in
numeration. 11 & 12
writing their words
 Moral - In Noah’s
numbers in or figures
time, all animals that
words and forms.
entered the ark went
figures.
in pairs of twos.
498
 To develop  Individual
solution skills activities on
in the above word
through problems on
application in numeration.
word
problems.
Approximation  Approximation/  Homec. – In  To create  Individual  Understandi

/ estimation & rounding off of measuring items at awareness activities on ng
roman whole numbers and home eg materials, on estimation mathematic
numerals. decimals. we sometimes approximatio and roman s for Nigeria,
approximate. Eg 4.56 n. numerals. bk 5. By
 Significant figures. could be taken as 4.6 Maria N. Pg
or 5.  To extend  A group 97- 102.
 Roman numerals to learners recitation of
1,000.  Roman numerals awareness the roman  Progressive
have been of use on roman numerals. mathematic
since the days of the numerals. s for upper
ancient Rome. primary. By
K.E Amoaku
 Geo. – Rome is et al. Pg 10-
located in Italy. 13, 88-93.
 Voc. – Occupation  Macmillan

(linguistic). champion
primary
 Moral – God put the mathematic
people of Israel under s 4. By
the rule of the Samuel Ilori
Romans as a result of et al. Pg 22-
their disobedience. 27.
Addition and  Addition and  Civic – Obedience  To develop  Individual  Macmillan

subtraction subtraction of adds value to life. learners activities on champion
499
whole numbers.  Homec. – When understandin addition and primary
cooking we add g of addition subtraction. mathematic
 Word problems in ingredients to make and s 4. By
addition and the food delicious. subtraction Samuel Ilori
subtraction of of higher et al. Pg 66-
whole numbers.  Soc. - We add value numbers. 92.
to our environment by
keeping it clean.  To improve  Understandi
on learners ng
 Voc. – Occupation knowledge of mathematic
(business men and addition and s for
women). subtraction Nigeria. By
through word Maria N, bk
 Morals – Hezekiah problems. 5. Pg 15-18.
was faithful to God
and God added more
years to his life.
Multiplication  Multiplication of  Voc. – Occupation  To develop  Group  Understandi

and division whole numbers. (engineers). learners activity on ng
understandin reciting the mathematic
 Division of whole  His. – From the last g of the times-table. s for Nigeria,
numbers. census taken, the times-table bk 5. By
numbers of houses in through its  Group Maria N. Pg
 Long division. urban areas have application in activity on 21, 24, 25-
increased by two. word the 30, 80-91.
 Lowest Common definition of
problem.
Multiple (L.C.M).  Moral - God prime  Macmillan
commanded man  To improve numbers, champion
 Highest Common after creating him to learners rates and primary
Factor (H.C.F). increase and multiply. understandin giving the mathematic
 Prime numbers. g on L.C.M full s 4. By
and H.C.F meanings of Samuel Ilori
 Factors. the et al. Pg 114
 To develop acronyms -149, 150-
 Multiples. learners L.C.M and 162
understandin H.C.F.
500
 Meaning of rate. g on prime  Individual  Progressive
numbers, activities on mathematic
 Problems on rate. factor, rates problem s for upper
and solving in primary. By
 Square root multiples. multiplicatio K.E Amoaku
n, division, et al. Pg 14-
 Cube root  To develop L.C.M, H.C.F, 40.
learners prime
understandin numbers,
g on square factors,
roots and rates and
cube roots. multiples.
 Individual
activities on
square roots
and cube
roots.
Mid-term      
break.
Fractions  Meaning of  Homec. – In cutting  To improve  Individual  Macmillan

fraction. materials at home, on students activities on champion
we often use fraction. knowledge of solving primary
 Types of fractions. Eg 1½ yards. addition, fraction mathematic
subtraction, problems. s 4. By
 Ordering of  Health – In division and Samuel Ilori
fractions. administering drugs, multiplication et al. Pg 31-
fractions are . 37, 61-65.
 Calculation. sometimes used.
Eg½ dose of  Progressive
paracetamol. mathematic
s for upper
 Vocation – primary. By
Occupation (doctors). K.E Amoaku
501
 Morals – God et al. Pg 41-
demands our tithe, 42.
which is 1/10th of our
income.  Understandi
ng
mathematic
s for Nigeria,
bk 5. By
Maria N. Pg
31-46.
Fractions  Meaning of  Homec. – In cutting  To improve  Individual  Understandi

equivalent fraction. materials at home, on students activities on ng
we often use fraction. knowledge of solving mathematic
 Problems on Eg 1½ yards. addition, fraction s for Nigeria
equivalent fraction. subtraction, problems. bk 5. By
 Health – In division and Maria N. Pg
 Decimal fractions administering drugs, multiplication 47-57.
(Addition, fractions are (BODMAS)
subtraction sometimes used. and  Progressive
multiplication and Eg½ dose of simplification mathematic
division of decimal paracetamol. . s for upper
fractions). primary. By
 Vocation – K.E Amoaku
Occupation (doctors). et al. Pg 43.
70-87.
 Morals – God
demands our tithe,
which is 1/10th of our
income.
Revision      
502
PRIMARY 4 MATHEMATICS 2nd TERM
WKS TOPICS CONTENTS KEY SKILLS/ CROSS CURRICULAR AIMS AND OBJECTIVES PERI ASSESSMENT REFERENCES
LINKING ODS TECHNIQUES
Revision      
Percentage,  Symbol of  Voc. – Occupation  To create the  Individual  Progressi

decimals and percentage (banker). ability for learners activities ve
fractions. to easily identify on mathema
 Problems in  Homec – decimal percentage as percentag tics for
percentage, numbers are found on our well as solve e and its upper
relating it with measuring tapes. problems in it. related primary.
fractions and problems. By K.E
decimals.  Health- dosages. Eg 1½ Amoaku
dose of tablet. et al. Pg
94-105.
 Morals – God demands
503
our tithe, which is 1/10th  Understa
of our income. nding
mathema
tics for
Nigeria,
bk 5. By
 Maria
 N. Pg 58-
67.
/4. Measures &  Definition of  Homec- Containers in our  To develop  Group  Macmilla
Conversion area and homes can contain learners ability in recitation n
calculation of various volumes of liquid. solving problems of the champio
area for 2D on area, perimeter, conversio n primary
shapes.  His. – Foot and arm were volume, capacity, n table. mathema
once used as means of length, mass, tics 4. By
 Definition of measurement. weight and  Individual Samuel
perimeter and temperature. activities Ilori et al.
calculation of  Geo. – longest river in on Pg 195-
2D and Nigeria is River Niger.  To develop measures 211; 220-
irregular learners ability to and 238.
shapes.  Voc. – Occupation find length and conversio
(engineers). other properties n.  Progressi
 Meaning of of shapes when ve
volume,  Moral – the tower of
the area or mathema
capacity, Babel.
perimeter is given. tics for
length, mass, upper
weight and  To develop primary.
temperature learners ability in By K.E
and unit conversion. Amoaku
calculations et al. Pg
involved in  To develop 163-224;
them. learners ability in 231-243.
the use of all four
 Conversion (4) operations in  Understa
504
between solving problems nding
different units of measures and mathema
of conversion. tics for
measurement Nigeria,
, money and bk 5. By
time. Maria N.
Pg 148-
 Addition, 157; 179-
subtraction, 192.
division and
multiplication
of units.
/7. Mid-term break      
Measures, time  Time.  His. – Trade and barter  To develop  Group  Understa
and money. were the first means of learners ability to recitation nding
 Money. payment. solve problems on of time mathema
time, money, and tics for
 Profit and  Home Econs. – yeast profit, loss, money Nigeria,
loss. helps to increase the size increment, tables. bk 5. By
of loaves. discount and Maria N.
 Increment.  Individual
commission. Pg 103-
 Soc. – curfew. activities 107, 108,
 Discount.
 To assist learners on time, 114-118.
 Geo. – seasons and to relate the above money,
 Commission weather. to real life profit,  Progressi
activities. loss, ve
 Voc. – occupation
increment, mathema
(economists).
discount tics for
 Health – the number of and upper
months for conception. commissi primary.
Eg 9 months pregnancy. on. By K.E
Amoaku
 Moral - The love of money et al. Pg
is the root of evil. 106-123.
505
 Macmilla
n
champio
n primary
mathema
tics 4. By
Samuel
Ilori et al.
Pg 168-
178, 195-
199.
0. Properties of  Properties of  Homec. – we use boxes  To assist learners  Group  Progressi

shapes 2D and 3D in our homes. to be able to recitation ve
shapes. identify different of the mathema
 Voc. – occupation shapes and lines properties tics for
 Drawing/ (engineers). with the aid of of 2D and upper
construction their properties. 3D primary.
of angles. shapes. By K.E
 To develop the Amoaku
 Recognising proper use of the  Individual et al. Pg
90°, 180°, mathematics sets activities 251-259.
360°, etc. in the learners. on
constructi  Understa
 Regular and  To enable the on of nding
irregular learners to be able angles. mathema
polygons. to know the tics for
names of some  Group Nigeria,
 Application of angles and to be recitation bk 5. By
properties of able to construct of the Maria N.
shapes in them. name of Pg 119-
word some 147.
problems.  To assist the angles.
learners to use
their knowledge in
the properties of
506
shapes to be able
to solve word
problems.
10. Revision      
PRIMARY 4 MATHEMATICS 3rd TERM
KS TOPICS CONTENTS KEY SKILLS/ CROSS- AIMS AND PERIOD ASSESSMENT REFERENCES
CURRICULAR LINKING OBJECTIVES TECHNIQUE
1. Revision      
2. Geometry  Position  His. – abacus  To develop  Individual 

the ability activities on
 Direction.  Voc. – accountant for learners position,
to solve direction
 Motion.  Health – accurate position, and motion.
eating, reading and direction and
working positions. motion
problems, as
 Homec - the position
well as
for flowers is the vase
relate them
or flower bed.
to real life
 Civic – direct your life activities.
in truth.
 Moral – allow God
507
direct your life.
/4. Data  Statistics  Voc – scientist  To develop  Individual  Macmillan

presentatio learners activities on champion
n  Averages.  Moral – our lives ability on statistics primary
should represent statistics and data mathematics
 Mode. Christ and data representati 4. By Samuel
representati on. Ilori et al. Pg
 Median  Sos-arms of Govt. on. 239-243.
 Pictograms
 Understandin
 Bar graphs g
mathematics
 Pie chart. for Nigeria, bk
5. By Maria N.
 Tally Pg 193-206.
representation.
 Progressive
mathematics
for upper
primary. By
K.E Amoaku
et al. Pg 260-
276.
5. Algebraic  Express missing  Voc. – engineers.  To develop  Individual  Understandin

expression number problems the ability activities on g
algebraically.  Moral – we should for learners algebraic mathematics
pray to God to fill the to solve expressions. for Nigeria bk
 Use simple missing values in our missing 5. By Maria N.
numbers lives. letter and  Group Pg 158-178.
expressed in number recitation of
words. problems. the rule of  Progressive
the rule mathematics
 Linear number  To enhance guiding the for upper
sequence. the ability mathematic primary. By
for learners al signs. K.E Amoaku
508
 Arithmetic rules to master et al. Pg 244-
(BODMAS). the use of 250.
the four
 Number puzzle. mathematic
al signs.
6. Lines and  Lines.  Voc. – engineers  To assist  Class  Progressive

angles learners in interaction mathematics
 Triangles.  Homec – rules the use of based on for upper
the previous primary. By
 Mathematical knowledge knowledge K.E Amoaku
problems on lines of angles in lines and et al. Pg 251-
(opposite, they have angle. 259.
corresponding gotten to
angles, etc) and solve angle  Individual  Understandin
angles. problems. activities on g
lines and mathematics
 To broaden angles. for Nigeria. By
the Maria N. Pg
knowledge 139-147.
of learners
in
mathematic
al problems
related to
lines.
7. Simple  Simple interest.  Voc. – accountant  To develop  Group  Understandin

interest the ability recitation of g
 Principal. for learners the formula mathematics
to solve for simple for Nigeria, bk
 Time. simple interest. 5. By Maria N.
interest. Pg 109-113.
 Rate.  Individual
 To develop activities in
 Word problems.
ability of solving
509
learners to problems in
solve one of simple
the missing interest.
factor when
others are
given.
 To assist
learners
apply the
knowledge
of simple
interest
through
word
problems.
8. Mid-term      
break
. Ratio and  Ratio  Voc. –  To develop  Individual  Understandin

proportion mathematician. learners activities on g
 Types of ability on ratio and mathematics
proportion  Home Econs – the ratio and proportion. for Nigeria bk
ratio of flour to butter proportion 5. By Maria N.
 Application on matters in baking and on how Pg 68-83.
proportion. to apply
them.
. Lines and  Further problems  Voc. - accountant  To assist the  Individual  Progressive
angles on lines and learners activities on mathematics
angles. master lines and for upper
solutions on angles. primary. By
lines and K.E Amoaku
angle et al. Pg 251-
problems. 259.
510
 Understandin
g
mathematics
for Nigeria, bk
5. By Maria N.
Pg 139-147.
. Revision      
511
PRIMARY 5 ENGLISH LANGUAGE 1ST TERM
Wks Topic Contents Key Aims/objectives Assessment/Activit Per Reference

skills/cross y Technique iod
curricular link
1. Revision 4
2. Noun To describe a noun. Social studies- To develop learners Whole class activity 4 Grammar practice bk.
states and knowledge on noun. will determine the 5 pg 1-4 (Rosemary
-To differentiate between common, capital learners Allen)
understanding on Mrs Nneji’s notes
proper ,collective and abstract nouns Geography- the lesson English skills bk 5 pg
places around 13
examples the world Individual activity
will give proof of
To identify the above nouns in Health each learner’s
sentences. education- ability as
parts of the theydifferentiate
body between the types
of nouns
512
3  To describe pronoun Science- living To enhance learners Whole class activity 4 Grammar practice bk.
Pronoun  To identify the types of pronouns and non-living knowledge on will determine the 5 pg 9-15 (Rosemary
things pronoun learners Allen)
understanding on
Social studies- the lesson MrsNneji’s notes
As they answer
the family
questions involving English skills 5 pg 31
pronouns
4. adjectiv  to describe an adjective Social studies- -To develop learners Individual activity Grammar practice 5
es  examples of adjectives our knowledge on will give proof of pg 17-30
environment adjectives and the each learner’s
 forming adjectives by adding suffixes types. ability to use Mrs Nneji’s notes
 comparing adjectives
Health adjectives
constructively in a English skills 5.pg 37
education-
sentence
parts of the
body
5. Verb  to describe a verb Home Individual activity Mrs Nneji’s notes

 to identify verb classification economics- To develop learners will give proof of Grammar practice bk
cooking knowledge on verbs each learner’s level 5.pg 91-93
 examples of main verb and auxiliary verbs of assimilation as English skills 5.pg 43
 verb /sentence agreement
Health they constructively
use the a verb and
education-
subject in a
exercise sentence
513
6/8 punctua To define the meaning of punctuation Mathematics To develop learners Individual activity Mrs Nneji’s notes
tion To know the functions of each type of punctuation knowledge on will give proof of English Skills bk 5.pg
marks punctuating each learner’s level 73
To identify various punctuation marks in of assimilation as Key stage bk 4.pg 49
sentences correctly
sentences they constructively
To be able to fully punctuate sentences punctuate
sentences
9 Adverbs Grammar - To develop learners Individual activity Mrs Nneji’s notes

synonyms knowledge on will be used to English skills bk 5.pg
adverbs ascertain learner’s 55
Science- level of Key stage yr 4 pg. 29
reproduction assimilation as
Social studies they attempt some
–division of activity on the
labour topic.
514
10 Preposit composition To develop learners’ Whole class activity 4 Grammar practice bk.
ion To describe a preposition. –descriptive knowledge on will determine the 5 pg 48-51
writing preposition learners’ ability.
-To itemize some examples of preposition. Mrs. Nneji’s notes
Individual’s ability
-To identify preposition in a sentence. to use preposition English skills 5 pg 91
correctly in
-To enumerate some types of preposition and use sentence building
in them will give proof of
each of the
learner’s
understanding on
the lesson
PHONICS/SPELLINGS, COMPREHENSION AND COMPOSITION

W Topic Content Key skill/cross Aims/Objectives Assessment /act. peri Reference
k. curricular link technique od
1. Revision
2. The sick lion *To read and understand the Science- To develop Whole class and
comprehension passage. classification of learners individual activity in
animals knowledge on fiction and reading and
*To answer the comprehension non- answering
The football questions. Grammar- fiction stories comprehension
match collection nouns questions will prove English skills 5.pg
*To describe some phrases in
515
the passage. learners level of 2 6-7
understanding
*using their imagination to Collins primary
predict how an unfinished story focus bk 3.pg 4-5
ended
*to define facts and fictions
*to identify fiction and

non-fiction story
Fiction/non
fiction *to write a non-fiction story
3. Nell and the *To read and understand the Geography- To develop 2 English skills
goose comprehension passage. location learners knowledge on 5.pg.28-29
reading comprehension Whole class and
*To answer the comprehension passages. individual activity in
questions. reading and
answering
*To find new words and their comprehension
meaning. questions will prove
learners level of
understanding
passage.
* to describe a play scripts

Literacy activity 4
*to identify where a story took book pg. 12-13
The working
place
children
*to identify different types of

syllabic words
To develop learners ability
syllables to divide words into Literacy activity
516
Elocution- syllables 4.pg 13,40.
syllables
4./ Through the *To read and understand the Grammar- noun To develop Whole class and 2
5 wardrobe comprehension passage. learners individual activity will
understanding on reading determine learners’
*To answer the comprehension Literacy activity 4
comprehension passage. level of
questions. book pg.34
understanding.
*To look up new words in the

dictionary and make a sentence
English skills
with each.
pg.38
*helping hints on writing an
Informal
informal letter
letter writing
and a
descriptive *helping hints in writing a

essay descriptive essay
Phonics and spelling

ages 9-
Suffixes
10.pg 57-63
Literacy activity
book 4.pg 14,28,40-
42
6. Excuses *To read and understand the Grammar: use of To develop Whole class and 2 Literacy activity
comprehension passage. colon learners individual activity in book 4 pg.8-9
understanding on reading reading and
*To answer the comprehension comprehension passage, answering
questions. play script writing and their comprehension
speeches with their questions will prove
*To find new words and make a
knowledge of word learners level of
517
sentence with each. contractions understanding

passage.
First aid in English

*helping hints in preparing a 2nd edition.pg 74
play script
Preparing a Grammar-
play script punctuation
Word
contraction
and
compound
words
8. Nnenna and *To read and understand the Vocational – To develop learners Open class work at 2
Mrs Eselu. comprehension passage. building understanding structuring the beginning of the
of arguments and correctly lesson will prove Literacy activity
*To answer the comprehension Grammar- parts abbreviate words learners level of book 4. Pg 70-71,
questions. of speech familiarity. 76-77
Our feathered
friends *To re-write a story in their Individual task will
points of view also prove learners’
(points of
level of assimilation.
view)
Acronyms
and
abbreviations * To differentiate between
Grammar- the The new first aid
518
acronyms and abbreviation use of full stop. in English.pg 46-
49.
9. The Titanic *To read and understand the Science- To develop Whole class and 2 English skills.pg
comprehension passage. experiments learners individual activity in 52-53.
understanding on reading reading and
*To answer the comprehension Grammar –noun, comprehension and writing answering Literacy activity 4
questions. verbs, adjectives instructional texts comprehension book pg 28-29
and adverbs. questions will prove
Playing *To find new words, check their Ms Gbafah’s notes
conkers learners level of
meaning in the dictionary and
understanding. Phonics and
make a sentence with each.
spellings book.pg
40
*to understand instructional

texts
*to identify the features of

Instructional instructional texts
519
texts *to define different types of
instructional texts
*to write the steps involved in

baking a cake
*To sort words into rhyming

groups in a given table
OUGH words
10 William Tell *To read and understand the Geography: The develop learner Open class and English skills pg88
. location knowledge on individual activity in -89.
comprehension passage. comprehension and poetry reading the 2
Grammar-nouns comprehension Literacy activity 4
*To answer the comprehension book pg. 50-51
passage. Each
questions.
Phonics and
*To differentiate between facts write compose a
spelling book. Pg
and fictions poem of their choice
28-30,74.
will prove learners
My future * To describe a poem level of assimilation.
(poems and *to identify a poet and poetess

poetry)
*to identify verses and stanza in
a poem
To define the meaning of a
520
prefix
prefixes To identify prefixes, their

meanings and uses in
sentences
PRIMARY 5 ENGLISH LANGUAGE 2nd TERM
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIO ASSESSMENT REFERENCE
D TECHNIQUE
1 REVISIONS  Prefixes  Soc. – anti-  Learners should be  Close  English skill. Pg 5D

 Suffixes corruption able to apply the assessment  The ACK word. Phonics and
 Voc. – anti- right suffixes and will show spelling. Pg 6
natal prefixes in words that learners Chinese New year. English skill. Pg
as well know their understand 4.
meanings. the ttopic.
2 Connectives  Definition  Voc.- welders  To improve  Individual  Grammar practice. Pg 104-
learners knowledge works will 109
521
and  Types on Connectives and prove the English skill. Pg 17, 83, 85.
conjunctions  Uses conjunctions, as learners
. well as, to be able understandin
to put them g on the
correctly into lesson.
sentences.
3 Phrasal  Definition  Science -  To develop the  Whole class Grammar practice. Pg 72-80.
verbs Types and compounds learners activity will
meanings. understanding on determine
the various types of the learners
phrasal verbs, their level of
meanings and assimilation
making correct on the
sentences using lesson
them.  Individual
activity to
itemize
steps in
cleaning the
home will
determine
each
learner’s
understandin
g on the
lesson
4 Determiners  Meaning  Voc.-  To enhance the  Open Class  Key stage. Pg 23.
of computer learners knowledge activity will English skill. Pg 81.
Determin scientist, on determiners ascertain the
ers mathematician learners level
 Types s. of
 Examples understandin
g on the
lesson.
5 Modals and  Meaning  Moral- a gentle  To create an  Whole class
polite of Modals speech melts awareness of activity will
request and polite the hardest modals and the give
request heart. correct uses of evidence of
 Types polite requests. the learners
understandin
g on the
522
lesson
 Individual
activity will
determine
each of the
learners’
level of
assimilation
on the
lesson.
8 Question  Definition  Grammar-  To develop learners  Whole class
tags  Types punctuation understanding on activity will
and question tags give
examples evidence of
the learners
understandin
g on the
lesson
 Individual
activity will
determine
each of the
learners’
level of
assimilation
on the
lesson.
 Games (play
cards) will
also assist
the learners
to
understand
the topic
better.
523
9 Active and  Definition  Grammar-  To develop learners  Whole class Grammar practice. Pg 95-98
passive s object, subject understanding on activity will
voice.  Examples and main active and passive determine
verbs. voice. the learners
level of
assimilation
on the
lesson
 Individual
activity will
determine
each
learner’s
understandin
g on the
lesson.
 Games (play
cards) will
assist
learning
10 Direct and  Definition  Maths- direct  To develop learners  Whole class Grammar practice. Pg 87-90
indirect  Examples and indirect understanding of work to
speech proportion. direct and indirect ascertain
 Grammar- speech. learners level
irony. of familiarity
with the
topic
 Individual
task as each
learner
itemizes the
basic
principles in
food service
will prove to
what extent
the lesson
was
comprehend
ed
524
PRIMARY 5 ENGLISH LANGUAGE 3rd TERM
TECHNIQUE
1 REVISIONS  Direct and  Math-  Learners should be  Close  English skill. Pg 49

Indirect Direct and able to know when assessment  Suffixes and
speech Indirect a sentence is a will show that prefixes. Phonics
 Apostrophe proportion direct speech and learners and spelling. Pg 26
 Nouns when it is indirect understand the Magnificent cave. English
speech topic. skill. Pg 40.
 Learners should be
able to say what is
apostrophe and
how to use it
 Learners should be
able to say what a
noun is and identify
it in the sentences
2 Gender  Definition  Moral –  To improve  Individual  Mastering and First
 Types God made learners knowledge works will Aid
 Changing man and on Genders as well prove the Key stage pg 85
from one woman as to be able to be learners
form to the able to change understanding
other from one form to on the lesson.
the other.
3 Intensifiers  Meaning  Moral –  To develop the  Whole class Progressive English for
and Confusing Uses and God learners activity will upper primary school
words examples strengthen understanding on determine the
s man Intensifiers and learners level www. Learn English on line
confusing words, of assimilation
their meanings and on the lesson
making correct  Individual
525
sentences using activity to make
them. correct use of
intensifiers and
confusing
words will
determine each
learner’s
understanding
on the lesson
4 Sentences  Meaning of  Voc.-  To enhance the  Open Class  Progressive English
Sentences computer learners knowledge activity will for upper primary
 Types scientist, on Sentences ascertain the  First Aid in English
 Examples mathemati learners level
cians. of
understanding
on the lesson.
5 Subject and  Meaning of  Scientists  To enhance the  Whole class Progressive English for
Predicate Subject and – learners knowledge activity will give upper primary
Predicate separation on Subject and evidence of the
 Examples techniques Predicate learners
understanding
on the lesson
 Individual
activity will
determine each
of the learners’
level of
assimilation on
the lesson.
8 Clause and  Meaning of  Grammar-  To develop learners  Whole class
Phrase Clause and clause and understanding on activity will give
Phrase phrase Clause and Phrase evidence of the
learners
understanding
on the lesson
 Individual
activity will
determine each
of the learners’
level of
assimilation on
526
the lesson.
 Group activity
will also assist
the learners to
understand the
topic better.
9 Figures of  Meaning of  Grammar –  To develop learners  Whole class Progressive English and First
Speech Figures of Figures of understanding on activity will Aid in English
Speech Speech Figures of Speech determine the
 Types of learners level
Figures of of assimilation
Speech with on the lesson
Examples  Individual
activity will
determine each
learner’s
understanding
on the lesson.
 Group activity
will assist
learners to
understand the
topic better
10 Idiomatic  Meaning  Social -  To develop learners  Whole class The New First Aid English
Expressions  Examples Proverbs understanding on work to and Progressive English
and Idiomatic ascertain
Colloquialism Expression and learners level
Colloquialism of
understanding
of the topic
 Individual task
as each learner
does activity on
the topic
527
PRY. 5 GENERAL KNOWLEDGE 1ST TERM
WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND PERIOD ASSESSMENT REFERENCE
CURICULAR LINK OBJECTIVES TECHNIQUE
1 REVISION  WORKS DONE IN   

YEAR 3
2 Blacksmithing/W  Meaning of  Voc. –  To develop 2  Group work to Vocational aptitude book
elding blacksmithing as learners’ discuss the 4 Xii by ugo C. Ugo
and welding occupation understandin environmental
 Things done by  Geo – g on policy governing
blacksmiths and Raw blacksmithin the miners will
welders materials and g and determine the Encyclopaedia Britannica
 Tools used by location of welding. learners’ level of Ultimate Reference Suite
blacksmiths and the mining understanding
welders  Civic – on the lesson.
 Processes of Conforming  Individual‘s
blacksmithing to the rules ability to
and welding of the describe the
land(mining safety materials
act/environm used by welders
ental policy) will also prove
 Health – each learner’s
Safety level of
materials assimilation on
used by the lesson.
blacksmiths
and welders
 His – one of
the oldest
craft
3 Building/House  Meaning of  Voc. - as  To develop 4  Open class www.answer.com
528
Construction building, house occupation learners discussion at
construction,  Geo – understandin the beginning of
cement Architectural g on the the lesson to www.wikipedia.com
production design appropriate prove the
 Types of building  Civic – procedures in learners
 Materials used Conforming building and knowledge on
for house to the laws of house the lesson. Civic Education by Felix
constructions the constructions  Group work to Alonge bk. 5 pg. 1- 10
 Stages of house land(acquirin . analyse the
construction g the land)  To cultivate stages of house
 Professionals  Moral – the right construction will
involved in house Moral attitudes and also prove the www.cementproduction.c
constructions value(using skills needed learners om
 Types of cement the right in house understanding
 Materials materials in constructions of the lesson.
required for building and .  A project writing
cement in production on the materials
production to avoid used for cement
 Processes in collapse of production will
cement building and prove the
production loss of lives) individual’s level
of
understanding
on the lesson.
4-5 Seasons and  The meaning of  Soc. – Types  To create An open discussion at www.seasonsandweather
Weather season, weather of season awareness of the begin of the lesson .com
and climate  Voc – different the learners extent of
 Types of seasons Occupation seasons and familiarity with the topic.
and weather (meteorologi climatic
 Features and sts) conditions in Britannica Encyclopaedia
differences in  Homec – Nigeria and
each of the Clothings , worldwide. A group activity to
seasons food and
discuss and differentiate
 Seasonal and crops for Encarta for Kids and
different the international
daily weather Encarta premium
patterns in seasons seasons from the
Nigeria  Health – seasons and weather
 Disasters that Sicknesses being experienced in
occur in associated Nigeria.
particular with various
seasons seasons
529
 Geo – Wind
that brings
different An individual’s ability to
seasons, itemize the kinds of food
locations that seen in various seasons
experience locally.
some
climatic
conditions
6 War and conflict  The meaning of  Soc. – it  An individual Social Studies bk. 5 (pg. 7
war and conflict destroys man activity as each – 17)
 Causes of war and his learner embarks
and conflict in environment on project www.warandconflict.com
relation to coups  His - writing on how
and the Nigeria Examples of these wars
Civil War war in the could have been
 Effects of war past like prevented would
and conflict Nigeria Civil prove each
 The incidence War, World learners
that led to World War I and II, reasoning ability
War I and II, Civil etc. on the topic.
war in Africa and  Health –  A whole class
Nigeria Civil War Outbreak of discussion will
 The conflict diseases also prove the
between Tutsi during war learners level of
and Hutus  Home Econs understanding
– Homes are on the lesson.
destroyed
and lack of
food (famine)
is
experienced.
 Geo –
Conflict/war
because of
mineral
resources as
it was
between
Nigeria and
Bakassi
530
8 The road to world  Types of  Soc .  An open  Social Studies bk.
peace International International discussion at 5 (pg. 25 – 29)
Organizations organizations the beginning of
and their  His – Their the lesson to
common roles in the ascertain the
objectives but past world knowledge of
have different wars the learners on
jobs  Geo – Their the lesson.
 Stating the locations  An individual ‘s
member from the ability to
countries for world map describe the
each and their aims and
logos objectives of
 Things involved ECOWAS will
in making peace determine the
learners level of
assimilation of
the lesson.
9 Law  Meaning of law  Voc. –  A group work to
and constitution Lawyer(a discuss how law
 Branches of law profession) helps to shape
practiced in the  Soc – An arm our lives will
court(criminal of prove the
and civil law) government learners
 Role of law in our that makes understanding
society the law on the lesson
 How laws are
shaped and
enforced
 Role of Police
 How courts and
tribunal work
10 Forestry  Meaning of  Geo - Wood  To extend the  Open Class Home Economics for
forestry and and location learners discussion at primary schools book 5
lumbering of the knowledge the beginning of by Olabisi Are and others
 Advantages/Uses forest(physic on forest and the lesson will pg. 16
of forestry al features) its products determine the
 Roles of forest  Health – which are learners
and the forest Safety useful to man knowledge on
products equipment and his the topic Encarta for kids and
531
 Methods of  Soc – environment  Individual’s Encarta premium 2009
lumbering destroying of ability to
 Advantages and man’s describe the
disadvantages of environment( usefulness of
lumbering forest) forest will give a www.forestry.com
 Instrument used  Civic – proof of each of
by forest workers Permit has to the learner’s
and lumbermen be obtained understanding
before on the lesson www.lumber.com
cutting down
trees in the
forest
 Voc – Forest
workers,
lumbermen,
etc.
PRY. 5 GENERAL KNOWLEDGE 2ND TERM

TECHNIQUE
1 REVISIONS    
532
2 Human  Meaning of  Soc - The geography  To improve  Group Encarta for kids and
Geography human of a place affect learners work to Encarta premium,
geography as one people’s culture, knowledge use the
of the branches houses they build, on the atlas and
of geography economic activities location of identify
 Human features that go on there. places of the Social Studies for Primary
of geography  Voc – It determines global features Schools book 5 by
 The effect of the jobs they significance of some AdisaBakare pg. 51
physical features do(profession/occupa and their geograph
of geography on tion) human ical
man’s occupation  Health – The characteristi locations
and homes geography of a place cs/features. will prove
affects the health of the
the people living learners
around that area. understa
 His – People that nding on
experienced disaster the
as a result of their lesson.
geographical location
3 Home  Meaning of  Voc – Gardeners,  To develop  Whole Home Economics for
Management Home cleaners, electricians, the learners class Primary schools book 3 by
management painters, plumbers, understandi activity Olabisi Are & others pg. 18
 Various surfaces etc. ng on the will
in our home  Homec – Different various determin
 Steps taken in ways of managing our ways our e the
cleaning the home home could learners www.homemanagement.co
home and its  Health – Ensuring the be managed level of m
different surfaces health of the family for the assimilati
 Reasons for members as the benefit of on on the
cleaning the importance of caring the family lesson
home and for our home members  Individual www.floorsurfaces.com
articles required  Soc- man and his which activity to
for cleaning the environment automaticall itemise
home y extends to steps in
the society. cleaning
the home
will
determin
e each
learner’s
understa
533
nding on
the
lesson
4 Influence  Meaning of  Soc – Types of peer  To enhance  Open www.influencerising.com
influence groups the learners Class
 Types and  Health – Bad influence knowledge activity
Causes of can lead to health on the will
influence hazards effects of ascertain
 Effects of  Homec – Things learnt influence. the
influence on an from homes, traits, learners
individual etc. level of
 Civic – Positive understa
influence makes one a nding on
good citizen the
 His – Role models and lesson.
past heroes and
heroines
 Individual
’s ability
to
itemise
the
consequ
ences of
influence
will give
proof of
each of
the
learners’
level of
understa
nding on
the
lesson.
5 Defending  Meaning of the  Soc. – The definition  To create an  Whole Civic Education for primary
democracy terms and the effect of these awareness class School book 5 pg. 26
and Social  Types of groups pressure groups on of groups activity
Injustice that fights man and his that fight for will give
against social environment democracy evidence
injustice meted  His – The past leaders and social of the
534
out on citizens that fought for the justice for learners
 Meaning of rights of their citizens citizens. understa
pressure group  Civic – exhibiting our nding on
 Objectives and duties and the
types of pressure responsibilities as lesson
group good citizens which  Individual
 Usefulness brings social justice. activity
and  Moral – Always doing will
disadvantag the right things at the determin
es of right time and at the e each of
pressure right places the
group learners’
 Child Act level of
Policy assimilati
on on the
lesson.
6 Power  Definition of  Soc – Family (The  To develop   Farafina Social

terms(power, father as the head has learners Studies for primary
authority, power over every other understandi schools bk. 6 by
legitimacy and person in the family) ng on AdisaBakara pg. 7 -
influence)  His – Leaders have legitimate 9
 Sources of power power over their power.  www.politicalpower
 Forms of power citizens s.com
 Civic- Respecting the o
constituted
authorities,
government etc.
 Geo – power to create
some geographical
locations
535
8 World  Meaning of world  His – Past leaders and  To develop 3 (25  Whole Social Studies for primary
Famous famous leaders their achievements learners mins class schools book 6 by
Leaders  What makes a eg. Nelson Mandela understandi each) activity AdisaBakara& others pg. 99
leader famous  Civic – They were ng on the will
 Some world good patriots of their significance determin
famous leaders countries of the past e the
and their  Soc – Their world learners
achievements environments were leaders and level of
affected by their lives their assimilati
and influences characteristi on on the
 Gram – Use of cs. lesson
vocabulary that relates  Individual
to the passing of time, activity
eg. Decade, century, will
etc. determin
e each
learner’s
understa
nding on
the
lesson.
 A project
writing
on the
achievem
ent of the
past
world
leaders
will
determin
e the
level of
understa
nding of
the
lesson.
9– Food Service  Definition of food  Health – Hygiene  To develop  Whole www.wikipedia.org
10 service, food  Home Econs – learners class
entertainment Kitchen hygiene understandi work to www.foodservice.com
and food hygiene  Vocation – Caterers, ng of the ascertain
536
 Basic principles cooks, waiters, etc. various food learners
in food service  Civic – Controlled by services in level of
 Types of food agencies Nigeria. familiarit
servicing  Geo – Locations that y with the
 Types of their main occupation topic
restaurant is on food service  Individual
 Steps involved in task as www.foodentertainment.co
setting a table each m
 Food safety tips learner
 Food poisoning itemizes www.answer.com
the basic
principles
in food
service
will prove
to what www.foodhygiene.com
extent
the www.foodandnutrition.com
lesson
was
compreh
ended
 Group
activity to
set a
table will
also
prove the
learners
level of
understa
nding on
the
lesson.
537
PRY. 5 GENERAL KNOWLEDGE 3RD TERM
WKS TOPICS CONTENT KEY SKILLS/CROSS AIMS AND OBJECTIVES PERIOD ASSESSMENT
CURRICULAR LINK TECHNIQUE
1 REVISION    
2 Food labeling/Calories  Definition of  Health – The  To enhance the  Open www.answer.com

food effect of excess learners Class
labeling/calories calories knowledge and discussi
 Importance of  Voc – FST, understanding on at
food labeling Caterers, etc on the need to the
 Agencies that  Civic – agencies be acquainted beginnin
regulate food that regulate the with the g of the www.wikipedia.com
labeling food eg. contents and lesson
 Meaning of NAFDAC nutritional value to
calories  Maths – of any food one ascertai
 The effect of Measurement of is taken. n the
high or low the calories in learners’
calories in our each group of level of
body food familiari
 Examples of ty.
empty calorie  An
food, high individu
calorie food and al
low calorie food activity
to write
down
and
interpret
informat
ion seen
on a
particula
r food
label will
give
538
evidenc
e of
each
learner’s
level of
assimila
tion on
the
lesson.
3 Dairy Products  Definition of  Health –  To expose  Whole www.healthyeating.c
dairy products Hygiene and the learners to class om
with examples benefits of dairy suitable dairy work
 The benefits of food in the body products and will give
diary food in the  Vocation – their benefits to evidenc
body Animal farmers, the body e of the
 Types of diary rearers, sellers, learners’
food suitable for etc level of
children,  Homec – Those underst
teenagers, and suitable for anding
adults different people on the
 Geo – locations lesson.
where they are
gotten
 Individu
al’s
ability to
write a
report
on the
types of
diary
food
suitable
for
children
and
teenage
rs will
prove
each
learner’s
539
level of
underst
anding
on the
lesson.
4 Physical Development  Meaning of  Soc – Definition To ensure that learners  Whole Civic Education bk. 5
physical  Health –  develop class by Felix Alonge pg.
development, Hygiene/good competence to discussi 125 - 134
physical fitness grooming excel in a broad on at
and growth  Homec – types range of the
 Factors that can of food that physical beginnin
contribute to the contribute to activities g of the
development of physical growth lesson
 are physically to
a child  Vocation – active for ascertai
 Stages of Athletes, sustained n the
development psychologists, periods of time level of
 Signs of doctors
physical  Civic – trained to  engage in familiari
growth/develop be good citizens competitive ty with
ment sports and the
 Challenges that activities topic.
adolescents  Group
 lead healthy, activitie
face
active lives. s to
 Health
precautions engage
during in some
adolescence physical
activitie
s will
determi
ne the
learners
underst
anding
on the
lesson.
 Individu
al’s
ability to
discuss
the
540
factors
that
contribu
te to
physical
develop
ment of
an
individu
al will
prove
the
extent
of each
of the
learner’s
underst
anding.
5 The origin of man  Meaning of  History - The To develop learners  An Social Studies bk. 5
myths story of some understanding on the individu pg. 71
 Nigerian beliefs of the origin of man in relation al
creation myths past on the with the Nigeria Creation activity
origin of man as each
Myths.
learner www.originofman.co
embark m
s on
project
writing
on the
topic
will
ascertai
n each
learner’s
level of
underst
anding
on the
topic
6 Benin & Oyo Kingdom  History of Benin  His – The story  To enhance 3  Open Social Studies by
and Oyo of the beginning learners class AdisaBakare and
541
Kingdom of the kingdom knowledge on (25 mins work others bk. 5 pg. 74
 Legends of the  Geo – The the beginning of each) will
origin of the two location of the these two ascertai
kingdoms kingdom kingdom why n the
 Benin kings  Voc – The main they have some learners
 Decline of the occupation they global underst
kingdoms Benin do significance anding
and Oyo on the
Kingdom lesson.
 Individu
al
activity
to
itemise
factors
that led
to Oyo’s
decline
will
determi
ne each
learner’s
underst
anding
on the
lesson
8 Kanem – Bornu/Asante  The history of  His – The story  To develop  Whole  Social
Kingdom the kingdom of  Geo – The learners class Studies for
Kanem location understanding work primary
 The decline of  Voc – The main on the history of will give schools bk. 5
kanem Kingdom occupation they Kanem- evidenc by
 The legend of do Bornu/Asante e of the AdisaBakare
the golden stool Kingdom learners and others
 Rise and decline level of pg. 78
of the empire underst
anding
on the
lesson.
 Individu
542
al
activity
to
discuss
how
Osei
Tutu
become
the first
ruler of
the
Asante
will
prove
each of
the
learner’s
level of
assimila
tion on
the
lesson.
9-10 Trans-Sahara/Atlantic  Meaning of  His – The story  To develop  2  Whole  Social
Trade trans-sahara of trans -Sahara learners class Studies for
trade & trans- desert understanding activity primary
atlantic trade  Geo – the on the past will schools book
 The importance location of the various trades determi 5 by
of the Trans- environment ne the AdisaBakare
Saharan Trade  Civic – denial of learners &others. Pg.
 Colonial rule in African rights underst 82
Africa and the and anding
Berlin responsibilities on the
conference  Health – lesson
Unhygienic  Individu
health structure al’s
ability to
write on
why
Europea
ns
colonize
543
d Africa
will give
proof of
each
learner’s
level of
underst
anding
on the
lesson
544
WK TOPICS CONTENT KEY SKILLS/ CROSS- AIMS AND PERIOD ASSESSMENT REFERENCE
S CURRICULAR LINKING OBJECTIVES S TECHNIQUE
1. Revision     
2. Numeration  Meaning of  Homec. – Things  To extend  A group  Macmillan

numeration. that come in pairs the activity to champion
at home eg learner’s count in primary
 Counting up to needle and knowledge multiples mathemat
1,000,000. thread. on higher of 7, 25, ics 4. By
 Counting numbers. 100 and Samuel
 Soc. – millions of 1,000. Ilori et al.
backward to properties  To create
zero to include Pg 5, 10,
destroyed during awareness  A group 14- 16 &
negative wars. of negative activity to
numbers. 30.
whole count
 Geo. – Mount numbers. negative  Progressi
 Place value of Everest, the
digits in million, numbers. ve
highest mountain  To develop mathemat
thousands, is said to be learner  Individual
hundreds, tens ics for
km high. understand activity to upper
and units. s of place place
 Voc. – primary.
 Place value of values of numbers By K.E
occupations both whole in their
decimals to (accountants). Amoaku
thousandth. numbers right place et al. Pg 5-
 His. – Millions of and values. 9 & 70-76.
545
 Writing numbers lives were lost decimal  Individual  Understan
in figures and in during the World numbers. activities ding
word forms. War II. to mathemat
 To develop
represent ics for
 Word problems  Civic – millions of the ability
numbers Nigeria, bk
in numeration. lives and of learners
in their 5. By
properties will be in writing
words or Maria N.
saved if we are numbers in
figures Pg 11 &
responsible. words and
forms. 12
figures.
 Moral - In Noah’s
 Individual
time, all animals  To develop
activities
that entered the solution
on word
ark went in pairs skills in the
problems
of twos. above
on
through
numeratio
application
n.
in word
problems.
3. Approximati  Approximation/  Homec. – In  To create  Individual  Understan

on/ rounding off of measuring items awareness activities ding
estimation whole numbers at home eg on on mathemat
& roman and decimals. materials, we approximat estimatio ics for
numerals. sometimes ion. n and Nigeria, bk
 Significant approximate. Eg roman 5. By
figures. 4.56 could be  To extend numerals. Maria N.
taken as 4.6 or 5. learners Pg 97-
 Roman awareness  A group
numerals to 102.
 Roman numerals on roman recitation
1,000.
546
have been of use numerals. of the  Progressi
since the days of roman ve
the ancient Rome. numerals. mathemat
ics for
 Geo. – Rome is
upper
located in Italy.
primary.
 Voc. – By K.E
Occupation Amoaku
(linguistic). et al. Pg
10-13, 88-
 Moral – God put 93.
the people of
Israel under the  Macmillan
rule of the champion
Romans as a primary
result of their mathemat
disobedience. ics 4. By
Samuel
Ilori et al.
Pg 22-27.
4. Addition  Addition and  Civic – Obedience  To develop  Individual  Macmillan

and subtraction of adds value to life. learners activities champion
subtraction whole numbers. understand on primary
 Homec. – When ing of addition mathemat
 Word problems cooking we add addition and ics 4. By
in addition and ingredients to and subtractio Samuel
subtraction of make the food subtraction n. Ilori et al.
whole numbers. delicious. of higher Pg 66-92.
numbers.
547
 Soc. - We add  To improve  Understan
value to our on learners ding
environment by knowledge mathemat
keeping it clean. of addition ics for
and Nigeria.
 Voc. – subtraction By Maria
Occupation through N, bk 5.
(business men word Pg 15-18.
and women). problems.
 Morals –
Hezekiah was
faithful to God
and God added
more years to his
life.
5/6. Multiplicatio  Multiplication of  Voc. –  To develop  Group  Understan

n and whole numbers. Occupation learners activity on ding
division (engineers). understand reciting mathemat
 Division of ing of the the times- ics for
whole numbers.  His. – From the times-table table. Nigeria, bk
last census taken, through its 5. By
 Long division. the numbers of  Group
application Maria N.
 Lowest houses in urban in word activity on Pg 21, 24,
Common areas have problem. the 25-30, 80-
Multiple (L.C.M). increased by two. definition 91.
 To improve of prime
 Highest  Moral - God learners numbers,  Macmillan
Common Factor commanded man understand rates and champion
after creating him
548
(H.C.F). to increase and ing on giving the primary
multiply. L.C.M and full mathemat
 Prime numbers. H.C.F meanings ics 4. By
 Factors. of the Samuel
 To develop acronyms Ilori et al.
 Multiples. learners L.C.M and Pg 114-
understand H.C.F. 149, 150-
 Meaning of rate. ing on 162
prime  Individual
 Problems on numbers, activities  Progressi
rate. factor, on ve
rates and problem mathemat
 Square root
multiples. solving in ics for
 Cube root multiplicat upper
 To develop ion, primary.
learners division, By K.E
understand L.C.M, Amoaku
ing on H.C.F, et al. Pg
square prime 14-40.
roots and numbers,
cube roots. factors,
rates and
multiples.
 Individual
activities
on square
roots and
cube
roots.
549
7. Mid-term      
break.
8. Fractions  Meaning of  Homec. – In  To improve  Individual  Macmillan

fraction. cutting materials on activities champion
at home, we often students on solving primary
 Types of use fraction. Eg knowledge fraction mathemat
fractions. 1½ yards. of addition, problems. ics 4. By
 Ordering of subtraction Samuel
 Health – In , division Ilori et al.
fractions. administering and Pg 31-37,
 Calculation. drugs, fractions multiplicati 61-65.
are sometimes on.
used. Eg½ dose  Progressi
of paracetamol. ve
mathemat
 Vocation – ics for
Occupation upper
(doctors). primary.
 Morals – God By K.E
demands our Amoaku
tithe, which is et al. Pg
1/10th of our 41-42.
income.  Understan
ding
mathemat
ics for
Nigeria, bk
5. By
550
Maria N.
Pg 31-46.
9. Fractions  Meaning of  Homec. – In  To improve  Individual  Understan

equivalent cutting materials on activities ding
fraction. at home, we often students on solving mathemat
use fraction. Eg knowledge fraction ics for
 Problems on 1½ yards. of addition, problems. Nigeria bk
equivalent subtraction 5. By
fraction.  Health – In , division Maria N.
administering and Pg 47-57.
 Decimal drugs, fractions
fractions multiplicati
are sometimes on  Progressi
(Addition, used. Eg½ dose ve
subtraction (BODMAS)
of paracetamol. and mathemat
multiplication ics for
and division of  Vocation – simplificati
on. upper
decimal Occupation primary.
fractions). (doctors). By K.E
 Morals – God Amoaku
demands our et al. Pg
tithe, which is 43. 70-87.
1/10th of our
income.
10. Revision      
551
PRY 5 MATHEMATICS 2ND TERM
WKS TOPICS CONTENTS KEY SKILLS/ CROSS AIMS AND PER ASSESSMENT REFERENCES
CURRICULAR LINKING OBJECTIVES IOD TECHNIQUES
S
1. Revision      
2. Percentage,  Symbol of  Voc. – Occupation  To create the  Individu  Progres

decimals and percentage (banker). ability for al sive
fractions. learners to activities mathe
 Problems  Homec – decimal easily identify on matics
in numbers are found percentage as percenta for
percentage, on our measuring well as solve ge and upper
relating it tapes. problems in it. its primary
with related . By K.E
fractions  Healt- dosages. Eg
1½ dose of tablet. problem Amoak
and s. u et al.
decimals.  Morals – God Pg 94-
demands our tithe, 105.
which is 1/10th of
 Underst
our income.
anding
mathe
552
matics
for
Nigeria,
bk 5. By
 Maria
 N. Pg
58-67.
3/4. Measures &  Definition  Homec- Containers in  To develop  Group  Macmill

Conversion of area and our homes can learners ability recitatio an
calculation contain various in solving n of the champi
of area for volumes of liquid. problems on conversi on
2D shapes. area, on table. primary
 His. – Foot and arm perimeter, mathe
 Definition were once used as volume,  Individu matics
of means of capacity, al 4. By
perimeter measurement. length, mass, activities Samuel
and weight and on Ilori et
calculation  Geo. – longest river measure
in Nigeria is River temperature. al. Pg
of 2D and s and 195-
irregular Niger.  To develop conversi 211;
shapes.  Voc. – Occupation learners ability on. 220-
(engineers). to find length 238.
 Meaning of and other
volume,  Moral – the tower of properties of  Progres
capacity, Babel. shapes when sive
length, the area or mathe
mass, perimeter is matics
weight and
553
temperatur given. for
e and upper
calculation  To develop primary
s involved learners ability . By K.E
in them. in unit Amoak
conversion. u et al.
 Conversion Pg 163-
between  To develop
learners ability 224;
different 231-
units of in the use of all
four (4) 243.
measurem
ent, money operations in  Underst
and time. solving anding
problems of mathe
 Addition, measures and matics
subtraction, conversion. for
division Nigeria,
and bk 5. By
multiplicati Maria
on of units. N. Pg
148-
157;
179-
192.
6/7. Mid-term break      
8. Measures, time  Time.  His. – Trade and  To develop  Group  Underst

and money. barter were the first learners ability recitatio anding
 Money. means of payment. to solve n of time mathe
554
 Profit and  Homec. – yeast helps problems on and matics
loss. to increase the size time, money, money for
of loaves. profit, loss, tables. Nigeria,
 Increment. increment, bk 5. By
 Soc. – curfew. discount and  Individu Maria
 Discount. al
commission. N. Pg
 Geo. – seasons and activities
 Commissio 103-
weather.  To assist on time,
n 107,
learners to money, 108,
 Voc. – occupation
relate the profit, 114-
(economists).
above to real loss, 118.
 Health – the number life activities. increme
of months for nt,  Progres
conception. Eg 9 discount sive
months pregnancy. and mathe
commis matics
 Moral - The love of sion. for
money is the root of upper
evil. primary
. By K.E
Amoak
u et al.
Pg 106-
123.
 Macmill
an
champi
on
primary
555
mathe
matics
4. By
Samuel
Ilori et
al. Pg
168-
178,
195-
199.
10. Properties of  Properties  Homec. – we use  To assist  Group  Progres

shapes of 2D and boxes in our homes. learners to be recitatio sive
3D shapes. able to identify n of the mathe
 Voc. – occupation different properti matics
 Drawing/ (engineers). shapes and es of 2D for
constructio lines with the and 3D upper
n of angles. aid of their shapes. primary
 Recognisin properties. . By K.E
 Individu Amoak
g 90°, 180°,  To develop the al
360°, etc. u et al.
proper use of activities Pg 251-
 Regular the on 259.
and mathematics construc
sets in the tion of  Underst
irregular
polygons. learners. angles. anding
mathe
 Application  To enable the  Group matics
of learners to be recitatio for
properties able to know n of the Nigeria,
556
of shapes the names of name of bk 5. By
in word some angles some Maria
problems. and to be able angles. N. Pg
to construct 119-
them. 147.
 To assist the
learners to use
their
knowledge in
the properties
of shapes to
be able to
solve word
problems.
10. Revision      
557
PRY 5 MATHEMATICS 3RD TERM
WK TOPICS CONTENTS KEY SKILLS/ CROSS- AIMS AND PERIOD ASSESSMENT REFERENCES
S CURRICULAR LINKING OBJECTIVES TECHNIQUE
1. Revision      
2. Geometr  Position  His. – abacus  To  Individual 

y develop activities
 Direction.  Voc. – accountant the ability on
 Motion.  Health – accurate for position,
eating, reading learners to direction
and working solve and
positions. position, motion.
direction
 Homec - the and
position for motion
flowers is the vase problems,
or flower bed. as well as
relate
 Civic – direct your them to
life in truth. real life
activities.
 Moral – allow God
direct your life.
558
3/4. Data  Statistics  Voc – scientist  To  Individual  Macmillan
presentat develop activities champion
ion  Averages.  Moral – our lives learners on primary
should represent ability on statistics mathematic
 Mode. Christ statistics and data s 4. By
 Median  Sos-arms of Govt. and data represent Samuel Ilori
representa ation. et al. Pg
 Pictograms tion. 239-243.
 Bar graphs  Understand
ing
 Pie chart.
mathematic
 Tally s for
representation. Nigeria, bk
5. By Maria
N. Pg 193-
206.
 Progressive
mathematic
s for upper
primary. By
K.E
Amoaku et
al. Pg 260-
276.
5. Algebraic  Express  Voc. – engineers.  To  Individual  Understand

expressi missing develop activities ing
on number  Moral – we should the ability on mathematic
559
problems pray to God to fill for algebraic s for
algebraically. the missing values learners to expressio Nigeria bk
in our lives. solve ns. 5. By Maria
 Use simple missing N. Pg 158-
numbers letter and  Group 178.
expressed in number recitation
words. problems. of the rule  Progressive
of the rule mathematic
 Linear number  To guiding s for upper
sequence. enhance the primary. By
 Arithmetic rules the ability mathemat K.E
(BODMAS). for ical signs. Amoaku et
learners to al. Pg 244-
 Number puzzle. master the 250.
use of the
four
mathemat
ical signs.
6. Lines  Lines.  Voc. – engineers  To assist  Class  Progressive

and learners in interactio mathematic
angles  Triangles.  Homec – rules the use of n based s for upper
 Mathematical the on primary. By
problems on knowledge previous K.E
lines (opposite, of angles knowledg Amoaku et
corresponding they have e in lines al. Pg 251-
angles, etc) and gotten to and angle. 259.
angles. solve
angle  Individual  Understand
problems. activities ing
560
 To on lines mathematic
broaden and s for
the angles. Nigeria. By
knowledge Maria N. Pg
of learners 139-147.
in
mathemat
ical
problems
related to
lines.
7. Simple  Simple interest.  Voc. – accountant  To  Group  Understand

interest develop recitation ing
 Principal. the ability of the mathematic
 Time. for formula s for
learners to for simple Nigeria, bk
 Rate. solve interest. 5. By Maria
simple N. Pg 109-
 Word problems. interest.  Individual 113.
activities
 To in solving
develop problems
ability of in simple
learners to interest.
solve one
of the
missing
factor
when
561
others are
given.
 To assist
learners
apply the
knowledge
of simple
interest
through
word
problems.
8. Mid-term      
break
9. Ratio and  Ratio  Voc. –  To  Individual  Understand

proportio mathematician. develop activities ing
n  Types of learners on ratio mathematic
proportion  Homec – the ratio ability on and s for
of flour to butter ratio and proportion Nigeria bk
 Application on matters in baking
proportion. proportion . 5. By Maria
and on N. Pg 68-
how to 83.
apply
them.
10. Lines  Further  Voc. - accountant  To assist  Individual  Progressive

and problems on the activities mathematic
angles lines and learners on lines s for upper
562
angles. master and primary. By
solutions angles. K.E
on lines Amoaku et
and angle al. Pg 251-
problems. 259.
 Understand
ing
mathematic
s for
Nigeria, bk
5. By Maria
N. Pg 139-
147.
11. Revision      
563
TECHNIQUE
1 REVISION - -
2 Animals  Meaning  Voc. -  To extend the 2  Open Class

of zoologist learners knowledge discussion at the
animals on the meaning of beginning of the
 Animals animal study lesson will
as living determine the Encarta for kids and
things. learners Encarta premium
 Animal  To develop learners knowledge on the 2009
cell. understanding on topic
 Zoologist the differences and  Whole class
 The similarities between activity will
classifica plant and animal determine the
tion of cell. learners level of
animals assimilation on
into the lesson
vertebrat  Individual activity
es and will determine
564
invertebr each learner’s
ates. understanding on
the lesson
3 Plants  Meaning  History –  To develop learners  . Whole class Encarta for kids and
of plants. the origin knowledge on the activity will Encarta premium,
 Classific of plants. plant and its cell. determine the
ation of  Voc– learners level of
plants botanist.. assimilation on
 Plant  Geo – the lesson Learn series basic
cell location  Individual activity science by Nmaju
 Similariti will determine .Obasi.
es each learner’s
between understanding on Page 77
plant cell the lesson
and
animal
cell./diffe
rences
 Who a
botanist
is.
4/5 Circulation  Meaning  To develop learners 2  Open Class Learn series basic
of knowledge on how activity will science book 6 by N
circulatio  Health blood is distributed ascertain the maju .M. Obasi.
n Edu . –to .. learners level of
 Compone exercise understanding on
nts of the regularly the lesson.
circulator and eat
y system. good
 The food.  Individual’s ability
blood,  Civic – to components of
contents Positive the circulatory
,types , influence system will give
functions makes proof of each of
and one a the learners’ level
diseases good of understanding
of the citizen on the lesson.
565
blood.
6 Reversible and  Meaning  Soc. –  To enhance the 2  Whole class work Encarta premium.
Irreversible of meaning learners knowledge will give evidence Com.
materials. reversible of on reversible and of the learners
and materials.. irreversible understanding on
irreversib  Voc- uses materials. the lesson.
le change of  Individual’s ability
 Example materials. to discuss how
s materials can be
 Practical. reversed or
cannot be
reversed will give
evidence of each
of the learner’s
level of
understanding on
the lesson.
8  Meaning  Morals – To develop learners Civic  Whole class
of Doing understanding on filtration. Education activity will give
Filtration filtration things for evidence of the
 What is well. primary learners
mixture. understanding on
School
 Solvent the lesson
book 5 pg.  Individual activity
and
solute. 26 will determine
 Soluble each of the
and learners’ level of
insoluble. assimilation on
 Physical the lesson.
ways of
separatin
g
mixtures.
9/10 Buoyancy  Meaning  Voc. To enhance learners Social  Whole class www. buoyancy.com
of Things understanding on buoyancy. Studies activity will
buoyancy that can for determine the Encarta premium
 Types of float. primary learners level of .com.
buoyancy assimilation on
schools
566
 Up thrust book 6 by the lesson
force and Adisa,  Individual activity
experime Bakara& will determine
nt. others pg. each learner’s
understanding on
99
the lesson
PRY 5 BASIC SCIENCE 2ND TERM
TECHNIQUE
1 REVISION - -
2/3 Farming  Meaning of farming  To extend the  Open Class A textbook on

 Types of farming in learners discussion at agricultural science by
Nigeria knowledge on the beginning B.N Anyanwu and co.
 Importance of the meaning of of the lesson
farming.  Voc. farming will determine
 Types of farm , who a Farmers  To develop the learners
farmer is. and learners knowledge on Encarta for kids and
farming understanding on the topic Encarta premium 2009
 Tools used the various types  Individual’s
in farming of farming. ability to
describe the
various types www.forestry.com
of farming
process will
give a proof of
each of the
www.lumber.com
learner’s
understanding
567
on the lesson
4 Leaf  Meaning of  To develop  . Encarta for kids and

leaf. learners Encarta premium,
 Parts of the leaf  Geo – knowledge on the
 Importance of leaf to location leaf.
plants .
Learn series basic
science by Nmajuobasi.
5 Erosion  Meaning of erosion  Soc –  To enhance the 2  Open Class www.erosion.com

 Types of erosion countries learners activity will
 Causes of erosion in Africa. knowledge on ascertain the
 How to prevent  Moral – erosion . learners level
erosion . Importanc of
e of unity understanding
 History on the lesson.
–The
emergency
of erosion  Individual’s
 Geo- ability to types
location of erosion
will give proof
of each of the
learners’ level
of
understanding
on the lesson.
6/8 The planets  The planets  Soc. –  To enhance the 2  Whole class Learn science by Nmaju
, earth and  Earth’s rotation and planets of learners work will give .Obasi for primary
solar revolution , time the world. understanding on evidence of schools book 5 pg. 19
system taken and the results.  His.-The the planet and the learners
 What are the things emergency solar system. understanding
that make up the of new on the lesson.
solar system planet  Individual’s
 Rotation/re ability to
volution itemise
planets we
have will give
evidence of
568
each of the
learner’s level
of
understanding
on the lesson.
9  Meaning of wind Geo. Location To enhance learners 2  Whole class
 Types of wind. /direction understanding on wind activity will
Wind  How wind can and uses. give evidence
be measured Voc. Instruments of the learners
 Uses of wind. for measuring understanding
wind. on the lesson
 Individual
activity will
determine
each of the
learners’ level
of assimilation
on the lesson.
10 Machines  Meaning of machine Voc. To enhance learners 2  Whole class
 Types of machines Machines understanding on activity will
with examples. machines. determine the
 Types of machines Sos – uses learners level
and their of machine of assimilation
characteristics. on the lesson
 Individual
activity will
determine
each learner’s
understanding
on the lesson
569
PRY 5 BASIC SCIENCE 3rd TERM
TECHNIQUE
1 REVISION - -
2 Viruses &  Meaning of  Health To extend the  Open Class

bacteria viruses / education.- learners discussion at
bacteria importance of knowledge on the beginning
 Examples hygiene\ how to viruses and of the lesson
 Diseases keep the bacteria will determine Encarta for kids and
caused by virus surrounding To develop the learners Encarta premium 2009
and bacteria. clean. learners knowledge on
understanding the topic
on the diseases  Individual’s
caused by these ability to www.pathogens.com
organisms. describe the
various types
of diseases
will give a Basic science bk 5 and
proof of each 6 by NmajuObasi.
of the learner’s
understanding
on the lesson
3 Vaccination  Meaning of  History – the To develop  . Encarta for kids and
vaccination origin of learners Encarta premiunm.
 Types of vaccination knowledge on
vaccination  Voc – tools vaccination .
used in
vaccination
 Geo – where
570
vaccination is
done
4 Measurement  Meaning of To enhance the 2  Open Class Science is discovery

measurement learners activity will pupilspupils book 3.
 Standard unit  Moral – knowledge on ascertain the
for Importance of measurement.. learners level Page 23
measurement. measurement of
 Types of  History –the understanding
measurements invention of new on the lesson.
and their units. standard of
 Olden days measurement.
measurement.  Individual’s
ability to
itemise
different
measurement
s will give
proof of each
of the learners’
level of
understanding
on the lesson.
5/6 Magnetism  Meaning  Voc. Uses of To enhance the 2  Whole class Learn series science
 Characteristics magnets. learners work will give book 2 by
of magnets. knowledge on evidence of NmajuObasi.
 Magnetic magnetism the learners
materials and To develop understanding
non – magnet learners on the lesson.
materials with understanding  Individual’s
examples. the uses of ability to
 Uses of magnet. magnet. itemise types
of magnetwill
give evidence
of each of the
learner’s level
of
understanding
on the lesson.
8 Acid /base  Meaning of acid Soc. – acid , To 2  Whole class www.base.com
571
and base. base develop activity will organic chemistry.com
 Examples learners give evidence
 Uses Voc. Scientist. understan of the learners
X ding on understanding
the on the lesson
difference  Individual
s between activity will
acid and determine
base. each of the
learners’ level
of assimilation
on the lesson.
9/10 Light (1)  Meaning of light Soc- meaning of  To develop 2  Whole class Encarta premium.com
 How light is light learners activity will
formed understandin determine the
 How light g on how learners level
travels. light travels. of assimilation
 Formation of on the lesson
rainbow  Individual
 Reflection and activity will
refraction . determine
each learner’s
understanding
on the lesson
572
PRIMARY 6 GENERAL KNOWLEDGE 1STTERM
WK TOPIC CONTENT KEY SKILL/CROSS AIM AND PERIOD ASSESSMENT TECHNICS REFERENCE
CURRICULAR LINK OBJECTIVES
1 Revision
2 Government  Meaning of o History = To develop 2  Open class  Civic Education for

government emergence of learners (25mins discussion at the Nigerian Primary
the forms of understanding each)` beginning of the Schools book 6 by
 Types of government. on the leading lesson will determine Felix K. Alonge& Co
government powers in a learners’ familiarity
o Social studies= society on the topic. o Civic Education for
 Arms of functions of each Nigerian Primary
government arm of o Individual activity at Schools book 4
government. the end of the lesson
 Functions of o Social studies book
to itemise the duties
each arm o Citizenship=the 3 and 6 by Farafina
of each arms of
right of a citizen government will prove Educational.
to participate in each learner’s level of
voting understanding on the
lesson.
o Geography=gove
rnment
pertaining to
different nations
o Moral=obedience
to the ruling
power
3 Crude oil  Meaning of o History = To develop 2  Open class  www.petroleum.uk.

crude oil formation of learners (25mins discussion at the com
crude oil. understanding each)` beginning of the
573
 Formation of o Social studies = on the formation lesson will determine  www.oilprice.co.
crude oil relationship of crude oil. learners’ familiarity
between on the topic.  www.kids.esdb.bg/
 Oil producing indigenes and oil.html
countries non-indigenes of  Individual activity at
oil producing the end of the lesson 
 Fuels and other to give step by step
areas
products from oil formation
crude oil o Geography = process will prove
areas where oil each learner’s level
 The refinery
can be found of understanding on
 Impact of the lesson.
o Moral = pipe line
crude oil on the
vandalism
environment
o Vocation =
 Laws on oil
working in oil
pollution.
producing
companies
o Health = oil
pollution and
control
o Home economic
= fuels for
cooking
4 The  Definition of o History=emergen To improve the 2  Whole class activity  Farafina Social
continents continent ce of the learners (25mins will give evidence of Studies book 6 by
continents understanding each)` the learners AdisaBakara
 The seven on the features understanding on the
continents and o Geography= of some lesson 
their features locations of each continent.
continent  Pair work will enable o www.worldmap.com
 Races and the learners to
languages of o Moral= respect identify interesting
the continents
574
for people of facts about these
other races continents which will
determine their level
of understanding on
the lesson.
o Individual’s ability to
identify various races
and languages
spoken by some of
the continents will
give proof of each
learner’s
lesson.
5 The  Explanation of o History =how To develop 2 o Individual’s ability to  Social Studies for
Carthage terms Carthage came learners (25mins give a brief summary Primary Schools bk. 6
and the into being understanding each)` on the happenings by AdisaBakara
medieval  The Punic war on our world during the Carthage
o Social studies= before now. and medieval period  www.carthage-
 The fall of the the Barbaric mo.gov/
will prove each
roman empire period learner’s
understanding on the 
 Period of the o Geography=
dark ages lesson
mapping of the
Carthage area
o Moral=
o Vocation=
occupation of
the
Carthage(trading
)
6 Explorers  Definition of o History =the To enhance the 2  Open class activity will  Social Studies book
575
and terms early lives of the learners (25mins ascertain the learners’ 4 by AdisaBakara
inventors individual understanding each)` level of understanding pg. 75 – 77,
 Early explorers inventors. on the explorers on the lesson. www.worldinventor
and inventors and inventors of s.com
from Nigeria o Social studies = old. o Individual’s ability to
and other discuss some of the
countries o Geography = discoveries and
place of origin inventions of the o www.emersonkent.c
 Their and places of explorers and om
achievements exploration. inventors will
o www.enchantedlearn
determine each
 o Moral = ing.com/inventors/
learner’s assimilation
perseverance
on the lesson. o
even in the face
of obstacles and
failure
o Vocation = as a
researcher.
8 Painting  Meaning of o History = the To develop 2 (25  Whole class activity  Nationwide
painting early painters learners’ mins will ascertain the Vocational Aptitude
understanding each) learners’ test by Ugo C. Ugo
 Personnel o Social studies= on the artistic understanding on the
involved in types of painting. lesson.  Britannica 2012
painting paintings ultimate reference
o Individual’s ability to suite
 Materials for o Vocation= itemise materials
painting and working as a used in painting and o Encarta premium
their uses painter to identify the type of 2009
paint works will give
 Types of paints o Health = toxicity o www.diydata.com/m
proof of each
of paints aterials/paint
 Types of paint learner’s level of
works o Home understanding on the o www.kidzworld.com/
economic= lesson
articles
different paints
used in the o www.channel4.com
576
homes. o www.elledecor.com/
home-remodeling
9 Printing  Definition of o History = how To develop 2(25  Whole class work  www.technoverting
press printing press printing came learners’ mins will determine the 2000.com
about understanding each) learners’ level of
 Printing as a on printing. understanding on the  www.vconnect.com
vocation o Social studies = lesson. /printingpress
the role of
 Invention of printing in the o Individual’s ability to  Britannica 2012
printing press society itemise the ultimate reference
usefulness of printing suite
 Printing o Vocation= people press will determine
techniques working in the o Encarta premium
each learner’s level of
media house and understanding on the 2009
printing presses lesson.
o Inventors.about.com
o Health= handling /od/gstart
the equipment inventors/a/Gutenbe
rg.htm.
10 Plastic /  Meaning of o History = the To develop 2(25  Whole class work will  www.technologystude
Rubber plastic/rubber period of learners’ mins give evidence of the nt.com/design
emergence of understanding each) learners’ level of
 Items made of rubber on the symbols understanding on the  www.the-
plastics and found on some lesson. warren.org/GCSERevis
rubber o Social studies = rubber/plastics ion/resistant
uses of rubber materials. o Individual task as
 Synthetic and each learner identifies  www.wrap.org.uk/cont
non-synthetic o Geography= materials made of ent/types-plastic
materials areas where rubber and plastic
rubber plants and identify the
thrive well. different containers
 Britannica 2012
that will be use as
o Moral = proper ultimate reference
packaging for items
deposition of suite
577
rubber waste will give evidence of o Encarta premium
each learner’s level of 2009
o Vocation= rubber understanding on the
tappers and lesson.
industrial
production of
rubber/plastics
o Health= types of
rubber/plastic
materials to use
o Home
economic= uses
as cooking
utensils .
PRIMARY 6 GENERAL KNOWLEDGE 2ND TERM
WK TOPIC CONTENT KEY SKILL/CROSS AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CURRICULAR LINK TECHNICS
2 Civic  Meaning of civic o Social studies = To develop learners’ 2  Open class o Civic
Education education relationship with understanding on human discussion at Education
/ people around rights. (25 mins the beginning for
 Right and you each) of the lesson Nigerian
578
Social responsibilities of o Citizenship = To develop learners’ will determine Primary
Issues/ citizens duties and understanding on the learners Schools
Injustices responsibilities injustice meted on knowledge on bk. 4, 5 &
 Duties of citizens of a citizen children in the society. the lesson. 6. pgs. 63,
to the nation 45 and 27
o Moral= respect o Individual
 Definition of for others in the activity to o Civic
social issues and society itemise the Education
injustice duties and for
o Vocation = as a responsibilities Nigerian
 Examples of social worker. of a citizen Primary
social issues and
and to say Schools by
injustices
ways of Felix K.
 Ways of curbing curbing Alonge bk.
social issues and injustices will 5 pg. 104 -
injustices prove the 107
learner’s level
of
understanding
on the lesson.
3 National  Meaning of terms o History = why To enlighten the learners 2  Group work o Civic
Honours / citation award are given on awards given to the will give proof Education
Awards citizens of Nigeria. (25 mins of the learners for Nigerian
 Criteria for o Social studies= each) understanding Primary
awards what and who on the lesson. schools bk.
merits awards 5 pg. 88 –
 Examples of o Individual’s 90.
national honour o Geography= ability to
award awards given to itemise some
people in Nigeria national wards
and other will also
countries determine the
learner’s level
o Moral=
of
behaviours that
understanding
attract awards
579
on the lesson
4 Family  Definition of o History = the root To develop learners 2 (25mins o Individual o Primary
Emotional family, emotional of a family understanding on each)` activity to Health
and and social health emotional and social itemise ways to Education
Social o Social studies= health. ensure good by E. A.
Health  Attributes of relating with emotional and Obogbaimh
family with good family members social health in e bk. 5 pg.
emotional and the family will 44 – 45,
social health o Geography=
give evidence www.family
location of family
of each of the healthylivin
 Consequences of root
learner’s level g.com
bad emotional
o Moral = rules at of
health
home. understanding
on the lesson
o Health=
hereditary illness
o Home
economic= care
of the home.
5 Drug/Sub  Meaning of drug o Social = effect To enhance the learners 2 (25mins  Whole Class  Civic
stance abuse to the society understanding on side each)` activity will Education
Abuse effect of the abuse of determine the for
 Factors that o Moral= the drugs. learners level Primary
contribute to drug effects of drug of School
abuse abuse understanding book 6 pg.
on the lesson. 89,
 Consequences of o Vocation= social
www.drug
drug/substance workers o Individual abuse.com
abuse activity as
o Health = effects
each of the o www.adda
 Prevention of of drugs to the
learner ction.org.u
drug/ substance body system.
itemises the k
abuse
causes of drug
o
580
abuse will
ascertain the
learner’s level
of
understanding
on the lesson.
6 Photogra  Meaning of  Meaning of 2  Open Class

phy photography photography discussion at
o Moral= (25 mins the beginning  National
 People/terms  People/terms each) of the lesson wide
involved in o Vocation = as a involved in vocational
to ascertain
photography photographer photography aptitude
the learners
level of tests by
 Processes of o Health = effects  Processes of familiarity on Ugo C.
producing a picture of chemicals producing a the topic. Ugo
from the negative used in the picture from the
development of negative  www.step
o An individual
 Workshop safety photos. sinphotogr
activity to write
o aphy.com
down how a
picture is
 Britannica
produced from
2012
the negative
ultimate
will give
reference
evidence of
suite
each learner’s
level of o Encarta
assimilation
premium
on the lesson.
2009
9. Pottery/  Pottery as a o History = To develop learners’ 2  Whole class work  www.potte

Marble vocation formation of knowledge on pottery will give evidence ryworks.co
marble making. (25 mins of the learners m
 Personnel each) understanding on
involved in pottery o Social studies To develop learners’ the lesson.  en.wikiped
understanding on the ia.org/wiki
581
 Tools used in o Geography= marble. o Individual’s /marble
pottery and uses where marbles ability to
are found identify things  Britannica
 Workshop safety made of pottery 2012
o Vocation= as and to describe ultimate
 Description of potters reference
marbles and its
marbles with suite
components
examples o Home
will ascertain
economic= o Encarta
 Components o each learner’s
cooking utensils premium
marbles level of
and decorating 2009
understanding
items in the
 Uses of marbles on the lesson
homes
10 Tailoring  Tailoring as a o History = the To develop learners’ 2  Whole class Vocational Studies
vocation early man understanding on activity will for Primary
dressmaking. (25 mins determine the Schools pg. 23
 Personnel o Social studies= each) learners level
involved in different types of of assimilation www.tailoring.com
tailoring clothes for on the lesson
different areas o
 Equipment used o Individual
in tailoring o Moral activity to
identify types of
 Workshop safety o Vocation= as a
stitches and to
tailor/seamstres
use simples
s
stitches to
o Health = different make a dress
clothes for will determine
different weather each learner’s
understanding
o Home on the lesson
economic= the
different type
stitches
582
WEEK TOPIC CONTENT KEY SKILL/CROSS AIM AND PERIOD ASSESSMENT REFERENCE
CURRICULAR LINK OBJECTIVES TECHNICS
2 and 3 Ancient Greek  Interesting o History = To introduce the 2  Group activity  Farafina
and Rome/ facts about history of learners to the will determine Social
Amazing Sight ancient Greek Greek, Roe world around (25 mins the learners Studies
in Egypt and and Rome and Egypt them. each) understanding book 6 pg.
Rome on the lesson. 26 – 32,
 Important o Social www.grree
events of studies= o Individual khistory.co
ancient Greek features of activity to m
and Rome the describe and
environment identify  Britannica
 Meaning of prestigious 2012
amazing sight o Geography= structures in ultimate
their location Ancient Greek, reference
 Some amazing in the world Egypt and Rome suite
sight in Egypt and will also give
and Rome continents o Encarta
proof of the
learner’s level of premium
o Citizenship= 2009
understanding
qualification
on the lesson.
of being a
citizen of
such areas
4 Tourism  Definition of o History = To introduce the 2  Group project  www.touris
583
tourism history of learners to (25 mins writing on minnigeria.
Nigeria world of each) benefits and com
 Benefits of tourism in effects of tourism
tourism o Social Nigeria. in Nigeria will o Farafina
studies= why determine the Social
 Reasons for people Studies
touring engage in book
understanding on
tourism the lesson.
o Geography= o Individual’s
location of ability to itemise
the amazing reasons people
sights in engage in
Nigeria tourism will give
evidence of
o Vocation= as
each learner’s
a tourist
understanding
guard and
on the lesson.
guide
5 Map reading  Scale reading o History = To guide 2  Whole class  Collins

learners locate activity will give social
 Scale drawing o Social studies features (25 mins proof of studies
accurately each) learners’ level Atlas for
 Latitude and o Geography
of Nigeria
longitude To guide
o Moral understanding
learners know on the lesson.  New
 Map
their physical general
symbols/keys o Vocation
environments  Individual’s ability mathemati
 o Health to locate features cs bk
on the map
unaided and be
able to deduce/
filter out hidden
information from
the map will prove
each learner’s
584
level of
understanding on
the lesson.
6 and 8 Technological  Meaning of o History = the To broaden 2  Whole class  Farafina

Advancement/ Technological early man learners’ activity will give Social
Clocks and Advancement understanding (25 mins proof of Studies for
Watches o Social on the topic. each) learners’ level primary
 Benefits of studies= of schools bk.
technological advancement To broaden understanding 6 pg. 43 –
advancement in the periods learners’ on the lesson. 45
of understanding
 Meaning development. on the o Individual’s  www.wiki.a
instruments ability to itemise nswers.co
 Types of o Geography=c clock and some m
clocks and omparison watches. technological
watches between the advancement
3rd world appliances and
 Uses of each countries and  www.clock
type of clock their uses and to
others sandwatch
itemise the
es.com
different types
o Moral= to be
of clocks and
self  www.scien
watches will
developed cestuff.co
prove each
m
o Vocation= as learner’s level of
researcher understanding 
and inventors on the lesson.
o Health=
adverse
effects of
development
to the society.
9 Baking  Definition of o History = the To develop 2  Whole class work  www.wikip

baking early man learners’ to ascertain edia.org/wi
585
 Ingredients used o Vocation= as understanding (25 mins learners level of ki/baking
in baking a baker on industrial each) familiarity with
baking process. the topic
 Some baked o Health=
products equipment  Individual task 
handling as each learner
 Principles in itemises the
baking basic principles
in baking will
 prove to what
extent the
lesson was
comprehended
10 Plumbing  Meaning of o History = how To develop 2  Open Class work  www.plum

plumbing human learners’ at the beginning bingworks.
wastes were understanding (25 mins of the lesson to com
 Pipes and uses handled in the on plumbing. each) illicit language
old. and ascertain the 
 Tools involved in level of
plumbing and o Moral= knowledge on the
their uses indiscriminate topic
dumping of
 Plumber waste  An individual
activity to
o Vocation= as describe some
a plumber plumbing tools
and their uses will
o Health=
prove each
hazards of
poor waste
assimilation on
disposal
the lesson
586
WEEK TOPIC CONTENT KEY AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
SKILL/CROS TECHNICS
S
CURRICULAR
LINK
1 Revision Revision Revision Revision Revision Revision Revision
2 Number,  Reading, writing, ordering  Read and write whole numbers in 4  Whole class  Understanding
place value and comparing numbers up figures and words activity will mathematics for
and rounding to 10 000 000 and ( 25 determine the book 6 by Maria N.
determining the value of  Use decimal notation for tenths mins learners David Osuagwu.
each digit. and hundredth each) understanding
 Rounding whole number to
on the lesson  Macmillan maths
a required degree of  Know what each digit represents book 6 by Samuel
accuracy in numbers with up to two decimal  Individual’s Illori and others
place ability to give
 Using negative numbers in
value of digits in  MAN Primary
context, and calculating  Understand and use decimal
intervals across zero a number and Mathematics bk 6
notation and place value solve practical
 Solving number problems
and practical problems that problems
involve all of the above.  Compare and order decimals in
involving
different contexts
rounding
numbers will
ascertain
understanding
on the lesson.
3 Addition ,  solving problems involving  Know addition, subtraction, 4  Whole class  Understanding
587
subtraction, addition, subtraction, multiplication and division of ( 25 activity will Mathematics for
multiplicatio multiplication and division larger numbers, using the efficient mins determine the book 6 by Maria N.
n &division  Solving addition and written methods of columnar each) learners David Osuagwu
subtraction multi-step addition and subtraction, short
understanding
problems. and long multiplication, and short  Macmillan
and long division. on the lesson
 Multiplying multi-digit Champions
numbers up to 4 digits by a  Know and use the order of
operations, including brackets  Individual’s Mathematics bk. 6
two-digit whole number.
 Division of numbers up to 4  Carry out calculations with more ability to by Samuel a. Illori
digits by a two-digit whole than one step using brackets and multiply and
number. the memory. divide three-  MAN Primary
 Use of order of operations  Round positive whole numbers to digit by two- Mathematics bk 6
to carry out calculations the nearest 10, 100 or 1000 and digit whole
involving the four decimals to the nearest whole numbers and
operations. number or one
understand
decimal place
 Multiply and divide three-digit by where to
two-digit whole numbers; extend position the
to dividing decimals with one or decimal point
two places by single-digit whole by considering
numbers equivalent
● Understand where to position the calculations will
decimal point by considering ascertain
equivalent calculations learner’s level of
● Multiply decimals with one or two
understanding
on the lesson.
places by single-digit
whole numbers
588
4 Fractions  Addition and subtraction of  Multiply a quantity that 4  Whole  Understanding
fractions with different represents a unit fraction to Class Mathematics for
denominators and mixed find the whole quantity (e.g. if ¼ ( 25 activity will book6 by Maria N.
numbers, using the of a length is 36cm, then the mins give David Osuagwu
concept of equivalent whole length is 36 × 4 = each)
fractions 144cm). evidence of
the  Macmillan
 Multiplying simple pairs of  Identify fractions with common
proper fractions, (e.g. 1/4 × denominators. learners’ champions Maths
1/2 = 1/8)  Convert a simple fraction to a understand bk6
 Division of proper fractions decimal fraction (e.g. 3 ÷ 8 = ing on the
by whole numbers (e.g. 1/3 0.375). lesson.  MAN Primary
÷ 2 = 1/6).  Add and subtract fractions with Mathematics bk 6
 Comparing and ordering of different denominators by  Individual’s
fractions, including identifying equivalent fractions ability to
fractions >1 with the same denominator.
expressing
 Calculating decimal fraction  Simplify fractions by cancelling
equivalents (e.g. 0.375) for all common factors and identify one
a simple fraction (e.g. 3/8) equivalent fractions quantity as
 Multiply a fraction by an integer a fraction
 Use common factors to simplify of another
fractions; use common multiples will give
to express fractions in the same proof of
denomination each of the
learners’
level of
understand
ing on the
lesson.
5 Ratio &  Problems involving the  Understand the relationship 4  Whole class  Progressive
Proportion relative sizes of two between ratio and proportion activity will mathematics for
quantities, including ( 25 determine the upper primary
similarity.  Use direct proportion in simple mins learners level of
 Expressing quantities as contexts each)  Learn
assimilation on
ratio in simplest form Mathematics for
the lesson
 Use ratio notation, reduce a ratio primary book 6
 Finding other values or to its simplest form and divide a  Individual’s
quantities from given ratio quantity into two parts in a given  Primary
ability to share
589
 Finding proportional ratio an amount in a mathematics for
parts by given ratio given ratio will primary schools
 Solve simple problems about ratio determine each bk 5
 Sharing an amount in a or proportion using informal of the learners’
given ratio strategies level of
understanding
 Comparisons of ratio  Use the unitary method to solve on the lesson.
 Solve problems involving simple word problems
unequal sharing and
grouping involving ratio and direct
proportion
6 Algebra  Missing number problems  Know the meanings of the words 4  Whole  Understanding
 Simple formulae ‘term’, ‘expression’ and ‘equation’ class Mathematics book
expressed in words ( 25 activity will 6 by Maria N.
 Solving problems on  Derive a formula expressed in mins give David Osuagwu
addition and subtraction letter symbols each) evidence of
of terms involving  MacMillan
powers the
 Express simple functions (in learners Champions
 Obtain factors in
words, then) using symbols understand mathematics bk 6
algebraic expressions
ing on the
 Understand and use the  MAN Primary
lesson
relationships between the four Mathematics bk 6
operations and the principles  Individual’s
(not the names) of the arithmetic activity to
laws derive
algebraic
 Use letter symbols to represent
equation/
unknown numbers or variables
expression
 Simplify linear algebraic s unaided
expressions by collecting like will
terms determine
each of the
 Begin to multiply a single term learners’
over a bracket (integer level of
590
coefficients) understand
ing on the
 In simple cases, derive a formula lesson.
 Begin to distinguish the different

roles played by letter symbols in
equations, formulae and
functions; know the meanings of
the words formula and function
8 Algebra  Simple algebraic ●  Understand that algebraic 4  Whole class  Understanding

fractions operations follow the same activity will give Mathematics book
 Simple algebraic conventions and order as ( 25 evidence of the 6 by Maria N.
equations involving arithmetic operations mins learners David Osuagwu
decimals and fractions. each) understanding on
 Simplify linear algebraic the lesson  MacMillan
expressions by collecting like Champions
terms  Individual’s mathematics bk 6
activity to solve
some algebraic  MAN Primary
expressions will Mathematics bk 6
determine each
of the learners’
level of
understanding on
the lesson.
591
9 Measures;  Calculation and conversion  Use, read and write standard 4  Whole Class work  Learn
Conversion of units of measure, using metric units of length, mass and will prove Mathematics book
decimal notation to three capacity ( 25 learners 6
decimal places where mins understanding on
appropriate.  Suggest suitable units and each)  Progressive
the lesson.
 Conversion between
measuring equipment to estimate Mathematics for
standard units,
or measure length, mass or  Individual’s ability upper Primary
 conversion of
measurements of length, capacity to convert from
mass, volume and time one unit of  Understanding
from a smaller unit of  Read and interpret scales on a measurement to maths bk 6
measure to a larger unit, range of measuring instruments the other will give
and vice versa. proof of each of
 Conversion between miles  Use names and abbreviations of the learners’ level
and kilometres units of measurements to of assimilation on
 Use of the four basic measure, estimate and solve
operations for calculation the lesson.
problems in everyday context
involving length and area
10 Measures;  Naming of Triangles,  Classify triangles (isosceles, 4  Whole Class work  Understanding
Conversion(li equilaterals, angles, lines of equilateral, scalene), using criteria will prove maths bk 6
nes and symmetry, such as equal sides, equal angles, ( 25 learners
angles)  Properties of triangle and lines of symmetry mins understanding on  Learn
quadrilaterals each) Mathematics book
the lesson.
 Construction of triangles.  Use correctly the vocabulary, 6
 Coordinates
notation and labelling conventions  Individual’s ability
for lines, angles and shapes to assign  Progressive
properties to a Mathematics for
 Identify parallel and perpendicular shape and solve upper Primary
lines; know the sum of angles at a problems on
point, on a straight line and in a angles will give  Bond maths
triangle; and recognise vertically proof of each of
opposite angles  New general
the learners’ level
maths bk 2
of assimilation on
● Begin to identify and use angle,
the lesson.
side and symmetry
properties of triangles and
592
quadrilaterals
● Use conventions and notation for

2-D coordinates in all four
quadrants; find coordinates of
points determined by
geometric information
 Read and plot coordinates in the

first quadrant
 Distinguish between, use the

language of and estimate the size
of acute, obtuse and reflex angles
● Begin to classify quadrilaterals by

their geometric
Properties
 Use a ruler and protractor to

construct a triangle given two
sides and the included angle
(SAS) or two angles and the
included side (ASA)
593
PRIMARY 6 MATHEMATICS 2ND TERM
WEEK TOPIC CONTENT KEY AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
SKILL/CROSS TECHNICS
CURRICULAR
LINK
1 Revision Revision Revision Revision Revision Revision
2 Data  Interpretation and  Calculate statistics for 4  Whole class activity  Understanding
construction pie charts small sets of discrete data will give evidence of Mathematics
and line graphs (25 the learenrs’ bk. 5 and 6 by
 Solving problems  Extract data and interpret mins understanding on the Maria N. David
involving pie chart and line graphs and discrete each) lesson. Osuagwu
line graph.
bar charts
 Calculate and interpret
 Individual’s ability to  Learn
the mean as an
 Find the most common interpret charts and Mathematics
average.
group from a bar chart of graphs, and work on book 6
discrete grouped data exercises that involve
calculation of mean,  Progressive
 Find the mode from any median and mode will Mathematics
bar chart give evidence of each for upper
of the learners level primary by K.
 Extract data and interpret E. Amoaku&
of understanding on
frequency tables others pg. 260
the lesson
 Interpret data from simple
compound and
comparative bar charts
 Interpret charts and

diagrams; interpret simple
594
pie charts
 Draw conclusions based

on the shape of line
graphs
 Draw conclusions from

simple statistics for a
single distribution
 Pupils should know when

it is appropriate to find the
mean of a data set.
3 Measures  Area of parallelograms  Understand that area can 4  Whole Class work will  Progressive
, and triangles be measured in square prove learners Mathematics
Perimeter  Perimeters of centimetres (25 understanding on the for upper
& Area parallelograms and mins lesson. Primary
triangles. Recognise when it is each)
necessary to use the  Individual task as  Learn
formulae for area of each learner’s Mathematics
shapes understanding will be primary book
proved if area of a 6
 Recognize that shapes shape is obtained
with the same areas can when perimeter is  New General
have different perimeters maths bk 1
given.
and vice versa
Understand, measure and  Learn
calculate perimeters of Mathematics
595
rectangles, shapes made book 6
from rectangles and
regular polygons  New General
maths bk
 Solve word problems and 1and 2
investigate in a range of
contexts: length, perimeter
and area
4 Position,  Description of positions on  Recognise reflection 4  Whole Class work will  Learn
direction the full coordinate grid (all symmetry prove learners Mathematics
& Motion four quadrants) ( 25 understanding on the book 6
 Drawing and translation of  Recognise where a shape mins lesson.
simple shapes on the will be after reflection and each)  New General
coordinate plane, and their
after a translation  Individual’s ability to maths bk 2
reflection in the axes.
 transform 2-D shapes
 Understand and use the by simple  Bond maths
language and notation combinations of
associated with rotations; rotations, reflections  Collins
translations and and translations give mathematics
reflections proof of each of the book 6
 Recognise where a shape assimilation on the
will be after a translation lesson.
 Transform 2-D shapes by
simple combinations of
rotations, reflections and
translations
5 Percentag  Meaning of percentage.   Convert terminating 4  Whole class activity  Understanding

es, fractions to decimals will give proof of the Mathematics
decimals  Changing Percentages to ( 25 learner’s level of bk. 6 by Maria
and Fractions.  Understand percentages mins understanding on the N. David
fractions as the ‘number of parts each) lesson. Osuagwu
 Changing percentages to per 100’
decimals.  Individual’s ability to  MAN Primary
596
 Expressing Decimals as  Recognise the solve some problems Mathematics
Fractions and vice versa. equivalence of on conversion of bk 6
percentages, fractions and percentages to
 Rounding off decimals to decimals decimals and fraction  Progressive
the nearest tenth, will give proof of Mathematics
hundredth and  Calculate simple each of the learners’ for upper
thousandth. percentages level of assimilation Primary
on the lesson.
 Word problems on  Consolidate and extend 
percentages. mental methods of
calculation to include
 Solving problems decimals, fractions and
involving the calculation percentages,
of percentages of whole
numbers or measures  Find simple fractions and
such as 15% of 360 and percentages of whole-
the use of percentages for number quantities
comparison
 Express one given number
 Equivalences between as a percentage of
simple fractions, decimals another
and percentages.
 Use percentages to
compare simple
proportions
6 Propertie  recognition, description  Identify different nets for 4  Whole class activity  Progressive
s of and building of simple 3-D an open cube. will give evidence of Mathematics
shapes shapes, including making ( 25 the learners for upper
nets  Use 2-D representations to mins understanding on the primary by K.
 Construction of simple visualise 3-D shapes and each) lesson E. Amoaku&
nets of 3-D shapes (with their properties other
ruler and pencil), e.g.  Individual’s ability to
cuboids, regular  Solve geometric problems construct 3-D shapes  Understanding
tetrahedron, square-based using side and angle and calculate missing mathematics
pyramid, triangular prism properties of equilateral, angles in a shape will bk 6
isosceles and right-angled give evidence of each
597
 comparison and triangles and special of the learners level  Learn maths
classification of quadrilaterals of understanding on bk 6
geometric shapes based the lesson.
on their properties and  Visualise 3-D shapes from
sizes 2-D drawings and identify
different nets for a closed
 Finding unknown angles in cube
triangles, quadrilaterals,
and regular polygons
8 Algebra(S  Solve simultaneous  Use letter symbols to 4  Whole class activity  Underst
imultaneo linear equations in 2 represent unknown will give evidence of anding
us) unknowns using numbers or variables ( 25 the learners Mathem
elimination and mins understanding on the atics
substitution methods  Construct and solve each) lesson bk.6
simple linear equations
with integer  Individual’s activity to  New
apply the two general
coefficients (unknown methods in Maths
on one side only) using simultaneous bk 2
an appropriate method equation will
determine each of the
 Substitute positive
integers into simple
linear expressions and
lesson
formulae
9 Measures  Calculating profit and  Know how much of 4  Whole class activity  Understanding
; Profit & loss change to give after a will give evidence of Mathematics
Loss business transaction ( 25 the learners bk. 5 by Maria
 Percentage mins understanding on the N. David
profit/percentage loss  Know when a profit or a each) lesson Osuagwu
loss is made in a
 Using other variables to transaction  Group activity to do  Progressive
find selling price, cost shopping in the class Mathematics
price , percentage cost  Understand when a will determine the for upper
price and percentage particular variable is learners level of primary by K.
598
selling price missing in words understanding on the E. Amoaku&
problems lesson others
 Convert profit or loss to  Individual activity to  Learn

percentage calculate loss and Mathematics
gain , percentage loss for primary
and gain will give book 5
proof of each of the
learners level of
lesson.
10 Measures  Understand the meaning  Know other compound  Whole Class work will  Understanding
; Rate & of Rate and average Speed units for speed, such as prove learners Mathematics
Speed miles per hour, m/s, cm/s understanding on the bk. 5
 Equivalent rate etc.
lesson.
 Understand the difference  Macmillan
 Solve word problems on between uniform speed
 Individual’s ability to Mathematics
Uniform and Average Rate and average speed
 Understand the concept solve problems on by Samuel
of rate rate and identify the Ilori& others
 Calculate Speed with formula to use for a
 Use their knowledge of
Formula given problem will be  MAN Primary
proportion in solving
problems on rate a prove of each Mathematics
 Calculate Distance  Convert from one unit of bk 6
learners’
travelled and Time taken. measurement to the understanding of the
other.
topic
PRIMARY 6 MATHEMATICS 3RD TERM

WEEK TOPIC CONTENT KEY SKILL / AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CROSS TECHNICS
CURRICULAR
599
LINK
2 Propertie  Illustration and naming of parts  Know the different parts 4  Whole Class work will  Learn Mathematics
s of of circles. of circle and the formulae prove learners book 6
shapes  Finding area of circles. to use in calculation ( 25 understanding on the
 Finding unknown angles, where mins lesson  New General maths bk
they meet at a point, are on a  Identify parallel and each) 1and 2
straight line, and are vertically perpendicular lines; know  Individual task as each
opposite.  Understanding
the sum of angles at a learner’s
point, on a straight line understanding will be Mathematics bk.6
and in a triangle; and proved after naming
recognise vertically the different parts of a
opposite angles circle and solving
missing angles in a
circle and other
shapes.
3 Addition ,  Addition, subtraction,  Understand the 4  Whole class activity  Understanding

subtractio multiplication and division of conversion from days to will give proof of the Mathematics bk.6
n, time and money hour, to minutes, to ( 25 learner’s level of
multiplica seconds and vice versa. mins understanding on the  Macmillan Mathematics
tion &  Reading the clock face each) lesson. by Samuel Ilori& others
division;  Understand the columnar
money  Currency exchange addition subtraction,  Individual’s ability to  MAN Primary
and time multiplication and division add and subtract time Mathematics bk 6
 Solving word problems on of problems involving and money will give
Exchange Rate and time. money proof of each learners’
 Know the equivalence of the lesson
the 12-hour clock to the
24-hour clock.
 Know the currency of

other countries apart
from the domicile country
600
and the conversion
factors.
4 Percentag  Meaning of percentage.  Understand that  Whole class activity  Understanding

es, calculating a percentage will give proof of the Mathematics bk. 6 by
decimals  Changing Percentages to of a quantity is the same learner’s level of Maria N. David
and Fractions. as calculating a fraction
understanding on the Osuagwu
of a quantity.
fractions lesson.
 Changing percentages to  Progressive
decimals.  Individual’s ability to Mathematics for upper
solve some problems primary by K. E.
 Expressing Decimals as on conversion of Amoaku& others
Fractions and vice versa. percentages to
decimals and fraction  Learn Mathematics for
 Rounding off decimals to the primary book 5
will give proof of each
nearest tenth, hundredth and
of the learners’ level of
thousandth.  MAN Primary
assimilation on the
lesson. Mathematics bk 6
 Word problems on percentages.
5 Algebra  Operations with brackets  Begin to multiply a single 4  Whole class activity  Understanding
term over a bracket will give evidence of Mathematics book 6 by
 Terms involving powers (integer ( 25 the learners Maria N. David
mins understanding on the Osuagwu
 Factors in algebraic coefficients) each) lesson
expressions  MacMillan Champions
 In simple cases, derive a  Individual’s activity to mathematics bk 6
formula solve some algebraic
601
● Begin to distinguish the expressions will  MAN Primary
different roles played by determine each of the Mathematics bk 6
letter learners’ level of
symbols in equations, lesson.
formulae and functions;
know the
meanings of the words

formula and function
6 Algebra  Algebraic terms involving  Know square numbers to 4  Whole class activity  Understanding
square root at least 12 × 12. will give evidence of Mathematics bk. 6 by
( 25 the learners Maria N. David
 Algebraic fractions  Construct and solve mins understanding on the Osuagwu
simple linear equations each) lesson
 Using equations to solve with integer coefficients  New general
word problems (unknown on one side  Individual’s activity to mathematics book
only) using an appropriate solve some algebraic
method. expressions will
 Derive a formula learners’ level of
expressed in letter understanding on the
symbols lesson
 Substitute integers into

formulae written in words
and using algebra
8 Squares &  Squares of numbers  Know square numbers to 4  Whole class activity  Understanding
Square at least 12 ×12 will give evidence of Mathematics bk. 6 by
root  Square roots of numbers ( 25 the learners’ Maria N. David
 Consolidate the rapid mins understanding on the Osuagwu
 Relationship between recall of number facts, each) lesson.
squares and square roots. including multiplication  Macmillan Champion
facts to 12 ×12, and  Individual’s ability to Mathematics bk. 6
 Cube and cube roots quickly derive associated calculate the square
602
 Relationship between cube division facts roots of numbers and  MAN Primary
and cube root. to understand the Mathematics bk 6
 Recognise multiples up to relationship between
 Indices 12 ×12; know and apply them will give
simple tests of divisibility evidence of each of
the learners’ level of
 Recognise and use understanding on the
multiples, factors lesson.
(divisors), common factor
and primes (less than
100); use simple tests of
divisibility
 Recognise the first few

triangular numbers,
squares of numbers to at
least 12 ×12, and the
corresponding roots.
 Extend mental
calculations to
squares/cube and
square/cube roots.
9 Number  Conversion of numbers in  Convert numbers from 4  Whole Class work will  Learn Mathematics
Base base 10 to base 2 and vice base 10 to other bases. prove learners book 6
versa, conversion to other ( 25 understanding on the
bases.  Add, multiply and mins lesson.  New General maths bk
subtract numbers in each) 1
 Addition ,multiplication, binary.  Individual’s ability to
subtraction and division of convert from base 10
numbers in base 2  Find missing number in to other bases will give
any given base proof of each of the
assimilation on the
lesson.
603
10 Propertie  Regular and irregular solids  Use nets to calculate the 4  Whole Class work will  Understanding maths
s of surface area of simple prove learners bk 6
shapes(S  Surface area and volume of cuboids ( 25 understanding on the
urface solids mins lesson  Learn mathematics bk 6
area of  Use 2-D representations each)
solids) to visualise 3-D shapes  Individual’s ability to
and their solve some problems
on surface area of
Properties solids will give proof of
 Use nets to calculate the
surface area of simple
the lesson.
cuboids
TECHNIQUE
1 REVISION - -
2 Classification of  Meaning of living things.  To extend the  Open Class

living things.  Characteristics of living learners discussion at
things with examples. knowledge on the beginning
 Animal kingdom classification of the lesson
(vertebrate and  Grammar of living will determine Encarta for
invertebrate. –names things. the learners kids and
 The groups of of  To develop knowledge on Encarta
vertebrates and animals. learners the topic premium
604
invertebrates and their  Verbs understanding  Individual’s 2009
characteristics. –characte on the groups ability to
ristics of and describe the
animals. characteristic various groups
s of of vertebrate
vertebrates. and
invertebrates
will give a proof
of each of the Basic science
learner’s bk 5 and 6 by
understanding NmajuObasi.
on the lesson
3 Classification of  Meaning of plants  To develop  . Open Class Encarta for

living things (plants)  The major plant groups learners discussion at kids and
with examples..  Geo – knowledge on the beginning Encarta
 What microscopic where plant of the lesson premiunm.
organisms are , their plants live. classification. will determine
characteristics and the learners Basic science
example. knowledge on
bk 5 by
the topic
 Individual’s NmajuObasi.
ability to Pges 76-78
describe the
various groups
of plants will
give a proof of
each of the
learner’s
understanding
on the lesson
4 Process of  Meaning of reproduction  To enhance 2  Open Class Science is
reproduction (plants)  Types of reproduction the learners activity will discovery
 Pollination process and  Health knowledge ascertain the pupilspupils
its types. Edu . how living learners level book 3.
 Fertilization and its things of
process. reproduce understanding Page 23.
their young on the lesson.
ones. Learn
605
 Individual’s science book
ability to 5 .pages 76-
itemise 78
different
measurements
will give proof
of each of the
learners’ level
of
understanding
on the lesson.
5 Process of  Meaning of reproduction  Health  To enhance 2  Whole class Learn series
reproduction  Stages . Edu. the learners work will give science book
(Animals )  Formation of zygote. knowledge on evidence of the 2 by
reproduction learners NmajuObasi.
in plants. understanding
 To develop on the lesson.
learners  Individual’s
understanding ability to
the itemiseprocess
fertilization in animal
and reproduction
reproduction. will give
evidence of
each of the
learner’s level
of
understanding
on the lesson.
6 Atmosphere  Meaning of atmosphere Soc. –  To 2  Whole class www.atmosp
 Layers of the atmosphere meaning develop activity will give here.com
 Acid rain learners evidence of the
 Green house effect Voc. underst learners
 Global warming and their Scientist. anding understanding
effects. on the on the lesson
constitu  Individual
ents of activity will
air. determine each
of the learners’
level of
assimilation on
606
the lesson.
8 Weather  Meaning of weather. Soc-  To develop 2  Whole class Encarta
 Weather elements and meaning learners activity will premium.co
instruments for of understanding determine the m
 Meteorologist weather. on weather, its learners level
elements and of assimilation http//www.e
how they are on the lesson pa.gov/acid
measured.  Individual
rain/what/
activity will
determine each
www.epa.gov
learner’s
understanding /acidrain/effe
on the lesson cts.
9 Agricultural  Soil formation  Geo.  To develop  Individual http://www.u

development (1)  Agents of soil formation Weatherin learners activity will nglobalcomp
 Classification of crops g understanding determine each act.org/Issue
according to life span , on Agricultural learner’s s/partnership
number of leaves development. understanding
s/sustainable
produced and uses. With on the lesson
_agriculture_
examples.
business_pri
ncip.
10 Agricultural  Types of agriculture  Voc.  ------------------  Whole class http://www.c

development.  Importance of agriculture. Agriculturi activity will ce.cornell.ed
 Animal and crop st determine the u/Ag/Sustain
distribution. learners level ableAgricultu
 of assimilation
re
on the lesson

607
PRIMARY 6 BASIC SCIENCE 2ND TERM
TECHNIQUE
1 REVISION - -
2/3 Electricity  Meaning of  Open Class

electricity discussion at the
 Types of  To develop beginning of the
electricity learners lesson will
 How  Morals –not understanding on determine the Encarta for kids and
electricity to play with electricity. learners Encarta premium
can be electricity. knowledge on the 2009
generated. topic
 Individual’s ability
to describe the
various types of http://www.science
electricity will madesimple.com/st
give a proof of
atic.html
each of the
learner’s
understanding on http://www.electricit
608
the lesson yforum.com/source-
electricity.html
http://www.eia.doe.
gov/kids/energyfact
s/sources/electricity
.html
4 Elements and  Meaning of   To develop  . Open Class Encarta for kids and
compounds elements learners discussion at the Encarta premium
 Meaning of knowledge on beginning of the
compound elements and lesson will http://wwwjwood00.
s. compounds. determine the hubpages.com/hub/
 Examples learners what-aare-elements
of knowledge on the
compound topic http://education.jlab
s 
.org/qa/comd.html.
 Examples
of
elements.
5/6 Reversible /  Meaning of  To enhance the 2  Open Class http://www.brighthu
Irreversible change. reversible learners activity will bengineering.com/th
change  Moral – knowledge on ascertain the ermodynamics/4616
 Meaning of Anything reversible and learners level of -what-are-reversible-
irreversible worth doing irreversible understanding on
and-irreversibl...
change. should be change. the lesson.
 Examples done well.
http://www.slidesha
with
practicals.  Individual’s ability re.net/stanhopekris/
to differentiate reversible-and-
reversible change irreversible-changes
609
from irreversible
change with
examples will
give proof of
each of the
understanding on
the lesson.
8 Atom  Meaning of  Voc. –Atomic 2  Whole class work http://chemistry.abo
atom theory will give evidence ut.com/od/atomicst
 Atomic  To develop of the learners ructure/f/What-Is-An
theory learners understanding on -Atom.htm
 Examples / understanding the lesson.
characteris on atom and its  Individual’s ability
tics structure. to
itemiseconstitue
nts of atom will
give evidence of http://www.youtube.
each of the
com/watch%3Fv%3
understanding on DR1RMV5qhwyE
the lesson.
9 Light  Meaning of Soc. –  To develop 2  Whole class http://www.ask.com

light meaning learners activity will give /question/what-is-
 Sources of understan evidence of the light-energy
light Geo- location ding on learners
 How light light and understanding on
travels its the lesson
 Formation characteris  Individual activity http://www.mnn.co
of light. tics. will determine m/earth-
each of the
matters/wilderness-
assimilation on resources/photos/5-
the lesson. natural-events-that-
science-...
10 Nitrogen / carbon  Meaning of Soc- meaning  To develop 2  Whole class Encarta

610
cycle. nitrogen of nitrogen learners activity will premium.com
cycle and and carbon understanding on determine the
carbon nitrogen and learners level of www.elmhurst.edu/
cycle. carbon cycle. assimilation on ~chm/onlcourse/ch
 Importance the lesson m110/outlines/nitro
of nitrogen  Individual activity gencycl - 4k
/ will determine
 Importance each learner’s www.eo.ucar.edu/ki
of carbon. understanding on
the lesson ds/green/cycles7.ht
m - 9k - Similar
pages
Nitrogen Cycle
www.cotf.edu/ete/
modules/carbon/efc
arbon.html - 9k -
Similar pages
PRIMARY 6 BASIC SCIENCE 3RD TERM
WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT TECHNIQUE REFERENCE
OBJECTIVES
1 REVISION -
611
-
2 Location of  Conditions to consider  Open Class discussion

school before locating a at the beginning of the
farm school farm.  To lesson will determine
 Importance of school develop the learners knowledge
farm.  Geo –n location learners on the topic Encarta for kids
underst  Individual’s ability to and Encarta
anding illustrate importance of premium
on the school farm. will give a
importa proof of each of the Text book on
nce of learner’s understanding Agricultural
school on the lesson
farm. science by B.C
Anyanwu and
co.
3/4 Body  Meaning of body  Health –to  To  . Open Class discussion Encarta for kids
system & system exercise develop and demonstration at and Encarta
functioning  Organs that make up regularly and learners the beginning of the premiunm.
of the the system take balanced knowled lesson will determine
 How the body diet ge on the learners knowledge
body.
functions. how the on the topic .
body
function
s.
5/6 Human  Meaning of changes  To 2  Whole class activity aculty.washingt
developme that occur during enhance will ascertain the on.edu/wtalbot
ntal development in the learners level of t/phil102/tr11-
changes humans. learners understanding on the 27.htm - 5k -
 Characteristics of  History –how knowled lesson.
Similar pages
each stage with development ge on
examples. occurs. human
childdevelopme
develop  Individual’s ability to
ment. itemize stages in ntinfo.com/chil
human development d-
will give proof of each development/n
of the learners’ level of ormaldevelopm
612
lesson. ent - 119k -
Similar pages
8 Hereditary  Meaning of hereditary  Geo. Location of 2  Whole class work will dictionary.refer
 How gene is genes in the give evidence of the ence.com/brow
transferred from body.  To learners understanding se/hereditary -
parents to generation develop on the lesson. 89k - Similar
 learners  Individual’s ability to
pagesdictionar
underst itemize things that are
anding hereditary will give y.reference.co
the uses evidence of each of the m/browse/here
of learner’s level of ditary - 89k -
heredita understanding on the Similar pages
ry. lesson.
9 Evolution  Meaning of evolution His – evolution To 2  Whole class activity will www.strangesc
 The evolution theory. theory devel give evidence of the ience.net/evolu
op learners understanding tion.htm - 77k -
Voc. Scientist. learne on the lesson Similar pages
 Individual activity will
rs
under learners’ level of
standi assimilation on the biologos.org/q
ng on lesson.
uestions/what-
evolut
is-evolution -
ion.
24k - Similar
pages
613
PRIMARY 6 ENGLISH LANGUAGE 1ST TERM
1 Synonyms,
word focus.
2 Parts of
Speech;
Noun
(common,
abstract,
concrete, and
proper
nouns)
3 Parts of
Speech;
pronoun:
person,
number,
gender. etc.
4 Types of
pronouns:
Personal
pronoun,
reflexive, etc.
614
5 Vocabulary;
find words
and their
meanings.
6 The parts of
speech:
Verbs.
7 Forms of
verbs;
Spelling the
present
tense, Types
of verbs,
transitive,
main,
auxiliary.
8 Parts of
speech:
Adjectives,
Types of
adjective.
9 Parts of
speech:
comparison
of adjectives,
irregular
adjectives.
10 Parts of
speech;
Adverbs:
Forms of
adverbs,
615
function.
11 Revision.
12 Examination
13 Closing.
PRIMARY 6 GRAMMAR 2ND TERM
WEEK TOPIC CONTENT KEY SKILL/CROSS AIM AND PERIOD ASSESMENT REFERENCES
CURRICULAR LINK OBJECTIVES TECHNICS
1 revision Revision revision revision revision revision revision
2 Antonyms Definition History =. To enhance the 30 mins .Open class discussion .Progressive English by
learners each. at the beginning of the J. Addai pg. 196
Social studies = understanding on lesson will determine
words and their .English grammar for
words and their the learners’ knowledge
opposite
Geography = junior scholars.
opposite. on the topic.
Moral = creation story. .English skills bk 6
Formation of .Individual’s ability to
Vocation = identify the antonyms
antonyms .literacy activity bk
of some given words
year5
lesson.
3 Adverb  Definition History =. to enhance the 30 • Whole class activity .English Grammar for
616
 Types of Social studies = pupils minseac will determine the excellence by Mbu
adverbs understanding on h learners’ level of Dickson Mbu.
Geography = adverb understanding on the
 Position lesson. .Fundamentals of the
of adverb Moral = creation story. use of English by
• Individual activity will Unamba M.U et. al
Vocation =
give evidence of each
learner’s ability to .Scholarship English
identify the functions of Tutor for Nigerian
adverb in any given schools by Ogunsanya
sentences. L.J.P.
.Grammar Practice bk.

6 by Rosemary Allen p
.English skills bk 6
.literacy activity bk
year5
4 Conjunction/ •Meaning of History =. To enhance the 30 mins •Whole class activity •English Grammar for
connector conjunction. children’s ability to each will prove the learners excellence by Mbu
social studies = identify and level of understanding Dickson Mbu.
•Types of connect sentences on the lesson.
conjunction Geography = •Fundamentals of the
with correct
conjunction •Individual’s ability to use of English by
•Joining Moral =
join sentences with Unamba M.U et. al
sentences correct conjunctions
Vocation =
together will give evidence of •Scholarship English
each of the learner’s Tutor for Nigerian
level of understanding schools by Ogunsanya
on the lesson. L.J.P.
•Grammar Practice bk.

6 by Rosemary Allen p
617
5 Present •Definition of History =. To know the 30min •Whole Class work will •Progressive English by
participle and present participle differences each give evidence of the J. Addai pg. 172
gerund and gerund Social studies = between a gerund learners level of
and an ordinary understanding on the .English skills bk 6
•Uses of gerund Geography =
words that ends in lesson
and present .literacy activity bk
Moral = creation story. ing
participle • Individual’s year5
Vocation = ability to differentiate

gerund from ordinary
words that end in ing
assimilation on the
lesson.
7 Review of week 2 Review of week 2-5 Review of week 2-5

-5 activities activities activities
8 clauses •Definition History =. To enhance the 30 mins •Whole class activity •Grammar Practice bk.
leaners each will prove the learners 6 by Rosemary Allen p
•Types of clauses Social studies = understanding on understanding on the
types of clauses lesson •progressive English by
•Types of Geography = j. AddaiEnglish skills bk
subordinate •Individual activity 6
clause Moral = creation story.
identify types of
clauses in given .literacy activity bk
Vocation =
sentences will give year5
evidence of each of the
lesson
9 Question •Definition History =. To enhance 30 mins • Open class •Progressive English by

tags learners each discussion as the J. Addai pg. 132
•Forms of Social studies = understanding on teacher engages the
618
question tags Geography = negative and learners in a task to .English skills bk 6
positive statement, ascertain their
•The rules in Moral = creation story. question that knowledge on the topic. .literacy activity bk
question tags demands positive year5
Vocation = •Individual activity to
& negative tags
. Examples of give the correct answer
respectively
question tags to some given question
and responses tags will give proof of
lesson
10 Idiomatic •Meaning of History =. 1.To be able to 30 mins •A whole class work will •Progressive English by
expression idiomatic make sentences each determine the learners’ J. Addai pg. 208
expression Social studies = using idiomatic level of understanding
expression on the lesson. •Fundamentals of the
•Examples of Geography = use of English by
idiomatic 2. give the meaning •An individual activity to Unamba M.U et. al
Moral = creation story.
expressions and of simple idiomatic give the meaning of
their meaning phrases some given idiomatic .English skills bk 6
Vocation =
phrases will ascertain
•Use of idiomatic .literacy activity bk
each learner’s level of
expressions in year5
assimilation on the
sentences lesson.
11 Revision
12 Examination
13 Exam and
closing
619
PRIMARY 6 ENGLISH LANGUAGE 3RD TERM
1/2 Revision of 1st
and 2nd terms
work.
3 Functions of
adverbs:
Manner.
4 Functions of
adverb: place,
time, degree
frequency.
5 Prepositions:
common
prepositions,
positions of
prepositions.
7 Conjunctions:
Usage and
errors.
8 Functions of
verbs: Verb
tenses, The
620
simple present
tense, The
simple past
tense, The
simple future
tense,.
9 Active and
passive
sentences. The
passive form.
Uses of the
passive.
10 Punctuations
11
621

Scheme of Work For Preschool To Basic Classes Session

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Scheme of Work For Preschool To Basic Classes Session

Uploaded by

Copyright:

Available Formats

PRE – NURSERY

1ST TERM NUMBER CONCEPT

1 Introduce ‘s’ sound Using flash Children should be able Heavenly

4 Introduce ‘i’ sound Using flash They should be able to i as in ink.

7/8 Review s-n sounds Using Pupils should be able to

9 Introduce c/k Using flash Children should be able Types of

12/13 Review all single Children should be able

1st TERM CREATIVE ARTS AND CRAFTS

7 /8 Free expression art

10 /11 Molding with

4 Free Expression Art

12 Making a hand fan

1 Making Dots With

2 Free expression art

11 Moulding with Cutting with dough

12 Etching with the leaf Leaf and cone

1 Reading bright colored

2 Naming objects in the Classroom

3 Picture identification. Family

6/7 Picture (sitting room)

8/9 Picture (Park)

10/11 Categories by Using different Identify same and colors

1 Animal book Using soft cloth

2/3 Spot the difference Using Identify and circle

4/5 Categorizing by Using different Identify, circle, color and

6/7 Match to the other half

8 Identifying sizes. (thick, thin, Identify, color

10 Identifying position On and off

11 Identifying position In and out

12 Identifying position Before and behind

1 /2 Identifying big/little Using different

3 /4 Identifying large and Large and small

5/ 6 Identifying position Under and over

7 Odd one out

9 Spotting the difference

10 Positions in front and Using different

11 Finding the missing part

12 Outside and inside

1ST TERM PHYSICAL & HEALTH EDUCATION

7/8 Flying kites

9/10 Filling the basket

11/12 Matching and

13. Mr. wolf what is the

3RD 5 Part of the body

6 Catching & kicking

7 Fill in the basket

8 Mr. wolf what’s the

10 Fill in the basket

11 Apart, together, up,

12 Semum says game

2/3 Racing in pairs

5 What is the time Mr.

6 Filling the basket Using small

10 Head, shoulder, knee,

13 Walking on the line with

5/6 The ugly duckling

7/8 Listening to story

9/10 The Giant’s stew

13 Review all story

3/4 The three little pig

7/8 Chicking licking

3/4 The story of Mary

7/8 Ginger bread man