Preschool l1 - 4 Sample Napps Scheme

NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA
National Association of Proprietors of Private Schools

(NAPPS) – NIGERIA
NATIONAL UNIFIED TEACHING SCHEME

FOR PRE-SCHOOL
LEVEL 1
LEVEL 2
LEVEL 3
LEVEL 4
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NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

FOREWORD
It is my pleasure to introduce this teaching scheme developed essentially as an offspring of the national curriculum,
and equipped with basic necessities needed for complete education of 21st-century pupils.
This teaching scheme is developed intentionally by the National Association of Proprietors and Private Schools
(NAPPS) to provide seamless teaching and learning platform for private pre-schools and basic schools in Nigeria. It
is designed to meet the lofty standards expected of private schools under the umbrella of NAPPS, and to raise the
standard of teaching in Nigerian Private Schools. However, this scheme is in tandem with the Government's
approved curriculum.
Furthermore, this document is specially created with the intention of providing adequate teaching guide for private
school teachers and a good pattern which can be used to develop lesson plans to effectively and efficiently impart
pupils in basic schools.As a result, this scheme is a tremendous improvement on existent schemes.
NAPPS through her team of seasoned professionals has taken well concerted precious effort to expand and
standardize the Government's approved curriculum for schools in order to create a unified NAPPS curriculum to
justify the long awaited NAPPS unified examination.
It is a great privilege to recommend this teaching scheme to all private schools who are registered members of the
National Association of Proprietors and Private Schools (NAPPS) for the purpose of achieving a common goal.
Abayomi Otubela (FNMA)

National President - NAPPS
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ACKNOWLEDGMENT
Much work and effort has gone into the adoption of the Federal Government Curriculum and in turn standardizing
it to match up with the expected standards of private schools under the umbrella of National Association of
Proprietors of Private Schools (NAPPS).
In this light, it is an honour to express inestimable gratitude to the following dearly esteemed people for their
immensely thoughtful and robust contributions to creating this treasure, as my heart specially swells with
appreciation:
• Chief Abayomi Otubela (FNMA) – National President, NAPPS
• Apetutu Jane – Secretary, xxxxxx
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CONTENTS
LEVEL 1 AND LEVEL 2
LEVEL 1 LEVEL 2
SUBJECT PAGE PAGE
LITERACY 7 39
NUMERACY 15 45
PRE-SCIENCE 22 51
HEALTH HABITS 28 57
SOCIAL HABITS 32 62
HANDWRITING 37 67
LEVEL 3 AND LEVEL 4

LEVEL 3 LEVEL 4
SUBJECT PAGE PAGE
LITERACY (LETTER WORK) 71 142
LITERACY (LANGUAGE DOMAIN) 81 152
NUMERACY 87 160
BASIC SCIENCE AND TECHNOLOGY 100 172
HEALTH HABITS 106 178
SOCIAL HABITS 110 184
CIVIC EDUCATION 115 190
PHYSICAL AND HEALTH EDUCATION 119 196
PERSONAL DEVELOPMENT 123 202
CREATIVITY 127 207
SONGS & RHYMES 133 213
HANDWRITING 138 218
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SCHEME OF WORK
FOR
PRE-SCHOOL
LEVEL 1
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LITERACY
PRE-SCHOOL LEVEL 1 – FIRST TERM
UNIT
WEEK TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
TOPIC – CONTENTS
With the aid of an MP3 or MP4 player, the teacher gets Pupils sing nursery rhymes as guided by the MP3 Player
SPEECH the pupils to sing different nursery rhymes and guides teacher.
1. them to pronounce words more correctly. MP4 Player
Nursery Rhymes Pupils attempt to pronounce words more
The teacher also sings along with the pupils. correctly.
SPEECH The teacher guides pupils to identify and pronounce Pupils identify and pronounce the /a/ sound as Charts
Sound: /a/ the sound /a/. correctly as possible.
2. Teacher guides pupils to sing nursery rhymes with /a/ MP4 Player
Sounding and sound. Pupils sing various nursery rhymes.
recognition of /a/ Rhyme: Hello, Hello and how are you today?
SPEECH Teacher uses charts and an MP4 player to guide pupils Pupils identify objects with beginning sound /a/. Charts
Sound: /a/ to identify and pronounce different objects with Pupils pronounce words as correctly as possible.
3. beginning sound /a/ e.g. apple, ant, ass, etc. MP4 Player
Pupils sing nursery rhymes.
Teacher guides pupils to sing nursery rhymes.
Teacher guides pupils to identify objects with Pupils identify objects with letter sound /a/. Charts
SPEECH
beginning sound /a/.
4. Teacher guides pupils to match objects with beginning Pupils match objects to sound /a/. MP4 Player
Sound: /a/
sound /a/ to the sound and to colour the objects
beautifully. Pupils colour objects with beginning sound /a/.
SPEECH The teacher guides pupils to identify and pronounce Pupils identify and pronounce the /b/ sound as Charts
Sound: /b/ the sound /b/. correctly as possible.
5. MP4 Player
Sounding and Teacher guides pupils to sing nursery rhymes with Pupils sing various nursery rhymes.
recognition of /b/ /b/ sound.
Teacher uses charts and an MP4 player to guide pupils Pupils identify objects with letter sound /b/. Charts
SPEECH
to identify and pronounce different objects with Pupils identify objects with beginning sound /b/.
Sound: /b/
beginning sound /b/ e.g. boy, bat, book, etc. Pupils pronounce words as correctly as possible. MP4 Player
6.
Teacher guides pupils to sing nursery rhymes. Pupils sing nursery rhymes. Crayon
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Teacher guides pupils to match objects with beginning

sound /a/ to the sound and to colour the objects Pupils match objects to sound /b/.
beautifully. Pupils colour objects with beginning sound /b/.
The teacher uses charts and an MP4 Player to guide Pupils identify and pronounce the /d/ sound as Charts
pupils to identify and pronounce the sound /d/ and to correctly as possible.
identify objects with beginning sound /d/ e.g. dog, Pupils identify objects with letter sound /d/. MP4 Player
SPEECH doll, day, etc. Pupils identify objects with beginning sound /d/.
Sound: /d/ Pupils pronounce words as correctly as possible Crayon
7 Teacher guides pupils to sing nursery rhymes with and sing nursery rhymes.
Sounding and /d/ sound.
recognition of /d/
Teacher guides pupils to match objects with beginning Pupils match objects to sound /d/.
sound /d/ to the sound and to colour the objects Pupils colour objects with beginning sound /d/.
beautifully.
The teacher uses charts and an MP4 Player to guide Pupils identify and pronounce the /e/ sound as Charts
pupils to identify and pronounce the sound /e/ and to correctly as possible.
identify objects with beginning sound /e/ e.g. egg, end, Pupils identify objects with letter sound /e/. MP4 Player
SPEECH etc. Pupils identify objects with beginning sound /e/.
Sound: /e/ Pupils pronounce words as correctly as possible Crayon
8 Teacher guides pupils to sing nursery rhymes with /e/ and sing nursery rhymes.
Sounding and sound.
recognition of /e/
Teacher guides pupils to match objects with beginning Pupils match objects to sound /e/.
sound /e/ to the sound and to colour the objects Pupils colour objects with beginning sound /e/.
beautifully.
The teacher uses charts and an MP4 Player to guide Pupils identify and pronounce the /f/ sound as Charts
pupils to identify and pronounce the sound /f/ and to correctly as possible.
identify objects with beginning sound /f/ e.g. fan, fat, Pupils identify objects with letter sound /f/. MP4 Player
SPEECH film, etc. Pupils identify objects with beginning sound /f/.
Sound: /f/ Pupils pronounce words as correctly as possible Crayon
9. Teacher guides pupils to sing nursery rhymes with /f/ and sing nursery rhymes.
Sounding and sound.
recognition of /f/
Teacher guides pupils to match objects with beginning Pupils match objects to sound /f/.
sound /f/ to the sound and to colour the objects Pupils colour objects with beginning sound /f/.
beautifully.
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The teacher uses charts and an MP4 Player to guide Pupils identify and pronounce the /g/ sound as Charts
pupils to identify and pronounce the sound /g/ and to correctly as possible.
identify objects with beginning sound /g/ e.g. gun, girl, Pupils identify objects with letter sound /g/. MP4 Player
SPEECH game, etc. Pupils identify objects with beginning sound /g/.
Sound: /g/ Pupils pronounce words as correctly as possible Crayon
10. Teacher guides pupils to sing nursery rhymes with /g/ and sing nursery rhymes.
Sounding and sound.
recognition of /g/
Teacher guides pupils to match objects with beginning Pupils match objects to sound /g/.
sound /g/ to the sound and to colour the objects Pupils colour objects with beginning sound /g/.
beautifully.
11 REVISION
12 EXAMINATION
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LITERACY
PRE-SCHOOL LEVEL 1 – SECOND TERM
UNIT LEARNING
WEEK TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
TOPIC – CONTENTS RESOURCES
Teacher revises first-term work with the pupils Pupils revise with the teacher’s guidance. MP3 Player
1. REVISION
MP4 Player
Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /g/ as Charts
SPEECH words with beginning sounds /a/ - /g/ and to sing correctly as possible and they sing various nursery
Sounds: /a/ - /g/ nursery rhymes with each sound. rhymes with the sounds. MP4 Player
Sounding and recognition of Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
sounds. their beginning sounds. /g/ correctly and they match objects to their beginning Crayon
Pupils identify objects and their beginning sounds sounds. They colour objects beautifully to identify
WRITING and they colour objects beautifully. sounds. Rhyme book
2–3
Pattern Making:
Tracing Curve Teacher guides pupils to trace the curves in their Pupils trace curves in their notebooks or writing books Writing book
notebooks or writing books. with the teacher’s guidance.
RHYME: Hands are for Teacher leads pupils to recite the nursery rhyme Pupils recite the rhyme “Hands are for clapping” along
clapping. “Hands are for clapping” and to pronounce the words with the teacher.
correctly.
Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /k/ as Charts
words with beginning sounds /a/ - /k/ and to sing correctly as possible and they sing various nursery
SPEECH
nursery rhymes with each sound. rhymes with the sounds. MP4 Player
Sounds: /a/ - /k/
Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
Sounding and recognition of
their beginning sounds. /k/ correctly and they match objects to their beginning Crayon
sounds.
Pupils identify objects and their beginning sounds sounds. They colour objects beautifully to identify
and they colour objects beautifully. sounds. Rhyme book
4–5 WRITING
Pattern Making:
Teacher guides pupils to trace the curves in their Pupils trace curves in their notebooks or writing books Writing book
Tracing Curve
notebooks or writing books. with the teacher’s guidance.
Teacher leads pupils to recite the nursery rhyme Pupils recite the rhyme “When do you wee?” along
RHYME: When do you wee?
“When do you wee?” and to pronounce the words with the teacher.
correctly.
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Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /m/ as Charts
words with beginning sounds /a/ - /m/ and to sing correctly as possible and they sing various nursery
SPEECH nursery rhymes with each sound. rhymes with the sounds. MP4 Player
Sounds: /a/ - /m/ Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
Sounding and recognition of their beginning sounds. /m/ correctly and they match objects to their Crayon
sounds. Pupils identify objects and their beginning sounds beginning sounds. They colour objects beautifully to
and they colour objects beautifully. identify sounds. Rhyme book
6–7
WRITING
Tracing Letter - a Teacher guides pupils to trace letter – a in their Pupils trace letter – a in their notebooks Writing book
notebooks or writing books. or writing books with the teacher’s
guidance.
RHYME: I have 10 fingers Teacher leads pupils to recite the nursery rhyme “I
have 10 fingers” and to pronounce the words Pupils recite the rhyme “I have 10 fingers?” along with
correctly. the teacher.
Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /p/ as Charts
words with beginning sounds /a/ - /p/ and to sing correctly as possible and they sing various nursery
SPEECH nursery rhymes with each sound. rhymes with the sounds. MP4 Player
Sounds: /a/ - /p/ Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
Sounding and recognition of their beginning sounds. /p/ correctly and they match objects to their Crayon
sounds. Pupils identify objects and their beginning sounds beginning sounds. They colour objects beautifully to
8-9
WRITING
Tracing Letter - b Teacher guides pupils to trace letter – b in their Pupils trace letter – b in their notebooks or Writing book
notebooks or writing books. writing books with the teacher’s guidance.
RHYME: If all the rain drops Teacher leads pupils to recite the nursery rhyme “I Pupils recite the rhyme “If all the rain drops” along
have 10 fingers” and to pronounce the words with the teacher.
correctly.
SPEECH Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /r/ as Charts
Sounds: /a/ - /r/ words with beginning sounds /a/ - /r/ and to sing correctly as possible and they sing various nursery
Sounding and recognition of nursery rhymes with each sound. rhymes with the sounds. MP4 Player
sounds. Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
10 their beginning sounds. /r/ correctly and they match objects to their beginning Crayon
WRITING Pupils identify objects and their beginning sounds sounds. They colour objects beautifully to identify
Tracing Letter - c and they colour objects beautifully. sounds. Rhyme book
Writing book
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RHYME: If all the rain drops Teacher guides pupils to trace letter – a in their Pupils trace letter – c in their notebooks or
notebooks or writing books. writing books with the teacher’s guidance.
Teacher leads pupils to recite the nursery rhyme “If Pupils recite the rhyme “If all the rain drops”
all the rain drops” and to pronounce the words along with the teacher.
correctly.
11 REVISION
12 EXAMINATION
LITERACY
PRE-SCHOOL LEVEL 1 – THIRD TERM
UNIT LEARNING
Teacher revises first-term work with the pupils Pupils revise with the teacher’s guidance. MP3 Player
1. REVISION
MP4 Player
Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /t/ as Charts
words with beginning sounds /a/ - /t/ and to sing correctly as possible and they sing various nursery
SPEECH
Sounds: /a/ - /t/
their beginning sounds. /t/ correctly and they match objects to their Crayon
sounds.
Pupils identify objects and their beginning sounds beginning sounds. They colour objects beautifully to
WRITING
2–3 Tracing and Writing Letters a – b
Teacher guides pupils to trace and write letters a - Pupils trace and write letters and a – b in their Writing book
b in their notebooks or writing books. notebooks or writing books with the teacher’s
guidance. Sound games
Teacher leads pupils to recite the nursery rhyme “I
wash my hands” and to pronounce the words
correctly.
RHYME: I wash my hands
Pupils recite the rhyme “I wash my hands” along
with the teacher.
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Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /w/ as Charts
SPEECH words with beginning sounds /a/ - /w/ and to sing correctly as possible and they sing various nursery
Sounds: /a/ - /w/ nursery rhymes with each sound. rhymes with the sounds. MP4 Player
Sounding and recognition of Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
sounds. their beginning sounds. /w/ correctly and they match objects to their Crayon
WRITING and they colour objects beautifully. identify sounds. Rhyme book
Tracing and Writing Letters c – d
4–5
Teacher guides pupils to trace and write letters c - Pupils trace and write letters and c – d in their Writing book
d in their notebooks or writing books. notebooks or writing books with the teacher’s
Teacher leads pupils to recite the nursery rhyme
“Old Mc Donald had a farm” and to pronounce the
RHYME: Old Mc Donald had a words correctly.
farm Pupils recite the rhyme “Old Mc Donald had a farm”
along with the teacher.
Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /z/ as Charts
words with beginning sounds /a/ - /z/ and to sing correctly as possible and they sing various nursery
SPEECH
Sounds: /a/ - /z/
their beginning sounds. /z/ correctly and they match objects to their Crayon
sounds.
WRITING
6–7 Tracing and Writing Letters e – f
Teacher guides pupils to trace and write letters c - Pupils trace and write letters and e – f in their Writing book
Teacher leads pupils to recite the nursery rhyme
“Grandpa’s farm” and to pronounce the words
correctly.
RHYME: Grandpa’s farm
Pupils recite the rhyme “Grandpa’s farm” along with
the teacher.
SPEECH Teacher guides pupils to identify and pronounce Pupils identify and pronounce sounds /a/ - /z/ as Charts
Sounds: /a/ - /z/ words with beginning sounds /a/ - /z/ and to sing correctly as possible and they sing various nursery
8–9 Sounding and recognition of nursery rhymes with each sound. rhymes with the sounds. MP4 Player
sounds. Teacher guides pupils to match different objects to Pupils pronounce words with beginning sounds /a/ -
their beginning sounds. /w/ correctly and they match objects to their Crayon
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WRITING Pupils identify objects and their beginning sounds beginning sounds. They colour objects beautifully to
Tracing and Writing Letters g – h and they colour objects beautifully. identify sounds. Rhyme book
Teacher guides pupils to trace and write letters c - Pupils trace and write letters and g – h in their Writing book
RHYME: Random rhymes Teacher leads pupils to recite nursery rhymes at
random.
Pupils recite the rhymes at random.

Teacher guides pupils to identify, trace and write Pupils identify letters a – h. Charts
WRITING letters a - h in their notebooks or writing books.
Tracing and Writing Letters a – h Pupils trace and write letters a – h in their notebooks MP4 Player
Teacher leads pupils to recite nursery rhymes at and writing books.
10 to random. Rhyme book
to
RHYME: Random rhymes Pupils recite the rhymes at random with the
teacher’s guidance.
11 REVISION
12 EXAMINATION
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NUMERACY
UNIT LEARNING
NUMBER RHYMES Teacher leads pupils to recite number rhymes. Pupils recite number rhymes MP3 Player
1
MP4 Player
NUMBERS: 0 – 1 Teacher guides pupils to read numbers 0 – 1 and to Pupils identify and read numbers 0 – 1. Charts
count or identify one object.
Reading Numbers: 0 – 1 Pupils count objects and scribble. MP4 Player
2 Counting objects: 1 Teacher guides pupils to recognise numbers 0 and
Recognition of Numbers: 0 – 1 1 and to scribble. Flash cards
Scribbling
Bottle tops
NUMBERS: 0 – 2 With the aid of charts and an MP4 player, the Pupils identify and read numbers 0 – 2. Charts
teacher guides pupils to recognise and read Pupils count up to 2 objects.
Reading Numbers: 0 – 2 numbers 0 – 2. MP4 Player
3 Counting objects: 1 – 2 Pupils scribble with the teacher’s guidance.
Recognition of Numbers: 0 – 2 Teacher leads pupils to count up to 2 objects and to Flash cards
Scribbling scribble.
Bottle tops
With the aid of charts and an MP4 player, the Pupils identify and read numbers 0 – 3. Charts
NUMBERS: 0 – 3
numbers 0 – 3. MP4 Player
Reading Numbers: 0 – 3
Pupils scribble and write dash with the teacher’s
4 Recognition of Numbers: 0 – 3
Teacher leads pupils to count up to 3 objects and to guidance. Flash cards
Counting objects: 1 – 3
scribble.
Scribbling
Bottle tops
Writing a dash
Teacher leads pupils to write dash.
5 Recognition of Numbers: 0 – 5 Pupils scribble in their notebooks.
Counting objects: 1 – 5 Teacher leads pupils to count up to 5 objects and to Flash cards
Scribbling scribble. Pupils identify a triangle.
Shape Recognition: Triangle Bottle tops
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Teacher leads pupils to identify a rectangle on

charts, flash cards or electronic display.
The teacher uses charts and an MP4 player to guide Pupils identify and read numbers 0 – 7. Charts
NUMBERS: 0 – 7
pupils to recognise and read numbers 0 – 7. Pupils count up to 7 objects.
MP4 Player
Teacher leads pupils to count up to 7 objects using Pupils scribble in their notebooks.
6–7 Recognition of Numbers: 0 – 7
counting objects such beads, bottle tops, stones, etc. Flash cards
Pupils identify a triangle and trace out triangles in
Scribbling
Teacher guides pupils to scribble. their notebooks. Bottle tops
Tracing a triangle
Teacher leads pupils to identify and trace a triangle. Workbook
8 Recognition of Numbers: 0 – 8 Pupils scribble.
Counting objects: 1 – 8 Teacher leads pupils to count up to 8 objects and to Flash cards
Scribbling scribble. Pupils draw rectangles in their notebooks with and
Drawing a Triangle Teacher leads pupils to write dash. without the teacher’s guidance. Bottle tops
NUMBERS: 0 – 9
Pupils scribble and draw intersecting lines with the
Teacher leads pupils to count up to 9 objects and to teacher’s guidance. Flash cards
scribble.
Scribbling
Bottle tops
Drawing Intersecting Lines
Teacher leads pupils to draw intersecting lines.
NUMBERS: 0 – 10
teacher guides pupils to recognise and read Pupils count up to10 objects.
Pupils scribble and draw intersecting lines with the
Teacher leads pupils to count up to 10 objects and teacher’s guidance. Flash cards
to scribble.
Scribbling
Bottle tops
Drawing Intersecting Lines
Teacher leads pupils to draw intersecting lines.
11 REVISION
12 EXAMINATION
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NUMERACY
UNIT LEARNING
REVISION Teacher revises first-term works with pupils Pupils revise with the teacher’s guidance MP3 Player
1
MP4 Player
NUMBERS: 0 – 10 Teacher guides pupils to read numbers 0 – 10 and Pupils identify and read numbers 0 – 10. Charts
to count up to 10 objects.
Reading Numbers: 0 – 10 Pupils count objects and scribble. MP4 Player
2 Counting objects: 0 – 10 Teacher guides pupils to recognise numbers 1 – 10,
Recognition of Numbers: 0 – 10 Pupils trace and write number – 0 in their notebook Flash cards
Tracing and writing – 0 Teacher guides pupils to trace and write number: 0 with and without the teacher’s guidance.
Bottle tops
Teacher guides pupils to read numbers 0 – 10 and Pupils identify and read numbers 0 – 10. Charts
NUMBERS: 0 – 10
to count up to 10 objects.
Pupils count objects between 1 and 10. MP4 Player
Teacher guides pupils to recognise numbers 0 – 10,
3 Pupils trace and write number – 1 in their notebook Flash cards
Recognition of Numbers: 0 – 10
Teacher guides pupils to trace and write number: 1 with and without the teacher’s guidance.
Tracing and writing Number – 1
and to identify circular shapes drawn on paper and Bottle tops
Shape Recognition: Circle
objects around the classroom or the school. Pupils identify circle and they trace it out in their
note books
NUMBERS: 0 – 11
Pupils trace and write number – 1 in their
4 Counting objects: 1 – 11
Teacher leads pupils to count up to 11 objects such notebooks with and without the teacher’s guidance. Flash cards
as stones, pebbles or any other counting device.
Bottle tops
Teacher leads pupils to write dash.
5 Reading Numbers: 0 – 12 numbers 0 – 12. MP4 Player
Counting objects: 1 – 12 Pupils trace and write number – 1 in their
Recognition of Numbers: 0 – 12 notebooks with and without the teacher’s guidance. Flash cards
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Tracing and writing Number – 1 Teacher leads pupils to count up to 12 objects such
as stones, pebbles or any other counting device. Bottle tops
Teacher leads pupils to write number – 1.

NUMBERS: 0 – 12
6–7 Counting objects: 1 – 12
as stones, pebbles, bottle tops or any other
counting device. Bottle tops
NUMBERS: 0 – 13 The teacher uses charts, number games and an Pupils identify and read numbers 0 – 13. Charts
MP4 player to guide pupils to recognise and read Pupils count up to 13 objects.
8 Counting objects: 1 – 13 Pupils trace and write number – 2 in their
Recognition of Numbers: 0 – 13 Teacher leads pupils to count up to 13 objects such notebooks with and without the teacher’s guidance. Flash cards
Tracing and writing Number – 2 as stones, pebbles or any other counting device.
Teacher leads pupils to write number – 2. Stones
9 Counting objects: 1 – 14 Pupils trace and write number – 3 in their
Recognition of Numbers: 0 – 14 Teacher leads pupils to count up to 14 objects such notebooks with and without the teacher’s guidance. Flash cards
Tracing and writing Number – 3 as stones, pebbles or any other counting device.
Teacher leads pupils to write number – 3. Beads
NUMBERS: 0 – 15
as stones, pebbles or any other counting device.
Bottle tops
11 REVISION
12 EXAMINATION
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NUMERACY
UNIT LEARNING
Teacher revises first-term works with pupils. Pupils revise with the teacher’s guidance and recite MP3 Player
REVISION
1 Teacher leads pupils through reciting various number rhymes. MP4 Player
Number Rhymes
number rhymes.
NUMBERS: 0 – 10 Teacher guides pupils to read numbers 0 – 10 and Pupils identify and read numbers 0 – 10. Charts
to count up to 10 objects. Pupils count objects such as pebbles, bottle tops,
Reading Numbers: 0 – 10 smooth stones or any other counting device. MP4 Player
Counting objects: 0 – 10 Teacher guides pupils to recognise numbers 0 – 10,
2
Recognition of Numbers: 0 – 10 Pupils trace and write numbers 0 – 2 in their notebooks Flash cards
Tracing and Writing: 0 – 2 Teacher guides pupils through writing numbers 0 – with the teacher’s guidance.
Participating in Number Games 2 and participating actively in number games in the Pupils participate actively in number games in the Bottle tops
class. classroom.
NUMBERS: 0 – 15 Teacher guides pupils to read numbers 0 – 15 and Pupils identify and read numbers 0 – 15. Stones
Reading Numbers: 0 – 15 smooth stones or any other counting device. MP4 Player
Counting objects: 0 – 15 Teacher guides pupils to recognise numbers 0 – 15,
3
Recognition of Numbers: 0 – 15 Pupils trace and write numbers 0 – 3 in their notebooks Flash cards
Tracing and Writing: 0 – 3 Teacher guides pupils through writing numbers 0 – with the teacher’s guidance.
Participating in Number Games 3 and participating actively in number games in the Pupils participate actively in number games in the Number
class. classroom. games
Teacher guides pupils to read numbers 0 – 16 and Pupils identify and read numbers 0 – 16. Charts
NUMBERS: 0 – 16
Teacher guides pupils to recognise numbers 0 – 16, smooth stones or any other counting device. MP4 Player
Teacher guides pupils through writing numbers 0 – Pupils trace and write numbers 0 – 3 in their notebooks Flash cards
3 and participating actively in number games in the with the teacher’s guidance.
class. Pupils participate actively in number games in the Stones
Tracing and Writing: 0 – 3
classroom.
Participating in Number Games
Teacher guides pupils to identify circle drawn on Crayon
Shape Recognition: Circle
the board and on paper; and to identify circular Pupils identify circle; they trace and colour beautifully.
objects within the classroom and around the
school.
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Teacher guides pupils to read numbers 0 – 16 and Pupils identify and read numbers 0 – 16. Number
NUMBERS: 0 – 16
to count up to 16 objects. Pupils count objects such as pebbles, bottle tops, games
Teacher guides pupils to recognise numbers 0 – 16, smooth stones or any other counting device. MP4 Player
5 Teacher guides pupils through writing numbers 0 – Pupils trace and write numbers 0 – 4 in their notebooks Flash cards
4 and participating actively in number games in the with the teacher’s guidance.
class. Pupils participate actively in number games in the Bottle tops
classroom.
Teacher guides pupils to read numbers 0 – 17 and Pupils identify and read numbers 0 – 17. Number
to count up to 17 objects. Pupils count objects such as pebbles, bottle tops, games
NUMBERS: 0 – 17
Teacher guides pupils to recognise numbers 0 – 17, smooth stones or any other counting device.
MP4 Player
Teacher guides pupils through writing numbers 0 – Pupils trace and write numbers 0 – 4 in their notebooks
4 and participating actively in number games in the with the teacher’s guidance. Flash cards
6–7 Recognition of Numbers: 0 – 17
class. Pupils participate actively in number games in the
classroom. Bottle tops
Teacher guides pupils to identify circles drawn on
Shape Identification: Circle
the board and on paper; and to identify circular Pupils trace circles and colour. Crayon
objects within the classroom and around the
school.
With the aid of charts, number games and an MP4 Pupils identify and read numbers 0 – 18. Number
NUMBERS: 0 – 18
player, the teacher guides pupils to recognise and games
read numbers 0 – 18. Pupils count objects such as pebbles, bottle tops,
smooth stones or any other counting device. MP4 Player
8 Teacher leads pupils to count up to 18 objects such
as stones, pebbles or any other counting device. Pupils trace and write numbers 0 – 4 in their notebooks Flash cards
with the teacher’s guidance.
Teacher leads pupils to trace and write numbers 0 Pupils participate actively in number games in the Stones
– 4. classroom.
With the aid of charts and an MP4 player, the Pupils identify and read numbers 0 – 19. Number
NUMBERS: 0 – 19
teacher guides pupils to recognise and read Pupils count up to 19 objects. games
numbers 0 – 19.
Pupils trace and write numbers 0 – 5 in their notebooks MP4 Player
Teacher leads pupils to count up to 19 objects such with and without the teacher’s guidance.
as stones, pebbles or any other counting device. Flash cards
Tracing and writing Numbers 0 –
Pupils participate in number games as guided by the
5
teacher. Beads
Page | 19

Teacher leads pupils to trace and write numbers 0

– 5 and gets pupils engaged through number
games.
With the aid of charts and an MP4 player, the Pupils identify and read numbers 0 – 20. Number
teacher guides pupils to recognise and read Pupils count up to 20 objects. games
NUMBERS: 0 – 20 numbers 0 – 20. Pupils trace and write number – 3 in their notebooks
Teacher leads pupils to count up to 20 objects such with and without the teacher’s guidance. MP4 Player
Reading Numbers: 0 – 20 as stones, pebbles or any other counting device.
Counting objects: 1 – 20 Pupils participate in number games as guided by the Flash cards
Recognition of Numbers: 0 – 20 Teacher leads pupils to write numbers 0 – 5 and teacher.
10
Tracing and writing Numbers 0 – guides pupils through participation in number Bottle tops
5 games. Pupils identify rectangles; they trace out rectangles in
their notebooks. They colour rectangles colourfully. Crayon
Shape Identification: Rectangle Teacher guides pupils to identify rectangles drawn
on the board and on paper; and to identify
rectangular objects and surfaces within the
classroom and around the school.
11 REVISION
12 EXAMINATION
Page | 20

PRE–SCIENCE
UNIT LEARNING
Teacher guides pupils to identify objects in and around the Pupils identify objects seen in the classroom Pencil
OBJECTS IN THE CLASSROOM
classroom. and mention the uses of the objects. Whiteboard
Notebook
1 - Identification of objects in the
Teacher leads the pupils to know the uses of the objects in Pupils demonstrate with real objects how to Desk
classroom.
the classroom and guides them to demonstrate the uses of use the objects as guided by the teacher. Chair
- Uses of objects in the classroom
objects.
OBJECTS AT HOME Teacher guides pupils to identify objects in and around the Pupils identify objects seen at home and Pot
home using charts, posters and an MP4 Player. mention the uses of the objects. Chair
- Identification of objects in the Charts
2
classroom. Teacher leads the pupils to know the uses of objects home Pupils demonstrate with real objects how to MP4 Player
- Uses of objects in the classroom – sitting room, bedroom, kitchen, toilet, etc. – and guides use the objects as guided by the teacher. Posters
them to demonstrate the uses of objects.
PARTS OF THE BODY Using charts, posters and an MP4 Player, the teacher guides Pupils identify parts of their body; touch Charts
pupils to identify parts of the body. and mention the name of each part of the
- Identification of parts of the body body. Posters
3
- Touching the body parts on one’s The teacher leads the pupils to touch and mention the
body. names of the parts of their body and guides pupils to recite MP4 Player
nursery rhymes on parts of the body.
Using pictures of different formats, the teacher guides the Pupils identify their eyes on their body and Charts
THE EYE
pupils to identify the eye. mention what they use their eyes for.
MP4 Player
4–5 - Identification of the eye
The teacher leads the pupils to touch their eyes and to Pupils identify the ears of some other
- Uses of the eye
mention what they use their eyes for. The teacher guides animals on posters or charts. Crayon
the pupils to colour the picture of an eye colourfully.
Using pictures of different formats, the teacher guides the Pupils identify their ears on their body and Charts
pupils to identify the ear. mention what they use their eyes for.
THE EAR
Posters
6–7 The teacher leads the pupils to touch their ears and to Pupils identify the ears of some other
- Identification of the eye
mention what they use their ears for. The teacher guides animals on posters or charts. MP4 Player
- Uses of the eye
the pupils to colour the picture of an ear colourfully.
Crayon
Page | 21

Using pictures of different formats, the teacher guides the Pupils identify their ears on their body and Charts
pupils to identify the nose. mention what they use their eyes for.
THE NOSE Posters
8 The teacher leads the pupils to touch their noose and to Pupils identify the nose of some other
mention what they use their nose for. The teacher guides animals such as rabbit, goat, lion, etc. on MP4 Player
the pupils to colour the picture of a nose colourfully. posters or charts.
Crayon
The teacher explains the meaning of food in simple terms Pupils listen to the teacher and participates
and uses charts and an MP4 Player to show examples to the actively in class discussion such as
FOOD pupils and to buttress their understanding of the concept of identification of foods.
food.
- Definition of food. Pupils tell why they need to eat and they
- Examples of foods e.g. rice, beans, The teacher explains that we eat food so that we can have mention that they need to eat so they can be
9 - 10
spaghetti, bread, egg, orange, etc. energy to do things; energy to walk, to talk, etc. alive and healthy.
- Why do we eat food?
- Times that we eat: morning, Teacher guides pupils to understand that we eat in the Pupils mention what they ate the previous
afternoon, evening. morning, afternoon and evening. morning, afternoon and evening.
11 REVISION
12 EXAMINATION
Page | 22

PRE–SCIENCE
UNIT LEARNING
The teacher explains the meaning of plants to the Pupils go around the school environment and Charts
PLANTS
pupils in simple terms and guides the pupils to identify identify plants in the school.
plants using pictures on charts and an MP4 Player. Posters
1 - Meaning of plants
Pupils mention that plants provide food for
- Identification of plants
The teacher leads the pupils to identify plants around people. MP4 Player
- Examples of Plants e.g. flower.
the school and to know that plants provide food for us.
Using charts and an MP4 Player, the teacher guides Pupils identify several fruits on charts, posters Charts
pupils to identify different fruits and to know that they and on an MP4 Player.
are from plants. Posters
Pupils mention where we get fruits come from.
FRUITS
2 Teacher shows real fruits such as orange, pawpaw to MP4 Player
the pupils and pictures of orange plant (tree)and Pupils recite nursery rhymes on fruits and colour
pawpaw plant (tree). drawings of different fruits colourfully.
Teacher guides pupils to recite nursery rhymes on
fruits.
ANIMALS Teacher uses charts and an MP4 Player to explain and Pupils identify different animals on charts. Charts
identify animals to the pupils.
- Meaning of Animals Pupils mention parts of the body of animals and Posters
- Description of animals: parts of Teacher describes the similarities between the parts of describe the similarity with humans.
3–4
their body the body of animals and human beings. MP4 Player
- Similarities between animals and
humans (Parts of their bodies) Teacher explains to pupils that plants don’t have body
parts of humans but animals do.
Using charts and an MP4 Player, teacher explains the Pupils identify and list domestic animals. Charts
DOMESTIC ANIMALS
meaning of domestic animals and guides pupils to
identify domestic animals. Pupils colour pictures of domestic animals Posters
5 - Meaning of domestic animals
beautifully.
(animals found at home).
Teacher guides pupils to mention names of domestic MP4 Player
- Examples of domestic animals.
animals.
PARTS OF THE BODY – The Head With the aid of charts and posters, the teacher guides The pupils identify the head and mention the uses Charts
6–7
the pupils to identify the head of humans. of the head.
Page | 23

- Identification of the head Posters

- Uses of head The teacher leads pupils to know and mention the uses The pupils touch their head.
of the head – for thinking.
PARTS OF THE BODY – The With the aid of charts and posters, the teacher guides The pupils identify the mouth and the teeth and Charts
Mouth and the Teeth the pupils to identify the mouth and the teeth of mention their uses.
humans. Posters
8
- Identification of the Mouth The pupils touch their mouth and lips.
- Identification of the Teeth The teacher leads pupils to know and mention the uses Crayon
- Uses of the mouth and the teeth. of the mouth and the teeth. Pupils colour the picture of the mouth beautifully.
With the aid of charts, an mp4 player and posters, the The pupils identify the skin and mention the uses Charts
PARTS OF THE BODY – The Skin teacher guides the pupils to identify the skin of of the skin.
humans. Posters
9
- Identification of the Skin The pupils touch their skin.
- Uses of the Skin. The teacher leads pupils to know and mention the uses Pupils identify the different colour of skin as Crayon
of the skin. guided by the teacher.
With the aid of charts and posters, the teacher guides The pupils identify the lips and the tongue and Charts
PARTS OF THE BODY – The Lips the pupils to identify the lips and the tongue of mention their uses.
and the Tongue humans. Posters
The pupils touch their lips and show their tongue
10
- Identification of the Lips The teacher leads pupils to know and mention the uses by pushing it out. Crayon
- Identification of the Tongue of the lips and the tongue.
- Uses of the lips and the tongue. Pupils colour the pictures of the lips and the
tongue beautifully.
11 REVISION
12 EXAMINATION
Page | 24

PRE–SCIENCE
UNIT LEARNING
Using pictures of different formats, the teacher Pupils identify their legs and toes on their body and Charts
PARTS OF THE BODY – Legs
guides the pupils to identify legs and toes. mention what they use their legs and toes for.
and Toes
MP4 Player
1 The teacher leads the pupils to touch their legs and Pupils identify legs and toes of some other animals on
- Identification of legs and toes.
toes and to mention what they use their legs and posters or charts. Crayon
- Uses of the legs and toes.
toes for. The teacher guides the pupils to colour
pictures of legs and toes colourfully. Pupils colour picture of legs and toes beautifully.
PARTS OF THE BODY – Hand Using pictures of different formats, the teacher Pupils identify their hands and fingers on their body Charts
and Fingers guides the pupils to identify the hand and fingers. and mention what they use them for.
MP4 Player
2 - Identification of hands and The teacher leads the pupils to touch their hands Pupils identify the hands and fingers of some other
fingers. and fingers and to mention what they use their animals on posters or charts. Crayon
- Uses of the hands and fingers. hands and fingers for. The teacher guides the pupils
to colour picture of hands and fingers colourfully. Pupils colour a picture of legs beautifully.
Teacher uses charts, posters and an mp4 player to Pupils identify their hands and fingers on their body Charts
guide the pupils to identify the stomach. and mention what they use them for.
PARTS OF THE BODY – MP4 Player
Stomach The teacher leads the pupils to touch their stomach Pupils identify the hands and fingers of some other
and to mention what the use of the stomach. The animals on posters or charts. Crayon
3
- Identification of Stomach. teacher guides the pupils to colour picture of hands
- Uses of Stomach – to keep food. and fingers colourfully. Pupils colour a picture of legs beautifully.
Teacher guides pupils to identify a navel which is Pupils identify a navel and they touch their navel on
on the stomach their body.
Teacher gets a sample of clean water in a bowl or bottle Pupils identify water and mention the characteristics or Charts
and explains the characteristics – it has no colour; it has properties of clean water – no colour, no taste, no odour.
WATER
no taste and it has no odour. Bowl of water
Pupils mention places where people can get water from.
- Description of water
4–5 Teacher uses charts to identify places where we can get Posters
- Where we get water from
water from such as well, river, tap, etc. Pupils mention what they use water for at home and school.
- Uses of Water
MP4 Player
Teacher mentions what we use water for e.g. cooking
bathing, washing, etc.
Page | 25

Teacher uses simple terms to explain the meaning of Pupils feel a warm food flask with their palm.
HOT OBJECTS
“hot”. Teacher uses charts posters and MP4 player to
identify hot objects such as the sun, a pot on fire, etc. Pupils mention examples of hot objects at home.
6–7 - Knowing the sensation of touching
hot objects or staying in the sun.
Teacher demonstrates hotness by guiding pupils to Pupils mention that the sun is always hot and fire too, is
touch or feel a warm food flask on their skin. always hot.
Teacher uses simple terms to explain the meaning of Pupils feel a warm food flask with their palm. Ice, ice cream
COLD OBJECTS “cold”. Teacher uses charts posters and MP4 player to or cold bottle
identify cold objects such as the ice, a bottle of cold Pupils mention examples of hot objects at home. water
- Knowing the sensation of touch water, ice cream, etc.
8
hot objects or staying in the sun. Pupils mention that the sun is always hot and fire too, is Charts
Teacher demonstrates coldness by guiding pupils to always hot.
touch a cup of ice cream or put some ice cream into their Posters
mouth.
Using simple terms, the teacher explains the meaning of Pupils stay in the sun and they demonstrate the feeling or Warm food
HOT WEATHER hot weather to the pupils. sensation felt. flask
9
- Sunshine: The feeling it gives us. The teacher explains with charts and posters that the The sun
weather is hot when the sun shines brightly; and that is
the time people feel hot. Charts
Using simple terms, the teacher explains the meaning of Pupils describe how they feel when rain falls. Charts
cold weather to the pupils.
Pupils mention what they take, either food or drink, when Posters
The teacher explains with charts and posters that the rain falls.
COLD WEATHER weather is usually cold when rain falls and when wind MP4 Player
blows too. Pupils mention their favourite cloth when rain falls.
10
- Rainfall: The feeling it gives us.
Teacher explains that when the weather is cold, we need
to eat warm food and drink warm or hot drinks like tea.
Teacher mentions that, people usually wear sweaters or

cardigans when the weather is cold.
11 REVISION
12 EXAMINATION
Page | 26

HEALTH HABITS
UNIT LEARNING
RHYMES ON CARE OF THE BODY Teacher leads pupils to sing rhymes on parts of the body and body Pupils recite rhymes. MP3/MP4 Player
1 care using charts, an mp3 or mp4 player and posters.
- Nursery rhymes
Using charts and video clips, the teacher guides pupils to identify Pupils identify parts of the body. Video clips
CARE OF PARTS OF THE BODY
parts of the body.
Pupils mention importance of taking care of Charts
2–3 - Identification of parts of the body.
Teacher mentions importance of taking care of the body. Teacher the body.
- Importance of taking care of parts
describes of not taking care of the body e.g. body odour, dirty look, Posters
of the body e.g. for good health.
dirty teeth, sickness, etc.
The teacher uses charts and video clips to explain simple methods Pupils demonstrate how to wash away dirt Video clips
of taking care of the eyes e.g. wear sunshades when in the sun, from the eyes.
CARE OF THE EYE
wash away dirt with clean water only; not with soap. Charts
4
Pupils demonstrate how to wash away pepper
- How to take care of the eyes.
Teacher guides pupils to demonstrate how to wash away dirt such splash from their eyes. Posters
as dust from their eyes.
Using charts and video clips, teacher explains how to take care of Pupils mention how to take care of their ears. Video clips
CARE OF THE EAR the ears in simple terms e.g. Ask your parents to help you clean your
5 ears for your cotton buds, avoid putting sharp or strange objects in Charts
- How to take care of the ears. your ears, etc.
Posters
Using charts and video clips, teacher explains how to take care of Pupils mention how to take care of their ears. Video clips
CARE OF THE NOSE the nose in simple terms e.g. Ask your parents to help you clean
6–7 your nose for your cotton buds, avoid putting sharp or strange Charts
- How to take care of the nose. objects in your nose, etc.
Posters
The teacher explains in simple terms how to take care of the hair Pupils identify and demonstrate how they take Video clips
using charts and video clips. care of their hair.
CARE OF THE HAIR
Charts
8–9
The teacher identifies simple ways of taking care of the hair e.g.
- How to take care of the hair.
washing the hair, combing the hair and applying hair cream, plaiting Posters
the hair, etc.
With the aid of charts, posters and video clips, teacher identifies Pupils mention the objects they use to take Video clips
MATERIALS USED TO TAKE CARE
objects used to take care of the body e.g. sponge, soap, comb, body care of their body.
10 OF THE BODY
cream, hair cream, toothbrush, etc. Charts
Page | 27

- Identification of materials used to Teacher shows how these objects are used safely. Posters
take care of the body.
- How to use the materials.
11 REVISION
12 EXAMINATION
HEALTH HABITS
UNIT LEARNING
Teacher revises first-terms works with pupils. Pupils revise first-term works with the teacher’s Charts
1 REVISION
guidance. Video clips
Teacher uses charts and video clips to explain in simple terms Pupils identify how to take care of their skin and Charts
how to take care of the skin e.g. bathing regularly, using clean the materials needed.
CARE OF THE SKIN body towel to dry the body after bathing, applying body cream, Video clips
wearing proper clothes, etc. Pupils demonstrate methods of taking care of the
2–3 - Bathing regularly skin as guided by the teacher. Body cream
- Applying body cream Teacher identifies materials needed to take care of the skin.
- Materials used to take care of the skin Hair cream
Teacher demonstrates how to care for the skin and guides
pupils to imitate.
Teacher uses charts and video clips to explain in simple terms Pupils identify how to wash their mouth and teeth. Charts
how to take care of the mouth and the teeth e.g. using
CARE OF THE MOUTH AND TEETH
mouthwash, brushing the teeth at least twice daily, etc. Pupils identify the materials needed to take care Video clips
of their mouth and teeth.
- Brushing twice daily.
4–5 Teacher identifies materials needed to take care of the mouth Body cream
- Using mouth wash.
and teeth e.g. toothbrush, mouthwash, toothpaste, etc.
- Materials used to take care of the
Hair cream
mouth and teeth.
Teacher demonstrates how to wash the mouth and the teeth
with toothbrush and toothpaste.
Teacher explains in simple terms the meaning of “environment” Pupils describe their environment. Video clips
THE ENVIRONMENT and uses charts and video clips to guide pupils to identify and
describe an environment. Pupils if their school and home environments are Charts
6–7
- Clean Environment clean or dirty environments.
- Dirty Environment Teacher guides pupils to identify and differentiate clean and
dirty environments.
Page | 28

CLEAN ENVIRONMENT Teacher uses charts and video clips to guide pupils to Pupils list things found in a clean environment. Charts
understand what a clean environment is all about and to Video clips
- Things found in clean environments. identify it and to also identify the objects found in it. Pupils identify the materials needed to keep their Broom
8–9
- How to make our environments clean. environments clean. Dustpan
- Materials used to make the Teacher demonstrates how to keep our environment clean and
environment clean to identify the materials needed to keep the materials clean.
DIRTY ENVIRONMENT Teacher uses charts and video clips to guide pupils to Pupils demonstrate how to make their classroom Charts
understand what a clean environment is all about and to clean whenever it is dirty. Video clips
- Things found in dirty environments identify it and to also identify the objects found in it. Broom
10
- How to make a dirty environment Dustpan
become clean Teacher demonstrates to the pupils how to make dirty
environment become clean.
11 REVISION
12 EXAMINATION
HEALTH HABITS
UNIT LEARNING
1 REVISION
Teacher revises the meaning of clean environment and dirty Pupils mention why they need to keep their Video clips
CLEAN AND DIRTY ENVIRONMENTS environment with the pupils. environment clean.
Charts
2–3 - Causes and Effects of Dirty Teacher guides pupils to identify reasons some environments Pupils mention what they would do to keep their
Environments are dirty and the effects of dirty environments. classroom and environment clean. Broom
- Importance of Clean Environment
Teacher mentions the importance of clean environments. Dustpan
The teacher explains the meaning of “personal hygiene” in Pupils mention how they to maintain good Video clips
simple terms as “one’s cleanliness” using charts, posters and personal hygiene.
PERSONAL HYGIENE
video clips of people with good personal hygiene. Charts
Pupils mention the importance of good personal
4–5 - Meaning of Personal Hygiene
Teacher mentions the importance of good personal hygiene and hygiene. Posters
- Importance of Personal Hygiene
tells the pupils that it helps people to look good, smell well,
- How to maintain good personal hygiene
have self-confidence and loved by people.
Page | 29

Teacher identifies and demonstrates how to maintain good

personal hygiene to the pupils e.g. bathing twice daily, brushing
the teeth twice daily, using perfumes and body spray, etc.
Teacher explains using simple terms the meaning of good Pupils describe what it means for a person to be Video clips
GOOD HEALTH
health and uses charts and video clips to guide pupils to identify in good health.
people who have good health. Charts
- Meaning of good health.
6–7 Pupils tell if a sick person has good health or not.
- How to have good health e.g. good food,
Teacher describes to the pupils the various ways people can Posters
exercise, enough rest or sleep.
have and maintain good health e.g. engaging in body exercises,
eating good food and resting well.
Teacher uses simple terms to describe body exercise to the Pupils demonstrate simple body exercises as Charts
pupils and uses charts and video clips to guide pupils through guided by the teacher.
BODY EXERCISES
identification of simple body exercises. Video clips
Teacher leads pupils to demonstrate some simple body Pupils mention why exercise is good for the
8 - How to exercise the body
exercises. body. Posters
- Importance of exercise
Teacher lists the importance of body exercises e.g. for fitness Pupils mention if body exercises give good
and good health. health or causes sickness?
Teacher uses simple terms to describe the meaning of “good Pupils identify good foods and where to make Charts
food” to the pupils. good foods.
Video clips
Teacher uses charts and video clips to guide pupils through Pupils mention why good foods are good for the
GOOD FOOD
identification of good foods or healthy foods. body. Posters
9 - Meaning of good food – clean and
Teacher leads pupils to understand that good foods are Pupils mention if good food gives us good health
nutritious food.
prepared in clean environments and they make the body or causes sickness?
healthy.
Teacher lists the importance of good foods e.g. for good health
i.e. to prevent sickness.
Teacher guides pupils to understand the meaning of rest and Pupils identify and demonstrate how to rest at Charts
REST uses charts and videos to aid pupils’ understanding. Teacher home and school.
helps pupils to identify the importance of rest to body. Posters
10 - Meaning of rest Pupils tell if rest makes the body sick or healthy.
- How to rest Teacher demonstrates to the pupils how to rest at home and in Video clips
- Times to sleep the classroom. Teacher mentions to the pupils the times or
moments to rest at home and school.
11 REVISION
12 EXAMINATION
Page | 30

SOCIAL HABITS
UNIT LEARNING
Teacher engages the pupils in a call-and-respond Pupils respond when called by the teacher. Video clips
conversation and guides the pupils respond to their
KNOWING AND RESPONDING TO name when called. Pupils pair up and they practise calling each other and Charts
1
ONE’S NAME responding correctly and politely.
Teacher leads pupils through responding perfectly when
called.
Using charts and posters, teacher leads pupils to identify Pupils identify common objects in the environment e.g. car, Video clips
OBJECTS IN THE ENVIRONMENT
objects commonly found in the environment. house, tree, etc.
2 Charts
- Identification of objects
Teacher lists commonly found objects in the Pupils mention the uses of common objects in the
- Uses of objects in the environment
environment and discusses their uses. environment.
Teacher uses video clips, charts and posters to guide Pupils demonstrate when and how to say “thank you”. Video clips
GRACE AND COURTESY pupils through saying “Thank you.”
3 Pupils say thank you to their classmates politely. Charts
- Learning to say “Thank you.” Teacher mentions examples of situations where pupils
should say “Thank you”. Posters
Teacher uses video clips, charts and posters to guide Pupils demonstrate when and how to say “I’m sorry.” Video clips
pupils through saying “I’m sorry.”
GRACE AND COURTESY
Teacher explains the importance of saying “I’m sorry.” Pupils role-play to demonstrate how to say “I’m sorry.” Charts
4
- Learning to say “I’m sorry.”
Teacher describes situations where pupils should say Posters
“Thank you” and gets them to say so.
Teacher uses video clips, charts and posters to guide Pupils demonstrate when and how to say “Excuse me.” Video clips
pupils through saying “Excuse me.”
GRACE AND COURTESY Teacher explains the importance of saying “Excuse me.” Pupils role-play to demonstrate how to say “Excuse me.” Charts
5
- Learning to say “Excuse Me.” Teacher describes situations where pupils should say Pupils mention why they need to have courtesy. Posters
- Importance of courtesy. “Excuse me” and gets them to say so.
Teacher mentions reasons pupils need to have courtesy.

SIMPLE INSTRUCTIONS Using simple terms, charts and video clips, teacher Pupils identify simple instructions. Video clips
explains the meaning of instruction to the pupils and
6–7 - Examples of Simple instructions at guides them to identify simple instructions. Pupils respond accurately and politely to simple instructions. Charts
home and school.
- How to Respond to Instructions
Page | 31

Teacher guides pupils to respond correctly and politely

to simple instructions.
Teacher lists examples of simple instructions at school Pupils identify simple instructions that they must obey. Charts
e.g. “Listen attentively to your teacher.” “Do not fight
your classmates.” Teacher mentions those who make Pupils demonstrate how to obey simple instructions at school Video clips
SIMPLE INSTRUCTIONS AT
simple instructions at school e.g. teachers, headmaster and identify those who give simple instructions.
8–9 SCHOOL
or headmistress, proprietor or proprietress, etc. Posters
Pupils mention reasons they need to obey simple instructions
Teacher mentions to the pupils the importance of at school.
obeying simple instructions at school.
Teacher lists examples of simple instructions at home Pupils identify simple instructions at home. Pupils mention Video clips
e.g. “Do your homework now.” “Greet your parents in the those who give simple instructions at home.
SIMPLE INSTRUCTIONS AT HOME morning when you wake up.” Charts
10
Pupils demonstrate how to obey simple instructions at home
Teacher mentions to the pupils the importance of and they mention those who give simple instructions at Posters
obeying simple instructions at home. home.
11 REVISION
12 EXAMINATION
SOCIAL HABITS
UNIT LEARNING
Teacher revises first-terms works with pupils. Pupils revise first-term works with the teacher’s guidance. Charts
1 REVISION
Video clips
Teacher guides pupils to behave composed and Pupils demonstrate behaving appropriately and mention the Video clips
COMPOSURE
appropriately at home, school and in public places such importance.
as religious places using video clips.
2 - Behaving appropriately and
maintain composure at home,
Teacher mentions the importance of behaving
school and public places.
appropriately at all times everywhere.
SIMPLE GREETINGS AT HOME Teacher uses simple terms to explain the meaning of Pupils identify times they ought to greet at home, who they Charts
3–4 “greeting” to the pupils. ought to greet and how to greet them.
- When to greet at home. Video clips
Page | 32

- Who to greet at home. The teacher mentions the times or moments children are Pupils demonstrate ways of greeting politely at home.
- How to greet politely at home. expected to greet. The teacher guides pupil to identify
who they ought to greet at home and how to greet them.
With the aid of charts, posters and video clips, teacher Pupils identify times they ought to greet at school, who they Charts
SIMPLE GREETINGS
demonstrates how pupils should greet at school. ought to greet and how to greet them.
Video clips
5–6 - When to greet at school.
The teacher mentions the times or moments pupils are Pupils demonstrate ways of greeting politely at school.
- Who to greet at school.
expected to greet. The teacher guides pupil to identify
- How to greet politely at school.
who they ought to greet at school and how to greet them.
With the aid of charts and posters, teacher explains in Pupils mention examples of male clothes and female clothes. Shirt
CLOTHING
simple terms the meaning of clothes and guides the
pupils to identify and differentiate male and female Pupils mention reasons for wearing clothes. Skirt
- Meaning of clothing.
clothing.
- Male and female clothing.
6–7 Pupils describe their school uniform. Dress
- Reasons for wearing clothes.
Teacher mentions reasons for wearing clothes. Teacher
- School Uniform
explains the concept of school uniform and guides pupils Trousers
to identify school uniform as a type of clothing.
Uniform
Using charts and posters, teacher guides pupils to Pupils identify different clothes suitable for hot weather and Charts
CLOTHES FOR DIFFERENT
identify different clothes during different weather cold weather.
WEATHER
conditions. Posters
8–9
- Clothes suitable for cold weather
Teacher shows samples of real clothes that could be Cardigan
- Clothes suitable for hot weather
worn during hot weather and cold weather. Sleeveless
Sweater
Using pictures and video clips, teacher guides pupils to Pupils identify special clothing and they mention where each Apron
identify some special clothing such as apron, school type of special clothing is worn.
SPECIAL CLOTHING
uniform, jersey, overall, etc. School
uniform
10 - School uniform
Teacher guides pupils to know where each special cloth
- Sport jersey
is worn and the importance. Jersey
- Apron
Chart
11 REVISION
12 EXAMINATION
Page | 33

SOCIAL HABITS
UNIT LEARNING
1 REVISION
With the aid of charts and posters, the teacher uses simple terms Pupils identify local foods. Charts
FOODS IN NIGERIA
to explain the meaning of food to the pupils and guides them to
identify some Nigerian foods. Pupils mention their favourite local food. Video clips
2–3 - Meaning of food
- Examples of local foods e.g.
Teacher uses pictures to guide pupils through identification of
Pounded yam – “Iyan”, “Amala,”
local foods.
RESPECT Teacher explains the meaning of respect to the pupils in simple Pupils identify simple ways of showing respect Charts
terms and demonstrates simple ways in which pupils can show and they demonstrate in simple role-play
- At home respect to others. Posters
4–5
- In school
- Public places Teacher mentions places where people have to show respect to
others.
WHO TO RESPECT Using charts and posters, teacher guides pupils to identify Pupils identify people they have to respect. Charts
people to be respected at home, school and public places.
6–7 - Parents Pupils mention the importance of showing respect posters
- Elders in the community Teacher guides pupils to understand the importance of to others.
- Teachers etc. respecting their parents, teachers and elders in the community.
Teacher uses pictures and video clips to show simple ways to Pupils demonstrate ways of showing respect to Charts
WAYS OF SHOWING RESPECT
respect people e.g. greeting people, running errands, obedience people in a simple role-play.
to elders. Posters
8 - Methods of showing respect to
others e.g. running errands,
Teacher guides pupils to demonstrate showing respect to elders
greeting, etc.
in a simple role-play.
NIGERIA Teacher guides pupils to identify Nigeria as their country and to Pupils mention that they are Nigerians. MP3 Player
recite different rhymes on Nigeria.
- Nigeria is my country. Pupils recite the national anthem of Nigeria. Charts
9 – 10 - “I am a Nigerian.” Teacher leads pupils to mention that they are Nigerians and they
- Reciting the National Anthem. recite the Nigeria national anthem. Posters
-
Flag of Nigeria
11 REVISION
12 EXAMINATION
Page | 34

HANDWRITING
WEEK TOPIC TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1–2 Pre tracing and writing skills Teacher encourages pupils without any form of coercion or Pupils scribble on sand trays and their Sand trays
(Free writing) manipulation to scribble freely on sand trays, and their notebooks. Writing book
books.
3–4 VERTICAL LINES Teacher demonstrates and guides pupils to take proper Writing book
- Tracing vertical lines sitting position and grip their pencils properly. Pupils attempt to perfectly trace given
strokes or lines. Pencil
Teacher demonstrates, encourages and supervises pupils as
they strive to trace the given patterns. Eraser
5–6 HORIZONTAL LINES Teacher demonstrates and guides pupils to take proper Writing book
- Tracing horizontal lines sitting position and grip their pencils properly. Pupils attempt to perfectly trace given
7–8 Tracing of slanting lines e.g. Teacher demonstrates and guides pupils to take proper Writing book
sitting position and grip their pencils properly. Pupils attempt to perfectly trace given
9 – 10 Tracing slanting lines e.g. Teacher demonstrates and guides pupils to take proper Writing book
sitting position and grip their pencils properly. Pupils attempt to perfectly trace given
11 REVISION
12 EXAMINATION
Page | 35

HANDWRITING
RESOURCES
1 Revision of last term’s work Revision of last term’s work Revision of last term’s work Writing book
2–3 LINES IN DOUBLE FORMATION Teacher encourages pupils without any form of Pupils scribble on sand trays and Sand trays
- Tracing horizontal lines. coercion or manipulation to scribble freely on their notebooks. Writing book
sand trays, and their books.
4–6 INTERSECTING SLANT LINES Teacher demonstrates and guides pupils to take Writing book
- Tracing intersecting slant lines. proper sitting position and grip their pencils Pupils attempt to perfectly trace
properly. given strokes or lines. Pencil
Teacher demonstrates, encourages and supervises Eraser

pupils as they strive to trace the given patterns.
- Tracing intersecting slant lines. proper sitting position and grip their pencils Pupils attempt to perfectly trace

9 – 10 CIRCLES Teacher demonstrates and guides pupils to take Writing book
- Tracing circle. proper sitting position and grip their pencils Pupils attempt to perfectly trace

11 REVISION
12 EXAMINATION
Page | 36

HANDWRITING
RESOURCES
2–3 TRACING LETTERS Teacher demonstrates and guides pupils to take proper sitting Writing book
position and grip their pencils properly. Pupils attempt to perfectly trace
- Tracing and reading the following given strokes or lines. Pencil
words: Teacher demonstrates, encourages and supervises pupils as
it, if, in, is they trace the given two-letter words in their writing book. Eraser
4–5 TWO-LETTER WORDS Teacher demonstrates and guides pupils to take proper sitting Writing book
at, an, am, as they trace the given two-letter words in their writing book. Eraser
on, ox, of, or they trace the given two-letter words in their writing book. Eraser
lo, no, go, so they trace the given two-letter words in their writing book. Eraser
10 TWO-LETTER WORDS Teacher demonstrates and guides pupils to take proper sitting Writing book
he, me, we, be they trace the given two-letter words in their writing book. Eraser
11 REVISION
12 EXAMINATION
Page | 37

SCHEME OF WORK
FOR
PRE-SCHOOL
LEVEL 2
Page | 38

LITERACY
WEEK TOPIC – CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1-3 LISTENING AND SPEAKING Teacher guides pupils to talk about news of Pupils talk about news of happenings at home Learning Stamps,
SKILLS happenings at home and their community e.g. the and their community e.g. the birth of a baby, a Story Book, Picture
birth of a baby, a birthday party, a visit to the birthday party, a visit to the village, stadium, Book, Chart
village, stadium, the zoo, amusement park, etc. the zoo, amusement park, etc. Posters, and Video.
READING SKILLS Teacher guides the pupils to relate the sound of Pupils relate the sound of the letters of the Crayons, Pencil,
Picture reading and recognition the letters of the alphabet to objects E.g. Aa as in alphabet to objects E.g. Aa as in Apple, Axe, Ant. Chalk and Book.
of objects around the home, Apple, Axe, Ant. Bb as in Ball, Bat, Book, Cc as in Bb in Ball, Bat, Book, Cc as in cat, Chair, Crayon Flash cards, Picture
school and community. cat, Chair, Crayon etc. etc. Charts and Jigsaws
WRITING SKILLS Teacher guides the pupils to trace, colour and Pupils to trace, colour and write the alphabets Puzzles.
Tracing, colouring and writing of write the alphabets Aa Bb Cc. Aa Bb Cc.
the alphabets Aa, Bb and Cc.
SONGS, RHYMES AND POEMS: Teacher guides the pupils to reads / sings songs, Pupils reads / sings songs, poems or rhymes,
Singing traditional rhymes, songs poems or rhymes, and guide pupils to play out and guide pupils to play out characters in the
and poems. characters in the songs. songs.
village, stadium, the zoo, amusement park, etc. the zoo, amusement park, etc.
READING SKILLS Teacher guides the pupils to relate the sound of Pupils relate the sound of the letters of the Posters, and Video.
Picture reading and recognition the letters of the alphabet to objects E.g. Dd as in alphabet to objects E.g. Dd as in Dog, Doll, Door. Crayons, Pencil,
of objects around the home, Dog, Doll, Door. Ee as in Egg, Eye, Elephant, Ff as Ee as in Egg, Eye, Elephant, Ff as in Fish, Fan, Chalk and Book.
school and community. in Fish, Fan, Food etc. Food etc. Flash cards, Picture
WRITING SKILLS Teacher guides the pupils to trace, colour and Pupils to trace, colour and write the alphabets Charts and Jigsaws
Tracing, colouring and writing of write the alphabets Dd, Ee and Ff. Dd, Ee and Ff. Puzzles.
the alphabets Dd, Ee and Ff.
Page | 39

READING SKILLS Teacher guides the pupils to relate the sound of Pupils relate the sound of the letters of the
Picture reading and recognition the letters of the alphabet to objects E.g. Gg as alphabet to objects E.g. Gg as Goat, Gun, Golf, Crayons, Pencil,
of objects around the home, Goat, Gun, Golf, Hh as in House, Hut, Horn, and Ii Hh as in House, Hut, Horn, and Ii as Iron, Ink, Chalk and Book.
school and community. as Iron, Ink, Ice etc. Ice etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Gg, Hh and Ii. Gg, Hh and Ii. Puzzles.
the alphabets Gg, Hh and Ii.
10 LISTENING AND SPEAKING Teacher guides pupils to talk about news of Pupils talk about news of happenings at home Learning Stamps,
Picture reading and recognition the letters of the alphabet to objects E.g. Aa as in alphabet to objects E.g. Aa as in Apple- Ii as in
of objects around the home, Apple - Ii as in Iron etc. Iron etc. Crayons, Pencil,
school and community. Chalk and Book.
WRITING SKILLS Teacher guides the pupils to trace, colour and Pupils to trace, colour and write the alphabets Flash cards, Picture
Tracing, colouring and writing of write the alphabets Aa – Ii. Aa – Ii. Charts and Jigsaws
the alphabets Aa – Ii. Puzzles.
11 REVISION REVISION REVISION
12 EXAMINATION EXAMINATION EXAMINATION
Page | 40

LITERACY
RESOURCES
Picture reading and recognition the letters of the alphabet to objects E.g. Jj as in alphabet to objects E.g. Jj as in Jug, Juice, Jeans. Crayons, Pencil,
of objects around the home, Jug, Juice, Jeans. Kk as in Kettle, Kite, King. Ll as in Kk as in Kettle, Kite, King. Ll as in Lion, Leaf, Lip Chalk and Book.
school and community. Lion, Leaf, Lip etc. etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Jj, Kk and Ll. Jj, Kk and Ll. Puzzles.
the alphabets Jj, Kk and Ll.
Picture reading and recognition the letters of the alphabet to objects E.g. Mm as in alphabet to objects E.g. Mm as in Man, Mat, Crayons, Pencil,
of objects around the home, Man, Mat, Mango. Nn as in Nail, Net, Needle. Oo as Mango. Nn as in Nail, Net, Needle. Oo as in Chalk and Book.
school and community. in Orange, Onion, Owl etc. Orange, Onion, Owl etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Mm, Nn and Oo. Mm, Nn and Oo. Puzzles.
the alphabets Mm, Nn and Oo.
Page | 41

Picture reading and recognition the letters of the alphabet to objects E.g. Pp as in alphabet to objects E.g. Pp as in Pot, Pig, Crayons, Pencil,
of objects around the home, Pot, Pig, Pineapple. Qq as in Queen, Quilt, Quarter. Pineapple. Qq as in Queen, Quilt, Quarter. Rr as Chalk and Book.
school and community. Rr as in Rabbit, Rat, Rib etc. in Rabbit, Rat, Rib etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Pp, Qq and Rr. Pp, Qq and Rr. Puzzles.
the alphabets Pp, Qq and Rr.
Picture reading and recognition the letters of the alphabet to objects E.g. Aa as in alphabet to objects E.g. Aa as in Apple - Rr as in Crayons, Pencil,
of objects around the home, Apple - Rr as in Rabbit etc. Rabbit etc. Chalk and Book.
school and community. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Aa – Rr. Aa – Rr. Puzzles.
the alphabets Aa – Rr.
Page | 42

LITERACY
RESOURCES
Picture reading and recognition the letters of the alphabet to objects E.g. Ss as in alphabet to objects E.g. Ss as in Sun, Snake, Crayons, Pencil,
of objects around the home, Sun, Snake, Star. Tt as in Tree, Train, Tiger. Uu as Star. Tt as in Tree, Train, Tiger. Uu as in Chalk and Book.
school and community. in Umbrella, Uncle, Under etc. Umbrella, Uncle, Under etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Ss, Tt and Uu. Ss, Tt and Uu. Puzzles.
the alphabets Ss, Tt and Uu.
Picture reading and recognition the letters of the alphabet to objects E.g. Vv as in alphabet to objects E.g. Vv as in Van, Vehicle, Crayons, Pencil,
of objects around the home, Van, Vehicle, Video. Ww as in Window, Wheel, Video. Ww as in Window, Wheel, Wig. Xx as in Chalk and Book.
school and community. Wig. Xx as in Xmas, X-ray, Xylophone etc. Xmas, X-ray, Xylophone etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Vv, Ww and Xx. Vv, Ww and Xx. Puzzles.
the alphabets Vv, Ww and Xx.
Page | 43

Picture reading and recognition the letters of the alphabet to objects E.g. Xx as in alphabet to objects E.g. Xx as in Xmas, X-ray, Crayons, Pencil,
of objects around the home, Xmas, X-ray, Xylophone. Y as in Yam, Yoyo, Yacht. Xylophone. Y as in Yam, Yoyo, Yacht. Z as in Zip, Chalk and Book.
school and community. Z as in Zip, Zebra, Zig-Zag etc. Zebra, Zig-Zag etc. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Xx, Yy and Zz. Xx, Yy and Zz. Puzzles.
the alphabets Xx, Yy and Zz.
Picture reading and recognition the letters of the alphabet to objects E.g. Aa as in alphabet to objects E.g. Aa as in Apple - Z as in Crayons, Pencil,
of objects around the home, Apple - Z as in Zip etc. Zip etc. Chalk and Book.
school and community. Flash cards, Picture
Tracing, colouring and writing of write the alphabets Aa – Zz. Aa – Zz. Puzzles.
the alphabets Aa – Zz.
Page | 44

NUMERACY
RESOURCES
1 NUMBERS: 0 – 22 Teacher guides pupils to read numbers 0 – 22 and Pupils learn the right pronunciation of these Learning Stamps
Counting Numbers Orally: 0 – 20 to count or identify objects. numbers this is the purpose for oral counting. Charts
Count objects orally: 0 - 20 MP4 Player
Learn number rhymes and songs. Teacher guides pupils to count their fingers and Pupils count their fingers and toes and tell Flash cards
Bottle tops etc.
toes and tell teacher the number. teacher the number.
2 NUMBERS: 21 – 22 Teacher guides pupils to recognise numbers 21 - 22 Pupils identify and read numbers 21 - 22. Learning Stamps
Recognition of Numbers: 21 - 22. and to scribble. Charts
Tracing, Colouring and Scribbling Teacher guides children to count and sort out Pupils count objects and scribble.
familiar objects such as books, bags, shoes, pencils MP4 Player, Videos
etc. Tracing, colouring and writing of number 21 - 22. Flash cards etc.
3 NUMBERS: 0 – 24 Teacher guides pupils to recognise numbers 0 - 24 Pupils learn the right pronunciation of these Learning Stamps
Counting Numbers Orally: 0 - 24 and to scribble. numbers this is the purpose for oral counting. Charts
Count objects orally: 0 - 24 Teacher cut out numbers and objects and stick to
Learn number rhymes and songs. the flannel board for children to identify and Pupils count their fingers and toes and tell MP4 Player, Videos
pronounce the number. teacher the number. Flash cards etc.
4 NUMBERS: 22 - 24 Teacher guides pupils to recognise numbers 22 - 24 Pupils identify and read numbers 22 - 24. Learning Stamps
5 NUMBERS: 0 - 26 Teacher guides pupils to recognise numbers 0 – 26 Pupils learn the right pronunciation of these Learning Stamps
6 NUMBERS: 24 - 26 Teacher guides pupils to recognise numbers 24 – 26 Pupils identify and read numbers 24 - 26. Learning Stamps
etc. Tracing, colouring and writing of number 24 - 26.
Page | 45

Flash cards etc.
7 NUMBERS: 0 - 28 Teacher guides pupils to recognise numbers 0 - 28 Pupils learn the right pronunciation of these Learning Stamps
9- NUMBERS: 0 - 30 Teacher guides pupils to recognise numbers 0 - 30 Pupils learn the right pronunciation of these Learning Stamps
etc. Tracing, colouring and writing of number 28 -30. Flash cards etc.

*Teacher’s use of learning stamps enhances children's comprehension
Page | 46

NUMERACY
RESOURCES
Bottle tops etc.
Page | 47

Flash cards etc.
Recognition of Numbers: 36-38. and to scribble. Charts

Page | 48

NUMERACY
RESOURCES
Bottle tops etc.
Tracing, Colouring and Scribbling Teacher guides children to count and sort out Pupils count objects and scribble. MP4 Player, Videos
familiar objects such as books, bags, shoes, pencils Flash cards etc.
Page | 49

Recognition of Numbers: 46-48. and to scribble. Charts

Page | 50

PRE – SCIENCE
UNIT LEARNING
1-2 LIVING THINGS: Exploring the environment Identifying and classifying Pupils go around the school environment and Charts
PLANTS Things in the environment into living and non – living identify plants in the school.
- Meaning of plants things. Posters
- Identification of plants Pupils mention that plants provide food for
- Examples of Plants e.g. Teacher with the aid of real living things, an appropriate people. MP4 Player
flower. text book and chart showing pictures of living and non-
living things leads pupils in discussing the topic. Pupils bring to class some of the living and non-
living things in their community.
The teacher explains the meaning of plants to the pupils in
simple terms and guides the pupils to identify plants using Pupils learn to draw and colour some of these
pictures on charts and an MP4 Player. objects.
The teacher leads the pupils to identify plants around the

school and to know that plants provide food for us.
3 LIVING THINGS: Using charts and an MP4 Player, the teacher guides pupils Pupils identify several fruits on charts, posters Charts
FRUITS to identify different fruits and to know that they are from and on an MP4 Player.
Meaning of fruits plants. Posters
Identification of fruits Pupils mention where we get fruits come from.
Teacher shows real fruits such as orange, pawpaw to the MP4 Player
pupils and pictures of orange plant (tree)and pawpaw Pupils recite nursery rhymes on fruits and colour
plant (tree). drawings of different fruits colourfully.
Teacher guides pupils to recite nursery rhymes on fruits.
4-5 ANIMALS Teacher uses charts and an MP4 Player to explain and Pupils identify different animals on charts. Charts
identify animals to the pupils.
- Meaning of Animals Pupils mention parts of the body of animals and Posters
- Description of animals: parts Teacher describes the similarities between the parts of the describe the similarity with humans.
of their body body of animals and human beings. MP4 Player
- Similarities between animals
and humans (Parts of their Teacher explains to pupils that plants don’t have body
bodies) parts of humans but animals do.
Page | 51

6 DOMESTIC ANIMALS Using charts and an MP4 Player, teacher explains the Pupils identify and list domestic animals. Charts
meaning of domestic animals and guides pupils to identify
- Meaning of domestic animals domestic animals. Pupils colour pictures of domestic animals Posters
(animals found at home). beautifully.
- Examples of domestic Teacher guides pupils to mention names of domestic MP4 Player
animals. animals.
7-8 PARTS OF THE BODY – The With the aid of charts and posters, the teacher guides the The pupils identify the head and mention the uses Charts
Head pupils to identify the head of humans. of the head.
Posters
- Identification of the head The teacher leads pupils to know and mention the uses of The pupils touch their head.
- Uses of head the head – for thinking.
9 PARTS OF THE BODY – The With the aid of charts and posters, the teacher guides the The pupils identify the mouth and the teeth and Charts
Mouth and the Teeth pupils to identify the mouth and the teeth of humans. mention their uses.
Posters
- Identification of the Mouth The teacher leads pupils to know and mention the uses of The pupils touch their mouth and lips.
- Identification of the Teeth the mouth and the teeth. Crayon
- Uses of the mouth and the Pupils colour the picture of the mouth beautifully.
teeth.
10 PARTS OF THE BODY – The With the aid of charts and posters, the teacher guides the The pupils identify the lips and the tongue and Charts
Lips and the Tongue pupils to identify the lips and the tongue of humans. mention their uses.
Posters
- Identification of the Lips The teacher leads pupils to know and mention the uses of The pupils touch their lips and show their tongue
- Identification of the Tongue the lips and the tongue. by pushing it out. Crayon
- Uses of the lips and the Pupils colour the pictures of the lips and the
tongue. tongue beautifully.
11 REVISION
12 EXAMINATION
Page | 52

PRE – SCIENCE
RESOURCES
1 REVISION Revision of first term’s work Revision of first-term works. MP4 Player
2–4 IDENTIFYING THE SENSES, With the aid of charts, posters and video clips, the Pupils learn to use their senses by: Video clips
THE ORGANS AND THEIR teacher explains the meanings of sense and organs to - Touching objects and expressing the
USES the pupils in simple terms. feeling whether such objects are cold, hot, Charts
warm, soft strong, rough, or smooth
- The sense of sight: Eyes Teacher guides pupils to identify their sense organs - Tasting substance to tell whether they are Posters
- The sense of smell: Nose and to describe what they do with each sense organ. sweet, bitter, salty or sour.
- The sense of hearing: Ears - Observing objects to tell whether they are
- The sense of touch: Skin Teacher guides pupils to colour pictures of the sense near, far, straight or bent.
- The sense of taste: Tongue organs beautifully.
5 AIR Teacher demonstrates to pupils the existence of the air Pupils make bubbles using straw, water and Charts
by leading pupils in simple actions like breathing in detergent.
- Description of air: invisible and out, blowing with mouth or by using paper fan, Posters
but can be felt. blowing air into a balloon, blowing bubbles in water Pupils describe the properties of air.
- Air as a substance that etc. Video clips
occupies space. Some of the objects that need air are football, bicycle Pupils tell how they know air exists even
tubes, vehicle tubes, and balloons. when they cannot see it.
Teacher guides pupils to make bubbles using straw,

water and detergent.
Teacher guides pupils to understand that air cannot be

seen but can be felt and that air occupies space in
several object like balloons, car tyres, etc.
6 USES OF AIR Teacher uses charts and video clips to describe the Pupils breathe in and out. Balloon
uses of air in simple terms.
- Breathing Pupils fill in air into a balloon. Hand fan
- Cooling Teacher demonstrates breathing in and out air, fanning
- Filling balloons, tyres, etc. and cooling with air, inflating a balloon in the Pupils cool themselves by fanning with a Charts
classroom. hand fan.
Page | 53

7 AIR TRANSPORTATION Teacher uses charts and video clips to guide pupils to Pupils move kites or balloons in air. Kite
understand that some objects move in air e.g. airplane,
- Air as a means of drone, kite, balloon, helicopter, etc. Pupils colour pictures of objects that move Balloon
transportation: airplane, in air beautifully.
helicopter, kite, etc. Teacher guides pupils to understand good smell and Charts
bad smell are perceived through air.
- Smell can be perceived in Video clips
air too.
8 – 10 WATER Teacher describes water in simple terms and uses a Pupils identify the type of water that is Bowl of water
bowl of water to guide pupils to understand the topic usable.
- Description of water better. Bottled water
- Clean and Dirty Water
Teacher compares a clean water with dirty water and Charts
guides pupils to differentiate.
Video clips
9 SOURCES OF WATER With the aid of charts, posters and video clips, teacher Pupils mention where they water from. Charts
guides pupils to understand where people get water
- Objects that float on water. from e.g. tap, river, rain, well, etc. People identify objects that can float or sink Posters
- Objects that sink in water. in water by practising it in class using
Teacher guides pupils to identify objects that float on familiar objects to children such as feather, Bowl of water
water and those that sink in water. nylon, balloon, pencil, key, sponge etc.
Stone, feather,
nylon, spoon, etc.
10 USES OF WATER Teacher guides pupils to identify several uses of water Pupils mention what they use water for at Charts
at home and school. home and school
Posters
11 REVISION
12 EXAMINATION
Page | 54

PRE-SCIENCE
RESOURCES
1 REVISION Revision of second term’s work Revision of second term’s work MP4 Player
2–3 SIMPLE MACHINES Teacher explains the meaning of simple machine Pupils identify simple machines in the school, Charts
to pupils in simple terms. Teacher uses charts and home and their surroundings.
- Definition of Simple Machines. video clips to lead pupils to identify simple Pupils bring some machines to school for Video clips
- Identification of Simple machines and to aid their grasp of the topic. identification and discussion.
Machines Pupils identify uses of the simple machines. Bottle opener,
- Uses of Simple Machines Teacher leads pupils to identify the uses of scissors, etc.
common simple machines at home and school.
4–5 COLOURS Teacher uses charts and posters to identify Pupils sort and classify objects and materials Charts
colours. according to their colours.
- Identification of colours Crayon
- Uses of colours Teacher leads pupils to identify primary colours: Pupils should make beautiful designs from
blue, red and yellow and other secondary colours colourful papers provided by teacher. Posters
such as green, pink, brown, etc. Pupils should colour objects with their colour
pencils or crayons.
Teacher guides pupils to colour different drawings
in specified colours.
6–7 SOIL Teacher explains the meaning of soil in simple Pupils identify and mention the name of each Clay soil
terms. soil sample. Loamy soil
- Meaning of soil. Sandy soil
- Types of soil: Clay, loam and Teacher collects samples of soils and displays Pupils use clay soil in making various items.
sandy soil. them to the pupils. Charts
- Uses of soil. Teacher guides the pupils to identify each type of
soil and the uses of the soils. Posters
Teacher guides children in touching, observing

and describing the colour and the texture of each
soil.
Page | 55

8–9 CHEMICALS USED AT HOME Teacher teaches with the aid of charts and video Pupils actively participate in the discussion Detergent
clips showing pictures of some chemicals used at by listening to teacher, responding to
- Kerosene: for cooking home and their uses. questions and asking questions during lesson Soap
Petrol: for powering generators,
vehicles, etc. Teacher gets real kerosene, petrol, detergents and Pupils identify different chemicals and their Water
- Detergent and soap: for soaps and displays them to the pupils to aid their uses.
washing and bathing. grasp of the topic. Kerosene
Pupils identify the chemicals they usually
Teacher demonstrates the use of some of the uses and demonstrate how they use them. Stove
chemicals e.g. putting kerosene in a stove,
washing a handkerchief with detergents and
washing hands with soap.
10 CHEMICALS USED AT HOME Teacher brings disinfectants, antiseptics and Pupils identify and demonstrate the uses of Disinfectants
pesticides to the classroom. disinfectants, antiseptics and pesticides.
- Disinfectants, antiseptics and Pesticides
pesticides: for killing germs and Teacher guides pupils to identify the chemicals
pest and their uses. Antiseptics
Charts
Posters
11 REVISION Revision and Examination
12 EXAMINATION
Page | 56

HEALTH HABITS
WEEK TOPIC - CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
1-2 IDENTIFYING PARTS OF Teacher with the aid of charts showing pictures Pupils actively participate in the lesson by Learning Stamps, Story
THE HUMAN BODY of the human body identifies and explains to listening and performing teacher’s instructions. Book, Picture Book,
The head, neck, chest, pupils the different parts of the human body and Chart Posters, and
elbow etc. their functions Pupils learn to identify parts of their body. Video.
Flash cards, Picture
Teacher teaches children songs and uses drama Charts and Jigsaws
to reinforce the topic.
Puzzles.
3-5 SIMPLE HEALTH HABITS Teacher emphasizes the importance of hand Pupils learn the importance of washing before Learning Stamps, Story
Washing hands before and washing before and after meals and after the use and after meals and after the use of the toilet. Book, Picture Book,
after eating and after using of the toilet. Chart Posters, and
the toilet Pupils demonstrates how to wash hands after Video.
Teacher guides pupils to demonstrates how to play, after touching animals. Flash cards, Picture
Washing hands after play, wash hands after play, after touching animals. Charts and Jigsaws
after touching animals. Pupils wash their hands after touching refuse
Puzzles.
Teacher uses meal time and toilet time to teach and after sneezing
Washing the hands after this topic.
touching refuse and after
sneezing Use songs and drama to teach hand washing.
6-7 SIMPLE HEALTH HABITS Teacher with demonstration emphasize the Pupils learn the importance of covering the Learning Stamps, Story
Covering the mouth and importance of covering the mouth and nose mouth and nose when yawning, sneezing and Book, Picture Book,
nose when yawning, when yawning, sneezing and coughing. coughing. Chart Posters, and
sneezing and coughing) Video.
Teacher instructs pupils on the proper use of Pupils learn the proper use of toilet papers and Flash cards, Picture
toilet papers and handkerchief when coughing, handkerchief when coughing, sneezing and Charts and Jigsaws
sneezing and yawning. yawning.
Puzzles.
8-10 HOW TO STAY HEALTHY Teacher with the aid of a good text book and Pupils learn the importance of good health and Learning Stamps, Story
1. charts showing how to care for parts of the body how to stay healthy Book, Picture Book,
teaches children the importance of good health Chart Posters, and
and how to stay healthy Video.
Flash cards, Picture
Teacher uses rhymes, songs, drama and class Charts and Jigsaws
demonstrations to teach children the topic.
Page | 57

Puzzles.
Teacher mentions the various ways of staying
healthy e.g. Bathing regularly. Sleep early. Avoid
wearing dirty clothes. Avoid walking bare-footed.
Brush your teeth regularly. Eat balance diet.
Always wash your hands. Take time to play and
exercise. Avoid dirty places. Drink treated and
clean water only.
HEALTH HABITS
LEARNING
WEEK TOPIC – CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
1 Revision of first term’s work Revision of first term’s work
2-3 HOW TO CARE FOR OUR TEETH Teacher with the aid of chart showing pictures of Pupils participates in Drama, Learning Stamps, Story
Care of the mouth, teeth and tongue. children with clean teeth, dirty teeth and sore teeth Songs and Rhymes which Book, Picture Book,
states; reinforcing the lesson. Chart Posters, and
Functions of the mouth, teeth and 1. Reasons why we need to daily care for our Video.
tongue teeth: Pupils demonstrates and practices Flash cards, Picture
Mouth – to talk, eat, and sing 2. When to wash hands and feet: morning and the best ways to care for our Charts and Jigsaws
Teeth – to bite, chew, tear, and grind night and after every meal mouth.
Puzzles.
Tongue – to taste, swallow and talk 3. Materials to care for the mouth: chewing stick
or tooth paste and brush, cup and water
How to care for the teeth, mouth and Drama, Songs and Rhymes reinforcing the lesson.
tongue
- Bruch regularly Teacher demonstrates the best ways to care for our
- Avoid sweets mouth and Pupils participate in the demonstration.
- Rinse mouth after eating
- Use floss, and use mouth wash Teacher should emphasize the importance of not
- Visit the dentist regularly using another person’s brush but can share tooth
paste.
4-5 SAFETY Teacher shows pupils pictures of harmful objects to Pupils identify and avoiding Learning Stamps, Story
the body harmful and sharp objects
Page | 58

Identifying and avoiding harmful and 1. Nails Book, Picture Book,

sharp objects 2. Pins Chart Posters, and
3. Blade Video.
4. Broke bottles Flash cards, Picture
5. Open fire Charts and Jigsaws
6. Naked electric wire Puzzles.
7. Unprescribed drugs
6-7 ROAD SAFETY Teacher teaches topic with the aid of an appropriate Pupils participates in drama to Learning Stamps, Story
text book, video clips, and charts with pictures on road enhance mastery of the topic. Book, Picture Book,
safety Chart Posters, and
Pupils practice how to avoid Video.
Teacher uses drama to reinforce topic accident on the road. Flash cards, Picture
Charts and Jigsaws
Teacher instructs pupils on how to avoid accident on
Puzzles.
the road
- Obey traffic lights
- Avoid playing in the middle of the road
- Avoid walking in the middle of the road
- Ask adults to help you get across the road
- Always use the pedestrian bridge where there is
one
8-10 CLEANLINESS. Teacher explains to the pupils the importance of living Pupils learn to they make their Learning Stamps, Story
(Talking care of our environment) in a clean environment e.g. to avoid sickness and school and class environment Book, Picture Book,
diseases. clean using brooms, brushes, dirt Chart Posters, and
Teacher guides pupils to ensure surroundings both at packers, disinfectant, etc. Video.
home and at school is free from dirt like biscuit Flash cards, Picture
wrappers, sweet wrappers, nylons, pieces of waster Charts and Jigsaws
papers, food crumbs etc.
Puzzles.
Teacher demonstrates to pupils how to sweep the
surroundings pick up dirt and how to properly
dispose of them in the waste bin.
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HEALTH HABITS
WEEK TOPIC TEACHER’S ACTIVITIES PUPILS ACTIVITIES LEARNING RESOURCES
1 Revision of Second term’s work Revision of Second term’s work
2-3 GOOD TABLE MANNERS Teacher demonstrate to pupils at meal time how Pupils learn how to sit at the table and Learning Stamps, Story
to sit at the table and how to us the spoon, fork or how to us the spoon, fork or the hand Book, Picture Book, Chart
the hand during meal time. during meal time. Posters, and Video.
Flash cards, Picture Charts
Teacher emphasize the importance of silence, less and Jigsaws Puzzles.
talk, play and movement whole eating e.g. we talk
less, stop play when eating to avoid food from
going to the wrong place in our body, so that we
will not be choked by the food.
4-5 SAFETY Teacher teaches topic with the aid of an Pupils participates in drama. Learning Stamps, Story
Avoiding accident at home and appropriate textbook, video clips and charts with Book, Picture Book, Chart
school picture of the home and home appliances. Pupils learn how to avoid accident at Posters, and Video.
home. Flash cards, Picture Charts
Teacher uses drama to reinforce topic. and Jigsaws Puzzles.
Teacher instructs pupils on how to avoid accident
at home
- stay away from the kitchen and hot
substances
- stay away from electrical fittings
- avoid taking drugs without adult
supervision
- stay away from electronics
- stay away from heavy furniture and sharp
objects
6-7 ILLNESS Teacher with the aid of pictures, explain the Learning Stamps, Story
Causes of illness, diseases and causes of illness and diseases. Book, Picture Book, Chart
how to avoid them Some of the causes of illness and diseases Posters, and Video.
1. dirty environment Flash cards, Picture Charts
2. Bad eating habit and Jigsaws Puzzles.
3. Lack of rest
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Teacher explains some signs or symptoms one

sees when ill, and what one should do when ill.
Signs of Illness What to do when ill

High temperature Report your feeling to
your teacher/parents
Weakness Rest
Lack of desire for Eat balance diet
food, Vomiting
Cough Take a visit to the
hospital
Cold Use the prescribed
drugs
8-9 COMMON RELIGIOUS Teacher explains with the aid of pictures and the Pupils learn the meaning and the Learning Stamps, Story
FESTIVALS calendar our religious festivals, their dates of purpose of Christmas, Sallah, and Easter. Book, Picture Book, Chart
1. Christmas observance and their significance to each Posters, and Video.
2. Sallah religious group. Flash cards, Picture Charts
3. Easter and Jigsaws Puzzles.
Show pupils films on the topic
10 TOILET HYGIENE Teacher with the aid of showing pictures of Pupils practice simple hygiene before Learning Stamps, Story
different toilets and items found in toilet (toilet and after using the toilet. Book, Picture Book, Chart
rolls, water, soap, etc.) explains to pupils how to Posters, and Video.
use the toilet. Flash cards, Picture Charts
and Jigsaws Puzzles.
Teacher demonstrates the proper use of toilet
Teacher takes pupils to the toilet and teach them

to practice simple hygiene before and after toilet
use – sitting property on the toilet. Use of tissue
paper or water, proper disposal of tissue paper,
washing of hands after toilet use and wiping of
hand with towel
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SOCIAL HABITS
LEARNING
WEEK TOPIC - CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
SELF-AWARENESS Teacher guides pupils to introduce themselves by their Pupils introduce themselves by name to Video clips
(Talking about self) names, sex, and age to the class. their classmates.
Charts
Teacher guides pupils to touch and name various parts of Pupils touch and name various parts of their Posters.
1
their bodies and their uses. bodies and their uses.
Teacher introduces songs, games and play that involve Pupils sing songs and participate in games
name calling. and play that involves name calling.
SIMPLE COURTESY Teacher explains the meaning of simple courtesy to the Pupils demonstrate greeting with courtesy. Video clips
pupils using charts and video clips.
- Greeting with Teacher encourages pupils to show simple courtesy in their Charts
2
appropriate courtesy conducts. Posters.
Teacher demonstrates the way boys and girls should greet
with courtesy.
SIMPLE COURTESY Teacher encourages pupils to be grateful always and to say Pupils demonstrate and tell what they would Video clips
“thank you” to their peers and “Thank you Sir/Ma” to their say if a classmate found their lost notebook
Charts
3 elders. for them.
- Saying “Thank you.” Posters.
Teacher identifies some situations in which pupils need to
say thank you.
SIMPLE COURTESY Teacher encourages pupils to show remorse easily and not Pupils demonstrate and mention what they Video clips
to be hard, especially when they make mistakes. would say if they mistakenly stepped on a
4 Charts
classmate.
Teacher identifies some situations in which pupils need to
- Saying “I am sorry.” Posters.
say “I am sorry.”
MY FAMILY Teacher uses chart to show members of the family and Pupils identify members of their family, their Video clips
5 Identifying the members teach children their names, sex, and duties in the family. sex, role and duties in the family
of the family Charts.
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MY FAMILY Teacher gives simple meaning of family. Teacher guides Pupils mention the members of a nuclear Charts, Posters
6 Pupils to mention the members of a nuclear family and the family and the position they hold in their on family tree.
position they hold in their respective families. respective family
MY FAMILY Teacher guides pupils to mention the members of their Pupils mention the members of their Charts, Posters
7 extended family and their names. Teacher guides Pupils to extended family and their names. Pupils on family tree.
make a family tree on a chart. make a family tree on a chart.
ROLES OF MEMBERS OF Teacher discusses the roles of the Father, Mother, and Pupils mention the roles of their parents and Charts, Posters
THE FAMILY Children. Teacher guides the pupils to mention the roles of demonstrate or describe their roles as on family tree.
8 their parents. Teacher guides Pupils to describe and children in their family and at home.
demonstrate their roles in their families.
ACTIVITIES AT HOME Teacher guides the Pupils to discuss the various activities Pupils discuss various activities carried out Chart,
AND IN SCHOOL carried out at home and in the school. at home and in the school.
Posters,
Teacher guides the Pupils to mention their daily activities Pupils mention their daily activities at home
9 Videos and
at home and in the school. and in the school.
Audio.
Teacher guides the Pupils to demonstrate how to listen and Pupils practice listening to and carrying out
carry out given instructions. instructions accurately.
SCHOOL AWARENESS Teacher writes the name of the school, and its address, his Pupils pronounce the name of the school, Video clips
Knowing the name of your or her parent’s / guardian’s names, and the pupils name on and its address, his or her parent’s /
10 school, teachers and the board and leads children in pronouncing them. guardian’s names. Charts
friends at school Posters.

Page | 63

SOCIAL HABITS
WEEK TOPIC - CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCE
1 Revision of first term’s work Revision of first term’s work
2 Identifying the three major Teacher introduces this topic with pictures Pupils demonstrate their mode of worship. Charts, Posters, Videos
religions in Nigeria showing the worship houses of the three and Audio.
Islam, Christianity and traditional religions, and guides pupils to demonstrate
religion their mode of worship.
3 Place of worship: Teacher guides pupils to describe the different Pupils describe the different places of Charts, Posters, Videos
Church, Mosque, Shrine places of religious worship. religious worship. and Audio.
4 Objects of worship: Teacher cues, motivates, activates and selects Pupils participate in drama enacting the Charts, Posters, Videos
1. The Bible and the Cross role, discusses role with children and role of the leaders and worshipers and Audio.
2. The Koran and the rosary encourage them to play the roles.
3. Charms and amulets Teacher help dress up children in their roles.
5 THE NATIONAL FLAG Teacher shows pupils a picture or real national Pupils learn to make, trace and colour the Charts, Posters, Videos
Recognizing the national flag flag and explains the importance of national Nigeria flag. and Audio.
flag, the meaning of the green whole green
colours of the flag.
6 THE NATIONAL ANTHEM Teacher teach children how to sing and recite Pupils learn to sing and recite the national Charts, Posters, Videos
Recognizing and reciting the the anthem standing up on their feet with their anthem and Audio.
national anthem hands on their chest.
7 THE NATIONAL PLEDGE Teacher teach children how to sing and recite Pupils learn to sing and recite the national Charts, Posters, Videos
Recognizing reciting the national the pledge standing up on their feet with their pledge and Audio.
and pledge hands on their chest.
8 - 10 IDENTIFYING THE THREE MAJOR Teacher leads pupils to discuss the three major Pupils discuss the three major ethnic Chart showing men and
ETHNIC GROUPS IN NIGERIA ethnic groups with the aid chart, emphasizing groups with the aid chart, emphasizing the women wearing the
Yoruba, Hausa, Igbo the major tribes, dressing, and language, major tribes, dressing, and language, attire identified with the
singing songs from the tribes. singing songs from the tribes. major ethnic groups in
Nigeria
Page | 64

SOCIAL HABITS
LEARNING
WEEK TOPICS - CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
1 REVISION Revision of second term’s work Revision of second term
Teacher guides pupils to explain the meaning and Pupils explain the meaning and importance of Chart, Posters,
importance of environment. environment. Videos and
2 OUR ENVIRONMENT Teacher guides the Pupils to differentiate between a dirty Pupils differentiate between a dirty environment and Audio.
environment and a clean environment using pictures and a clean environment using pictures and state the
state the advantages of a clean environment. advantages of a clean environment.
Teacher guides Pupils to mention ways of taking care of Pupils mention ways of taking care of their Chart, Posters,
3 OUR ENVIRONMENT their environment and discuss how to keep the environment and discuss how to keep the Videos and
environment clean at all times. environment clean at all times. Audio.
Teacher guides Pupils to discuss good manner, stating Pupils discuss good manner, stating examples of Chart, Posters,
examples of good manner and demonstrating them. good manner and demonstrating them. Pupils sing Videos and
4 GOOD MANNERS
Teacher guides Pupils to sing songs and rhymes on Good songs and rhymes on Good Manners. Audio.
Manners.
Teacher guides Pupils to discuss the following; Gender, Pupils discuss the following; Gender, Fairness, and Chart, Posters,
Fairness, and Gender fairness. Gender fairness. Videos and
Teacher guides Pupils to discuss the need to treat each Pupils discuss the need to treat each other fairly and Audio.
5 GENDER FAIRNESS other fairly and respect each other’s gender. respect each other’s gender. Pupils differentiate
Teacher guides the Pupils to differentiate between fair and between fair and Unfair treatment encouraging them
Unfair treatment encouraging them to choose fairness at to choose fairness at all time.
all time.
Teacher guides Pupils to explain the values attached to Pupils explain the values attached to helping others. Chart, Posters,
helping others. Pupils demonstrates how to render help to others. Videos and
Teacher demonstrates How to render help to others Pupils encourage themselves to always help their Audio.
6 HELPING OTHERS
guiding Pupils to do same. parents, elders, sibling, friends etc.
Pupils are encouraged to always help their parents, elders,
sibling, friends etc.
Teacher explains profession and guides Pupils to mention Pupils mention different professions, where they Chart, Posters,
PEOPLE AND THEIR different professions, where they work and what they do. work and what they do. Videos and
7
PROFESSIONS Teacher guides Pupils to state what they would like to do Pupils state what they would like to do (Profession) Audio.
(Profession) when they grow older. when they grow older.
Page | 65

TRANSPORTATION Teacher explains the concept of transportation. Pupils discuss the concept of transportation. Pupils Chart, Posters,
8 IN MY Teacher guides the Pupils to differentiate between the differentiate between the traditional and modern Videos and
NEIGHBOURHOOD traditional and modern means of transportation. means of transportation. Audio.
Teacher describes the following means of transportation Pupils differentiate between the means of Chart, Posters,
with examples; Transportation by Land, Air and Water. transportation and list their most preferred and Videos and
MEANS OF
9 Teacher guides the Pupils to differentiate between the most used means. Audio.
TRANSPORTATION
means of transportation and list their most preferred and
most used means.
Teacher leads the pupils to recite the National Anthem and Pupils recite the National Anthem and Pledge. Pupils Chart, Posters,
Pledge. discuss the national flag and what the colours stands Videos and Audio.
Teacher draws the Nigerian Flag and Colours it and discuss for.
10 OUR COUNTRY
what the colours stands for. Teacher guides the Pupils to Pupils mention the number of states in Nigeria and
mention the number of states in Nigeria and their state of their state of Origin.
Origin.
Page | 66

HANDWRITING
RESOURCES
1–2 Pre writing skills Teacher encourages pupils without any form of coercion or Pupils scribble on sand trays and their Sand trays
(Free writing) manipulation to scribble freely on sand trays, and their notebooks. Writing book
books.
3–4 VERTICAL LINES Teacher demonstrates and guides pupils to take proper Writing book
- Writing vertical lines sitting position and grip their pencils properly. Pupils attempt to perfectly copy given
they strive to copy the given patterns. Eraser
5–6 HORIZONTAL LINES Teacher demonstrates and guides pupils to take proper Writing book
- Writing horizontal lines sitting position and grip their pencils properly. Pupils attempt to perfectly copy given
7–8 Writing of slanting lines e.g. Teacher demonstrates and guides pupils to take proper Writing book
sitting position and grip their pencils properly. Pupils attempt to perfectly copy given
9 – 10 Writing slanting lines e.g. Teacher demonstrates and guides pupils to take proper Writing book
sitting position and grip their pencils properly. Pupils attempt to perfectly copy given
11 REVISION
12 EXAMINATION
Page | 67

HANDWRITING
RESOURCES
2–3 LINES IN DOUBLE FORMATION Teacher encourages pupils without any form of Pupils scribble on sand trays and Sand trays
coercion or manipulation to scribble freely on their notebooks. Writing book
sand trays, and their books.
proper sitting position and grip their pencils Pupils attempt to perfectly copy

pupils as they strive to copy the given patterns.

9 – 10 CIRCLES Teacher demonstrates and guides pupils to take Writing book

11 REVISION
12 EXAMINATION
Page | 68

HANDWRITING
RESOURCES
position and grip their pencils properly. Pupils attempt to perfectly copy
- Writing and reading the following given strokes or lines. Pencil
it, if, in, is they copy the given two-letter words in their writing book. Eraser
at, an, am, as they copy the given two-letter words in their writing book. Eraser
on, ox, of, or they copy the given two-letter words in their writing book. Eraser
lo, no, go, so they copy the given two-letter words in their writing book. Eraser
10 TWO-LETTER WORDS Teacher demonstrates and guides pupils to take proper sitting Writing book
he, me, we, be they copy the given two-letter words in their writing book. Eraser
11 REVISION
12 EXAMINATION
Page | 69

SCHEME OF WORK
FOR
PRE-SCHOOL
LEVEL 3
Page | 70

LITERACY (LETTER WORK)

PRESCHOOL LEVEL 3 – FIRST TERM
LEARNING
WEEK UNIT – TOPIC/CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
RESOURCES
Teacher writes the sounds a – e on the board. Pupils listen attentively to the teacher. Moveable alphabets,
SPEECH - Alphabets, Rhymes and flash cards and
Songs Teacher points at the sounds and pronounces the Pupils make the sounds after the teacher charts.
1. sound for pupils to hear. and identify each sound. Sound recorder.
Learning letter sounds and letters in
lowercase: a – e Teacher guides the pupils to pronounce the Pupils identify and write the letters a – e in
sounds too. their notebooks.
Teacher tells simple-to-understand stories and Pupils listen attentively to the teachers and Moveable alphabets,
SPEECH helps pupils to understand and pronounce ask questions. flash cards, story
Simple instruction (values) difficult words. books, radio, TV
Alphabets Pupils make the sounds after the teacher tape recorder, etc.
Teacher sings common songs and helps pupils to and identify each sound.
2.
Simple stories and songs that portray understand and pronounce difficult words.
honesty and transparency. Pupils identify and write the letters f – j in
Learning letter sounds and letters in Teacher writes the sounds on the board (also uses their notebooks.
lowercase: f – j teaching aids like flash cards), and points at each
sound and makes the sound.
Teacher shows illustrative pictures to pupils. Pupils identify objects in pictures. Writing books,
READING AND WRITING
pencils, eraser,
Picture reading and making free
Teacher forms simple sentences from the pictures. Pupils study pictures carefully and attempt crayon, pictures,
patterns
to make meaningful sentences from the posters, etc.
3.
pictures.
Picture reading.
Developing vertical and horizontal
Pupils learn to write vertical and horizontal
lines.
lines in their notebooks.
READING AND WRITING Teacher makes free patterns in pupils’ notebooks Pupils listen attentively to the teachers and Moveable alphabets,
Pattern making. Listening to music and guides them to trace the patterns and also ask questions. flash cards, charts,
& rhymes. Letter sounds. write the patterns on their own. writing books,
4. Pupils make the sounds after the teacher pencils, erasers, etc.
Making free patterns. Learning letter Teacher writes the sounds on the board (also uses and identify each sound.
sounds and letters in lowercase: k – o. teaching aids like flash cards). Teacher points at
Making slant stroke. each sound and makes the sound.
Page | 71

Pupils identify and write the letters k – o in

their notebooks.
Teacher shows a chart of parts of the human body Pupils pay attention to how the teacher Pictures, charts,
WRITING AND SPEECH to the pupils and writes the body parts on the makes the curves. concrete objects
Making patterns of different board. (learners), writing
shapes. Pupils trace the patterns in their notebooks books, pencils,
Parts of the body. Teacher helps pupils to identify the parts on their with teacher’s guidance and without erasers, etc.
own bodies. teacher’s guidance.
5. Learning names of body parts and
identifying self (boy or girl). Teacher makes curves in pupils’ notebooks and
Making running curves from bottom guides pupils to trace the curves.
to top.
Making running curves top to bottom.
Teacher shows a chart of parts of the human body Pupils pay attention to how the teacher Moveable alphabets,
to the pupils and writes the body parts on the makes the wavy lines and trace the wavy flash cards, charts,
WRITING AND SPEECH
board. Teacher helps pupils to identify the parts lines in their notebooks. writing books,
Making patterns. Body parts.
on their own bodies. pencils, erasers, etc.
Alphabets
Pupils identify wavy lines and differentiate
6. Teacher makes wavy lines in pupils’ notebooks them from other types of lines such as
Learning letter sounds and letters in
and guides pupils to trace the curves. vertical lines, horizontal lines, etc.
lowercase: p – t. Learning body parts
(contd.). Identifying wavy lines
Pupils make the sounds after the teacher
and tracing them.
and identify each sound. Pupils identify and
write the letters p – t in their notebooks.
READING, WRITING AND SPEECH Teacher shows illustrative pictures to pupils and Pupils identify objects in pictures and Moveable alphabets,
Picture reading. Alphabets. Making forms simple sentences from the pictures. describe the pictures. flash cards, charts,
patterns. writing books,
Teacher writes the sounds u- z on the board (also Pupils make the sounds after the teacher pencils, erasers, etc.
7.
Learning letter sounds and letters in uses teaching aids like flash cards), and points at and identify each sound. Pupils identify and
lowercase u – z. each sound and makes the sound. write the letters u – z in their notebooks.
Describing simple stories.
Pattern making.
Page | 72

Teacher identifies some domestic animals drawn Pupils pay attention to the teacher and Moveable alphabets,
WRITING AND SPEECH
on charts or posters and helps pupils to identify names of several domestic animals. flash cards,
Domestic animals. Objects in the
pronounce the names of the animals. charts,posters,
home and school. Making patterns.
Pupils identify common objects found in the writing books,
8.
Teacher identifies some common objects in the environment, pronounces the name pencils, erasers, etc.
Learning names of domestic animals.
environment and helps pupils to pronounce the correctly and describes their uses.
Learning some objects in the home.
names of the objects.
Pattern making in horizontal strokes.
Teacher shows illustrative pictures to pupils, Pupils identify objects in pictures and Real objects,
forms simple sentences from the pictures, and describe the pictures. They also describe posters, pictures,
READING AND WRITING
describes any actions being portrayed in the actions being portrayed in the pictures charts, writing
Picture reading. Making patterns.
picture. using their own words. books, etc.
Picture reading of objects and
Teacher makes slant lines on the board for pupils Pupils make trace slant lines in their
9. animals.
to see. Teacher also draws slant lines in pupils’ notebooks. They also write slant lines in
Pattern making in slant form from left
notebooks for them to trace and then write on their notebooks with teacher’s guidance and
to right. Naming of objects.
their own. without teacher’s guidance.
Pattern making in slant form from
right to left.
Teacher sings common songs and helps pupils to Pupils listen attentively to the teacher and Story books, writing
SPEECH AND WRITING understand and pronounce difficult words. participates in the activities. books, pencils,
Music and poems. Alphabets. erasers, VCD,
Making patterns. Teacher makes vertical and horizontal lines on the Pupils make the sounds after the teacher television, etc.
board for pupils to see. Teacher also draws and identify each sound, and write the letter
Listening to music.Reciting vertical and horizontal lines joined together. sounds a – z in their notebooks.
10.
poems.Pattern making: horizontal
with vertical lines.Reciting and Teacher makes the lines above-mentioned in Pupils trace the patterns.
identifying alphabets a – z. pupils’ notebooks for them to trace and draw on Pupils draw the pattern with teacher’s
their own. guidance and without teacher’s guidance.
11. REVISION
12.. EXAMINATION
Page | 73


PRESCHOOL LEVEL 3 – SECOND TERM
LEARNING
WEEKS UNIT – TOPIC/CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES
RESOURCES
1. READING AND WRITING Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Tracing book,
Alphabets (uppercase and and reads aloud for the pupils to hear. moveable
lowercase) Pupils trace letters Aa and Bb in their alphabets, flash
Aa – Bb. Making patterns. Teacher writes letters Aa and Bb in pupils’ notebooks. cards.
notebooks for them to trace and also write on
Recognition and pronunciation of the their own. Pupils write letters Aa and Bb in their
letters Aa and Bb. notebooks.
Tracing and writing of the letters Aa & Teacher writes curves in pupils’ notebooks for
Bb. pupils to trace and write on their own. Pupils trace and write curves in their
Making curves from left to right. notebooks.
2. READING AND WRITING Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Picture books,
Identifying letters of alphabets Cc – and reads aloud for the pupils to hear. charts, posters,
Dd. Pupils trace letters Cc and Dd in their sand tray,
Making patterns. Teacher writes letters Cc and Dd in pupils’ notebooks. moveable
notebooks for them to trace and also write on alphabets, pencils
Recognition and pronunciation of the their own. Pupils write letters Cc and Dd in their etc.
letters Cc and Dd. Tracing of letters Cc notebooks.
& Dd. Teacher writes curves in pupils’ notebooks for
Making curves from right to left. pupils to trace and write on their own. Pupils trace and write curves in their
notebooks.
3. READING AND SPEECH Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Poetry books,
Identifying letters of alphabets Ee – and reads aloud for the pupils to hear. musical
Ff. Pupils trace letters Ee and Ff in their instruments, charts,
Nursery rhymes and songs. Teacher writes letters Ee and Ff in pupils’ notebooks. games, (wood
Greetings. notebooks for them to trace and also write on cards), posters,
their own. Pupils write letters Ee and Ff in their song/rhyme books,
Greeting at school e.g. Good morning, notebooks. videos.
madam/sir.
Page | 74

Greeting at home e.g. Good morning Teacher sings common songs and helps pupils to Pupils recite poems and carefully
daddy, etc. understand and pronounce difficult words. pronounce difficult words.
Simple instructions at school e.g. sit
down, stand up, etc. Simple Teacher demonstrates how to greet and the Pupils engage in greeting session by
instructions at home e.g. welcome, perfect responses to different greetings. greeting the teacher and greeting their
come here, etc. classmates and responding accurately.
Tracing of letters Ee and Ff.
4. READING AND WRITING Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Colour crayons,
Identifying letters Gg – Hh. and reads aloud for the pupils to hear. pencils, writing
Making patterns. Pupils trace letters Gg and Hh in their books, charts,
Teacher writes letters Gg and Hh in pupils’ notebooks. pictures etc.
Recognition and tracing alphabets Gg notebooks for them to trace and also write on
– Hh their own. Pupils write letters Ee and Ff in their
Intersecting and slanting lines. notebooks.
Teacher draws slanting and intersecting lines for
pupils to trace and draw on their own.
5. READING AND WRITING Teacher explains the concept of daily routine to Pupils listen attentively and ask questions Charts, posters,
Identifying letters Ii – Jj. the pupils and helps them to pronounce the words on daily routines. song/rhyme books,
Storytelling. more accurately. tracing and
Daily routine. Pupils read the alphabets Aa – Zz. They colouring books,
Teacher writes the alphabets Aa - Zz on the board trace letters Ii and Jj in their notebooks. moveable alphabets,
Learning the daily routine e.g. and reads aloud for the pupils to hear. They also write letters Ii and Jj in their crayons, television,
greetings, prayers, bathing, brushing notebooks. video CDs, etc.
of teeth etc. Teacher writes letters Gg and Hh in pupils’
Tracing and colouring of letters and notebooks for them to trace and also write on Pupils listen attentively to the teacher’s
objects (letters Ii – Jj). their own. story and ask questions.
Engage learners in storytelling.
Teacher tells simple-to-understand stories and
helps pupils to understand and pronounce
difficult words.
6. READING AND WRITING Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Pencils, charts,
Identifying letters Kk – Ll. and reads aloud for the pupils to hear. posters, moveable
Pattern making. alphabets and
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Teacher writes letters Gg and Hh in pupils’ Pupils trace letters Kk and Ll in their books, writing
Recognition and pronunciation of notebooks for them to trace and also write on notebooks. books, television,
letters Kk and Ll. Tracing of different their own. Pupils write letters Kk and Ll in their video CDs, pencil,
patterns. notebooks. etc.
Making pre – writing skills (scribbles). Teacher guides pupils to scribble in their
notebooks. Pupils scribble with and without teacher’s
guidance.
7. READING AND WRITING Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Charts, posters,
Identifying letters Mm &Nn. and reads aloud for the pupils to hear. flash cards,
Scribbling. Pupils trace letters Mm and Nn in their moveable alphabets,
Teacher writes letters Gg and Hh in pupils’ notebooks. television, video
Recognition& pronunciation of letters notebooks for them to trace and also write on Pupils write letters Mm and Nn in their CDs, pencil, etc.
Mm and Nn. Tracing pictures of their own. notebooks.
objects. Slanting strokes.
Teacher guides pupils to scribble in their Pupils scribble with and without teacher’s
notebooks. guidance.
Identifying letters Oo – Tt. and reads aloud for the pupils to hear. posters, moveable
Pupils trace and write letters Oo - Tt in alphabets, chalk,
Identification of letters Oo – Tt. Teacher writes letters Oo – Tt in pupils’ notebooks their notebooks. television, video
Tracing of letters Oo – Tt. for them to trace and also write on their own. CDs, etc.
Matching letters with objects. Pupils match letter sounds to their
Teacher guides pupils to match letter sounds with corresponding objects.
their corresponding objects.
9. READING AND SPEECH Teacher writes the alphabets Aa - Zz on the board Pupils read the alphabets Aa – Zz. Pencils, story books,
Identifying Letters Uu – Ww. and reads aloud for the pupils to hear. musical
Stories and Rhymes. Lines. Pupils trace and write letters Uu - Ww in instruments, charts,
Teacher writes letters Uu – Ww in pupils’ their notebooks. posters, rhyme
Identification of letters Uu – Ww. notebooks for them to trace and also write on books, moveable
Nursery rhymes and songs. their own. Pupils match letter sounds to their alphabets, chalk,
Recognition and tracing horizontal corresponding objects. television, video
strokes. Teacher guides pupils to match letter sounds with CDs, pencil, etc.
their corresponding objects.
Identifying Letters Xx – Zz. and reads aloud for the pupils to hear. posters, moveable
Making Patterns: Circle. alphabets, writing
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Teacher writes letters Xx – Zz in pupils’ notebooks Pupils trace and write letters Uu - Ww in books, chalk,
Identification of letters Xx – Zz for them to trace and also write on their own. their notebooks. television, video
Making circular patterns. CDs, pencil, etc.
Teacher guides pupils to match letter sounds with Pupils match letter sounds to their
their corresponding objects. corresponding objects.
Teacher draws the circular pattern in pupils’ Pupils trace and draw pattern in their
notebooks for them to trace and draw on their notebooks on their own.
own.
11. REVISION
12. EXAMINATION
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PRESCHOOL LEVEL 3 – THIRD TERM
WEEKS UNIT – TOPIC/CONTENT TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING RESOURCES
SPEECH AND STRUCTURE Teacher writes letters in lowercase and Pupils match lowercase letters with Word cards,
Matching uppercase letters with uppercase on the board, and then uppercase letters in their notes. Song/rhyme book,
lowercase. matches them correspondingly. Storybooks, writing
Simple greetings and command. Pupils engage in greeting session by books, posters, charts,
1. Teacher demonstrates how to greet and greeting the teacher and greeting their etc.
Identification of letters Aa – Zz (Upper and the perfect responses to different classmates and responding accurately.
Lower Case). Greeting at school. Greetings greetings.
at home. Identifying names/titles.
General greeting.
Teacher writes the alphabets Aa - Zz on Pupils write letters Aa – Ee with pictures Pictures books, flash
SPEECH AND WRITING the board and reads aloud for the pupils and learns to pronounce words cards, writing books,
Matching letters Aa – Ee with pictures. to hear. correctly. chart, etc.
Writing 2-letter and 3-letter words.
Copying letters Aa – Ee. Teacher matches letters Aa – Ee with Pupils write two-letter words and three-
2.
pictures and helps students to letter words. They also learn to
Associating pictures with words. pronounce words correctly. pronounce the words correctly.
Identifying and listing two letter words
Practising correct writing skills. Teacher helps pupils to write two-letter
and three-letter words at random.
Teacher writes the alphabets Aa - Zz on Pupils write letters Aa – Ee with pictures Moveable alphabets,
SPEECH AND WRITING
the board and reads aloud for the pupils and learns to pronounce words moveable shapes, charts,
Matching letters Ff – Jj with pictures.
to hear. correctly. pictures, Writing books,
Copying letters Ff – Ii.
3. crayons, etc.
Teacher guides pupils to write letter Pupils write two-letter words and three-
Associating pictures with words.
sounds. letter words. They also learn to
Writing 2-letter and 3-letter words.
pronounce the words correctly.
Teacher writes the alphabets Aa - Zz on Pupils listen attentively to the teachers Charts, pictures and
SPEECH
the board and reads aloud for the pupils and ask questions. storybooks.
Matching letters Jj – Oo with pictures.
to hear. Radio.
Storytelling, songs & rhymes. Copying
4. Pupils write and read letters Aa – Zz. Sound recorder.
letters Jj – Oo.
Teacher guides pupils to write letter Ii –
Oo correctly and match them to Pupils make the sounds after the teacher
pictures. and identify each sound.
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Telling simple stories, singing songs & Pupils match letters Ii – Zz to pictures.
rhymes. Teacher sings common songs and helps
pupils to understand and pronounce
difficult words.
Teacher writes the alphabets Aa - Zz on Pupils listen attentively to the teachers Tape recorder, chats,
the board and reads aloud for the pupils and ask questions. pictures, flash cards,
SPEECH AND WRITING to hear. rhyme books and
Matching letters Pp – Tt with pictures. Pupils write and read letters Aa – Zz. Television.
Picture reading. Songs and rhymes. Teacher guides pupils to write letter Pp
5. Copying letters Pp – Tt. – Tt correctly and match them to Pupils make the sounds after the teacher
Associating pictures with words. Picture Pupils match letters Pp – Tt with
reading. Singing songs .Reciting rhymes. Teacher sings common songs and helps pictures.
difficult words.
Teacher writes the alphabets Aa - Zz on Pupils listen attentively to the teachers Chalk, tracing books,
the board and reads aloud for the pupils and ask questions. crayons, writing books,
SPEECH AND WRITING
to hear. charts, pictures, etc.
Matching letters Uu – Zz with picture
Pupils write and read letters Aa – Zz.
words. Tracing.
Teacher guides pupils to write letter Uu
Copying letters Uu – Zz.
6. – Zz correctly and match them to Pupils make the sounds after the teacher
Pupils match lettersUu – Zzwith pictures.
Guiding learners to trace & colour objects
Teacher sings common songs and helps
Developing correct writing skills.
difficult words.
Teacher writes letters Aa - Zz in pupils’ Pupils trace and write letters Aa – Zz in Pictures, charts,posters,
SPEECH, READING AND WRITING
notebooks for them to trace and also their notebooks on their own. etc.
Review: Matching letters Aa – Zz with
write on their own.
pictures.
Pupils listen attentively to the teacher
Storytelling. Writing 2-letter and 3-letter
Teacher tells simple-to-understand and ask questions on difficult words.
7. words.
stories and helps pupils to understand
and pronounce difficult words. Pupils write two-letter and three-letter
words in their notebooks and they read
Guiding learners to read 2-letter and 3-
Teacher guides pupils to write two- the words aloud.
letter words. Telling simple stories.
letter and three-letter words.
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Teacher draws different objects and Pupils identify different objects and Writing books, pictures,
SPEECH, READING AND WRITING
writes their names e.g. A for Ant, apple, reads the names of objects. charts, storybooks,
Matching objects and their names and
8. arrow. B for ball, bag, etc. pencils, erasers, etc.
reading aloud.
Pupils match different objects with
their names and pictures
SPEECH AND WRITING Teacher guides learners to fill the Pupils read the alphabets. Writing books, pictures,
Alphabets (Continued) missing alphabets A-Z, and to sing songs charts, storybooks,
9. Songs and rhymes. and recite rhymes.. Pupils attempt exercises involving pencils, erasers, radio,
filling missing alphabets. VCD, etc.
Guides learners to colour objects. Pupils colour specified objects among a Writing books, pictures,
collection of objects. charts, storybooks,
SPEECH AND WRITING
Guides pupils to understand and pencils, erasers, etc.
Objects and their names.
respond to simple instructions and Pupils give instructions or commands
Simple instructions and commands
10. commands. to one another and then respond
Matching objects and their names.
accordingly to the instructions and
Guides pupils to follow simple commands.
instructions and commands e.g. come
here. Sit down, close your eyes, etc.
11. REVISION
12. EXAMINATION
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LITERACY (LANGUAGE DOMAIN)

LEARNING
WEEK TOPIC/CONTENTS TECHER’S ACTIVITIES LEARNERS’ ACTIVITIES
RESOURCES
INTRODUCTION OF Teacher introduces sounds using associated flash Pupils blend sounds and form words e.g. Jolly phonics
THE FIRST GROUP OF cards, actions and stories. As, At, It, In, An, Is, handbook and C/D
SOUNDS Sat, Pan, Set, etc.
s, a, t, i, p, n. Teacher blends sound and helps students to form Sound recorder
1
words such as: Pupils identify sounds using action.
- Blending sounds C – V words, V – C words, C – V – C words,
- Word formation V – C – V words, etc. ASSESSMENT: Match sounds to the correct picture.
Identify and colour sounds.
Teacher reads jolly phonics 42 sounds to the Pupils rote read jolly phonics 42 sounds. Jolly phonics
pupils. handbook and C/D.
INTRODUCTION OF
Teacher introduces sounds using associated flash Pupils blend sounds and form words e.g.
THE SECOND GROUP
cards actions and stories. Ma, He, Pet. Man, Dot, Hen, Rat, Sound recorder.
OF SOUNDS
Hat, etc.
c, k, e, h, r, m, d
2 Teacher blends sound and helps students to form
words such as: Pupils identify sounds using action.
- Blending sounds
C – V words, V – C words, C – V – C words,
- Word formation
V – C – V words, etc. ASSESSMENT: Colour the right picture for each sound.
Sound and match sounds.
Blend words and pronounce them correctly.
Teacher reads jolly phonics 42 sounds. Pupils rote read jolly phonics 42 sounds. Jolly phonics
handbook and C/D.
INTRODUCTION OF
Teacher introduces sounds using associated flash Pupils blend sounds and form words e.g.
THE THIRD GROUP OF
cards, actions and stories. Be, Go, Lip, Fat, Gap, etc. Sound recorder
SOUNDS
Teacher matches sounds with pictures.
3 g, o, u, l, f, b
Pupils identify sounds using action.
Teacher blends sound and helps students to form
- Blending sounds
words such as: ASSESSMENT: Name and trace sounds.
- Word formation
C – V words, V – C words, C – V – C words, Match sounds to the correct picture and colour.
V – C – V words, etc. Blend words and pronounce them correctly.
REVIEW SOUNDS As in week 1-3. Jolly phonics
4 s-b handbook and C/D.
As in week 1-3. ASSESSMENT: Identify and colour sounds.
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- Blending sounds Blend words and pronounce them correctly. Sound recorder.
- Word formation
handbook and C/D.
INTRODUCTION OF Teacher introduces sounds using associated flash Pupils blend sounds and form words e.g.
THE FOURTH GROUP cards, actions and stories. See, Lie, Tree, For, Day, etc. Sound recorder.
OF SOUNDS
5 ai, oa, ie, ee, or. Teacher matches sounds with pictures and colour Pupils trace and identify sounds in their notebooks.
them.
- Blending sounds ASSESSMENT: Match sounds to the correct picture.
Teacher blends sound and helps students to form
- Word formation Identify and colour sounds.
words such as:
V – C – V words, etc.
INTRODUCE THE handbook and C/D.
FIFTH GROUP OF Teacher introduces sounds using associated flash Pupils blend sounds and form words e.g.
SOUNDS cards, actions and stories. We, Was, Zoo, Woo, Sing, Wing etc. Sound recorder.
6 z, w, ng, v, oo.
Teacher blends sound and helps students to form Pupils identify and trace sounds.
- Blending sounds words such as:
- Word formation C – V words, V – C words, C – V – C words, ASSESSMENT: Name and trace sounds.
V – C – V words, etc. Match sounds to the correct picture and colour.
Teacher reads and identifies pure vowel sounds: Pupils pronounce vowel sounds and form words with Jolly phonics
a, e, i, o u. vowel sounds e.g. handbook and C/D.
Teacher identifies the vowel sounds and On, Cat, Set, It, Put
differentiates them from consonant sounds. Sound recorder
INTRODUCTION OF
ASSESSMENT: Identify and circle all the vowels.
PURE VOWEL SOUNDS Teacher pronounces vowels sounds for pupils to
Match vowel sounds to their pictures.
7–8 hear.
- Blending sounds
- Word formation Teacher blends vowel sounds and helps students
to form words such as:
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Teacher identifies vowel sounds. Pupils pronounce vowel sounds and form words with Songs/rhymes:
vowel sounds e.g. Bla,bla, Black
Teacher blends vowel sounds with consonant Boy, Net, Fang, Bed, Fat, etc. sheep.
VOWEL SOUNDS sounds. Jolly phonics hand
ASSESSMENT: Name and trace letters. book and C/D.
9
- Blending sounds Teacher pronounces vowel sounds and helps Name and match letters to their sounds.
- Word formation pupils to also pronounce the sounds correctly. Match vowel sounds to their pictures. Sound recorder.
Teacher guide pupils to form words with vowel

sounds.
Pupils pronounce vowel sounds and form words with Songs/rhymes:
Teacher blends vowel sounds with consonant vowel sounds e.g. Bla,bla, Black
S – OO. sounds. Boy, Net, Fang, Bed, Fat, etc. sheep.
ASSOCIATE SOUND Jolly phonics hand
10 WITH PICTURE Teacher pronounces vowel sounds and helps ASSESSMENT: Name and trace letters. book and C/D.
- Blending sounds pupils to also pronounce the sounds correctly. Name and match letters to their sounds.
- Word formation Match vowel sounds to their pictures. Sound recorder.
Teacher guide pupils to form words with vowel
sounds.
11 REVISION
As in week 1 – 9. As in week 1 – 9. As in week 1 – 9.
12 EXAMINATION
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WEEK TOPIC/CONTENTS TECHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING RESOURCES
Teacher reads: s – ar. Pupils blend sounds and form words e.g. Jolly phonics handbook
REVIEW SOUNDS S – Teacher reviews sounds s–oo with stories, As, Sit, Sun, Zoo, Too, Look, etc. and C/D.
OO actions and real objects.
1 Teacher blends sounds and helps students to Pupils identify sounds using action. Sound recorder.
- Blending sounds form words such as:
- Word formation C – V words, V – C words, C – V – C words, ASSESSMENT: Colour the right picture for each
V – C – V words, etc. sound. Sound and match sound with correct picture.
Teacher reads sounds s – ar. Pupils blend sounds and form words e.g. Jolly phonics handbook
INTRODUCE THE
Teacher introduces y – th with stories and My, Ox, The, Bush, Cho, etc. and C/D.
SIXTH GROUP OF
action pictures. Sound recorder.
SOUNDS
Pupils identify sounds using action. Pronunciation charts.
2–3 y, x, ch, sh, th
Teacher blends sounds and helps students to
form words such as: ASSESSMENT: Name and trace sounds.
- Blending sounds
C – V words, V – C words, C – V – C words, Match sounds to the correct picture and colour
- Word formation
INTRODUCE THE Teacher introduces qu – ar with stories and Pupils blend sounds and form words e.g. Rhyme book. Videos.
SEVENTH GROUP OF action pictures. Hoe, Tar, Sow, Toy, etc. Phonics handbook and CD
SOUNDS Sound recorder.
4–5 qu, ou, oi, ue, er, ar Teacher blends sounds and helps students to Pupils identify sounds using action.
form words such as:
- Blending sounds C – V words, V – C words, C – V – C words, ASSESSMENT: Match sounds to the correct picture.
- Word formation V – C – V words, etc. Identify and colour sounds.
REVIEW OF SOUNDS Review Week 1 – 5. Review Week 1 – 5. Review Week 1 – 5.
6
Week 1 – 5.
Teacher reads the jolly phonics 42 sounds. Pupils rote read jolly phonics 42 sounds. Rhyme tapes and videos.
Teacher reads: a, e, i, o, u Pupils identify, trace and write vowel sounds a, e, i, o, Phonics handbook and CD
VOWEL SOUNDS
u – on their own. Sound recorder.
7–8 Teacher blends sounds and helps students to Pupils form words with vowel sounds.
- Blending sounds
form words such as:
- Word formation
C – V words, V – C words, C – V – C words, ASSESSMENT: Identify and circle all the vowel
V – C – V words, etc. sounds. Match vowel sounds with their pictures.
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Teacher reads the jolly phonics 42 sounds. Identify consonant sounds and letters. Rhyme tapes and videos.
Teacher writes consonant sounds on the board Form words by blending consonant sounds with Phonics handbook and CD
and helps pupils to identify and differentiate vowels sounds. Sound recorder.
CONSONANT SOUNDS
them.
9 – 10 ASSESSMENT: Identify and circle all the consonant
- Blending sounds
Teacher blends sounds and helps students to sounds. Match consonant sounds with their pictures.
- Word formation
form words such as:
11 REVISION
12 EXAMINATION

Teacher guides pupils to read the jolly phonics 42 Pupils rote read jolly phonics 42 sounds. Song and rhyme tapes and
sounds. Pupils pronounce the vowel and consonant sounds. videos.
Teacher guides pupils to identify consonant and Pupils form words by blending vowel and consonant Phonics handbook and CD.
REVIEW VOWEL vowel sounds. sounds e.g. Book, Cup, Rag, Lap, etc. Sound recorder.
1–2 AND CONSONANT
SOUNDS Teacher blends sounds and helps students to form Pupils trace and write sounds on their own.
words such as:
C – V words, V – C words, C – V – C words, ASSESSMENT: Identify and circle all the vowel
V – C – V words, V-C-V-C words, C-V-C-V words etc. sounds. Identify and circle all the consonant sounds.
Teacher guides pupils to read the jolly phonics 42 Pupils rote read jolly phonics 42 sounds. Phonics handbook and CD.
sounds. Pupils form simple words. Sound recorder.
Teacher guides pupils to blend consonant and Spelling charts
vowel sounds to form meaningful and meaningless ASSESSMENT: Read and copy simple two-letter
WORD FORMATION
3–4 words. words.
Teacher blends sounds and helps students to form Read and copy simple three-letter words.
words such as:
V – C – V words, V-C-V-C words, C-V-C-V words etc.
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Teacher guides pupils to read the jolly phonics 42 Pupils identify and read the consonant sounds, Song and rhyme tapes and
sounds. Pupils identify and read the vowel sounds. videos.
Teacher guides pupils to identify vowel and Pupils form simple words by blending sounds. Phonics Handbook and CD.
5–6 USE OF ‘a’ and ‘an’
consonant sounds.
ASSESSMENT: Match the right article to the right
picture or word.
REVIEW Review Week 1 – 6. Review week 1 – 6. Review week 1 – 6.
7
Week 1 – 6
Teacher guides pupils to read the jolly phonics 42 Pupils form and write simple words with repeated Spelling charts.
sounds. consonant letter sounds e.g. Sound recorder.
Egg, Tell, Hill, etc.
Teacher guides pupils to identify vowel and
WORD FORMATION
consonant sounds. Pupils form and write simple words with repeated
Repeated consonant
8 vowel letter sounds e.g.
letters and repeated
Teacher helps pupils to form and write simple Book, Zoo, See, etc.
vowel letters
words with repeated vowel letter sound.
ASSESSMENT: Write words with repeated letter
Teacher helps pupils to form and write simple sounds. Match words with repeated letter sounds
words with repeated consonant letter sound. with pictures.
Teacher guides pupils to read the jolly phonics 42 Pupils rote read the jolly phonics 42 sounds. Song and rhyme tapes and
sounds. videos. Phonics handbook
CONSONANT Pupils form simple words. and CD.
9 BLENDS (Initial and Teacher guides pupils to identify the initial and
final blends) final blends. ASSESSMENT: Circle the final blend for each picture
and colour.
Teacher guides pupils to form simple words. Fill in the final blend for each picture.
Teacher guides pupils to read the jolly phonics 42 Pupils rote read the jolly phonics 42 sounds. Phonics handbook and CD.
sounds.
Pupils form simple words.
REVIEW
Teacher guides pupils to identify the initial and Pupils learn to pronounce words correctly.
10 CONSONANT
final blends.
BLENDS
ASSESSMENT: Circle the final blend for each picture
Teacher guides pupils to form and write more and colour. Fill in the final blend for each picture.
simple words. Form simple words.
11 REVISION
12 EXAMINATION
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NUMERACY
LEARNING
WEEK TOPIC/CONTENTS TECHER’S ACTIVITIES LEARNERS’ ACTIVITIES
RESOURCES
1 NUMBERS 1 – 5 Teacher draws 5 items on the board. Pupils pay attention to the teacher.
Teacher guides pupils through: Pupils pick a number of objects e.g. 2 balls, 3 pencils, 1 eraser, etc.
Recognition of figures 1 – 5 Pupils recite number rhyme such as “one, two, buckle my shoes…”
Counting objects 1 – 5 Number cards,
Tracing of figures 1- 5 Pupils demonstrate understanding of number concept through crayons, balls, pencils,
Writing figures 1 – 5 counting of different objects. counting sticks and
Matching figures with number of objects other objects.
Scribbling Pupils trace and write numbers 1 to 5 in their notebooks on their
Reading figures written in words. own.
ASSESSMENT: Count and match objects to the correct number.

Identify and colour numbers.
2 NUMBERS1 – 10 Teacher draws 10 items on the board. Pupils pick a number of objects e.g. 4 balls, 5books, 9biscuits, etc.
Teacher guides pupils through:
Recognition of figures 1 – 10 Pupils count their fingers to demonstrate understanding of the
Counting objects 1 – 10 number concept.
Tracing of figures 1 - 10
Writing figures 1 – 10 Pupils demonstrate understanding of number concept through Sand tray, number
Matching figures with number of objects counting of different objects. sand paper, magnetic
Scribbling numbers.
Reading figures written in words Pupils trace and write numbers 1 to 10 in their notebooks on their
own.

Identify and colour numbers.
3 COUNTING Teacher draws 20 items on the board. Pupils count objects e.g. 15 balls, 18 stones, 11 books, etc. Bottle tops, stones,
NUMBERS Teacher guides pupils through: beads and any
1 – 20 Recognition of figures 1 – 20 Pupils count their fingers to demonstrate understanding of the counting device.
Counting objects 1 – 20 number concept.
MAKING Tracing of figures 1 - 20
PATTERNS Writing figures 1 – 20 Pupils learn to scribble anticlockwise i.e. from right to left and go
Matching figures with number of objects round.
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Scribbling
Reading figures written in words Pupils trace and write numbers 1 to 20 in their notebooks on their
own.

Identify and colour numbers. Collection of items between 1 – 20.
Count and circle the correct number for each set of objects. Colour
numbers.
4 NUMBERS Teacher draws 30 strokes on the board Pupils count objects e.g. 27 bottle tops, 26 stones, 29 beads, etc.
1 – 30 and counts along with the pupils.
Teacher guides pupils through: Pupils count their fingers to demonstrate understanding of the
MAKING Recognition of figures 1 – 30 number concept.
PATTERNS Counting objects 1 – 30
Tracing of figures 1 - 30 Pupils learn to scribble anticlockwise i.e. from right to left and go
Bottle tops, stones,
Writing figures 1 – 30 round.
beads and any
Scribbling
counting device.
Reading figures written in words: 1 – 30 Pupils trace and write numbers 1 to 30 in their notebooks on their
own.

Identify and colour numbers. Collection of items between 1 – 30.
Read numbers 1 to 30.
5 NUMBERS 1 – 35 Teacher draws 35 strokes on the board Pupils count objects e.g. 31 straws, 33 stones, 35 balls, etc.
and counts along with the pupils.
MAKING Teacher guides pupils through: Pupils learn to scribble clockwise i.e. from left to right and go
PATTERNS Recognition of figures 1 – 35 round.
Counting objects 1 – 35 Bottle tops, stones,
Tracing of figures 1 - 35 Pupils trace and write numbers 1 to 35 in their notebooks on their beads and any
Writing figures 1 – 35 own. counting device.
Scribbling
Reading figures written in words: 1 – 35 ASSESSMENT: Count and match objects to the correct number.
Identify and colour numbers. Identify a collection of items
between 1 – 35. Read numbers 1 to 35.
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6 NUMBERS 1 – 40 Teacher draws 40 strokes on the board and counts Pupils count objects up to 40.
along with the pupils. Charts
MAKING Teacher writes numbers 1 – 40 on the board. Teacher Pupils learn to scribble clockwise i.e. from left to right and go
PATTERNS also draws items on the board up to 40 items. round. MP4 Player
Teacher guides pupils through:
Recognition of figures 1 – 40 Pupils trace and write numbers 1 to 40 in their notebooks Bottle tops
Counting objects 1 – 40 with and without teacher’s guidance. stones, beads
Tracing of figures 1 - 40 or any other
Writing figures 1 – 40 ASSESSMENT: Count and match objects to the correct counting
Scribbling number. Identify and colour numbers. Identify a collection of device.
Reading figures written in words: 1 – 40 items between 1 – 40. Read numbers 1 to 40.
MAKING Teacher writes numbers 1 – 45 on the board. Pupils learn to scribble clockwise i.e. from left to right and go
PATTERNS Teacher guides pupils through: round. MP4 Player
Recognition of figures 1 – 45
Counting objects 1 – 45 Pupils trace and write numbers 1 to 45 in their notebooks Bottle tops
Tracing of figures 1 - 45 with and without teacher’s guidance. stones, beads
Writing figures 1 – 45 or any other
Scribbling ASSESSMENT: Count and match objects to the correct counting
Reading figures written in words: 1 – 45 number. Identify and colour numbers. Identify a collection of device.
items between 1 – 45. Read numbers 1 to 45.
MAKING Teacher writes numbers 1 – 50 on the board. Pupils learn to scribble clockwise i.e. from left to right and go
PATTERNS Teacher guides pupils through: round. MP4 Player
Counting objects 1 – 50 Pupils trace and write numbers 1 to 50 in their notebooks Bottle tops
Tracing of figures 1 - 50 with and without teacher’s guidance. stones, beads
LENGTH Writing figures 1 – 50 or any other
COMPARISON Scribbling ASSESSMENT: Count and match objects to the correct counting
Reading figures written in words: 1 – 50 number. Identify and colour numbers. Identify a collection of device.
items between 1 – 50. Read numbers 1 to 50.
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9. LENGTH With the aid of charts, posters, an mp4 player, the Pupils draw lines of different length.
COMPARISON teacher explains the meaning of length to the pupils.
Pupils compare different objects of different lengths.
Teacher guides pupils to understand that length tells
how long or how short an object is. Pupils determine the longer or longest object.
Teacher shows pictures of objects of different length to Pupils determine the shorter or shortest object.
the pupils and guides the pupils to compare the length
of the objects.
Teacher guides pupils to determine the longer or

longest object in a group pf objects.
10 CAPACITY Using charts and real objects such bottled drinks, Pupils listen attentively and participate actively in the class
Bowl
carton juice, sachet water, bucket, water, etc., the discussion.
teacher explains the concept of capacity as “how much
Charts
an object can contain”. Pupils demonstrate the experiment carried out by teacher
with a plastic bottle and a bowl. Pupils fill water into the
Plastic bottle
Teacher demonstrates that different objects usually plastic bottle and pour into a bowl until the bowl is filled.
have different capacity. Pupils then determine the number of plastic bottles that
Sachet water
Teacher guides pupils to fill water into a small bowl filled the bowl.
and then pour the water into a bucket. Pupils repeat
Bottle water
this process until the bucket is filled. Teacher guides Given a group of objects with different capacity, pupils
pupils to determine the number of bowls that filled determine which object has the greater or greatest capacity.
Textbook
bucket.
Pupils determine which has the greater capacity between a
Workbook
Teacher guides pupils to repeat this experiment with a sachet (pure water sachet) and a bottle (small bottle water).
plastic bottle and a bowl.
11 REVISION
12 EXAMINATION
Page | 90

NUMERACY
1 NUMBERS 1 –1 50 Teacher draws 50 strokes on the board and counts Pupils count objects up to 50.
along with the pupils.
MAKING PATTERNS Teacher writes numbers 1 – 50 on the board. Pupils trace and write numbers 1 to 50 in their
Teacher guides pupils through: notebooks with and without teacher’s guidance.
Counting objects 1 – 50 Pupils trace slant patterns and draw slant lines. Bottle tops, stones,
Tracing figures 1 - 50 magnetic numbers, beads
Writing figures 1 – 50 or any other counting
Reading figures written in words: 1 – 50 device.
Tracing patterns in slant from right to left e.g. ASSESSMENT: Count and match objects to the
correct number. Identify and colour numbers.
Identify a collection of items between 1 – 50.
Pupils fill in missing numbers between 1 – 55.
Counting objects 1 – 55 Pupils trace slant patterns and draw slant lines. Bottle tops, stones,
Tracing figures 1 – 55 magnetic numbers, beads
Writing figures 1 – 55 or any other counting
Tracing patterns in slant from left to right e.g. ASSESSMENT: Count and match objects to the
Page | 91

Counting objects 1 – 60 Pupils trace curve patterns and draw curves. Bottle tops, stones,
Tracing figures 1 - 60 magnetic numbers,
Writing figures 1 – 60 beads or any other
Reading figures written in words: 1 – 60 counting device.
Tracing patterns in curve form, from left to right e.g. ASSESSMENT: Count and match objects to the
4 SHAPES Teacher sketches common shapes on the board and Pupils listen attentively to the teacher’s Charts
Identification of tells pupils the name of each shape. explanation.
common shapes. Worksheet or Workbook
Counting and Teacher guides pupils to sing different rhymes on Pupils identify basic shapes such as circle,
colouring of shapes. shapes and the teacher introduces the planes shapes triangle, square, rectangle, on their own. Textbook
to them and leads them to identify them.
Pupils trace, draw and colour different shapes in Crayon
Teacher shows different shapes on a chart to pupils specified colours with and without the teacher’s
one after the other and asks them to identify the guidance.
shapes.
Pupils colour shapes beautifully.
Teacher gets worksheets with traceable shapes for
pupils to trace and identify shapes. On the other hand,
teacher could simply draw traceable shapes in the
pupils’ notebook for pupils to trace and identify
shapes.
Circle Square
Triangle Rectangle
Page | 92

Tracing figures 1 – 65 magnetic numbers,
Writing figures 1 – 65 beads and any counting
Writing patterns in curve form, from left to right e.g. ASSESSMENT: Count and match objects to the
Teacher writes numbers 1 – 70 on the board. Pupils trace and write numbers 1 to 70 in their
MAKING PATTERNS Teacher guides pupils through: notebooks with and without teacher’s guidance.
Tracing figures 1 - 70 magnetic numbers,
Writing figures 1 – 70 beads or any other
Reading figures written in words: 1 – 70 counting device.
Tracing patterns in curve form, from right to left e.g. ASSESSMENT: Count and match objects to the
Bottle tops, stones,
magnetic numbers,
beads or any other
Counting objects 1 – 80 Pupils trace curve patterns and draw curves.
counting device.
Tracing figures 1 - 80
Writing figures 1 – 80
Reading figures written in words: 1 – 80
Page | 93

Writing patterns in curve form from right to left ASSESSMENT: Count and match objects to the
Teacher guides pupils through: notebooks with and without teacher’s guidance. Bottle tops, stones,
Recognition of figures 1 – 90 magnetic numbers,
Counting objects 1 – 90 ASSESSMENT: Count and match objects to the beads or any other
Tracing figures 1 - 90 correct number. Identify and colour numbers. counting device.
Writing figures 1 – 90 Identify a collection of items between 1 – 90.
Reading figures written in words: 1 – 90 Read numbers 1 to 90.
Teacher guides pupils through: notebooks with and without teacher’s guidance. Bottle tops, stones,
Recognition of figures 1 – 100 magnetic numbers,
Counting objects 1 – 100 ASSESSMENT: Count and match objects to the beads or any counting
Tracing figures 1 – 100 correct number. Identify and colour numbers. device., crayons.
Writing figures 1 – 100 Identify a collection of items between 1 – 100.
Reading figures written in words: 1 – 100 Read numbers 1 to 100.
10 𝟏 With the aid of charts, posters and mp4 players, the Pupils listen and participate actively in the class Charts
FRACTION – teacher explains the meaning of fraction to the pupils. discussion.
𝟐
Cardboard
The teacher demonstrates the concept of fraction with Pupils demonstrate the concept of fraction by
an orange: the teacher cuts the orange into two cutting different shapes into two halves. Orange
halves.
Pupils draw different shapes in their notebooks Scissors
The teacher demonstrates the concept of fraction by and with the teacher’s guidance, they shade half of
drawing different shapes on a cardboard. The teacher the shapes to show the fraction .
𝟏 Knife
uses a scissors to cut out the shapes and then cuts 𝟐
each shape into two halves. Crayon
Page | 94

The teacher guides the pupils to also demonstrate the

concept of fraction by producing two halves of a
particular object.
11 REVISION
12 EXAMINATION
NUMERACY
WEEKS TOPIC TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING RESOURCES
1 NUMBERS 1 – 100 Teacher instructs pupils to write and read Pupils trace and copy numbers 1 – 100 in their
Recognition of figures 1 – 100 numbers 1 – 100. notebooks with and without teacher’s guidance.
Counting objects 1 – 100 Bottle tops, stones,
Tracing figures 1 - 100 Teacher writes numbers 1 – 100 on the Pupils match figures to words. magnetic numbers,
Writing figures 1 – 100 board and asks pupils to identify certain beads and any counting
Reading figures written in numbers. Pupils write figures in words. device., crayons.
words: 1 – 100
Reading figures: 1 – 100 Pupils identify and colour specific numbers.
2 ORDINAL NUMBERS: With the aid of charts, posters and an mp4 Pupils read and copy ordinal numbers in their Charts
player, the teacher explains the concept of notebooks as guided by the teacher.
- 1st to 5th: First to Fifth. ordinal numbers as a way of positioning or Posters
arranging. Pupils write and read ordinal numbers in words
with and without the teacher’s guidance. MP4 Player
The teacher arranges five pupils according to
their heights; from 1st to 5th with the tallest Pupils demonstrate understanding of ordinal Pupils
coming last. numbers by telling the position of pupils when
arranged according to their height.
Teacher relates ordinal numbers to counting
of numbers: 1 = 1st; 2 = 2nd; 3 = 3rd; 4 = 4th; Given a basket containing 5 balls of different
5 = 5th etc. colours and different sizes, pupils select the balls
from the biggest to the smallest.
Page | 95

Teacher guides pupils to write ordinal

numbers in words: 1st = first; 2nd = second,
3rd = third.
Teacher gives 5 objects of different sizes (e.g.

orange) to the pupils and asks them to
arrange the objects from the smallest to the
biggest. The smallest objects is the first and
the biggest object is the 5th.
4 ORDER OF NUMBERS: 1- 10 Teacher explains the concept of ordering to Pupils listen actively to the teacher. Charts
- Ascending Order pupils and explains the meaning of
- Descending Order descending as going from bottom to the top; Pupils demonstrate understanding of Posters
lowest to highest; smallest to biggest; least to “ascending” by telling how they ascend a
greatest. staircase; from the bottom to the top. Bottle tops
Teacher explains the concept of ordering to Pupils demonstrate understanding of Textbook

pupils and explains the meaning of “descending” by telling how they descend a
descending as coming from up to down; staircase; from the top to the bottom. Picture of a staircase.
highest to lowest; biggest to smallest;
greatest to least Pupils arrange a set of random numbers between
1 and 20 in ascending order.
Teacher guides pupils to appreciate quantity
value of numbers by counting 5 bottle tops Pupils arrange a set of random numbers between
first and then 10 bottle tops separately. 1 and 20 in descending order.
Teacher leads the pupils to understand that
10 is more than 5.
Teacher demonstrates arranging numbers

between and 1 and 20 in both ascending and
descending orders.
3 ADDITION OF NUMBERS Teacher demonstrates addition of numbers Pupils pay attention and follow every step Number cards, counting
- Concept of addition. by counting different sets of objects demonstrated by the teacher. objects
- Addition of one-digit numbers. separately.
Pupils show understanding of the concept by
Teacher puts together the different sets of demonstrating addition through putting together
objects. different sets of objects.
Page | 96

Teacher demonstrates addition by

counting all the objects put together.
4 + 6 = 10
4 ADDITION OF NUMBERS Teacher demonstrates addition by: Pupils listen attentively and observe what the Number cards
- Concept of addition. counting different sets of objects separately, teacher demonstrates.
- Addition of one-digit numbers and later puts all the objects together, Flash cards
with sum less than 20. and then counts all objects put together. Pupils take turn to demonstrate addition by
following the basic steps on their own. Counting devices
Teacher demonstrates these processes
Pupils carryout simple addition of one-digit
patiently and explains the concept calmly numbers with sum less than 20.
for students to grasp.
9 + 8 = 17
5 SUBTRACTION Teacher introduces the lesson by writing the Pupils listen and concentrates as the teacher Number cards, counting
Recognition of subtraction symbol “– ” on the board and showing it to explains and introduces the topic. objects, flash cards.
symbol. the pupils.
Concept of subtraction as “take Teacher explains that subtraction means Pupils participate in class discussion and they
away” or “remove”. “take away” or “remove”. identify the subtraction sign (-).
Teacher uses teaching aids such as charts, Pupils write the subtraction symbol in their
posters, mp4 to aid the pupils’ understanding notebooks.
of subtraction and the “take away” or
“remove” process.
6 SIMPLE SUBTRACTION OF Teacher demonstrates the concept of Pupils pay attention and follow every step Number cards, counting
NUMBERS subtraction of numbers by counting objects demonstrated by the teacher. objects, flash cards.
- Concept of subtraction. to represent the larger number.
Pupils show understanding of the concept by
demonstrating subtraction through taking away
Page | 97

- Subtraction of one-digit Teacher counts out (takes away) the a lesser number of objects from a larger number
numbers from a one-digit number of objects that represents the of objects.
numbers. lower number
Pupils carryout simple subtraction of one-digit
numbers from numbers less than 20 with and
Teacher demonstrates subtraction as the
without the teacher’s assistance.
number of objects left. Teacher counts
the number of objects left.
8 − 2 = 6
7 SUBTRACTION OF NUMBERS Teacher demonstrates subtraction by Pupils listen attentively and observe what the Numbers cards and
- Concept of subtraction. counting the number of objects that teacher demonstrates. number chart
- Subtraction of one-digit represent the larger number.
numbers from numbers less Pupils take turn to demonstrate subtraction of
than 20. Teacher counts out the number of objects to numbers by following the basic steps
be subtracted. demonstrated by the teacher on their own.
Teacher counts the number of objects

remaining and writes the answer.
12 − 5 = 7
9 WEIGHT Teacher explains the concept of weight as a Pupils pay attention to the teacher’s Pencil, ruler, drawing
Concept of Weight of Different measurement of how heavy or light an object explanations. book,, charts, objects in
Objects. is. the environment.
Pupils participate actively in class discussion and
Teacher explains how to measure the weight asks questions.
of objects using a weighing balance or scale.
Teacher tells the pupils examples of where Pupils compare different sets of objects and
weighing balance is being used e.g. in a shop determine which is heavier with a tick.
where frozen foods are sold.
Page | 98

Pupils attempt questions such as:

Teacher provides a weighing balance to - Tick the heavier object.
measure the weight of objects and to know - Tick the lighter object.
which is heavier or lighter.
Teacher leads pupils to compare objects of

different weights and decide which one
would be heavier or lighter without using a
measuring balance e.g. a desk is heavier than
a textbook.
Teacher compares different objects around

the class and decides which would be the
heavier in comparison of 2 objects.
10 MONEY Teacher explains what money means to the Pupils participate in the class discussion and ask Real paper money and
Paper and coin pupils. questions. real coins.
Naira and kobo Teacher shows real moneys of different
values or denominations to the pupils e.g. 50 Pupils identify denominations of money such as
kobo, N1, N5, N10, N20, N50, etc. N5, N10, N20, etc.
Teacher explains what money is used for –

for buying different things.
11 REVISION
12 EXAMINATION
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BASIC SCIENCE AND TECHNOLOGY

WEEK TOPIC TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
Teacher explains the meaning of environment. Pupils define environment by repeating after Charts, posters/pictures
Teacher guides pupils to identify objects and animals the teacher. and videos players
that can be found in the environment. Pupils participate by mentioning objects and
1. ENVIRONMENT
Teacher guides the pupil to suggest ways of keeping animals that can be found in the environment
the environment clean Pupils suggest ways of keeping the
environment clean
THINGS IN THE Teacher guides the Pupils to identify and differentiate Pupils identify differentiate between Non- Charts, posters/pictures
ENVIRONMENT between non-living things and Living things in their living things and Living things in their and videos players
2.
- Non-living things: environment. Teacher guides the Pupils to list the environment. Pupils to list the non-living
house, car, brick, cup, etc. non-living things they can find in their environment. things they can find in their environment.
Teacher gives the simple meaning of dangerous Pupils participate in discussion by mentioning Samples of dangerous
object examples of dangerous object objects like blades, pins,
DANGEROUS OBJECTS Teacher guides pupil to list examples of dangerous Pupils suggest ways of avoiding dangerous broken bottles etc. charts,
3. object e.g. broken bottle, razor, pin, sticks etc. object video CDs.
Teacher discusses the dangers of playing with a
dangerous object and encourages the pupils on how
to avoid dangerous object
Teacher gives the simple meaning of a dangerous Pupils participate in discussion by mentioning Samples of dangerous
liquid examples of dangerous liquid liquid like Kerosene,
Teacher guides pupils to list examples of dangerous Pupils suggest ways of avoiding dangerous methylated spirit, bleach
liquid e.g. hot water, methylated spirit, kerosene, liquid etc., charts, video CDs.
4. DANGEROUS LIQUIDS
bleach, etc.
Teacher discusses the dangers of playing with a
dangerous liquid and encourages the pupils on how to
avoid dangerous liquid
Teacher guides pupils to observe plants and trees Pupils identify and mention the different parts Sample of small plants,
PLANTS around. of a plant. pictures, video player
5. Observing parts of a With the aid of a small plant, teacher mentions and Pupils describe the different parts of a plant.
plant. explains the different parts of a plan – root, stem, leaf, ASSESSMENT: Draw a plant
etc.
TECHNOLOGY: Teacher gives simple meaning of Technology Pupils explain the meaning of technology and Charts, pictures, video
6.
MACHINES machines by singing along with the teacher players
Page | 100

Teacher uses relevant songs or poems to explain the Pupils identify some of the simple machines in
meaning of a machine the class and at home
Teacher guides pupils to list examples of simple ASSESSMENT:
machines
Teacher demonstrate and guides pupil on the uses of Pupils demonstrate how machines are used in Samples of simple
machine school and at home machines, pictures of
SIMPLE MACHINES:
7. Teacher cautions pupils on the careful use of Pupils mentions why it is dangerous to play people carrying out task
Uses at home
machines at home with machines with simple machine,
ASSESSMENT: video players
With the aid of a well-labelled diagram, teacher Pupils observe and identify the sense organs in Chart of the human body,
SENSE ORGANS identifies the sense organs i.e. eyes, tongue, skin, ear their body video/audio clips
and nose. Pupils demonstrate and sing rhymes loudly on
8.
Identification of sense Teacher touches the sense organs on his or her body parts of the body.
organs of the body. and guides pupils to do the same ASSESSMENT: Locate the sense organs in your
Teacher sings rhymes on parts of the body. body
Teacher demonstrates and guides the pupils to: Pupils describe: Sweets, salt, lemon fruit,
- taste food (sweet, bitter and sour) with their - tastes of what food; bitter leaf.
tongues - objects they see in their environment; Drum, talcum powder,
USES OF SENSE ORGANS
- look at objects in their environment - feelings of touch; shea butter.
9. - feel hotness or coldness with their skin - pleasant and unpleasant smells;
Functions of the sense
- smell a pleasant and unpleasant substance with - the sound they hear either quiet or noisy.
organs.
their nose ASSESSMENT:
- identify different sounds (high and low) with their
ears.
Teacher explain the uses of drugs Pupils mention why drugs are taken Sample drugs,
Teacher explains the simple meaning of drug abuse Pupils mention how drugs can be abuse charts/posters,
Teacher cautions and train pupils on how to stay Pupils explain how they can stay away from
10. DRUG ABUSE
away from medicine especially sweet-coated medicine.
medicine ASSESSMENT:
11. REVISION
12. EXAMINATION
Page | 101


WEEK TOPIC TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
With the aid of a song, teacher gives simple definition Pupils memorises the definition of water by Charts, models, video
of water singing along with the teacher documentaries.
WATER
Teacher defines ‘source’ and guides the pupil to Pupils mention some of the sources of water
1. Definition and sources
mention some sources of water e.g. rain, tap, well etc. and identifies them on the chart
Teacher identify the sources of water on a well-
labelled chart
Teacher guides pupils to mention some of the uses of Pupils participate in discussion by mentioning Charts, a cup of clean
water e.g. bathing, drinking etc. what they use water for at home. and dirty water, video
WATER Teacher explains that clean water should be colourless, Pupils identify clean and dirty water by documentaries.
2. Uses and properties odourless and tasteless. carefully identifying both bowls of water.
Teacher presents a bowl of clean and dirty water and
ask pupils to identify which of the bowl contains clean
water
Teacher explains living things as things that have life in Pupils define living and non-living things. Animal charts, video
them and non– living things as things that do not have Pupils identify living and non-living things on documentaries, stones,
LIVING AND NON- life in them. the chart. shoes
3. LIVING THINGS: Teacher identifies living things and non-living things Pupils mention living and non-living things that
Meaning and examples from the chart and guides pupils to identify some living are commonly seen in the environment.
things in the environment.
Teacher guides the pupils to differentiate living things Pupils differentiate between living and non- Animal charts, video
from non-living things. living things and classify what they see in the documentaries, stones,
LIVING AND NON –
Teacher uses songs/rhymes to demonstrate some environment as living or non-living things. shoes
4. LIVING THINGS:
characteristics of living things, e.g. they move, they Pupils sings and demonstrate some of the
Differences
grow, they talk, etc., non – living things do not move, characteristics of living things like movement,
grow or talk. growth and talking.
Teacher explains a pet as a tamed animal kept at home Pupils participate by suggesting why and what Charts, video, animal
for friendship animals they would love to have as pet documentaries
Teacher guides students to name animals that are used Pupils mention some animals used as pet in
5. ANIMALS AS PET
as pet homes
Teacher identifies some of the ways we take care of Pupils suggest ways of caring for pets
our pet. ASSESSMENT: Why are animals used as pet?
Page | 102

Teacher explains that domestic animals are friendly Pupils gives reasons why domestic animals are Charts, video, animal
while wild animals are dangerous or harmful to kept at home. documentaries
ANIMALS:
6. humans. Pupils group names of animals in a tabular form
Domestic and wild
Teacher explains that domestic animals are found according to domestic animals and wild
animals
around the home because they are not dangerous. domestic animals.
Teacher explains insects as examples of living things Pupils identify common insects shown to them Charts, video
Teacher brings some real insects to class and shows by the teacher. documentary.
INSECTS
them to pupils. Pupils use insect chart to identify insects.
7. Meaning and Examples
Teacher guides pupils to identify common insects such Pupils watch video documentary.
as cockroach, beetle, mosquito, etc.
Teacher guides pupils to identify flying and crawling Pupils participate in discussion by identifying
insects. flying and crawling insects.
8. INSECTS CONTD
Teacher cautions pupils that some insect carry germs
and can transmit it to humans
Explain soil as surface of the earth where plants grow. Get children outside to see and touch soil.
9. SOIL
Teacher explains the meaning of sound. Pupils define sound say the difference between Posters, charts, real
Teacher lists types of sound - (soft and loud sound). soft and loud sound. objects like speaker,
10. SOUND Teacher guides pupils to make sounds with different Pupils make sounds with different object earphone, whistle etc.
object ASSESSMENT: What is sound? Mention things
in the environment that make sound.
-
11. REVISION
-
12. EXAMINATION
Page | 103


WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
Teacher explains floating as things staying on Pupils put different floating objects like paper, leaf, Bowl of water, leaves,
top of water. plastic spoon, etc. in a bowl of water and observe what paper, plastic spoons,
FLOATING OBJECTS IN Teacher explains that some object float because happens etc.
1.
WATER they are lighter in weight than water. Pupils confirm that some object floats on water
Teacher demonstrates floating by using a bowl because they are lighter than water.
of water and plastic cup.
Teacher explains sinking as things going down Pupils put different sinking objects like stones, iron Bowl of water, stones,
inside water. spoon, etc. in a bowl of water and observe what metal spoons, etc
SINKING OBJECTS IN Teacher explains that some objects sink because happens
2.
WATER they are heavier in weight than waters Pupils confirm that some object sinks in water because
Teacher demonstrates sinking by using a bowl of they are heavier than water.
water and a stone.
Teacher discusses the existence of air in our Pupils memorise the definition of air by singing along Hand-fan, audio clips
environment e.g. the use of hand-fan, movement with the teacher. Pupils explains what they feel when a
of leaves on a tree, breathing in and out etc. hand fan is blown towards them
3. AIR With the aid of a song, teacher gives simple Pupils participate in the breathing exercise
definition of air
Teacher demonstrates and guides the pupil to do
the in-and-out breathing exercise
Teacher defines weather as the condition of the Pupils move round the school compound to observe Classroom, charts,
atmosphere weather. environment, etc.
WEATHER:
Teacher explains difference conditions of a Pupils identify the different weather conditions on the
5. Meaning
weather e.g. windy, sunny, cold etc. and picture chart on their own.
identifies them on a picture chart Pupils compare the weather condition in the classroom
and outside the classroom e.g. hot and cold.
Teacher explains rainy and sunny weather as Pupils mention activities they engage in when it is Classroom, charts,
types of weather and guides pupils in the raining video players,
activities they are expected to engage in during Pupils identify the present condition of the weather, if environment, etc
6. TYPES OF WEATHER each type of weather: it is rainy or sunny.
Rainy weather: children play indoor games only
and take warm or hot drinks e.g. warm or hot
tea.
Page | 104

Sunny weather: children may play outdoor

games or indoor games and take fairly cold
drinks e.g. cold juice or cold tea.
Teacher explains how stones can be used in Pupils perform basic addition and subtraction stones
counting operation with the use of stones.
Teacher discusses other uses of stone e.g. to Pupils mention what stones are used for
7. STONES
build houses, to light fire etc. Pupil
Teacher train and cautions pupils on the dangers
of throwing stones in school or at home ASSESSMENT:
Teacher explains animals as examples of living Pupils mimic the sounds made by some animals in the Charts, videos, animal
things. environment. documentaries.
ANIMALS AND THEIR Teacher explains why animals make different Pupils mention some of the reason animals make
8.
SOUNDS sounds (e.g. for identification). sounds
Teacher demonstrates examples of sounds made ASSESSMENT: Mimic the sounds made by some
by some common animals in the environment. animals
Teacher explains the meaning of movement. Pupils mimic the movement of some common animals Charts, videos, animal
Teachers guide the pupils to understand that e.g. frog – hop; horse – gallop, etc. documentaries.
animals engage in movement i.e. they move from
9. ANIMAL MOVEMENT
one place to another. Teacher mimic some of the Pupils list the movements made by common domestic
movement of animals and guides the pupils to do and wild animals.
same
Teacher explains the meaning of simple Pupils memorise the definition of simple machines by Charts, videos, corked
machines as tools that make work easier and repeating after the teacher bottle, bottle opener.
faster. Pupils get simple machines e.g. sharpner, broom, dust
SIMPLE MACHINES:
Teacher demonstrates the use of a simple pan, bottle opener, cutleries.
10. Meaning
machine by using a bottle opener to open a Pupils observes and compare opening a bootle cork
Examples
bottle cork. using a bottle opener with using one’s hand or teeth.
Teacher mentions example of a simple machine
e.g. sharpner, broom, bottle opener etc.
-
11. REVISION
-
12. EXAMINATION
Page | 105

HEALTH HABITS
WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING RESOURCES
Teacher explains the concept of grooming. Pupils know how to keep their body clean. Chart, Posters, Videos
Teacher explains how to care for the body - Pupils identify practices that keep the body and Audio.
1 GOOD GROOMING
fingernails, hair, leg, and hand. clean. Pupils match body parts with things we
Teacher discusses some good and bad habits. need to keep them clean.
Teacher explains how to care for the body - Pupils identify practices that keep the body Chart, Posters, Videos
2 GOOD GROOMING fingernails, hair, leg, and hand. clean. Pupils match body parts with things we and Audio.
Teacher discusses some good and bad habits. need to keep them clean.
Teacher guides the Pupils to demonstrate the care of Pupils demonstrate the care of nails; washing Chart, Posters, Videos
3 CARE OF THE NAILS nails; washing hands and feet properly with soap, hands and feet properly with soap, and Audio.
disinfectant and water, then applying cream. disinfectant and water, then applying cream.
Teacher guides the Pupils to demonstrate the care of Pupils demonstrate the care of nails; using Chart, Posters, Videos
4 CARE OF THE NAILS nails; using nail cutter and file to keep hands and feet nail cutter and file to keep hands and feet and Audio.
nails short and smooth. nails short.
Teacher guides the Pupils to identify the hair on their Pupils identify the hair on their heads and Chart, Posters, Videos
heads and discuss the function of the hair. Teacher discuss the function of the hair. Pupils list and Audio.
5 CARE OF THE HAIR
guides Pupils to list some material or tools that can some material or tools that can be used for
be used for caring for the hair. caring for the hair.
Teacher guides Pupils to identify their legs and list Pupils identify their legs and list the functions Chart, Posters, Videos
6 CARE OF THE LEGS the functions of the legs. Teacher guides Pupils to of the legs. Pupils discuss how to care for the and Audio.
discuss how to care for the legs. legs.
Teacher guides Pupils to identify their hands and list Pupils identify their hands and list the Chart, Posters, Videos
7 CARE OF THE HANDS the functions of the hands. Teacher guides Pupils to functions of the hands. Pupils discuss how to and Audio.
discuss how to care for the hands. care for the hands.
Teacher guides pupils through proper use of toilet, Pupils practice the proper use of toilet and Chart, Posters, Videos
8 PERSONAL HYGIENE toilet paper, wipes soap and water. proper cleaning after using the toilet. and Audio.
Teacher explains the meaning of safety and lists Pupils discuss how maintain good healthy Chart, Posters, Videos
PERSONAL SAFETY some safety rules. Teacher guides pupils to discuss practices and avoid injuries on the fingernails, and Audio.
9
RULES. how to avoid injuries on the fingernails, hair, leg, and hair, leg, and hand.
hand.
Teacher guides the Pupils to identify a first aid box Pupils identify a first aid box and its contents. First Aid Box, Chart,
10 FIRST AID and its contents. Teacher guides the Pupils on what Pupils discuss what to do at the event of an Posters, Videos and
to do at the event of an accident. accident. Audio.
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HEALTH HABITS
Teacher guides the Pupils to discuss simple meaning Pupils discuss the meaning of skin and Chart, Posters, Videos
of skin and to identify their skin. Teacher guides identify their skin. Pupils mention the and Audio.
1 CARE OF THE SKIN
Pupils to mention the functions of the skin on our function of the skin on the body.
body.
Teacher guides Pupils to mention and discuss the Pupils mention and discuss the care of the Chart, Posters, Videos
care of the skin and bad habits to avoid so as to have skin and bad habits to avoid so as to have a and Audio.
2 CARE OF THE SKIN
a healthy skin. Teacher instruct Pupils always cover healthy skin. Pupils practice how to always
up sensitive parts of their body. cover up sensitive parts of their body.
Teacher guides pupils to identify the ears and list the Pupils identify the ears and list the uses of the Chart, Posters, Videos
uses of the ear. Teacher guides Pupils to discuss the ear. Pupils discuss the care of the ears and and Audio.
3 CARE OF THE EARS
care of the ears and bad habits to avoid in other to bad habits to avoid in other to maintain
maintain perfect hearing abilities. perfect hearing abilities.
Teacher guides pupils to identify the mouth and list Pupils to identify the mouth and list the uses Chart, Posters, Videos
the uses of the mouth. Teacher guides Pupils to of the mouth. Pupils discuss the care of the and Audio.
4 CARE OF THE MOUTH
discuss the care of the mouth and bad habits to avoid mouth and bad habits to avoid in other to
in other to maintain clean and healthy mouth. maintain clean and healthy mouth.
CARE OF THE Teacher guides the Pupils to properly brush their Pupils properly brush their teeth and sing Tooth brush and paste,
5 teeth and sing songs and rhymes. songs and rhymes.
MOUTH(PRACTICAL) water, cup, mirror etc.
Teacher guides pupils to identify the eyes and list the Pupils identify the eyes and list the uses of the Chart, Posters, Videos
uses of the eyes. Teacher guides Pupils to discuss the eyes. Pupils discuss the care of the eyes and and Audio.
6 CARE OF THE EYES
care of the eyes and bad habits to avoid in other to bad habits to avoid in other to maintain
maintain perfect sight. perfect sight.
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Teacher explains the meaning of safety and lists Pupils discuss how maintain good healthy Chart, Posters, Videos
PERSONAL SAFETY some safety rules. Teacher guides pupils to discuss practices and avoid injuries on the skin, ears, and Audio.
7
RULES. how to avoid injuries on the skin, ears, mouth, and mouth, and eyes.
eyes.
Teacher guides the Pupils to identify a first aid box Pupils identify a first aid box and its contents. First Aid Box, Chart,
8 FIRST AID and its contents. Teacher guides the Pupils on what Pupils discuss what to do at the event of an Posters, Videos and
to do at the event of an accident. accident. Audio.
Teacher guides Pupils to explains how to care for Pupils explains how to care for pants, socks, Chart, Posters, Videos
CARE OF OUR pants, socks, and other personal belongings. Teacher and other personal belongings. Pupils sort and Audio.
9
BELONGINGS leads Pupils to sort and arrange their personal and arrange their personal belonging,
belonging, promoting good health and safety. promoting good health and safety.
Teacher lists importance of caring for one’s personal Pupils know and mention that cleanliness is Charts, posters and
CARE OF OUR
10 belongings. important to be healthy. videos.
BELONGINGS
HEALTH HABITS
1 REVISION REVISION OF LAST TERM’S WORK REVISION OF LAST TERM’S WORK
Teacher guides Pupils to identify the nose on the Pupils identify the nose on the body in Chart, Posters, Videos
body in addition to exposure of charts and posters of addition to exposure of charts and posters of and Audio.
2 CARE OF THE NOSE
the nose. Teacher guides the pupils to discuss the the nose. Pupils discuss the uses of the nose.
uses of the nose.
Teacher guides Pupils to discuss and demonstrate Pupils discuss and demonstrate the proper Chart, Posters, Videos
3 CARE OF THE NOSE the proper care of the nose and bad habits to avoid so care of the nose and bad habits to avoid so and Audio.
has to have a healthy, functioning nose. has to have a healthy, functioning nose.
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Teacher guides Pupils to give simple meaning of Pupils give simple meaning of cleanliness in Chart, Posters, Videos
cleanliness in relation to dresses (Pupils’ school relation to dresses (Pupils’ school uniforms). and Audio.
CLEANLINESS:
4 uniforms). Teacher guides Pupils to list and Pupils list and differential between boys’
DRESSING
differential between boys’ wears and girls’ wears. wears and girls’ wears. Including unisex
Including unisex wears. wears.
Teacher guides Pupils to discuss some materials used Pupils discuss some materials used for Chart, Posters, Videos
for cleaning and washing clothes. Teacher guides cleaning and washing clothes. Pupils and Audio.
CLEANLINESS:
5 Pupils to demonstrate and discuss the steps to be demonstrate and discuss the steps to be taken
DRESSING
taken in washing wears and the importance of in washing wears and the importance of
wearing clean clothes. wearing clean clothes.
Teacher guides the pupils to discuss the purpose of Pupils discuss the purpose of using foot- Chart, Posters, Videos
CLEANLINESS: FOOT- using foot-wears and the types of foot-wears. wears and the types of foot-wears. Pupils and Audio.
6
WEARS Teacher guides pupils to discuss the importance of discuss the importance of wearing clean foot-
wearing clean foot-wears. wears.
Teacher guides Pupils to list and discuss some Pupils list and discuss some materials that are Chart, Posters, Videos
materials that are needed for cleaning foot-wears. needed for cleaning foot-wears. Pupils and Audio.
CLEANLINESS: FOOT- Teacher guides Pupils to demonstrate and discuss demonstrate and discuss the steps involved in
7
WEARS the steps involved in cleaning foot-wears. Teacher cleaning foot-wears. Pupils practice how to
instruct Pupils to not remove their shoes while in not remove their shoes while in school unless
school unless specifically instructed to do so. specifically instructed to do so.
Teacher guides Pupils to give simple meaning of Pupils give simple meaning of exercise. Chart, Posters, Videos
exercise. Teacher guides the Pupils to demonstrate Teacher guides the Pupils to demonstrate and Audio.
8 EXERCISE
some exercises. Teacher inform pupils of the some exercises. Pupils mention the
importance of each exercise. importance of each exercise.
Teacher guides the Pupils to describe and Pupils describe and differentiate between Chart, Posters, Videos
differentiate between food and fruits. Pupils list food and fruits. Pupils list samples of food and and Audio.
9 FOOD AND FRUITS
samples of food and fruits. Teacher guides Pupils to fruits. Pupils state some importance of eating
state some importance of eating food and fruits. food and fruits
Teacher guides the Pupils to identify food that are Pupils identify food that are good and healthy Chart, Posters, Videos
10 FOOD: BREAKFAST good and healthy for breakfast. Teacher also for breakfast. identify the importance of and Audio.
emphasis the importance of drinking water. drinking water.
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SOCIAL HABITS
WEEK TOPICS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
Teacher gives simple meaning of family. Teacher guides Pupils mention the members of a nuclear Charts, Posters on
1 MY FAMILY Pupils to mention the members of a nuclear family and family and the position they hold in their family tree.
the position they hold in their respective families. respective family
Teacher guides pupils to mention the members of their Pupils mention the members of their extended Charts, Posters on
2 MY FAMILY extended family and their names. Teacher guides Pupils family and their names. Pupils make a family family tree.
to make a family tree on a chart. tree on a chart.
Teacher discusses the roles of the Father, Mother, and Pupils mention the roles of their parents and Charts, Posters on
ROLES OF MEMBERS Children. Teacher guides the pupils to mention the roles demonstrate or describe their roles as children family tree.
3
OF THE FAMILY of their parents. Teacher guides Pupils to describe and in their family and at home.
demonstrate their roles in their families.
Teacher guides the Pupils to discuss the various Pupils discuss various activities carried out at Chart, Posters, Videos
activities carried out at home and in the school. Teacher home and in the school. Pupils mention their and Audio.
ACTIVITIES AT HOME guides the Pupils to mention their daily activities at daily activities at home and in the school.
4
AND IN SCHOOL home and in the school. Teacher guides the Pupils to Pupils practice listening to and carrying out
demonstrate how to listen and carry out given instructions accurately.
instructions.
ADVANTAGES OF Teacher explains the concept of living together as a Pupils list things they do as a family in their Chart, Posters, Videos
5 LIVING TOGETHER AS family and guides the Pupils to list things they do as a homes. and Audio.
A FAMILY family in their homes
Teacher describes other forms of greetings and Pupils learn to appropriately greet one another Chart, Posters, Videos
compliments to the pupils e.g. Good morning etc. teacher during festivities, Pupils learn to pass and Audio.
GREETINGS ON
6 guides the pupils to greet one another during festivities appropriate complimentary remarks to others
SPECIAL OCCASIONS
e.g. Christmas, Ed-El-Fitri. Teacher guides Pupils to role- and greet in their local languages.
play how to greet in their local languages.
Teacher gives simple meaning for marriage. Teacher Pupils discuss the types of marriage ceremony; Chart, Posters, Videos
guides Pupils to discuss the types of marriage ceremony; Pupils describe the marriage ceremony they and Audio.
CEREMONIES IN OUR
Pupils describe the marriage ceremony they have have attended and the activities involved.
7 CULTURE
attended and the activities involved. Teacher guides the Pupils participate in role-paly activities
(MARRIAGE)
Pupils to role-play activities involved in a marriage involved in a marriage ceremony.
ceremony.
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Teacher gives simple meaning for Naming Ceremony. Pupils discuss the types of naming ceremony; Chart, Posters, Videos
Teacher guides Pupils to discuss the types of naming Pupils describe the naming ceremony they and Audio.
CEREMONIES IN OUR
ceremony; Pupils describe the naming ceremony they have attended and the activities involved.
8 CULTURE (NAMING
have attended and the activities involved. Teacher guides Pupils mention other names given to them at
CEREMONY)
the Pupils to find out other names given to them at their their naming ceremonies.
naming ceremonies.
Teacher gives simple meaning for Festival. Teacher Pupils discuss the types of Festival; Pupils Chart, Posters, Videos
guides Pupils to discuss the types of Festival; Pupils describe the Festivals they have attended and and Audio.
CEREMONIES IN OUR
9 describe the Festivals they have attended and the the activities involved. Pupils participate in
CULTURE (FESTIVAL)
activities involved. Teacher guides the Pupils to role-play role-play activities involved in a Festival.
activities involved in a Festival.
Teacher gives simple meaning of a house with pictorial Pupils discuss the difference between a big Chart, Posters, Videos
examples. Teacher guides pupils to discuss the difference house and a small house. Pupils describe the and Audio.
PLACES IN THE
10 between a big house and a small house. Teacher guides various rooms found in a house and their
HOUSE
the pupils to describe the various rooms found in a purposes.
house and their purposes.
SOCIAL HABITS
1 REVISION REVISION OF FIRST TERM’S WORK REVISION OF FIRST TERM’S WORK
Teacher briefly explains the meaning of traditional Pupils mention some traditional musical Chart, Posters, Videos
musical instruments. Teacher guides pupils to instruments. Pupils discuss how these and Audio.
TRADITIONAL MUSICAL mention some traditional musical instruments. traditional instruments are made and used.
2
INSTRUMENTS Teacher guides the Pupils to discuss how these
traditional instruments are made and used, with the
aid of videos and audios.
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Teacher gives simple explanation on various Pupils discuss the role of traditional rulers in Chart, Posters, Videos
traditional festivals and rules. Teacher guides the Nigeria. Pupils participate in cultural dance and Audio.
TRADITIONAL RULERS Pupils to discuss the role of traditional rulers in activities to display their cultural heritage and
3
AND FESTIVAL Nigeria. Teacher guides Pupils to participate in mention the names of traditional rulers.
cultural dance activities to display their cultural
heritage and mention the names of traditional rulers.
Teacher guides Pupils to discuss the various ethnic Pupils discuss the various ethnic groups in Chart, Posters, Videos
PEOPLE IN OUR groups in Nigeria and their way of life. Teacher guides Nigeria and their way of life. Pupils describe and Audio.
4
COUNTRY pupil to describe the way they dress in their state and the way they dress in their state and mention
mention their native food. their native food.
Teacher explains who community helpers are. Pupils mention various community helpers and Chart, Posters, Videos
Teacher guides the Pupils to mention various their roles. Pupils learn to appreciate and Audio.
SOCIAL DUTIES
5 community helpers and their roles. Pupils are taught community helper. Pupils are guided to
(COMMUNITY HELPERS)
how to appreciate community helpers. mention who they would like to be when they
grow up.
Teacher discusses the schedules or roles of everyone Pupils mention other people in the school apart Chart, Posters, Videos
MY SCHOOL (PEOPLE IN in the school. Teacher guides the Pupils to mention from their class teachers and describe their and Audio.
6
MY SCHOOL) other people in the school apart from their class roles and duties.
teachers and describe their roles and duties.
Teacher guides the Pupils to discuss the activities Pupils discuss the activities done in the school Chart, Posters, Videos
ACTIVITIES IN THE
7 done in the school. Pupils describe what they enjoy premises. Pupils describe what they enjoy and Audio.
SCHOOL
doing in the school. doing in the school.
Teacher gives simple explanation on what honesty is Pupils explain what being trustworthy means Chart, Posters, Videos
and its reward. Teacher guides the Pupils to explain and how to gain others trust. Pupils role-play and Audio.
VALUES (HONESTY & what being trustworthy means and how to others how to be honest and trustworthy.
8
TRUSTWORTHINESS) trust. Teacher guides Pupils to role-play how to be
honest and trustworthy to encourage effective
learning and active participation.
Teacher guides Pupils to discuss what responsibility Pupils discuss what responsibility and Chart, Posters, Videos
VALUES and tolerance is and ways to be responsible and tolerance is and ways to be responsible and and Audio.
9 (RESPONSIBILITY & tolerant towards others. Teacher guides the Pupils to tolerant towards others. Pupils discuss the
TOLERANCE) discuss the benefits of being a peacemaker and benefits of being a peacemaker and various
various ways of making peace. ways of making peace.
VALUES Teacher guides Pupils to role play on how to be Pupils to role play on how to be responsible to Chart, Posters, Videos
10 (RESPONSIBILITY & responsible to others and make peace with others. others and make peace with others. and Audio.
TOLERANCE)
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SOCIAL HABITS
WEEK TOPICS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
RESOURCES
1 REVISION Revision of second term’s work Revision of second term
Teacher guides pupils to explain the meaning and Pupils explain the meaning and importance of Chart, Posters,
importance of environment. Teacher guides the Pupils environment. Pupils differentiate between a Videos and Audio.
2 OUR ENVIRONMENT to differentiate between a dirty environment and a dirty environment and a clean environment
clean environment using pictures and state the using pictures and state the advantages of a
advantages of a clean environment. clean environment.
Teacher guides Pupils to mention ways of taking care Pupils mention ways of taking care of their Chart, Posters,
3 OUR ENVIRONMENT of their environment and discuss how to keep the environment and discuss how to keep the Videos and Audio.
environment clean at all times. environment clean at all times.
Teacher guides Pupils to discuss good manner, stating Pupils discuss good manner, stating examples Chart, Posters,
examples of good manner and demonstrating them. of good manner and demonstrating them. Videos and Audio.
4 GOOD MANNERS
Teacher guides Pupils to sing songs and rhymes on Pupils sing songs and rhymes on Good
Good Manners. Manners.
Teacher guides Pupils to discuss the following; Gender, Pupils discuss the following; Gender, Fairness, Chart, Posters,
Fairness, and Gender fairness. Teacher guides Pupils to and Gender fairness. Pupils discuss the need to Videos and Audio.
discuss the need to treat each other fairly and respect treat each other fairly and respect each other’s
5 GENDER FAIRNESS
each other’s gender. Teacher guides the Pupils to gender. Pupils differentiate between fair and
differentiate between fair and Unfair treatment Unfair treatment encouraging them to choose
encouraging them to choose fairness at all time. fairness at all time.
Teacher guides Pupils to explain the values attached to Pupils explain the values attached to helping Chart, Posters,
6 HELPING OTHERS helping others. Teacher demonstrates How to render others. Pupils demonstrates how to render Videos and Audio.
help to others guiding Pupils to do same. Pupils are help to others. Pupils encourage themselves to
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encouraged to always help their parents, elders, always help their parents, elders, sibling,
sibling, friends etc. friends etc.
Teacher explains profession and guides Pupils to Pupils mention different professions, where Chart, Posters,
PEOPLE AND THEIR mention different professions, where they work and they work and what they do. Pupils state what Videos and Audio.
7
PROFESSIONS what they do. Teacher guides Pupils to state what they they would like to do (Profession) when they
would like to do (Profession) when they grow older. grow older.
Teacher explains the concept of transportation. Pupils discuss the concept of transportation. Chart, Posters,
TRANSPORTATION IN MY
8 Teacher guides the Pupils to differentiate between the Pupils differentiate between the traditional and Videos and Audio.
NEIGHBOURHOOD
traditional and modern means of transportation. modern means of transportation.
Teacher describes the following means of Pupils differentiate between the means of Chart, Posters,
transportation with examples; Transportation by transportation and list their most preferred Videos and Audio.
MEANS OF
9 Land, Air and Water. Teacher guides the Pupils to and most used means.
TRANSPORTATION
differentiate between the means of transportation and
list their most preferred and most used means.
Teacher leads the pupils to recite the National Anthem Pupils recite the National Anthem and Pledge. Chart, Posters, Videos
and Pledge. Teacher draws the Nigerian Flag and Pupils discuss the national flag and what the and Audio.
10 OUR COUNTRY Colours it and discuss what the colours stands for. colours stands for. Pupils mention the number
Teacher guides the Pupils to mention the number of of states in Nigeria and their state of Origin.
states in Nigeria and their state of Origin.
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CIVIC EDUCATION
RESOURCES
Teacher guides Pupils to discuss the simple meaning of Pupils discuss the simple meaning of greeting, Song books, Toys,
greeting with the aid of Charts, Posters, Videos and Audio. practicing the local social practices and habits on Chart, Posters,
1 GREETINGS
Teacher trains the child on local social practices and habits greetings. Videos and Audio.
on greetings – girls kneel down and boys prostrate
Teacher discuss simple meaning of dressing. Teacher trains Pupils dress in different cultural attires; learning to Clothes, Cultural
Pupils on dressing – wearing of different cultural attires for identify and differentiate between the female and attire customs,
2 DRESSING
the Yoruba, Hausa, and Igbos. Guides the Pupils to identify male cultural attires. Posters, Chart,
female and male cultural attires. Pictures and video.
Teacher guides the Pupils to discuss good posture at the Pupils discuss good posture at the table while eating Videos, Chart,
SOCIAL
table while eating. Trains Pupil’s social habits on eating e.g. and adopt the social habit rule on eating. Pupils dining set, food
3 DEVELOPMENT:
washing hands before and after meals. Teacher instruct practice good social eating habit. E.g. wash hands and Posters.
EATING
pupils not to talk with food in the mouth. before eating, take a little at a time.
Teacher gives simple meaning of cultural values. Teacher Pupils practice helping other by e.g. feeding younger Pets, Toys, Chart,
CULTURAL VALUES:
4 exposes children to different cultural beliefs and family one, helping the less privileged, caring for older Posters, Videos
HELPING OTHERS
values like helping others and so on. people, feeding and caring for domestic animals. and Audio.
Teacher gives simple meaning of respect. Teacher guides Pupils discuss some examples of showing respect to Song books, Toys,
CULTURAL VALUES: the pupils to discuss some examples of showing respect to elders in the community. E.g. Proper greeting, Chart, Posters,
5
RESPECT elders in the community e.g. Proper greetings, genuflect genuflect when receiving or giving something to older Videos and Audio.
when receiving or giving something to older people. people.
Teacher provides opportunities for the pupils to listen and Pupils react to stories on cultural values and interact Song and rhyme
CULTURAL VALUES: react to stories on cultural values. Teacher guides Pupils to with songs and rhyme to learn cultural values of the books, Toys, Chart,
6
FOLKS SONGS. interact with songs and rhyme to teach cultural values of society e.g. Iyaniwura (Mother is Gold), Posters, Videos
the society e.g. Iyaniwura (Mother is Gold). and Audio.
Teacher guides Pupils to give simple meaning of values. Pupils give simple meaning of values and discuss Playground, Toys,
COMMUNITY
7 Teacher discuss some activities in the community that some activities in the community that promote values, Chart, Posters,
VALUES:
promote values, e.g. Play – Tenten, who is in the garden… e.g. Play – “Ten-ten”, “Who is in the garden?” Videos and Audio.
Teacher discusses simple meaning of cultural activities. Pupils participate in healthy competition on Playground, Toys,
CULTURAL Teacher guides the Pupils to participate in healthy acceptable cultural activities e.g. folktales, tales by Chart, Posters,
8
ACTIVITIES competition on acceptable cultural activities e.g. folktales, moonlight, Ewi (short local poetry) etc. Videos and Audio.
tales by moonlight, Ewi (short local poetry) etc.
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CULTURAL Teacher guides the Pupils to participate in healthy Pupils participate in healthy competition on Playground, Toys,
9 ACTIVITIES competition on acceptable cultural activities e.g. folktales, acceptable cultural activities e.g. folktales, tales by Chart, Posters,
PRACTICAL tales by moonlight, Ewi (short local poetry) etc. moonlight, Ewi (short local poetry) etc. Videos and Audio.
Teacher guides Pupils to discuss simple meaning of social Pupils discuss simple meaning of social institutions Chart, Posters,
SOCIAL institutions. Teacher guides Pupils to name and discuss and discuss some institutions in the locality e.g. Videos and Audio.
10
INSTITUTIONS some institutions in the locality e.g. Eatery, Museum, Eatery, Museum, Stadium, Palace, School etc.
Stadium, Palace, School etc.
CIVIC EDUCATION
1
Teacher guides Pupils to discuss simple meaning of Pupils discuss simple meaning of social Chart, Posters, Videos
social institutions. Teacher guides Pupils to name and institutions and discuss some institutions in the and Audio.
2 SOCIAL INSTITUTIONS
discuss some institutions in the locality e.g. Eatery, locality e.g. Eatery, Museum, Stadium, Palace,
Museum, Stadium, Palace, School etc. School etc.
Teacher educate pupils on the meaning of naming Pupils demonstrate activities carried out during Chart, Posters, Videos
ceremony and its importance. Teacher guides Pupils to the naming ceremony of a child. Pupils mention and Audio.
3 NAMING CEREMONY demonstrate activities carried out during the naming the items used for naming ceremonies and the
ceremony of a child. Teacher guides the pupils to importance of naming ceremonies.
mention items used for naming ceremonies e.g. salt…
Teacher gives simple meaning of kinship. Teacher Pupils mention his/her kin’s in the family. E.g. Chart, Posters, Videos
guides children to mention his/her kin’s in the family. names of brothers, sisters, nephews, nieces etc. and Audio.
4 KINSHIP E.g. names of brothers, sisters, nephews, nieces, Pupils state the importance of kin in the family.
grandparents etc. the teacher states and guides Pupils
to discuss the importance of kin in the family.
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Teacher guides Pupils to discuss simple meaning of Pupils discuss simple meaning of chieftaincy, it Chart, Posters, Videos
5 CHIEFTAINCY chieftaincy, it role in the society, some chieftaincy titles role in the society, some chieftaincy titles and and Audio.
and chieftaincy title holders in the community. title holders in the community.
Teacher gives simple meaning of religion and guides Pupils list the types of religion in the locality. Chart, Posters, Videos
RELIGIOUS Pupils to list the types of religion in the locality. Pupils discuss the types of religion and their and Audio.
6
INSTITUTIONS Teacher guides the Pupils to discuss the types of different places of worship.
religion and the different places of worship.
Teacher guides pupils to discuss the meaning of peace Pupils discuss the meaning of peace and Chart, Posters, Videos
7 PEACE EDUCATION and provides opportunity for Pupils to listen and react provides opportunity for pupils to listen and and Audio.
to stories on peace and conflicts. react to stories on peace and conflicts.
Teacher guides pupils to share toys and other Pupils share toys and other materials with peer Chart, Posters, Videos
materials with peers peacefully in the classroom and peacefully in the classroom and home. Pupils and Audio.
8 PEACE EDUCATION
home. Teacher guides Pupils to discuss the importance learn the importance of peace and how to
of peace and how to maintain peace. maintain peace.
RIGHTS AND Teacher guides pupils to discuss meaning of rights and Pupils discuss meaning of rights and Chart, Posters, Videos
9
RESPONSIBILITIES responsibility, listing some of the rights of a child. responsibility, listing some of the rights of a child and Audio.
Teacher guides pupils to discuss some of their Pupils discuss some of their responsibilities at Chart, Posters, Videos
RIGHTS AND responsibilities at home, school, social gathering etc. home, school, social gatherings etc. Pupils and Audio.
10
RESPONSIBILITIES Teacher guides the pupils to carry out some of their practice doing their responsibilities at school.
responsibilities in the school. Listing their responsibilities at home.
CIVIC EDUCATION
Teacher guides Pupils to give a simple definition Pupils give a simple definition of conflict and Chart, Posters, Videos
of conflict and resolution. Teacher guides Pupils resolution, state and discuss some actions that can and Audio.
2 CONFLICT RESOLUTION to state and discuss some actions that can cause cause conflict among Pupils. Pupils practice abiding to
conflict among Pupils. Teacher reads and the class rules that help prevent conflicts.
explain class rules that help prevent conflicts
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Teacher guides pupils to identify conflicts and Pupils identify conflicts and state ways of resolving Chart, Posters, Videos
states ways of resolving conflicts. Teacher them. Pupils participate in role play about conflict and Audio.
3 CONFLICT RESOLUTION guides Pupils to listen and watch videos on resolution.
conflict resolution. Teacher guides pupils in role
play on conflict resolution
Teacher discusses simple meaning of confidence Pupils discuss some habits that portray confidence and Chart, Posters, Videos
EMOTIONAL
and guides Pupils to discuss some habits that practice habits that improve Pupils confidence. and Audio.
4 DEVELOPMENT;
portray confidence. Teacher guides Pupils to
CONFIDENCE
practice habits that improve Pupils confidence.
Teacher gives simple meaning of self- Pupils express themselves through writing, speaking, Chart, Posters, Videos
5 SELF EXPRESSION expression, guides Pupils to express themselves drawing, moulding and drama. and Audio.
through writing, drawing, moulding and drama.
Teacher gives simple meaning of attitude and Pupils discuss the right attitude to work at school and Chart, Posters, Videos
PSYCHOSOCIAL
6 guides Pupils to discuss the right attitude to at home. and Audio.
VALUES: ATTITUDE
work at school and at home.
Teacher gives simple meaning of love and care. Pupils demonstrate and discuss some actions that Chart, Posters, Videos
PSYCHOSOCIAL
Teacher guides Pupils to demonstrate and portray love and care to other. and Audio.
7 VALUES: LOVE AND
discuss some actions that portray love and care
CARE.
to others.
Teacher discusses the meaning of fear with Pupils discuss the meaning of fear and they Chart, Posters, Videos
EMOTIONAL STATE: Pupils and guides Pupils to demonstrate facial demonstrate some facial expression of fear. Pupils and Audio.
8
FEAR expressions of fear. Teacher guides Pupils to mention some sources or causes of fear.
mention some causes of fear.
Teacher discusses simple meaning of sadness Pupils discuss simple meaning of sadness and Chart, Posters, Videos
EMOTIONAL STATE: and guides Pupils to demonstrate some facial demonstrate some facial expression of sadness. Pupils and Audio.
9
SADNESS expression of sadness. Teacher guides Pupils to mention some sources or causes of sadness.
mention some sources or causes of sadness.
Teacher discusses simple meaning of happiness Pupils discuss simple meaning of Happiness and Chart, Posters, Videos
EMOTIONAL STATE: and guides Pupils to demonstrate facial demonstrate some facial expression of Happiness. and Audio.
10
HAPPINESS expression of Happiness. Teacher guides Pupils Pupils mention some sources or causes of Happiness.
to mention some sources or causes of Happiness
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PHYSICAL AND HEALTH EDUCATION

WEEK TOPIC TEACHER’S ACTIVITIES LEARNERS’ ACTIVITIES LEARNING
RESOURCES
Teacher explains the meaning of exercise to Pupils engage in different kinds of exercises by Video, playground,
pupils. moving parts of their body. skipping rope, etc.
GENERAL BODY
1–2 Teacher guides pupils to move parts of their Pupils engage in routine morning exercises to be
EXERCISE
body during exercise. Teacher mentions the acquainted with exercise.
benefits of exercise to the pupils.
Teacher demonstrates a rhythm with a Pupils move their body according to the rhythm of a Video, playground.
TAMBOURINE tambourine. tambourine.
3
MOVEMENT Teacher guides the pupils to move their body Pupils describe a tambourine and mention the uses
according to the rhythm of the tambourine. of a tambourine.
Teacher guides pupils through recitation and Pupils engage in the recitation and role-play. Rhyme book. Video,
TIMING
4 role play – What is the time, Mr. Wolf? Pupils sing the song: “What number is this?” and playground.
move their body to the rhythm.
Teacher explains hopping as a kind of Pupils move every part of their body. Video, playground.
movement to the pupils. Pupils hop around.
5 HOPPING EXERCISE
Teacher guides pupils to hop. Pupils mention an animal that moves by hopping.
Teacher tells the pupils that frogs hop.
Teacher explains leaping as a kind of movement Pupils move every part of their body. Video, playground.
to the pupils. Pupils leap in the classroom or on the playing
6 LEAPING EXERCISE Teacher guides pupils to leap. ground.
Teacher tells the pupils that leap means jump. Pupils show understanding of leap as the same thing
as jump.
SONG: “WHO IS IN THE Teacher guides pupils to recite and role-play. Pupils participate in singing the song: Who is in the Rhyme book.
7 garden?
GARDEN?”
Teacher observes, monitors and stimulates the Pupils play and work in teams, learning to perform Video, playground,
NEURO MUSCULAR child at play and work. Teacher trains and simple activity of climbing, jumping and balancing. skipping rope, LEGO
8
SKILL guides pupils to perform simple activity of etc.
climbing, jumping and balancing.
Teacher observes, monitor and stimulates the Pupils work and play in teams, learning to throw and First Aid Box, Video,
MANIPULATIVE
pupils to throw and catch balls on an open field. catch balls playground, skipping
9 MOVEMENT (CATCHING
Teacher guides the pupils to avoid accidents and rope, Ball etc.
A BALL)
injuries on the field.
Page | 119

Teacher guides the pupils to perform simple Pupils to perform simple exercises like Jumping Jack, First Aid Box, Video,
10 SIMPLE & FUN EXERCISE exercises like Jumping Jack, jogging on a spot, jogging on a spot, Squatting, Turning, High knee, playground, skipping
Squatting, Turning, High knee, walking on toes etc. walking on toes etc. rope, Ball etc.

Teacher guides pupils to swing their arms Pupils identify swinging movement. They identify Video, playground.
1 SWINGING OF ARMS during body exercise. their arms.
Pupils swing their arms and show their arms.
Teacher guides the pupils to move their body Pupils mention the uses of tambourine and move CD on parts of the body,
2 TAMBOURINE MOVEMENT according to the rhythm of a tambourine. their body according to the tambourine. Playground. Playground.
Teacher guides pupils to identify the parts of Pupils touch their head, shoulder, knees and toes. CD on parts of the body,
HEAD, SHOULDER, KNEES the body. Playground. Playground.
3
AND TOES Teacher mentions the functions of the head, Pupils mention the uses of the head, shoulder,
shoulder, knees and toes. knees and toes.
Teacher guides pupils through body Pupils move their body and sing the song. Video, playground.
4 JACK IN THE BOX movement.
Teacher explains hopping as a kind of Pupils move every part of their body. CD on parts of the body,
movement to the pupils. Pupils hop around. Playground. Playground.
5 HOPPING EXERCISE
Teacher guides pupils to hop. Pupils mention an animal that moves by hopping.
Page | 120

Teacher guides pupils through recitation and Pupils recite and role-play the song. Videos and rhyme book.
6 LONDON BRIDGE role-play. Pupils their body in rhythm to the song. Playground.
Teacher explains and demonstrates how a Pupils describe the kangaroo-movement. Video, playground.
kangaroo moves. Pupils hop like a kangaroo.
7–8 KANGAROO MOVEMENT
Teacher guides pupils to hop.
Teacher guides pupils through body Pupils part and close the 2 legs in rhythm. Charts, Video,
9 APART TOGETHER movement as they engage in apart-together. playground, etc.
Teacher explains the meaning of somersault. To identify tumbling. Charts, Video,
10 SOMERSAULTING Teacher shows clips of somersault. ACTIVITY: To tumble on a mattress. playground, etc.
Page | 121


THERE IS FIRE ON THE Teacher guides pupils through general Pupils exercise by moving their body to the song. Video, playground.
1 body movement. Pupils run around on the field.
MOUNTAIN
Teacher guides to bend and touch their Pupils identify their knees and toes. Video, playground.
2 BENDING EXERCISE knees and toes. Pupils bend to touch their knees and toes.
Teacher explains the concept of Pupils throw and catch a ball among themselves. Video, playground.
THROWING AND CATCHING throwing and catching.
3
OF BALLS Teacher guides pupils to throw and
catch balls among themselves.
Teacher explains running to pupils. Pupils pair themselves and run competitively. Video, playground.
4 RACING IN PAIRS Teacher guides pupils to run in twos. Pupils understand: On your mark, get set, go!
FILLING THE BASKET WITH Teachers guide pupils through filling a Pupils learn how to pick and race with balls and then Video, playground.
5 basket with small balls. drop in a basket.
SMALL BALLS
Hopping exercise. To know how to move like a kangaroo. Video, playground.
6–7 KANGAROO HOP ACTIVITY: Hop like a kangaroo
Teacher guides pupils through the Pupils understand how to somersault. Video, playground.
8–9 SOMERSAULTING concept of somersaulting. Pupils practise somersaulting on a mattress.
Teacher guides pupils through making Pupils design a kite. Video, playground.
a kite. Pupils run fast with a kite to get it suspended in the
10 FLYING OF KITES
Teacher guides pupils through air.
suspension of a kite in the air.
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PERSONAL DEVELOPMENT
Teacher guides pupils through the proper Pupils learn the names of their classmates by Charts, pictures, textbooks.
WELCOMING AND GETTING
1–2 way of Introducing themselves to each taking turns to introduce themselves in class
TO KNOW EACH OTHER
other ASSESSMENT: What is your name?
Teacher guides pupils through the meaning To know the proper way of greeting in the Song tapes and Videos
3 NAME AND GREETING and importance of greeting morning, afternoon and evening.
ASSESSMENT: How do we greet in the morning
Teacher guides the pupils on the Pupils learn the importance of doing their home Song tapes and Videos
importance of doing their home work work
4 DOING MY HOMEWORK
ASSESSMENT: Is it good to drink water or eat
while doing your homework?
Teacher guides pupil on how to know each Pupils practice the proper response when called Pictures, charts, song tapes
MY NAME, TEACHER AND
5 other’s name and how to respond when ASSESSMENT: How do you answer to your and videos.
FRIEND’S NAME
called name?
Teacher explains the meaning of school and To know what class rules and school rules are Pictures, charts, song tapes
6 SCHOOL AND CLASS RULES class rules and why it is important to obey about. and videos.
them ASSESSMENT: Is bullying bad?
Teacher guides pupils through the proper Pupils demonstrate the proper ways of sneezing, Pictures, charts, song tapes
ways of sneezing, yawning and coughing yawning and coughing. and videos.
7 GOOD MANNERS
ASSESSMENT: Is it good to yawn with mouth
open?
SPEAKING UP AND Teacher explains to the pupils when to Pupil practice how to speak up in class Videos, Early Learner
8 speak and when to answer question ASSESSMENT: Is it good to be shy in class? Environmental Studies
ANSWERING QUESTIONS
Teacher guides pupils on the importance of Pupils observe silence time during learning Early Learner Environmental
9 SILENCE TIME silence when learning, during meal time ASSESSMENT: Is it good to talk during learning Studies
and resting time time?
Teacher explains the meaning of bullying. Pupils mention the consequences of bad habits Early Learner Environmental
BULLYING AND FIGHTING
10 Teacher guides the pupils through the Studies
ARE BAD HABITS
dangers of bad habit ASSESSMENT: Is it good to fight your friends?
Page | 123

WEEK TOPIC/CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
Teacher guides pupils to learn the importance Pupils observe silence in class and during meal Charts, pictures,
1 SILENCE TIME of silence during meal time and resting time. time. textbooks.
ASSESSMENT: Is it good to talk while eating?
Teacher guides pupils through the proper Pupils learn the proper way to greet and do Early Learner
ways of doing homework & greeting one homework. Environmental Studies
2 GOOD MANNERS
another ASSESSMENT: Is it good to drink water while
doing your homework?
Teacher explains the importance of coming to Pupils learn the importance of coming to school Pictures, charts, song
GOOD MANNERS- COMING TO
3 school early as an example of good manners early tapes and videos.
SCHOOL EARLY
ASSESSMENT: Is it good to come to school late?
Teacher explains the meaning of bad habits Pupils learn why crying and laughing Pictures, charts, song
LAUGHING / CRYING and states why laughing or crying unnecessarily is a bad habit. tapes and videos.
4
UNNECESSARILY unnecessarily is a bad habit ASSESSMENT: Is it good to cry unnecessarily
Teacher explains the meaning of good table Pupils learn how to exhibit good manners by Pictures, charts, song
manners and states example of ways to saying ‘Thank you’, ‘yes please’ tapes and videos.
5 GOOD TABLE MANNERS
express good manners e.g. saying: “Thank ASSESSMENT: What do you say when you
you,” “Yes please.” receive gift from somebody?
Teacher guides pupils on how to handle and Pupils learn how handle materials by handling Videos, Early Learner
arrange materials properly and arranging their books Environmental Studies
6 HOW TO HANDLE MATERIAL
ASSESSMENT: How should you handle your
books?
Teacher guides the pupil on the proper sitting Pupils learn the proper ways to sit by Early Learner
7 LEARNING POSITION IN CLASS position in class ASSESSMENT: How do we sit in the classroom? Environmental Studies
Teacher guides pupils on how to make a Know how to stand according to their height. Early Learner
8 MAKING A STRAIGHT LINE straight line and folding arms while standing ASSESSMENT: Stand according to your height. Environmental Studies
Teacher guides pupils on the meaning of Pupils listen to the meaning of safety. Practise Early Learner
PLAYING SAFELY DURING safety. how to play safely on the playground Environmental Studies
9
BREAK Demonstrate how to play safely during break ASSESSMENT: How can you be safe at home?
time
Page | 124

Teacher guides pupils to play safely with the Pupils play safely with the out-door game Slides, C-saw, Swings etc.
SCHOOL FACILITIES AND
10 out-door game equipment e.g. swings, C-saw, equipment e.g. swings, C-saw, slides etc.
PLAY EQUIPMENT
slides etc.
WEEK TOPIC / CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
Teacher guides pupils on how to use “Yes, Pupils learn how to answer their names by Charts, pictures, textbooks.
Daddy/Mummy/Aunty” when answering repeating ‘yes, aunty’ when called.
1 ANSWERING YOUR NAME
their names. ASSESSMENT: How do you respond when
called?
Teacher guides pupils on how to use ‘May I,’ Pupil learns how to make request by saying Pictures, charts, song tapes
PROPER WAYS TO MAKE ‘Excuse me’ when making request ‘excuse me’ and ‘may I’ and videos.
2
REQUEST ASSESSMENT: What do you say when making a
request?
Teacher tells the pupils the proper time to Pupils learn the importance of coming early to Pictures, charts, song tapes
come to school come to school. school by singing relevant poems and rhymes and videos.
3 COMING TO SCHOOL EARLY
Teacher explains the importance of coming ASSESSMENT: When is the right time to come
to school early by using poems and rhymes to school?
Teachers explains the importance of paying Pupils learns the importance of paying Videos, Early Learner
attention by using relevant songs and attention during learning time by reciting the Environmental Studies
PAYING ATTENTION DURING
4 poems poems
LEARNING TIME
ASSESSMENT: What is the right thing to do
during learning time.
Page | 125

Teacher guides pupils on how to show love Pupils learn how to show love and care by Early Learner Environmental
and care to others observing the teacher and by singing relevant Studies
SHOWING LOVE AND CARE TO
5-6 Teacher uses a song or poem to show the songs and poems
OTHERS
importance of showing love and care to ASSESSMENT: Is it good to bully your friends?
others
REPORTING A MATTER TO Teacher guides pupils on the importance or your friend Early Learner Environmental
7 THE TEACHER RATHER THAN reporting a matter to the teacher rather ASSESSMENT: Is it good to fight your friends? Studies
FIGHTING than fighting
Teacher demonstrates the correct sitting Pupils observe the standing and sitting Early Learner Environmental
CORRECT SITTING & and standing postures to the pupils postures and repeats after their teachers Studies
8
STANDING POSTURES ASSESSMENT: What is the proper way to sit in
class?
Teacher demonstrates to the pupils how to Pupils learn how to arrange their personal Early Learner Environmental
arrange their personal belongings belongings by repeating every step taken by Studies
ARRANGING PERSONAL
9 the teacher
BELONGINGS
ASSESSMENT: Is it good to scatter your things
around?
Teachers guides the pupils to speak up in Pupils learns how to speak up in class by Early Learner Environmental
class by allowing them share a story on how sharing a story of how they will spend their Studies
10 SPEAKING UP IN CLASS they will spend their holiday. holidays
ASSESSMENT: Is it good to silence your
teacher?
Page | 126

CREATIVITY
RESOURCES
Teacher provides picture of an uncoloured Pupils identify a shirt and red and blue crayons. Pupils grip Picture of a car.
shirt for the pupils. crayon properly and colour the shirt with red and blue
crayon. Red and blue crayon
1 COLOURING A SHIRT Teacher guides pupils to identify a shirt ASSESSMENT: Open class activities will give feedback on the
and to colour a shirt red and blue. extent learners have understood the lesson. Individual work
on colouring a car will provide evidence on the extent to
which each learner can apply their knowledge.
Teacher encourages learners to be self- Pupils draw any object or shape of their choice Scrap book
dependent and to draw and colour independently and they colour nicely. Drawing book
anything of their choice. ASSESSMENT: Whole class activity at the beginning of the Pencil
2 FREE EXPRESSION
lesson will ascertain learner’s knowledge on free expression. Eraser
Individual work to draw any object of their choice will Crayon
provide each learner’s understanding of the lesson.
Teacher provides picture of an uncoloured Pupils identify a leaf and green crayon. Pupils grip a green Picture of a car.
leaf for the pupils. crayon properly and colour the leaf.
ASSESSMENT: Open class activities will give feedback on the Red and blue crayon
3 COLOURING A LEAF
Teacher guides pupils to identify a leaf and extent learners have understood the lesson. Individual work
to colour it green. on colouring a car will provide evidence on the extent to
Teacher guides pupils to identify different Pupils identify different colours. To identify their thumbs. To Scrap book
colours, to identify a thumb, to mix dip their thumbs into the poster colour and print.
different colours and to dip their thumbs ASSESSMENT: Whole class activity will give feedback on the Poster colour
4 THUMB PRINT
into the poster colour and print. extent learners have ascertained the lesson. Individual work
will prove each learner’s ability to identify their thumb and to Pupils’ thumb
thumb print.
Teacher guides pupils and encourage Pupils draw any object of their choice independently. To Scrap book
learner’s self-dependent to draw and colour nicely. Pencil
colour anything of their choice. ASSESSMENT: Whole class work will provide evidence on Crayon
5 FREE EXPRESSION
the extent to which learners can draw different objects. Eraser
Individual work on drawing any object will give feedback of
learners’ level of assimilation of the topic.
Page | 127

To identify different colours. To identify To identify different colours. To identify their hands. To dip Scrap book, Poster
their hands. To mix the colours. To dip their hands into the poster colour and print. colours hands
6 HAND PRINT their hands into the poster colour and ASSESSMENT: An open class discussion to ascertain the
print. learner’s knowledge on hand print. An individual activity to
print hands.
To identify a rabbit. To colour a rabbit with To identify a rabbit. To colour a rabbit nicely with brown and Scrap book Picture
brown and black crayons. black crayons. barney Purple and
ASSESSMENT: An open class activity will give evidence on green crayons
7 COLOURING A RABBIT
the extent to which learners have understood the lesson.
Individual work will provide evidence on the extent to which
each learner can identify and colour a rabbit nicely.
COLOURING A PIG To identify a pig. To make the sound of a To identify a pig. To colour a pig nicely with peach crayon. Plasticine
pig. To colour a pig with peach crayon. ASSESSMENT: Open class discussion at the beginning of the
8
class to ascertain the learner’s knowledge on colouring.
Individual activity for learners to identify and colour a pig.
To identify a straw. To cut the straw with To identify a straw. To identify a rubber thread. To put the Poster colours, paint
scissor. straw into the thread. brush, plate, etc.
TRACING AND ASSESSMENT: Open class discussion at the beginning of the
9 – 10
COLOURING A SHOE class to ascertain the learner’s knowledge on the topic.
Individual activity for learners to put the straw into the
thread.
11 REVISION
12 EXAMINATION
Page | 128

CREATIVITY
LEARNING
WEEK TOPIC CONTENT KEY SKILLS – ASSESSMENT
RESOURCES
To identify an umbrella. To identify an umbrella. To identify different colours. Picture of an
To identify different colours. To colour the umbrella correctly. umbrella, crayon
COLOURING AN To colour an umbrella correctly. ASSESSMENT: Whole class work at the beginning of the lesson will provide
1
UMBRELLA evidence on the extent to which learners understand the topic. Individual work
will provide evidence on the extent to which each learner is able to apply
his/her knowledge of colours.
To identify onions as a vegetable. To identify onions as a vegetable. To cut the onions and to dip the onions into Onions, poster
To cut the onions paint, and then print it on the scrap book. colour, plates,
To dip the onions into paint. ASSESSMENT: Whole class activity at the beginning of the lesson will provide knife.
2 VEGETABLE PRINT
evidence on the extent to which learners can apply their knowledge. Individual
work of printing the vegetable on their books will ascertain each learner’s
understanding of the topic.
To identify plasticine. To identify plasticine. To mould different objects with plasticine. Plasticine
To mould different objects with ASSESSMENT: An open class discussion at the beginning of the class will
3 PLASTICINE plasticine. ascertain learner’s knowledge on the topic. Individual activity to spot the
difference will prove each learner’s ability to apply their knowledge on the
topic.
To identify a paper. To identify a paper. To fold the paper forward/ backward. To design the fan Paper and
To fold the paper forward/ with permanent marker. marker
MAKING/DESIGNING backward. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain
4
A HAND FAN To design the fan with learners understanding. Individual work on folding the forward and backward
permanent marker. paper will provide evidence on the extent to which each learner can apply their
knowledge.
To identify different colours. To identify different colours. To identify a paint brush. To dip the brush in the Poster colours,
To identify a paint brush. paint and splash. paint brush, plate
ASSESSMENT: An open class activity at the beginning of the lesson will give etc.
5 COLOUR SPLASH
feedback on the extent to which learners have understood the lesson.
Individual work will provide evidence on the extent which each leaner can
splash the colours.
Page | 129

To identify a hedgehog. To identify a hedgehog. To cut the broom into small sizes. To colour some parts Brooms, picture
To cut the broom into small size. of the hedgehog. To put the broom on the hedgehog using bond gum. of a hedgehog,
To put the broom on the ASSESSMENT: Whole class work at beginning of the lesson will provide bond gum.
6 SPIKY HEDGEHOG
hedgehog using bond gum. evidence on the extent to which learners understand the topic. Individual work
will provide evidence on the extent to which each learner can put the broom on
the body of the hedgehog.
To encourage learners to be self- To draw any object of their choice independently. To colour nicely. Paper, pencil and
dependent. ASSESSMENT: A whole class activity will ascertain learner’s knowledge on the crayon.
7 FREE EXPRESSION
To draw and colour anything of lesson. An individual activity will give each learner ability and confidence to
their choice. draw anything.
To identify flora dress. To identify flora dress. To colour some parts of flora’s dress and body. To paste Different colours
To colour some parts of flora’s different colours of cardboard on the flora’s body using bond gum. of cardboard,
8 PAPER COLLAGE dress and body. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain bond gum,
To cut different cardboard in learners’ understanding of the topic. Individual work will provide evidence on picture of flora.
pieces and paste on flora’s dress. the extent to which each learn can paste on flora’s dress.
To identify a tree. To identify a tree. To paste their names on the tree using masking tape. Scissor,
9 FRIENDSHIP TREE To write pupils’ names on ASSESSMENT: An open class activity to ascertain learners’ knowledge on cardboard, pen.
cardboard. length. Individual work will prove each learner’s understanding on the topic.
To identify a straw. To identify a straw. To identify the rubber thread. To put the straw into the Straw, scissor,
To cut the straw with scissors. thread. rubber thread.
MAKING
10 ASSESSMENT: Open class discussion at the beginning of the class to ascertain
JEWELLERIES
the learners’ knowledge on the topic. Individual activity for learners will prove
their grasp of the topic.
11 REVISION
12 EXAMINATION
Page | 130

CREATIVITY
LEARNING
RESOURCES
To identify a house. To identify a house. To apply crayon and colour the drawing very beautifully. Plasticine
COLOURING A To colour a house drawn on ASSESSMENT: An open class discussion at the beginning of the class will
1
HOUSE paper with a crayon. ascertain learners’ knowledge on the topic. Individual activity to use crayon to
colour will prove each learner’s ability to apply their knowledge of the topic.
To identify a rabbit and cotton To identify a rabbit and cotton wool. To colour some parts of the rabbit. Picture of a
wool. To paste the cotton wool on the rabbit. rabbit, cotton
2 RABBIT COLLAGE To colour some parts of the ASSESSMENT: An open class activity will prove learners’ understanding of the wool
rabbit. To paste the cotton wool topic. An individual activity to paste cotton wool on the rabbit will give feedback
on the rabbit. on each learner’s ability to apply their knowledge.
To identify sand and a donkey. To identify sand and a donkey. To sieve the sand. Sand, picture of
To sieve the sand. To put the sand on the donkey using bond gum. a donkey
3 SAND COLLAGE To put the sand on the donkey ASSESSMENT: An open class activity will prove learners’ ability to identify sand
using bond gum. and donkey. An individual activity will ascertain each learner’s ability to put the
sand on the donkey.
To encourage learners to be To draw any object of their choice independently. To colour nicely. Paper, pencils,
4 FREE EXPRESSION confident. To draw and colour ASSESSMENT: An open class activity will prove learners’ ability to draw. An crayon.
anything of their choice. individual activity will ascertain each learner’s ability to colour neatly
To identify a paper plate. To identify a paper plate. Paper plates,
To mix the colours using poster To mix the colours using poster colour. To design the plates. poster colours,
DESIGNING A PAPER
5 colour. To design the plates. ASSESSMENT: Whole classwork will ascertain learners’ knowledge of the topic. paint brush.
PLATE
Individual work will give evidence on the extent to which each learner is able to
apply his/her knowledge of the lesson.
To identify a cardboard. To cut To identify a cone shape. To fold and design the cone hat. Cardboard,
DESIGNING A CONE the cardboard in a triangular ASSESSMENT: Whole class work will provide feedback on learners’ level of different
6
HAT shape. To fold it into a cone assimilation of the topic. Individual work will ascertain each learner’s ability to colours, scissor,
shape and design it. apply their knowledge. bond gum
To encourage learners to be self- To draw any object of their choice independently. To colour nicely. Paper, table,
dependent and to draw anything ASSESSMENT: Whole classwork will prove learners’ knowledge on drawing. crayon, pencil,
7 FREE EXPRESSION
of their choice. Individual work will provide evidence on the extent to which leaner etc.
understands the topic.
Page | 131

To identify card board and cut it. To make a card. To write on the card. Cardboard,
To make a card. ASSESSMENT: Open class activity at the beginning of the class will ascertain scissors, pencils
8 MAKING CARDS
learners’ knowledge on making a card. Individual work will prove each learner’s and markers.
ability to apply the knowledge.
To identify a paint brush. paint and splash. paint brush,
ASSESSMENT: An open class activity at the beginning of the lesson will give plate etc.
9 COLOUR SPLASH
feedback on the extent to which learners have understood the lesson. Individual
work will provide evidence on the extent which each leaner can splash the
colours.
To identify the feathers and To identify the feathers and chicken. To paste the feathers on the body of the Feathers,
chicken. To paste the feathers on chicken. chicken, bond
10 FEATHER the body of the chicken. ASSESSMENT: Open class discussion at the beginning of the class to ascertain gum
the learners’ knowledge of the topic. Individual activity for learners to paste the
feathers.
11 REVISION
12 EXAMINATION
Page | 132

SONGS AND RHYMES

WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING RESOURCES
Teacher recites the rhymes and sings the song. Pupils learn the rhymes by repeating the Video, rhyme book
Teacher explains that stars are examples of heaven rhymes.
TWINKLE, TWINKLE bodies Children also learn that star is an example of
1
LITTLE STAR heavenly bodies.
ASSESSMENT: Can you see the star now?

Teacher uses mp3 player to teach the rhymes and song. Pupils learn the rhymes and songs by Mp3 player, rhyme book
Teacher explain that rain is a natural phenomenon repeating the rhymes.
2 RAIN, RAIN, GO AWAY Pupils learn that rain is a natural
phenomenon
ASSESSMENT: Rain give us what?
Teacher recites the rhymes and sings the song. Pupils learn the rhymes and songs by Mp3 player, rhyme book
Role-plays the rhymes/song. repeating the rhymes/songs
3 PAT – A – CAKE Pupils participate in the role-play
ASSESSMENT: Who made the cake?

4 OLD MAC- DONALD Pupils participate in the role-play
ASSESSMENT: Mention things in Old Mac-
Donald farm.
5 HOT CROSS BUNS Pupils participate in the role-play
ASSESSMENT: Where can we see the star?

6 HEY DIDDLE DIDDLE Pupils participate in the role-play
ASSESSMENT: What jumped over the
moon?
Page | 133

7 LITTLE JACK HORNER
Pupils participate in the role-play
ASSESSMENT: Who is Little Jack?
Teacher uses mp3 player to teach the rhymes and song. Pupils learn the rhymes and songs by Mp3 player, rhyme book
MARY HAD A LITTLE Role-plays the rhymes/song. repeating the rhymes/songs
8
LAMP Pupils participate in the role-play
ASSESSMENT: Is Mary’s lamp big or small?
9 A LION, A LION
ASSESSMENT: The lion has a big ________?
HEAD SHOULDERS
10 Pupils learn the part of the body by
KNEES AND TOES
participating in the role-play
ASSESSMENT: Touch your ears and toes
12 I HAVE TWO HANDS
ASSESSMENT: Touch your hand.
Page | 134

SONGS AND RHYMES

Teacher recites the rhymes and sings the song. Pupils learn the rhymes and songs by repeating the MP4 Player, MP3 Player,
JACK AND JILL WENT Role-plays the rhymes/song. rhymes/songs rhyme book
1
UP THE HILL Pupils participate in the role-play
ASSESSMENT: Who is jack?
Role-plays the rhymes/song. rhymes/songs rhyme book
IN A COTTAGE IN A
2 Pupils learns the meaning of friendship by
WOOD
ASSESSMENT: What is cottage?
OLD MOTHER HUB
3 Pupils learns the meaning of care by
BOARD
ASSESSMENT: Identify old mother hub board.
ONE LITTLE TWO Role-plays the rhymes/song. rhymes/songs rhyme book
4 LITTLE THREE LITTLE Pupils learn how to count on their fingers by
FINGER participating in the role-play
ASSESSMENT: Touch your finger.
5 RAT-TA-TAT-TAT
ASSESSMENT: Recite ?
6 LITTLE MISS MUFFET Pupils learns the meaning of cleanliness by
ASSESSMENT: Colour little Miss Muffet.
Teacher recites previous rhymes and songs Pupils sing and recites previous songs and rhymes MP4 Player, MP3 Player,
7 REVIEW WEEKS 1-6 and guides students to sing along. Role-play the rhymes/songs rhyme book
Role-plays the rhymes/song. ASSESSMENT: Answer review questions
Page | 135

8 I SEE THE MOON
ASSESSMENT: Point at the moon.
9 WHERE IS THUMBKIN? Pupils shows parts of the body by participating in the
role-play
ASSESSMENT: Recite.
WHEN CAT WAKES UP
10 Pupils learn how to greet by participating in the role-
IN THE MORNING
play
ASSESSMENT: Recite.
GOOSEY GOOSEY Role-plays the rhymes/song. rhymes/songs rhyme book
11
GENDER Pupils participate in the role-play
ASSESSMENT: Recite.
12 PUSSY CAT, PUSSY CAT
ASSESSMENT: Recite.
SONGS AND RHYMES

Teacher recites the rhymes and sings the Care. Charts and video.
1–2 THE BO BEEP song.
Role-plays the rhymes/song. ASSESSMENT: Recite.
Teacher recites the rhymes and sings the How to respond.
HOW MUCH IS THE DOG IN THE
2 song.
MEADOW?
Page | 136

Teacher recites the rhymes and sings the Carefulness and safety.
3 SEE A PIN AND PICK IT UP song.
Recitation and role-play. Farm animal.
4 ON OUR WAY TO GRAND PA
ASSESSMENT: Colour Grandpa farm.
Recitation and role-play. Transportation.
5 OH THE BIG SHIP SAILS
ASSESSMENT: Recite.
Recitation and role-play. Transportation.
6–7 DINAH BLOW YOUR HORN
ASSESSMENT: Recite.
Recitation and role-play. Care.
8 DOH A DEAR
ASSESSMENT: Recite.
Recitation and role-play. Growth.
KING JESUS WAS A LITTLE
9
CHILD
ASSESSMENT: Recite and clap.
Recitation and role-play. Boldness.
10 I CAN DO ALL THINGS
ASSESSMENT: Recite.
Recitation and role-play. Manners.
THIS LITTLE PIG WENT TO THE
11
MARKET
ASSESSMENT: Recite.
Recitation and role-play. Concept of size.
12 LITTLE POLLY FLINDER
ASSESSMENT: Recite.
Page | 137

HANDWRITING
WEEK TOPIC CONTENT KEY SKILLS - ASSESSMENT LEARNING RESOURCES
GRIPPING OF PENCIL AND Tripod grip. Gripping with the tall, thumb and pointing finger. Handwriting workbook.
1–2 ACTIVITY: Gripping exercise.
SCRIBBLING
TRACING OF VERTICAL Tracing of preschool patterns. Identifying and tracing of preschool patterns. Handwriting workbook.
3–4 AND HORIZONTAL LINES
AND STROKES ACTIVITY: Tracing exercise
Tracing of preschool patterns. Identifying and tracing of preschool patterns. Handwriting workbook.
TRACING OF RIGHT, LEFT,
5–6
DOWN FACING CURVES
ACTIVITY: Tracing exercise.
Tracing. Identifying and tracing circle. Handwriting workbook.
7 TRACING OF CIRCLES
To identify the numbers. Tracing of numbers. Handwriting workbook.
TRACING OF NUMBER:
8 Tracing of numbers.
1, 4, 7, 9
To identify the numbers Tracing Tracing exercise. Handwriting workbook.
TRACING OF NUMBER:
9 of numbers.
2,3,6,8
ACTIVITY: Training exercise.
Tracing all preschool patterns. TRACING OF PATTERNS Handwriting workbook.
TRACING OF VARIOUS
10
PATTERNS
11 REVISION
12 EXAMINATION
Page | 138

HANDWRITING
WEEK TOPIC CONTENT KEY SKILLS - ASSESSMENT LEARNING RESOURCES
To look and trace various Gripping with the tall, thumb and pointing finger. Handwriting workbook. Tracing
TRACING AND DRAWING
1–2 patterns. Book.
VARIOUS PATTERNS
ACTIVITY: Tracing and drawing exercise.
To trace number 1 – 5. Tracing of numbers. Handwriting workbook. Tracing
TRACING AND WRITING To look and copy number 1 – 5. Book.
3–4
NUMBER: 1 – 5 To write number 1 – 5from ACTIVITY: Tracing and drawing exercise.
memory.
TRACING AND WRITING To look and copy number 6-10 Book.
5
NUMBER: 6-10 To write number 6 – 10from ACTIVITY: Tracing and drawing exercise.
memory.
TRACING AND WRITING To look and copy number 1-10 Book.
6
NUMBER: 1-10 To write number 1 – 10from ACTIVITY: Tracing and drawing exercise.
memory.
TRACING AND WRITING To identify the sounds. Tracing of sounds. Handwriting workbook. Tracing
7 SOUNDS Combination of the letters. Book.
c, e, 0, a, i, r, x, z ACTIVITY: Tracing and drawing exercise.
TRACING AND WRITING To identify the sounds. Tracing of sounds. Handwriting workbook. Tracing
8 SOUNDS Combination of the letters. Book.
p, g, y, q, i To look and copy. ACTIVITY: Tracing and drawing exercise.
To identify the sounds. Tracing of sounds. Handwriting workbook. Tracing
TRACING AND WRITING
9 Combination of the letters. Book.
k, t, d, f, k
To look and copy ACTIVITY: Tracing and drawing exercise.
To identify the sounds. Tracing of sounds. Handwriting workbook. Tracing
TRACING AND WRITING
10 Combination of the letters. Book.
n, m, w, v h, l, s
To look and copy ACTIVITY: Tracing and drawing exercise.
11 REVISION
12 EXAMINATION
Page | 139

HANDWRITING
WEEK TOPIC CONTENT KEY SKILLS – ASSESSMENT LEARNING RESOURCES
To identify the letters and numbers. To trace Tracing of numbers and letters. Handwriting workbook. Tracing
TRACING AND WRITING
1 the letters and numbers. To look and copy the ACTIVITY: Tracing of numbers and Book.
a – i (Lowercase)
letters and number. letters.
To identify the letters and numbers. Tracing of numbers and letters. Handwriting workbook. Tracing
TRACING AND WRITING
2 To trace the letters and numbers. ACTIVITY: Tracing of numbers and Book.
A – I (Uppercase)
To look and copy the letters and number. letters.
TRACING AND WRITING
3 To trace the letters and numbers. ACTIVITY: Tracing of numbers and Book.
11-20
To look and copy the letters and number. letters.
TRACING AND WRITING To identify the letters. Tracing of numbers and letters. Handwriting workbook. Tracing
4 SOUND To trace the letters and numbers ACTIVITY: Tracing of numbers and Book.
j – s (Lowercase) To look and copy letters and number letters.
TRACING AND WRITING To identify the letters. Tracing of numbers and letters. Handwriting workbook. Tracing
5 SOUND To trace the letters and numbers ACTIVITY: Tracing of numbers and Book.
J – S (Uppercase) To look and copy letters and number letters.
TRACING AND WRITING
6 To trace the letters and numbers. Book.
s – z (Lowercase)
To look and copy letters and numbers. ACTIVITY: Tracing and writing exercise
TRACING AND WRITING
S – Z (Uppercase)
TRACING AND WRITING
21-30.
TRACING AND WRITING OF
NUMBER: 41 – 50
To look and copy letters and number ACTIVITY: Tracing and writing exercise
WRITING OF NUMBERS
AND LETTERS TAUGHT
11 REVISION
12 EXAMINATION
Page | 140

SCHEME OF WORK
FOR
PRE-SCHOOL
LEVEL 4
Page | 141


UNIT – LEARNING
WEEKS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
TOPIC/CONTENTS RESOURCES
Teacher guides pupils to Copy letters Aa – Ff. Pupils practise correct writing skills and they write Tracing
1. WRITING
letter Aa – Ff. Writing exercise book.
STRUCTURE With the aid of pictorial charts and posters, teacher Pupils associate letters with pictures and letters. Flash cards
guides pupils through matching same letters – Pupils demonstrate and respond to greetings at Songs
uppercase and lowercase: Aa – Zz. school, greetings at home and general greetings like Plastic alphabets
2. “how are you?”
SPEECH Teacher explains and demonstrates simple
greetings and commands and guides pupils to make
correct responses.
Teacher guides pupils through matching letter Aa – Pupils associate letters with pictures and words. Moveable alphabets,
WRITING Jj with pictures and words. Pupils write letters Aa –Jj and they pronounce the Tracing and writing
letters correctly. books
3.
SPEECH Teacher tells a story to the pupils and engages them Story books.
in a discussion.. Pupils participate in the class discussion actively and
answers questions asked by the teacher.
WRITING With the aid of pictorial charts and posters, teacher Pupils associate letters with pictures and words. Tracing and writing
guides pupils through matching letters Kk – Oo Pupils practise correct writing skills by writing books, tapes/CDs.
with pictures and words. letters Kk – Oo.
4.
SPEECH
Teacher guides pupils through correct Pupils match & read letters Kk – Oo.
pronunciation of the letters and the words.
With the aid of pictorial charts and posters, teacher Pupils associate letters with pictures and words. Tape recorder,
WRITING guides pupils through matching letters Pp – Tt with Pupils trace letters Pp – Tt to practise writing skills. television, tracing
pictures and words. books, charts, pictures,
5.
SPEECH Pupils sing along with the teacher different songs etc.
Teacher guides pupils to sing songs and rhymes and recite rhymes with correct pronunciation.
and to pronounce the words correctly.
Teacher with the aid of charts and posters guides Pupils associate letters with pictures and words. Pencil grip, crayons,
SPEECH
pupils to match and read letters Uu – Zz with Pupils read letters Uu – Zz and pronounce correctly. tracing books, etc.
6.
pictures and words.
WRITING
Page | 142

Teacher guides pupils to copy letters Aa – Kk Pupils develop correct writing skills by writing
correctly. letters Uu - Zz.
Teacher tells an interesting story to the pupils and Pupils listen attentively to the teachers as she tells Story book, tracing
gets them in a class discussion telling. them a story. book, pencils, etc.
Teacher observes their speech and corrects the Pupils participate actively in the class discussion
SPEECH pupils when necessary to ensure good after listening to the story. They ask questions and
7. pronunciation of words. answer the teacher’s questions.
WRITING
Teacher guides the pupils to trace letters Aa-Jj and Pupils trace and write letters Aa – Jj with and
to write the letters on their own with the teacher’s without the teacher’s guidance.
guide.
With the aid of pictorial charts and posters, teacher Pupils identify objects and match them to their Pencil, writing books,
guides pupils through matching objects and their names. charts and pictures.
SPEECH
names. Teacher guides the pupils to pronounce the Pupils pronounce words correctly.
8 words correctly.
Pupils practise correct writing skills by writing
WRITING
Teacher guides pupils through copying letters Ll – letters Ll - Pp.
Pp and correct pronunciation of the letters.
With the aid of an MP3 player or an MP4 player, the Pupils sing songs and recite rhymes along with the MP3 player
teacher leads the pupils to sing songs and recite teacher and they attempt to pronounce the words MP4 player
SPEECH
rhymes and to pronounce words correctly. correctly. Television
9.
Tracing book
WRITING
Teacher leads pupils to trace letters Kk – Tt Pupils trace and write letters Kk – Tt with and Writing book
without the teacher’s guidance.
Teacher leads the pupils to match objects and their Pupils match objects with their names with and Charts
names and to pronounce words accurately. without the guidance of the teacher. Pupils Pictures
SPEECH
pronounce the words correctly. Real objects
10.
Teacher guides pupils to trace and copy letters Qq – Writing books etc
WRITING
Zz. Pupils copy trace and copy letters Qq – Zz and
pronounce correctly. ing simple letters.
11 REVISION
12 EXAMINATION
Page | 143


UNIT – LEARNING
With the aid of charts, posters, an mp3 or mp4 player, the Pupils listen to the mp3 or mp4 player. They copy Writing books
teacher leads pupils through copying simple words which simple words and are guided by the teacher to Television
STRUCTURE
begin with: pronounce the words correctly. Tape recorder
sound \a\ as in ant, apple; MP3 player
1. sound \b\ as in bag, bell, ball, etc. Teacher gives more examples of words with the MP4 player
sounds and pupils copy and pronounce the words.
Teacher guides pupils to form simple words won their own
SPEECH
with the sounds /a/ and /b/. Pupils form simple words own their own with the
Teacher guides pupils to pronounce words correctly. sounds /a/ and /b/ with the teacher’s guide.
With the aid of charts, posters, an mp3 or mp4 player, the Pupils sing songs and recite rhymes along with the Picture books
teacher leads pupils through singing songs and reciting teacher and the mp3 or mp4 player. Pupils pay Television,
SPEECH rhymes. The teacher guides pupils to pronounce words attention to pronouncing words correctly with the MP3 player
correctly. teacher’s guide or correction. MP4 player
Charts
2.
The teacher guides pupils to copy words with letter Bb and Pupils copy simple words with letter Bb and write Crayons
guides pupils to write words with letter Bb on their own. words of their own with the teacher’s guide. Colour pencils.
WRITING Teacher guides pupils to identify and objects that begin
with letter Bb beautifully. Pupils identify and colour objects that begin with
letter Bb.
With the aid of charts, posters, an mp3 or mp4 player, the Pupils listen to the mp3 or mp4 player and observe Picture books
SPEECH
teacher leads pupils through copying simple words which the charts and posters. Television,
begin with: Pupils copy simple words and are guided by the MP3 player
3. sound \c\ as in cat, cup, cut, come, cage, etc. teacher to pronounce the words correctly. MP4 player
Charts
Teacher leads pupils to write words that begin with the Pupils form simple words own their own with the
WRITING
sound on their with guidance. sounds /a/ and /b/ with the teacher’s guide.
With the aid of an mp3 or mp4 player, the teacher leads the Pupils copy words with beginning sound /d/ and Picture books
SPEECH
pupils to sound \d\ as in dog, dad, day, date, den, dew, dust, pronounce them correctly as guided by the
etc. teacher. Television,
4.
Teacher guides pupils to copy and pronounce words with Pupils write words with beginning sound /d/ on MP3 player
WRITING
beginning sound /d/ correctly. their own with and without the teacher’s guidance.
Page | 144

Teacher guides pupils through matching objects and words MP4 player
with beginning sound /d/. Pupils match objects with beginning sound /d/ and Charts
words.
Teacher guides pupils to listen attentively to poems and
stories. The teacher initiates a class discussion on the poem Pupils recite poems and rhymes that involve sound
and stories and encourages the pupils to participate actively /d/.
in the class discussion.
With the aid of an mp3 or mp4 player, the teacher leads the Pupils copy words with beginning sound /e/ and Picture books
pupils to sound \e\ as in egg, elephant, end, epic, edit, etc. pronounce them correctly as guided by the
teacher. Television,
SPEECH
Teacher guides pupils to copy and pronounce words with
beginning sound /e/ correctly. Pupils write words with beginning sound /e/ on MP3 player
5.
Teacher guides pupils to match objects and words with their own with and without the teacher’s guidance.
beginning sounds /e/. MP4 player
WRITING
Pupils match objects with their beginning sound
Teacher guides pupils to write words with beginning sound /e/ and words. Charts
/e/ on their own with and without the teacher’s guidance.
With the aid of an mp3 or mp4 player, the teacher leads the Pupils copy words with beginning sound /f/ and Picture books
pupils to sound \f\ as in for, fan, fine, film, far, fake, frog, etc. pronounce them correctly as guided by the
teacher. Television,
Teacher guides pupils to copy and pronounce words with
SPEECH beginning sound /f/ correctly. Pupils write words with beginning sound /f/ on MP3 player
Teacher guides pupils to match objects and words with their own with and without the teacher’s guidance.
6.
beginning sound /f/. MP4 player
WRITING Pupils match objects that have beginning sound /f/
Teacher plays nursery rhymes and guides pupils to listen and words. Charts
attentively. The teacher initiates class discussions on the
nursery rhymes and encourages the pupils to participate Pupils recite the nursery rhymes and pronounce
actively in the class discussions. words correctly.
Using charts, posters, an mp3 or mp4 player, the teacher Pupils copy words with beginning sound /g/ and Picture books
SPEECH
leads the pupils to sound \g\ as in go, get, game, good, gun, pronounce them correctly as guided by the
guy, game, gate, etc. teacher. Television,
7.
Teacher guides pupils to correctly copy and pronounce Pupils write words with beginning sound /g/ on MP3 player
words with beginning sound /g/. their own with and without the teacher’s guidance.
WRITING
MP4 player
Page | 145

Teacher guides pupils to match objects and words with Pupils match objects that have beginning sound
beginning sound /g/. /g/ and words and colour the objects beautifully. Charts
Teacher leads pupils to identify and colour pictures or
objects with beginning sound /g/.
Using charts, posters, an mp3 or mp4 player, teacher guides Pupils pronounce words with /h/ sound and copy Picture books
pupils to sound /h/ as in hat, het, head, how, etc. the words correctly in their notebooks.
Television,
Teacher guides pupils to correctly write words with Pupils write words with /h/ sound on their own
beginning sound /h/ on their own with and without the with and without the teacher’s guidance. MP3 player
SPEECH teacher’s guidance.
Pupils associate sound /h/ with words and MP4 player
Teacher leads pupils to match sound /h/ with pictures and pictures with and without the teacher’s guidance.
8.
words and to pronounce and write the words correctly. Charts
Teacher leads the pupils to write words with beginning Pupils listen to poems and stories and they recite
WRITING sound /h/ on their own with and without the teacher’s the poems with correct pronunciation of words. Rhyme book
guidance.
Teacher gets the pupils to listen to poems and stories and

guides the pupils to recite the poems and answer questions
on the stories.
Using charts, posters, an mp3 or mp4 player, teacher guides Pupils pronounce words with /i/ sound and copy Crayon
pupils to sound /i/ as in in, it, is, if, ink, lit, dim, pig, fit, etc. the words correctly in their notebooks.
Picture books
Teacher guides pupils to correctly write words with Pupils write words with /i/ sound on their own
beginning sound /i/ on their own with and without the with and without the teacher’s guidance. Television,
SPEECH teacher’s guidance.
Pupils associate sound /i/ with words and pictures MP3 player
9. Teacher leads pupils to match sound /i/ with pictures and with and without the teacher’s guidance.
words and to pronounce and write the words correctly. MP4 player
WRITING Teacher leads the pupils to write words with beginning Pupils identify and colour beautifully objects that
sound /i/ on their own with and without the teacher’s have sound beginning /i/. Charts
guidance.
Teacher gets the pupils to identify and colour objects that

have sound beginning /i/.
Page | 146

Using charts, posters, an mp3 or mp4 player, teacher guides Pupils pronounce words with /j/ sound and copy Picture books
pupils to sound /j/ as joy, jet. Jim, jig, jam, John, jug, etc. the words correctly in their notebooks.
Television,
Teacher guides pupils to correctly write words with Pupils write words with /j/ sound on their own
beginning sound /j/ on their own with and without the with and without the teacher’s guidance. MP3 player
SPEECH
10. Pupils associate sound /j/ with words and pictures MP4 player
WRITING
Teacher leads pupils to match sound /j/ with pictures and with and without the teacher’s guidance.
words and to pronounce and write the words correctly. Charts
Teacher leads the pupils to write words with beginning

sound /j/ on their own with and without the teacher’s
guidance.
11 REVISION
12 EXAMINATION
Page | 147


UNIT – LEARNING
With the aid of charts and posters, teacher guides pupils to Pupils correctly copy and read simple words as Textbook
read simple words. Teacher leads pupils to pronounce, guided by the teacher. Workbook
spell and write simple words correctly. Charts
Pupils form simple words on their own with and Posters
1. STRUCTURE
Teacher guides pupils through formation of words using without the teacher’s guidance to include two-letter Flash cards
the format below: words and they attempt to read or pronounce any
V – C words: An, it, if, or, up, in, etc. two-letter words they come across.
C – V words: Go, to, no, so, be, etc.
With the aid of charts, flash cards and posters, teacher Pupils correctly trace, copy and read simple words Writing book
SPEECH guides pupils to read simple words. Teacher leads pupils to as guided by the teacher.
pronounce, spell and write simple two-letter and three- Textbook
letter words correctly. Pupils form simple words on their own with and
without the teacher’s guidance to include two-letter Workbook
2. STRUCTURE Teacher guides pupils through formation of words using words and they attempt to read or pronounce any
the format below: two-letter words they come across. Charts
V – C words: at, in, ox, as, of, etc.
C – V words no, so, hi, etc. Posters
WRITING
Teacher guides pupils to pronounce read random words.
Using flash card and charts, teacher guides pupils to read Pupils correctly trace, copy and read simple words Moveable alphabets
two-letter and three-letter words. Teacher leads pupils to as guided by the teacher. erasers, pencils,
pronounce, spell and write simple words correctly. charts, Writing
Pupils form simple two-letter and three-letter books, etc.
SPEECH
Teacher guides pupils through formation of words using words on their own with and without the teacher’s
the format below: guidance and they attempt to read or pronounce
3. C – V words: to, no, ha, etc. any two-letter and three-letter words they come
V – C words: us, up, is, am, an, or, etc. across.
C – V – C words: rat, pat, leg, men, top, pig, nip, fan, etc.
WRITING
V – C – V words: ago, ate, see, use, ape, etc.
V – C – C words: ant, arm, egg, ink, etc.

Page | 148

With the aid of charts and flash cards, teacher guides Pupils correctly trace, copy and read simple words Moveable alphabets
pupils to read simple two-letter, three-letter and four- as guided by the teacher. erasers, pencils,
letter words. Teacher leads pupils to pronounce, spell and charts, Writing
SPEECH write simple words correctly. Pupils form simple two-letter, three-letter, and books, etc.
four-letter words on their own with and without
Teacher guides pupils through formation of words using the teacher’s guidance and they attempt to read or
4. the format below: pronounce any two-letter, three-letter or four-letter
C – V – C words: run, tin, boy, sat, dad, sin, mom, rod, etc. words they come across.
C – V – V words: zoo, boo, too, toe, sea, bee, etc.
WRITING V – C – C words: ant, art, end, ill, ass, ash, you, etc.
V – C – V words: use, ago, ate, etc.

With aid of mp3 and mp4 players, teacher get pupils to Pupils listen to nursery rhymes and recite with the MP3 player
recite nursery rhymes and listen to interesting stories. teacher’s guidance.
SPEECH
Teacher initiates a class discussion based on the nursery Pupils listen to stories, ask questions and answer MP4 player
rhymes and stories and guides pupils to pronounce words the teacher’s questions.
5. correctly. Writing book
Pupils pronounce words culled from the nursery
Teacher culls simple words from the nursery rhymes and rhymes and copy the words in their notebooks. Rhyme book
WRITING
stories and gets the pupils to pronounce and copy the
words in their notebooks.
The teacher uses charts, flash cards, mp3 and mp4 players Pupils correctly copy and read simple words as MP3 player
to guide pupils to spell and read up to four-letter words. guided by the teacher.
Teacher leads pupils to pronounce, spell and write simple Pupils spell and write random words as guided by MP4 player
words correctly. the teacher.
Writing book
SPEECH
Teacher guides pupils through formation of words using Pupils write simple two-letter, three-letter, and
the format below: four-letter words on their own with and without
6.
C – C – C words: try, fry, etc. the teacher’s guidance and they attempt to read or
C – V – V words: too, sea, bee, fee, etc. pronounce any two-letter, three-letter or four-letter
STRUCTURE
C – C – V words: she, the, bra, two, spa, who, etc. words they come across.
Random four-letter words: they, book, read, talk, pray,
when, date, girl, food, sing, etc.
Page | 149

The teacher uses charts, flash cards, mp3 and mp4 players Pupils correctly copy and read simple random two- MP3 player
to guide pupils to spell and read up to four-letter words. letter, three-letter and four-letter words as guided
Teacher leads pupils to pronounce, spell and write simple by the teacher. MP4 player
SPEECH
words correctly. Pupils spell and write random words not more than
four letters as guided by the teacher. Writing book
Teacher guides pupils through formation of words using
the format below: Pupils write simple two-letter, three-letter, and
7. Random two-letter words: me, so, hi, by, we, of, so, it, no, four-letter words on their own with and without
WRITING
to, go, up, in, is, as, etc. the teacher’s guidance and they attempt to read or
Random three-letter words: yes, day, boy, eye, hat, cap, cat, pronounce any two-letter, three-letter or four-letter
son, words they come across.
Random four-letter words: jump, head, nose, hand, shoe,
take, race, game, fast, etc. Pupils attempt to spell and read random words not
more than four letters.
With the use of flash cards, charts and apt textbooks, the Pupils correctly copy and read simple random two- MP3 player
teacher guides the pupils to copy and read simple words. letter, three-letter and four-letter words as guided
The teacher writes simple sentences on the board such as: by the teacher. MP4 player
“I am fast.” “You are a girl.” “She is a girl.” Pupils spell and write random words as guided by
COLOURING Teacher leads the pupils to identify the words in each the teacher. Writing book
sentence in isolation.
Teacher leads the pupils to read the words as a sentence. Pupils read simple sentences made of two-letter, Reading book
8.
three-letter, and four-letter words on their own
Teacher guides pupils to copy the simple sentences into with and without the teacher’s guidance and they Flash cards
WRITING their notebooks. attempt to read or pronounce any two-letter, three-
letter or four-letter words they come across.
Pupils practise reading as frequently as possible

and ask the teacher for guidance when necessary.
With the use of flash cards, charts and apt textbooks, the Pupils correctly copy and read simple random two- MP3 player
teacher guides the pupils to copy and read simple random letter, three-letter and four-letter words as guided
SPEECH words. The teacher writes simple sentences on the board by the teacher. MP4 player
such as: Pupils spell and write random words as guided by
9.
“My dad has come.” “He is good to me.” the teacher. Writing book
“I can sing.” “This is my book.”
“They are boys.” “I want to eat rice.” Pupils read simple sentences made of two-letter, Reading book
three-letter, and four-letter words on their own
Page | 150

WRITING Teacher leads the pupils to identify the words in each with and without the teacher’s guidance and they Flash cards
sentence in isolation. attempt to read or pronounce any two-letter, three-
Teacher leads the pupils to read the words as a sentence. letter or four-letter words they come across.
Teacher guides pupils to copy the simple sentences into Pupils practise reading as frequently as possible
their notebooks. and ask the teacher for guidance when necessary.
With the use of flash cards, charts, mp4 player and apt Pupils spell and write random words as guided by MP3 player
textbook, the teacher guides the pupils to copy and read the teacher.
simple random words. The teacher writes simple MP4 player
sentences on the board such as: Pupils read simple sentences made of two-letter,
SPEECH “I am going.” “The boy is at home.” three-letter, and four-letter words on their own Writing book
“She has a fine cloth.” “This is my book.” with and without the teacher’s guidance and they
“My mom is a woman.” “He is in school.” attempt to read or pronounce any two-letter, three- Reading book
10.
letter or four-letter words they come across.
Teacher leads the pupils to identify the words in each Flash cards
WRITING sentence in isolation.
Teacher leads the pupils to read the words as a sentence.
Teacher guides pupils to copy the simple sentences into

their notebooks.
11 REVISION
12 EXAMINATION
Page | 151


UNIT – LEARNING
VOWELS AND Guide pupils to identify and read vowel and consonant To identify the 5 vowels and the 21 consonants. Chart on
CONSONANTS letters. To write the vowels and the consonants. vowels and
Build and read three letter words. consonants
Teacher guides pupils to form words with vowel and
SIGHT WORDS: consonant sounds. ACTIVITY: Whole class activity at the beginning of the lesson Chart on two-
1–2
You on the 26 alphabets will provide evidence on the extent to and three-
Me Teacher guides pupils to spell, memorize and make which learners can apply their knowledge on the topic. letter words
Her short sentences with the sight words: you, me, her and Individual work on differentiating the vowels from the
We we. consonants will provide evidence on the extent of each Flash cards
learner’s assimilation of the topic.
Teacher helps pupils to identify single sounds. Teacher Pupils identify the single sounds and pronounce them. Chart on single
leads pupils to sound single sounds “d,” “a” “i” and “k” Pupils pronounce and copy words that have the single sounds
sounds.
Teacher guides pupils to pronounce words that Flash cards
SINGLE SOUNDS: contain the single sounds: Pupils pronounce and write examples of words that have the
d, a, i, m single sounds on their own with and without the teacher’s
d: dog, day, den, lid, bed, dab, bird, dad, etc. guidance.
a: ant, pan, nap, fan, lad, cap, rat, bag, tank, flat, etc. Pupils attempt to memorize spelling of words.
3–4 i: pin, ink, fin, pit, dim, lip, fil, pic, etc. Pupils make short sentences with the sight words with the
SIGHT WORDS: m: man, bam, film, come, mom, gum, Jim, etc. teacher’s guidance.
I
Go Teacher guides pupils to form words on their own with ACTIVITY: Whole class activity at the beginning of the lesson
Car the digraphs. on reading the single sounds will provide evidence on the
extent to which learners can apply their knowledge on the
Teacher guides pupils to memorize spellings and to topic. Individual work on reading and building two-letter
make simple sentences with sight words. and three-letter words will provide evidence on the extent of
each learner’s assimilation of the topic.
Page | 152

Teacher helps pupils to identify digraphs and to Pupils identify the digraph sounds. Chart on
understand that digraphs are formed by two letters Pupils differentiate single sounds from digraphs. digraph sounds
but have one sound. Teacher leads pupils to sound Pupils circle digraphs in given words.
digraphs “th,” “ck” and “wh.” Pupils attempt to memorize spelling of words. Chart on single
DIGRAPH: Pupils make short sentences with the sight words with the sounds
th, ck, wh Teacher guides pupils to pronounce words that teacher’s guidance.
contain the digraphs th, ck, and wh. Flash cards
Pupils pronounce and write examples of words that have the
5–6
SIGHT WORDS: th: the, they, this, these, those, etc. digraphs on their own with and without the teacher’s
The ck: lick, tick, cock, clock, mock, etc. guidance.
This wh: why, where, what, when, which, etc.
They ACTIVITY: Whole class activity at the beginning of the lesson
Teacher guides pupils to form words on their own with on identifying the digraph sounds will provide evidence on
the digraphs and to memorize spellings. the extent to which learners can apply their knowledge.
Individual work on blending words will provide evidence on
the extent to which each learner has understood the topic.
Using charts, flash cards, an mp3 or mp4 player, the Pupils identify the digraph sounds. Grammar
teacher guides pupils to understand that digraphs are Pupils circle digraphs in given words. Handbook
formed by two letters but have one sound. Teacher Pupils attempt to memorize spelling of words.
leads pupils to identify and sound digraphs “ph,” “sh” Pupils make short sentences with the sight words with the Phonics charts
DIGRAPH: and “ch” in words. teacher’s guidance.
ph, sh, ch Flash cards
Teacher guides pupils to pronounce words that Pupils pronounce and write examples of words that have the
contain the digraphs wh, ph, and sh. digraphs on their own with and without the teacher’s
7–8
SIGHT WORDS: guidance.
Photo ph: photo, graph, etc.
She sh: she, shy, shoe, dash, flash, shirt, shirt, should, etc. ACTIVITY: Whole class activity at the beginning of the lesson
Chart ch: chop. chin, China, chart, which, church, choice, etc. on identifying the digraph sounds will provide evidence on
the extent to which learners can apply their knowledge.
Teacher guides pupils to form words on their own with Individual work on blending words will provide evidence on
the digraphs and to memorize spellings. the extent to which each learner has understood the topic.
CONSONANT Teacher guides pupils to identify the consonant letters Pupils identify the consonant blends and build words with Grammar
BLENDS and sounds. Teacher leads pupils to sound the initial the blends. Handbook
9 – 10 blends and thereafter, final blends. Pupils differentiate the initial and final consonant blends.
Phonics charts
SIGHT WORDS Pupils form short sentences with sight words.
Page | 153

Play Teacher guides pupils to build words with the Flash cards
Fly consonant blends. Teacher guides pupils to identify ACTIVITY: Whole class activity at the beginning of the lesson
Greet and circle the consonant blends in words. will provide evidence on the extent to which learners can
Teacher leads pupils to spell, memorize and make apply their knowledge on the topic. Individual work on word
short sentences with the sight words: play, fly and building using the blends will provide evidence on the extent
greet. to which each learner has ascertained the topic.
11 REVISION
12 EXAMINATION

UNIT – LEARNING
Teacher guides pupils to write capital and small Pupils identify capital letters. Chart on capital
letters together. Pupils identify when to use capital letters in sentences. letters.
CAPITAL LETTERS Teacher guides pupils to match capital letters
to small letters. ACTIVITY: Whole class activity at the beginning of the lesson Charts on use of
SIGHT WORD: Teacher tell and demonstrate when it is on reading the capital letters will provide evidence on the capital letters.
1
One appropriate to use the capital letters. extent to which learners can apply their knowledge on the
We Teacher leads pupils to spell and memorize topic. Individual work on the use of capital letters will
Some sight words and to form simple sentences with provide evidence on the extent to which each learner
the sight words using capital letters assimilation of the topic.
appropriately.
With the aid of charts, flash cards, an mp3 or Pupils identify words with double consonants. Chart on double
DOUBLE
mp4 player, the teacher leads pupils to read Pupils blend words with double consonants. consonant sounds.
CONSONANTS
consonant blends. Pupils write words with double consonants on their own
Teacher leads pupils to identify words with with and without the teacher’s guidance. Flash cards
double consonants and to build words with
2 SIGHT WORD:
double consonants. ACTIVITY: Whole class activity at the beginning of the lesson
Egg
on identifying the double consonants will provide evidence
Add
Teacher guides pupils through making simple on the extent to which learners can apply their knowledge.
Ink
sentences with consonant blends and double Individual work blending words will provide evidence on the
Comb
consonants. extent to which each learner have understood the topic.
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Teacher leads pupils to spell, memorize and

make short sentences with the sight words.
ALTERNATIVE Teacher guides pupils to understand that Pupils identify the different alternative spellings. Charts on
SPELLINGS: alternative spellings are different ways of Pupils blend words using the alternative spellings. alternative
(ai: ae, ay) spelling a particular sound in different words. Pupils listen and write words with alternative spellings with spellings.
(ee – ea) Teacher gives examples of alternative spellings and without the teacher’s guidance
(igh, y, ie) to aid the pupils’ understanding:
(oi -oy) See : Sea Tie : Thigh Teem : Team Pupils spell, memorize and make simple sentences with the
(ou -ow) sight words.
3–4
Teacher states the need for forming alternative
words and guides the pupils to form words ACTIVITY: Whole class activity at the beginning of the lesson
SIGHT WORDS: with alternative spellings of sounds. will provide evidence on the extent to which learners can
Be apply their knowledge on the topic. Individual work on
Was Teacher guides pupils to spell, memorize and word building using the alternative’ will provide evidence on
Like make short sentences with the sight words: be, the extent to which each learner has ascertained the topic.
Here like.
With the aid of flash cards, charts, an mp3 or Pupils identify trigraphs in in isolation. Chart on trigraph,
mp4 player, teacher explains the meaning of Pupils circle trigraphs in words. flash cards
trigraphs as 3-letter words that have a single Pupils build words with trigraphs on their own with and
sound. without the teacher’s guidance. MP3 player
Teacher guides pupils to identify trigraphs and Pupils spell, memorize and form sentences on their own with MP4 player
TRIGRAPHS: to read words with trigraphs: the sight words
are, air, tch, ure
are: bare, care, rare, mare, etc. ACTIVITY: Whole class activity at the beginning of the lesson
5–6 air: hair, fair, pair, etc. will provide evidence on the extent to which learners can
SIGHT WORDS: Hair tch: itch, match, patch, pitch, stitch apply their knowledge on the topic. Individual work on
Match ure: sure, lure, pure, cure, etc blending words with trigraphs will provide evidence on the
Pure extent to which each learner has assimilation of the topic.
Guides pupils to form words with trigraphs on
their own and to make simple sentences with
and without the teacher’s guidance.
Teacher leads pupils to read and match

trigraph to the appropriate pictures.
Page | 155

Teacher guides pupils to spell, memorize and

construct sentences with the sight words: have,
to.
Teacher guides pupils to identify the five vowel Pupils identify the vowel letters and the consonant letters. Chart on ‘a’ and
letters and the 21 consonant letters. Pupils match ‘a’ and ‘an’ to the correct pictures. ‘an’;
Teacher explains to the pupils when to use ‘a’ Pupils identify when to use ‘a’ and ‘an’ in simple sentences - an apple
and ‘an’. such as: - This a bag. – That is an egg. - an orange
THE USE OF: ‘a’ and Guides pupils through making sentences with - a boy
‘an’. ‘a’ and ‘an’ and to match ‘a’ and ‘an’ to Pupils spell, memorize and form simple sentences with the etc.
appropriate pictures. sight words,
7–8
SIGHT WORDS: There
Live Teacher guides pupils to spell, memorize and ACTIVITY: Whole class activity at the beginning of the lesson
Four make short sentences with sight words: there, will provide evidence on the extent to which learners can
live, four. apply their knowledge on identifying the vowels and
consonants. Individual work on when to use ‘a’ and ‘an’ will
provide evidence on the extent to which each learner has
ascertained the topic.
With the aid of flash cards, charts, an mp3 and Pupils identify the vowels and the consonants. Chart on ‘a’, ‘an’
mp4 player, the teacher explains the use of “a”, Pupils identify when to use ‘a’, ‘an’ and ‘some’. and ‘some’.
“an” and “some” and states the thumb rule of Pupils match ‘a’, ‘an’ and ‘some’ to the correct pictures.
using “a”, “an” and “some”. Charts on vowels
USE OF: ‘a’, ‘an’ and
Pupils make simple sentences with “a”, “an” and “some” with and consonants.
‘some.’
Guides pupils to identify the vowel and and without the teacher’s guide.
consonant letters and explains when to use ‘a
’and ‘some’. ACTIVITY: Whole class activity at the beginning of the lesson
9 – 10 Guides pupils to match ‘a’, ‘an’ and ‘some’ to the on mentioning things with ’a’ and ‘some’ will provide
appropriate pictures. evidence on the extent to which learners can apply their
SIGHT WORDS:
knowledge. Individual work will provide evidence on the
Do
Guides pupils to make simple sentences with extent to which each learner has understood the topic.
They
‘a’, “an” and “some”.
Give
Guides pupils to spell, memorize and make
short sentences with the sight words: do, they,
give.
11 REVISION
12 EXAMINATION
Page | 156


LEARNING
WEEK TOPIC – CONTENTS TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
Teacher guides pupils to read digraphs, consonant Pupils read and understand the basic reading rules. Chart on rules of
blends, trigraphs and double consonants in words. Pupils read simple sentences using simple easy-to-use reading, single
Teacher leads pupils to build words with the blends, reading book. sounds, digraph
READING: digraphs and trigraphs. sounds, and
Blends Teacher guides pupils through the basic rules of Pupils make simple sentences on their own with and trigraphs.
Digraphs reading and leads pupils to read simple sentences. without the teacher’s guidance.
Trigraphs Reading book
Teacher introduces decodable readers –and aids Pupils spell, memorize and construct sentences with the
1
pupils to read brief passages guided by pictures. sight words.
SIGHT WORDS:
Shirt Teacher guides pupils to spell, memorise and make ACTIVITY: Whole class activity at the beginning of the
Clock short sentences with the sight words: shirt, clock lesson will provide evidence on the extent to which
Hair and hair. learners can apply their knowledge on the topic.
Individual work on identifying reading rules will
provide evidence on the extent to which each learner
has assimilation of the topic.
With the aid of flash cards, charts, posters and an Pupils identify nouns in isolation and in simple Chart on noun,
mp4 player, the teacher describes a noun to the sentences. objects in and
pupils and aids them to identify nouns. Pupils associate noun words with objects and real-life outside the class.
things. Pupils read the decodables in simple sentences
NOUN Teacher guides pupils to read and circle nouns, to and they identify the nouns. MP4 player
identify and cross out words that are nouns.
Pupils write examples of nouns on their own and form Reading book
2–3 SIGHT WORDS: Teacher guides pupils to read and write simple simple sentences with nouns with and without the
Old sentences with nouns. teacher’s guidance.
Should
Young Teacher guides pupils to spell, memorise and make ACTIVITY: Whole class activity at the beginning of the
simple sentences with the sight words: old, should, lesson on saying some nouns will provide evidence on
young. the extent to which learners can apply their knowledge.
Individual work will provide evidence on the extent to
which each learner has understood the topic.
Page | 157

With the aid of charts, posters, flash cards and an Pupils identify verbs in isolation and in sentences. Chart on verbs,
mp4 player, the teacher describes a verb as a word Pupils match words with pictures. making actions.
the shows an action. Pupils practise the doubling rules by adding ‘ing’.
Reading book
Teacher guides pupils to read a short passage and Pupils write examples of verbs on their own and form
VERB circle the verbs in the passage. simple sentences with verbs with and without the Grammar book
Teacher demonstrate verbs to the pupils and guides Workbook
4–5 SIGHT WORDS them to also demonstrate some verbs. Pupils spell. Memorise and make simple sentences with
Upon the sight words with and without the teacher’s guidance. Flash cards
Little Teacher guides pupils to write examples of verbs on
What their own and to make simple sentences with the ACTIVITY: Whole class activity at the beginning of the
verbs with and without the teacher’s guidance. lesson will provide evidence on the extent to which
learners can apply their knowledge on the topic.
Teacher guides pupils to spell, memorise and make Individual work on identifying verbs will provide
short sentences with the sight words. evidence on the extent to which each learner has
assimilation of the topic.
Teacher guides pupils to identify the nouns and To identify nouns. Chart on nouns
verbs in isolation and in sentences. To identify verbs. and verbs, objects
To match nouns to their verbs. in the class.
Teacher leads pupils to read a short passage and To read words with verbs and nouns.
then underline or circle the verbs and nouns in the
passage. ACTIVITY: Whole class activity at the beginning of the
NOUNS AND VERBS
lesson will provide evidence on the extent to which
Teacher writes some simple sentences on the board learners can apply their knowledge on stating nouns
and asks pupils to copy the simple sentences into and verbs. Individual work will provide evidence on the
6–7 SIGHT WORDS:
their notebooks and then identify the nouns and extent to which each learner has ascertained the topic.
Yellow
verbs in each sentence.
There
Your
Teacher leads pupils to read action pictures and
then make sentences from them.
Teacher guides pupils to spell, memorise and make

short sentences with the sight words: yellow, there
and your.
Page | 158

Teacher further explains to pupils the meaning of noun Pupils define a noun and a verb. Flash cards
and verb and helps the pupils to identify nouns and Pupils match sentences with pictures.
SENTENCE
verbs in sentences. Pupils form meaningful sentences from pictures with Charts
CONSTRUCTION
and without the teacher’s guide.
WITH NOUNS AND
Teacher guides pupils to match sentences with sets of Reading book
VERBS
pictures of nouns and verbs. Pupils spell, memorise and make sentences with the
8–9 sight words with and without the teacher’s guide.
Teacher guides pupils to make sentence. with
SIGHT WORDS
corresponding pictures of a noun and a verb (an action) ACTIVITY: Whole class activity at the beginning of the
Because
lesson will provide evidence on the extent to which
Them
Teacher leads pupils to spell, memorise and make short learners can apply their knowledge. Individual work
Put
sentences with the sight words: because, them, put. will provide evidence on the extent to which each
learner has understood the topic.
Teacher guides pupils to make meaningful sentences. Pupils make meaning sentences with pictures, words Reading book
Teacher guides pupils to read and match sentences with and at random with and without the teacher’s
pictures and to make sentences with words or pictures guidance. Charts
Teacher leads pupils to read blends. Pupils read blend and say the basic rules of reading. Flash cards
READING
Teacher guides pupils to say the basic rules of reading. Pupils read simple passages in their reading textbooks Mp4 player
with and without the teacher’s guidance very
10 SIGHT WORDS
Teacher guides pupils to read simple passages in frequently.
Their
reading books and to read decodables
Want
ACTIVITY: Whole class activity at the beginning of the
Once
Teacher guides pupils to spell, memorise and make lesson will provide evidence on the extent to which
sentences with the sight words with and without the learners can apply their knowledge on the topic.
teacher’s guide. he sight words – their, want, once. Individual work reading will provide evidence on the
extent to which each learner has assimilation of the
topic.
11 REVISION
12 EXAMINATION
Page | 159

NUMERACY
LEARNING
RESOURCES
1 NUMBERS 1 – 110 Teacher draws 110 fairly big and easy-to-count Pupils gather bottle tops and count up to 100. Textbook
circles on a cardboard with a marker and counts
Recognition of figures: 1 – 110 along with the pupils. Pupils trace and write numbers 1 to 100 in their Workbook
notebooks with and without the teacher’s
Counting objects 1 – 110
Teacher writes numbers 1 – 110 on the board and guidance. Beads
Tracing figures 1- 110 reads along with the pupils.
Pupils learn and recite some number rhymes. Bottle tops
Reading figures written in
Teacher guides pupils through recognition of
words: 1 – 110
numbers 1 – 110; counting objects 1 – 110; tracing Pupils fill in missing numbers between 1 and
figures 1 – 110; writing figures 1 – 110 and reading 100.
figures written in words 1 – 110.
Pupils take evaluation exercises and
Teacher leads pupils to match figures with words. assignments in different formats to reinforce
their knowledge on numbers and counting.
Teacher uses an mp4 player to aid pupils’
understanding of numbers and counting.
2 NUMBERS 1 – 120 Teacher draws 120 fairly big and easy-to-count Pupils gather beads and count up to 120. Textbook
rectangles on a cardboard with a marker – to be
Recognition of figures: 1 – 120 used as a dummy chart – and the teacher counts Pupils trace and write numbers 1 to 120 in their Workbook
along with the pupils. notebooks with and without the teacher’s
guidance. Beads
Tracing figures 1- 120 Teacher writes numbers 1 – 120 on the board and
reads along with the pupils. Pupils learn and recite some number rhymes. Bottle tops
words: 1 – 120
Teacher guides pupils through recognition of Pupils fill in missing numbers between 1 and
numbers 1 – 120; counting objects 1 – 120; tracing 120.
figures 1 – 120; writing figures 1 – 120 and reading
figures written in words 1 – 120. Pupils take evaluation exercises and
assignments in different formats to reinforce
Teacher leads pupils through matching words with their knowledge on numbers and counting.
figures
Page | 160


balls on a cardboard with a marker – to be used as a
Recognition of figures: 1 – 130 dummy chart – and the teacher counts along with Pupils trace and write numbers 1 to 130 in their Workbook
the pupils. notebooks with and without the teacher’s
guidance. Beads
Tracing figures 1- 130 Teacher writes numbers 1 – 130 on the board and
words: 1 – 130
figures

cups on a cardboard with a marker – to be used as a
Recognition of figures: 1 – 140 dummy chart – and the teacher counts along with Pupils trace and write numbers 1 to 140 in their Workbook
the pupils. notebooks with and without the teacher’s
guidance. Beads
Tracing figures 1 – 140 Teacher writes numbers 1 – 140 on the board and
words: 1 – 140
figures
Page | 161


5 NUMBERS 1 – 150 Teacher writes numbers 1 – 150 on the board and Pupils count smooth and clean stones up to 150. Textbook
reads along with the pupils.
Recognition of figures: 1 – 150 Pupils trace and write numbers 1 to 150 in their Workbook
Teacher guides pupils through recognition of notebooks with and without the teacher’s
numbers 1 – 150; counting objects 1 – 150; tracing guidance. Beads
Tracing figures 1- 150 figures 1 – 150; writing figures 1 – 150 and reading
figures written in words 1 – 150. Pupils learn and recite some number rhymes. Clean smooth
Pupils fill in missing numbers between 1 and stones
words: 1 – 150
Teacher leads pupils through matching words with 150 and match figures with words.
figures
Pupils take evaluation exercises and
Teacher uses an mp4 player to aid pupils’ assignments in different formats to reinforce
understanding of numbers and counting. their knowledge on numbers and counting.
6. ODD AND EVEN NUMBERS Teacher gives a simple meaning of odd and even in Pupils identify and differentiate odd and even Charts
relation to numbers. numbers.
Flash cards
Teacher presents number cards and flash cards to Given a pool of numbers, pupils circle out even
pupils to illustrate odd numbers and even numbers. numbers between 1 and 50.
Teacher guides pupils to identify and differentiate Given a pool of numbers, pupils circle out odd
odd and even numbers 1 and 50. numbers between 1 and 50.
7 TIME MEASUREMENT With the aid of a dummy analogue clock, the Pupils identify an analogue clock; what it is used Flash cards
teacher guides pupils to identify the seconds hand, for, the second hand, minute hand and hour
- Telling Time the minute hand and the hour hand. hand. Charts
- - Days of the week
- - months of the year Teacher guides pupils to tell time in O’clock e.g. 8 Pupils tell simple times such as 8 O’clock, 7 Clock face or
- O’clock, 2 O’clock, 6 O’clock. O’clock, 3 O’clock, etc. Dummy clock
Teacher guides pupils to tell time in half past Pupils tell times such as half past 3, half past 10, Real wall clock
format e.g. half past 2, half past 6, half past 8, etc. half past 9, half past 7, etc.
Teacher guides pupils t know that there are 60 Pupils understand, recite and memorize the
seconds in 1 minute; 60 minutes in 1 hour; 24 hours conversion of metric units of time: seconds and
Page | 162

in 1 day; 7 days in 1 wee; 52 weeks in 1 year and 12 minutes, minutes and hour, hours and days, days
months in 1 year. and week, etc.
8 PLANE SHAPES With the aid of charts, flash cards and an mp4 Pupils identify and differentiate the plane shapes Charts
player, the teacher guides pupils to understand the as discussed by the teacher.
- Circle concept of shapes. Flash cards
- Triangle Pupils draw the plane shapes with and without
- Square Teacher guides pupils to sing different rhymes on the teacher’s guidance and they colour the Textbook
- Rectangle shapes and the teacher introduces the planes shapes as specified or instructed by the teacher.
shapes to them and leads them to identify them. Workbook
Pupils mention different objects in their
Teacher leads pupils to understand the relevance of classroom, around the school environment, at
plane shapes in day-to-day activities or in practical home and other places that uses these plane
life: shapes.
Rectangle – table top; Circle – Ball; Triangle – carton
yoghourt; Square – wall socket, etc.
Teacher guides pupils to identify shapes and colour

in specified colours e.g. Colour all the square shapes
blue and colour all the triangle shapes yellow, etc.
9. ROMAN NUMERALS: Using charts and flash cards, the teacher explains Pupils read numbers in Roman numerals from 1 Charts
the concept of Roman numerals with the pupils and to 10.
1 – 10 = i – x gets them to understand it as an alternative way of Flash cards
writing numbers. Pupils write numbers in Roman numerals 1 to
10. Textbook
Teacher demonstrates counting with the fingers as
one of the ways of counting from numbers 1 to 10. Pupils match numbers written in standard figure Workbook
with Roman numerals.
Teacher uses flash cards to introduce Roman
figures i – x as 1 – 10 and gets pupils to recite
rhymes on numbers. Teacher also guides pupils to
memorize the roman numerals.
10. ROMAN NUMERALS Teacher, with the use of flash cards and charts, Pupils read and write numbers in Roman Charts
demonstrate that higher numbers are can be numerals from 1 to 10.
- Building Roman Numerals written in Roman numerals through combination of Flash cards
1 – 30 = i - xxx lower numbers in Roman numerals.
Page | 163

q Textbook
Teacher demonstrates how to build number – 11 as Pupils build numbers in Roman numerals from 1
xi in Roman numerals and number – 12 as xii, etc. – 30 with and without the guidance of the Workbook
teacher.
Teacher leads pupils to build numbers in Roman
numerals using the simple principles and rues. Pupils memorize key numbers written in Roman
numerals.
Teacher guides pupils to understand and memorize
some key numbers in Roman numerals such as:
1=i 5=v 10 = x, Pupils match numbers written in standard figure
15 = xv 15 = xv 20 = xx with Roman numerals.
25 = xxv 30 = xxx
11 REVISION
12 EXAMINATION
NUMERACY
LEARNING
RESOURCES
1 REVISION Revision of last-term work Revision of last-term work. Notebook
Textbook
2 NUMBERS 1 – 200 Teacher guides pupils through recognition of Pupils trace and write numbers 1 to 160 in their Textbook
numbers 1 – 160; counting objects 1 – 160; tracing notebooks with and without the teacher’s
Recognition of figures: 1 – 160 figures 1 – 160; writing figures 1 – 160 and guidance. Workbook
reading figures written in words 1 – 160.
Pupils fill in missing numbers between 1 and 160 Beads
Tracing figures 1- 160 Teacher leads pupils through matching words and match figures with words.
with figures. Counting devices
Pupils take evaluation exercises and assignments like beads, stones.
words: 1 – 160
in different formats to reinforce their knowledge
on numbers.
Page | 164

with figures.
Pupils take evaluation exercises and assignments
words: 1 – 170
on numbers.
with figures.
Pupils take evaluation exercises and assignments
words: 1 – 180
on numbers.
5 NUMBERS 1 – 190 With the aid of charts, posters, an mp4 player and Pupils trace and write numbers 1 to 190 in their Textbook
counting devices like beads, counting sticks, etc. notebooks with and without the teacher’s
Recognition of figures: 1 – 190 the teacher guides pupils through recognition of guidance. Workbook
numbers 1 – 190; counting objects 1 – 190; tracing
figures 1 – 190; writing figures 1 – 190 and Pupils fill in missing numbers between 1 and 190 Beads
Tracing figures 1- 190 reading figures written in words 1 – 190. and match figures with words.
Charts
Teacher leads pupils through matching words Pupils take evaluation exercises and assignments
words: 1 – 190
with figures. in different formats to reinforce their knowledge Posters
on numbers.
6 NUMBERS 1 – 200 Using charts, posters and counting devices like Pupils trace and write numbers 1 to 200 in their Textbook
stones, beads, etc. and the teacher guides pupils notebooks with and without the teacher’s
Recognition of figures: 1 – 200 through recognition of numbers 1 – 200; counting guidance. Workbook
objects 1 – 200; tracing figures 1 – 200; writing
figures 1 – 200 and reading figures written in Pupils fill in missing numbers between 1 and 180 Beads, stones
Tracing figures 1- 200 words 1 – 200. and match figures with words.
Page | 165

Reading figures written in Pupils take evaluation exercises and assignments

words: 1 – 200 Teacher leads pupils through matching words in different formats to reinforce their knowledge
with figures. on numbers.
7 ORDINAL NUMBERS With the aid of charts, posters and an mp4 player, Pupils read and copy ordinal numbers in their Charts
(Positioning) the teacher explains the concept of ordinal notebooks as guided by the teacher.
numbers as a way of positioning or arranging. Posters
1st – 10th Pupils write and read ordinal numbers in words
The teacher arranges ten pupils according to their with and without the teacher’s guidance. MP4 Player
heights; from 1st to 10th with the tallest coming
last. Pupils demonstrate understanding of ordinal Pupils
numbers by telling the position of pupils when
Teacher relates ordinal numbers to counting of arranged according to their height.
numbers: 1 = 1st; 2 = 2nd; 3 = 3rd; 4 = 4th; etc.
Teacher guides pupils to write ordinal numbers in

words: 1st = first; 2nd = second, 3rd = third.
Teacher gives an exercise to pupils in the class; to

solve some addition and subtraction problems.
The teacher arranges the first ten pupils to finish
the class exercise to enhance pupils’
understanding of ordinal numbers.
8 ORDERING OF NUMBERS Teacher explains the concept of ordering to pupils Pupils listen actively to the teacher. Charts
and explains the meaning of descending as coming
- Descending Order from up to down; highest to lowest; biggest to Pupils demonstrate understanding of Posters
smallest; greatest to least. “descending” by explaining how they descend a
staircase; from the top to the bottom. Beads
Teacher guides pupils to appreciate quantity value
of numbers by counting 7 beads first and then 5 Pupils engage in exercises that involves selecting Textbook
beads separately. Teacher leads pupils to the lower number between two given numbers
understand that 7 is more than 5. Picture of a
Pupils arrange a set of random numbers between staircase.
Teacher demonstrates arranging in descending 1 and 30 in descending order.
order and leads pupils to arrange numbers
between 1 and 30 in descending order.
Page | 166

9 ORDERING OF NUMBERS Teacher explains the concept of ordering to pupils Pupils listen actively to the teacher. Charts
and explains the meaning of descending as going
- Ascending Order from bottom to the top; lowest to highest; smallest Pupils demonstrate understanding of “ascending” Posters
to biggest; least to greatest. by telling how they ascend a staircase; from the
bottom to the top. Bottle tops
Teacher guides pupils to appreciate quantity value
of numbers by counting 4 bottle tops first and Pupils arrange a set of random numbers between Textbook
then 10 bottle tops separately. Teacher leads the 1 and 30 in descending order.
pupils to understand that 10 is more than 5. Picture of a
staircase.
Teacher demonstrates arranging in ascending
order and leads pupils to arrange numbers
between 1 and 30 in ascending order.
10 FRACTION Using charts and posters, the teacher explains the Pupils identify half as one over two and they Charts
concept of fractions to the pupils. mention that it means cutting an object into two
1
- Half: 2 equal halves. Posters
The teacher uses an orange cut into two equal
1 halves to illustrate half. The teacher leads the Pupils identify one-third as one over three and MP4 player
- One-third (One over three}: pupils to cut a piece of paper into two equal they mention that it means dividing an object into
3
halves. three equal parts. Cardboard
1 1
2 2 Pupils demonstrate understanding of half by Orange
cutting a piece of paper into two equal parts. They
The teacher uses plane shapes to illustrate one- demonstrate this with other objects that can be
third and one-fourth. cut.
Teacher guides pupils to understand that one-
third means dividing an object into three equal Pupils demonstrate understanding of one-third by
parts. cutting a piece of paper into three equal parts.
1 1 1
3 3 3
11 REVISION
12 EXAMINATION
Page | 167

NUMERACY
WEEK TOPIC CONTENT ACTIVITIES LEARNING
RESOURCES
1 REVISION Revision of last-term work Revision of last-term work. Notebook
Textbook
2 NUMBERS 1 – 200 With the aid of charts, posters, an mp4 player and Pupils trace and write numbers 1 to 200 in their Textbook
counting devices like beads, counting sticks, etc. the notebooks with and without the teacher’s
Recognition of figures: 1 – 200 teacher guides pupils through recognition of numbers 1 guidance. Workbook
– 200; counting objects 1 – 200; tracing figures 1 – 200;
writing figures 1 – 200 and reading figures written in Pupils fill in missing numbers between 1 and 200 Beads
Tracing figures 1- 200 words 1 – 200. and match figures with words.
Charts
Teacher leads pupils through matching words with Pupils take evaluation exercises and assignments
words: 1 – 200
figures. in different formats to reinforce their knowledge Posters
on numbers.
3 GREATER THAN AND With the aid of charts, am mp4 player and counting Pupils participate actively in the class discussion Charts
LESS THAN devices, the teacher guides pupils to understand the and answer the teacher’s questions.
quantity value of numbers. Posters
- Numbers between 1 and 30 Pupils identify the greater number when given a
Teacher gives a simple definition of greater and less. set of two numbers. Beads, stones,
Teacher leads pupils to identify the greater number bottle tops,
between two given numbers by counting out objects Pupils identify the lesser than number when given etc.
like beads separately and then comparing. a set of two numbers.
MP4 Player
Pupils identify and draw the greater than and less
than symbols in their notebook with and without Textbook
the teacher’s guidance. They fold their arms to
7 boxes 4 boxes differentiate the symbols. Workbook
7 boxes are more than 4 boxes, so 7 is greater than 4. It Pupils identify the greater number between two
also means 4 is less than 7. numbers between 1 and 30.
Pupils identify the lesser number between two
The teacher introduces the symbol of greater than by numbers between 1 and 30.
folding his right arm as the symbol of “greater than” and
folds the left arm as a symbol of “less than”.
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Given two numbers, pupils fill in the blank with

either greater than or less than.
20 > 10 20 greater than 10

Less than Greater than
Teacher leads pupils to identify the right symbol to 7 < 11 7 less than 11
come in-between two numbers to indicate which is
greater and which is lesser.
4 GREATER THAN AND The teacher introduces the symbol of greater than by Pupils listen attentively to the teacher and Charts
LESS THAN folding his right arm as the symbol of “greater than” and participate actively in the class discussion.
folds the left arm as a symbol of “less than”. Beads
- Numbers between 1 and 50 Pupils differentiate between greater than and less
Teacher writes numbers 1 to 50 on the boards and than by folding their right arm and left arm MP4 Player
plays an MP4 lesson format on greater and less than to respectively.
aid pupils’ understanding of the topic. Textbook
Teacher leads pupils to fill in blanks appropriately with Workbook

either < or >.
5 PLACE VALUES OF With the aid of charts, posters and other relevant Pupils identify an abacus and its representation.
NUMBERS; 1 - 99 teaching aids, the teacher explains the concept of place
value in relation to numbers. Pupils identify the tens and units place values of Abacus
numbers.
- Tens and Units Teacher leads the pupils to use an abacus to arrange the Charts
place value of numbers between 1 and 99 and to Pupils arrange an abacus for numbers between 1
interpret the place value number on abacus. and 99. Posters
Pupils interpret and abacus arrangement and MP4 Player

write the number represented.
2 4 3 1
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6 LENGTH Teacher explains the concept of length to the pupils Pupils identify a tape rule and a ruler and they
using charts, posters and an mp4 player. mention what they are used for.
Teacher guides pupils to take measurement of short Pupils measure the length of short objects. Tape rule
distance or objects in the classroom with the use of tape
rule or ruler. Pupils compare the length of two different objects Ruler
or distances and identify which is shorter or taller. Charts
Teacher guides pupils to compare the lengths of two
objects or distances and to use “shorter than” or “longer
than” to describe the objects relative to each other e.g.
A is longer than B
D is shorter than E
7 SIMPLE ADDITION OF With the aid of charts, an mp4 player and counting Pupils listen attentively to the teacher’s MP4 Player
NUMBERS devices, the teacher explains the concept of addition to explanation and demonstrate addition with
the pupils as “putting together”. counting devices. Counting
- Addition of numbers with devices like
sum less than 20 Teacher demonstrates simple addition of numbers Pupils carry out simple addition of numbers as beads, stones,
whose sum is not greater than 20 and leads pupils to do demonstrated by the teacher. etc.
the same with and without the teacher’s assistance.
9 + 6 = 15 Textbook
Workbook
8 SIMPLE SUBTRACTION OF With the aid of counting devices and other relevant Pupils listen attentively to the teacher’s MP4 Player
NUMBERS teaching aids, the teacher explains the concept of explanation and demonstrate subtraction with
subtraction to the pupils as “taking away” or counting devices. Counting
- Addition of numbers not “removing”. devices like
more than 20 Teacher demonstrates simple subtraction of numbers Pupils carry out simple subtraction of numbers beads, stones,
not more than 20 and leads pupils to do the same with not more than 20 as demonstrated by the teacher. etc.
and without the teacher’s guidance.
9 Textbook
15 − = 6
Workbook
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9 SIMPLE ADDITION AND Teacher demonstrates simple addition and subtraction Pupils carry out addition and subtraction of MP4 Player
SUBTRACTION OF NUMBERS of numbers by arrangement in place values: numbers by arrangement in place values as
USING PLACE VALUES instructed and guided by the teacher. Counting
24 + 33 = 57 76 − 64 = 12 devices like
beads, stones,
T U T U etc.
2 4 7 6
+ + Textbook
3 3 6 4
5 7 1 2 Workbook
10 MONEY: With the aid of several teaching aids including but not Pupils listen attentively to the teacher’s Shop items
N1 – N30 limited to charts, flash cards, real items or groceries, the explanation and identify the corner shop a place
teacher discusses the meaning of money with the pupils to buy and sell. Real money
and its uses.
Pupils identify buying and selling and how to
The teacher provides a shopping corner in the calculate change after buying.
classroom and places a price tag on each item and leads
the pupils to interpret the setup.
Teacher guides pupils to role-play buying and selling of

commodities between N1 – N30 involving collection of
change.
11 REVISION
12 EXAMINATION
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LEARNING
WEEK TOPIC/CONTENT TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES
RESOURCES
Teacher uses songs to guides pupils to identify parts Pupil sings along and identifies different parts of their Charts on parts of
of their body like the head, mouth, eyes, nose, ears, body. the body, Video
neck, etc. Pupils mention what different parts of the body is used clips
1. OUR BODY Teacher guides pupils to mention the function of parts for
of their body
ASSESSMENT: Mention the functions of different part
of the body
Teacher uses video clips and songs to explain how to Use related songs e.g. ‘This is the way I brush my teeth Soap, disinfectants
care for the eye, teeth, hands, hair, nail, etc. (3x) early in the morning’ to demonstrate how to care e.g. Dettol, Tooth
Teacher explains some of the consequences of not of parts of the body. Pupils watch video documentaries paste, brush, nail
2. CARE FOR OUR BODY
taking care of the body cutter etc.
ASSESSMENT: Why is it important for me to take care
of parts of my body?
Teacher discusses the simple meaning of first aid. Pupils describe what a first aid box is and Pupils Charts, posters
FIRST AID:
Teacher shows the pupils a first aid box/kit and identify each of the content of a first aid box showing content
First aid box
3. identify some of its content e.g. bandage, scissors, of a first aid box.
content
plaster etc. ASSESSMENT: When do we use first aid box to treat a
person? Video clips
Teacher discusses the uses of the content of the first Pupils mention the content of a first aid boxes and its Charts, posters
aid to pupils. uses showing content
FIRST AID: Demonstrates and guides pupil on the use of the items Pupils watch video clips and role-play how a wounded of a first aid box.
4.
Uses in a first aid box. person is treated with the first aid box.
Teacher plays a video clip that shows the treatment of Video clips
a wounded person with a first aid box ASSESSMENT: List the contents of a first aid box
Teacher gives simple meaning of wound to pupils Pupils listens and tell the meaning of wound Charts and
BODY CARE FOR Teacher explains the cause of wounds to the pupils Pupils participate in discussion by identifying any pictures, video
5. WOUNDS: e.g. playing with sharp objects, hot liquids, naked wound on their body and share the cause of the wound clips, stones, sticks
Meaning and causes flames, fighting etc. ASSESSMENT: Explains the cause of the scar on your
body
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Teacher identifies the types of wound e.g. cuts, Pupils identify any wound on the body as cuts, burns, Video
bruises, burns, sprain etc. bruises etc. and shares their experience on what it felt documentaries,
BODY CARE FOR
Teacher guides pupils on the first aid treatment to like pictures, charts,
WOUNDS:
6. various kind of wounds on the body by playing a Pupils watch documentary videos first aid box
Types of wounds
documentary video
Care for wounds
ASSESSMENT: How would you care for your friend
who accidentally cut his finger with a blade?
Teacher explains simple meaning of sickness Pupils listen and tell the meaning of sickness Charts, posters
Teacher identifies different types of sickness and Pupils share their experiences when they were sick and pictures
SICKNESS
guides pupils through their symptoms e.g. vomiting, showing sick
7. Definition, types and
dizziness, loss of appetite etc. ASSESSMENT: Mention two types of sickness common people exhibiting
symptoms
in your community. different
symptoms
Teacher identifies some of the causes of sickness e.g. Pupils mentions some of the causes of sickness Charts
drinking dirty water, eating uncovered foods, living in Pupils identify a sick person and a healthy person in
SICKNESS:
a dirty environment etc the posters Video clips
8. - Causes of sickness
Teacher advises pupils on the steps to take when Pupils suggest ways of caring for the sick
- Care for the sick
caring for the sick e.g. ensure that the sick person
visits the doctor, rests and eats properly etc. ASSESSMENT: What causes malaria?
Teacher explains rocks as larger stones. Pupils contribute in discussion by telling how rocks Pictures of rock,
Teacher explains how rocks are formed are formed. chart, video clips
ROCKS
Teacher introduces different types of rock to the Pupils go on excursion to rocky areas, e.g. Zuma rock,
9. Definition
pupils Aso rock, etc.
Formation
ASSESSMENT: Mention one popular rock in Abuja.
Teacher explains soil as surface of the earth where Pupils get soil types e.g. loamy soil, clay soil, sandy soil. Sample of soil
plants grow. Pupils touch and feel the textures of each type of soil. (different types)
Explains the types of soil texture and their uses, e.g. Plant seed in the loamy soil. and seeds.
SOIL:
clay soil, sandy soil and loamy soil Pupils to watch and observe what happens to seed
10. Definition
over time.
Types
ASSESSMENT: Which type of soil is in your school
compound or the surroundings?
11. REVISION
12. EXAMINATION
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1. REVISION Revision of first term work
Teacher gives simple meaning of food Pupils listen and tell the meaning of food Posters with samples of
FOOD:
Teacher uses songs to explain while people eat food Pupils mention some of the reasons why they food, video clips, charts
2. Definition
e.g. to give us energy, for growth etc. eat food
Why people eat
Teacher mentions the types of food around our Pupils mention the type of food they eat at Charts, sample raw food
environment e.g. rice, bean, yam etc. home like beans rice, beans
FOOD:
Teacher explains that the sources of food are plants Pupils identify the type of food and their
3. Types of food
and animals sources from the picture chart displayed
Sources of food
Teacher displays picture chart showing types of food
and their sources
LIVING THINGS Define living and non – living things. Mention non – living things, e.g. stone, desk, car, Samples of living and
glass, etc. non-living things e.g.
- Meaning of living things. Explains the characteristics of living things and non – Mention living things, e.g. plant, animal, man, plants, stones, insects,
4.
- Characteristics of living living things. woman, boy, girl, etc. etc.
things. Use charts.
Teacher explains growth as increase in height, size or Pupils use pictures or chart to identify each Charts, video
general body development. stage of growth documentary,
GROWTH: Teacher uses a well-labelled chart to show the stages Pupils watch documentary or video on growth measuring tape,
5.
In animals of growth from a baby to adulthood stages. weighing scale
Teachers play video clips of the different stages of a Pupils measure their height and weight to know
growing child how much they have grown
Teacher explains growth in plant from seed to Pupils use a well-labelled chart to identify each Charts, video
sprouting to maturity. stage of growth in a plant. documentary, samples
GROWTH: Teacher uses a well-labelled chart or video clips to Pupils plant the seed, monitor the growth for of beans and rice
6.
In plants explain the stages of growth in plant. weeks, and reports back to the teacher seedlings
Teacher encourages pupils to plant a seed and
observe how it grows
WATER: Teacher discusses water as one of the means of Pupils join in the discussion by sharing their Charts, textbook
7. Transportation transportation understanding of water transportation.
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Teacher identifies the various types of water vehicles Pupils identify the different types of water
e.g. ship, ferry, boat etc. transportation
Teacher defines bone as a rigid organ that gives the Pupils touch different part of their bodies with Charts and pictures,
body its shape. bones. textbook
Teacher guides the pupils on the importance of a Pupils mention the importance of a strong bone.
8. BONES
strong bone and the type of food that makes the bone Pupils Identify on the chart the kind of food that
strong and healthier with the use of a chart. makes the bone strong
Teacher explains the simple meaning of a mobile Pupils identify other uses of a mobile phone Charts, pictures, sample
phone Pupils some of the ways to care for your mobile of a mobile phone
TECHNOLOGY: Teacher guides the student through the various use phones
9.
Mobile phones of a mobile phone e.g. to make calls, send message, Pupils identify different part of a mobile phone
browse the internet etc. from the well-labelled diagram on the chart
Teacher some of the ways to care for a mobile phone
Teacher explains the simple meaning of a security Pupils mention the security gadget they have at Charts, pictures,
gadget home doorbell, security
TECHNOLOGY: Guides pupils to the importance of a security gadget Pupils tells why they think security gadgets are camera
10.
Security gadget With the aid of a chart, teacher identifies some important
example of security gadget e.g. security cameras, Pupils mention other example of security gadget
doorbell etc. on the chart.
11. REVISION
-
12. EXAMINATION
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1. REVISION Revision of first term work
Teacher give simple meaning of purification. Pupils explain what they understand by Pictures and charts,
Teacher guides student to explain why they did purification of water. textbooks, clean white
WATER: water should be purified before drinking. Pupils tell why water should be made clean cloth, chlorine, alum
2.
Methods of purification Discuss and demonstrate with the aid of a chart the before drinking or cooking with it.
various method of water purification e.g. boiling, Pupils observe and identify the various ways of
adding chemicals, filtering etc. water purification from the chart.
Teacher gives the simple meaning of storage. Pupils explain what they understand by storage Food items that make up
Teacher discusses different reasons for storage of water. a balanced diet.
WATER: water. Pupils give reasons why they think water is
3.
Storage Teacher identify different containers for storage stored.
water with the aid of a chart Pupils observe and identify the various ways of
storing water from the chart.
Teacher defines water-borne disease as diseases Pupils tells what they understand by water- Pictures and charts,
caused by dirty or contaminated water. borne diseases bowl of clean water,
WATER-BORNE Teacher mentions some examples of water-borne Pupils observe the displayed pictures. bowl of dirt water
4.
DISEASES diseases like cholera, dysentery, diarrhea etc. Pupils mention the importance of not drinking or
Teacher displays and identify some victims of these cooking with dirty or contaminated water
diseases with the aid of a diagram
Teacher identifies different animals and their Pupils watch the video documentary showing Charts and
ANIMALS AND THEIR homes with the use of a video player or pictures e.g. animals and their homes. documentaries of
7.
HOMES Horse - Stable, Lion - Den, Pupils mention different animals and their animals and their homes,
Dog - Kernel, Bird -Nest, etc. homes video documentary,
Teacher identifies different animals and their young Pupils watch the video documentary showing Charts and pictures of
ones with the use of a video player or pictures e.g. animals and their young ones. animals and their young
Goat - Kid, Pupils mention different animals and their young ones, video documentary
ANIMALS AND THEIR
8. Lion - Cub ones
YOUNG ONES
Dog - Puppy etc.
Teachers explains that animals too take care of their
young ones
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Teacher defines simple machines used in the home. Pupil tells what they understand by a simple Rake, hammer, broom,
TECHNOLOGY:
Teachers list some of the simple machines used at machine bottle opener, screw
9. Simple machines used in
home and identifies them with the aid of pictures Pupil demonstrate some of the ways simple driver, knife etc.
the home
e.g. hammer, broom, bottle opener, etc. machines are used at home.
Teacher defines simple machines used in the school Pupils identifies some of the simple machine Stapler, duster,
TECHNOLOGY:
Teachers list some of the simple machines used at found in the school sharpener, etc.
10. Simple machines used in
school and identifies them with the aid of pictures Pupil demonstrate some of the ways simple
the school.
e.g. stapler, broom, duster, sharpener, etc. machines are used at home
11. REVISION
12. EXAMINATION
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HEALTH HABITS
RESOURCES
Teacher explains the meaning of exercise and demonstrates Pupils listen attentively and participate actively Charts
some exercises for the pupils to see. in the class discussion.
EXERCISE Teacher lists some exercises pupils can practise e.g. jogging Mp4 player
on a spot, twisting, stretching of arms and legs, bending, etc. Pupils engage in some exercises as they are
1 - Meaning of exercise advised and guided by the teacher.
- Types of exercise Teacher encourages pupils to do some exercise as they are
- importance of exercises guided.
Teacher discusses the importance of exercises with the
pupils.
Teacher identifies places where one can exercise: home, Pupils list the importance of exercise. Charts
EXERCISE
school playground, gym, etc.
2 MP4 Player
- Where one can exercise
Teacher shows pictures of a gym to the pupils and lists the
- Importance of exercise
importance of exercise to the body and mind.
Teacher with the aid of charts, an mp4 player or any other Pupils listen attentively and participate actively Charts
DISPOSAL OF REFUSE teaching aid, explains the meanings of “disposal of refuse”. in the class discussion.
Teacher shows examples of refuse to the pupils such as Dust bin
- Safe or clean ways of biscuit and sweet wrapper, sachets of water, bottles, etc. Pupils demonstrate how to safely and neatly
3
disposing refuse. dispose refuse. Biscuit and
- Unsafe or dirty ways of Teacher demonstrates how to safely and neatly dispose sweet wrappers
disposing refuse. refuse e.g. the use of dust bin. Pupils identify bad ways of disposing waste.
Teacher identifies unsafe ways of disposing refuse.
Teacher explains that “waste” also refers to “refuse”. Pupils listen attentively and participate actively MP4 Player
DISPOSAL OF WASTE
Teacher explains the meaning of waste-dung. in the class discussion.
Charts
- Meaning of waste
Teacher explains the meaning of waste and the types of Pupils take down notes and they mention that
- Types of waste:
4 waste. Teacher guides pupils to know some sources of refuse is the same as waste. Posters
Solid waste (paper, carton,
waste items.
leaves, etc.)
Pupils list examples of waste under each type of Textbook
Liquid waste {urine, water
Teacher encourages the pupils to participate in the class waste.
from drainage, etc.).
discussion.
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DISPOSAL OF ANIMAL Teacher discusses lists animal waste: faeces, urine, dead Pupils listen attentively and participate actively MP4 Player
WASTE animal, etc. in the class discussion.
Teacher guides pupils to identify burying as a proper way Charts
5
- Burying of disposing animal waste to prevent bad odour Pupils mention the proper way of disposing
- Uses of animals animal waste.
- Uses of animal waste Teacher mentions the uses of animals and their waste Textbook
Teacher with the aid of charts, an mp4 player or any other Pupils listen attentively and participate actively Leaves
teaching aid, explains the meaning of composting. in the class discussion.
COMPOSTING OF WASTE Dead rat
Teacher shows pictures to aid the pupils grasp and guides Pupils define composting and list the materials
6 - Meaning of composting pupils to understand that composting is used to produce for composting.
- Benefits of composting fertilizers or soil conditioners.
- Compost materials Pupils understand and explain what “decay”
Teacher lists examples of compost materials e.g. dead means.
animals, urine, faeces, leaves, etc.
RECYCLING Teacher explains the meaning of recycling to the pupils Pupils engage actively in the class discussion. Bottles
with the aid of pictures and any other relevant teaching Paper
7 - Definition of recycling aids. Pupils define recycling and list examples of Polythene bag
- Examples of objects that can Teacher guides the pupils to identify examples of objects objects that can be recycled. Cellophane
be recycled that can be recycled.
Teacher displays posters or charts to discuss simple Pupils write the importance of recycling. Bottles
RECYCLING
methods of recycling. Paper
8 Polythene bag
- Methods of recycling
Teacher guides the pupils to know the importance of Cellophane
- Importance of recycling
recycling and how it helps people and our environment.
Teacher explains the meaning of cleanliness to the pupils. Pupils engage actively in the class discussion. School uniform
With the aid of pictures in relevant teaching aids, the
teacher shows how to care for school uniform. Pupils demonstrate washing, rinsing, drying, Detergent or
CLEANLINESS
ironing and folding or hanging of school soap
9
Teacher demonstrates how to care for one’s school uniform.
- Care of school uniform
uniform: washing, rinsing, drying, ironing, folding or Bucket and
hanging. Teacher encourages pupils to always look neat. Pupils demonstrate how to dress neatly and other cleaning
look tidy. items.
BEDTIME (Sleep Time) Teacher explains the meanings of sleep and bedtime to the Pupils demonstrate how to sleep properly and Charts
10 pupils. identify the best time to go to bed.
- Meaning of sleep
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- Benefits of sleep Teacher guides pupils to understand the usefulness of sleep Pupils list the importance of sleeping well or Posters
and to identify the best times to observe bedtime as enough.
children or pupils. Textbook
Pupils tell if it is important for pupils to
Teacher lists what pupils need to do before going to bed. oversleep.
11 REVISION
12 EXAMINATION
HEALTH HABITS
RESOURCES
1 REVISION REVISION OF FIRST-TERM WORK Pupils revise with the teacher’s guide. Previous notes.
Teacher discusses with the aid of pictures the simple good Pupils list good eating habits. Charts
eating habits pupils must exhibit.
Pupils demonstrate good eating habits. Posters
Teacher mentions good eating habits: washing hands
2 GOOD EATING HABITS
before eating, use of clean dishes and cutlery, eating with Pupils discuss table manners under the Textbook
water served along with the food, putting only what one teacher’s guidance.
can chew easily at once into the mouth, washing hands after Workbook
eating and other table manners.
Teacher discusses examples of bad eating habits pupils Pupils identify the bad eating habits they must Charts
must avoid. avoid.
Posters
3 BAD EATING HABITS Teacher list bad eating habits and guides the pupils to
identify them and encourages them to avoid the habits. Textbook
Workbook
The teacher discusses how to take care of the body and Pupils identify and demonstrate ways of taking Charts
CARE OF THE BODY
engages the pupils in a class discussion. care of the body.
Posters
4 - How to take care of the body
The teacher mentions ways of taking care if the body and Pupils participate in the class discussion.
- Importance of taking care of
encourages the pupils to participate actively. MP4 Player
the body
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Teacher plays a video of how to take care of the body to aid

pupils’ understanding.
The teacher guides the pupils to identify teeth in their Pupils demonstrate how to care for their teeth Picture of the
mouth and discusses the function of teeth: cutting, tearing, as they recite and sing songs on care of the teeth. human teeth
chewing, biting, etc.
Posters
5 CARE OF THE TEETH
Teacher demonstrates ways of taking care of the teeth and
leads them to recite “This is the way I wash my teeth…”. Textbook
Teacher guides them to know it is best to wash the teeth
twice a day; not once daily.
TOILET Teacher uses charts and posters to explain the meaning of Pupils identify different kinds of toilet facilities; Charts
toilet to the pupils and to identify the types of toilet. they describe them and engage in class
- Types of Toilet: discussion. Posters
6
Traditional toilet: pit, latrine, Teacher uses pictures to guide pupils to identify different
dung-site, etc. Modern toilet: toilet facilities including potty.
water system.
TOILET Teacher uses charts, posters and relevant pictures to guide Pupils identify a septic tank, soakaway, and a Charts
- Septic Tank pupils to identify a septic tank, soakaway and a mobile mobile toilet; they mention the importance of
7
- Soakaway toilet. The teacher guides pupils to differentiate them and these facilities. Posters
- Mobile Toilet to know their uses
MATERIALS FOR CLEANING With the aid of charts, posters and real objects like brush, Pupils list the materials used for cleaning toilets. Charts
TOILETS scrub, detergent, bleach, disinfectant, etc. the teacher
guides pupils to identify materials that are used for Pupils state the reason for cleaning toilets. Posters
8 - Materials used for cleaning cleaning toilets.
toilets. Brush, scrub,
- Importance of cleaning the Teacher lists the importance of cleaning the toilets at home, soap, bucket of
toilet. school or office. water, etc.
Teacher mentions and discusses the good toilet habits Pupils mention good toilet habits. Charts
pupils need to exhibit e.g. cleaning toilet seat bowl with
tissue before sitting on it, cleaning up with tissue or water Pupils demonstrate good toilet habits. Posters
immediately after using the toilet, flushing the toilet,
9 GOOD TOILET HABITS washing hands with soap and water, closing the toilet door, Pupils demonstrate how to use the toilet Clean toilet
etc. without help or assistance from anyone.
Teacher guides pupils to use the toilet without any kind of

assistance.
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Teacher guides pupils to identify bad habits in the toilet Pupils list bad toilet habits they must avoid. Charts
which pupils must avoid.
Pupils participate actively in the class Posters
10 BAD TOILET HABITS Teacher lists bad toilet habits: not flushing, not cleaning up, discussion.
using paper to clean up, not washing hands after using the Textbook
toilet, eating in the toilet or drinking water from the toilet
reservoir or closet.
11 REVISION
12 EXAMINATION
HEALTH HABITS
RESOURCES
1 REVISION REVISION OF SECOND-TERM WORK Pupils revise with the teacher’s guide. Previous notes.
Teacher guides pupils to understand the meaning of Pupils define sanitation. Broom
SANITATION
sanitation using charts, posters and an mp4 player. Dust pan
2 Pupils demonstrate ways of sanitising the Dustbin
- Meaning of sanitation
Teacher lists the importance of sanitation to people living environment and the importance of doing so.
- Importance of sanitation
in an environment and the environment itself. Charts
With the aid of charts, posters and an mp4 player, the Pupils list places that need to be sanitised. Broom
SANITATION teacher displays pictures of places that need to be sanitised. Dust pan
Pupils demonstrate sanitisation by sanitising Dustbin
3
- Places that need to be Teacher demonstrates simple ways of sanitising the the classroom and the surroundings.
sanitised. environment and guides the pupils to sanitise the Mp4 player
classroom and around the classroom.
HOT WEATHER The teacher explains the meaning of weather. Pupils demonstrate how to take care of Light clothing
themselves during hot weather
- How to care for oneself The teacher uses charts and pictures to show students how Charts
4
during hot weather: what to to take of themselves when the weather is hot e.g. wearing
eat and drink, what to wear, light clothes, staying and sleeping in cool and airy room, Posters
where to go, etc. having cold bath, etc.
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COLD WEATHER The teacher reminds the pupils what weather means. Pupils identify what to wear, what to eat or Charts
- How to care for oneself The teacher guides pupils to understand what cold weather drink, where to stay or sleep, etc. during cold
5 during cold weather: what to means and to differentiate it from hot weather. weather Posters
eat and drink, what to wear, Teacher lists ways of taking care of oneself during cold Pupils mention the consequences of not taking Sweater,
where to go, etc. weather. care of oneself properly during cold weather. cardigan, etc.
HAND WASHING The teacher demonstrates how to wash hands with soap Pupils identify the materials needed to wash Running water
6 - Benefits of washing our and running water, with a clean towel. their hands cleanly. Soap
hands regularly. Teacher lists the benefits of washing our hands regularly. Pupils demonstrate hand washing. Towel
Teacher defines the meaning of disease to the pupils and Pupils define disease and list different examples Charts
DISEASE AND SICKNESS
explains the concept of diseases and sickness to the pupils. of diseases.
Posters
- Meaning of disease.
Using charts and video clips, the teacher shows pictures of Pupils discuss the nature of some common
7 - Examples of diseases: skin
people having different diseases and the teacher guides the diseases such as measles, malaria, etc. Mp4 player
rashes, cholera, dysentery,
pupils to identify different diseases.
malaria, guinea worm,
Teacher tells pupils the causes of some diseases and
measles, etc.
sicknesses e.g. malaria is caused by mosquito bite.
Teacher explains the meaning of water-borne diseases as Pupils tell the meaning of “water-borne Charts
diseases that are contracted and spread through water. disease.”
8 WATER-BORNE DISEASES
Teacher states examples of water-borne diseases: cholera, Pupils list examples of water-borne diseases. Posters
diarrhea, dysentery, etc. Mp4 player
Teacher explains the meaning of air-borne diseases as Pupils tell the meaning of “air-borne disease.” Charts
diseases that are contracted and spread through air.
9 AIR-BORNE DISEASES Teacher states examples of air-borne diseases: cholera, Pupils list examples of air-borne diseases. Posters
diarrhea, dysentery, etc.
Mp4 player
Teacher guides pupils to understand that diseases can be Pupils identify ways of preventing diseases; Charts
prevented and treated. protecting themselves against diseases.
Teacher discusses ways of preventing diseases such as: Posters
drinking clean water, washing hands regularly, maintaining Pupils mention ways of curing diseases.
PREVENTION AND
10 good personal hygiene, etc. Mp4 player
TREATMENT OF DISEASES
Teacher guides pupils to identify ways of treating diseases:
going to see a doctor, taking prescribed drugs and
injections, taking herbs, etc.
11 REVISION
12 EXAMINATION
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SOCIAL HABITS
RESOURCES
1 REVISION Revision of Level – 3 work Revises with the teacher’s guidance. Notebooks
Teacher explains the meaning of rights and why they are Pupils mention the rights they enjoy. Charts
MY RIGHTS
2 important for children.
- Children’s rights
Teacher identifies various rights of a child. Posters
With the aid of charts, posters and video clips, the teacher Pupils list some practices in child abuse. Charts
explains the concept of child abuse to the pupils. Teacher
3 CHILD ABUSE mentions the various practices involved in child abuse. Pupils tell if they have been abused before Posters
Teacher encourages the pupils to report any child abuse they by anyone.
see in the society. Video clips
Teacher uses pictures and video clips to guide pupils to identify Pupils identify forms of child abuse Charts
4 FORMS OF CHILD ABUSE the various forms of child abuse e.g. a child hawking on the
street, a child being beaten or punished mercilessly, etc. Video clips
Teacher enumerates methods of preventing child abuse and Pupils list methods of preventing child Charts
guides the pupils to list the methods of preventing child abuse abuse.
PREVENTION OF CHILD
5 e.g. showing love and affection to children, giving good Posters
ABUSE
education to children, providing basic needs like food, shelter
and clothing for children, etc. Video clips
Teacher explains the meaning of stigmatization to the pupils Pupils list methods of stigmatization. Charts
STIGMATIZATION
and uses pictures and video clips to show example of people
6 who are being stigmatized. Pupils tell if they have been stigmatized Posters
- Meaning of stigmatization
Teacher describes the effects of stigmatization e.g. low self- before.
- Effects of stigmatization
esteem, fear, isolation and depression, lack of confidence., etc. Video clips
EQUALITY AND FAIRNESS The teacher explains simply the meaning of equality and Pupils demonstrate fairness and equality to Charts
fairness. The teacher uses picture and video clips to aid pupils’ their classmates.
- Meaning of fairness and understanding. Posters
7
equality
- Importance of fairness and The teacher demonstrates fairness and equality to the pupils i.e. Video clips
equality. no partiality or injustice.
Using video clips and pictures, the teacher explains the meaning Pupils identify different traditional Charts
8 TRADITIONAL PRACTICES of traditional practices and guides the pupils to identify different practices.
Posters
Page | 184

traditional practices such as Eyo festival, paying bride price,

giving gin and kolanut to elders, parading masquerades, etc. Video clips
Teacher guides pupils to identify bad traditional practices that Pupils list harmful traditional practices. Charts
HARMFUL TRADITIONAL need to be stopped.
9.
PRACTICES Teacher explains why the practices are harmful and should be Pupils write the effects of harmful Video clips
stopped. practices.
Teacher explains what a public place is to the students and lists Pupils identify and lists examples of public Charts
some examples. places.
Posters
10 PUBLIC PLACES Teacher describes the kind of activities that take place in each Pupils describe how to behave in public
public place. places. Video clips
The teacher guides pupils on how to be of good behaviour in
public places.
11 REVISION
12 EXAMINATION
SOCIAL HABITS
RESOURCES
1 REVISION Revision of first-term work Pupils revise with teacher’s guidance. Notebook
The teacher explains the meaning of “good behaviour” to the Pupils mention some public places they Charts
GOOD BEHAVIOUR IN PUBLIC pupils. The teacher uses charts and video clips to introduce have visited in the past and they describe
PLACES different good behaviours to the pupils and how to behave how they behaved. Mp4 player
in public places e.g. not disturbing others with others, being
2 - How to live peacefully with respectful to others, not littering the floor, obeying the rules Pupils mention what they must not behave Posters
others. and regulations of the place. in public places.
- Reasons for living in peace
with others Teacher guides pupils to understand why they must be of
good behaviour in public places.
The teacher explains the meaning of peace to the pupils and Pupils describe how they live with other Charts
PEACE EDUCATION
3 the need to live with others peacefully. people in their environment peacefully.
MP4 Player
Page | 185

- How to live peacefully with

Teacher describes how to live with others peacefully, Pupils describe they settled with their
others. especially people of different culture, different religion or friends after a misunderstanding. Posters
- Reasons for living in peace
different belief. Teacher explains to the pupils how to settle
with others misunderstanding amicably.
Teacher explains the meanings of endurance and tolerance Pupils describe how to endure or tolerate Charts
ENDURANCE AND TOLERANCE to the pupils. their friends when they do what they do not
like. Posters
4
- Endurance and tolerance lead Teacher guides pupils to understand that endurance and
to peaceful co-existence. tolerance are needed to live peacefully with others Students role-play endurance with the MP4 Player
especially those have different religion or beliefs. teacher’s supervision.
OUR NEIGHBOURS Teacher simply explains who a neighbour is and why it is Pupils mention the names of at least two of Picture of a
important to live peacefully with our neighbours. their neighbours. house and
5 - Meaning of neighbour people living
- Why we should be at peace Teacher describes simple ways of living peacefully with our Pupils tell if they love their neighbours or there.
with our neighbours. neighbours e.g. having endurance and tolerance. not.
Teacher explains in simple terms the meaning of emotions Pupils role-play different emotions. Charts
and uses pictures and video clips to show examples of
EMOTIONS
different emotions that people can express e.g. joy, anger, Pupils mention the reasons why people Posters
tiredness, sadness, etc. could be happy, sad, tired, angry and joyful.
- Meaning of emotions.
6 Picture of people
- Types of emotions.
Teacher guides pupils to always express themselves expressing
- Reasons for different emotions
respectfully and encourages them to always be joyful. different
Teachers states examples of different situations that can emotions.
cause different emotions.
The teacher simply explains hairstyling as a way of Pupils mention the names of their hairstyles Charts
PERSONAL BEAUTIFICATION – beautifying oneself using posters and pictures of different and why they like the hair.
HAIRSTYLING hairdo for girls and haircuts for boys. Posters
7 Pupils identify other hairstyles they like.
- Types of hairdo for girls. Teacher explains hairstyle as a way of looking good and Pictures of
- Types of haircut for boys. decent. Teacher encourages pupils to regularly style their hairstyles for
hair beautifully. boys and girls.
Teacher tells the pupils the name of the state they live in and Pupils mention the capital of the state they Charts
STATES AND THEIR CAPITALS
mentions some other states in the country at random. live in and the capital of their state of origin.
8 Teacher tells the pupils the Capital of the state they live in Posters
- The 36 states, FCT and their
and explains the relationship between a state and the
capitals.
capital.
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Teacher uses charts to display the 36 states and 1 Federal Pupils memorize the with songs the 36
Capital Territory in Nigeria. The teacher guides the pupils to states and their capitals and the Federal
learn, memorize and recite the 36 states and capitals using Capital Territory in Nigeria.
rhymes and songs.
The teacher explains to the pupils who a leader is using a Pupils mention the name of the governor of Pictures of
family as an example - the father is the head of a family. the state where they live. Governors in
Nigeria and their
9. STATE LEADERS The teacher explains that the Governor is the leader of a Pupils mention the name of the governor of states.
state and mentions the name of the present governor of the their state of origin.
state they live in. the teacher also describes the office of the
Deputy Governor and mentions his or her name.
Teacher guides the pupils to the pupils to identify Nigeria as Pupils identify the flag of Nigeria. Charts
their country and that their state is in (inside) Nigeria.
Pupils recite the National Anthem and Video clips
The teacher using pictures and video clips, guides pupils to Pledge.
10 NIGERIA, MY COUNTRY recite the National Anthem and the National Pledge; they
also to identify the flag of Nigeria. The teacher mentions the Pupils mention the name of the President of
name of the President of Nigeria at the moment and guides Nigeria.
the pupils to understand that he is the number one leader or
person in the country.
11 REVISION
12 EXAMINATION
SOCIAL HABITS
WEE TOPIC TEACHER’S ACTIVITIES PUPILS’ ACTIVITIES LEARNING
K RESOURCES
1 REVISION Revision of first-term work Pupils revise with teacher’s guidance. Notebook
NIGERIA, MY COUNTRY Using picture and charts, the teacher guides the pupils to Pupils identify the Coat of Arms of Nigeria Charts
identify Nigeria as their country and explains the meaning of and they colour it beautifully.
2 - Identification of country. the Coat of Arms. Pictures
- Description of the Coat of
Arms of Nigeria
Page | 187

The teacher describes the coat of arms and the meaning of the
elements on the Coat of Arms of Nigeria.
Teacher explains in simple terms the meaning of parental care Pupils mention the forms of parental care Charts
to the pupils. they get.
Pictures
PARENTAL CARE
Teacher guides pupils to identify different forms of parental Pupils say “Thank you Sir/Ma” to their
3 care e.g. regular feeding, clothing, provision of shelter, regular parents when they get home to them for the Video clips
- Meaning of Parental Care
payment of school fees, giving home training, etc. parental care they give to them.
- Forms of Parental Care
Teacher guides pupils to appreciate their parents for the
parental care they get.
Teacher explains in simple terms the reason for giving Pupils mention the parental care they do not Charts
PARENTAL CARE parental care to children e.g. to raise well-behaved children, to get if there is any.
make children become good leaders, to make children have Pictures
- Reasons Children Need good growth and development. Pupils say “Thank you Sir/Ma” to their
4
Parental Care. parents when they get home to them for the Video clips
- Causes of Lack of Parental Teacher mentions why some children do not get parental care parental care they give to them.
Care e.g. death of parents, divorce, poverty, illiteracy, carelessness,
traditions and customs, etc.
Teacher uses pictures and video clips to explain violence in Pupils identify and list physical violence Charts
simple terms; teacher also explains the meaning of physical against children.
violence. Pictures
VIOLENCE – Physical Violence
Pupils identify children in their
Against Children
Teacher states examples of physical violence some children neighbourhood who suffer physical violence Video clips
suffer e.g. undue punishment and beating, child-hawking, etc.
5 - Meaning of Violence.
Pupils share stories of physical violence
- Meaning of Physical Violence.
Pupils are encouraged to report any kind of violence against against children they know about.
- Effects of Violence on
children in their society.
Children.
Teacher mentions the effects of physical violence on children
and tells pupils why physical violence against children need to
be stopped.
VIOLENCE – Mental Violence Teacher explains in simple terms the meaning of mental Pupils identify and list mental violence
Against Children violence against children. against children.
6
Meaning of Violence. Teacher states examples of mental violence against children Pupils identify children in their
- Meaning of Physical Violence. e.g. hauling insults and curses on children, doing bad things in neighbourhood who suffer mental violence
Page | 188

- Effects of Violence on the presence of children, encouraging children to do bad

Children. things, etc. Pupils share stories of mental violence
against children they know about.
Teacher uses simple terms, pictures and video clips to explain Pupils identify orphans they know. Charts
the meaning of orphans and vulnerable children and to Pupils identify vulnerable children they
ORPHANS AND VULNERABLE identify them. know. Posters
7
CHILDREN
The teacher demonstrates how to care for and show love to Pupils demonstrate how to show love and Video clips
orphans and vulnerable children in the society. care for orphans and vulnerable children
CHILDREN WITH SPECIAL Teacher uses simple terms, pictures and video clips to explain Pupils identify the special children they Charts
NEEDS and identify children with special needs. know.
Posters
8 - Children who are: visually Teacher gives examples of children with special needs and Pupils role-play how to show love and care to
impaired; hearing impaired; how to show them love and care: teacher encourages pupils to children with special needs in their school or Video clips
handicapped, autistic children, not avoid or make jest of children with special needs, but to be neighbourhood.
etc. friendly to them and to treat them nicely.
Teacher uses simple terms, pictures and video clips to explain Pupils narrate how they cared for their Charts
CARE FOR SICK PEOPLE
the meaning of sickness and to identify sick people. friends or loved ones who was sick.
9 Posters
- Identification of sick people.
The teacher demonstrates how to care for and show love to Pupils demonstrate how to show love and
- How to care for sick people.
sick people in the society. care for orphans and vulnerable children Video clips
CARE AND RESPECT FOR OLD With aid of pictures and video clips, the teacher explains and
PEOPLE identifies old people and demonstrates how to care for them.
Teacher encourages pupils to respect and care for old people
10.
- Identification of old people. by running errands for them, helping them carry their bags,
- How to respect and care for obeying them, etc.
old people.
11 REVISION
12 EXAMINATION
Page | 189

CIVIC EDUCATION
RESOURCES
1 REVISION REVISION OF SECOND-TERM WORK Pupils revise with the teacher’s guide. Previous notes.
GENDER ISSUES Teacher explains the meaning of gender to the pupils using the Pupils identify and write their gender. Charts
pupils as examples of gender classification and leads each
2
- Identification of self as male pupil to identify if their gender.
or female
GENDER ISSUES IN GAMES Teacher guides pupils to play with each one another without Pupils participate in the class discussion and Charts
AND PLAYS discrimination or separation because of gender. engages actively.
Rhyme book
3
- Male and female children Guides pupils to sing rhymes and play some games in the
playing together classroom without leaving out one gender.
Teacher tells stories that engage pupils in the classroom and Pupils listen and participate actively in the Storybooks
FOLK TALES FOR MALE AND
involves both males and females regardless. class discussion.
FEMALE
4
Teacher encourages male and female pupils to tell stories to Pupils take note of lessons learned in the
- Meaning of folk tales
the class. stories told in class.
- Importance of folk tales
Teacher guides pupils to identify the importance of folk tales.
The teacher guides the pupils to identify Nigeria as their Pupils demonstrate different ways of Charts
country and explains what it means to love one’s country. showing love for Nigeria as guided by the
LOVE FOR ONE’S COUNTRY
teacher. Posters
The teacher identifies simple ways of showing love to one’s
5 - How to love one’s country
country e.g. singing the national anthem while standing Flag of Nigeria.
(Nigeria).
attention, praying for Nigeria, doing voluntary service like
community sanitation, helping other Nigerians, holding or
flying the flag of Nigeria, etc.
NATIONAL COLOURS With the aid of charts, video clips and any other relevant Pupils identify the flag of Nigeria. Flag of Nigeria
teaching aid, the teacher explains that each country has their
- The official colours of colours. Pupils identify the national colours of Nigeria- Charts
6
Nigeria: Green and white. green and white.
- Description of the flag of The teacher shows and describes the flag of Nigeria and Posters
Nigeria mentions that green and white are the colours of Nigeria.
Page | 190

The teacher explains that the national song is the same as Pupils sing the national anthem of Nigeria. MP3 Player
NATIONAL SONG national anthem.
7 MP4 Player
- The Nigeria national anthem With the aid of an mp3 or mp4 player, the teacher plays the
national song of Nigeria to the pupils and explains it.
Teacher explains the meaning of responsibilities as duties or Pupils identify their responsibilities as Charts
RESPONSIBILITIES AS
the things that needs to be done. children.
CHILDREN
Posters
8
Teacher lists responsibilities of children e.g. cleaning the
- The things we must do
classroom, home, places of worship, playing safely, going to
school early, etc.
Teacher explains the meaning of rights as things that need to Pupils identify and write some of the rights of Charts
be provided for children or that children need to have. children
9. CHILDREN’S RIGHTS Posters
Teacher lists some of the rights of children: -right to live,
- right to be educated in a school, - right to good food. Textbook
The teacher explains the meaning of basic amenities as things Pupils define basic amenities. Charts
that people need in their communities for them to live
comfortably in their communities. Pupils list some basic amenities. Posters
10 BASIC AMENITIES
Teacher guides pupils to list some basic amenities: good road, Textbook
electricity, potable water, clinic, security, etc.
11 REVISION
12 EXAMINATION
Page | 191

CIVIC EDUCATION
RESOURCES
1 REVISION Revision of first-term work Revises with the teacher’s guidance notebooks
Teacher mentions some things that children have to do at Pupils list their responsibilities at home. Charts
RESPONSIBILITIES AT HOME home e.g. sweeping, dusting, washing, running errands, etc.
Pupils mention why they must perform their Posters
2
- Things children should do at Teacher guides the pupils to identify some items that are responsibilities at home.
home. used to clean at home and encourages pupils to do perform MP4 Player
their responsibilities.
The teacher identifies some duties pupils can perform in Pupils list their responsibilities in school. Charts
school e.g. keeping the classroom neat and arranged,
RESPONSIBILITIES IN SCHOOL
returning lost items, caring for junior pupils, listening to the Pupils mention why they must perform their Posters
3 teacher, etc. responsibilities in school.
- Things children should do at
MP4 Player
home
Teacher encourages the pupils to perform their duties in
school.
RESPONSIBILITIES IN The teacher explains the meaning of religious places and Pupils identify how to take care of their Posters
RELIGIOUS PLACES guides the pupils to identify their responsibilities. personal belongings in public places such as
religious places. Charts
4 - How to take care of personal The teacher guides the pupils to take care of their personal
belongings at places of worship belongings when in public spaces such s religious places, Pupils write examples of religious places e.g. Textbook
school, market, etc. church, mosque, shrine, etc.
REWARDS AND The teacher lists some of the rewards children get for Pupils list some rewards they get for Posters
CONSEQUENCES performing their duties at home, school and religious places performing their responsibilities.
e.g. praises, awards, gifts, promotion, etc. Charts
5 - Rewards of performing one’s Pupils list the consequences for ignoring
responsibilities. The teacher lists some of the consequences children face for their responsibilities. Textbook
- Consequences of not not performing their duties at home, school and religious
performing one’s responsibilities. places e.g. punishment, shame, demotion, etc.
With the aid of charts, posters and other relevant aids, the Pupils explain who a vandal is. Posters
GOVERNMENT PROPERTY TO
6 teacher guides the pupils to identify government property
TAKE CARE OF
that must be taken care of e.g. government buildings like Charts
Page | 192

secretariats, stadiums, museums, electricity pole, borehole Pupils identify government property that
water, etc. need to be taken care of. Textbooks
Teacher encourages pupils to take care of government Pupils mention how to take care of
property and not to engage in vandalism; not to be vandals. government’s property.
GOOD BEHAVIOUR – Teacher explains to the pupils the meaning of good Pupils identify other pupils in the class who Posters
Punctuality behaviour and lists some examples. are always punctual to school.
7 - Going to school or other Charts
important places early. The teacher explains the meaning of punctuality and the Pupils mention some benefits of being early
- Importance of Punctuality importance of punctuality. to school. Textbooks
The teacher explains the meaning of punctuality and the Pupils explain the meaning of obedience and Posters
GOOD BEHAVIOUR – Obedience
importance of obedience. list the importance.
8 Charts
- Meaning of Obedience
The teacher encourages the pupils to be obedient to their
- Importance of Obedience
parents, elders in the community, teachers, etc. Textbooks
The teacher explains the meaning of respect – having regard Pupils explain the meaning of respect and Posters
GOOD BEHAVIOUR – Respect
- and the importance of respect for others. list the importance.
9 Charts
- Meaning of Respect
The teacher encourages the pupils to be respectful to their
- Importance of Respect
parents, elders in the community, teachers, etc. Textbooks
The teacher explains the meaning of self-control and the Pupils explain the meaning of self-control Posters
GOOD BEHAVIOUR – Self- importance of self-control. and list the importance.
control Charts
10
The teacher encourages the pupils to have self-control The pupils tell how to be self-reliant.
- Meaning of Self-control everywhere they find themselves, etc. Textbooks
11 REVISION
12 EXAMINATION
Page | 193

CIVIC EDUCATION
RESOURCES
1 REVISION Revision of second-term work Revises with the teacher’s guidance Notebooks
The teacher explains the meaning of orderliness to the pupils. Pupils identify things that are found in a Charts
ORDERLINESS AT HOME home and explain what it means for a house
1 The teacher uses charts, pictures and an mp4 player to show to be orderly. Pictures of
homes that are orderly and those that are not orderly. homes.
The teacher demonstrates how to keep a home orderly. Pupils describe orderliness at home
The teacher orderliness in school to the pupils. Pupils identify things that are found in a Charts
school and explain what it means for a school
ORDERLINESS IN SCHOOL
2 The teacher uses charts, pictures and an mp4 player to show to be orderly. Pictures of
schools that are orderly and those that are not orderly. schools
The teacher demonstrates how to keep a school orderly. Pupils describe orderliness in school.
The teacher orderliness in the community to the pupils. Pupils identify things that are found in a Charts
community.
ORDERLINESS IN THE
3 The teacher uses charts, pictures and an mp4 player to show Pictures of
COMMUNITY
communities that are orderly and those that are not orderly. Pupils describe orderliness in school. communities
The teacher demonstrates how to keep a community orderly.
The teacher simply defines honesty and tells stories of honesty Pupils identify the members of a home who Charts
HONESTY AT HOME to the pupils. need to be honest to one another.
Posters
4
- How to show honesty at The teacher explains the benefits at home i.e. among family
home. members. The teacher mentions how pupils can show honesty
to their siblings and parents.
The teacher explains the concept of honesty and tells an Pupils identify the members of a school who Charts
interesting story of a honest pupil in a school. need to be honest to one another.
HONESTY IN SCHOOL
Posters
5 The teacher explains the benefits at home i.e. among family Pupils list ways of showing honesty in school.
- How to show honesty in
members. The teacher encourages pupils to be honest at all
school.
time and mentions how pupils can be honest to their
classmates and schoolmates, teachers, etc.
HONESTY IN THE The teacher tells an interesting story of a honest farmer in a Pupils identify at least one honest person Charts
6
COMMUNITY community who later became the King’s friend. they know.
Page | 194

Posters
- How to show honesty in the The teacher mentions ways of showing honesty in the Pupils mention ways of being honest in the
community. community and explains the benefits of honesty in the community. Pictures of
- Advantages of honesty. community. members of a
community.
Teacher lists the benefits of honesty.
The teacher explains the concept of cooperation and uses Pupils identify the members of a home who Chart
charts and posters to aid pupils’ understanding. need to cooperate with one another.
Pictures of a
7 COOPERATION AT HOME
The teacher explains how members of a home can cooperate Pupils mention how they can cooperate at family meetings
with one another and mentions how pupils can cooperate with home.
their siblings and parents.
The teacher explains the concept of cooperation and uses Pupils identify the members of a school who Chart
charts and posters to aid pupils’ understanding. need to cooperate with one another.
Pictures of a
8 COOPERATION IN SCHOOL
The teacher explains how members of a school can cooperate Pupils mention how they can cooperate in school and
with one another and mentions how pupils can cooperate with their school with other pupils, teachers, pupils.
their schoolmates, teachers and schools administrators. proprietor, etc.
Using charts, posters and an mp4 player, the teacher explains Pupils identify the members of a community Chart
the concept of cooperation in the community. who need to cooperate with one another.
Pictures of a
COOPERATION IN THE
9. The teacher explains how members of a community can Pupils mention how they can cooperate with community
COMMUNITY
cooperate with one another and mentions how pupils can members and leaders of their community. meeting.
cooperate with other members of the community and the
community leaders.
The teacher guides the pupils to identify the benefits on Pupils identify the benefits of cooperation. Chart
cooperation by displaying pictures and playing video clips of
people laughing together in unity and another one of people Pupils mention one community that is Posters
fighting one another. peaceful because the members cooperate
IMPORTANCE OF
10 with one another. Pictures of
COOPERATION
Teach lists the benefit of cooperation and explains to the peace
pupils how cooperation brings peace, growth and unity.
Pictures of
unrest
11 REVISION
12 EXAMINATION
Page | 195


RESOURCES
1 REVISION Revises previous level – 3 lessons with pupils. Revises with the teacher’s guidance. Notebook
The teacher explains the meanings of exercises and games to Pupils identify the importance of exercise Charts
EXERCISES AND GAMES the pupils using pictures and video clips and guides them to and games.
identify and differentiate them. Video clips
2
- Importance of exercises and Pupils mention their favourite exercise and
games Teacher guides pupils to identify the importance of exercises game.
and games to the body and mind.
GAMES The teacher uses charts and video clips to explain the concept Pupils participate in the sport activities as Playground
of some basic games to the pupils. guided by the teacher.
3 - Basic games: egg in a spoon Materials for
race, sack race, blindfold and The teacher guides pupils to participate in some basic games games.
fill a basket, etc. on the playground e.g. egg in a spoon race, sack race, etc.
Teacher explains the meaning of exercise to pupils using Pupils engage in different kinds of exercises Video clips
BODY EXERCISE
charts and video clips. by moving parts of their body.
Playground
4 - Stretching and bending.
Teacher guides pupils to move parts of their body during Pupils engage in routine morning exercises to
- Raising arms and legs.
exercise such as skipping, stretching, etc. Teacher mentions be acquainted with exercise. Skipping rope
- Skipping.
the benefits of exercise to the pupils.
Teacher explains hopping and leaping as types of movement Pupils move every part of their body. Video clips
to the pupils.
BODY EXERCISE Pupils hop around. Playground.
5 Teacher guides pupils to leap and hop around on a
- Leaping and hopping playground. Pupils mention an animal that moves by
Teacher guides pupils to know that horses leap and frogs hopping.
hop.
Teacher explains in simple terms the meaning of body Pupils engage in class activities actively and Video clips
BODY CONDITIONING AND
conditioning and how it can be achieved through various body they get their bodies conditioned.
BALANCING
exercises. Playground
6
- Standing on one leg
Teacher guides pupils to stand on one leg and see who can
- Dancing and Freezing Game
stand the longest time on one leg. Teacher also asks pupils to
Page | 196

play the dance and freeze game: pupils dance while a song
plays; pupils freeze immediately the song stops and the pupils
who can freeze the longest is determined.
SIMPLE MOVEMENT OF Using video clips, the teacher guides pupils through simple Pupils move their body according to the Video clips
PARTS OF THE BODY movements of parts of the body. rhythm of a tambourine.
7 - Tambourine movement. Teacher guides the pupils to move their body according to the Pupils walk, jog, run and bend on a
- Basic movements e.g. rhythm of the tambourine. playground in the school as guided by the
walking, jogging, running, Teacher encourages pupils to walk, jog, run, bend, etc. on a teacher.
bending, etc. playground,
Using video clips and charts, the teacher explains the meaning Pupils identify throwing and catching as Video clips
MANIPULATIVE
of manipulative movements and guides the pupils to identify manipulative movements.
MOVEMENTS
throwing and catching as manipulative movements. Charts
8 Pupils demonstrate throwing and catching.
- Meaning of manipulative
Teacher demonstrates throwing and catching with one of the
movements.
pupils and guides pupils to pair up to demonstrate throwing
- Throwing and Catching.
and catching.
NEURO-MUSCULAR SKILLS – Using video clips, the teacher guides pupils to understand that Pupils engage in neuromuscular activities
Dancing neuromuscular skills movements done by controlling one’s such as dancing, squatting, toe-touching, etc.
muscles are and guides the pupils to identifying dancing as a
9 - Meaning of neuro-muscular neuromuscular skill.
skills
The teacher guides pupils to leap, touch their toes, double
turn, squat, etc.
Teacher uses charts and video clips to explain the meaning of Pupils engage in short distance race of 25m.
TRACK EVENTS
track events and gives examples to the pupils.
10
- Short distance race (25m
Teacher demonstrates how to race on a field to the pupils and
race)
leads the pupils to engage in a 25m race.
11 REVISION
12 EXAMINATION
Page | 197


RESOURCES
1 REVISION Revision of first-term work Revises with the teacher’s guidance Notebook
Using video clips, the teacher explains the concept of Pupils identify somersault. Video clips
MANIPULATIVE MOVEMENT
somersault and guides pupils to identify it.
2
Teacher guides and warns pupils not to try anything
- Somersaulting
dangerous.
Teacher puts the pupils through sport activities such Pupils participate in the class activities Charts
DEVELOPMENT THROUGH SPORT
as walking, jogging, leaping, etc to show their and identify the need for them to develop
ACTIVITIES – Physical Development
flexibility, agility, balance, coordination, reaction, etc. physically i.e. their flexibility, agility, Video clips
3 - Elements of Physical Development:
balance, coordination, etc.
Flexibility, agility, balance, coordination,
Teacher guides pupils to identify the elements of
reaction, etc.
physical development.
The teacher puts the pupils through several sport Pupils participate in the activities and Charts
activities such throwing and catching a ball, targeting a identify the need for them to develop
basket, etc. to observe and monitor the pupils’ emotionally. Video clips
ACTIVITIES – Emotional Development
emotional development in terms of reaction, anxiety,
4 apathy, boredom, contentment, zeal, etc.
- Elements of Emotional Development:
Anxiety, apathy, anger, boredom, zeal,
Teacher guides pupils to identify the elements of
contentment, excitement, hostility, etc.
emotional development and to develop and control
their emotions.
The teacher puts the pupils through several sport Pupils participate in the class and Playground
activities such as a 3-a-side football game; to observe playground activities and identify the
ACTIVITIES – Social Development
and monitor the pupils’ social development in terms need for them to develop socially. Ball
5 friendliness, teamwork, cooperation, tolerance, etc.
- Elements of Emotional Development:
Net
Cooperation, teamwork, tolerance,
Teacher guides pupils to identify the elements of social
friendliness, fairness, hospitality, etc.
development and to develop their social skills.
MARCHING EXERCISE Teacher guides pupils to understand the concept of Pupils identify their left and right legs Playground.
marching using pictures and video clips. and they march and swing the arms.
6
- Concept of Marching Exercise
- Importance of marching
Page | 198

Teacher guides pupils to identify the left and right Each pupil demonstrates marching
legs; to march and swing the arms in rhythm. movement.
Teacher states the importance of marching to the

pupils.
The teacher guides pupils to understand swinging and Pupils demonstrate swinging and Charts
twisting as examples of body exercises. twisting.
BODY EXERCISE
Pictures of
7 - Swinging
Teacher demonstrates swinging and twisting and leads twisting and
- Twisting
the pupils to also demonstrate. The teacher lists the twisting.
importance of swinging and twisting as body exercises.
The teacher guides pupils to understand jumping and Pupils demonstrate swinging and Charts
bending as examples of body exercises. twisting as guided by the teacher.
BODY EXERCISE
Pictures of
8 - Jumping
Teacher demonstrates jumping and bending and leads jumping and
- Bending
the pupils to also demonstrate. The teacher lists the bending.
importance of jumping and bending as body exercises.
NEURO-MUSCULAR SKILLS Teacher explains the meaning of neuromuscular Pupils demonstrate climbing as guided by Video clips
activities to the pupils and show video clips and the teacher.
9.
- Meaning of neuromuscular skills pictures of climbing to the pupils to aid their Playground
- Climbing understanding.
Teacher guides pupils to participate in short distance Pupils participate in the race. Playground
TRACK EVENTS race such as 25m and pairs up pupils to race to
determine the fastest 25m-racer in the class.
10
- Short distance race (25m race): Running
in pairs. Teacher guides pupils to understand the importance of
track events such as race.
11 REVISION
12 EXAMINATION
Page | 199


RESOURCES
1 REVISION Revision of second-term work Revises with the teacher’s guidance Notebook
Teacher explains the meaning of posture to the pupils Pupils take turn to demonstrate good Charts
POSTURE – Good Sitting and Standing
in simple terms. sitting and standing postures for other
Posture
pupils to see. Posters
2 The teacher uses pictures and charts to show examples
- Meaning of Posture
of good sitting and standing postures to the pupils. Well-sized chair
- Importance of good sitting and standing
Teacher lists the importance of good sitting and
posture
standing postures to the pupils.
Teacher explains the meaning of posture to the pupils Pupils take turn to demonstrate good Charts
POSTURE – Good Reading and Sleeping
in simple terms. sitting and standing postures for other
Posture
pupils to see. Posters
3 The teacher uses pictures and charts to show examples
- Meaning of Posture
of good reading and sleeping postures to the pupils. Well-sized chair
- Importance of good sitting and standing
Teacher lists the importance of good sitting and
posture
standing postures to the pupils. Mattress
Using pictures simple terms and video clips, the Pupils take mention as many sport Charts
SPORT FACILITIES AND EQUIPMENT
teacher explains the meaning of sport facilities and facilities they can.
equipment to the pupils and guides them to identify Video clips
- Meaning of Sport Facilities.
4 them.
- Examples of sport facilities: Field or
Whistle
playground, stopwatch, whistle, balls,
The teacher lists different facilities and equipment
gym, bibs, boots, chin guard, etc.
used in different sports. Bibs
BALL GAMES AND EXERCISES - Football Teacher uses video clips to explain the concept of ball Pupils list examples of ball games. Football
games and football to the pupils and lists the examples
- Examples of ball games: football, table of ball games. Pupils demonstrate the basic skills in Boots
tennis, basketball, etc. football.
5
- Skills in football: Passing, dribbling, The teacher demonstrates simple football skills such Playground
shooting, etc. as passing, dribbling and guides the pupils to also
Equipment: jersey, boots, whistle, ball, demonstrate the basic skills in football. Video clips
goalpost, etc.
Page | 200

BALL GAMES AND EXERCISES - Teacher uses video clips to explain the concept of Pupils list the basic skills and equipment Basketball
Basketball basketball to the pupils and lists the basic skills and necessary in basketball.
equipment necessary in basketball. Boots
6 - Skills in Basketball: Bouncing, throwing, Pupils demonstrate the basic skills in
etc. The teacher demonstrates simple basketball skills such basketball. Playground
Equipment: Ball, boots, jersey, hoops, as bouncing, throwing, etc. and guides the pupils to
whistle, etc. also demonstrate the basic skills in basketball. Video clips
With the aid of pictures and video clips, the teacher Pupils mention and describe their Charts
INDOOR GAMES
explains the meaning of indoor games and lists favourite indoor games.
7 examples of indoor games. Posters
- Examples of indoor games: Chess, Ludo
game, Card, Video games, etc.
Teacher mentions the importance of indoor games. Chess board
Teacher uses video clips to explain the concept of table Pupils list the basic skills and equipment Ball
TABLE TENNIS tennis to the pupils and lists the basic skills and necessary in basketball.
equipment necessary in table tennis. Bats
- Concept of table tennis Pupils demonstrate the basic skills in
9
- Skills in Basketball: gripping, serving, The teacher demonstrates simple table tennis skills basketball. Video clips
stroking, returning etc. such as gripping, serving stroking, etc. and guides the
Equipment: Ball, table, net, bats, etc. pupils to also demonstrate the basic skills in
basketball.
Using simple terms, pictures and a real chess board, Pupils identify a chess board/ Chess board
CHESS
the teacher explains the concept of chess game,
9
describes the basic rules, the number of players and Pupils tell why chess is called an indoor Charts
- Concept of chess
the benefits of playing chess. game.
Using real video games on a phone or on a computer, Brick game
VIDEO GAMES Pupils mention their favourite video
the teacher explains the meaning of video games to the
game and describes how to play the
pupils and tells them why it is regarded as an indoor Smartphone or
- Meaning of video games games and the rules of the game.
10 game. computer
- Examples of video games: Solitaire,
Super Mario, Soccer – PES/FIFA, Temple Pupils take turn to play a real video game
Teacher selects a video game; lists the instructions and
Run, Grand Theft, Bricks, etc. in the classroom following the rules.
demonstrates how to play it to the pupils.
11 REVISION
12 EXAMINATION
Page | 201

RESOURCES
Teacher guides pupils to learn about themselves and to respond to Pupils respond to questions asked by the Video clips
questions concerning their personal profile using video clips. teacher and give their personal details.
INFORMATION ABOUT Posters
ONESELF Teacher guides pupils to tell their name, age, gender, place of
1
residence, state of origin, etc. when asked.
- Information on self
Teacher asks pupils personal questions such as “What is your
name” and leads pupils to answer correctly.
Using video clips and charts, the teacher guides pupils to learn Pupils respond to questions asked by the Video clips
INFORMATION ABOUT
about their parents and teacher and to mention the names of their teacher and they tell the names of their
PARENTS AND TEACHER
parents and teacher. father, mother and teacher. Posters
2
- Information on Parents
Teacher asks questions such as “What is the name of your
or Guardian and Teachers.
mother?” and leads pupils to answer correctly.
Using pictures and posters, the teacher guides pupils to learn Pupils respond to questions asked by the Video clips
about Nigeria, their country and their school. The teacher leads teacher and they tell the names of their
pupils to information about their country and school. country and school. Posters
INFORMATION ABOUT
3
COUNTRY AND SCHOOL
Teacher asks questions such as “What is the name of your
country?” “What is the name of your school?” and gets the pupils
to answer correctly.
Teacher explains what it means to be punctual; as in being Pupils identify what they need to start Charts
punctual to school. doing or stop doing in order to be
punctual to school always. Posters
4 PUNCTUALITY
Teacher explains what to do and what to avoid to ensure coming
to school early e.g. going to bed on time, taking dinner in time,
being fast when preparing for school, etc.
Teacher guides pupils to handle their homework books with Pupils take instructions on how to Homework
care, do their homework in good time and return the homework handle their homework and the next book
5 DOING MY HOMEWORK
to school neatly. homework given to them determines
how much they have learnt and applied. Charts
Page | 202

Teacher guides pupils what not to do while doing their

homework e.g. don’t play while doing your homework, don’t eat Posters
while doing your homework, etc.
Teacher guides pupils to take proper sitting posture while Pupils sit demonstrate proper sitting Posters
CORRECT LEARNING learning in the classroom. posture in the classroom while learning.
6
POSITION Charts
Teacher pays attention to female pupils especially. Pupils sit properly henceforth.
Teacher guides pupils to handle materials with care. Pupils demonstrate how to handle their Textbooks
personal belongings and fragile
PROPER USE OF
7 Teacher guides pupils to treat different materials wit care e.g. materials like mirror with care. Mirror
MATERIALS
textbooks and notebooks, flower vase, mirror, ceramic dishes,
etc. Charts
Teacher guides pupils to use pointer when answering a Pupils demonstrate using pointer to get Posters
PROPER WAY OF
8 question. attention while answering questions.
ANSWERING QUESTIONS
Charts
Using pictures and video clips, the teacher guides pupils to Pupils demonstrate the use of a Handkerchief
sneeze, yawn and cough properly by encouraging the use of a handkerchief when sneezing, yawning and tissue
PROPER WAY TO
handkerchief or tissue. and coughing.
9 SNEEZE, YAWN AND
Charts
COUGH
The teacher demonstrates the proper way to sneeze, cough and
yawn especially when in a gathering. Posters
Teacher explains the meaning of orderliness to the pupils using Pupils demonstrate orderliness with Boxes
pictures. their personal belongings in the
classroom Bags
10 ORDERLINESS Teacher demonstrates carrying and keeping of bags and boxes
on the shelves neatly. The teacher guides the pupils through Books
keep their belongings safely and neatly.
Charts
11 REVISION
12 EXAMINATION
Page | 203

RESOURCES
1 REVISION Revision of first-term work Revises with the teacher’s guidance. Notebook
Teacher discourages pupils from bullying and fighting. Pupils mention reason they must avoid bullying and Picture of two
fighting. persons fighting.
BULLYING AND
2 Teacher mentions the disadvantages of bullying and
FIGHTING
fighting others. Pupils shake one another in the class as a sign of
friendship.
Teacher encourages good manners by pupils. Pupils demonstrate how to greet in the morning. Charts
GREETINGS IN THE
3 MORNING AND Teacher encourages pupils to always greet elders. Posters
AFTERNOON
Teacher demonstrates how to greet in the morning.
Teacher explains the meaning of congratulatory greetings Pupils demonstrate how to congratulate a friend who Charts
to the pupils. just got a new bicycle. As a birthday gift.
CONGRATULATORY
4 Posters
GREETINGS
Teacher demonstrates how to congratulate someone and
lists some reasons for congratulating others.
Teacher explains the meaning of sympathy to the pupils. Pupils demonstrate how to show sympathy to a Charts
HOW TO SHOW classmate who lost his feeding money on his way to
5
SYMPATHY Teacher demonstrates how to show sympathy to people school Posters
and lists some reason for showing sympathy to others.
Teacher uses charts and video clips to explain the meaning Pupils identify examples of bad people who can bring Charts
of bad influence. about bad influences.
Posters
AVOIDING BAD
6 Teacher encourages pupils to avoid bad influence and stay Pupils list the bad behaviours they must avoid
INFLUENCE
away from bad boys and girls. Teacher guides pupils Video clips
through identification of bad influence or nad people to
avoid.
MAKING FRIENDS Teacher guides pupils through identification of good Pupils identify good children in their school and at Charts
7 WITH GOOD PEOPLE children and encourages pupils to make friends with well- home.
behaved children. Video clips
Page | 204

SIMPLE COURTESY Teacher uses charts and video clips to explain the meaning Pupils role-play different forms of good or polite Charts
of simple courtesy. behaviours.
8 - The use of “Excuse me Video clips
please.” The teacher encourages pupils to behave politely at all
times to the peers and elders.
Teacher list the rules and regulations of the school to the Pupils identify school rules that they obey and those Charts
pupils. they need to obey.
SCHOOL RULES AND
9 Posters
REGULATIONS
Teacher encourages pupils to obey school rules and
regulations.
Teacher guides pupils to respond correctly when called by Pupils demonstrate perfect response in the Charts
their names. classroom when called by a classmate.
PROPER WAYS OF
Teacher encourages pupils to answer to their names the Video clips
10 ANSWERING TO YOUR
right way – “yes, please” when called by a peer. Pupils demonstrate perfect response in the
NAME
Teacher encourages pupils to answer to their names the classroom when called by the teacher.
right way – “yes, Sir/Ma” when called by someone older.
11 REVISION
12 EXAMINATION
RESOURCES
1 REVISION Revision of first-term work Revises with the teacher’s guidance. Notebook
Teacher explains the meaning of simple courtesy to the Pupils demonstrate greeting with courtesy. Video clips
SIMPLE COURTESY pupils using charts and video clips.
Charts
2 - Greeting with appropriate Teacher encourages pupils to show simple courtesy in
courtesy their conducts.
Teacher demonstrates the way boys and girls should
greet with courtesy.
SIMPLE COURTESY Teacher encourages pupils to be grateful always and to Pupils demonstrate and tell what they would say if a Video clips
3 say “thank you” to their peers and “Thank you Sir/Ma” classmate found their lost notebook for them.
- Saying “Thank you.” to their elders. Charts
Page | 205

Teacher identifies some situations in which pupils need

to say thank you.
Teacher encourages pupils to show remorse easily and Pupils demonstrate and mention what they would Charts
SIMPLE COURTESY
not to be hard, especially when they make mistakes. say if they mistakenly stepped on a classmate.
4
Teacher identifies some situations in which pupils need Video clips
- Saying “I am sorry.”
to say “I am sorry.”
SIMPLE COURTESY Teacher encourages pupils to be polite in their conduct Pupils role-play how to ask for a pardon. Charts
5 and conversation by saying “pardon me” to ask for Posters
- Saying “Pardon me” forgiveness when have done something wrong. Video clips
MAKING REQUEST Teacher guides pupils make request politely. Pupils demonstrate how they would ask a friend for Charts
POLITELY Teacher guides pupils to use “Could you kindly…” when a cup of water when they are thirsty. Posters
6
- The use of “Could you they want to make requests. Video clips
kindly…”
ETIQUETTE Teacher explains in simple terms the meaning of Pupils demonstrate peaking right as well-behaved Videos and
etiquette. children. charts
7
Minding Your Language Teacher encourages pupils to always speak right and
Always never to use foul, insulting or abusive language.
Teacher guides pupils to always dress well; beautifully, Pupils redress themselves neatly in their uniforms. Charts
ETIQUETTE honourably and decently. Video clips
8
Minding Your Dressing Teacher tells the pupils the advantages of dressing
etiquette.
Teacher lists some important etiquette in school such Pupils role-play different school etiquette in the class Charts
SCHOOL ETIQUETTE as: listen attentively in class, do not mock your with the teacher’s guidance.
schoolmates when they make mistakes, report any bad Video clips
9
- How to behave politely in incident to the teacher, etc.
school. Teacher encourages pupils to be of good behaviour in
school.
ETIQUETTE IN PUBLIC Teacher mentions examples of public places. Pupils demonstrate etiquette in public places Charts
PLACES
10 Teacher demonstrates to the pupils how to exhibit in Video clips
- Public places like church, each public place
mosque, museum, etc. Posters
11 REVISION
12 EXAMINATION
Page | 206

CREATIVITY
LEARNING
RESOURCES
To guide learners to identify a car. To identify a car. To grip a crayon properly. To colour the car Picture of a car.
To colour the car with red and yellow. with red and yellow crayon.
ASSESSMENT: Open class activities will give feedback on the Red and yellow crayon
1 COLOURING A CAR
extent learners have understood the lesson. Individual work
on colouring a car will provide evidence on the extent to
To encourage learners to be self- To draw any object of their choice independently. To colour Scrap book
dependent. nicely. Drawing book Pencil
To draw and colour anything of their ASSESSMENT: Whole class activity at the beginning of the Eraser
2 FREE EXPRESSION
choice. lesson will ascertain learner’s knowledge on free expression. Crayon
Individual work to draw any object of their choice will
provide each learner’s understanding of the lesson.
To identify plasticine. To identify plasticine. To mould different objects with Plasticine.
To mould different objects with plasticine. plasticine.
ASSESSMENT: An open class activity on moulding objects
3 PLASTICINE with plasticine will ascertain learner’s knowledge on the
topic. Individual work on moulding objects with plasticine
will give feedback on each learner’s understanding of the
topic.
To identify different colours. To identify a To identify different colours. To identify their thumbs. To dip Scrap book
thumb. To mix different colours. To dip their thumbs into the poster colour and print.
their thumbs into the poster colour and ASSESSMENT: Whole class activity will give feedback on the Poster colour
4 THUMB PRINT
print. extent learners have ascertained the lesson. Individual work
will prove each learner’s ability to identify their thumb and to Pupils’ thumb
thumb print.
To encourage learner’s self-dependent. To To draw any object of their choice independently. To colour Scrap book
draw and colour anything of their choice. nicely. Pencil
ASSESSMENT: Whole class work will provide evidence on Crayon
5 FREE EXPRESSION
the extent to which learners can draw different objects. Eraser
Individual work on drawing any object will give feedback of
learners’ level of assimilation of the topic.
Page | 207

To identify different colours. To identify To identify different colours. To identify their hands. To dip Scrap book, Poster
their hands. To mix the colours. To dip their hands into the poster colour and print. colours hands
6 HAND PRINT their hands into the poster colour and ASSESSMENT: An open class discussion to ascertain the
print. learner’s knowledge on hand print. An individual activity to
print hands.
To identify Barney. To colour a barney with To identify barney. To colour barney nicely with green and Scrap book Picture
purple and green crayon. purple crayon. barney Purple and
COLOURING OF ASSESSMENT: An open class activity will give evidence on green crayons
7
BARNEY the extent to which learners have understood the lesson.
Individual work will provide evidence on the extent to which
each learner can identify and colour barney nicely.
COLOURING A PIG To identify a pig. To make the sound of a To identify a pig. To colour a pig nicely with peach crayon. Plasticine
pig. To colour a pig with peach crayon. ASSESSMENT: Open class discussion at the beginning of the
8
class to ascertain the learner’s knowledge on colouring.
Individual activity for learners to identify and colour a pig.
To identify a straw. To cut the straw with To identify a straw. To identify a rubber thread. To put the Poster colours, paint
scissor. straw into the thread. brush, plate, etc.
ASSESSMENT: Open class discussion at the beginning of the
9 – 10 STRAW JEWELLERIES
class to ascertain the learner’s knowledge on the topic.
Individual activity for learners to put the straw into the
thread.
11 REVISION
12 EXAMINATION
Page | 208

CREATIVITY
LEARNING
RESOURCES
To identify an umbrella. To identify an umbrella. To identify different colours. Picture of an
To identify different colours. To colour the umbrella correctly. umbrella, crayon
COLOURING AN To colour an umbrella correctly. ASSESSMENT: Whole class work at the beginning of the lesson will provide
1
UMBRELLA evidence on the extent to which learners understand the topic. Individual work
will provide evidence on the extent to which each learner is able to apply
his/her knowledge of colours.
To identify onions as a vegetable. To identify onions as a vegetable. To cut the onions and to dip the onions into Onions, poster
To cut the onions paint, and then print it on the scrap book. colour, plates,
To dip the onions into paint. ASSESSMENT: Whole class activity at the beginning of the lesson will provide knife.
2 VEGETABLE PRINT
evidence on the extent to which learners can apply their knowledge. Individual
work of printing the vegetable on their books will ascertain each learner’s
understanding of the topic.
3 PLASTICINE plasticine. ascertain learner’s knowledge on the topic. Individual activity to spot the
difference will prove each learner’s ability to apply their knowledge on the
topic.
To identify a paper. To identify a paper. To fold the paper forward/ backward. To design the fan Paper and
To fold the paper forward/ with permanent marker. marker
MAKING/DESIGNING backward. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain
4
A HAND FAN To design the fan with learners understanding. Individual work on folding the forward and backward
permanent marker. paper will provide evidence on the extent to which each learner can apply their
knowledge.
To identify a paint brush. paint and splash. paint brush, plate
ASSESSMENT: An open class activity at the beginning of the lesson will give etc.
5 COLOUR SPLASH
feedback on the extent to which learners have understood the lesson.
Individual work will provide evidence on the extent which each leaner can
splash the colours.
Page | 209

To identify a hedgehog. To identify a hedgehog. To cut the broom into small sizes. To colour some parts Brooms, picture
To cut the broom into small size. of the hedgehog. To put the broom on the hedgehog using bond gum. of a hedgehog,
To put the broom on the ASSESSMENT: Whole class work at beginning of the lesson will provide bond gum.
6 SPIKY HEDGEHOG
hedgehog using bond gum. evidence on the extent to which learners understand the topic. Individual work
will provide evidence on the extent to which each learner can put the broom on
the body of the hedgehog.
To encourage learners to be self- To draw any object of their choice independently. To colour nicely. Paper, pencil and
dependent. ASSESSMENT: A whole class activity will ascertain learner’s knowledge on the crayon.
7 FREE EXPRESSION
To draw and colour anything of lesson. An individual activity will give each learner ability and confidence to
their choice. draw anything.
To identify flora dress. To identify flora dress. To colour some parts of flora’s dress and body. To paste Different colours
To colour some parts of flora’s different colours of cardboard on the flora’s body using bond gum. of cardboard,
8 PAPER COLLAGE dress and body. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain bond gum,picture
To cut different cardboard in learners’ understanding of the topic. Individual work will provide evidence on of flora
pieces and paste on flora’s dress. the extent to which each learn can paste on flora’s dress.
To identify a tree. To identify a tree. To paste their names on the tree using masking tape. Scissor,
9 FRIENDSHIP TREE To write pupils’ names on ASSESSMENT: An open class activity to ascertain learners’ knowledge on cardboard, pen.
cardboard. length. Individual work will prove each learner’s understanding on the topic.
To identify a straw. To identify a straw. To identify the rubber thread To put the straw into the Straw, scissor,
To cut the straw with scissors. thread. rubber thread.
MAKING
10 ASSESSMENT: Open class discussion at the beginning of the class to ascertain
JEWELLERIES
the learners’ knowledge on the topic. Individual activity for learners will prove
their grasp of the topic.
11 REVISION
12 EXAMINATION
Page | 210

CREATIVITY
LEARNING
RESOURCES
1 PLASTICINE
plasticine. ascertain learners’ knowledge on the topic. Individual activity to spot the
difference will prove each learner’s ability to apply their knowledge of the topic.
To identify a rabbit and cotton To identify a rabbit and cotton wool. To colour some parts of the rabbit. Picture of a
wool. To paste the cotton wool on the rabbit. rabbit, cotton
2 RABBIT COLLAGE To colour some parts of the ASSESSMENT: An open class activity will prove learners’ understanding of the wool
rabbit. To paste the cotton wool topic. An individual activity to paste cotton wool on the rabbit will give feedback
on the rabbit. on each learner’s ability to apply their knowledge.
To identify sand and a donkey. To identify sand and a donkey. To sieve the sand. Sand, picture of
To sieve the sand. To put the sand on the donkey using bond gum. a donkey
3 SAND COLLAGE To put the sand on the donkey ASSESSMENT: An open class activity will prove learners’ ability to identify sand
using bond gum. and donkey. An individual activity will ascertain each learner’s ability to put the
sand on the donkey.
To encourage learners to be To draw any object of their choice independently. To colour nicely. Paper, pencils,
4 FREE EXPRESSION confident. To draw and colour ASSESSMENT: An open class activity will prove learners’ ability to draw. An crayon.
anything of their choice. individual activity will ascertain each learner’s ability to colour neatly
To identify a paper plate. To identify a paper plate. Paper plates,
To mix the colours using poster To mix the colours using poster colour. To design the plates. poster colours,
DESIGNING A PAPER
5 colour. To design the plates. ASSESSMENT: Whole classwork will ascertain learners’ knowledge of the topic. paint brush.
PLATE
Individual work will give evidence on the extent to which each learner is able to
apply his/her knowledge of the lesson.
To identify a cardboard. To cut To identify a cone shape. To fold and design the cone hat. Cardboard,
DESIGNING A CONE the cardboard in a triangular ASSESSMENT: Whole class work will provide feedback on learners’ level of different
6
HAT shape. To fold it into a cone assimilation of the topic. Individual work will ascertain each learner’s ability to colours, scissor,
shape and design it. apply their knowledge. bond gum
To encourage learners to be self- To draw any object of their choice independently. To colour nicely. Paper, table,
dependent and to draw anything ASSESSMENT: Whole classwork will prove learners’ knowledge on drawing. crayon, pencil,
7 FREE EXPRESSION
of their choice. Individual work will provide evidence on the extent to which leaner etc.
understands the topic.
Page | 211

To identify card board and cut it. To make a card. To write on the card. Cardboard,
To make a card. ASSESSMENT: Open class activity at the beginning of the class will ascertain scissors, pencils
8 MAKING CARDS
learners’ knowledge on making a card. Individual work will prove each learner’s and markers.
ability to apply the knowledge.
To identify a paint brush. paint and splash. paint brush,
ASSESSMENT: An open class activity at the beginning of the lesson will give plate etc.
9 COLOUR SPLASH
feedback on the extent to which learners have understood the lesson. Individual
work will provide evidence on the extent which each leaner can splash the
colours.
To identify the feathers and To identify the feathers and chicken. To paste the feathers on the body of the Feathers,
chicken. To paste the feathers on chicken. chicken, bond
10 FEATHER the body of the chicken. ASSESSMENT: Open class discussion at the beginning of the class to ascertain gum
the learners’ knowledge of the topic. Individual activity for learners to paste the
feathers.
11 REVISION
12 EXAMINATION
Page | 212

SONGS AND RHYMES

LEARNING
RESOURCES
Recite the rhyme and sing the song. To identify the big, bigger and biggest pigs. Recite the rhyme and sing the Storybooks.
Identify a pig as an animal and colour song. Picture of animals.
1 THIS LITTLE PIG it. Role-play it. State the moral lessons ASSESSMENT: An open class activity to ascertain learner’s previous
from the rhyme. knowledge of the topic. An individual activity to state the moral lesson from
the rhyme.
Recite the rhyme and sing the song. To recite the rhyme and sing the song. To identify the animals in the farm. Storybooks.
OLD Role-play the song. Identify and To make the sounds of the animals. Picture of animals.
2 MACDONALD colour the animals in old Macdonald’s ASSESSMENT: An open class activity to ascertain learner’s previous
HAD A FARM farm. Describe a farm. knowledge on the rhyme. An individual activity to recite and state some
moral lessons.
Recite the rhyme and sing the song. To recite the rhyme and sing the song. To be careful while walking. A bucket of water.
JACK AND JILL
Role-play it. Say the moral lessons. ASSESSMENT: An open class discussion at the beginning of the lesson will
3 WENT UP THE
We need to always walk, and do ascertain learners understanding on the meaning of the rhyme. A pair work
HILL
everything with care. to role-play it. An individual activity to say the moral lessons.
Recite the rhyme and sing the song. To recite the rhyme. To always greet with courtesy. To state the need to be Storybooks.
Role-play it. Say the need to always polite.
TWO FAT greet with courtesy. Say the ASSESSMENT: An open class discussion at the beginning of the lesson will
4
GENTLEMEN importance of greeting people. State ascertain learners’ understanding on the meaning of the rhyme. A pair
the need to always be polite. Identify work to role-play it. An individual activity to say the moral lessons.
and colour a fat man.
Recite the rhyme and sing the song. Recite rhyme/sing the song. To identify the cat, cow, etc. Storybooks.
HEY DIDDLE
5 Say some moral lessons from the role- ASSESSMENT: An open class activity to recite the rhyme and role play it.
DIDDLE
play. Identify and colour a cat. An individual activity to say the moral lesson.
Recite the rhyme and sing the song. To recite the rhyme/sing the song. To identify the need for prayer. To Storybooks.
GOOSY GOOSY Dramatize it and say some moral identify an old man.
6
GANDER lessons from the rhyme/role-play. ASSESSMENT: An open class activity to ascertain learner’s previous
Identify an old man. knowledge in the topic. An individual activity to state the moral lessons.
LITTLE FISHES IN Recite the rhyme. Dramatize. Say To recite the rhyme. To identify and say the duties of each member of the Fish, hook, pot.
7
A BROOK some duties of a father/ mother. family.
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ASSESSMENT: An open class activity to ascertain learner’s previous

knowledge in the topic. An individual activity to state the moral lessons
from the rhyme.
Identify a shoe. Recite the rhyme. To sing the song. To identify a shoe. To always buckle their shoes. Shoes.
ONE TWO
Say the moral lessons. ASSESSMENT: An open class activity to ascertain learner’s previous
8 BUCKLE MY
SHOES
from the rhyme.
Identify shoes that are bad. Recite the rhyme. Identify who a cobber is. Shoes.
COBBER,
Recite the rhyme. Role play. ASSESSMENT: An open class activity to ascertain learner’s previous
9 COBBLER, MEND
MY SHOE
from the rhyme.
Recite the rhyme. State the principles To sing the song. To state the principle of subtraction. Buns, a boy, the
of subtraction. Identify buns and say Identify money and how to make change. picture of a shop.
FIVE CURRANT
10 what it is used for. Role play Say some ASSESSMENT: An open class activity to ascertain learner’s previous
BUNS
moral lessons. knowledge in the topic. An individual activity to state the moral lessons
from the rhyme.
11 REVISION
12 EXAMINATION
SONGS AND RHYMES

LEARNING
RESOURCES
Recite the rhyme. Role-play it. Say the To sing the song. Role-play the song. Yankee doodle’s
moral lessons. Say the need to always ASSESSMENT: An open class activity to recite the rhyme and role play it. hat, feather.
1 YANKEE DOODLE observe things carefully. Say the An individual activity to say the moral lessons.
benefits of music as they play some
musical instruments.
Recite the rhyme and sing the song. To sing the song. To say what we must do when we need something. A bell, a ring.
2 HUSH LITTLE BABY
Say the benefits of not crying Identify how bad it is to cry unnecessarily.
Page | 214

unnecessarily and the disadvantages ASSESSMENT: An open class activity to ascertain learners’ understanding
of crying unnecessarily. State what of the meaning of the rhyme. An individual activity to recite the rhyme.
we must do when we want
something.
Recite the rhyme. Role-play the Recite the rhyme / sing the song. To avoid playing rough. Rhyme books.
rhyme. Say some moral lessons from ASSESSMENT: An open class activity to recite the rhyme A pair works to
3 HUMPTY DUMPTY
the rhyme. To be safety conscious. role-play it. An individual activity to say some moral lessons from the
Avoid playing rough/unnecessarily. rhyme.
Recite the rhyme. Role-play and To sing the song. To identify and mention some musical instruments. To Picture of a
dramatize it. Identify and name some always wake up early and identify the importance of work. railway.
DINAH BLOW
4 musical instruments. Say the need to ASSESSMENT: An open class discussion to recite the rhyme and
YOUR HORN
always wake up early. dramatize will prove learners’ knowledge on the meaning of the rhyme.
An individual activity to say some moral lessons from the rhyme.
Recite the rhyme and sing the song. To recite the rhyme. To identify a ship using picture. Rhyme books.
ALL THE BIG SHIP Role-play the rhyme. Identify ships. ASSESSMENT: An individual activity to recite the rhyme will prove each
5
SAIL learner’s understanding on the meaning of the rhyme. An open class
activity to identify ships and say some moral lessons from the rhyme.
Describe your friend. Recite the To describe a friend. To sing the song. To state theimportance of greeting. Rhyme books.
TOUCH A FRIEND’S rhyme and sing the song. ASSESSMENT: An open class activity to describe a friend will prove
6
HAND State the importance of greeting. learners’ knowledge of the topic. An individual activity to state the
importance of greetings will prove learners’ understanding of the rhyme.
Recite the rhyme. Identify 5 balloons To sing the song. To identify number 5 for five balloons. Balloons.
for number 5. To state some safety rules.
7–8 FIVE BALLOONS
State the need to always be safety ASSESSMENT: An open class activity to ascertain learners understanding
conscious (moral lessons). on the meaning of the rhyme. An individual activity to recite the rhyme.
Recite the rhyme. Role-play the To recite the rhyme. To role-play the rhyme. To identify how bad it is to Picture of three
rhyme. Say the moral lessons. It is not cry unnecessarily. pigs.
9 – 10 THIS LITTLE PIG good to cry unnecessarily. We need to ASSESSMENT: An open class activity to prove learners’ knowledge on the
be disciplined. rhyme (meaning of the rhymes). An individual activity to state the moral
lessons from the rhyme.
11 REVISION
12 EXAMINATION
Page | 215

SONGS AND RHYMES

LEARNING
RESOURCES
Describe the terms. Recite the rhyme. To recite the rhyme. To always say sorry. Picture of a
Say the importance of caring for ASSESSMENT: An open class discussion to ascertain learner’s knowledge railway, stones.
PIGGY ON THE
1 others. State the need to be safety on the importance of caring for others. An individual activity to state the
RAILWAY
conscious. Role-play piggy on the need to be safety conscious.
railway.
Identify and describe birds. Role play To identify the birds. To recite the rhyme. Identify five moral values. Picture of five
FIVE LITTLE the 5 little birds. Recite the rhymes. ASSESSMENT: An open class activity to recite the rhyme and identify birds.
2
BIRDS Say the lesson from the rhyme. birds will prove learner’s knowledge in the rhyme. An individual activity
to say the moral lessons from the rhyme.
Describe a lamb. Recite and role-play To sing the song. To obey rules. To always do the right things at the right Picture of Mary
the rhyme. Say the need to always do time. and a lamb.
MARY HAD A the right thing at the right time. Say ASSESSMENT: An open class activity (discussion) will prove learners’
3
LITTLE LAMB the need to always adhere to the knowledge of the meaning of lamb. An individual activity to state the need
school rules. to always do the right things at the right using the class rules as a case
study.
Recite rhyme and show the actions. To always brush in the morning and at night. To recite the rhyme. To care Rhyme books.
HERE WE GO State some benefits of playing with for the body.
4 AROUND THE our friends at the right time. ASSESSMENT: An open class activity at the beginning of the lesson to
MULBERRY BUSH ascertain the learners’ knowledge on the rhymes/actions. An individual
activity to state some benefits of playing with our friends at the right time.
Recite the rhyme. Role-play it. To recite the rhyme. To identify the need to plan ahead of time. Cup board, picture
OLD MOTHER State the need to always plan ahead ASSESSMENT: An open class discussion to ascertain learners’ knowledge of a dog.
5
HUBBARD of time. of the rhyme and old. An individual activity to recite the rhyme and state
the need for proper planning (planning ahead of time).
Recite the rhyme and sing the song. To sing the song. To identify the rules of members of the family. To A bird, money ,
Role-play it. Identify and mention identify other currency. bread.
SING A SONG OF some of our duties as children. State ASSESSMENT: An open class discussion will prove learners’
6–7
SIXPENCE the need to be careful or safety understanding of the rhyme. An individual activity to identify and mention
conscious. some of our duties as children and state the need to be careful/safety
conscious.
Page | 216

Recite the rhyme. Role-play the To recite the rhyme. To state the consequences of naughtiness. To always A bell, picture of a
rhyme. State the consequences of help others. cat.
8 DING DONG BELL being naughty (moral lesson). State ASSESSMENT: An open class discussion at the beginning of the lesson will
the need to always help others. prove learners’ knowledge on the meaning of the rhyme. An individual
activity to state the need to always help others.
Recite rhyme. Describe a black hen. To recite the rhyme. To identify the hen as a bird. To identify the egg as a Picture of a hen,
PICKETY, Say the moral lessons from the source of protein. eggs
9 HICKETY MY rhyme. ASSESSMENT: A whole class activity to ascertain learners’ understanding
BLACK HEN of the meaning of the rhyme. An individual activity to prove each learner’s
level of assimilation of the moral lesson from the rhyme.
Recite the rhyme. Identify our hands To recite the rhyme. To identify the hand as part of the body. A picture of human
as part of our body. Say the things we ASSESSMENT: An open class activity to identify our hands as part of the hands.
10 CLAP CLAP HAND
do with our hands. body. An individual activity to state what we do with our hands and the
moral lessons from the rhyme.
11 REVISION
12 EXAMINATION
Page | 217

HANDWRITING
LEARNING
RESOURCES
To guide learners in tracing “a” To grip pencil with the tripod finger. To trace a and b. To form the sounds a Handwriting book
TRACING AND
and “b”. and b. and pencil. Chart on
1 WRITING LETTERS:
To guide learners to form the ASSESSMENT: Open class activity on formation of the letters will provide single sounds.
a, b
sounds “a” and “b”. evidence on the extent to which learners understand the lesson.
To guide learners to form the To identify the sounds c and d. To trace and form the sounds c and d. Handwriting book
TRACING AND sounds “c” and “d”. To look and copy the sounds c and d. and pencils.
2 WRITING LETTERS: To guide learners to trace “c” and ASSESSMENT: An open class activity at the beginning of the lesson will give
“c” and “d” “d”. To guide learners to write the feedback on the extent to which learners understand tracing.
letters “c” and “d”.
To lead learners to identify the To identify the sounds e and f. To trace and form the sounds e and f. Handwriting book
TRACING AND sounds e and f. To guide learners To look and copy the sounds e and f. and pencil. Chart on
3 WRITING LETTERS: to form the letters e and f. To ASSESSMENT: A whole class activity at the beginning of the lesson will single sounds.
e, f guide learners to trace and write e prove learners’ understanding of the topic. Individual activity to form, trace
and f. the letters.
To lead learners to identify the To grip with the tripod finger. To identify the sounds g and h. To form and Handwriting book
TRACING AND sound. To guide learners to form trace sounds g and h. To look and copy g and h. and pencil. Chart on
4 WRITING LETTERS: the letters “g” and “h” ASSESSMENT: An open class activity at the beginning of the class will give single sounds.
g, h .To guide learners to trace and understanding of learners’ level of assimilation on the topic. An individual
write “g” and “h” work on writing and tracing.
To identify the sounds. To grip with the tripod fingers. To identify the sounds i, j and k. To form Handwriting book
TRACING AND Formation of the sounds “i” and j”. and trace i, j and k. To look and write i, j and k. and pencil. Chart on
5 WRITING LETTERS: To trace and write “i” and j” ASSESSMENT: Open class work at the beginning of the lesson on formation single sounds.
I, j, k of letters will prove learners’ knowledge of topic. Individual work to write
and trace letters will give feedback on learners’ ability to write.
To guide learners to Identify the To grip with the tripod fingers. To identify the sounds m and n. To form and Handwriting book
TRACING AND sounds. To guide learners to form trace m and n. To look and write m and n. and pencil. Chart on
6 WRITING LETTERS: the sounds “m” and “n”. ASSESSMENT: An open class work at the beginning of the class will provide single sounds.
l, m, n To trace and write “M” and “N”. feedback on learners’ understanding of the topic. An individual activity of
form and write letters will prove each learner’s writing ability.
Page | 218

To guide learners to Identify the To grip with the tripod fingers. Handwriting book
TRACING AND sounds. To guide learners to form To identify the sounds o, p and q. and pencil. Chart on
7 WRITING LETTERS: the sounds “o” “p” and “q” To To form and trace o, p and q. To look and write o, p and q. single sounds.
o, p, q guide learners to trace and write ASSESSMENT: An open class work to prove learners’ understanding of the
o” “p” and “q”. lesson. Individual work on formation of letter “O” “P” and “Q”.
To identify the sounds. Formation To grip with the tripod fingers. To identify the sounds r, s and t. To form Handwriting book
TRACING AND of the letters “R”, “S” and “T”. To and trace r, s and t. 3. To look and write r, s and t. and pencil. Chart on
8 WRITING LETTERS: trace and write r”, “s” and “t”. ASSESSMENT: Whole class activity at the beginning of the class will give single sounds.
“r” “s” and “t” feedback on learners understanding of the topic. Individual work will prove
each learner knowledge on writing.
To guide learners to identify the To grip with the tripod fingers. To identify the sounds r, s and t. To form Handwriting book
TRACING AND sounds. To guide learners to form and trace r, s and t. To look and write r, s and t. and pencil. Chart on
9 WRITING LETTERS: the letters “U”, “V” and “W”. To ASSESSMENT: An open class activity will prove leaners’ knowledge on single sounds.
“u”, “v” and “w” guide learners to trace and write formation of letters. Individual work on writing and tracing will provide
the sound “U”, “V” and “W”. evidence on each learner’s writing ability.
To identify the sounds. To form To grip with the tripod fingers. To identify the sounds x, y and z. To form Handwriting book
TRACING AND the sound “X”, “Y” and “Z”. and trace x, y and z. To look and write x, y and z. and pencil. Chart on
10 WRITING LETTERS: To trace and write these sounds. ASSESSMENT: An open class activity will give an understanding of single sounds.
“x” , “y” and “z” To write all the sounds learners’ level of assimilation of the topic. Individual activity to write the
sounds will ascertain each learner’s ability to write.
HANDWRITING
LEARNING
RESOURCES
To guide learners to look and copy To grip with tripod fingers. To look and copy numbers 1-10. Handwriting book,
WRITING NUMBERS
1 numbers 1-10. ASSESSMENT: Open class activity on look and copy will provide evidence pencil, eraser.
1 TO 10.
on the extent to which learners understand the lesson.
To guide learners to write To grip with tripod fingers. 2. To look form and copy numbers 1-20 3. To Handwriting book,
WRITING NUMBERS
2 numbers 1 – 20. To guide learners write from memory numbers 1-20. pencil, eraser.
1 TO 20.
to look and copy number 1 – 20.
Page | 219

To write number 1 – 20 from ASSESSMENT: An open class activity at the beginning of the lesson will give
memory. feedback on the extent to which learners understood the lesson. Individual
work on writing from memory.
To guide learners to identify the To grip with the tripod fingers. To trace and b. To form the sounds a and b. Handwriting book,
TRACING AND
sounds. To guide learners to form ASSESSMENT: A whole class activity at the beginning of the lesson will pencil, eraser.
3 WRITING SOUNDS:
the letters a, b. To guide learners prove learners’ understanding of the topic. Individual activity to form, trace
‘a, b’
to trace and write “a” and “b”. the letters.
To guide learners to blend the To build and blend two letter words. To look and copy two letter words. To Handwriting book,
words. To guide learners to form read two letter words. To listen and write two letter words. pencil, eraser.
LOOK AND COPY:
4 two letter words. ASSESSMENT: An open class activity at the beginning of the class will give
“IN, AT, IS, IT”
To look and copy: “in, at, is, it”, understanding of learners’ level of assimilation of the topic An individual
work to look and copy.
To guide learners to identify the To identify tall sounds. To form and write tall sounds. To look and copy tall Handwriting book,
IDENTIFY AND COPY tall sounds. To guide learners to sounds. pencil, eraser.
5 THE TALL SOUNDS: form and write the tall sounds. To ASSESSMENT: Open class work at the beginning of the lesson on formation
(h, b, d, f) guide learners to look and copy: of letters will prove learners’ knowledge of topic. Individual work to look
“h, d, b, f” and copy letters will give feedback on learners’ ability to write.
To guide learners to identify the To identify sounds with leg. To form the sounds with leg. To look and copy Handwriting book,
IDENTIFY AND COPY
sounds. To guide learners to form the sounds with leg: g, p, j, q, y. pencil, eraser.
THE SOUNDS WITH
6 the sounds withleg. To look and ASSESSMENT: Open class work at the beginning of the lesson on formation
LEGS:
copy: g, p, j, q, y. of letters will prove learners’ knowledge of topic. Individual work to look
( g, p, j, q, y )
and copy will give evidence on each learner’s ability to write.
To guide learners to read and To read and memorize sight words me, my, we. To look and copy sight Handwriting book,
memorize the sight words. To words. pencil, eraser.
READ AND COPY:
7 guide learners to look and copy: ASSESSMENT: An open class work at the beginning of the class will provide
“of, me, my, we.”
“Of, Me. My, We.” feedback of learners’ understanding of the topic. An individual activity to
read and copy words will prove each learner’s reading ability.
To guide learners to blend the To build and blend 3-letter words. To look and copy 3-letter words. To read Handwriting book,
READ AND COPY: words. To guide learners to look three letter words. To listen and write three letter words. pencil, eraser.
8
“fat, dog, pig ,box” and copy: “fat, dog, pig, box.”. To ASSESSMENT: An open class work to prove learners understanding on the
guide learners to read the words. lesson. Individual work on look and copy, fat, dog, pig, box.
To guide learners to count To count from number 1 – 20. To form and copy numbers 1 – 20. To write Handwriting book,
numbers: 1 – 20. To guide learners numbers 1 – 20 from memory. pencil, eraser.
LOOK AND COPY:
9 in forming numbers 1 – 20. To ASSESSMENT: Whole class activity at the beginning of the class will give
11-20
direct learners to look and copy 1 feedback on learners’ understanding of the topic. Individual work will
– 20. prove each learner’s knowledge on writing.
Page | 220

To guide learners to identify these To identify all the sounds with legs. To look and copy the sounds with leg. Handwriting book,
sounds. To direct learners to form To listen and write the sounds with leg. pencil, eraser.
REVIEW ALL the sounds: g, p, j, q, y. To guide ASSESSMENT: An open class activity will give understanding of learner’s
10
SOUNDS WITH LEGS learners to read and copy these level of assimilation of the topic. Individual activity to write the sounds will
sounds. To direct learners to write ascertain each learner’s ability to write.
all the letters with leg sounds.
11 REVISION
12 EXAMINATION
HANDWRITING
LEARNING
RESOURCES
To guide learners to identify the tall To identify all the tall sounds. To form, look and copy all the tall sounds. Handwriting
sounds. To direct learners to form To listen and write all the tall sounds. book, pencil,
LOOK AND COPY
1 the tall sounds. To guide learners to ASSESSMENT: Open class activity on look and copy will provide evidence eraser.
TALL SOUNDS
look and copy tall sounds: d, b, h, f, t, on the extent to which learners understand the lesson. Individual activity
f, l, k. to form letters correctly.
To guide learners to identify the To identify the sounds with leg. To form, look and copy sounds with leg. Handwriting
sounds with leg. Guide learners to To listen and write sounds with leg. book, pencil,
LOOK AND COPY
2 form the sounds with legs. ASSESSMENT: An open class activity at the beginning of the lesson will eraser.
SOUNDS WITH LEGS
To guide learners to look and copy, give feedback on the extent to which learners understood the lesson.
g, q, p, y. Individual work on writing letters with legs.
To guide learners to identify the To identify all the short sounds. To look and copy the short sounds. Handwriting
short sounds. To guide learners to To listen and write all the short sounds. book, pencil,
LOOK AND COPY
3 form the letters a, c, e, i, m, n, o, r, s, ASSESSMENT: A whole class activity at the beginning of the lesson will eraser.
SHORT SOUNDS
u, v, w, z, x. To guide learners to look prove learners’ understanding of the topic. Individual activity to form the
and copy the short sounds. letters.
LOOK AND COPY To guide learners to build and blend To build and blend three letter words. To read three letter words. To look Handwriting
4 THREE LETTER three letter words. To guide and copy three letter words. To listen and write three letter words. book, pencil,
WORDS learners to read three letter words. eraser.
Page | 221

To direct learners to look and copy ASSESSMENT: An open class activity at the beginning of the class will give
three letter words: Ant, sat, log, leg. understanding of learners’ level of assimilation on the topic An individual
work to look and copy.
To guide learners to build and blend To build and blend three letter words. To read four letter words. To look Handwriting
LOOK AND COPY four letter words. To lead leaners to and copy four letter words. To listen and write four letter words. book, pencil,
5 FOUR LETTER read four letter words. To direct ASSESSMENT: Open class work at the beginning of the lesson on writing eraser.
WORDS learners to look and copy four letter these words will prove learners’ knowledge of topic. Individual work to
words. Pink, frog, sing, swam. look and copy words will give feedback on learners ability to write.
To guide learners to build and blend To build and blend five letter words. To read five letter words. To look Handwriting
LOOK AND COPY five letter words. To direct learners and copy five letter words. To listen and write five letter words. book, pencil,
6 FIVE-LETTER to read five letter words. To guide ASSESSMENT: Open class work at the beginning of the lesson reading this eraser.
WORDS learners to look and copy, brush, word will prove learners’ knowledge on topic. Individual work to look and
queen, broom. copy will give evidence on each learner’s ability to write.
To guide learners to construct and To construct and read sentences. To look and copy sentence: The door is Handwriting
read sentences. To direct learners to shut. To listen and write the door is shut. book, pencil,
COPY THIS
look and copy: The door is shut. ASSESSMENT: An open class work at the beginning of the class will eraser.
7 SENTENCE:
provide feedback on learners’ understanding of the topic. An individual
The door is shut.
activity to read and copy sentences will prove each learner’s reading
ability
To guide leaners to build and read To construct and read sentences. To look and copy sentence (Mum can Handwriting
COPY THIS
the sentence. To direct learners to cook). To listen and write mum can cook. book, pencil,
8 SENTENCE;
look and copy; mum can cook. ASSESSMENT: An open class work to prove learners understanding on eraser.
Mum can cook.
the lesson. Individual work on look and copy, mum can cook.
To guide learners to build and read To construct and read sentences. To look and copy sentence (I like mum Handwriting
COPY THIS the sentence. To direct learners to and dad). To listen and write: I like mum and dad. book, pencil,
9 SENTENCE: look and copy; I like mum and dad. ASSESSMENT: Whole class activity at the beginning of the class will give eraser.
I like mum and dad. feedback on learners’ understanding of the topic. Individual work on
writing the sentence will prove each learner’s knowledge on writing.
To guide learners to construct and To construct and read sentences. To make the sound the duck makes. To Handwriting
COPY THIS read the sentence. To guide learners look and copy sentence. The duck can swim. book, pencil,
10 SENTENCE: on the sound the duck makes. To ASSESSMENT: An open class activity will prove leaner’s knowledge on the eraser.
Duck can swim. guide learners to look and copy; topic. Individual work on read and copy will provide evidence on each
Duck can swim. learner’s writing ability.
11 REVISION
12 EXAMINATION
Page | 222

Preschool l1 - 4 Sample Napps Scheme

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NAPPS NATIONAL ASSOCIATION OF PROPRIETORS OF PRIVATE SCHOOLS NIGERIA

National Association of Proprietors of Private Schools

NATIONAL UNIFIED TEACHING SCHEME

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Abayomi Otubela (FNMA)

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

LEVEL 3 AND LEVEL 4

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher guides pupils to match objects with beginning

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Pupils recite the rhymes at random.

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher leads pupils to identify a rectangle on

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher leads pupils to write number – 1.

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher leads pupils to trace and write numbers 0

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

- Identification of the head Posters

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher mentions that, people usually wear sweaters or

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher identifies and demonstrates how to maintain good

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher mentions reasons pupils need to have courtesy.

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher guides pupils to respond correctly and politely

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Teacher demonstrates, encourages and supervises Eraser

Teacher demonstrates, encourages and supervises Eraser

Teacher demonstrates, encourages and supervises Eraser

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

NATIONAL UNIFIED EXAMINATIONS | TEACHING SCHEMES

Flash cards etc.