NURSERY 2 ` LANGUAGE ART 1STTERM

WEEK TOPICS CONTENTS KEY SKILL CROSS ASSESSMENT RESOURCE REFERENCE

S CURRUICULAR S
LINK

½ All Single 1. Rote read the 1. Match picture to Pre-science; Whole class Chart on The Phonic
Sounds. Sight 42 Jolly Phonics the beginning sound. domestic and wild activity at the single Handbook by
words: I ,go, A. Sounds. animal beginning of the sounds, flash Sue Lloyd
2.To identify the lesson on reading cards. Photocopy
2. Identify the single sounds. the single sounds section 2 and
single sounds. will provide working with
3.To circle the
evidence on the sounds
3. Build 2 to 3 picture with single
extent to which Phonics
letter words. sounds.
learners can apply Nur.by
4. Spell, their knowledge NehraSheran
memorize and on the topic. e.
make sentences
Individual work on Pages 40 –
with sight words.
building 2/3 letter 43. First
I, are, A
words will provide Phonics
93
 evidence on the Book 1 - 3.
extent to which
each learner
assimilation of
the topic

¾ Digraph Sounds. 1. Rote read the 1. To identify the . Number concept ; Whole class Chart on Working with
Sight words: are, 42 Jolly Phonics. digraph sound. counting in 2s. activity at the digraph Sounds
the, no beginning of the sounds, Phonics by
2. Build words 2. To differentiate lesson on chart on NehraSheran
with the digraph the single sounds identifying the single e. Pages 40
sounds. from digraphs digraph sounds sounds, flash – 43 and the
will provide cards Phonics
3. Build 4 to 5 3.Circle the digraphs
evidence on the Handbook by
letter words with in words
extent to which Sue Lloyd.
the single sounds.
learners can apply First Phonics
4. Identify the their knowledge. Book 1 – 3.
digraph sound.
Individual work on
5. Spell, blending words
memorize and will provide
make short evidence on the
sentences with extent to which
the sight words each learner have
“go , the”, no. understood the
topic

5/6 Capital Letters. 1. Rote read 1.To identify the . Social skill; the Whole class Chart on The
Sight words. He capital small capital. family activity at the Jolly phonic Grammar
,she. letters together. beginning of the sounds, Handbook 3
2.To identify when to lesson on chart on the by Sara
2. Write the use capital letters identifying and capital Wemham
capital letters and reading the 26 letters and Sue
the small letters. 3.To look and copy
94
 3. Match capital capital letters alphabet. Lloyd. Pages
letters to small 38 Collins
letters. will provide Easy learning
evidence on the English Ages
4. Say when to extent to which 4- 3.
use the capital learners can apply
letters. their knowledge
on the topic
5. Spell,
memorize and Individual work on
make short the formation of
sentences with the capital letters
the sight words will provide
he, she, her. evidence on the
extent to which
each learner have
ascertained the
topic.

7/8 Vowels and 1. Rote read 1.To identify 5 Pre science; Whole class Chart on the The
consonants. capital and small vowels and the 21 classes of food activity at the vowels and Grammar
Sight words: letters together. consonant. beginning of the consonants, Handbook 1
you, me. lesson on the 26 chart on by Sara
2. Identify the 2.To write the vowel alphabet will three letter Wenham and
vowels and and the consonants provide evidence words, flash Sue Lloyd
consonant letters. on the extent to cards page 26
3. Build and read
which learners
3. Build words three letter words.
can apply their
with the vowels.
knowledge on the
4. Spell, topic.
memorize and
Individual work on
make short
differentiating the
sentences with
vowels from the
the sight words
consonants will
he, her, you, so.
provide evidence
on the extent to
95
 which each
learner
assimilation of
the topic

9/10 Vowels. Sight 1. Rote read the 1. To identify the Pre-science ; Whole class Chart on the The
words: her, we 42 Jolly Phonics vowels and classes of food activity at the vowels, chart Grammar
sounds. consonants. beginning of the on three Handbook 1
lesson on letter words, by Sara
2. Rote read the 2.Build words with identifying the flash cars Wenham and
capital letters the vowels and short and long Sue Lloyd
consonants vowels will page 26
4. Identify the
provide evidence
long vowels. 3. To make
on the extent to
sentences with the
5. Build words which learners
vowels
with the short and can apply their
long vowels. knowledge.

6. Make Individual work

sentences with blending words
the vowels with the vowels
will provide
7. Spell, evidence on the
memorize and extent to which
construct each learner have
sentences with understood the
the sight words. topic

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

6. Spell,
memorize and
make short
sentences with
the sight words :
me, said, love

LANGUAGE ART 2ND TERM

WEEKS TOPICS CONTENTS KEY SKILL CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR
LINK

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

97
 capital letters on the topic.

5.Make sentences Individual work on

using capital letters the use of capital
letters will provide
5. Spell, memorize and evidence on the
make short sentences extent to which
with sight words one, each learner
we, some. assimilation of
the topic

2 Double 1. Rote read the 42 1. To identify the Social skill; the Whole class Chart on The Grammar
consonants sight Jolly Phonic Sounds double consonants family, number activity at the double Handbook 3 by
word: some concept; beginning of the consonants , Sara Wemham
2. Rote read consonant 2. To blend word counting in 2s lesson on sounds and and Sue Lloyd.
blends. with double identifying the sight words Pages 50
consonant. double
3. say why the
consonants will
consonants are double 3. To write words
provide evidence
with double
4. Identify and match on the extent to
consonant.
double consonant which learners
can apply their
5. Build words with knowledge.
double consonant.
Individual work
6. Make simple blending words
sentences with the will provide
consonant blends and evidence on the
double consonants. extent to which
each learner have
7. Spell, memorize and understood the
make short sentences topic
with the sight

98
3/4 Alternative 1. Rote read the 42 1. To identify the Social skill; the Whole class Chart on New Key
spellings Jolly Phonic Sounds. different alternative family, activity at the alternative Phonics 6.
spellings beginning of the spellings
(ai a-e, ay) 2. Say other words we lesson will Collins
can use in place of 2. To blend words provide evidence Educational
(ee ea) alternative. using the pages 5, 9 – 10.
on the extent to
alternative which learners &
(oa, ow, o-e). 3. State the need for spellings can apply their
sight words: be, forming alternative Start Smart
like,. knowledge on the
words. 3. To listen and Phonics by
topic.
write words with MotunIgeMalita
4. Identify and build the alternative Individual work on
words with alternative spellings Nkembo
word building
spellings of word Nursery 3 pages
using the
sounds. 33 – 35. &
alternative’ will
5. Spell, memorize and provide evidence Schofield &
make short sentences on the extent to Sums Book 4,
with the sight words. which each page 11.
Be, like . learner have
ascertained the
topic.

5 /6 Alternative 1. Rote read the 42 1. To identify the Social skill; the Whole class Chart on New Key
Spellings Jolly Phonic Sounds. different alternative family activity at the alternative Phonics 6.
spellings beginning of the spellings
(igh, y, i-e) 2. Say other words that lesson on Collins
could be use in place 2. To blend words identifying the Educational
(oi -oy) of alternative. using the pages 6, 9 – 10.
alternatives will
alternative provide evidence &
(ou -ow). Sight 3. State the rules for spellings on the extent to
words: was ,here. forming alternative Start Smart
which learners
spellings of vowel 3. To listen and Phonics by
can apply their
sounds. write words with MotunIgeMalita
knowledge.
alternative
4. Spell , memorize and spellings Nkembo
Individual work
make short sentences Nursery 3 pages
blending words
with sight words : was, 33 – 35. &
99
 here. will provide The Grammar
evidence on the Handbook 1 by
extent to which Sara W. pages
each learner have 122.
understood the
topic

7 /8 Trigraphs 1. Rote read the 42 1.To identify Number Whole class Chart on Key Stage 2
Jolly Phonic Sounds. trigraph. concept; activity at the trigraph, flash
Sight words: counting in 3s beginning of the cards. Schofield &
have, to. 2. Rote read words 2. To build words lesson will Sims
with trigraph. with trigraphs. provide evidence
Key Spelling
on the extent to
3. Build words with 3. To circle Book 4
which learners
trigraph. trigraphs in words.
can apply their Pages 1 – 12.
4. To introduce reading 4. To listen and knowledge on the
of simple sentences. write trigraphs topic.

5. Listen and write Individual work on

trigraph. blending words
with trigraphs will
6. Read and match provide evidence
trigraph to the on the extent to
appropriate pictures. which each
learner
7. Spell, memorize and assimilation of
construct sentences the topic
with the sight words
have, to.

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

5. Make sentences Individual work on

with ‘a’ and ‘an’. when to use ‘a’
and ‘an’ will
6. Match ‘a’ and ‘an’ to
provide evidence
appropriate pictures.
on the extent to
7. Spell, memorize and which each
make short sentences learner have
with sight words there, ascertained the
live, of. topic.

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

5. Match ‘a’, ‘an’ and Individual work

‘some to the will provide
appropriate pictures. evidence on the
extent to which
6. Make simple each learner have
sentences with ‘a’ and understood the
some. topic

101
 7. Singular / Plurals.

8. Spell, memorize and

make short sentences
with the sight words:
do, they, give.

3RD TERM LANGUAGE ART

WEEKS TOPICS CONTENT KEY SKILL CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR
LINK

1 Rules of reading. 1. Rote read the 42 jolly 1 to rote read Social skill; Whole class Chart on Queen
Sight words: only, phonic sounds the 42 sounds school rules activity at the rules of Primer book
could, would. beginning of the reading, 2&
2. Rote read blends digraphs, ii) to read the lesson will single
consonant blends, trigraph reading rules provide evidence sounds, Decidable by
and double consonants. on the extent to digraph Ned Jenren
iii) to read
which learners sounds, sight
3. Build words with the simple
can apply their words
blends. sentences
knowledge on the
using the
4. Say the basic reading topic.
Queen’s prime
rules. and Individual work on
decodeable identifying
5. Read the sentences
reading rules will
iv) to make
6. (Introduce decodable provide evidence
simple
readers) Read brief on the extent to
sentences
passages guided by pictures. which each
learner
7. Spell, memorise and make assimilation of
short sentences with the the topic
sight words only could,
would.
102
2 Consonant blends. 1. Rote read the 42 sounds. I)to rote read . Pre- science; Whole class Chart on The
Sightwords: other, the 42 sounds living and non activity at the consonant Grammar
were, two 2. Identify the consonant living things, beginning of the blends, Handbook 3
letters. ii) to identify practical life; lesson will charts on by Sara
the consonant care of plants provide evidence single Wemham
3. Identify and blend the blends the on the extent to sounds and Sue
initial blends and thereafter, initial and final which learners Lloyd. Pages
final blends. blends can apply their 41 – 43 and
4. Build words with the knowledge on New Key
iii) to build
consonant blends. blending words. Phonics 6 by
words with the
Collins
blends Individual work
5. Identify and circle the Education
consonant blends in words. will provide page 5.
iv) to read
evidence on the
simple
6. Spell, memorise and make extent to which
sentences
short sentences with the each learner have
sight words: other, were, two ascertained the
topic

3 /4 Noun. Sight words: 1. Rote read the 42 Jolly i) to identify Pre-science Whole class Chart on The
old, should, young. Phonics sounds alphabet nouns. living and non- activity at the noun, object Grammar
letters. living thing beginning of the in and Handbook 1
ii) to associate lesson on saying outside the by Sara
2. Describe a noun. nouns to Social skills some nouns will class Wenham and
objects and some provide evidence Sue Lloyd.
3. Read and circle the nouns. real life things interesting on the extent to Page 102
places which learners
4. Identify and cross out iv) read the
pictures that are nouns. can apply their
decodeable ,
knowledge.
Queen’s prime
5. Identify nouns n the class
and identify the Individual work
noun.
nouns will provide
6. Spell, memorise and make evidence on the
simple sentences with the extent to which
sight words old, should, each learner have
103
 young. understood the
topic

5/6 Verb (ing). Sight 1. Rote read the 42 jolly i)to identify the Physical Whole class Chart on My second
words: upon, little, phonic sounds verbs education; activity at the verbs, language
what. skipping, beginning of the making book, ages 3-
2. Describe verb. ii)to match jumping. etc lesson will actions, 4 by M. O.
some word to provide evidence Oluira M J,
3. Read a passage and circle their actions on the extent to page 25. &
the verbs.
which learners
iii) to the Grammar
4. Add ‘ing’ to make verbs. can apply their
doubling rules Handbook 1
knowledge on the
by adding ‘ing’ by Sara W
5. Demonstrate verbs. topic.
&S.
6. Spell, memorise and make Individual work on
short sentences with the identifying verbs Page 126.
sight words. will provide
evidence on the
7. Identify read and circle the extent to which
sight words. Upon, little, each learner
what. assimilation of
the topic

7/8 More of nouns and 1. Rote read the 42 jolly i)to identify Social skills; Whole class Chart on Collins Easy
verbs sightwords: phonic sounds nouns some activity at the nouns and Learning
yellow, there interesting beginning of the verbs, ages 4-5.
2. Identify the noun and verb ii)to identify the places lesson will objects in the
in words. verbs provide evidence class Pages 5 – 30
on the extent to & Decidable
3. Underline and circle the iii)to match by Ned
which learners
verbs and nouns in a nouns to their Physical James.
can apply their
passage. verbs education;
knowledge on
running,
4. Match verbs to nouns. iv)to read stating nouns and
jogging
words with verbs.
5. Read the sentences verbs and
Individual work
nouns.
6. Read brief passages will provide
104
 guided by pictures. evidence on the
extent to which
7. Spell, memorise and make each learner have
short sentences with the ascertained the
sight words: yellow, there. topic

9/10 Sentence 1. Rote read the 42 Jolly i)to rote read . Pre- science; Whole class Chart on Pry. English
construction. Sight Phonic Sounds. the 42 sounds, living and non activity at the sentence Course 1 by
words. Because, consonant living things, beginning of the construction, O. Taiwo L.L.
does, put. 2. build words with the single blends, double practical life; lesson will pages 1-2.
sounds, digraphs consonant consonant, etc care of plants provide evidence
blends and double on the extent to
consonant, magic ‘e’. ii)to construct which learners
sentences with can apply their
3. Make simple picture the above knowledge.
guided sentences
iii) to read Individual work
4. Read the decodeable simple will provide
sentences from evidence on the
5. Match pictures to it
a passage extent to which
correct sentence.
each learner have
6. Spell, memorize and make understood the
short sentences with the topic
sight words (because, does,
put.

11/12 Reading .sight 1. Rote read the 42 Jolly i) to rote read Social skills; Whole class Queen Queen
words: their, want, Phonic Sounds. the reading some activity at the primer, other Primer book
once. rules interesting beginning of the readers, 2&
2. Make sentence. places. lesson will chart on
ii) to make provide evidence reading rules Decidable by
3. Rote read blends. simple Ned Jenren.
on the extent to
sentences which learners
4. Say the basic reading
105
 rules. iii) to read the can apply their
Queen’s prime knowledge on the
5. Read passage in Queen and the topic.
Primer. decodeable
Individual work
6. Reading of Decodable. iv) to match reading will
picture to provide evidence
7. Read and match
sentences on the extent to
sentences to pictures.
which each
8. Make sentences with learner
words / pictures. assimilation of
the topic
9. Read the sight words –
their, want, once.

1STTERM NUMBER CONCEPT

106
WEEKS TOPICS CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR
LINK

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

5. Look and copy Individual work

numbers 1 – 100. will provide
evidence on the
6. Fill in the missing extent to which
numbers 1 – 70. each learner have
ascertained the
topic

3/4 Counting in 1. Rote count 1 – 120 1.To count and Language Arts; Whole class Staircase, Macmillan
ascending and write in descending consonant activity at the slant, chart on New Pry. by
descending 2. Count and write in order. blends beginning of the ascending and Maths Module
order. Form descending order 20-1. lesson will descending 4. Page 13. &
nos. 71-80 2.To count and provide evidence order Collins Easy
3. Write from memory 1 write number in on the extent to Learning
– 70 ascending order. which learners Counting Age
4. Look and copy 1- 100 can apply their 3-5, 4-5.
3.To fill in the
knowledge.
missing numbers
5. Join the dots 1 – 100
Individual work
4.To look and copy
6. Fill the missing will provide
numbers correctly.
numbers 1 – 70. evidence on the
107
 extent to which
each learner have
understood the
topic

5 Addition. Form 1. Rote count 1 – 120. 1.To describe copy numbers. Whole class Sign on Schofield &
number 81 85. addition by W.W.J.D the activity at the addition, Sims
2. Describe addition. demonstration coming of beginning of the counters,
Christ. lesson will breads, balls, Nursery
3. Add pictures and give 2. To identify the Numbers
provide evidence number chart
the answer. symbol of addition Book 6, pages
on the extent to
which learners 14-15. &
4. Work it out (Add the 3.To add using
numbers) can apply their
pictures and Macmillan
knowledge on the
objects. Language Pry. Maths
5. Write from memory 1 topic.
art; consonant Book 2, page
– 40.
blends Individual work on 34 &
6. Look and write 1 – 40. how to add/
Collins Easy
subtract will
Learning
provide evidence
Counting 12 –
on the extent to
16.
which each
learner
assimilation of
the topic

6 Subtraction. 1. Rote count 1-150 1.To describe W.W.J.D; Whole class Sign on Schofield &
Form number subtraction by Jesus took activity at the subtraction, Sims
86-90. 2. Describe Subtraction demonstration away our sins beginning of the counters,
using principle. lesson will breads, balls, Nursery
2. to identify the provide evidence number chart Number 6
3. Take-away (reduce) symbol of on the extent to
remove etc. subtraction Pages 22 & 23
which learners
4. Give values to can apply their Macmillan
3.To subtract using
numbers. knowledge on New Pry.
pictures and
subtraction. Maths book 2,
objects.
108
 5. Subtract objects and Individual work page 50.
give answer. Write from will provide
memory 1 – 40. evidence on the
extent to which
each learner have
ascertained the
lesson

7 Review Addition 1.To demonstrate Sensorial Whole class Number chart, Collins Easy
and Subtraction and say the Activity; activity at the counters, balls, Learning
Rote count 1 – 150 principle of addition concept of beginning of the beads, Counting Age
and subtraction sizes lesson will addition/ 3-4
Write from memory 1 –
provide evidence subtraction
90. 2.To add/subtract Pages 12-2 1
on the extent to sign
pictures and which learners &
objects. can apply their
Macmillan
knowledge on the
3.To identify the New Pry.
topic.
symbol of addition Maths book 2,
and subtraction. Individual work on page 50. &
how to add/
Learning
subtract will
Solution
provide evidence
on the extent to Pri-School
which each picture book,
learner pages 1- 16.
assimilation of
the topic

109
8 Recognition of 1. Rote count 1 – 170 1.To apportion Sensorial Whole class Number chart, Macmillan
values 1-50. values to numbers Activity; activity at the counters, balls, New Pry. by
Introduce 2. Give values to concept of beginning of the beads Maths Module
number 91-100 numbers 1 – 100 2.To Match objects size lesson will 4. Page 13. &
to the correct provide evidence Collins Easy
3. Count and match number on the extent to Learning
objects appropriately.
which learners Counting Age
3.To write from
4. Write from memory 1 have understood 3-5. Page 17.
memory 1-100. Pre-
– 100 the topic.
science; Living and
non- living things Individual work
5. Fill in the missing
numbers. will provide
evidence on the
extent to which
each learner apply
their knowledge
on apportioning
values to
numbers

9/10 Introduce 1. Rote count 1 – 170. 1.To demonstrate Sensorial Whole class sign for greater Lacombe new
greater than >, greater than/less Activity; activity at the than >, less primary
less than <and 2. Describe and than concept of beginning of the than <and maths, pages
equal to = demonstrate greater <, size lesson will equal to 36-37
less> and equal to = 2.To identify the provide evidence
symbol of greater on the extent to
3. Write from memory 1 than / less than which learners
– 100.
can apply their
3.To fill in the
4. Join the dots 1 – 120 knowledge.
missing number.

5. Fill in the missing Individual work

numbers, 1 - 100 will provide
evidence on the
extent to which
each learner have
understood the

110
 topic

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

NUMBER CONCEPT 2ND TERM

111
87WEEKS TOPICS CONTENT KEY SKILL CROSS ASSESSMENT RESOURCE REFERE
CURRICULAR NCE
LINK

1/2 Addition /subtraction 1.Rote count 1-250 1.To demonstrate the Social Skill; Whole class activity Sign for Number
of numbers using meaning of Occupation. at the beginning of addition/ Key
pictures and stories. 2. Describe terms addition/subtraction. the lesson will subtraction, stage
provide evidence on counters,
3. Say the principles 2.To identify the Pages
the extent to which beads etc
of symbol of 23 &
learners can apply
addition/subtraction addition/subtraction their knowledge on
as in put together, Nursery
the topic.
plus, take away, 3.To solve problem on number
remove, minus etc. addition/subtraction Individual work on 6
how to add/ subtract
4. Add/subtract 4.To write from Schofiel
will provide evidence
objects and give memory. d&
on the extent to
answers Sims
which each learner
5. Look and copy 1 – assimilation of the Pages 4-
150 6. &
Lacomb
6. Write from e New
memory 1 – 120 Pry.
Maths,
7. Fill in the missing
pages
numbers 1- 100.
30-31.

3/4 Counting in 2s. 1.Rote count 1-300 1.To describe the W. W. J. D Whole class activity Chart on Nursery
term. Noah’ Ark at the beginning of counting in 2s, number
2.Count and write in the lesson will counters, 6
2’s 2-20 2.To count and write in provide evidence on number charts
2s the extent to which Schofiel
3.Look and copy 1- d&
learners can apply
200 3. To fill in the missing Sims
their knowledge on
numbers in 2s.
4.write from the topic.
Pages 7
memory 1-130 &8
112
 Individual work skip Number’
count in 2s will s
provide evidence on Keystag
the extent to which e.
each learner
assimilation of the
topic.

5/6 Odd and even 1.Rote count 1-300 1.To describe odd and sensorial Whole class activity Chart on odd Nursery
numbers even number. Activity; at the beginning of and even number
2.Identify and write Opposite the lesson will numbers 6
odd and even 2.To identify odd and provide evidence on
numbers even. the extent to which Schofiel
learners can apply d&
3.Look and copy 3.To write odd and Sims
their knowledge on
numbers 1-70 even numbers
odd and even
Pages 7
4.Write from 4.Write from memory numbers.
&8
memory 1-140 1 -140.
Individual work will
Number’
Join the dots. provide evidence on
s
the extent to which
Keystag
each learner have
e.
ascertained

7 Review 1. rote count 1 1.To demonstrate and Sensorial Whole class activity Sign for Number
Addition/Subtraction -350 say the principle of Activity; at the beginning of addition/ s key
addition and concept of the lesson will subtraction, stage
2. Add/subtrac subtraction sizes provide evidence on counters, (learnin
t numbers the extent to which beads etc g at
using 2.To add/subtract learners can apply home
object. pictures and objects. their knowledge on from
the topic. school)
3. A say the 3.To identify the
principles of symbol of addition and Individual work on Pages
addition subtraction. how to add/ subtract 23, 25,5-
/subtraction will provide evidence 7
113
 . on the extent to
which each learner
4. Join the assimilation of the
dots 1-30 topic.

5. Look and
copy 1-160

6. Write from
memory 1-
145

8/9 Introduce 1-2 time 1. Rote count 1 – 1.To identify the Language Whole class activity Chart on 1-2 Lacomb
table 400 symbol of art; noun at the beginning of time table, e new
multiplication the lesson will number chart
2. Recite and write 1 provide evidence on Pry
– 2 times tables. 2.To recite the the extent to which maths,
multiplication table learners can apply pages,
3. Write from 27-29
their knowledge.
memory 1 – 150 3. To fill in the missing
numbers. Individual work will
5. Fill in the missing
provide evidence on
numbers 1 – 100.
the extent to which
6 Multiply numbers each learner have
using objects understood the topic

10 Counting in 5s 1.To describe the Physical Whole class activity Chart on Lacomb
term. Education; at the beginning of counting in 5s, e new
1.Rote count 1-400 skipping the lesson will counters, pg
2.To count and write in provide evidence on number charts mathem
2.Identify, count and 5s the extent to which atics
write numbers in 5’s
learners can apply pages
3. To fill in the missing
3.Look and copy 1- their knowledge on 38-41
numbers in 5s
200 the topic.
4. To look and copy
4.Write form Individual work skip
memory 1-150 count in 5s will

114
 5.Fill in the missing provide evidence on
numbers 1-100 the extent to which
each learner
assimilation of the
topic.

11/12 Counting in 10s 1.Rote count 1-400 1.To describe the Physical Whole class activity Chart on Larcom
term. Education; at the beginning of counting in be new
2.Count and write on skipping the lesson will 10s, counters, page
10’s 10-200 2.To count and write in provide evidence on number charts maths
10s the extent to which pages
3.Look and copy 1-
learners can apply 38-41.
200 3. To fill in the missing
their knowledge.
numbers in 10s
4.Write from
Individual work will
memory 1-150 4. To write from
provide evidence on
memory
5.Fill in the missing the extent to which
numbers 1-100 each learner have
understood the topic

3RD TERM

115
WEEKS TOPICS CONTENT KEY SKILLS CROSS CURRICULAR ASSESSMENT RESOURCE REFERENCE
LINK

1 Concept of 1.To describe money Song/rhyme; how Whole class activity at Money, chart Lacombe new
money much is the dog the beginning of the on numbers, pry. Maths
1.Rote count 2.To identify money lesson will provide counters
1-400 evidence on the extent Pages 30-31 &
3.To identify the numbers key
to which learners can
2.Identify different stage
apply their knowledge
different denominations/
on money.
currency currency Pages 5-7,
Individual work will 23,25
3.Write from
provide evidence on
memory 1-
the extent to which
150
each learner have
ascertained

2/3 Shopping 1.Rote count 1.To identify money Song/rhyme; how Whole class activity at Money, butter Lacombe new
involving 1-400 much is the dog the beginning of the supermarket, pry. Maths
money 3.To shop with money lesson will provide counters, chart
2.Describe evidence on the extent on numbers Pages 34
terms 3.To make change
to which learners can
with money.
apply their knowledge
3.Shop with
on the
money
adding/subtraction
4.Look and money , then make
copy 1-200 change.

4.Write from Individual work will

memory 1- provide evidence on
170 the extent to which
each learner have
5.Join the dot ascertained

4/5 Addition of 1.Rote count 1.To identify money Song/rhyme; how Whole class activity at Real money, Lacombe new

116
 numbers number 1-450 3.To shop with money much is the dog the beginning of the sign for pry. Maths
involving lesson will provide addition, chart
money 2.Addition 3.To make change evidence on the extent on numbers, Pages 18
using money with money. to which learners can counters
apply their knowledge
3.Join the
on the adding money.
dots
Individual work will
4.Look and
provide evidence on
copy 1-250
the extent to which
5.Write from each learner have
memory 1- ascertained
190

6.Fill in the
missing no: 1-
150

6/7 Subtraction 1.Rote count 1.To identify money Song/rhyme; five Whole class activity at Money , sign Lacombe new
involving number 1-500 current buns the beginning of the for subtraction pry. Maths
money 3.To shop with money lesson will provide number chart,
2. Subtraction evidence on the extent counters Pages 34
using money 3.To make change
to which learners can
with money.
apply their knowledge
3.Join the
on how to subtract
dots
money and have
4.Look and change.
copy 1-270
Individual work will
5.Write from provide evidence on
memory 1- the extent to which
200 each learner have
ascertained the
6.Fill in the lesson.
missing no: 1-
160

117
8 Greater/less, 1.Rote count 1.To demonstrate Sensorial Activity; Whole class activity at The sign for Lacombe new
than and 1-500 greater than/less than concept of size the beginning of the less than/
equal to lesson will provide greater than Maths Pages
2.Identify and 2.To identify the evidence on the extent and equal to,
write these symbol of greater than 36-37
to which learners can chart on
symbols / less than apply their knowledge numbers
appropriately on greater/less than
3.To fill in the missing
and equal to.
3. Write from number.
memory 1- Individual work will
210 provide evidence on
the extent to which
each learner have
ascertained the
lesson.

9/10 Introduce 1.Rote count 1.To identify the period Pre-science; season Whole class activity at Clocks, charts Lacombe new
telling the 1-500 of the day the beginning of the on number 1-
time on the 2.Descirbe the lesson will provide 200 Maths Pages
hours . term 2.To identify the evidence on the extent
minute and hour hand 34
to which learners can
3 Identify the apply their knowledge
hand of the To tell the time in
on identifying different
clock hours.
period of the day.

4.Look and Individual work will

copy 1-280 provide evidence on
the extent to which
5.Write from
each learner
memory 1-
differentiate minutes
230
from the hour hand.
6.Fill in the
missing
numbers 1-
180

118
 11/12 fraction 1.Rote count 1.To identify the whole T.P.D; sharing with Whole class activity at Chart on Lacombe new
1-250 your friend the beginning of the fraction,
2.To identify the half, lesson will provide different Maths Pages
2.Write from quarter’ ¼ etc evidence on the extent objects on
memory 1- 36-37
to which learners can fraction, fruits
230 3.To match fraction.
apply their knowledge on fraction
on fraction.
3.Describe
terms Individual work will
provide evidence on
4.Identify and
the extent to which
shade/colour
each learner
fraction.
identifying a whole
object and parts of an
object.

1ST TERM PRE-SCIENCE

WKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK

119
1 Living and non 1.describe terms 1. To say the Language Arts; Whole class activity Chair, table, Science is fun
- living things meaning of living noun. at the beginning of man, boy, bk 3 by s. T
2.identify living and and non-living the lesson will trees, animal bajah page 3-5
non- living things things. provide evidence on and chart on
the extent to which living and non-
3.differentiate living 2. To identify and learners can identify living things
and non- living things name the living and living and non- living.
non-living things.
Individual work will
3. To say the provide evidence on
characteristic of the extent to which
living and non- each learner can
living things. apply their
knowledge on living
and non-living things.

2 Plants and 1.describe terms 1.To identify plant Practical life; care Whole class activity Chart on plant Lantein
animals and animals of plants. at the beginning of and animals, comprehensive
2. identify and the lesson will real animals, science bk 7
mention some 2. To state the provide evidence on plants and oxford
characteristics of feature of plant and the extent to which advanced dic.
plants and animals animals. learners can apply Pages 887
their knowledge on
3. To differentiate And
plants and animals.
plant and animals.
Individual work will Scholastic (ecy.)
provide evidence on page 527
the extent to which
each learner
differentiate plants
from animals.

3 Classification 1.describe terms 1. To identify the W.W.J.D. story of whole class activity Chart on wild Oxford
of wild animals and creation. at the beginning of and domestic advanced
animals( dom 2.classify body domestic animals. the lesson will animals, real learners dic
estic and wild) coverings of animals provide evidence on animals both page 374 and
2. To say why the extent to which wild an early social st.
120
 3.identify and some animals are learners can say domestic For nursery sch.
mention these body wild and some lives where they live. Page 33
coverings close to us.
Individual work will
3. To identify their provide evidence on
differences. the extent to which
each learner identify
wild and domestic
animals.

4/5 Growth and 1.describe terms 1.To say the Songs/rhymes. whole class activity Chart on the
reproduction meaning of growth We are like at the beginning of life cycle of a
in plants and 2.state how some and reproduction seeds....... the lesson will butterfly, real Tender science
animals animals reproduce provide evidence on life cycle of a is from bk 2 by
2.To identify the the extent to which frog, bean stbajah pages 6-
3.Experiment and stages of growth in 7
learners have seeds,
mention some animals. ascertain the lesson. containers,
stages of growth in Secience is from
water, and soil.
some animals ( using 3.To plant a seed Individual work on bk 3 pages 20-
butterfly) and monitor it planting will provide 36
germinate. evidence on the
4.demonstrate how
extent to which each
things grow with a
learner have
rhyme
understood the
lesson.

6/7 Heavenly 1.describe terms 1. To identify the W.W.J.D; creation. Whole class activity Chart on Scholastic
bodies heavenly bodies. at the beginning of heavenly children’sD.C
2.identify and name the lesson will bodies, the page 476
the heavenly bodies 2. To name the provide evidence on real sun and
heavenly bodies. the extent to which cloud.
3.state their
learners can apply
functions 3. To identify and
their knowledge on
circle the heavenly
4. Say their heavenly bodies.
bodies.

121
 importance to us. Individual work will
provide evidence on
the extent to which
each learner can
identify the heavenly
bodies.

8 The sun 1. Identify and name 1.To identify the songs/rhyme; oh Whole class activity Chart on Social studies
the heavenly bodies. sun as a heavenly Mr sun at the beginning of heavenly bk2 and home
body the lesson will bodies, sun, Ecomfor junior
2.identify the sun in provide evidence on handkerchief, sec. Sch. By
the midst of the 2.To wash and dry the extent to which soap and Elizabeth
heavenly bodies handkerchief on learners can apply water. anyakoha&
the sun their knowledge on
3. State the
the function of the
function/importance 3. To identify the
sun.
of sun to us. important of the
sun to man. . Individual work will
provide evidence on
the extent to which
each learner have
ascertained the
lesson.

9/10 Season 1.describe terms 1.To identify the Social skill; Whole class activity Chart on Social studies
( things we seasons clothing. at the beginning of season, chart from pry-schbk
wear) 2.state how many the lesson will on things we by adisabakare
seasons we have in 2. To differentiate provide evidence on wear, cloths, lesson 31-32
Nigerian the national/ the extent to which shoes etc. page 68-69
international learners can apply
3.match clothings to season. their knowledge on
season
season.
3. To identify the
4.identify the season things we wear at a Individual work will
we are in now particular season provide evidence on
and say why we the extent to which
wear them. each learner can
122
 identify different
season.

11 Every day 1.describe terms 1.To identify solid Sensorial Activity; Whole class activity Chart on solid, Oxford
/12 materials; and liquid shapes at the beginning of liquid and gas Advanced
matter(solid, 2. State the process the lesson will Ice block, Learners Dic.
liquid and gas) involved in changing 2. To mention provide evidence on water, stone Pages 1132/691
solid to liquid and things that are the extent to which etc
liquid to solid. solid and liquid. learners can apply
their knowledge.
3.identify liquid 3. To differentiate
object solid from liquid. Individual work will
provide evidence on
4. Identify solid 4.To differentiate
the extent to which
objects. toys from tools
each learner have
5. Experiment on understood the topic.
liquid /solid, gaseous
states.

6. identify tools and

toys

2ND TERM PRE-SCIENCE

1/2 Human beings 1.describe term 1. To identify W.W.J.D; Story whole class Chart on Science is
and other animals. human beings and of creation activity at the human discovering bk
2. State the differences other animals. beginning of the beings and 3 by benedict a
between human beings lesson will other c. Asjusioro
and other animals. 2. To mention their provide animals, real pages
characteristic. evidence on the animals and &scholastic
3.state their
extent to which the teachers. success with
characteristics 3. To identify their
learners can kindergarten
differences.
4. Identify the apply their 240-246
similarities on them. knowledge on

123
 human beings Uric primary
and other science by chief
animals kola adegbon
page 4
Individual work
to differentiate
between human
beings and
other animals
will provide
evidence on the
extent to which
each learner
have
ascertained the
lesson.

3 Parts of the body 1.identify the part of the 1.To identify`` the songs/rhyme; whole class Chart on Now edition by
body part of the body my head, activity at the parts of the health ed. By e.
shoulders, beginning of the body, human A
2.say their 2. To mention each kneel and toes lesson will beings obogbaimwpag
function/importance part of the body. provide es 7-8
Songs/rhymes; I evidence on the
3.state how to take care have two hands extent to which
of them
learners can
3. To state the
apply their
function of each
knowledge the
part.
topic

Individual work
will provide
evidence on the
extent to which
each learner
have
ascertained the

124
 lesson

4 Sense organ 1.identify the parts of Songs/ Whole class Chart on Scholastic
the body rhymes, activity on sense organ, children
1. To identify the sensorial identifying the use the encyclopaedia
2.identify and mention sense organs. Activity; sense organs at children page 527
the sense organs of the perception and the beginning of &schofield and
body 2. To say how many
discrimination the lesson will sum science
sense organs we
provide key stage 2
3.state their have.
evidence on the pages 6-7
functions/importance
3. To identify their extent to which
4. State how they can be functions. learners can
taken care of. apply their
knowledge.

Individual work
will provide
evidence on the
extent to which
each learner
have
understood the
topic.

5 Pets 1.describ terms 1.To identify pet Songs/ rhyme; Whole class Chart on pet, Internet:
animals oh where oh activity at the real animal intomotessori.c
2.identify and name pet where has my beginning of the on cat, dog om/ox.
animals 2. To differentiate little dog lesson will etc
pet from other gone...…. provide &
3.state their uses animals. evidence on the
/importance Oxford
extent to which
3. To colour the pet advanced
4. Say how to care for learners can
animals. : learners ds 6th
them identify pets
edition page
Individual work 870. 80
to circle pet
from other
125
 animals will
provide
evidence on the
extent to which
each learner
have
ascertained the
lesson

6/7 Personal hygiene 1.describe terms 1. To identify part T.P.D; good Whole class Soap, water, Comprehensive
of the body. toilet habit activity at the towel, toilet, home Ecomfor
2. State how to take care beginning of the drinking primary school
of our body and our 2. To identify things lesson will water, book 1 pages
environments. used in taking care provide sponge, 28-31.
of our body e.g evidence on the broom, mop
3. Identify and mention soap, sponge, Pages 28-31
extent to which ,packer and
things used in taking water, cream etc. learners can the
care of our
apply their environment
body/environment. 3. To identify how
knowledge on
we care for our
4. State the right time to cleanliness.
environment.
take our bathe, wash our
Individual work
cloths and brush our 4. To state different
to will provide
teeth. ways we care for
evidence on the
each part of the
extent to which
body.
each learner
have
ascertained the
lesson.

8 1.describe terms . 1. To say the Practical life; Whole class Chart on Health
meaning of water bathing activity at the sources of education bk.5.
Water 2.state the sources of exercise beginning of the water, tap, Comprehensive
water/uses 2.To identify the lesson will bore hole Agricultural
sources of water provide Science for
3. State the importance
evidence on the Pry.46-53
of water and uses. 3. To mention the
126
 uses of water. extent to which
learners can
apply their
knowledge on
the topic.

Individual work
to identify the
sources of
water and it
uses will provide
evidence on the
extent to which
each learner
assimilation of
the topic.

9 Water purification 1. 1.describe terms 1.To differentiate social skill; whole class Gas, kettle, Health
clean water from safety activity at the water guard education bk.5.
2.state how water can dirty beginning of the and water Comprehensive
be purified lesson will dispenser Agricultural
2.To identify some provide Science for
3.identify and mention things used in evidence on the Pry.46-55
things used for water purifying water. extent to which
purification
learners can
3. To identify the
4. Say the need/benefits apply their
benefit of drinking
of clean/ good water. knowledge on
water.
water
purification.

4. Say why some object

sinks and some floats.

10 Evaporation and 1.describe terms 1. To describe Song/rhyme; Whole class Gas, pot, Health ed. Bk 5
condensation evaporation and incey wincey activity at the matches and pages 20-by
2. Demonstrate condensation using beginning of the chart on obogamihe
evaporate. demonstration. lesson will evaporation. scholastic
127
 3.To experiment 2. To experiment provide children
evaporation and evaporation and evidence on the encyclopaedias.
condensation condensation. extent to which Page 527 early
learners can social st. For
apply their Nursery bk
knowledge on pages 11.
evaporation and
condensation.

11/12 Buoyancy describe terms 1.To say the Sensorial Whole class Big bowl, Early social st.
meaning of Activity; activity at the water, light For nursery sch.
2.identify and name buoyancy concept of beginning of the and heavy Bk 2 page 23
some sinking objects heat. lesson will objects. chact. 7
2. To identify the provide
3. Identity, colour and floating objects. evidence on the
cross out floating object.
extent to which
3.To identify the
learners can
sinking objects
apply their
4. To circle the knowledge.
sinking objects and
Individual work
colour the floating
to identify
objects.
floating and
sinking objects
will provide
evidence on the
extent to which
each learner
have
understood the
topic.

128
3RD TERM PRE-SCIENCE
1 Classes of food 1.describe terms 1.To say the social skill; Whole class Chat on the Pry.health ed. Bk of by e.a
meaning of food food eaten by activity at the classes of obogbambu pages 92-97
2.identify and different beginning of food. Real figure 49-54
mention the 6 2.To identify nationals the lesson will foods.
classes of food some food provide
evidence on
3. State what each 3. To identify the
the extent to
class of food gives 6 classes of
which learners
to the body. food.
can apply their
4. Match each class 4. To state the knowledge on
of food to the function of each classes of
pictures. class of food to food.
the body.
Individual
work to name
and identify
the six classes
of food will
provide
evidence on
the extent to
which each
learner have
understood
the topic.

2 Importance of . 1. Identify and 1. To Say the social skill; Whole class Chat on Pry.health ed. Bk of by e.a
food mention the 6 reason for food eaten by activity at the classes of obogbambu pages 92-97
classes of food. eating food. different beginning of food, real food. figure 49-54
nationals the lesson will
2. State what each 2. To identify the provide
class of food gives 6 classes of evidence on
to the body. food. the extent to
which learners
129
 3.say the 3. To state the can apply their
importance of food importance of knowledge on
to the body food to the importance of
body. food.

Individual
work to say
the
importance of
food will
provide
evidence on
the extent to
which each
learner have
understood
the topic.

¾ 1.describe terms 1. To say the social skill; Whole class Thermometer, Scholastic. From children
meaning of clothing activity at the ice block, hot pagen& science is from
Temperature 2.say our normal temperature. beginning of water. bk 1 and 2 by s.t bajah
body temperature the lesson will pages 8,9 Science is
2. To identify a provide discovery pupils b/c 5 by
3. State that when thermometer evidence on olarewajua.o pages 74-80
an object is hot, the and the use. the extent to
temperature is high
which learners
and that when and 3.To mention
can apply their
object is cold the the decree of
knowledge on
temperature is very hot and cold.
temperature.
low.
4. To match
Individual
4.identify a object to it
work to
thermometer and appropriate
identify hot
state the function temperature.
and cold
5.use a thermometer objects will
to observe a provide

130
 temperature evidence on
the extent to
6. State how a which each
thermometer reads. learner have
understood
the topic.

5 Concept of heat 1. Describe terms. 1. To identify the sensorial Whole class Gas, pot, corn, Health education bk3
function of heat. Activity; activity at the salt sugar pages 30-34 by
2. state how objects perception and beginning of groundnut obgbanuhe
expand because of 2. To say the discrimination the lesson will oil( To show
heat using the pop- source of heat. provide the pupils an
corn and corn- evidence on experiment
popper 3. To
the extent to how the heat
experiment.
which learners expands the
3. Describe other
can apply their corn into a pop
ways heat could
knowledge on -corn.)
expand objects.
concept of
heat.

6/7 Electricity. 1.describe terms 1. To identify social skill; Whole class Socket, Health ed. Bk 5 pages 20-
electricity. safety activity at the extension by obogamihe scholastic
2.identify and beginning of children encyclopaedias.
mention some 2. To state the the lesson will Page 527
electrical appliances function of provide
electricity. evidence on
3.identify switch;
the extent to
switch off and on 3. To identify the
which learners
danger of not
4.state the can apply their
using it properly.
importance of knowledge on
electricity electricity.

5. State the dangers Individual

of playing with work to say
the meaning
131
 electricity. of electricity
will provide
. evidence on
the extent to
which each
learner have
understood
the topic.

8/9 Electrical 1.describe terms 1. To identify social skill; Whole class Television, Health ed. Bk 5 pages 20-
appliance and name some safety activity at the electric iron, by obogamihe scholastic
2.identify and electrical beginning of fan, electric children encyclopaedias.
mention some appliance. the lesson will kettle. Etc. Page 527
electrical appliances provide
2.To mention evidence on
3.state the the uses of the extent to
importance of these which learners
electrical appliance appliances can apply their
4.say how to switch knowledge on
3. To say the
off and on and electrical
danger of
watch the teacher appliances.
playing with
demonstrate it these Individual
appliances. work to
5. State the danger
of playing with identify and
electrical mention some
appliances. electrical
appliances will
. provide
evidence on
the extent to
which each
learner have
understood
the topic.

132
10 sound 1.describe terms 1. To identify the songs/ rhyme; Whole class Sound box, Internet:
different sounds old Mac- activity at the imaginary motessori.com/sound
2.make different by using the Donald beginning of telephone. box.
sounds sound box. the lesson will
provide
3. Use the imaginary 2. To illustrate evidence on
telephone to the concept of the extent to
demonstrate the sound by using which learners
adapt sounds. the imaginary can apply their
telephone. knowledge on
4. State the need to
always pay sounds.
3. To
attention. differentiate the Individual
sounds. work to listen
5. To experiment on
sound. and identify
different
6. To differentiate sound will
the sounds. E.g. provide
loud, soft. etc. evidence on
the extent to
which each
learner have
understood
the topic.

11/12 Musical 1.describe terms 1. To identify the social skill; Whole class Chat on Internet: www. Musical
instrument musical occupation activity at the musical instrument.com
2.identify and instruments by beginning of instrument, the
mention some name. the lesson will tambourine,
musical instruments provide the music lab
2. To circle the evidence on
3.play some of the musical the extent to
musical instruments instruments in which learners
and say the sound the mist of other can apply their
they produce picture. knowledge on
4. Identify and musical
3. To identify the
133
 mention some sounds of some instrument.
instrument that instruments.
makes the same Individual
sounds work to
identify and
name different
musical
instrument will
provide
evidence on
the extent to
which each
learner have
understood
the topic.

1ST TERM SOCIAL SKILLS

134
1/2 The family (types) 1.describe terms Language Art: Class work Chart on the Basic facts in
vowels and (discussion) will give family general sist. For sec.
2.identify and 1.To identify the consonants evidence on the Sch by m.o a.
mention the types of family. extent to which Oledelem.c pages
family learners 14-15
2. To differentiate
understanding the
3. Identify and name the nuclear form Comprehensive
meaning.
the leader of a the extended socialstbk 1.
family/member of a family An individual work
family. (response) will
ascertain each
learner’s lead of
assimilation on the
topic.

3 Duties of members 1.say what a family 1.To identify Whole class work Chart on the Social studies form
of the family is members of the provide evidence and family primary schools
family. the extent to which book one by adisa, b
2. Identify and learners can identify ayisa b&briola h.
mention the 2.To state the and mention the Lesson 6-9
member of a family. role of each of members of the
the member of family.
3. state the duties of the family
the father, mother
and children. 3.To circle the
father as the
head of the
family.

4 Rules in the family 1.identfy and 1.Name some T.P.D; School and Class discussion at Chart on the Social studies for
mention members members of the class agreement the beginning of the family primary schools
135
 of the family family lesson will ascertain book one by adisa b
learner’s previous & co lesson 6-9
2.state the rules in To state the rules knowledge on the
the family of each member meaning of family. &
of the family.
3.match each Individual work Basic pry. Schbk 4
member of the To say the (feedback) will also
family and the rules importance of prove each lead of
obeying these assimilation on the
4. State the rules in the family rules in the family
importance of rules
and its importance.
in the family.

5/6 My school 1.describe school 1.To say the Language Arts; An open class The school Social studies for
name of the noun activity will ascertain environment primary school book
2.identify and way school, teachers, learners one by adisab&co
the name of our supervisor, head understanding of lesson 19 allas for
school, my teacher, teacher, what a school is. Nigerian page 5
head teachers, administrator and
supervisor and proprietress An individual activity
proprieties (feedback) will also
2.To identify the give understanding
3.identify the things that can be on the extent to
sections of my found in the which each learners
school school, understand stood the
lesson.
4.draw the school 3.To say the
name of their
class.

7/8 Rules in my school 1.describe 1.To describe T.P.D; School and An open class The school Social studies for
school/rules what we do in class agreement activity will prove environment primary school book
school learners one lesson 19.
2.outline some rules understanding on the
in our school 2.To mention topic. &
some school
3.state the benefits rules Individual work Macmillan Nigerian
of observing their (response) will also socialst. Alas page
136
 rules 3.To state the prove each learners 2/3
important of level of assimilation
4.state the observing the in the topic.
consequences of school rules
breaking the school
rules

5.using the class as

a case study

6. State the
relationship between
family rules and
school rules.

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

5. Say the national

anthem.

10 The Nigeria flag 1.say the name of 1.To say the Sensorial Activity; An open class Chart on the Early learners
our country name of our sorting of colour. activity will ascertain Nigeria flag environmental
country and the learner’s ability to the studies page 80
2. Identify the capital city name of our country
Nigerian flag, say and the capital.
137
 the colour and their 2.To identify and An individual activity
meanings. say the name of will prove also tech
the president learners level of
3. Colour Nigerian assimilation on the
flag with appropriate 3.To recite the 36 topic.
colour. states and
capitals .

4. To identify the
Nigerian flag by
saying the
colours and the
meaning.

11/12 transportation 1.describe terms 1.To define Songs/rhymes; all An open class Chart on Early social Studies
transportation the big ship sails activity will prove transportation 4 nursery bk 2 page
2.identify and name learners 6 &Macmillan
the traditional and 2.To identify and understanding on the Nigerian social
modern means of name some meaning to atlas page 26 &
transportation means/route of transportation. spectrum Social
transportation .Studies. by Dayo o.
3.match different An individual work Unit 7, pg 55
transport & 3.To tick the will also ascertain
respective means places where each learner’s level
/routes each vehicle of assimilations in
moves the topic.
4. Say the
importance of
obeying traffic rules.

2ND TERM SOCIAL SKILLS

138
1 Days of the week 1.identify and mention 1. To say the Songs/rhy An open class Charts on days Social Studies
the 7 days in a week days of the me; there activity of describe of the week For pry school,
week. seven day terms will ascertain bk 1 by Adis
2.identify and mention in a week. learners abakarefaratwia
the first and last day 2.To identify understanding of edu. Lesson 31-
(weekend) in the week that there the topic. 32 pages 68-69.
are seven(7)
3. Sing the days of the days in the Individual ability Oxford
weeks song along week mention the 7 days advanced
with barney. in a week learners dic 6th
3.To choose accordingly will edition page
the first and prove each learners 1044
last day of understanding on
the week days of the week.

2 Months of the year 1. say the meaning of 1. To Songs/rhy An open class Chart on Banneyc.d&
month /year identify the me; 30 discussion at the months of the social st. For pry
month in a days has beginning of the year schools bk 1 by
2.say how many year september, lesson will adisa lesson 31-
months we have in a ....... ascertain learner’s 32
year and mention 2. To recite previous knowledge
them the 12 on days of the
months in week.
3. Identify the 1st and the year
the last month of the An individual
year. 3.To point activity will also
out the prove each learners
4. Recite rhymes& months that level of
sing songs of the has 28/29 comprehension on
months of the years. days the month of the
year.

3 Seasons of the year 1.say the meaning of 1.To identify Pre- A whole class Chart on season Social studies
(national) the term- season the season science; activity will attest for primary
of the year the sun, each learners schools. Book
139
 2. Identify the in Nigeria heavenly understanding on on. Lesson 31-
seasons of the year in bodies the meaning of 32
our country. 2.To name season.
the season &Macmillan
3. Identify and in other part An individual English Dic. New
mention the different of the world activity will also edition pages
clothing’s we put on prove each learners 13388
during each season. 3.To colour level of
the clothing assimilation in the
4.match the clothing for each natural seasons of
to season season the year.

4 International season 1.describe terms 1.To identify Pre- An open class Chart on the Social st.4
of the year. the season science; activity will international pry.sch. bk 1
2. state the season in of the year the sun ascertain learner’s season lesson 31-32
other parts of the in Nigeria previous knowledge
world(summers, on season. &Macmillan
writer, spring and 2.To name English Dic.New
autumn the season An individual edition page
in other part activity will also 1338
3. Match clothing’s to of the world prove each learners
each season. level of
3.To colour understanding on
the clothing the international
for each seasons of the
season year.

5 Some interesting 1.say what an 1. To Pre- An open class Chart on the Early social
places interesting place describe science; discussion at the zoo, park, airport st.Bk 2 by
means interesting wild beginning of the and seaport ochundaraj.a
places animals lesson will unit 3 page 5
2.mention some ascertain learner’s
interesting places, 2.To name previous knowledge &
some of the on the topic.
say what is done places Social st. Or pry
there. An individual school book one
3.To match activity (feedback) page lesson 37-

140
 3.say why we visit what they will also prove each 38
these interesting can see in learners level of
places each of assimilation in the
these place topic.
4.go for an excursion to the
interesting
place

6/7 Occupation 1.Describe term 1.To say the Song/rhym An open class Chart on Macmillan
meaning of e; what I activity will prove occupation Nigeria social st.
2.identify the different occupation. want to be learners Atlas page 1&
occupations . when I understanding in
2.To grow up the meaning of Social st. Or pry.
3.state the functions mention Schoolsbk 1
occupation.
of each occupation each lesson 29&39.
/importance occupation. Individual work will
also prove each
4. Match clothing to 3.To choose learners level of
occupation. what they assimilation and
what to be the different types
when they of occupation
grow up

8/9 Clothing 1.describe terms 1.To say the Practical An individual ability Different types Social st.For pry.
meaning of life; care of to describe will of clothes school bk1
2.identify different clothing clothes ascertain each lesson 14&
clothings learner’s knowledge home ecoms by
2.To identify on the topic. r.aogunjime
3. Identify and different pages 18&19
mention different cloth for An open class
clothing work by the different activity to mention
three ethnic groups in occasion the different
Nigerian. clothing’s and
matches to the
4. Match clothings to
occasion/ season
occasions and
will prove learners
season.
level of
141
 understanding on
clothings.

10 Food eaten by 1.describe terms 1.To Pre- An open class Food eaten by Social st. For pry
different nationality describe science; activity will prove Nigerians school
(Nigerian) 2. Identify and food Classes of learners bk/lesson 13.
mention the three food. understanding in
ethnic groups in 2.To identify the topic.
Nigeria and their the food
touch. eaten by An individual
Nigerians activity will also
3. State the ascertain each
importance of level to 3.To state learner’s level of
the body. the assimilation on the
importance topic.
4. Say their favourite of food to
food and how foods the body
can be preserved.

11 Food eaten by 1.describe terms 1.To Pre- A whole class Different type of Social studies
different people describe science; discussion at the food like salad for pry. Sch. Bk
(internationally) 2.identify and mention food Classes of beginning of their 1 lesson page
the three ethnic food lesson will give 13.
groups in Nigerian and 2.To identify evidence on the
say their favourite the food extent to which
foods eaten by each learners
other understanding the
3.say the importance countries Lenin.
of food
3.To state An individual
4. Identify and name the activity will also
of other countries’ importance prove each learners
dishes/food. of food to level of
the body understanding of
other countries

142
 dishes/food.

12 Homes 1.describe terms 1.To define Pre- An open class Chart on the Social studies
home science; activity will home, the for primary
2.identify the different animals ascertain learners school building school book 1
types of home and 2. To and their understanding on lesson 6-9
mention them identify home the topic. section 2.
different
3.identify and name types of An individual
some materials used home activity willsalso
to build home eachlearner
3. To say the comprehension on
4. Match the building importance the home and their
materials to each of having a building materials.
home. home

3RD TERM
1 Some states in 1. Rote read the 36 1.To say the Number An open class Charts on the Social studies for
the north states and capital. name of our concept; activity to say the 36 states pry.schbk one lesson
country addition, our countries and capitals 28&34.
2.Rote the four ascending name and
regions in Nigerian 2. To name the and recite the 36 Chart on their
state in the north descending states & capital dressing
3.identify and by demonstration order. will ascertain
mention some the four regions learner’s
states in the north using the cardinal knowledge on
143
 4.say their common point the lesson.
food
3. To identify their An individual
5. Say their common foods ability to
common language. and languages identify and
mention the
northern states
and common
language will
also prove
each learners
understanding
on the topic.

2 Some states in 1.Rote the 36 1.To say the Number A whole class Charts on the Social studies for
the south. states and capital name of our concept; work will prove the 36 states primary. School bk one
country addition, learners and capitals lesson 28 & 34.
2.Rote the four ascending understanding
region in Nigerian 2. To name the and of the four Chart on their
state in the south descending regions in dressing
3. Identify and by demonstration order. Nigerian.
mention some the four regions
states in the south. using the cardinal An individual
point work will also
4. Say their
prove each
common language 3. To identify their learners
and food. common foods understanding
and languages in some state
in the south.

3 Some states in 1.recite the 36 1.To say the Number An open class Charts on the Social studies for
the East states and capital name of our concept; activity will the 36 states primary school book 1
country addition, ascertain and capitals lesson 28 &34
2.Rote the four ascending learner’s
regions in Nigerian 2. To name the and knowledge on Chart on their &
state in the East descending the four dressing
3. Identify and by demonstration Social st. For pry. Bk 1 by
order. regions.
144
 mention some the four regions adisa page 2,
states in the East. using the cardinal
point
5. say their
favourite food and 3. To identify their
the common common foods
language. and languages

4 Some state in the 1. Rote the 36 1.To say the Number A whole class Charts on the Social studies for
west states and name of our concept; discussion will the 36 states primary schools book 1
capital2.Identify country addition, prove learners and capitals lesson 28 & 34
and mention some ascending knowledge on
states in the 2. To name the and the topic. Chart on their
western part of state in the west descending dressing
Nigeria. by demonstration order. An individual
the four regions activity
3. Say the common using the cardinal (respond) will
language and their point also ascertain
common food. each learner’s
3. To identify their level of
4. Say what the common foods assimilation on
easterners call their and languages the topic.
king.

5/6 National Anthem 1. State the 1.To recite the Songs/rhy An open class The Nigeria
meaning/importanc national Anthem mes activity will flag chart on
e of national pledge ascertain National
and national 2.To state the learner’s Anthem
anthem 2.State the important of the previous
need to obey, national knowledge on
respect them. anthem/pledge. national
anthem.
3. Recite the 3.To colour the
national anthem national flag Learner’s
and pledge. ability to say

145
 4.identify the the national
national flag and pledge will
the coats of arm. proves each
learners level
of assimilation
on the topic.

6/7 The world 1.describe terms 1.To name the Number An open class Chart on the Early social st.Bk&by
continent seven continents. concept; discussion will world continent oshundaraJ.aClint 17
2. Say the Rote provide pages 53 & unit 2 page 3
continents using 2.To identify the counting evidence in the
songs /rhymes. continent that we extent to which &
live in learners can
3. Identify and Bk 1 unit 16 page 45.
describe terms
mention the seven 3.To identify the
continents in the coolest continent. Individual work
world. to sing the
continent song
4.say the continent
we belong to. Identify and
mention the
5. Say the continent
continents in
that nobody lives in
the world will
and why?
each prove
learners level
of
understanding
in the topic.

146
8 Some west 1.Rote read some 1.To identify the Sensorial An open class Chart on west Social studies for
African countries west African four cardinal Activity; activity will give African primary schools book
countries point. sorting understanding countries one sector 4 unit 4
colour on learner’s lesson 38
2.identify and 2.To name some previous
mention some west African countries knowledge on
African countries what a country
3.To identify and
is.
3.colour and match match the flag
the flags of close An individual
West African activity to
countries. E.g. identify and
Cameroun, Nigeria, mention some
Ghana etc. west African
countries and
colour their
flags
accordingly will
prove each
learners
understanding
in the topic.

9/10 Some countries in 1.say the name of 1.To rote read the Sensorial An open class Chart on the Social studies for
the world. countries some countries Activity; activity will world map primary schools book 1
sorting ascertain lesson 38
2. State the 2.To identify the colour learner’s
importance of flags of these previous
national anthem countries. knowledge on
and the need to nation anthem.
obey them. 3.
Learner’s
3. Recite the ability to say
national anthem. the national
anthem and
4. Identify the
state the
national flag and
147
 the coats of arm. importance will
also prove
each learners
level of
assimilation on
the topic.

11/12 Community 1.describe terms 1.To define Song/rhym An open class Chart on MacmillanNigerian
helpers community e; what I activity t& community socialstudies.Atlas page
2.identify and helpers want to be describe helpers 1.
mention some when I community
community helpers 2.To mention grow up. helpers will
some community prove learner
3.state why they helpers understanding
are called
on the topic.
community helpers 3.Match
and what they do community An open class
helpers to their activity will
4. Match workers. also ascertain
community helpers
each learner’s
to their works.
level of
assimilation on
the topic.

148
 C.R.K IST TERM

WEEKS TOPICS CONTENTS KEY SKILLS CROSSCURRICULA ASSESSMENT RESOURCES REFERENCES

R LINK

1/2 The great 1.describe God 1. To say some of Pre-science; And individual Pictures of The Bible, the really
God the classification of activity to describe what God interesting Bit,
2.tell the story of demonstration of plants and animals. God will prove created. Great stories from
creation God’s power. learner the bible illustrated
understanding of by brain deld page
3.identify and 2. To identify and who God is. 8
mention things God mention the thing Projector
created on each day created in each An open activity will
of the week day. provide evidence of
teach learners
4. Illustrate with 3. To say why it’s understanding in
story the need for good to rest. the topic.
rest.

149
¾ The loving 1.describe God as a 1. To say the Practical life; An open class Bible knowledge for
and caring loving and caring things God did to Grooming activity will guide pry. School bk 2 by
God. father make Him a learner’s ability to a.sfalaiye page 31.
loving and caring describe God.
2. Tell the story of God.
the lost coin. An individual
2. To summarize activity will
3. Make explicit the the story of the ascertain each
naughty characters lost coin and learners their
to receive God (i.e) state the moral comprehension of
from doing bad to lesson. the moral lesson
Good. form the story.

5/6 Trust in 1. to make explicit 1. To define trust. Language Art; initial An open class My 100 best Love
God’s the meaning of trust consonant blend. discussion at the stories by Bruce
powers 2. To summarize beginning of the Wilkinson
1.tell the story of the story of David lesson will
David and Goliath and Goliath and ascertain learner’s
say the moral pronoun,
2.state the lessons. knowledge in the
importance of prayer
story of David and
3.mention the
3. Identify the most Goliath.
importance of
powerful being on prayer. Individual will only
earth in heaven.
give evidence on
4.state the need to the extent to which
be bold each learners is
able to apply
5.identify and colour his/her knowledge
David in the lesson.

6.cross out Goliath

7/8 Prayer 1.describe terms 1. To Language Art; Initial An individual ability The Bible Christian Religion
demonstrate consonant blend. to describe the st. For pry sch. Bk2
2.state the prayer and pray. term “prayer” will (evans) modular by
importance of prayer ascertain each a.sfalaye & co
150
 3. Lead pupils to say 2. To state some learners pages 8889
the Lord’s prayers importance of understanding of
prayer. the topic.

3. To say the An open class

lord’s prayer. activity to ascertain
learners
understanding on
how to pray.

9/10 God our 1. to make explicit 1. TO define Social skills; rules An open class My 100 best loved
provider the meaning of provider. of members of the activity to ascertain bible stories by
provider family. learns knowledge in Bruce Wilkinson.
2. To summarize the story.
1.tell brief story of the story of
the boy Samuel and Hannah and Individual
Hannah Samuel. response/feedback
will prove each
2.state the 1. To state the learners
importance of importance of understanding on
obedient and prayers prayer and the topic.
obedience.
3.identify and colour
Samuel

11/12 The love of 1.say the meaning of 1. To define and Pre –science; An individual My 100 best Christian religion
God for us. love demonstrate love. growth and feedback will prove loved bible knowledge for pry
reproduction each learners stories sch. Bk 2 by a.
2.say the love of God 2. to say the understanding on Falaye& co page 32
in relation of Christ’s reason of Christ the love of God. -34
birth birth.
An open class
3.state the reason for activity to state the
Christ birth reason why Jesus
was born will prove
4. Say how to
their level of
reciprocate the love
assimilation on the
of God (obey his
151
 commands and love Love of God for us
others). in relation to
Christ’s birth
5.colour Jesus on
the cross

2nd TERM
WEEKS TOPICS CONTENTS KEY SK ILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

Telling others 1. guide learners 1. To describe God. An individual work will My 100 best My 100 best
about God to describe God ascertain each loved bible loved bible
/Jesus 2. To mention some learners understanding stories. stories by
benefits of telling on colour Jesus/God Bruce
2. State the about God. is. Wilkinson
importance/ben
efit of telling 2. To summarize the An open class activity Picture of
others about story of Jesus at 12. will give evidence on Jesus at 12
God. the extent to which
learners can state the
3.tell the story importance/benefits
of Jesus at 12 of telling people about
God.
1/2 4. Describe who
should tell
others about
God.

152
 Believing God 1.To guide 1. To define faith. Open class My 100 best My 100 best
(faith) learners in discussions at the loved bible love bible
defining faith 2. To say who father beginning of the stories. stories by
using the story Abraham is to God. lesson will ascertain Bruce
of father learner’s knowledge on Wilkinson
3. To mention some
3/4 Abraham the topic.
importance of faith.
2.describe Individual feedback
father Abraham will prove each
learners level of
3.the assimilation in the
importance of lesson
faith

Dedication 1. Lead learners 1. To describe term A whole class activity Christian

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

Dedication 1.describe 1. To describe term Language Art; An individual (learners) Christian

toward God’s terms (dedication). Nouns feedback will ascertain religion st. Pry.
work each learner’s My 100 best Sch. Bk 2 by
2. Tell the story 2, to state the knowledge of the loved bible a.sfalaye page
of the 12 importance of being topic. stories 77
disciples of dedicated to God’s
Jesus and say work. A whole class ability to

153
 the moral 3. State the benefits of state the benefits of
lesson. being dedicated to dedication using the
6/7 God’s work. story of the 12 disciple
3. State the will prove learners
benefits of understanding of the
being dedicated lesson.
toward the work
of God.

4. say how we
can be involve in
God’s word.

8/9 Love 1.say the 1. To define love. Class discussion at My 100 best Christian
meaning of love the beginning of the loved bible religion
2. To demonstrate lesson will prove stories studies bk. 2
2. Outline ways we sow love. learners knowledge on by a.sfalaye,
various ways we the meaning of love. pages 52-53
can practically 3. To role play the
show love to story of the good An individual activity &
others using the Samaritan. (feedback) will provide
story of the the evidence of the My 100 best
3. To state the loved bible
good Samaritan. extent to which each
benefits of showing stories by
learner understand
3. State the love. Bruce
various ways we can
benefits of practically show love Wilkinson.
showing love. to other and the
benefits.

10 Greed 1.describe greed 1. To describe greed. Language Art; Class work To role play My 100 best
initial consonant (discussion) will give the story. loved stories
2.tell the story 3. To role the story of blends. evidence on the extent by Bruce
of king Ahab Naboth’s vine yard and to which learner Wilkinson
and Naboth’s state the moral lesson. understand the story
vineyard and say of Naboth Vineyards
some moral 3. To state the
and the greed King
lessons from consequences of
Ahab.
154
 the story greed. Individual work
(response) will
3.state the ascertain each
consequence of learner’s level of
greed assimilation of Greed
and consequence.

11 obedience 1.guide learners 1. To say the meaning Songs and Class discussion at My 100 best The bible, tell
to say the of obedience. rhymes; the beginning of the loved really
meaning of obedient is lesson will ascertain interesting bits
obedience 2. To summarize the better than learner’s knowledge on great stories
story of Samuel and sacrifice. the topic obedience. from the bible
2. Tell the story say the moral lesson. illustrated by
of good Samuel Individual work Brian delft
and say some 3. To state some (feedback) will also pages
moral lesson benefits of being prove each learners
from the story. obedient. level of assimilation on &
the lesson.
3.state the Christian
benefits/reward religious
s of obedience studies for pry
using the story -sch-bk 2
of Samuel a.sfalaye
pages 59-60 &
71

12 Easter tide 1.say the 1. To say the meaning Class discussion at Role playing The bible , the
meaning of of Easter tide. the beginning of the the death of really
Easter lesson will ascertain Jesus. interesting bits
2. To say why we learners understanding great stories
2.state why we celebrate Easter. on the topic. from the bible
celebrate Easter illustrated by
3. To state and show Individual response Picture of
Bruce delf
3. Say how best ways we can love will also prove each Jesus.
pages 26-28
to reciprocate to others the way Jesus learners level of
Jesus love. did. assimilation of
benefits of Jesus
155
 4. State how we death and
can love others resurrection.
passionately like
Jesus.

5. State the
benefits of
Jesus’ death
and
resurrection.

3RD TERM

WEEKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK

1/2 God cares 1.Describe God 1. To describe God Language Art; An open class D.V.D and My 100 best
for us Nouns activity will Picture of the loved bible
2. Tell the story of the 2. To summarize the ascertain learners children of Israel stories by
children of Israel in the story of the children understanding in in the Bruce
wilderness and how God of Israel in the who God is. wilderness. wilkinson
cared for them. wilderness
Learners
3.say the moral lesson 3.To state the moral feedback will
from the story lessons prove each
learners level of
4.state what we should 4. To state how God
assimilation on
do to show God we cares for them and
how God cares
appreciate his love what they should do
for us and how
to appreciate his
we can
love.
reciprocate his

156
 love

3 Being 1.say the meaning of 1. To demonstrate Number concept; A whole class Role play My 100 best
thankful thankful thankfulness Number value. activity will prove loved bible
learners stories by
2.state reason to be 2. To role play the knowledge in the Bruce
thankful using the story story of the ten My 100 best
story of the 10 Wilkinson.
of the 10 leper lepers. loved bible story
lepers and the
moral lesson.
3.say when to be 3. To say when and
thankful why they should be An individual work
thankful. (feedback) will
4.identify and mention
also give
who we should 4. To state the
understanding on
appreciate most benefits of being
the extent to
thankful.
5. State the benefits of which each
being thankful. learner’s t can
state the benefits
of being thankful.

4 Cheating 1.describe terms 1. To define cheating Story; The little Class activity will My 100 best Oxford
and and stealing red riding hood ascertain learners loved bible story advanced
stealing are 2.tell the story of knowledge on learners dic.
bad Ananias and Saphira 2. To summarize the cheating and Pages 185
/Achan story of stealing &170 revised
Ananias/Saphira and Role play
standard bible
3.state the Achan. Individual acts chapter 5
consequences of response will also & my 100 best
stealing and cheating 3. To state why prove each loved bible
cheating and stealing learners
4. State the need for stories by
are wrong. understanding on
contentment. Bruce
the consequence Wilkinson.
4. To state the moral
of
lessons.
cheating/stealing.

5 I don’t want 1.describe terms 1. To describe the Social skills; An open class D.V.D and My 100 best
to disobey term disobey. Transportation activity will prove picture of Jonah loved bible
157
 2. Tell the story of 2. To summarize the learners stories by
Jonah and some moral story of Jonah and understanding/kn Bruce
lesson form the story. state the moral owledge in the Wilkinson
lessons. story of Jonah
3.identify and mention and the moral
practical ways we 3. To mention some lesson.
show disobedience ways we disobey. D.V.D on the
using a role play An individual story of jonah
4. to say why it is ability to state the
4. Say the consequence wrong to disobey consequences of
of disobedience using disobedience and
the story of Jonah and the benefits of
some benefits of obedience will
obedience. also ascertain
each learner’s
level of
assimilation on
the topic.

6/7 Nobody 1.describe God as the 1. To say why God is Social skills; The An individual D.V.D on the My 100 best
knows but omnipresent omnipresent. family. ability to describe story of Moses loved bible
God. the Omnipresence stories by
2.tell the story of Mirian 2. To say a short God will prove Bruce
and baby Moses summary on the each learners Wilkinson.
story of Moses and understanding on
3. Say the moral lesson state the moral the topic.
from the story. lessons.
Class discussion
4. Say the need to be 3. To state the at the end of the
well behaved at all times benefits of being well lesson will
using a play let. behaved. ascertain learners
understanding on
the story of mirian
and baby Moses.

8/9 What I 1.identify and mention 1. To describe being An open class Macmillan
should do some good manners good. discussion at the school dict.
158
 as a good 2. State the need to 2. To say the need to beginning of the Pages 407
child forgive using the story forgive lesson will &gradNevis
of Joseph. ascertain bible pages
3. To state the learners 432 (Esther 4)
3. Say the benefits of benefits of knowledge on
forgiveness/consequen forgiveness and the good manners
ce of unforgiving spirit consequence of an
using a role play. unforgiving spirit. Learner’s
feedback will
prove each
learners ability to
apply his/her
knowledge in the
lesson.

10/11 Kindness 1.describe terms 1. To demonstrate Language Art; An open class D.V.D of Queen Macmillan
kindness. Nouns. activity will Esther school dict.
2.mention other moral ascertain Pages 407&
we can use in place of 2.to summarize the learner’s
kindness story of queen Esther knowledge on the Grodnaives
and say the moral meaning to bible pages
3. State practical ways lessons 432 (Esther)
kindness.
we can show kindness
using the story of Queen 3. To mention ways Individual work
Esther. we can show will also give
kindness and to state understanding to
4. State the benefits of the benefits of each learners
showing kindness. showing kindness. level of
assimilation in the
benefits of
kindness

12 Jesus our 1.describe terms 1. To describe Jesus Sensorial Activity; An individual Picture of Jesus My 100 best
role model as a role model. Concept of ability to describe and satan Loved bible
2.identify and mention height. Jesus and some stories by
some good manners 2. To identify and say good manners he Bruce
that Jesus displayed some of the displayed will Wilkinson
159
 that make him characters Jesus prove each
outstanding (a role portrait that made learners
model) him a role model. understanding on
the topic.
3.tell the story of Jesus 3. To mention the
and the devil (when ways Jesus was An open class
Jesus was tempted) tempted by satan. activity will also
prove learners
4. Say some moral understanding in
lesson from the story. the story of
Jesus.
5. Identify and colour
our role model Jesus.

HANDWRITING 1ST TERM

WEEK TOPIC CONTENTS KEYSKILLS CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULLAR
LINK

1 Tracing and writing 1.To guide learners 1. to grip with Language Art; Open class Handwriting Easy learning
sounds a, b in tracing “a” and “b” the tripod finger. single sounds activity on book and writing by
formation of the pencils Collins pages
2.To guide learners 2. To trace a letters will 7
to form the sounds and b. provide
“a” and “b” evidence on the
3. To form the Dreamland
extent to which
sounds a and b. handwriting
learners
book,
understand the
160
 lesson. Chart on single
sounds

2 Tracing and writing 1.To guide learners 1. To identify Language Art; An open class Handwriting Easy learning
sound “c” d to form the sounds the sounds c single sounds activity at the book and writing by
“c” and “d” and d. beginning of the pencils Collins pages
lesson will give 8
2.Toguide learners to 2. To trace and feedback on the
trace “c” and “d” form the sound extent to which
c and d. Dreamland
learners
3.To guide learners handwriting
understood
to write the letter “c” 3. To look and book,
work on tracing
and “d” copy the sounds
c and d Chart on single
sounds

3 Tracing and writing 1.To lead learners 1. To identify Language Art; A whole class Handwriting Easy learning
sound e, f identify the sounds e the sounds c single sounds activity at the book and writing by
and f and d. beginning of the pencils Collins pages
lesson will prove 13
2.To guide learners 2. To trace and learners
to form the letters e, form the sound understanding
f e and f. Dreamland
of the topic.
handwriting
3.To guide learners 3. To look and Individual book,
to trace and write “e” copy the sounds activity to form,
and “f” e and f Chart on single
trace the letters.
sounds

4 Tracing and writing 1.To lead learners to 1. To grip with Language Art; An open class Handwriting Easy learning
“g” and “h” identify the sound the tripod finger. single sounds activity at the book and writing by
beginning of the pencils Collins pages
2.To guide learners 2. To identify class will give 14-15
to form the letters “g” the sounds g understanding
and “h” and h. of learners level
Dreamland
of assimilation
3.To guide learners 3. To form and handwriting
on the topic
to trace and write “g” trace sounds g book,

161
 and “h” and h. An individual Chart on single
work on writing sounds
4. To look and and tracing.
copy g and h.

5 Tracing and writing 1.To identify the 1. To grip with Language Art; Open class work Handwriting Easy learning
“i” j sounds the tripod single sounds at the beginning book and writing by
fingers. of the lesson on pencils Collins pages
2.Formation of the formation of 15-16
sounds “i” and j” 2. To identify letters will prove
the sounds i and learners
3.To trace and write j. Dreamland
knowledge on
“i” and j” handwriting
topic.
3. To form and book,
trace I and j. Individual work
Chart on single
to write and
3. To look and sounds
trace letters will
write I and j.
give feedback
on learners
ability to write

6/7 Tracing and writing 1.To guide learners 1. To grip with Language Art; Open class work Handwriting Easy learning,
k, l to identify the the tripod single sounds at the beginning book and writing by
sounds fingers. of the lesson on pencils Collins page
formation of 20-21
2.Formation of the 2. To identify letters will prove
letters “k” and “L” the sounds k learners
and l. Dreamland
knowledge on
3.To guide learners handwriting
topic.
to trace and write k 3. To form and book,
and L. trace k and l. Individual work
Chart on single
on tracing and
3. To look and sounds
writing will give
write k and l.
evidence on
each learner’s
ability to write.

162
8 Tracing and writing 1.To guide learners 1. To grip with Language Art; An open class Handwriting Hand writing
sounds “m” and n to Identify the the tripod single sounds. work at the book and work book 3
sounds fingers. beginning of the pencils by Nelson
class will pages 2-4
2.To guide learners 2. To identify provide
to form the sounds the sounds m feedback on
“m” and “n” and n. Dreamland
learners
handwriting
understanding
3.To trace and write 3. To form and book,
of the topic.
“M” and “N” trace m and n.
Chart on single
An individual
3. To look and sounds
activity of form
write m and n.
and write letters
will prove each
learners writing
ability

9 Tracing and writing 1.To guide learners 1. To grip with Language Art; An open class Handwriting `hand writing
sounds o, p, q to Identify the the tripod single sounds work to prove book and work book 1
sounds fingers. learners pencils by Nelson
understanding pages 30-31
2.To guide learners 2. To identify of the lesson.
to form the sounds the sounds o, p
“o” “p” and “q” and q. Individual work Dreamland
on formation of handwriting
3.To guide learners 3. To form and letter “O” “P” book,
trace and write o” “p” trace o, p and q. and “Q”
and “q” Chart on single
3. To look and sounds
write o, p and q.

10 Tracing and writing 1.To identify the 1. To grip with Language Art; Whole class Handwriting Hand writing
“r” “s” and “t” sounds the tripod single sounds activity at the book and work book 1
fingers. beginning of the pencils by Nelson
2.Formation of the class will give pages 23-25
letters “R”, “S” and 2. To identify feedback on
“T” the sounds r, s learners
Dreamland
163
 3.To trace and write and t. understanding handwriting
r”, “s” and “t” of the topic. book,
3. To form and
trace r, s and t. Individual work Chart on single
will prove each sounds
3. To look and learner
write r, s and t. knowledge on
writing.

11 Tracing and writing 1.To guide learners 1. To grip with Language Art; An open class Handwriting Hand writing
sounds “U”, “V” and to identify the the tripod single sounds activity will book and work book 1
W sounds fingers. prove leaner’s pencils by Nelson
knowledge on pages 15-17
2.To guide learners 2. To identify formation of
to form the letters the sounds r, s letters.
“U”, “V” and “W” and t. Dreamland
Individual work handwriting
3.To guide learners 3. To form and on writing and book,
to trace and write the trace r, s and t. tracing will
sound “U”, “V” and Chart on single
provide
“W” 3. To look and sounds.
evidence on
write r, s and t.
each learners
writing ability.

12 Tracing and writing 1.To identify these 1. To grip with Language Art; An open class Handwriting Hand writing
“X” , sound the tripod single sounds activity will give book and work book 1
“Y” and “Z” fingers. understanding pencils by Nelson
2.To form the sound of learner’s level pages 11-14
“X”, “y” and “Z” 2. To identify of assimilation
the sounds x, y on the topic.
3. To trace and write and z. Dreamland
these sounds. Individual handwriting
3. To form and activity to write book,
4.To write all the trace x, y and z. the sounds will
sounds Chart on single
ascertain each
3. To look and sounds
learner’s ability
write x, y and z.
to write.
164
 2ND TERM
WEEK TOPIC CONTENTS KEYSKILL CROSS CURRICULAR ASSESSMEN RESOURCE REFERENCE
LINK T

1 Fill in the 1.To guide learners to 1. To grip with tripod Number concept; Open class Number writing Nursery
missing look and copy fingers. number values activity on book, Numbers 6 by
number 1-10 numbers 1-10 look and Schofield &
2. To look form and copy will Activity book, Sims pages 7
2.To guide learners to copy numbers 1-10 provide
fill in the missing Chart on
evidence on
numbers 1-10 3. To fill in the missing numbers,
the extent to
numbers 1-10
which Handwriting
learners notebook,
understand
the lesson. Pencil

Individual
activity to fill
in the
missing
numbers.

2 Write from 1.To guide learners to 1. To grip with tripod Number concept; An open Number writing Nursery
memory 1-20 form number 1- 20 fingers. number value class activity book, Numbers 6 by
at the Schofield &
2.To guide learners to 2. To look form and beginning of Activity book, Sims pages 8
look and copy number copy numbers 1-20 the lesson
1-20 Chart on
will give
3. To write from numbers,
feedback on
165
 3.To write number 1- memory numbers 1-20 the extent to Handwriting
20 from memory which notebook,
learners
understood Pencil
the lesson.

Individual
work on
writing from
memory.

3 Tracing and 1.To guide learners to 1. to grip with the tripod Language Art; single A whole Dreamland Easy learning
writing identify the sound finger. sounds class activity handwriting writing by
sounds ‘a, b’ at the book, Collins pages
2.To guide learners to 2. To trace a and b. beginning of 13
form the letters a, b the lesson Chart on single
3. To form the sounds a sounds
will prove
3.To guide learners to and b
learners
trace and write “a” and Handwriting
understandin
“b” notebook,
g of the
topic. Pencil.
Individual
activity to
form, trace
the letters.

4 Look and 1. To guide learners to 1. To build and blend Sensorial Activity; An open Early Easy learning
copy “in, at, blend the words. two letter words. preposition class activity learner(phonics writing by
is, it” at the and spelling) Collins pages
2. To guide learners 2. To look and copy two beginning of 14-15
form two letter words. letter words. the class will Chart on two
give letter words
3. To look and copy. 3. To read two letter
understandin
“in, at, is, it”, words. Handwriting
g of learners
note book,
4. To listen and write level of
assimilation
166
 two letter words. on the topic Pencil

An individual
work to look
and copy.

5 Identify and 1. To guide learners to 1. To identify tall Sensorial Activity; Open class Dreamland Easy learning
copy the tall identify the tall sounds. concept of height work at the handwriting writing by
sounds(h, b, sounds. beginning of book, Collins pages
d, f) 2. To form and write tall the lesson on 15-16
2. To guide learners to sounds. formation of Handwriting
Form and write the tall letters will notebook,
sounds. 3. To look and copy tall
prove
sounds. Pencil.
learners
3.To guide learners to
knowledge
look and copy “h, d, b,
on topic.
f”
Individual
work to look
and copy
letters will
give
feedback on
learners
ability to
write

6/7 Identify and 1.To guide learners to 1. To identify sounds Pre-science; parts of Open class Dreamland Easy learning,
copy the identify the sounds with leg. the body work at the handwriting writing by
sounds with beginning of book, Collins page 20-
legs.( g, p, j, q, 2. To guide learners to 2. To form the sounds the lesson on 21
y) form the sounds with with leg. formation of Handwriting
leg. letters will notebook,
3. To look and copy the
prove
3.To look and copy “ g, sounds with leg (g, p, j, Pencil.
learners
p, j, q, y) q, y).
knowledge
on topic.
167
 Individual
work to look
and copy will
give evidence
on each
learner’s
ability to
write.

8 Read and 1.To guide learners to 1. To read and An open Early Hand writing
copy “of, me, read and memorize memorize sight words class work at learner(phonics work book 3 by
my, we.” the sight words me, my, we. the beginning and spelling) Nelson pages 2
of the class -4
2. To guide learners to 2. To look and copy will provide Chart on sight
look and copy. “Of, me. sight words. feedback on words
My, we.” learners
Handwriting
understandin
note book,
g of the
topic. Pencil
An individual
activity to
read and
copy words
will prove
each learners
reading
ability

9 Read and 1.To guide learners 1. To build and blend Pre-science; animals An open Chart on three `Phonics and
copy. “fat, blend the words three letter words. class work to letter words, Spelling by
dog, pig ,box” prove Collins. Ages 4-
2. To guide learners to 2. To look and copy learners Early 5, pages 5-6.
look and copy “fat, three letter words. understandin learner(phonics
dog, pig, box.” g on the and spelling)
3. To read three letter
lesson.
3. To guide learners to words. Handwriting
168
 read these words. 4. To listen and write Individual note book,
three letter words. work on look
and copy, fat, Pencil
dog, pig, box.

10 Look and 1.To guide learners to 1. To count from Number concept; Whole class Number writing Nursery
copy 11-20 count numbers 1-20 number 1-20 counting in activity at the book, Numbers 6 by
ascending order beginning of Schofield &
2. To guide learners in 2. To form and copy the class will Activity book, Sims page9
Forming of numbers 1- numbers 1-20 give
20 Chart on
feedback on
3. To write numbers 1- numbers,
learners
3.To direct learners to 20 from memory.
understandin Handwriting
look and copy 1-20
g of the notebook,
topic.
Pencil
Individual
work will
prove each
learner
knowledge
on writing.

11 Read and 1.To guide learners to 1.To identify the sounds Language Art digraph An open Chart on digraph Jolly phonics
copy, oo, ,oa, identify the sounds oo, oa, ee, or. sounds class activity sounds, hand book
ee, or will prove
2.To guide learners to 2. To read look and copy leaner’s Activity book,
form the sounds oo, oa, ee, or. knowledge
Handwriting
on formation
3. To direct learners to 3. To listen and write notebook,
of letters.
look and copy oo, oa, digraph sounds.
ee, or. Pencil
Individual
work on read
and copy will
provide
evidence on
each learners
169
 writing
ability.

12 Review all 1.To guide learners to 1. To identify all the Pre-science; part of An open Dreamland Hand writing
sounds with identify these sounds sounds with legs. my body class activity handwriting work book 1 by
legs will give book, Nelson pages
2.To direct learners 2. To look and copy the understandin 11-14
form the sounds g, p, j, sounds with leg. g of learner’s Handwriting
q, y. level of notebook,
3.To listen and write the
assimilation
3. To guide learners to sounds with leg Pencil.
on the topic.
look and copy these
sounds. Individual
activity to
4.To direct learners to
write the
write all the with leg
sounds will
sounds
ascertain
each
learner’s
ability to
write.

3RD TERM
WEEK TOPIC CONTENT KEY SKILL CROSS CURRICULAR ASSESSMENT RESOURC REFERENCE
LINK E

1 Look and 1. To guide learners to 1. To identify all the tall Sensorial Activity; Open class Dreamlan Easy learning
copy tall identify the tall sounds. concept of height activity on look d writing by
sounds sounds. and copy will handwriti Collins pages 19
2. To form, look and provide evidence ng book,
170
 2. To direct learners to copy all the tall sounds. on the extent to Handwriti
form the tall sounds. which learners ng
3. To listen and write all understand the notebook,
3. To guide learners to the tall sounds lesson.
look and copy tall Pencil.
sounds, d, b, h, f, t, f, l, Individual activity
k. to form letters
correctly.

2 Look and 1. To guide learners to 1. To identify the sounds Pre-science; part of An open class Dreamlan Easy learning
copy sounds identify the sounds with leg. the body activity at the d writing by
with legs with leg. beginning of the handwriti Collins pages 21
2. To form, look and lesson will give ng book,
2. Guide learners to copy sounds with leg. feedback on the
Form of sounds with extent to which Handwriti
legs. 3. To listen and write ng
learners
sounds with leg. notebook,
understood the
3.To guide learners to
lesson.
look and copy, g, q, p, Pencil.
y. Individual work on
writing letters
with legs.

3 Look and 1.To guide learners to 1. To identify all the Sensorial Activity; A whole class Dreamlan Easy learning
copy short identify the short short sounds. concept of height activity at the d writing by
sounds sounds beginning of the handwriti Collins pages 25
2. To look and copy the lesson will prove ng book,
2. To guide learners to short sounds. learners
form the letters a, c, e, understanding of Handwriti
i, m, n, o, r, s, u, v, w, z, 3. To listen and write all ng
the topic.
x. the short sounds. notebook,
Individual activity
3. To guide learners to to form the Pencil.
look and copy the letters.
short sounds.

4 Look and 1. To guide learners to 1. To build and blend An open class Chart on Easy learning

171
 copy three build and blend three three letter words. activity at the three writing by
letter words. letter words. beginning of the letter Collins pages 24
2. To read three letter class will give words, -25
2. To guide learners to words. understanding of Early
read three letter learners level of learners
words. 3. To look and copy
assimilation on phonics
three letter words.
the topic and
3. To direct learners to
1. To listen and write spelling.
look and copy three An individual work
letter words. Ant, sat, three letter words.
to look and copy. Dreamlan
log, leg. d
handwriti
ng book

Handwriti
ng note
book,

pencil

5 Look and 1. To guide learners to 1. To build and blend Open class work Chart on Easy learning
copy four build and blend four three letter words. at the beginning word with writing by
letter words. letter words. of the lesson on digraph Collins pages 26
2. To read four letter writing these sounds, -27
2. To lead leaners to words. words will prove Early
read four letter words. learners learners
3. To look and copy four
knowledge on phonics
3. To direct learners to letter words.
topic. and
look and copy four
4. To listen and write spelling.
letter words. Pink, Individual work to
frog, sing, swam. four letter words.
look and copy Dreamlan
words will give d
feedback on handwriti
learners ability to ng book
write
Handwriti
ng note

172
 book,

Pencil

6/7 Look and 1. To guide learners to 1. To build and blend Songs and rhymes; Open class work Chart on Easy learning,
copy five build and blend five five letter words. there are five at the beginning consonan writing by
letter words. letter words. balloons floating in of the lesson t blends, Collins page -30
2. To read five letter the air. reading this word Early
2. To direct learners to words. will prove learners learners
read five letter words. knowledge on phonics
3. To look and copy five
topic. and
3. To guide learners to letter words.
spelling
look and copy, brush, Individual work to
queen, broom. 4. To listen and write
look and copy will Handwriti
five letter words.
give evidence on ng note
each learner’s book,
ability to write.
pencil

8 Copy this 1. To guild learners to 1. To construct and read Pre-science; tools An open class Handwriti Hand writing
sentence; The construct and read sentences. and toys. work at the ng note work book 3 by
door is shut. sentences. beginning of the book, Nelson pages
2. To look and copy class will provide pencil, 10
2. To direct learners to sentence (The door is feedback on and chart
look and copy; the shut). learners on
door is shut. understanding of sentence
3. To listen and write the
the topic. constructi
door is shut.
on and
An individual Dreamlan
activity to read d
and copy handwriti
sentences will ng book.
prove each
learners reading
ability

9 Copy this 1. To guild leaners to 1. To construct and read Social skill; duties of An open class Handwriti `Hand writing

173
 sentence; build and read the sentences. members of the work to prove ng note work book4
Mum can sentence. family learners book, Nelson. Page 4.
cook. 2. To look and copy understanding on pencil,
2. To direct learners to sentence (Mum can the lesson. and chart
look and copy; mum cook). on
can cook. Individual work on sentence
3. To listen and write look and copy, constructi
mum can cook. mum can cook. on and
dreamlan
d
handwriti
ng book.

10 Copy this 1.To guide learners to 1. To construct and read Social skill; the Whole class Handwriti Hand writing
sentence; I build and read the sentences. family. activity at the ng note work book 4 by
like mum and sentence beginning of the book, Nelson page 7
dad. 2. To look and copy class will give pencil,
2. To direct learners to sentence (I like mum feedback on and chart
look and copy; I like and dad). learners on
mum and dad. understanding of sentence
3. To listen and write I
the topic. constructi
like mum and dad.
on and
Individual work on dreamlan
writing the d
sentence will handwriti
prove each ng book.
learner knowledge
on writing.

11 Copy this 1. To guide learners to 1. To construct and read Songs and rhymes; An open class Handwriti Hand writing
sentence; construct and read the sentences. old Mac-donald has a activity will prove ng note work book 4 by
Duck can sentence. farm leaner’s book, Nelson page 9
swim. 2. To make the sound knowledge on the pencil,
2. To guide learners on the duck makes. topic. and chart
the sound the duck on
makes. 3. To look and copy Individual work on sentence
sentence. The duck can read and copy will
174
 2. To guide learners to swim. provide evidence constructi
look and copy; Duck on each learners on and
can swim. writing ability. Dreamlan
d
handwriti
ng book.

12 Copy this 1. To direct learners to 1. To construct and read Pre-science; classes An open class Handwriti Hand writing
sentence; A construct and read the sentences. of food activity will give ng note work book 4 by
bunch of sentence. understanding of book, Nelson page14
banana. 2. To look and copy learner’s level of pencil,
2. To guide learners to sentence. A bunch of assimilation on chart on
look and copy the banana. the topic. sentence
sentence; A bunch of constructi
banana. Individual activity on.
to write the
sounds will
ascertain each
learner’s ability to
write.

T.P.D 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULAR
LINK

1 Coming to To partake in 1. To always Number An open class .teachers and pupils www.lumosity.co
school early the morning be punctual concept: telling activities will give m
175
 drill. in school the time in the feedback on the
hour. extent learners
2. To always have understood
be ready the lesson.
for the daily
activities. Individual work .
the way a learner is
3. To go to able to answer his
bed in time name will prove
his understanding
.
on the topic.

2 Orderliness Making lines, 1.To always make a W. W. J. D: the Whole class activity Pupils and teachers www.lumosity.co
folding arms straight line. story creation at the beginning of m
and standing the lesson will
according to 2. To always stand ascertain learner’s
height. according to height knowledge on how
on a queue to keep and
maintain
orderliness.

3 Doing my To do, handle 1. To do home work W. W. J. D: The ability of child Book, water, file, www.lumosity.co
homework homework with as instructed obedience to do , keep and table m
care / returning return homework
2. To return neatly will prove
homework.
homework in time. learners
understanding on
the topic
4 Correct To take a proper 1.to always sit the Physical Whole class Chair, table www.lumosity.co
learning sitting posture [right way during education: jack activity will give m
position while learning learning time. in the box feedback on the
extent to which
pupils can take a
good learning
position.

5 Proper use of To handle 1. To always take W. W. J. D: the Child’s ability to Books, table, pencil, www.lumosity.co
materials materials with care of their story of queen handle and use easer, etc m
176
 care property/belonging Esther materials will test
how the child
understands the
proper use of
materials.

6/7 Bullying and 1.To discourage 1. To always avoid W. W. J. D: the Learners ability to Picture of two www.lumosity.co
fighting are learners from fighting story of the mingle or associate persons fighting m
wrong bullying and good Samaritan with others will
fighting. 2. To treat others prove the extent to
as will want others which pupils
do to you. understanding that
bullying and
fighting are wrong

8 Proper way of To encourage 1. To always make W. W. J. D: the Whole class and Teacher, pupil,
answering the use of use of pointer to story of Samuel individual activities register, pen www.lumosity.co
question pointer when get attention and Eli will prove the m
question is extent to which
asked. learners
understand the
topic.

9 Silence time To encourage To keep and W. W. J. D: the The level at which Table, teacher and www.lumosity.co
silence during maintain silence death and learners observe pupil m
meal time, during meal, resurrection of silence during the
learning time learning and resting Christ. meal, silence and
and resting time time resting time will
show pupils
understanding on
the topic

10 Proper way to To encourage To make the use Physical Pupils regular use Handkerchief and www.lumosity.co
sneeze, yawn the use of of handkerchief a education: of handkerchief tissue m
and cough handkerchief habit bending and value of
177
 To always avoid exercise handkerchief while
sneezing on people coughing , yawning
and sneezing will
prove learners
understanding on the
topic

11 Orderliness Carrying and To always keep W. W. J. D: the Whole class activity Boxes, bags, books www.lumosity.co
keeping of bags things in the right story of at the beginning of etc m
and boxes on place and the right creation. the lesson will
the shelves. ways ascertain learner’s
knowledge on how
to keep and
maintain
orderliness.

12 Greetings in To encourage To master the W. W. J. D: The ability of Teachers, pupils and www.lumosity.co
the morning good manners . correct greetings in thankfulness. learners to greet parents m
and the morning and The story of the the proper way in
afternoon To encourage afternoon. ten lepers the morning and
learners to afternoon will show
always greet in To be respectful. how deep learners
the morning and understand the
after school To be polite
topic

2ND TERM
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

1. Coming to 1.To partake in 1. To always Number An open class activities will Teachers and www.lumosity.co
school morning drill. be punctual concept: give feedback on the extent pupils m
178
 early in school telling the time learners have understood the
in the hour. lesson.
2. To always be
ready for the Individual work . the way a
daily learner is able to answer his
activities. name will prove his
understanding on the topic.
3. To go to bed
in time

2. Correct To encourage  To always sit Practical life: Whole class work at the Teachers, www.lumosity.co
sitting and learner to sit, the right way grooming beginning of the lesson will pupils m
standing stand and walk provide evidence on the extent
posture the right ways  To always to which learners can sit and
walk the stand the right way.
right way

3. Silence To encourage To keep and W. W. J. D: the The level at which learners Table, pupils www.lumosity.co
time. silence during maintain silence death and observe silence during the and teacher m
meal, learning during meal, learning resurrection of meal, silence and resting time
and resting time. and resting time Christ. will show pupils understanding
on the topic

4/5. How to The right way to 1. To always take W. W. J. D: the Child’s ability to handle and Pencils, books, www.lumosity.co
handle use materials care of their story of queen use materials will test how eraser etc m
materials property/belonging Esther the child understand the
proper use of materials

6/7. Handling To encourage To do, handle W. W. J. D: The ability of child to do , keep Books, files, www.lumosity.co
home work learners to homework with care obedience and return homework neatly table m
books, always handle / returning will prove learners
doing and books with care, homework. understanding on the topic
passing doing and
homework returning
homework books

179
 8/9 School 1. To drill 1.To always obey W. W. J. D: the The manner in which pupils Chart on www.lumosity.co
rules / learners on school rules. ten respond to the school rules class/ school m
agreement. observing school commandmen will help evaluate pupils agreement
rules and class 2.To always respect ts understanding on the topic
agreement. and regard the
school rules

RD 10 Good toilet To encourage 1.to always wash Pre-science: The extent to which learners Soap, water, www.lumosity.co
3 habits washing of hands hand after using the personal remember to wash hands with towel, toilet m
with soap toilet hygiene. soap, flush toilet and lift skirt
,flushing and whenever they make use the
drying of hands 2. to see the need toilet will prove their
after using the for flushing toilet understanding on the topic
toilet after use

3. to lift skirt properly

when trying to use
the toilet.

11. Proper way To encourage  To answer W. W. J. D: the A whole class activity will tell if Teachers and www.lumosity.co
of learners to name the story of learners can answer their pupils m
answering answer names right way Samuel and Eli name correctly
your name the right way {yes when called.
please}

12. Don’t take To discourage 1. To avoid W. W. J. D: the Whole class and individual Thing on the www.lumosity.co
things that stealing stealing from story of activity will test for how best table m
do not people Ananias and learners understand the topic.
belong to saphira
you. 2. To develop a
good habit

TERM
180
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR LINK

1 Coming to To settle down 1. To always Number concept: An open class activities will Teachers and www.lumosity.co
school and partake in be punctual telling the time in give feedback on the extent pupils m
early and morning drills in school the hour. learners have understood the
settling lesson.
down in 2. To always
class be ready Individual work . the way a
for the daily learner is able to answer his
activities. name will prove his
understanding on the topic.
3. To go to
bed in time

2 Handling To encourage To do, handle W. W. J. D: The ability of child to do , keep Books, files www.lumosity.co
my learners to always homework with obedience and return homework neatly m
homework handle books with care / returning will prove learners
and books care, do and homework. understanding on the topic
return home work.

3 My class To rote read the  To master W. W. J. D: the ten The manner in which pupils Chart on class www.lumosity.co
agreement. class agreement some good commandments respond to the class rules will agreement m
daily . behaviour help evaluate pupils
while in understanding on the topic
class

 To always
abide by
rules

4 Some good To encourage 1.to always observe Pre-science: The extent to which learners Table, food, www.lumosity.co
habits. good table good table personal hygiene. remember to wash hands with chair, toilet m
manners, good manners. soap, flush toilet and lift skirt
toilet habits, whenever they need to use the
181
 sitting posture 2. to always toilet/ eat properly without
and greetings . observe good toilet making crumbs, talking with
habit / good mouth full and soiling shirt will
walking , sitting and help evaluate pupils
standing posture knowledge on the topic

5/6 Minding To encourage the 1. To always Language art: the Learners ability to identify and Teachers and www.lumosity.co
your use of polite use polite 42 jolly phonics pronounce sound the way it pupils m
language words. words sounds should be pronounced while
always speaking , the use of polite
2. To words always will give prove
pronounce on their understanding on the
words topic.
correctly

3. To speak
correct
English

7/8 Etiquette: To dress up 1.to always look Practical life: Learners, effort to always look Pupils and www.lumosity.co
minding properly neat. grooming. neat will help to test pupils teachers m
your understanding on the topic.
dressing. 2. to always be
presentable

9/10 Etiquette Don’t laugh at 1.To always W. W. J. D: the Pupils ability to listen to others Pupils and www.lumosity.co
your friend’s respect others story of David and and correct politely when the teachers m
mistake opinion Goliath need arise rather than
laughing will help to prove how
2. always see the much pupils imbibe the topic.
good side of others

11 Good table To discourage 1. To always be Pre-science : The ability of learners to eat Table, food, www.lumosity.co
manners talking with quiet, not soiling personal hygiene. with the mouth closed, chair m
mouth full, clothes, not making unsoiled dress, not making
making of crumbs while crumbs will help determine
crumbs, soiling of eating their understanding on the
clothes while topic.
182
 eating.

12 Good toilet To encourage 1.to always wash Pre-science: The extent to which learners The toilet, www.lumosity.co
habits washing of hands hand after using personal hygiene. remember to wash hands with water, soap, m
with soap, the toilet soap, flush toilet and lift skirt towel
flushing nd drying whenever they make use the
hands after using 2. to see the need toilet will prove their
the toilet. for flushing toilet understanding on the topic
after use

3. to lift skirt
properly when
trying to use the
toilet.

STORY 1ST TERM

WKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK
1 Reading 1.describe terms 1. To say the Sensorial Activity. Whole class activity at the Different picture Ladybird
individual 2.identify different meaning of Perception and beginning of the lesson books. story books
picture book. pictures reading. discrimination will provide evidence on
2. To identify the extent to which
different pictures. learners can read picture
books.
Individual work will
provide evidence on the
extent to which each
learner can apply their
knowledge on reading
picture books.
2/3 Snow white and 1.describe terms 1.To identify and Social skills; Whole class activity at the The DVD on snow Snow white
the seven 2. identify each describe the seasons beginning of the lesson white and the story book

183
 dwarfs character in the characters will provide evidence on seven dwarfs
story 2. To give a the extent to which
3. Tell the pupils the summary of the learners can apply their
story. story. knowledge on snow white
4. State the moral 3. To say the and the seven dwarfs.
lessons in the story. moral lessons in Individual work will
the story. provide evidence on the
extent to which each
learner summarize the
story.
4/5 Pinocchio 1.describe terms 1. To identify and W.W.J.D. what I whole class activity at the Wood, pupils and The story
2. Identify each describe the should do as a beginning of the lesson teachers book for
character in the characters in the good child. will provide evidence on pinocchio
story. story. the extent to which
3. Tell the pupils the 2. To give a learners can apply their
story. summary of the knowledge on Pinocchio
4. State the moral story. Individual work will
lessons in the story. 3. To say the provide evidence on the
moral lessons in extent to which each
the story. learner summarize the
story.
6/7 Little red riding 1.describe terms 1. To identify and Sensorial Activity; Whole class activity at the Red material, pix The story
hood 2. identify and name role play some of concept of beginning of the lesson of a wolf book for little
the characters in the the characters in colours. will provide evidence on red ridding
story the story. the extent to which hood
3.Dramatise and say 2. To give a short learners have ascertained
the story to the summary of the the lesson.
pupils story. Individual work on stating
4. State the moral 3. To say the the moral lesson will
lessons in the story. moral lessons in provide evidence on the
the story. extent to which each
learner have understood
the lesson.
8/9 Amelia and the 1.describe terms 1. To identify and Pre science; Whole class activity at the Grasshopper, Amelia and
grasshopper 2. identify and name role play some of insects beginning of the lesson basket ball court the
the characters in the the characters in will provide evidence on grasshopper
story the story. the extent to which story book
3.Dramatise and say 2. To give a short learners can apply their
the story to the summary of the knowledge on story.
pupils story. Individual work on stating
4. State the moral 3. To say the the moral lesson will
184
 lessons in the story. moral lessons in provide evidence on the
the story. extent to which each
learner have understood
the lesson.

10/11 The giant stew. 1.describe terms 1. To identify and Sensorial Activity; Whole class activity at the Carrot, knife, pot. The giant
2. identify and name role play some of concept of size beginning of the lesson stew story
the characters in the the characters in will provide evidence on book
story the story. the extent to which
3.Dramatise and say 2. To give a short learners can apply their
the story to the summary of the knowledge on the story.
pupils story. Individual work on
4. State the moral 3. To say the summarizing the story will
lessons in the story. moral lessons in provide evidence on the
the story. extent to which each
learner have ascertained
the lesson.
12 The clever 1.describe terms 1. To identify and Pre science; Whole class activity at the A jug, stones and The clever
monkey 2. identify and name role play some of animals beginning of the lesson water. monkey story
the characters in the the characters in will provide evidence on book
story the story. the extent to which
3.Dramatise and say 2. To give a short learners can apply their
the story to the summary of the knowledge on story.
pupils story. Individual work on stating
4. State the moral 3. To say the the moral lesson will
lessons in the story. moral lessons in provide evidence on the
the story. extent to which each
learner have ascertained
the lesson.

STORY 2ND TERM

1 Reading individual 1.describe terms 1. To say the W.W.J.D; Story Whole class activity at the Stories books. Individual
story book 2.identify different meaning of of creation beginning of the lesson will story books
pictures reading. provide evidence on the
2. To identify extent to which learners can
different pictures. apply their knowledge on the
story.
Individual work to identify
185
 pictures will provide evidence
on the extent to which each
learner have ascertained the
lesson.
2/3 The fox and the 1.describe terms 1. To identify and Pre science; wild whole class activity at the Picture of a fox, The fox and
stork 2. identify and role play some of animals beginning of the lesson will the stork
name the the characters in provide evidence on the story book
characters in the the story. extent to which learners can
story 2. To give a short apply their knowledge the
3.Dramatise and summary of the topic
say the story to story. Individual work on
the pupils 3. To say the summarizing the story will
4. State the moral moral lessons in provide evidence on the
lessons in the the story. extent to which each learner
story. have ascertained the lesson.

5/6 Chicken licken 1.describe terms 1. To identify and Pre science; Whole class activity at the A nut, pix of the Chicken
2. identify and role play some of heavenly bodies beginning of the lesson will chicken licken story
name the the characters in provide evidence on the book
characters in the the story. extent to which learners can
story 2. To give a short apply their knowledge.
3.Dramatise and summary of the Individual work to summarize
say the story to story. the story will provide
the pupils 3. To say the evidence on the extent to
4. State the moral moral lessons in which each learner have
lessons in the the story. understood the topic.
story.

6/7 The three little 1.describe terms 1. To identify and Pre science; Whole class activity at the Straw, brick and The three
pigs 2. identify and role play some of farm animals. beginning of the lesson will wood little pig
name the the characters in provide evidence on the story book
characters in the the story. Sensorial extent to which learners can
story 2. To give a short Activity; concept identify the pigs.
3.Dramatise and summary of the of size Individual work to state the
say the story to story. moral lessons will provide
the pupils 3. To say the evidence on the extent to
4. State the moral moral lessons in which each learner have
186
 lessons in the the story. ascertained the lesson
story

8/9 The duck and the 1.describe terms 1. To identify and Pre-science: Whole class activity at the Peak, picture of The duck and
hen 2. identify and role play some of domestic beginning of the lesson will a hen and duck the hen story
name the the characters in animals provide evidence on the
characters in the the story. extent to which learners can
story 2. To give a short apply their knowledge on
3.Dramatise and summary of the lesson.
say the story to story. Individual work to will provide
the pupils 3. To say the evidence on the extent to
4. State the moral moral lessons in which each learner have
lessons in the the story. ascertained the lesson.
story.

10/11 Why the bear tail is 1.describe terms 1. To identify and W.W.J.D: Greed Whole class activity at the Fish, picture of The book on
short 2. identify and role play some of beginning of the lesson will snow, bear and why the bear
name the the characters in provide evidence on the fox. tail is short.
characters in the the story. extent to which learners can
story 2. To give a short apply their knowledge on the
3.Dramatise and summary of the topic.
say the story to story. Individual work will provide
the pupils 3. To say the evidence on the extent to
4. State the moral moral lessons in each assimilation of the
lessons in the the story. topic.
story.

12 Why the giraffe 1.describe terms 1. To identify and Pre-science: Whole class activity at the Picture of a The book on
and ox are good 2. identify and role play some of wild animals beginning of the lesson will giraffe and ox why giraffe
friends name the the characters in provide evidence on the and the ox
characters in the the story. extent to which learners can are good
story 2. To give a short apply their knowledge on the friends
3.Dramatise and summary of the lesson.
say the story to story.
187
 the pupils 3. To say the
4. State the moral moral lessons in
lessons in the the story.
story.

STORY 3RD TERM

1 Reading of 1.describe terms 1. To identify and Sensorial Whole class activity at the Lady book story Individual
individual story 2. identify and role play some of Activity: beginning of the lesson books. picture book
book name the the characters in shapes and will provide evidence on
characters in the the story. objects the extent to which
story 2. To give a short learners can apply their
3.Dramatise and summary of the knowledge on classes of
say the story to the story. food.
pupils 3. To say the Individual work to
4. State the moral moral lessons in summarize the story will
lessons in the the story. provide evidence on the
story. extent to which each
learner have understood
the topic.
2/3 The three Billy 1.describe terms 1. To identify and Number Whole class activity at the Grass, picture of The three Billy
goat gruff 2. identify and role play some of concept; beginning of the lesson goats. goat gruff story
name the the characters in Number value will provide evidence on book
characters in the the story. the extent to which
story 2. To give a short Language Art; learners can apply their
3.Dramatise and summary of the Nouns knowledge to the lesson.
188
 say the story to the story. Individual work to say the
pupils 3. To say the moral lesson will provide
4. State the moral moral lessons in evidence on the extent to
lessons in the the story. which each learner have
story. understood the topic.

4/5 The enormous 1.describe terms 1. To identify and Sensorial Whole class activity at the Man, woman, CD on the
turnip 2. identify and role play some of Activity; beginning of the lesson dog, boy and enormous turnip
name the the characters in Concept of will provide evidence on girl.
characters in the the story. size the extent to which
story 2. To give a short learners can apply their
3.Dramatise and summary of the knowledge on the lesson.
say the story to the story. Individual work to
pupils 3. To say the summarize the story will
4. State the moral moral lessons in provide evidence on the
lessons in the the story. extent to which each
story. learner have understood
the topic.

6/7 Jack and the 1.describe terms 1. To identify and Pre science; individual activity on The picture of The story book
bean stalk 2. identify and role play some of classes of questioning at the end of jack, beans on Jack and the
name the the characters in food the lesson will provide beanstalk, and
characters in the the story. evidence on the extent to DvD.
story 2. To give a short which learners can apply
3.Dramatise and summary of the their knowledge on the
say the story to the story. story
pupils 3. To say the
4. State the moral moral lessons in
lessons in the the story.
story.

8/9 The clever 1.describe terms 1. To identify and Pre science; Whole class activity at the Picture of a The story book
monkey 2. identify and role play some of sources of beginning of the lesson monkey, stones, on the clever
name the the characters in water will provide evidence on jug and water book
characters in the the story. the extent to which
story 2. To give a short Language Art; learners can apply their
3.Dramatise and summary of the consonant knowledge on the story.
say the story to the story. blends Individual work to say the
pupils 3. To say the story will provide evidence
189
 4. State the moral moral lessons in on the extent to which
lessons in the the story. each learner have
story. understood the topic.

10/11 Little red hen 1. To identify and 1. To identify and Language Art: Whole class activity at the Grain of maize, www.story.com,
role play some of role play some of double beginning of the lesson grass, picture of the book on little
the characters in the characters in consonant will provide evidence on a hen, pig, rat red hen
the story. the story. the extent to which and cat.
2. To give a short 2. To give a short learners can apply their
summary of the summary of the knowledge on the story .
story. story. Individual work to identify
3. To say the moral 3. To say the some moral lessons will
lessons in the moral lessons in provide evidence on the
story. the story. extent to which each
learner have understood
the topic.
12 The lion and the 1.describe terms 1. To identify and Pre- science: Whole class activity at the Picture of lion www.story.com,
mouse 2. identify and role play some of classification beginning of the lesson and mouse. the book on the
name the the characters in of animals will provide evidence on lion and the
characters in the the story. the extent to which mouse.
story 2. To give a short learners can apply their
3.Dramatise and summary of the knowledge on the topic.
say the story to the story. Individual work on
pupils 3. To say the questioning will provide
4. State the moral moral lessons in evidence on the extent to
lessons in the the story. which each learner have
story. understood the topic.

190
SONGS & RHYMES 1ST TERM

1 This little pig 1.recite the rhyme 1.To identify Pre-science; An open class activity A golden sturdy
and sing the song the big, bigger domestic to ascertain learner’s book by mother
and biggest animals previous knowledge in goose word book
2. Identify a pig as pigs the topic. illustrated by
an animal and colour dicschweningen
it. 2.recite the An individual activity
rhyme and to state the moral
3.role play it sing the song lesson from the
rhyme.
4.state the moral
lessons from the
rhyme

2 Old Macdonald had 1. Recite the rhyme 1. To recite Language An open class activity Picture of Old Mac-Donald had
a farm and sing the song. the rhyme and Arts; sounds. to ascertain learner’s animals a farm

191
 2.role play the song sing the song Pre-science; previous knowledge
domestic on the rhyme.
3.identify and colour 2.To identify animals
the animals in old the animals in An individual activity
Macdonald’s farm the farm to recite and state
some moral lesson.
4.describe a farm 3. To make
their sounds

3 Jack and Jill went 1.recite the rhyme 1.To recite Language Art; An open class A bucket of Jack and Jill (a touch
up the hill. and sing the song the rhyme and double discussion at the water and a feel rhyme)
sing the song. consonant beginning of the illustrated by Emma
2.role play it lesson Dodd.
2.To be
3.say the moral careful why Will ascertain learners
lessons walking. understanding on the
meaning of the
4. we need to always
rhyme.
walk, or do
everything with care. A pair work to role
play it

An individual activity
to say the moral
lessons.

4 Two fat gentlemen 1.Recite the rhyme 1. To recite T.P.D; Proper An open class Two fat gentlemen (a
and sing the song the rhyme way of discussion at the touch and a feel
greeting in the beginning of the rhyme) illustrated by
2.role play it 2.To always morning, lesson Emma Dodd
greet with afternoon and
3. Say the need to courtesy Will ascertain learners
evening.
always greet with understanding on the
courtesy. 3.To state the meaning of the
need to be rhyme.
4. Say the polite

192
 importance of A pair work to role
greeting people. play it

5.state the need to An individual activity

always be polite to say the moral
lessons.
6. Identify and colour
a fat man.

5 Hey diddle diddle 1.recite the rhyme 1. recite Pre-science; An open class activity Hey diddle diddle (a
and sing the song rhyme/ sing domestic to recite the rhyme touch and a feel
the song animals and role play it. rhyme) illustrated by
2. Say some moral Emma Dodd
lesson from the role 2. to identify An individual activity
play. the cat, cow, to say the moral
etc lesson
4. Identify and colour
a cat.

6/7 Goosy goosy 1.recite the rhyme 1.To recite W.W.W.J.D; An open class activity Goosy goosy (a
gander and sing the song the rhyme/ prayer to ascertain learner’s touch and a feel
sing the song previous knowledge in rhyme) illustrated by
2.dramatise it and the topic. Emma Dodd
say some moral 2.To identify
lessons from the the need for An individual activity
rhyme/role play prayer to state the moral
lesson from the
3.identify an old man 3.To identify rhyme.
the an old
man

8 Little fishes in a 1.recite the rhyme 1.To recite Social skill; An open class activity Fish, hook, Little fishes in the
brook the rhyme the family to ascertain learner’s pot brook (a touch and a
2.dramatise previous knowledge in feel rhyme)
2.To identify the topic. illustrated by Emma
3.say some duties of and say the Dodd
a father/ mother
193
 duties of each An individual activity
member of to state the moral
the family lesson from the
rhyme.

9 One two buckle my 1. identify a shoe . 1.To sing the Practical life; An open class activity shoes One two buckle my
shoes song lacing to ascertain learner’s shoes (a touch and a
2.recite the rhyme exercise previous knowledge in feel rhyme)
2.To identify a the topic. illustrated by Emma
3. Say the moral shoe Dodd
lesson. An individual activity
3.To always to state the moral
buckle their lesson from the
shoes rhyme.

10 Cobber, cobbler, 1.identify a shoes 1.To recite Practical life; An open class activity shoes Cobber, cobbler
mend my shoe that is bad. the rhyme lacing to ascertain learner’s mend my shoe (a
exercise previous knowledge in touch and a feel
2. Recite the rhyme 2.identify who the topic. rhyme) illustrated by
a cobber is Emma Dodd
3.Role play. An individual activity
to state the moral
lesson from the
rhyme.

11 Five currant buns 1. Recite the rhyme. 1.To sing the Number An open class activity Buns, a boy, Five current buns (a
song. concept; to ascertain learner’s the picture of touch and a feel
2.state the principles subtraction previous knowledge in a shop rhyme) illustrated by
of subtraction 2.To state the involving the topic. Emma Dodd
principle of money
3. Identify buns and subtraction An individual activity
say what it is used to state the moral
for. 3.identify lesson from the
money and rhyme.
4.role play how to make
change
5. Say some moral
lesson.
194
 12 Hot cross buns 1.recite the rhyme 1.To recite Number An open class activity buns Hot cross buns (a
the rhyme concept; to ascertain learner’s touch and a feel
2.Identify buns concept of previous knowledge in rhyme) illustrated by
2.To identify money the topic. Emma Dodd
3.say the moral the buns
lesson An individual activity
3.To identify to state the moral
From the role play. other lesson from the
currency rhyme.

2ND TERM
1 Yankee doodle 1.recite the rhyme 1.To sing the Pre-science; An open class activity Yankee Yankee doodle
song. musical to recite the rhyme doodle’s hat, (a touch and a
2.role play it instrument and role play it. feather feel rhyme)
2. role play the illustrated by
3.say the moral lesson song An individual activity Emma Dodd
to say the moral
4.say the need to always
lesson
observe things carefully

5.say the benefits of music

as they play some musical
instruments

2 Hush little baby 1.recite the rhyme and sing 1.To sing the T.P.D; crying An open class activity A bell, a ring Hush little
the song song unnecessary to ascertain learners baby (a touch
are bad habits understanding on the and a feel
2.say the benefits of not 2.To say what meaning of the rhyme. rhyme)
crying unnecessary and the we must do illustrated by
disadvantage of crying when we need An individual activity Emma Dodd
unnecessarily some thing to recite the rhyme
195
 3.state what we must do 3.To identify
when we want some things how bad it is to
cry
unnecessary

3 Humpty dumpty 1.recite the rhyme 1.recite the Language Art; An open class activity Humpty
rhyme / sing review of noun to recite the rhyme dumpty (a
2.role play the rhyme the song and verb touch and a
A pair works to role feel rhyme)
3.say some moral lesson 2.To avoid play it. illustrated by
from the rhyme playing rough Emma Dodd
An individual activity
4.to be safety conscious to say some moral
lesson from the
5.avoid playing
rhyme.
rough/unnecessarily

4 Mary, Mary, quiet 1.recite the rhyme and sing 1.To recite the T.P.D; An open class activity Picture of a Mary, Mary
contrary the song rhyme orderliness to recite the rhyme garden quite contrary
(a touch and a
2.role play it 2.To keep thing A pair works to role feel rhyme)
in order play it. illustrated by
3. Say the moral lessons
Emma Dodd
from the song. Talk about An individual activity
caring. to say the moral
lessons from the
story.

5 Dinah blow your 1.recite the rhyme 1.To sing the Pre-science; An open class Picture of a Dinah blow
horn song musical discussion to recite railway your horn(a
2.role play he dramatize it instrument the rhyme and touch and a
2.To identify dramatize will prove feel rhyme)
3.identifyand name some and mention learners knowledge on illustrated by
musical instruments . some musical the meaning of the Emma Dodd
instrument rhyme.
4. Say the need to always
wake up early. 3.To always An individual activity
196
 wake up early to say some moral
and identify the lessons from the
important of rhyme.
work

6 All the big ship 1.recite the rhyme and sing 1.To recite the Social skill; An individual activity All the big ship
sail. the song rhyme some to recite the rhyme will (a touch and a
interesting prove each learners feel rhyme)
2.role play the rhyme 2.To identify a places understanding on the illustrated by
ship using meaning of the rhyme. Emma Dodd
3.identify ships picture
An open class activity
to identify ships and
say some moral
lesson from the
rhyme.

7/8 Touch a friend’s 1.describe a friend 1.To describe a Pre-science; An open class activity Touch a
hand friend part of the to describe a friend friend hands
2.recite the rhyme and sing body will prove learners (a touch and a
the song 2.To sing the knowledge in the feel rhyme)
song topic. illustrated by
3. State the importance of
Emma Dodd
greeting. 3.To state the An individual activity
importance of to state the
greeting importance of
greetings will prove
learners
understanding in the
rhyme.

9/10 Five balloons 1.recite the rhyme 1.To sing the Number An open class activity balloons Five balloon (a
song concept; to ascertain learners touch and a
2.identify 5 balloons for number value understanding on the feel rhyme)
number 5 2.To identify meaning of the rhyme. illustrated by
number 5 for Emma Dodd
3.state the need to always five balloons An individual activity

197
 be safety conscious (moral 3. To state to recite the rhyme
lesson) some safety
rules

11/12 This little pig 1.recite the rhyme 1.To recite the T.P.D; crying An open class activity Pig of three This little pig
rhyme unnecessary to prove learners pigs (a touch and a
2.role play the rhyme are bad habits knowledge on the feel rhyme)
2.To role play rhyme (meaning of the illustrated by
3.say the moral lesson the rhyme rhymes). Emma Dodd
4.it is not good to cry 3.To identify An individual activity
unnecessary how bad it is to to state the moral
cry lessons from the
5.we need to be disciplined
unnecessary rhyme.

3RD TERM

½ Piggy on the railway 1.describe terms 1.To recite the T.P.D; etiquette An open class Picture of a Piggy on the
rhyme discussion to ascertain railway, stones railway (a touch
2.recite the rhyme learner’s knowledge on and a feel
2.To always say the importance of rhyme)
3. say the importance sorry caring for others. illustrated by
of caring for others.
Emma Dodd
An individual activity to
4.state the need to be
state the need to be
safety conscious
safety conscious.
5. Role plays piggy on
the railway.

3 Five little birds 1.Identify and describe 1.To identify the Number An open class activity Picture of five Five little birds
birds birds concept; to recite the rhyme and birds (a touch and a
number value identify birds will prove feel rhyme)
2.role play the 5 little 2.To recite the learners knowledge in illustrated by
birds rhyme the rhyme. Emma Dodd

3.recite the rhymes 3.Identify five as An individual activity to

values say the moral lesson
4. Say the lesson from
198
 the rhyme. forms the rhyme.

4 Mary had a little 1.describe a lamb 1. To sing the Social skills; my An open class activity Picture of Mary Mary had a little
lamb song school (discussion) will prove and a lamb lamb (a touch
2.recite and role-play learners knowledge on and a feel
the rhyme 2.To obey right the meaning of lamb. rhyme)
illustrated by
3.say the need to 3.To always do An individual activity to Emma Dodd
always do the right the right things state the need to
thing at the right time at the right time always do the right
things at the right
4.say the need to
using the class rules
always adhere to the
as a care study.
school rules

5 Here we go around 1. Recite rhyme and 1.To always Pre-science; An open class activity Here we go
the mulberry bush. show the actions brush in the personal at the beginning of the round (a touch
2.state some benefits morning and at hygiene lesson to ascertain the and a feel
of playing with our night learners knowledge on rhyme)
friends at the right the rhymes/action. illustrated by
time. 2.To recite the Emma Dodd
rhyme An individual activity to
state some benefits of
3.To care for playing with our friends
the body at the right times.

6/7 Old mother Hubbard 1.recite the rhyme 1.To recite the Language Arts; An open class Cup board, Old mother
noun discussion to ascertain picture of a dog Hubbard (a
2.role play it 2. To identify learner’s knowledge on touch and a feel
the need the rhyme and old. rhyme)
3. State the needs to
illustrated by
always plan ahead of An individual activity to Emma Dodd
time. recite the rhyme and
state the need for
proper planning
(planning ahead of
time).

199
8 Sing a song of 1. recite the rhyme 1.To sing the Number An open class A bird, money , Sing a song of
sixpence &sing the song song concept; discussion will prove bread six pence (a
concept of on the rhyme. touch and a feel
2.role play it 2.To identify the money rhyme)
rules of An individual activity to illustrated by
3. Identify and members of the identify and mentions Emma Dodd
mention some of our family some of our duties as
duties as children. children and state the
3.To identify need to be
4. State the need to be other currency careful/safety
careful/safety
conscious.
conscious.

9 I can tie my shoe 1.recite the rhyme 1.To identify a Practical life; An open class Shoe, lace I can tie my
lace shoe lace lacing exercise, discussion at the shoe lace (a
2.role play the rhyme pre-science; beginning of the lesson touch and a feel
2.To tie their personal will ascertain rhyme)
3.state the shoe lace hygiene knowledge on things illustrated by
consequence of being
we can do for Emma Dodd
naughty (moral 3.To state the
ourselves.
lesson) need for
personal An individual activity to
4. State the need to hygiene state the need for good
always help others.
looking /dicing
5. State the need to
always greet (moral
lesson).

10 Ding dong bell 1.recite the rhyme 1.To recite the Language Arts; An open class A bell, picture of Ding dong bell
rhyme double discussion at the a cat (a touch and a
2.role play the rhyme consonant beginning of the lesson feel rhyme)
2. To state the will prove learners illustrated by
3.state the consequence of knowledge on the Emma Dodd
consequence of being naughtiness. meaning of the rhyme.
naughty (moral
lesson) 3.To always An individual activity to
help others state the need to
4. State the need to
200
 always help others. always help others.

11 Pickety, hickety my 1.recite rhyme 1.To recite Pre-science; A whole class activity Picture of a hen, Picket hickety
black hen classes of food to ascertain learners eggs (a touch and a
2.describe a black hen rhyme understanding on the feel rhyme)
meaning of the rhyme. illustrated by
3. Say the moral 2.To identify the
Emma Dodd
lesson from the hen as a bird An individual activity to
rhyme. prove each learner’s
3.To identify the
level of assimilation in
egg as protein
the moral lesson from
the rhyme.

12 Clap clap hand 1.recite the rhyme 1.To recite the Language Arts; An open class activity hands Clap, clap hand
rhyme verb to identify our hands (a touch and a
2.identify our hands as part of the body. feel rhyme)
as part of our body 2.To identify the illustrated by
hand as part of An individual activity to Emma Dodd
3. Say the things we the body state what we do with
do with our hands. hands and the moral
lesson from the rhyme.

PRACTICAL LIFE 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

1 Washing and 1.To identify the a 1. To say the Pre-science ; An open class activities Bowl, soap, Comprehensive

201
 drying exercise bowl, soap, towel things use in personal will give feedback on the towel, water. home Economics
and water washing our hygiene. extent learners have for primary school
hands understood the lesson. book 1 pages 28-
2.To wash and dry 31.
their hands 2.To wash and Individual work on
dry their hands. washing and drying their Pages 28-31
hands will provide
evidence on the extent
to which each learner
can apply their
knowledge.

2 Buttoning 1. To identify 1.To identify Pre-science: Whole class activity at Buttons, Www. Lumosity
exercise buttons button. sense organ. the beginning of the buttoning frame, .com
Hand and eyes lesson will ascertain clothes with
2.To identify the 2. To put the connection learner’s knowledge on button
buttoning frame button in the buttoning.
hole
3. To button their Individual work to put
cloth. 3. unbutton the button in the right
hole will provide each
learners understanding
of the lesson.

3 Zipping exercise 1. To identify zips 1.To identify zip. Language Arts; An open class activity to Zips, zipping Www. Lumosity
verbs zip their frames using frame, bags and .com
2.To identify the 2. To identify the the zipping frames will boxes.
zipping frame zipping frame ascertain learner’s
knowledge on the topic.
3. To zip and 3. zip and unzip
unzip their cloth their bags, Individual work to unzip
clothes and their bags and bring out
lunch bags and their books and zip it
boxes back will give feedback
on each learners
understanding of the
topic.
202
4 Buckling 1. To identify 1.To identify Language Arts; Whole class activity will Belts, shoes, Scholastic success
exercise buckles buckle. noun give feedback on the buckle frames with kindergarten
extent learners have pages 240-245
2.To identify the 2. To identify the ascertained the lesson.
buckling frame buckling frame
Individual work will
3. To buckle and 3. To buckle and prove each learners
unbuckle their unbuckle their ability to buckle their
shoes, bags and bags, shoes and shoes
belts belts

5 Lacing exercise 1.To identify a 1. To identify Language Art: Whole class work will Shoes, lacing Macmillan primary
lace lacing frames noun provide evidence on the frame English course 1
extent to which learners pages 4-5 by Taiwo
2.To identify the 2. To unlace and can lace their fames. l Honge
lacing frame unlace their
frames Individual work will give
3.To lace and feedback learners level
unlace their of assimilation on the
shoes, frame topic.

6/7 Polishing 1.To identify the 1.To identify the An open class Shoes, polish, Basic Montessori
exercise polish polish discussion to ascertain brush learning activity by
the learner’s knowledge David gettman
2. To polish their 2. To polish their on topic. pages 102-103
shoes. shoes.
An individual activity to
polish their shoes.

8 Spooning 1.To identify the Language Arts; An open class activity Sand, spoon. www.lumosity.com
exercise spoon and sand verb will give evidence on the
1.To identify the extent to which learners
spoon and sand 2. To grip the have understood the
spoon properly. lesson.
2. To grip the
spoon properly. 3.To scoop the Individual work will
sand provide evidence on the
3.To scoop the
extent to which each
203
 sand learner can scoop the
sand.

9 Pouring exercise 1.To grip the jug 1.To grip the jug Pre-science; An open class activity Jug, cup, water www.lumosity.com
uses of water will give evidence on the
2.To pour water 2.To pour water extent to which learners
from the jug from the jug have understood the
lesson.

Individual work will

provide evidence on the
extent to which each
learner can scoop the
sand.

10 Various exercise 1. To identify zips, 1.To identify Language Arts; Whole class work will Zip, button, www.lumosity.com
of buttoning, buttons, lace and buckles, laces, more of noun provide evidence on the buckle and lace
zipping, lacing buckles zips, buttons. and verb extent to which learners
and buckling can lace their fames.
2.To put the 2. To identify the
button, lace into buckling, Individual work will give
the hole buttoning, lacing feedback learners level
and zipping of assimilation on the
3. To zip and frame topic.
unzip, buckle and
unbuckle. 3. To buckle, zip,
button, lace and
unbuckle, unzip,
unbutton and
unlace their
bags, shoes and
belts

11 Washing 1.To identify 1.To identify Language Arts; Whole class work will Soap, sponge, www.lumosity.com
204
 exercise soap, sponge, soap, sponge noun. Pre- provide evidence on the water, spoons,
water . and water as science; water extent to which learners plate
things use in and its uses can consecrate on
2.To wash the washing the washing the plates and
spoons and spoon and plate spoon.
plates
2.To wash the Individual work will give
spoon and plate feedback learners level
of assimilation on the
3. To rinse the topic.
spoons and
plates

12 Opening 1.To identify the 1.To identify the Language Arts; Whole class work will Bags, boxes, www.lumosity.com
exercise bag, boxes, and boxes, bags, noun. provide evidence on the plates, etc
plates plates and water extent to which ate on
bottle Pre-science; learners can open and
2.To open bags, non-living close the plates, boxes,
boxes, plates and 2.To open the things
water bottle plate, bag, box bags etc.

3.To close it Individual work will give

properly feedback learners level
of assimilation on the
topic.

PRACTICAL LIFE 2ND TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

1 Washing and 1.To identify the 1. To say the Pre-science ; An open class Bowl, soap, Comprehensive
drying exercise a bowl, soap, things use in personal activities will give towel, water. home Ecomfor

205
 towel and water washing our hygiene. feedback on the extent primary school
hands learners have book 1 pages 28-
2.To wash and understood the lesson. 31.
dry their hands 2.To wash and
dry their hands. Individual work on Pages 28-31
washing and drying
their hands will provide
evidence on the extent
to which each learner
can apply their
knowledge.

2 Carrying 1. To identify 1.To identify and Language Art; Whole class activity at chairs Www. Lumosity
exercise and carry a carry the chair verb the beginning of the .com
chair. properly lesson will ascertain
learner’s knowledge on
the topic.

Individual work to
carry chair properly will
provide each learners
understanding of the
lesson.

3 Posture 1. To identify the 1.To sit, stand Language Arts; An open class activity Teachers, Www. Lumosity
right sitting, and walk verbs will ascertain learner’s pupils. .com
standing and properly knowledge on the
walking posture topic.

Individual work will

give feedback on each
learners understanding
of the topic.

4 Walking on the 1. To walk on 1. To walk on Language Arts; Whole class activity Scholastic success
line the line, folding the line, folding verb will give feedback on with kindergarten
their arms their arms the extent learners pages 240-245

206
 2.To stand 2.To stand have ascertained the
according to according to lesson.
height height
Individual work will
prove each learners
ability to walk
according to height

5 Care of surface 1.To identify 1. To identify Language Art: Whole class work will Mirror, window, Macmillan primary
and clean the and clean the noun provide evidence on powder and English course 1
surface of the surface of the the extent to which towel pages 4-5 by Taiwo
mirror and mirror and learners understood l Honge
window. window using the lesson.
powder
Individual work will
give feedback learners
level of assimilation on
the topic.

6/7 Washing and 1.To identify the . 1.To identify Pre-science; use An open class Bowl, soap, Basic Montessori
rinsing of a bowl, soap, the a bowl, soap, of water discussion to handkerchief, learning activity by
handkerchief towel and water towel and water ascertain the learner’s water etc David gettman
knowledge on topic. pages 102-103
2.To wash, rinse 2.To wash, rinse
and dry a and dry An individual activity to
handkerchief handkerchief wash and dry
handkerchief will prove
each learners
understanding of the
topic.

8 Care of the plant 1.To identify 1.To identify Language Arts; An open class activity Water, watering www.lumosity.com
watering can watering can verb. Pre- will give evidence on can, plants and
science; plant the extent to which flower
2.To water the 2.To water the learners have
plan and flower plan and flower understood the lesson.

207
 Individual work will
provide evidence on
the extent to which
each learner can water
the plant.

9 Care of person 1.To groom by 1.To pin their T.P.D; proper An open class activity Handkerchief www.lumosity.com
blowing the handkerchief way of sneezing, will give evidence on and tissue
nose using the coughing and the extent to which
handkerchief 2.To blow their yawning. learners have
nose using understood the lesson.
2.To pin their handkerchief
handkerchief on Individual work will
their shirts provide evidence on
the extent to which
each learner have
understood the topic.

10 Grooming Language Arts; Whole class work will Zip, button, www.lumosity.com
more of noun provide evidence on buckle and lace
and verb the extent to which
learners can lace their
fames.

Individual work will

give feedback learners
level of assimilation on
the topic.

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

Individual work will

give feedback learners
level of assimilation on
the topic.

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

PRACTICAL LIFE 3RD TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

1 Grooming 1.To identify the Pre-science ; An open class activities Bowl, soap, Comprehensive
things use in personal hygiene. will give feedback on the towel, water, home Ecomfor

209
 bathing. extent learners have doll baby. primary school
understood the lesson. book 1 pages 28-
2.To ba 31.
Individual work on bathing
and drying their doll baby Pages 28-31
will provide evidence on
the extent to which each
learner can apply their
knowledge.

2 Care of plants 1.To identify 1.To identify Language Arts; Whole class activity at the Watering can, Www. Lumosity
watering can watering can more of noun and beginning of the lesson water .com
verb. Pre-science; will ascertain learner’s
2.To water the 2.To water the plants knowledge on watering
plan and plan and flower plant.
flower
Individual work will
provide each learners
understanding of the
lesson.

3 Brushing of 1. To identify 1.To identify tooth Pre-science An open class activity to Tooth paste, Www. Lumosity
teeth a tooth paste, paste, tooth brush personal hygiene brush their teeth will tooth brush .com
a tooth brush ascertain learner’s and water.
2.To identify the knowledge on the topic.
2.To brush number of time
their teeth. we brush our Individual work to brush
teeth their teeth twice daily will
give feedback on each
3.To brush their learners understanding of
teeth up down the topic.
using the paste,
tooth brush.

4 Mopping 1. To identify 1. To identify Language Arts; Whole class activity will Mopping stick, Scholastic
exercise mopping stick, mopping stick, verb give feedback on the bucket, water success with
bucket, water bucket, water and extent learners have and detergent kindergarten

210
 and soap. soap. ascertained the lesson. pages 240-245

2.To mop the 2.To mop the Individual work will prove
floor. floor. each learners ability to
mop

5 Washing 1.To identify a 1.To identify a Language Art: Whole class work will Glass cup, Macmillan
glasses glass cup glass cup noun, consonant provide evidence on the soap, sponge primary English
blends extent to which learners and water course 1 pages 4-
2.To identify 2.To identify can . 5 by Taiwo l
soap, sponge soap, sponge and Honge
and water water Individual wash the glass
work will give feedback
3.To wash and 3.To wash and learners level of
rinse the rinse the glass. assimilation on the topic.
glass.

6/7 Care of the 1.To identify . 1.To identify the Pre- science; An open class discussion Nail cutter, Basic Montessori
fingernails the fingernails fingernails as part Personal hygiene to ascertain the learner’s razor blade, learning activity
as part of the of the body knowledge on topic. scissor, etc by David gettman
body pages 102-103
2.Toidentify a nail An individual activity to
2. To trim the cutter, scissor, identify the things use in
long razor blade trimming our fingernails.
fingernails.
3. To trim the long
3.To wash the fingernails.
hands with
soap and use 3.To wash the
sanitizer hands with soap
and use sanitizer

8 Bathing 1.To identify a 1.To identify a Language Arts; An open class activity will Soap, water, www.lumosity.co
exercise doll baby. doll baby. verb give evidence on the towel and m
extent to which learners spong.
2.To identify 2.To identify
211
 soap, water, soap, water, towel have understood the
towel and and sponge lesson.
sponge
3. To bath the doll Individual work will
3. To bath the baby. provide evidence on the
doll baby. extent to which each
learner can bath a baby.

9 Watering 1.To identify 1.To identify Language Arts; An open class activity will Watering can, www.lumosity.co
plants watering can watering can more of noun and give evidence on the water m
verb. Pre-science; extent to which learners
2.To water the 2.To water the plants have understood the
plan and plan and flower lesson.
flower
Individual work will
provide evidence on the
extent to which each
learner can water the
plants.

10 Making 1. To identify 1. To identify Language Arts; Whole class work will Bread, butter, www.lumosity.co
sandwich bread, butter, bread, butter, tray more of noun and provide evidence on the bread knife, m
tray and bread and bread knife verb. extent to which learners tray
knife can butter the bread.
2.To slice the Pre-science;
2.To slice the bread in a classes of food Individual work will give
bread in a triangular shape. feedback learners level of
triangular assimilation on the topic.
shape. 3. To butter the
bread.
3. To butter
the bread.

11/12 Cutting fruits 1.To identify 1.To identify Language Arts; Whole class work will Different fruits, www.lumosity.co
212
 into tray different fruits different fruits noun, magic ‘e’ provide evidence on the tray, knife m
Pre-science; extent to which learners
2.To wash the 2.To wash the classes of food can consecrate on cutting
fruits fruits the fruits.

3. To slice the 3. To slice the Individual work will give

fruit into fruit into pieces feedback learners level of
pieces assimilation on the topic.

SENSORIAL ACTIVITY 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURC REFERENCE
CURRICULAR ES
LINK

½ Concept of 1.To describe by 1. To compare An open class Pink Easy learning size and

213
 size comparison objects according to activities will give tower and measurement page 4-5
sizes feedback on the other
2.To compare different extent learners objects.
sizes of object 2. To identify object have understood
and sort them base the lesson.
3. To identify and sort on the size
by size of objects. Individual work
3. To circle the on identification
biggest object. of different sizes
will provide
evidence on the
extent to which
each learner can
apply their
knowledge.

3 Perception & 1. To describe terms 1.To identify Pre-science: Whole class Two pink Www. Lumosity .com
discriminatio different objects. sense organ activity at the plates
n (odd one) 2.To identify the beginning of the and one
differences in objects 2. To identify the lesson will green,
odd object in the ascertain pencils
3. To circle the odd midst of other learner’s and
one among the others. objects knowledge on crayon
perception and
discrimination.

Individual work to
identify and circle
the odd one will
provide each
learners
understanding of
the lesson.

4/5 Concept of 1.To differentiate size 1. To compare An open class Pink Easy learning size and
size using the pink tower. objects according to activity to tower and measurement pages 4-6
sizes compare objects other
214
 2.To identify different 2. To identify object using the pink objects.
sizes (small . smaller, and sort them base tower will
smallest) etc. on the size ascertain
learner’s
3. To circle the knowledge on the
smallest object. topic.

Individual work to
identify objects
according to size
e.g. big, biggest
will give
feedback on each
learners
understanding of
the topic.

6/7 Concept of 1.To name various 1. To identify Physical Whole class Colour Scholastic success with
colours colours of objects different colours Education: activity will give box 1 and kindergarten pages 240-
throwing of feedback on the 2, objects 245
2.To sort various 2. To sort objects by balls extent learners in the
object by colour. colours. have ascertained classroo
the lesson. m
3.to colour pictures
accordingly Individual work
will prove each
learners ability to
identify the
colours

8 Concept of 1.To identify various 1. To identify Language Art: Whole class work Chart on Macmillan primary
shapes shapes different shapes noun will provide shapes, English course 1 pages
evidence on the the 4-5 by Taiwo l Honge
2.To associate the 2. To match shapes extent to which widow,
shapes to objects to objects learners can door,
identify shapes. bowl
3.To match pictures to

215
 right shapes Individual work of
associating
shapes to
objects will give
feedback
learners level of
assimilation on
the topic.

9/10 Perception 1.To identify trace 1. To identify the Pre-science: An open class Drawing Basic Montessori
missing part different missing parts part of the body. discussion to an learning activity by David
objects ascertain the incomplet gettman pages 102-103
2. To draw the learner’s e objects
2. To identify the other missing parts knowledge on
half of objects and twin.
complete.
An individual
activity to identify
and match twin
objects.

11/12 Observation 1. To sort out Pre-science: An open class Chart on www.lumosity.com

objects by shapes sense organ activity will give shapes,
1.To identify different evidence on the button of
objects by shapes, 2. To match objects extent to which different
colours, size etc to shapes and learners have colours.
colour. understood the
3. To identify the other
lesson.
half and completes.
Individual work
will provide
evidence on the
extent to which
each learner can
identify the other
half and circle.

216
 2ND TERM
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

1. Concept of 1.To describe 1. To compare objects An open class activity Pink tower and Basic Montessori
sizes comparison according to sizes will give understanding other objects. learning activity
of learner’s level by David gettman
2.To identify 2. To identify object and assimilation on the
different sizes sort them base on the topic.
of objects. size
An individual activity to
3. To circle the big object. identify and build with
the building blocks.

2. Concept of 1.To sort object 1. To identify different Physical Whole class work at the Balls, animal Montessori
colour.(sorting by colours colours Education: beginning of the lesson counters and learning activities
of colours) throwing of balls will provide evidence on buttons for under five by
2.To identify 2. To sort objects by the extent to which David gettman.
different colours colours learners understand the Pages 117-118
topic.
3.To say the
colours Individual work will
provide evidence on the
extent to which each
learner is able to able to
apply his/her knowledge
of colours.

217
3. Concept of 1.To identify the 1. To identify the same Songs/rhymes: Whole class activity at Buttons, balls, Scholastic
sameness. shapes that are books. two fat the beginning of the counters success with
the same gentlemen lesson will provide kindergarten
2. To sort out all the blue evidence on the extent pages 240-246
2.To sort out buttons to which learners can
same shapes apply their knowledge.
using buttons
and beads of Individual work of
different colours sorting shapes will
ascertain each learners
3.circle objects understanding of the
that are the topic.
same shapes

4. Perception and 1. To describe 1. To identify objects and Pre-science: An open class Chart on spot Montessori
discrimination terms spot the difference sense organ discussion at the the difference learning activities
(spot the 2. To colour objects beginning of the class for under five by
difference & 2.To spot the will ascertain learner’s David gettman
colour) differences in knowledge on the topic. pages 140-141
many objects
Individual activity to
3.To colour the spot the difference will
objects prove each learners
ability to apply their
knowledge on the topic.

5. opposite 1. To describe 1.To identify the opposite Number Whole class discussion Chart on the
term Concept: at the beginning of the opposite, boy,
2. To match object to addition and lesson will ascertain girl, white, black
2.To identify their opposite subtraction. learners understanding.
opposite objects
Individual work on
3.To match associating object to the
objects to their opposite will provide
opposite evidence on the extent
to which each learner
can apply their

218
 knowledge.

6/7 Perception and 1. To describe 1. To identify the object Song/rhyme: An open class activity at Draw an Www. Lumosity.
Discrimination. terms. that is different. 2.To spot Three blind the beginning of the incomplete Com
the mistake mice. lesson will give objects
2. To spot the feedback on the extent
mistake in an to which learners have
objects. understood the lesson.

Individual work to spot

the mistake in objects
will provide evidence on
the extent which each
leaner’s can
discriminate

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

3.To sort Individual work will

according to provide evidence on the
shapes extent to which each
learner can apply their
knowledge.

9 Concept of 1.Compare wide 1. To identify wide and A whole class activity The slant Easy learning size
sizes (wide to narrow narrow will ascertain learner’s and measurement
and narrow) knowledge on wide and page 10-9 by
2.To identify 2. To differentiate wide narrow. Collins
wide and narrow from narrow
An individual activity will
give each learners ability
to identify wide and

219
 narrow.

10 Observation 1. To describe 1. To identify twin object Whole class activity at Different objects Www. Lumosity
(find the twin) term the beginning of the .com
2. To differentiate objects lesson will ascertain
2.To learners understanding
differentiate 3. To find the twin object.
of the topic.
objects
Individual work will
3.To find the provide evidence on the
twin of objects. extent to which each
learn can identify the
twin

11 Concept of 1.To describe 1.To identify tall and short Pre-science: An open class activity to Red rod, Easy learning size
Length. length objects plants and ascertain learners’ and measurement
animals knowledge on length. pages 4-5 by
2.To identify 2.To circle the object that Collins
short and tall is short and colour the tall Individual work will
objects. one prove each learners
understanding on the
topic.

12 Preposition 1.To describe 1.To identify some Number An open class Door, table, tin, Internet,
term prepositional words Concept; discussion to ascertain pencil, etc www.lumosity.
numbers before, the learner’s knowledge Com
2.To mention 2. To say the position of after and on prepositional activity
some things between to identify and circle
prepositional prepositional words.
words. 3. To write the correct
position of objects
3.To match
objects to
positions

220
 3RD TERM

WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULAR
LINK

1/2 Puzzles 1.To describe 1. To identify the Language Art: A whole class activity at the Alphabet Basic
(Alphabets) puzzle letters Capital letter. beginning of the lesson puzzle game Montessori
with give feedback on the learning
2.To build words 2. To arrange the extent to which learners activities by
with puzzle letters have understood the David gettman
lesson. pages 134-135
3.To identify 3. To build words
words in the with the puzzle Individual work on
puzzle identification of words in
the puzzle will provide
evidence on the extent each
learners can apply the
knowledge

3/4 Puzzle 1.To Describe 1. To identify the Number Concept : An open class activity will Number puzzle Basic
(Numbers) puzzle numbers sequencing prove learners game Montessori
understanding of the topic. learning
2. To arrange 2. To arrange the activities by
numbers using numbers in the An individual activity to David gettman
the puzzle puzzle solve numbers in the puzzle page 134-135
game. will give feedback on each
learners ability to apply
3. To identify their knowledge
numbers in the
puzzle.

5 Concept of 1. To describe 1. To identify light Story: three little An open class activity will scale Easy learning ,

221
 Weight. term and heavy objects pig prove learners’ ability to size and
describe wide and narrow. measurement
2. To identify 2. To differentiate pages 11-12
light and heavy light and heavy An individual activity will
objects. object ascertain each learner’s
ability to identify wide and
3. To narrow.
differentiate the
light objects
from the heavy
objects.

6/7 Concept of 1.To Describe 1. To identify wide An open class activity will Slant Easy learning ,
Sizes. Wide and and narrow prove learner’s ability to size and
narrow describe wide and narrow. measurement
2. To differentiate pages 6-7
2. To wide from narrow An individual activity will
differentiate ascertain each learners
wide from ability to identify wide and
narrow. narrow

8 Perception and 1. Describe term 1. To identify Whole class work will Internet,
Discrimination. what doesn’t ascertain learner’s httpllcpl.
2. To identify belong knowledge on the topic. Reserve.com
objects that
doesn’t belong 2. To cross out Individual work will give
in a set. what doesn’t evidence on the extent to
belong which each learner is able
3. To circle to apply his/her knowledge
object that is on the lesson.
different

9 Concept of 1.To describe 1. To identify Number Concept: Whole class work will Counters, Easy learning
Quantity. quantity more and less Number value. provide feedback on beads etc size and
learner’s level of measurement
2. To identify 2. To differentiate assimilation on the topic. by Collins pages
more and less more and less. 18-19
as quantity. Individual work will
222
 3. To ascertain each learner’s
differentiate ability to apply their
more from less. knowledge.

10 Preposition 1.To identify Number Concept; Whole class work will prove Door, table, tin, Scholastic
some numbers before, learners knowledge on pencil, etc success with
1.To describe prepositional after and between preposition. kindergarten
term words pages 240-246
Pair work will provide
2.To mention 2. To say the evidence on the extent to
some position of things which leaner understand
prepositional the use of some
words. 3. To write the preposition E.g (beside
correct position behind)
3.To match of objects
objects to
positions

11 Concept of 1.To identify 1. To identify Physical Open class activity at the Scholastic
colours (colour different colours different colours Education: beginning of the class will success with
box ) in the colour box throwing of balls ascertain learner’s kindergarten
2. To sort objects knowledge on colors. 240-245
2. To mention by colours
the colour Individual work on
names. identification of different
colours using the colour
box 1& 2 will provide each
learners ability to apply the
knowledge.

12 Perception and 1. To describe 1. To identify the Songs/rhymes: Open class discussion at Basic
discrimination sameness. same books. two fat gentlemen the beginning of the class Montessori
to ascertain the learner’s learning
2. To identify 2. To sort out all knowledge on sameness. activities by
objects that is the blue buttons David Gettman
the same. Individual activity for pages 50-51
223
 learners to identify and
circle the objects that are
the same.

CREATIVE ARTS 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS CURRICULAR ASSESSMENT RESOURCES REFERENCE
LINK

1 Colouring a car 1. To guide 1. to identify a car Sensorial Activity; An open class activities will Picture of a car
learners to Concept of colours give feedback on the extent
identify a car. 2. To colour the car learners have understood
with red and yellow the lesson.
crayon. Red and yellow
Individual work on crayon
2. To colour the colouring a car will provide
car with red and evidence on the extent to
yellow which each learner can
apply their knowledge.

2 Free 1.To encourage 1. to draw any T.P.D self confidence Whole class activity at the Scrap book Www. Lumosity
Expression learners self object of their beginning of the lesson will .com
independence. choice ascertain learner’s Pencil
independently knowledge on free
224
 2. to draw and 2.To colour nicely. expression. Crayon
colour anything of
their choice. Individual work to draw any
object of their choice will
provide each learners
understanding of the
lesson.

3 Plasticine 1. To identify 1. To identify W.W.J.D; story of An open class activity on Plasticine Www. Lumosity
plasticine. plasticine. creation moulding objects with .com
plasticine will ascertain
2. To mould 2. To mould learner’s knowledge on the
different objects different objects topic.
with plasticine. with plasticine.
Individual work on
moulding objects with
plasticine will give
feedback on each learners
understanding of the topic.

4 Thumb print 1.To identify 1. To identify Songs and rhymes; Whole class activity will Scrap book, Scholastic success
different colours. different colours where is thumb king give feedback on the extent poster colour, with kindergarten
learners have ascertained pages 240-245
3.to identify a 2. To identify their the lesson. Their thumb
thumb. thumbs.
Individual work will prove
2.to mix the 3.to dip their each learners ability to
colours. thumbs into the identify their thumb and to
poster colour and thumb print.
3. to dip their print.
thumbs into the
poster colour and
print

5 Free 1.To encourage 1. to draw any T.P.D Self confidence Whole class work will Scrap book Macmillan primary
Expression learners self object of their provide evidence on the English course 1
independence. choice extent to which learners Pencil pages 4-5 by Taiwo
independently can draw different objects. l Honge
225
 2. to draw and 2.To colour nicely. Individual work on drawing Crayon
colour anything of any object will give
their choice. feedback learners level of
assimilation on the topic.

6/7 Hand print 1.To identify 1. To identify Songs and rhymes; i An open class discussion Scrap book, Basic Montessori
different colours. different colours have two hands. to ascertain the learner’s learning activity by
knowledge on hand print. Poster colours David gettman
3.to identify a 2. To identify their pages 102-103
their hands. hands. An individual activity to hands
print hands.
2.to mix the 3.to dip their hands
colours. into the poster
colour and print.
3. to dip their
hands into the
poster colour and
print

8 Colouring of 1.To identify 1.To identify Barney songs An open class activity will Scrap book www.lumosity.com
barney barney. barney. give evidence on the extent
to which learners have Picture barney
3.To colour a 2.To colour barney understood the lesson.
barney with nicely with green Purple and
purple and green and purple crayon. Individual work will provide green crayon
crayon. evidence on the extent to
which each learner can
identify and colour barney
nicely.

9 plasticine 1. To identify 1. To identify W.W.J.D story of An open class activity on Plasticine Www. Lumosity
plasticine. plasticine. creation moulding objects with .com
plasticine will ascertain
2. To mould 2. To mould learner’s knowledge on the
different objects different objects topic.
with plasticine. with plasticine
226
 Individual work on
moulding objects with
plasticine will give
feedback on each learners
understanding of the topic.

10 Colouring a pig 1.To identify a 1.To identify a pig. Pre-science; farm Open class discussion at Picture of a pig, Www. Lumosity
pig. animals the beginning of the class crayon .com
2.To colour a pig to ascertain the learner’s
2. to make the nicely with peach knowledge on colouring.
sound of a pig. crayon.
Individual activity for
3.To colour a pig learners to identify and
with peach colour a pig
crayon.

11 Colour splash 1.To identify 1.To identify Sensorial Activity; Open class discussion at Poster colours, Www. Lumosity
different colour different colour concept of colours the beginning of the class paint brush, .com
to ascertain the learner’s plate etc
2.To identify a 2.To identify a knowledge on the topic.
paint brush paint brush
Individual activity for
3.To dip the brush learners to splash the
in the paint and colour
splash

227
12 Straw 1.To identify a 1.To identify the Sensorial Activity; eye Open class discussion at Straw, scissor, Www. Lumosity
jewelries straw straw and hand co-ordination the beginning of the class rubber thread .com
to ascertain the learner’s
2.To cut the straw 2.To identify the knowledge on the topic.
with scissor rubber thread
Individual activity for
3.To put the straw learners can put the straw
into the thread into the thread

2ND TERM
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR LINK

1. Colouring a pig .1.To identify a pig. 1.To identify a Pre-science; farm Open class discussion at Picture of a pig, Basic Montessori
pig. animals the beginning of the class crayon learning activity
2. to make the sound to ascertain the learner’s by David gettman
of a pig. 2.To colour a knowledge on colouring.
pig nicely with
3.To colour a pig peach crayon. Individual activity for
with peach crayon learners to identify and
colour a pig

2. Colouring an 1.To identify an 1.To identify an Sensorial Activity; Whole class work at the Picture of an Montessori
umbrella umbrella umbrella concept of colours beginning of the lesson umbrella, crayon learning activities
will provide evidence on for under five by
2.To identify different 2.To identify the extent to which David gettman.
colours different colours learners understand the Pages 117-118
topic.
3.To colour the 3.To colour the
umbrella correctly umbrella Individual work will
228
 correctly provide evidence on the
extent to which each
learner is able to apply
his/her knowledge of
colours.

3. Vegetable print. 1.To identify onions 1.To identify Pre-science; Whole class activity at the Onions, poster Scholastic
as a vegetable, plate onions as a classes of food beginning of the lesson colour, plates, success with
and colours vegetable, plate will provide evidence on knife kindergarten
and colours the extent to which pages 240-246
2.To cut the onions learners can apply their
2.To cut the knowledge.
3.To dip the onion onions
into the paint and Individual work of printing
print it on the scrap 3.To dip the the vegetable on their
book onion into the books will ascertain each
paint and print it learners understanding of
on the scrap the topic.
book

4. Plasticine 1. To identify 1. To identify W.W.J.D; the story An open class discussion plasticine Montessori
plasticine. plasticine. of creation at the beginning of the learning activities
class will ascertain for under five by
2. To mould different 2. To mould learner’s knowledge on David gettman
objects with different objects the topic. pages 140-141
plasticine. with plasticine.
Individual activity to spot
the difference will prove
each learners ability to
apply their knowledge on
the topic.

5. Making/designing 1. To identify the a 1. To identify the Language Art; Whole class activity at the Paper and marker Www. Lumosity
a hand fan paper a paper vowel and beginning of the lesson .com
consonant. will ascertain learners
2.To fold the paper 2.To fold the understanding.
forward/ backward paper forward/

229
 3.To design the fan backward Individual work on folding
with permanent the forward and backward
marker 3.To design the paper will provide
fan with evidence on the extent to
permanent which each learner can
marker apply their knowledge.

6/7 Colour splash 1.To identify different 1.To identify Sensorial Activity; An open class activity at Poster colours, Www. Lumosity.
colour different colour concept of colours the beginning of the paint brush, plate Com
lesson will give feedback etc
2.To identify a paint 2.To identify a on the extent to which
brush paint brush learners have understood
the lesson.
3.To dip the
brush in the Individual work will
paint and splash provide evidence on the
extent which each
leaner’s can splash the
colours

8 Spiky hedgehog 1.To identify a hedge 1.To identify a Pre-science; Whole class work at Brooms, picture Basic Montessori
hog hedge hog animals. beginning of the lesson of a hedgehog, learning activities
Songs/rhyme; five will provide evidence on bond gum. by David gettman
2.To cut the broom 2.To cut the balloons the extent to which pages 62-64
into small size. broom into learners understand the
small size topic.
3.To put the broom
on the hedgehog 3.To colour Individual work will
using bond gum some part of the provide evidence on the
hedgehog extent to which each
learner can put the broom
4. To put the
on the body of the
broom on the
hedgehog.
hedgehog using
230
 bond gum

9 Free Expression 1.To encourage 1. 1. to draw any T.P.D; sel- A whole class activity will Paper, pencil and Www. Lumosity.
learners self object of their confidence ascertain learner’s crayon Com
independence. choice knowledge on the lesson.
independently
2. to draw and colour An individual activity will
anything of their 2.To colour give each learners ability
choice nicely. to draw anything.

10 Paper collage 1. To identify flora 1. To identify Sensorial Activity; Whole class activity at the Different colours Www. Lumosity
dress flora dress concept of colour beginning of the lesson of card board, .com
will ascertain learners bond gum, picture
2.To colour some 2.To colour understanding of the of flora
part of flora’s dress some part of topic.
and body flora’s dress and
body Individual work will
3.To cut different provide evidence on the
cardboard in piece 3.To paste extent to which each learn
and paste on flora’s different colours can paste on flora’s dress
dress of cardboard on
the flora’s body
using bond gum

11 Friendship tree 1.To identify a tree 1.To identify a Pre-science: plants An open class activity to Scissor, Internet,
tree and animals ascertain learners’ cardboard, pen, www.lumosity.
2.To write pupil’s knowledge on length. Com
names on cardboard. 2.To paste their
names on the Individual work will prove
tree using each learners
masking tape understanding on the
topic.

12 Making jewelries 1.To identify a straw 1.To identify the Sensorial Activity; Open class discussion at Straw, scissor, Internet,
straw eye and hand co- the beginning of the class rubber thread www.lumosity.
2.To cut the straw ordination to ascertain the learner’s Com
with scissor 2.To identify the knowledge on the topic.
rubber thread
231
 3.To put the Individual activity for
straw into the learners can put the straw
thread into the thread

3RD TERM

WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULAR LINK

1 plasticine 1. To identify 1. To identify .W.W.D.J; the story An open class discussion at the plasticine Basic Montessori
plasticine. plasticine. of creation beginning of the class will learning activities
ascertain learner’s knowledge by David gettman
2. To mould 2. To mould different on the topic. pages 134-135
232
 different objects objects with Individual activity to spot the
with plasticine plasticine difference will prove each
learners ability to apply their
knowledge on the topic.

2 Rabbit 1.To identify a 1. To identify a rabbit Pre-science: An open class activity will prove Picture of a Basic Montessori
collage rabbit and and cotton wool animals learners understanding of the rabbit, cotton learning activities
cotton wool topic. wool by David gettman
2. To colour some page 134-135
2. To colour parts of the rabbit. An individual activity to paste
some parts of cotton wool on the rabbit will
the rabbit. 3. To paste the give feedback on each learners
cotton wool on the ability to apply their knowledge
3. To paste the rabbit.
cotton wool on
the rabbit.

3 Sand collage 1.To identify 1.To identify sand P.E; building castle An open class activity will prove Sand, picture Internet,
sand and a and a donkey on sand learners’ ability to identify sand, of a donkey www.lumosity.
donkey and donkey. Com
2.To put the sand on
2.To sleeve the the donkey using An individual activity will
sand bond gum ascertain each learner’s ability
to put the sand on the donkey.
3.To put the
sand on the
donkey using
bond gum

4 Free . 1.To 1. 1. to draw any T.P.D; self- An open class activity will prove Paper, pencils, Internet,
expression encourage object of their choice confidence learner’s ability to draw. crayon www.lumosity.
learners self independently Com
independence. An individual activity will
2.To colour nicely. ascertain each learners ability

233
 2. to draw and to colour neatly
colour anything
of their choice.

5 Designing a 1. To identify a 1. To identify a paper Language Arts; Whole class work will ascertain Paper plates, Internet, httpllcpl.
paper plate paper plate plate noun. learner’s knowledge on the poster colours, Reserve.com
topic. paint brush
2. To mix the 2.To identify the Sensorial Activity;
colours using colours concept of colours Individual work will give
poster colour. evidence on the extent to which
3. To design the each learner is able to apply
3. To design the plates his/her knowledge on the
plates lesson.

6/7 Designing a 1.To identify a 1. To identify a cone Language Arts; Whole class work will provide Card board, Internet,
cone hat cardboard shape more of nouns and feedback on learner’s level of cut cardboards www.lumosity.
verbs. assimilation on the topic. different Com
2.To cut the 2. To fold and design colours,
card board in a the cone hat. Individual work will ascertain scissor, bond
triangular shape each learner’s ability to apply gum
their knowledge.
3.To fold it into
a cone shape
and design it

8 Free . 1.To 1. 1. to draw any T.P.D; self Whole class work will prove paper, table, Scholastic success
expression encourage object of their choice confidence learners knowledge on drawing. crayon, pencil, with kindergarten
learners self independently etc pages 240-246
independence. individual work will provide
2.To colour nicely. evidence on the extent to which
2. to draw and leaner understand the topic
colour anything
of their choice.

234
9 Making 1.To identify 1. To make a card Language Arts; Open class activity at the Card board, Scholastic success
cards card board and more of nouns and beginning of the class will scissor, with kindergarten
cut it 2.To write on the verbs ascertain learner’s knowledge pencils and 240-245
card on making a card. markers
2. To make a
card. Individual work will provide
each learners ability to apply the
knowledge.

10 Colour . 1.To identify 1.To identify Sensorial Activity; An open class activity at the Poster colours, Basic Montessori
splash different colour different colour concept of colours beginning of the lesson will give paint brush, learning activities
feedback on the extent to which plate etc by David Gettman
2.To identify a 2.To identify a paint learners have understood the pages 50-51
paint brush brush lesson.

3.To dip the brush in Individual work will provide

the paint and splash evidence on the extent which
each leaner’s can splash the
colours

11 Feather 1.To identify the 1.To identify the Pre-science; Open class discussion at the Feather, Www. Lumosity
feather and feather and chicken. classification of beginning of the class to chicken, bond .com
chicken. animals ascertain the learner’s gum
2. To paste the knowledge on the topic.
2. To paste the feather on the body
feather on the of the chicken Individual activity for learners to
body of the paste the feather
chicken

12 Free . 1.To 1. 1. to draw any T.P.D; Self- Whole class work will prove paper, table, Www. Lumosity
expression encourage object of their choice confidence learners knowledge on drawing. crayon, pencil, .com
learners self independently etc
independence. individual work will provide
2.To colour nicely. evidence on the extent to which
2. to draw and leaner understand the topic
colour anything
of their choice.

235
 PHYSCIAL EDUCATION 1ST TERM
WEEK TOPIC CONTENT KEY SKILLS CROSS CURRICULAR ASSESSMENT RESOURCES REFERENCE
LINK

1 Jack in the box 1. To To demonstrate T.P.D; correct sitting An open class activities will
demonstrate some good and standing posture give feedback on the extent
some good postures. learners have understood
postures. the lesson.

Individual work will provide

. evidence on the extent to
which each learner can
apply their knowledge.

2 Kangaroo hop 1.To position 1. to hop like a T.P.D ; Whole class activity at the Scrap book Www. Lumosity
the body like a kangaroo. beginning of the lesson will .com
kangaroo and ascertain learner’s Pencil
hop knowledge .
Crayon
Individual work on hopping
will provide each learners
understanding of the
lesson.

3 Matching 1.To identify the To identify the Pre-science; part of An open class activity will Www. Lumosity
exercise left and right left and right the body ascertain learner’s .com
legs legs knowledge on the topic.

2.To match and 2.To match and Individual work on

swing the arms swing the arms matching will give feedback
on each learners
understanding of the topic.

236
4 There is fire on 1.T 1. To identify Songs and rhymes; Whole class activity will Scrap book, Scholastic
the mountain different colours where is thumb king give feedback on the extent poster colour, success with
learners have ascertained kindergarten
2. To identify the lesson. Their thumb pages 240-245
their thumbs.
Individual work will prove
3.to dip their each learners ability to
thumbs into the identify their thumb and to
poster colour thumb print.
and print.

5 Hopping 1.To encourage 1. to draw any T.P.D Self confidence Whole class work will Scrap book Macmillan primary
exercise learners self object of their provide evidence on the English course 1
independence. choice extent to which learners Pencil pages 4-5 by
independently can draw different objects. Taiwo l Honge
2. to draw and Crayon
colour anything 2.To colour Individual work on drawing
of their choice. nicely. any object will give
feedback learners level of
assimilation on the topic.

6/7 swinging 1.To identify 1. To identify Songs and rhymes; i An open class discussion Scrap book, Basic Montessori
different different colours have two hands. to ascertain the learner’s learning activity by
colours. knowledge on hand print. Poster colours David gettman
2. To identify pages 102-103
3.to identify a their hands. An individual activity to hands
their hands. print hands.
3.to dip their
2.to mix the hands into the
colours. poster colour
and print.
3. to dip their
hands into the
poster colour
and print
237
8 Racing in pairs 1.To identify 1.To identify Barney songs An open class activity will Scrap book www.lumosity.co
barney. barney. give evidence on the extent m
to which learners have Picture barney
3.To colour a 2.To colour understood the lesson.
barney with barney nicely Purple and
purple and with green and Individual work will provide green crayon
green crayon. purple crayon. evidence on the extent to
which each learner can
identify and colour barney
nicely.

9 Throwing of 1. To identify 1. To identify W.W.J.D story of An open class activity on Plasticine Www. Lumosity
balls plasticine. plasticine. creation moulding objects with .com
plasticine will ascertain
2. To mould 2. To mould learner’s knowledge on the
different objects different objects topic.
with plasticine. with plasticine
Individual work on
moulding objects with
plasticine will give
feedback on each learners
understanding of the topic.

10 Ball race 1.To identify a 1.To identify a Pre-science; farm Open class discussion at Picture of a Www. Lumosity
pig. pig. animals the beginning of the class pig, crayon .com
to ascertain the learner’s
2. to make the 2.To colour a knowledge on colouring.

238
 sound of a pig. pig nicely with Individual activity for
peach crayon. learners to identify and
3.To colour a colour a pig
pig with peach
crayon.

11 Who’s in the 1.To identify 1.To identify Sensorial Activity; Open class discussion at Poster Www. Lumosity
garden different colour different colour concept of colours the beginning of the class colours, paint .com
to ascertain the learner’s brush, plate
2.To identify a 2.To identify a knowledge on the topic. etc
paint brush paint brush
Individual activity for
3.To dip the learners to splash the
brush in the colour
paint and splash

12 Bending 1.To identify a 1.To identify the Sensorial Activity; Open class discussion at Straw, scissor, Www. Lumosity
exercise straw straw eye and hand co- the beginning of the class rubber thread .com
ordination to ascertain the learner’s
2.To cut the 2.To identify the knowledge on the topic.
straw with rubber thread
scissor Individual activity for
3.To put the learners can put the straw
straw into the into the thread
thread

2ND TERM

239
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK

1. Who’s in the .1.To identify a pig. 1.To identify Pre-science; farm Open class discussion at Picture of a Basic Montessori
garden a pig. animals the beginning of the class pig, crayon learning activity
2. to make the sound to ascertain the learner’s by David gettman
of a pig. 2.To colour a knowledge on colouring.
pig nicely
3.To colour a pig with with peach Individual activity for
peach crayon crayon. learners to identify and
colour a pig

2. Tambourine 1.To identify an 1.To identify Sensorial Activity; Whole class work at the Picture of an Montessori
movement umbrella an umbrella concept of beginning of the lesson will umbrella, learning activities
colours provide evidence on the crayon for under five by
2.To identify different 2.To identify extent to which learners David gettman.
colours different understand the topic. Pages 117-118
colours
3.To colour the Individual work will provide
umbrella correctly 3.To colour evidence on the extent to
the umbrella which each learner is able
correctly to apply his/her knowledge
of colours.

3. Kangaroo hop 1.To identify onions 1.To identify Pre-science; Whole class activity at the Onions, poster Scholastic
as a vegetable, plate onions as a classes of food beginning of the lesson will colour, plates, success with
and colours vegetable, provide evidence on the knife kindergarten
plate and extent to which learners pages 240-246
2.To cut the onions colours can apply their knowledge.

3.To dip the onion into 2.To cut the Individual work of printing
the paint and print it onions the vegetable on their
on the scrap book books will ascertain each
240
 3.To dip the learners understanding of
onion into the the topic.
paint and
print it on the
scrap book

4. Hopping on 1. To identify 1. To identify W.W.J.D; the story An open class discussion plasticine Montessori
one leg and plasticine. plasticine. of creation at the beginning of the learning activities
then the other class will ascertain for under five by
2. To mould different 2. To mould learner’s knowledge on the David gettman
objects with different topic. pages 140-141
plasticine. objects with
plasticine. Individual activity to spot
the difference will prove
each learners ability to
apply their knowledge on
the topic.

5. Throwing and 1. To identify the a 1. To identify Language Art; Whole class activity at the Paper and Www. Lumosity
catching of paper the a paper vowel and beginning of the lesson will marker .com
balls consonant. ascertain learners
2.To fold the paper 2.To fold the understanding.
forward/ backward paper
forward/ Individual work on folding
3.To design the fan backward the forward and backward
with permanent paper will provide evidence
marker 3.To design on the extent to which each
the fan with learner can apply their
permanent knowledge.
marker

6/7 Bouncing 1.To identify different 1.To identify Sensorial Activity; An open class activity at Poster colours, Www. Lumosity.
exercise colour different concept of the beginning of the lesson paint brush, Com
colour colours will give feedback on the plate etc
241
 2.To identify a paint 2.To identify extent to which learners
brush a paint brush have understood the
lesson.
3.To dip the
brush in the Individual work will provide
paint and evidence on the extent
splash which each leaner’s can
splash the colours

8 Matching 1.To identify a hedge 1.To identify Pre-science; Whole class work at Brooms, Basic Montessori
exercise hog a hedge hog animals. beginning of the lesson will picture of a learning activities
Songs/rhyme; five provide evidence on the hedgehog, by David gettman
2.To cut the broom 2.To cut the balloons extent to which learners bond gum. pages 62-64
into small size. broom into understand the topic.
small size
3.To put the broom on Individual work will provide
the hedgehog using 3.To colour evidence on the extent to
bond gum some part of which each learner can put
the hedgehog the broom on the body of
the hedgehog.
4. To put the
broom on the
hedgehog
using bond
gum

9 Bending 1.To encourage 1. 1. to draw T.P.D; sel- A whole class activity will Paper, pencil Www. Lumosity.
exercise learners self any object of confidence ascertain learner’s and crayon Com
independence. their choice knowledge on the lesson.
independently
2. to draw and colour An individual activity will
anything of their 2.To colour give each learners ability to
choice nicely. draw anything.

10 There is fire on 1. To identify flora 1. To identify Sensorial Activity; Whole class activity at the Different Www. Lumosity
the mountain dress flora dress concept of colour beginning of the lesson will colours of card .com
ascertain learners board, bond
2.To colour some part 2.To colour understanding of the topic. gum, picture of
242
 of flora’s dress and some part of Individual work will provide flora
body flora’s dress evidence on the extent to
and body which each learn can paste
3.To cut different on flora’s dress
cardboard in piece 3.To paste
and paste on flora’s different
dress colours of
cardboard on
the flora’s
body using
bond gum

11 Climbing the 1.To identify a tree 1.To identify Pre-science: An open class activity to Scissor, Internet,
staircase a tree plants and ascertain learners’ cardboard, www.lumosity.
2.To write pupil’s animals knowledge on length. pen, Com
names on cardboard. 2.To paste
their names Individual work will prove
on the tree each learners
using understanding on the topic.
masking tape
3RD 12 Filling the 1.To identify a straw 1.To identify Sensorial Activity; Open class discussion at Straw, scissor, Internet,
basket with the straw eye and hand co- the beginning of the class rubber thread www.lumosity.
small balls 2.To cut the straw ordination to ascertain the learner’s Com
with scissor 2.To identify knowledge on the topic.
the rubber
thread Individual activity for
learners can put the straw
3.To put the into the thread
straw into the
thread

TERM

WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE

243
 CURRICULAR
LINK

1 In and out the 1. To identify 1. To identify .W.W.D.J; the An open class plasticine Basic
dusty blue plasticine. plasticine. story of creation discussion at the Montessori
bells beginning of the class learning
2. To mould 2. To mould different will ascertain learner’s activities by
different objects objects with plasticine knowledge on the David Gettman
with plasticine topic. pages 134-135

Individual activity to
spot the difference will
prove each learners
ability to apply their
knowledge on the
topic.

2 Rackets and 1.To identify a 1. To identify a rabbit Pre-science: An open class activity Picture of a Basic
balls rabbit and cotton and cotton wool animals will prove learners rabbit, cotton Montessori
wool understanding of the wool learning
2. To colour some topic. activities by
2. To colour some parts of the rabbit. David gettman
parts of the rabbit. An individual activity to page 134-135
3. To paste the cotton paste cotton wool on
3. To paste the wool on the rabbit. the rabbit will give
cotton wool on the feedback on each
rabbit. learners ability to apply
their knowledge

3 Filling the 1.To identify sand 1.To identify sand and P.E; building An open class activity Sand, picture Internet,
baskets with and a donkey a donkey castle on sand will prove learners’ of a donkey www.lumosity.
small balls ability to identify sand, Com
2.To sleeve the 2.To put the sand on and donkey.
sand the donkey using bond
gum An individual activity

244
 3.To put the sand will ascertain each
on the donkey learner’s ability to put
using bond gum the sand on the
donkey.

4 Tug of war . 1.To encourage 1. 1. to draw any T.P.D; self- An open class activity Paper, pencils, Internet,
learners self object of their choice confidence will prove learner’s crayon www.lumosity.
independence. independently ability to draw. Com

2. to draw and 2.To colour nicely. An individual activity

colour anything of will ascertain each
their choice. learners ability to
colour neatly

5 London bridge 1. To identify a 1. To identify a paper Language Arts; Whole class work will Paper plates, Internet,
is falling down paper plate plate noun. ascertain learner’s poster colours, httpllcpl.
knowledge on the paint brush Reserve.com
2. To mix the 2.To identify the Sensorial Activity; topic.
colours using colours concept of
poster colour. colours Individual work will
3. To design the plates give evidence on the
3. To design the extent to which each
plates learner is able to apply
his/her knowledge on
the lesson.

6/7 Throwing of 1.To identify a 1. To identify a cone Language Arts; Whole class work will Card board, Internet,
balls cardboard shape more of nouns provide feedback on cut cardboards www.lumosity.
and verbs. learner’s level of different Com
2.To cut the card 2. To fold and design assimilation on the colours,
board in a the cone hat. topic. scissor, bond
triangular shape gum
Individual work will
3.To fold it into a ascertain each
cone shape and learner’s ability to
design it apply their knowledge.

245
8 Skipping . 1.To encourage 1. 1. to draw any T.P.D; self Whole class work will paper, table, Scholastic
exercise learners self object of their choice confidence prove learners crayon, pencil, success with
independence. independently knowledge on drawing. etc kindergarten
pages 240-246
2. to draw and 2.To colour nicely. individual work will
colour anything of provide evidence on
their choice. the extent to which
leaner understand the
topic

9 Swinging 1.To identify card 1. To make a card Language Arts; Open class activity at Card board, Scholastic
exercise board and cut it more of nouns the beginning of the scissor, success with
2.To write on the card and verbs class will ascertain pencils and kindergarten
2. To make a card. learner’s knowledge on markers 240-245
making a card.

Individual work will

provide each learners
ability to apply the
knowledge.

10 What is the . 1.To identify 1.To identify different Sensorial Activity; An open class activity Poster colours, Basic
time Mr. Wolf different colour colour concept of at the beginning of the paint brush, Montessori
colours lesson will give plate etc learning
2.To identify a paint 2.To identify a paint feedback on the extent activities by
brush brush to which learners have David Gettman
understood the lesson. pages 50-51
3.To dip the brush in
the paint and splash Individual work will
provide evidence on
the extent which each
leaner’s can splash the
colours

11 Catching the 1.To identify the 1.To identify the Pre-science; Open class discussion Feather, Www. Lumosity
train feather and feather and chicken. classification of at the beginning of the chicken, bond .com
246
 chicken. 2. To paste the feather animals class to ascertain the gum
on the body of the learner’s knowledge on
2. To paste the chicken the topic.
feather on the body
of the chicken Individual activity for
learners to paste the
feather

12 Jumping . 1.To encourage 1. 1. to draw any T.P.D; Self- Whole class work will paper, table, Www. Lumosity
exercise learners self object of their choice confidence prove learners crayon, pencil, .com
independence. independently knowledge on drawing. etc

2. to draw and 2.To colour nicely. individual work will

colour anything of provide evidence on
their choice. the extent to which
leaner understand the
topic

247