T - A BUJ A
C
C EN TRE
E D U AT I O
FC
E
N
R E S O U RC
FEDERAL CAPITAL TERRITORY, ABUJA
FORWARD
It is my pleasure to introduce the Pre-Primary Education Teaching Schemes. The provision for Early Childhood Care
Education (ECCE) in the National Policy on Education (2004) and UBE Act (2004) emphasize the actual participation of
children aged zero to five years prior to their entry into the primary school.
The policy is aimed at promoting smooth transition for primary education and providing adequate care and supervision for
children while their parents are at work. To formalize this policy, the Nigerian Educational Research and Development
Council (NERDC) has developed ECCE curriculum and approved by the National Council on Education (NCE) in December,
2006. The Federal Ministry of Education in line with this integrated ECCE policy directed the State Ministries of Education
and FCT to participate in Early ChildhoodCare and Education delivery which prior to now has been private sector driven.
This development has necessitated the development of Pre-Primary Teaching Schemes to guide care givers in Early Child
Care Centres across FCT.
This Pre-Primary Teaching Scheme is developed by the Curriculum Development Division of the FCT Education Resource
Centre (ERC) with the active participation of care givers invited from both public and private Early Child Care Centres in
FCT.
It is my hope that this document will provide adequate teaching guide for care givers and make monitoring of curriculum
implementation more purposeful and result oriented for School Heads and Inspectors.
I wish to appreciate the efforts of the FCT Education Resource Centre, especially the Curriculum Development Division
(CDD) for the production of this important teaching guide for effective Early Child Care and Education delivery in FCT.
Finally, I recommend the Pre-Primary Teaching Scheme to all our Public and Private Early Child Care Centres.
Kabir Usman
Secretary for Education
FCTA, Abuja
2014
ACKNOWLEDGEMENT
The adoption of the integrated Early Childhood Care Education (ECCE) by the Federal Government prompted the
production of the Pre-Primary Teaching Schemes (Ages 3 – 5) by the FCT ERC.
In this regard, I wish to register my unreserved gratitude to the Chairman FCT Universal Basic Education Board (UBEB),
Proprietors of Private Schools for facilitating the participation of Care Givers in the exercise. I also wish to acknowledge the
ERC staff especially of the Curriculum Development Division, who participated in the exercise. They include Mrs. E.J.
Akpabio, Mrs. S.A Mustapha, Mrs. F.R Omowale, Mrs. S.B Saleh, Mrs. Osuji R.A., Mrs. Sai Msurshima, Mrs. B.O Edegbe,
Mrs. Maryam Yakubu, Mrs. Amaefule Genevieve, Mal. Harisu Aminu, Mr. Bere B. Friday, Mrs. Ajinomoh Maryam, Mr. Aribi
Dan Asabe, Mrs. Kunle Kunbi T.T., Mrs. Anthonia Okoro-Opara, Mal. Samba Bashir M., Mrs. Adesina Victoria, Mrs. Gloria
Opera C., Mrs. S.N. Enekebe, Mrs. Jongas Mercy, Mrs Felicia Okoh, Miss Egwu Patience M., Mrs. Roseline Katuka, Mr.
Okoro Chinasa, Miss Batubo Kaine, Mr. Fakaa Timothy and Mr. Ibrahim Dalhatu.
I specially thank all the staff of the ERC Mini Printing Press and others who contributed in various ways to the successful
production of the Teaching Schemes.
We are very grateful to the Hon. Minister of the FCT, Senator Bala Mohammed and the Secretary for Education, Kabir
Usman for their kind support.
Mrs. Ramatu A. Ibrahim
Director, ERC
TEACHING SCHEME
MATHEMATICS
NURSERY ONE: FIRST TERM
WEEKS
TOPIC
CONTENT
1
Counting numbers 1 – 5
1. Counting numbers 1 –5
2. Identification of numbers 1 & 2
2
Counting 1 -5
1. Counting numbers 1 –5
2. Identification of numbers 3 & 4
3
Counting 1 – 10
1. Counting numbers 1 –10
2. Identification of numbers 1- 5
3. Scribbling
Making patterns
4
Counting numbers 1 – 10
Making patterns
5
Counting numbers 1 – 10
Making numbers 1 & 2 with
objects.
Making patterns
6
Counting numbers 1 – 12
Making numbers 3 & 4 with
objects.
Making patterns
7
Counting numbers 1 – 12
Matching numbers 4 & 5
with objects making patterns
1. Counting numbers 1 –10
2. Identification of numbers 1 – 5
3. Scribbling
1. Counting numbers 1 –10
2. Matching numbers 1 & 2 with a
variety of objects
3. Identification of numbers 6 & 7
4. Tracing vertical strokes: 1
ACTIVITIES
Collection of numbers symbols. E.g
pupils should pick 2 balls, pencils,
eraser etc. Number rhyme (one, two ,
buckle, my shoe)
Collection of numbers symbols.
E.g 3 pencils, 4 erasers etc.
Collection of numbers symbols.1 – 5
Pupils should learn to scribble
anticlockwise i.e. from right – left and
go round.
Collection of numbers symbols.1 – 5
Pupils should learn to scribble
anticlockwise i.e. from right – left and
go round.
Collection of number symbols 6 & 7
LEARNING RESOURCES
Numbers cards, crayons,
balls, pencils, counting
sticks and other objects.
Sand tray, number sand
paper, magnetic numbers.
Bottle tops stones.
Same as previous weeks
Same as previous weeks
Pupils should trace the vertical stroke:
1 as straight down.
Collection of number symbols 1 – 7
1. Counting numbers 1 –12
2. Matching numbers 3 & 4 with objects
Same as previous weeks
3. Identification of numbers 1 – 7
Pupils should learn to write the vertical
4. Writing the vertical strokes: 1
stroke e.g 1
1. Counting numbers 1 – 12
Collection of number symbols 8 -9
Same as previous week
2. Matching numbers 4 & 5 with objects
3. Identification of numbers 8 – 9
Pupils should be able to trace the line
4. Tracing the horizontal line e.g. ………
_________________
8
9
10
11
12
Counting numbers 1 – 13
Matching numbers 1 – 5
with objects making patterns
1. Counting numbers 1 – 13
2. Matching numbers 1 – 5 with objects
3. Identification of numbers 1 – 9
4. Writing horizontal line e.g. ________
Counting numbers 1 – 13
1. Counting numbers 1 – 13
Matching numbers 6&7 with 2. Matching numbers 6&7 with objects
objects making patterns
3. Identification of numbers 10 – 11
4. Tracing pattern in slant form (from left
to right) e.g. \
Counting numbers 1 – 14
1. Counting numbers 1 – 14
Matching numbers 8 & 9
2. Matching numbers 8 & 9 with objects
with objects making patterns 3. Identification of numbers 1 – 11
4. Writing pattern in slant form (from
left to right) e.g.
, \
Counting numbers 1 – 14
1. Counting numbers 1 – 14
Matching numbers 1 – 10
2. Matching numbers 1 – 10 with objects
with objects making patterns 3. Identification of numbers 1 – 11
4. Writing of vertical & horizontal lines
( , ____)
Counting numbers 1 – 15
1. Counting numbers 1 – 15
Making patterns
2. Identification of numbers 14 - 15
3. writing slants
Collection of number symbols 1 -9
Same as previous weeks
Learners should learn to write the
horizontal line. _______
Collection of number symbols 10 -11
Same as previous weeks
Learners should learn to trace the slant
line (from left to right) e.g. \
Collection of number symbols 1 -11
Same as previous weeks
Learnersshould learn to write the slant
e.g.
, \
Collection of number symbols 12 -13
Same as previous weeks
Pupils should learn to write vertical
and horizontal lines e.g. ( , ______)
Collection of number symbols 14 -15
Pupils should learn to write slants e.g.
(\ , /)
Same as previous weeks
TEACHING SCHEME
MATHEMATICS
NURSERY ONE: SECOND TERM
WEEKS
1
2
3–4
5
6
7
8
TOPIC
Counting numbers 1 –1 5
Making patterns
Counting numbers 1 –1 5
Matching patterns 1 – 10
Counting numbers 1 –1 7
Making patterns
Counting numbers 1 – 19
CONTENT
1. Counting numbers 1 – 15
2. Identification of numbers 1 – 15
3. Tracing patterns in slant from right to
left e.g .
1. Counting numbers 1 – 15
2. Matching numbers 1 – 10 with objects
3. Writing patterns in slant form
1. Counting and identification of
numbers 1 – 17
2. Matching numbers 1 – 17 with objects
3. Tracing patterns in curve form, from
left to right e.g
ACTIVITIES
Collection of number symbols 1 -15
Pupils should learn to trace patterns in
slant form from right to left.
Matching numbers 1 – 10 to various
objects.
Pupils learn to write patterns in slant
form i.e right to left
Collection of numbers symbols.1 – 17
LEARNING RESOURCES
Same as previous objects in
first term
Sand tray, number sand
paper, magnetic numbers.
Bottle tops stones.
Magnetic numbers
Pupils should learn to trace in curve
form from left to right e.g
Making patterns
1. Identification of numbers 1 – 19
2. Matching numbers 1 – 19 with objects
3. Writing patterns in curve form, from
left to right e.g
Collection of numbers symbols.1 – 19
Pupils should learn to write a curve,
from left to right e.g
Counting numbers 1 – 20
1. Identification of numbers 1 – 20
Collection of numbers symbols.1 – 20
Making patterns
2. Tracing patterns in curve form, from
right to left e.g
Pupils should learn to trace a curve,
from right to left t e.g
Counting numbers 1 – 20
1. Identification of numbers 1 – 20
Collection of numbers symbols.1 – 20
Making patterns
2. Writing patterns in curve form from
right to left
Pupils should learn to write a curve,
from right to left t e.g
Magnetic numbers
Colours
Identification of primary colours e.g red,
yellow and blue.
Collection of various objects
identifying primary colours.
Objects (with the primary
colours)
Magnetic numbers
Magnetic numbers
9
Tracing numbers 1 and 2
1. Counting numbers 1 – 20
2. Tracing numbers 1 & 2
10
Counting numbers 1 – 23
Copying numbers 1 & 2
11
1. Counting objects and identification of
numbers 1 – 23
2. Colouring correct number of objects
1 – 23
3. Copying numbers 1 & 2
Counting numbers 1 – 25
1. Counting objects 1 – 25
2. Identification of numbers 1 – 25
Tracing numbers 3 & 4
3. Tracing numbers 3 & 4
Pointing and counting numbers 1 -20
on the board.
Pupils should learn to trace number
1&2
Pupils should use the primary colours
to colour objects between 1 – 23
Pupils should learn to write number
1&2
Pupils should use the primary colours
to colour objects between 1 – 25
Pupils should learn to trace number
3&4
Number cards,
coloured pencils
Number cards,
coloured pencils
Number cards
coloured pencils
TEACHING SCHEME
MATHEMATICS
NURSERY ONE: THIRD TERM
WEEKS
TOPIC
1
Counting numbers 1 – 25
2
Copying numbers 3 & 4
Counting numbers 1 –30
Matching patterns 1 – 4
CONTENT
1. Counting and identification of
numbers 1 – 25
2. Copying numbers 3 & 4
1. Counting and identification of
numbers 1 – 30
2. Copying numbers 1 – 4
3
Counting numbers 1 –30
Tracing numbers 5 & 6
4
Counting numbers 1 – 35
Copying numbers 5 & 6
5
Counting numbers 1 – 35
Tracing numbers 7 & 8
6
Counting numbers 1 – 40
Copying numbers 5 & 6
7
Counting numbers 1 – 40
8
Tracing numbers 9 & 10
Counting numbers 1 – 45
1. Identification and counting of
numbers 1 - 30
2. Tracing numbers 5 & 6
1. Counting and identification of
numbers 1 – 35
2. Copying numbers 5 & 6
1. Counting numbers 1 -35
2. Identification of numbers 1 – 35
3. Tracing numbers 7 & 8
1. Counting numbers 1 -40
2. Identification of numbers 1 – 40
3. Copying numbers 7 & 8
1. Counting and identification of
numbers 1 – 40
2. Tracing numbers 9 & 10
1. Counting numbers 1 – 45
2. Identification of numbers 1 – 45
3. Copying numbers 9 & 10
ACTIVITIES
Collection of number symbols 1 -25
Pupils should learn to copy numbers 3 & 4
Collection of number symbols 1 – 30 /
painting and counting numbers 1 -30 on the
board
Pupils should learn to copy numbers 1 – 4
Collection of numbers symbols.1 – 30
LEARNING RESOURCES
Numbers Cards,
Counting objects (same
as previous terms)
Number cards, counting
objects
Number cards, counting
objects
Pupils should learn to trace 5 & 6
Collection of numbers 1 – 35
Pointing and counting numbers 1 - 35 on the
board.
Pupils should learn to copy numbers 5 & 6
Pointing and counting numbers 1 - 35 on the
board.
Pupils should learn to copy numbers 7 & 8
Number cards, counting
objects
Number cards, counting
objects
Pointing and counting numbers 1 – 40 on
the board.
Copying numbers 7 & 8
Number cards, counting
objects
Pointing and counting numbers 1 – 40 on
the board.
Pupils should learn to trace numbers 9 & 10
Pointing and counting numbers 1 – 45 on
the board.
Pupils should learn to copy numbers 9 & 10
Numbers cards and
number chart
Numbers cards and
number chart
9
Shapes counting numbers
1 - 45
10
Counting numbers 1 – 50
11
Copying numbers 1 – 10
Counting numbers 1 – 50
Writing numbers 1 – 50
1. Identification of common shapes
e.g. Circles
, Square
,
Triangle
, Rectangle
2. Counting and identification of
numbers 1 – 45
1. Counting objects 1 – 50
2. Identification of numbers 1 – 50
Collection of various objects made of circle,
square, triangle and rectangles shapes.
Pupils should learn to write number 1 & 2
3. Copying numbers 1 – 10
1. Counting and identification of
numbers 1 – 50
2. writing numbers 1 – 50
Pupils should learn to copy numbers 1 – 10
Pointing and counting numbers 1 – 50
Pupils should learn the names of the shape.
Pointing and counting numbers 1 – 50
Pupils should learn to write numbers 1 – 10
Models with different
shapes, charts
Number card and
Number chart
Number card and
Number chart
Magic board
TEACHING SCHEME
MATHEMATICS
NURSERY TWO: FIRST TERM
WEEKS
TOPIC
CONTENT
ACTIVITIES
1
Counting numbers 1 – 20
1. Counting numbers 1 –20
2. Identification of numbers 1 to 20
3. Writing numbers 1 – 10
1. Collection of numbers symbols. E.g.
teachers should assist pupils to get
objects like counting sticks, pencils,
and balls, straw, to count.
2. Pupils should learn some number
rhyme.
2
Counting 1 to 30
1. Counting numbers 1 to 30
2. Identification of numbers 1 to 30
3. Writing numbers 1 - 15
1. Collection of number symbols. E.g.
Straws, pencils etc. to count
3
Counting 1 to 35
Making patterns
4
Counting numbers 1 to 40
Making patterns
5
End numbers and ten
numbers
6
7
Counting numbers 1 to 50
Counting numbers 1 to 60
1. Counting numbers 1 to 35
2. Identification of numbers 1 to 35
3. writing numbers 1 to 20
2. Number rhymes
1. Same as week 2
2. Pointing and counting of numbers
on the board with a pointer stick
1. Counting numbers 1 to 40
2. Identification of numbers 1 to 40
3. Writing numbers 1 to 25
1. Identification of end numbers e.g. 9,
10, 19, 20, 29, 30 etc.
2. Identification of tens numbers e.g.10,
20, 30, 40, 50, 60 etc.
1. Same as week 3
2. Pointing and counting of numbers
on the board with a pointerstick
1. Counting numbers 1 to 50
2. Identification of numbers 1 to 50
3. Writing numbers 1 to 35
Same as week 5
1. Counting numbers 1 to 60
2. Identification of numbers 1 to 60
3. Writing numbers 1 to 40
Same as week 6
Pupils should practise fill in the end
numbers and the tens numbers in ;
filing in of missing numbers
LEARNING RESOURCES
Variety of counting objects
e.g. Toys
- Numbers \ cards
- Crayons
- Picture cutting of
different types of
numbers
- Building blocks
- Matching cards
- Charts
- flash cards
- Sand tray
- Moveable figures
- Number templates
etc
Same as weeks above
Same as weeks above
Same as weeks above
Same as weeks above
8
Counting numbers 1 to 70
1. Counting numbers 1 to 70
2. Identification of numbers 1 to 70
3. Writing numbers 1 to 45
Same as week 7
Same as weeks above
9
Counting numbers 1 to 80
1. Counting numbers 1 to 80
2. Identification of numbers 1 to 80
3. Writing numbers 1 to 50
Same as week 8
Same as weeks above
10
Counting numbers 1 to 90
1. Counting numbers 1 to 90
2. Identification of numbers 1 to 90
3. Writing numbers 1 to 50
Same as week 9
Same as weeks above
11
Counting numbers 1 to 100
1. Counting numbers 1 to 100
2. Identification of numbers 1 to 100
3. Writing numbers 1 to 50
Same as week 10
Same as weeks above
12
Counting numbers 1 to 100
1. Counting numbers 1 to 100
2. Identification of numbers 1 to 100
3. Writing numbers 1 to 50
Same as week 11
Same as weeks above
13
14
Revision
Examination
Revision
Examination
TEACHING SCHEME
MATHEMATICS
NURSERY TWO: SECOND TERM
WEEKS
TOPIC
CONTENT
ACTIVITIES
1
Counting numbers 1 to 60
1. Counting numbers 1 to 60
2. Identification of numbers 1 to 60
3. Writing numbers 1 to 50
2
Counting 1 to 70
1. Counting numbers 1 to 70
2. Identification of numbers 1 to 70
3. Writing numbers 1 to 55
3
Counting 1 to 80
1. Counting numbers 1 to 80
2. Identification of numbers 1 to 80
3. writing numbers 1 to 60
Pupils should practice filing in the
missing numbers
4
Counting numbers 1 to 90
1. Counting numbers 1 to 90
2. Identification of numbers 1 to 90
3. Writing numbers 1 to 65
Same as week 3
5
Counting numbers 1 to 100
1. Counting numbers 1 to 100
2. Identification of numbers 1 to 100
3. Writing numbers 1 to 70
Days of the week
Same as week 4
6
Reciting the days of the week
7
Counting numbers 1 to 100
8
Counting numbers 1 to 110
9
1. Counting numbers 1 to 100
2. Identification of numbers 1 to 100
3. Writing numbers 1 to 75
1. Counting numbers 1 to 110
2. Identification of numbers 1 to 110
3. Writing numbers 1 to 80
Learning & writing figures 1 to Figures 1 to 5 in WORDS
5 in words
1. Pupils should count using pointers /
sticks.
2. Pupils should also identify the
numbers as they point.
Same as week 1
LEARNING RESOURCES
Variety of counting objects
e.g. toys
- Numbers \ cards
- Crayons
- Building blocks
- Matching cards
- Charts
- Moveable
alphabets etc.
- Picture cuttings of
different types
- Sand tray
- Flash cards
Counting toys, charts
Counting toys, charts
Pupils should learn the days of the
week with rhymes.
Pupils should practice filing in the
numbers.
Same as week 7
pupils should practice filing in
themissing letters of the word
Counting toys, charts
Counting toys, charts
Counting toys, charts
10
11
12
13
Learning & writing figures 1 to Figures 1 to 10 in words
10 in words
Counting numbers 1 to 110
1. Counting numbers 1 to 110
2. Identification of numbers 1 to 110
3. Writing numbers 1 to 90
Revision
Revision
Examination
Examination
pupils should practice filing in the
missing letters
pupils should practice filing in the
missing numbers
Same as week 11
TEACHING SCHEME
MATHEMATICS
NURSERY TWO:THIRD TERM
WEEKS
TOPIC
CONTENT
ACTIVITIES
1
Counting numbers 1 to 100
1. Counting numbers 1 to 100
2. Identification of numbers 1 to 100
3. Writing numbers 1 to 100
1. The pupils should count with a
pointer to aid identification.
2. The pupils should practice filling in
the missing numbers.
2
Number before and after
Identification of numbers that comes
before a particular number & number
that comes after a particular number.
3
Number before and after
Sorting before and after numbers
4
Reciting months of the year
Calendar months
5
Shapes
Identification of common shapes e.g.
Circles, Square, Triangles, Rectangles
6
Odd Numbers
Identification of odd numbers
1. The pupils should practice arranging
of number – puzzles.
2. The pupils should be given the flash
cards with the numbers re – arranged
by the teacher, to arrange themselves
1. The pupils should practice arranging
- Sand tray
of number – puzzles.
- Moveable
2. The pupils should be given the flash
alphabets and
cards with the numbers re – arranged
figures etc.
by the teacher, to arrange themselves
- Number templates
1. Identifying the months with 30 days Calendar
2. The pupils should identify the month
with 31 days.
3. The pupils should identify the month
with less than 30 days.
The pupils should practice tracing of
the shapes and practice drawing the
shapes on their own.
The pupils should practice picking out
of the odd numbers, from the re –
arrange flash cards
LEARNING RESOURCES
- Numbers chart
- Number cards
- Pictures
- Simple mathematics
books
- Board pointers
- Calendar
- Number puzzle
7
Even Numbers
Identification of even numbers
8
Introduction to addition
1. Identification of mathematical simple
signs i.e. plus (+), minus (-),equal to (=)
2. Addition of objects
9
Simple addition
10
Simple subtraction
11
Simple subtraction and
Addition
12
13
General Revision
Examination
†
=
e.g.
Addition of numbers e.g. 2 + 2 = 4 ,
3+3=6
1. Subtraction of objects
e.g.
=
2. Subtraction of numbers
e.g. 2 – 1 = 1, 8 – 4 = 4
1. Simple subtraction and addition of
objects.
2. Simple subtraction and addition of
numbers
General Revision
Examination
The teachers should re – arrange the
number cards, and ask the children to
pick out the even numbers
Pupils should practise addition of
objects.
Pupils should practise addition of
numbers.
1. Pupils should practise subtraction of
objects
2. Pupils should practise subtraction of
numbers.
1. Pupils should practise subtraction
and addition of objects
2. Pupils should practise subtraction
and addition of numbers.
Same as week 11
TEACHING SCHEME
ENGLISH LANGUAGE
FIRST TERM: NURSERY ONE
WEEK
1.
UNIT
SPEECH
2.
SPEECH
3.
READING;
WRITING
4.
WRITING;
READING
WRITING;
TOPIC
6.
WRITING;
SPEECH
7.
READING;
SPEECH;
WRITING
SPEECH;
8.
9.
WRITING
READING;
WRITING
SPEECH;
10.
WRITING
1. Teach learners simple stories and songs that portray honesty and
transparency
2. Learning letters F – J
LEARNING RESOURCES
Moveable alphabets, flash
cards and charts
Moveable alphabets, flash
cards, story books, radio, TV
tape recorder etc
1.
2.
1.
2.
3.
Picture reading.
Developing vertical and horizontal lines.
Making free patterns
Learning letters K – O
Making slanting stroke
Writing books, pencils, eraser,
crayon, etc
Moveable alphabets, flash
cards, charts, writing books,
pencils, erasers, etc
1.
2.
3.
1.
2.
3.
Learning names of body parts & identifying self (boy or girl)
Making running curves (Bottom to Top
Making running curves top to bottom ( ), (
).
Learning letters P – T
Learning body parts contd.
Identifying wavy lines (
,
).
and tracing them.
Learning letters U - Z
Describing simple stories.
Pattern making. Some Nursery rhymes
and pronunciation of letters Kk to Pp of the letters Kk to Pp circles.
Learning names of domestic animals.
Learning some objects in the home.
Pattern making in horizontal strokes.
Picture reading of objects and animals.
Pattern making in slant form.
Telling simple stories and learning rhymes.
Listening to music.
Pattern making in slant form from left to right ( :).
Pictures, charts, concrete
objects (learners), writing
books, pencils, erasers etc
Moveable alphabets, flash
cards, charts, writing books,
pencils, erasers, etc
Learning letters A - E
Alphabets, Rhymes and Songs
Simple instruction (value)
Alphabets
1.
2.
1.
2.
3.
1.
5.
SPEECH
CONTENT
2.
1.
2.
3.
Picture reading
Making free patterns
Patterns making.
Listening to music &
rhymes.
Alphabets
Making patterns of
different shapes.
Parts of the body.
Making patterns.
Body parts
Alphabets
Picture reading
Alphabets
Making patterns.
1.
2.
3.
Domestic animals.
Objects in the home & school
Making patterns.
Picture reading.
Making pattern.
Listening to music, stories and
rhymes.
Making patterns.
1.
2.
3.
1.
2.
1.
2.
3.
Moveable alphabets, flash
cards, charts, writing books,
pencils, erasers, etc
Moveable alphabets, flash
cards, charts, writing books,
pencils, erasers, etc
Concrete objects, pictures,
charts, writing books etc
Story books,, writing books,
pencils, erasers, VCD,
Television etc
SPEECH;
Picture reading and recognition
of objects.
WRITING
Making patterns.
Listening to music and poems
Alphabets
Making patterns.
11.
12.
SPEECH;
WRITING
13.
GENERAL
REVISION
14.
Listening skills, reading skills and
speaking skills.
Writing skills and simple
EXAMINATIONS
greetings.
1.
2.
3.
4.
1.
2.
3.
4.
Identification of objects in the school.
Identification of objects at home.
Naming of objects.
Pattern making in slant form from right to left ( :
).
Listening to music.
Reciting poems.
Pattern making: horizontal with vertical lines (
,
Reciting alphabets A – Z
Charts, pictures, writing books,
pencils erasers etc.
,
).
Moveable objects, writing
books, pencils, erasers, VCD,
Television etc
TEACHING SCHEME
ENGLISH LANGUAGE
NURSERY ONE: SECOND TERM
WEEKS
UNIT
1.
READING;
WRITING
TOPIC
Alphabets (upper & lower case)
Making patterns.
2.
READING;
WRITING
Identifying letters of alphabets Cc
& Dd.
3.
READING;
SPEECH
4.
READING;
WRITING
5.
READING;
WRITING
6.
READING;
WRITING
7.
READING;
WRITING
Making patterns.
- Identifying letters of
alphabets Ee & Ff.
- Nursery rhymes and
songs.
- Colours
- Greeting
- Instructions
Identifying letters Gg & Hh.
Colours
Making patterns
- Identifying letters Ii & Jj.
- Story telling.
- Colours
- Daily routine
-
Identifying letters Kk & Ll.
Control pattern making.
Shapes
Identifying letters Mm & Nn.
Strokes
CONTENT
1. Recognition and pronunciation of the letters Aa
and Bb.
2. Tracing of the letters Aa & Bb.
Making curves from left to right ( : ).
1. Recognition and pronunciation of the letters Cc &
Dd.
2. Tracing of letters Cc & Dd.
3. Making curves from right to left (
: ).
1. Introduction of primary colour
2. Greeting at school e.g. Good morning,
Madam/Sir.
3. Greeting at home e.g. Good morning Daddy, etc.
4. Simple instructions at school e.g. sit down, stand
up, etc.
5. Simple instructions at home e.g. welcome, come
here, etc.
6. Tracing of letters Ee – Ff
1. Recognition and tracing alphabets Gg – Hh
2. Identification of primary colours
3. Intersecting and slanting.
1. Learning the daily routine e.g. greetings, prayers,
bathing, brushing of teeth etc.
2. Tracing and colouring of letters/objects (letters Ii
– Jj).
3. Engage learners in story telling
1. Recognition& pronunciation of letters Kk-Ll
2. Tracing of different patterns
3. Making pre – writing skills (scribbles).
4. Learning the different shapes
1. Recognition & pronunciation of letters Mm & Nn.
2. Tracing pictures of objects.
-
LEARNING RESOURCES
Tracing book, moveable alphabets,
flash cards
Picture books, charts, posters, sand tray,
moveable alphabets, pencils etc.
Pencils, poetry books, musical instruments,
charts, games, (wood cards), posters,
song/rhyme books, paper, story books,
moveable alphabets and numbers,
books/puzzles, radio, writing books, chalk,
crayons, tape recorder, television, video CDs,
pencil grips, etc.
Colours crayons, pencils, writing books,
charts, pictures etc.
Pencils, charts, posters, song/rhyme books,
tracing and colouring books, moveable
alphabets, chalk, crayons, television, video
CDs, pencil etc.
Pencils, charts, posters, moveable alphabets
and books, writing books, chalk, television,
video CDs, pencil, etc.
Pencils, charts, posters, flash cards, moveable
alphabets, books/puzzles, radio, writing
Drawing shapes
8.
READING;
WRITING
Identifying letters Oo -Qq.
Colours
9.
READING;
Identifying letters Rr – Tt
Lines
Songs & Rhymes
3.
4.
1.
2.
3.
1.
2.
3.
WRITING
Slanting strokes.
Colouring of different shapes
Identification of letters Oo - Qq.
Tracing of letters Oo – Qq.
Matching colours with pictures
Identification of letters Rr – Tt .
Recognition & tracing vertical strokes
Nursery rhymes and songs.
books, chalk, crayons, television, video CDs,
pencil, etc.
Pencils, charts, posters, moveable alphabets,
writing books, chalk, television, video CDs,
pencil, etc.
Pencils, charts, posters, song/rhyme books,
moveable alphabets, chalk, television, video
CDs, pencil, etc.
Pencils, story books, musical instruments,
charts, posters, rhyme books, moveable
alphabets, chalk, television, video CDs, pencil,
etc.
Pencils, charts, posters, moveable alphabets,
writing books, chalk, television, video CDs,
pencil, etc.
10.
READING;
SPEECH
Identifying LettersUu – Ww.
Stories and Rhymes.
Lines Contd.
1. Identification of letters Uu-Ww
2. Nursery rhymes and songs
3. Recognition and tracing horizontal strokes
11.
READING;
WRITING
Identifying Letters Xx– Zz.
Making Patterns: Circle.
1. Identification of letters Xx – Zz
2. Making circular patterns.
12.
13
14.
READING;
REVISION
EXAMINATION
Letters Aa – Pp.
REVISION
EXAMINATION
TEACHING SCHEME
ENGLISH LANGUAGE
THIRD TERM: NURSERY ONE
WEEKS
UNIT
1.
SPEECH;
STRUCTURE
2.
SPEECH;
WRITING
3.
SPEECH;
WRITING
4.
SPEECH
TOPIC
Match same letters Aa – Zz.
Simple greetings and command.
Matching letters Aa – Ee with picture
word, two letter words contd.
Copying letters Aa – Bb
Matching letters Ff – Jj with picture
word,shapes
Copying letters Cc – Ff.
-
5.
SPEECH;
WRITING
6.
SPEECH;
WRITING
-
7.
8.
9.
SPEECH;
READING;
WRITING
SPEECH;
READING;
WRITING
SPEECH;
WRITING
-
Matching letters Kk – Oo with
picture word.
Storytelling, songs& rhymes
Matching letters Pp – Tt with
picture word, picture reading
Songs and rhymes.
Matching letters Uu – Zz with
picture word, colouring &
tracing
Copying letters Gg – Kk.
Revision: Matching letters Aa –
Zz with picture word.
Storytelling, two letter words
contd.
Matching objects and their
names and reading aloud.
Copying letters Ll – Pp.
Alphabets continue
Songs and rhymes.
1.
2.
3.
4.
-
CONTENT
Identification of letters Aa – Zz (Upper and Lower
Case).
Greeting at school.
Greeting at home.
Identifying names/title.
General greeting.
Associating pictures with words.
Identifying and listing two letter words
Practicing correct writing skills.
Associating picture with word.
More on shapes (tracing, identification & colouring)
Practicing correct writing skills.
-
Associating picture with word.
Telling simple stories, singing songs &rhymes.
-
Associating picture with word.
Guiding learners to read pictures
Singing songs.
Reciting rhymes.
Associating picture with word.
Guiding learners to trace & colour objects
Developing correct writing skills.
-
Associating picture with word.
Guiding learners to read two letter words
Telling simple stories.
Writing books, pictures, charts,
storybooks, pencils, erasers, etc.
-
Objects and their names e.g. A for Ant, apple, arrow
etc.
Practicing correct writing skills.
Guide learners to fill the missing alphabets A-Z
Singing songs.
Writing books, pictures, charts,
storybooks, pencils, erasers, etc.
-
-
-
LEARNING RESOURCES
Pencils, word cards,
Song/rhyme book, Story
books, writing books, charts
-
Pictures books, flash cards,
writing books, chart etc
-
Moveable alphabets,
moveable shapes, charts,
pictures, Writing books,
crayons, etc.
Charts, pictures and story
books.
Radio
Tape recorder, chats, pictures,
flash cards, rhyme books and
Television.
-
-
Chalk, tracing books, crayons,
writing books, charts ,
pictures, etc
Writing books, pictures, charts,
storybooks, pencils, erasers, radio,
SPEECH;
10.
-
Objects and their names.
Copying letters Qq – Uu.
-
Simple instructions and
commands
Copying letters Vv – Zz.
WRITING
11.
12.
13.
14.
SPEECH;
WRITING
-
SPEECH;
-
Matching objects and their
names.
WRITING
- Copying letters Aa – Zz.
REVISION
- General Revision.
EXAMINATION EXAMINATION
-
-
Reciting rhymes.
Objects and their names.
Guide learners to colour shapes and objects
Copying simple letters.
Guide learners to follow simple instructions and
commands e.g. sit down, come here, stand up, go
there, etc
Copying letters
Objects and their names.
-
Copying simple letters.
VCD, etc.
Writing books, pictures, charts,
storybooks, pencils, erasers, etc.
Concrete objects (learners), writing
books, erasers, pencils
Writing books, pictures, charts,
pencils, erasers, etc.
TEACHING SCHEME
ENGLISH LANGUAGE
FIRST TERM: NURSERY TWO
WEEKS
1.
2.
3.
4.
5.
UNIT
STRUCTURE
SPEECH
Simple greetings and command.
WRITING
WRITING
SPEECH
WRITING
SPEECH
WRITING
SPEECH
SPEECH
6.
7.
WRITING
SPEECH
WRITING
SPEECH
8
WRITING
9.
TOPIC
Match same letters Aa – Zz.
SPEECH
WRITING
SPEECH
10.
WRITING
1.
2.
3.
CONTENT
Associating picture with letters.
Greeting at school.
Greeting at home.
General greeting.
LEARNING RESOURCES
Pencils, games, flash cards,
song, and plastic alphabets.
Tracing and writing exercise
book.
Moveable alphabets, tracing
and writing books, story books.
Copying letters Aa – Bb.
Matching letter Aa – Jj with
picture word.
Story telling.
Matching letter Kk – Oo with
picture word.
Matching and reading letter Kk –
Oo
Matching letters Pp – Tt with
picture word.
Songs and rhymes.
Practicing correct writing skills.
Associating picture with word.
Writing letters Aa – Jj
Telling simple stories.
Associating picture with word.
Practicing correct writing skills
Writing letter Kk – Oo
Matching & reading letter Kk - Oo
Associating picture with word, tracing letter Pp - Tt
Singing songs.
Reciting rhymes.
Matching & reading letters Uu –
Zz with picture word.
Copying letters Gg – Kk.
Story telling
Tracing letters Aa-Jj
Matching objects and their
names.
Copying letters Ll – Pp.
Songs and rhymes.
Tracing letters Kk – Tt
Associating picture with word, reading letters Uu - Zz
Developing correct writing skills.
Pencil grip, crayons, tracing
books, etc.
Telling simple stories.
Tracing letters Aa – Jj
Objects and their names.
Story book, tracing book,
pencils etc
Pencil grip, writing books,
charts and pictures
Matching objects and their
names.
Copying letters Qq – Uu.
Practicing correct writing skills.
1. Singing songs.
2. Reciting rhymes.
3. Tracing letters Kk – Tt
Objects and their names.
Copying simple letters.
Tracing and writing books,
tapes/CDs
Tape recorder, television,
tracing books, charts& pictures
etc
Tapes/CDS, television &tracing
books, etc.
Charts, pictures, concrete
objects, writing books etc.
SPEECH
11.
12.
13
14
WRITING
WRITING
SPEECH
General
Revision
Examination
Matching objects and their
names.
Copying letters Vv – Zz.
Tracing of letters Uu – Zz
Objects and their names.
Copying simple letters.
Tracing of letters Uu – Zz
Charts, pictures, concrete
objects, writing books etc.
Charts, pictures, concrete
objects, writing books etc.
TEACHING SCHEME
ENGLISH LANGUAGE
SECOND TERM: NURSERY TWO
WEEKS
UNIT
SPEECH
WRITING
TOPIC
Copying simple words with
letter Aa.
Sound \a\ as in ant, apple.
Sound \b\ as in bag, bell
Songs and rhymes.
Copying words with letter
Bb. Colour letter Bb
SPEECH
WRITING
Sound \c\ as in cup, cat.
Copying words with letter
Cc.
STRUCTURE
1.
SPEECH
2.
3.
4.
SPEECH
SPEECH
5.
WRITING
6.
SPEECH
WRITING
7.
SPEECH
WRITING
Sound \d\ as in dog, dad
listening to poems and
storytelling.
Matching objects with their
beginning sounds (Dd).
Sound \e\ as in egg,
elephant.
Matching objects with their
beginning sounds.
Copying words with letter
Dd – Ee.
Sound \f\ as in fish, fan.
Copying words with letter
Ff.Nursery Rhyme
Sound \g\ as in girl, gum.
Matching sound with
picture word.
Copying words with letter
CONTENT
Copying simple words, guiding the learners to pronounce the
words correctly.
Teacher gives more examples of words with sounds.
1.
2.
3.
4.
1.
2.
3.
1.
2.
3.
4.
1.
2.
3.
Singing songs.
Reciting rhymes.
Copying simple words with letter Bb.
Colouring letter Bb
Using pictures.
Copying simple words.
Guiding learners to pronounce words with letter Cc
correctly.
Matching objects with their beginning sounds – letter
Dd.
Guiding learners to pronounce the sound of letter Dd
correctly.
Reciting simple poems
Telling simple stories.
Matching objects with their beginning sounds.
Guiding learners to pronounce /e/
Copying simple words with the letter Dd - Ee.
Copying simple words with letters Ff
Guiding learners to pronounce the sound Ff in words, sing
rhymes with the learners. .
1. Associating picture with word.
2. Copying simple words.
3. Colouring the letter Gg.
LEARNING RESOURCES
Writing books, television, tape recorder
& CD
Picture books, television, CD & charts,
crayons, colour pencils.
Moveable alphabets, television, CD &
charts, writing books.
Moveable alphabets, charts, television,
VCD, concrete objects etc
Concrete objects, charts, pictures,
writing books, CDs etc.
Charts, concrete objects, pictures,
writing books CDs etc.
Flash cards, video CDs, Charts, concrete
objects, pictures, writing books CDs etc.
8.
9.
SPEECH
WRITING
SPEECH
WRITING
10.
SPEECH
WRITING
11
12
Revision
Examination
Gg and colouring letter Gg.
Sound \h\ as in hat, hen.
Matching letter Hh with
picture words.
Listening to poems and
storytelling.
Sound \i\ as in ink, insect.
Matching letter Ii with
picture, colour letter Ii.
Sound \j\ as in jug, jet.
Matching objects with their
beginning sound.
Copying words with letter
Jj.
1. Associating picture with word.
2. Telling simple stories.
3. Reading poems
Associating words with picture.
Matching letter Ii with pictures
Colouring letter Ii with pictures.
1. Associating words with picture.
2. Matching objects with their beginning sounds
3. Copying simple words.
Charts, concrete objects, pictures, story
books CDs, flash cards, poetry books,
etc.
Pictures, charts, concrete objects, flash
cards, crayons etc.
Pictures, charts, concrete objects, flash
cards, crayons etc.
TEACHING SCHEME
ENGLISH LANGUAGE
THIRD TERM: NURSERY TWO
WEEKS
UNIT
1.
STRUCTURE
2.
SPEECH
STRUCTURE
WRITING
3.
SPEECH
WRITING
4.
SPEECH
WRITING
5.
SPEECH
6.
SPEECH
STRUCTURE
7.
WRITING
Colouring
TOPIC
Two letter words
Two letter words contd.
Vowels
1.
2.
1.
2.
3.
1.
2.
CONTENT
Learning two letter words e.g. on, at, go, etc
Writing two letter words
Learning two letter words e.g. is, as, be, so, it, etc.
Tracing two letter words
copying two letter
Learning vowels
Copying vowels e.g. a, e, i, o, u and identifying vowel letters.
Consonants.
1. Explaining the consonants
2. Listing consonants
Nursery Rhymes, Storytelling.
1. Reciting nursery rhymes.
2. Telling stories
1. Associating words with pictures e.g. up, go, do, us, me etc.
Two letter words contd.
Two letter words cont.
Copying and colouring of
captions and pictures.
1.
2.
1.
2.
Tracing two letter words
Copying two letter words
Copying of captions and pictures.
Colouring of captions and pictures.
Copying letters and words in
upper case.
Copying and colouring of
captions and pictures cont..
1.
2.
1.
2.
Copying letters and words in upper case.
Copying letters and words in upper case.
Copying of captions and pictures.
Colouring of captions and pictures.
Listening to music and
rhymes.
Reading familiar letters from
Aa – Mm.
Copying letters and words in
lower case.
1.
2.
1.
2.
Singing songs.
Reciting rhymes.
Reading familiar letters.
Copying letters and words in lower case.
LEARNING RESOURCES
Pencils, writing books, erasers
etc.
Writing books, erasers, pencils,
charts, tracing & copying books,
etc.
Moveable alphabets erasers,
pencils, charts, Writing books,
etc.
Moveable alphabets erasers,
pencils, charts, Writing books,
etc.
Tape recorder, VCD, television,
story books, etc.
Charts, concrete examples using
(learners).
Tracing and copying books,
erasers, pencils etc.
Crayons, pictures, & captions,
pencils, erasers, etc.
8.
WRITING
COLOURING
9.
SPEECH
10.
SPEECH
WRITING
Crayons, pictures, & captions,
pencils, erasers, television,
VCDs, charts, etc.
Charts, pictures, moveable
alphabets, pencils, writing
books etc.
11
12
Revision
Examination
TEACHING SCHEME
SCIENCE
FIRST TERM: NURSERY ONE
WEEK
TOPIC
1.
PARTS OF THE BODY
2–3
IMPORTANCE OF
THE PARTS OF THE
BODY
4.
SENSE ORGANS
5–6
USES OF SENSE
ORGANS
7.
PLANTS
8–9
COMMON SEEDS
10.
FRUITS
11
VEGETABLES
12.
IMPORTANCE OF
FRUITS AND
VEGETABLES TO THE
BODY
CONTENT
Self Awareness
Functions of body
parts.
Identification of
sense organs of the
body.
Highlight the
functions of the
sense organs.
Observing parts of a
plant.
Identification of
different seeds.
Definition and
identification of
fruits.
Identification of
different vegetables.
Importance of fruits
and vegetable to the
body.
ACTIVITIES
Get the children to identify parts of the body by touching their heads,
eyes, mouths, necks, hands, knees, legs.
Sing rhymes
Rhymes/demonstration, e.g. 1 clap with my hands; 1 eat with my
mouth; 1 breathe/sneeze with my nose.
LEARNING RESOURCES
Charts.
-
Name the sense organs, e.g. eyes, tongue, skin, ear and nose.
Rhymes.
Charts
-
Get the children to taste.
Children to identify – sweet, bitter and sour taste.
Describe things seen.
Describe levels of sounds.
Describe what they perceive or smell: pleasant or unpleasant.
Describe feelings from touch.
Children to observe plants, trees around.
Sweets, salt, lemon fruit, bitter
leaf.
Drum, talc, powder, shear
butter.
-
Sort seeds according to types.
Plant seeds.
Mention the names of different fruits.
Different types of seeds.
-
Mention the names of different vegetables.
-
Mention vitamins and minerals in fruits and vegetables.
Need for children to eat fruits and vegetable for proper growth and
development
Life vegetables of different
kinds.
Life vegetables and fruits,
charts.
-
Video/CD.
Charts, video CDs.
Samples of small plants, charts.
Different types of fruits, charts.
TEACHING SCHEME
SCIENCE
SECOND TERM: NURSERY ONE
WEEK
TOPIC
1.
DOMESTIC
ANIMALS
2.
WILD ANIMALS
3.
DIFFERENCES
BETWEEN
DOMESTIC
ANIMALS AND
WILD ANIMALS
4.
INSECTS
CONTENT
Explain domestic animals as animals that we keep at home.
Explain wild animals as animals that cannot be kept at home or that
lives in the forest.
Explain why domestic animals are friendly and wild animals are
dangerous or harmful.
Identification of common insects.
Identification of flying and crawling insects.
5.
INSECTS
6.
BIRDS
Identification of common birds.
Identification of birds that can fly and birds that cannot fly.
7.
8.
9.
BIRDS
Explain living things as things that have life in them. Non – living things
LIVING AND NON as things that have no life in them.
LIVING THINGS
DIFFERENCES
Explain the characteristics of living things, e.g. they move, they grow,
BETWEEN LIVING they talk, etc, non – living things do not move, grow or talk.
ACTIVITIES
- Mention names of
domestic animals
- Use animal chart or
models.
- Mention wild animals.
- Use animal chart or
models.
- Video documentatary.
- Use domestic animal
chart and wild animal
chart.
- Get wild and domestic
animals model for
children to separate
into group.
- Use insect chart.
- Video documentary.
- Use insect chart or toy
insects to identify insect
with wings and insects
without wings.
Use chart to mention names of
common birds.
Use birds chart to identify birds
that can fly, e.g. eagle, owl, etc
and birds that cannot fly, e.g.
ostrich, penguin, etc.
Give examples of living things as
plants and animals and non –
living things as stone, wood,
spoon, etc.
- Ask learners which
group they belong –
LEARNING RESOURCES
Charts, models, video
documentaries.
Charts, models, video
documentaries.
As 1 and 2 above.
Charts, video, models.
Charts, video, models.
Charts, video.
As 6 above.
Stones, wood, spoon, paper.
Charts, video.
Charts, video.
10.
11.
12.
AND NON –
LIVING THINGS
DIFFERENCES
Same as week 9
BETWEEN LIVING
AND NON –
LIVING THINGS
REVISION
EXAMINATION
-
-
living or non-living
things.
Same as week 9
Same as week 9.
TEACHING SCHEME
SCIENCE
THIRD TERM: NURSERY ONE
WEEK
1.
TOPIC
CONTENT
Explain water as a liquid that is colourless, odourless and
tasteless.
WATER
Explain various places of getting water and what water is
used for.
2.
SOURCES AND USES
OF WATER
-
-
-
3.
-
Explain floating as things staying on top of water.
Explain why object floats with demonstration.
FLOATING OBJECTS
-
-
4.
Explain sinking as things going down inside water.
Explain why object sinks with demonstration.
-
SINKING OBJECTS
-
5.
WEATHER
Define weather as the condition of the atmosphere.
Explain differences in weather.
-
ACTIVITIES
Ask children what they drink
when thirsty or after meal.
Get a glass of clean water.
Allow learners to taste, perceive
its odour, observe its colour
Get children out to fetch water
from the tap, (if available within
the school compound).
Ask children what they use
when washing clothes/plates,
brushing their teeth, etc.
Get a bowl of water.
Get floating objects like paper,
leaf, pencil, plastic spoon or
fork, etc.
Put the objects in water. Allow
children observe.
Tell children objects float on
water because they are light in
weight.
Get a bowl of water.
Get sinking objects like stone,
metal spoon, eraser, etc.
Put the objects in water. Allow
children to observe.
Tell children object sinks in
water because they are heavy in
weight.
Get children to move round the
school compound.
Make children compare the
weather in the classroom and
outside the classroom.
LEARNING RESOURCES
Drinking glass, water from clean
source.
Charts or videos of different
sources f water
Bowl of water, leaves, paper,
plastic spoons, etc .
Bowl of water stones, metal
spoons etc
Bowl of water stones, metal
spoons etc
6.
TYPES OF WEATHER
7.
COLOURS OF THE
RAINBOW
Explain weather types and activities for each weather type:
Rainy weather
children play indoor or indoor games
and take a lots of hot drinks.
Sunny weather
children play out door games and take
lots of cold drinks.
- Explain rainbow as a kind of coloured bowl in the sky
after the rain.
Explain why animals make different sounds (e.g. for
identification).
8.
ANIMALS AND THEIR
SOUNDS
9.
ANIMAL MOVEMENT
Explain animal movement
Define simple machines as tools that make work easy.
10.
SIMPLE MACHINES
11.
12.
REVISION
EXAMINATION
Use pictures and video to show types of
weather, e.g. rainy weather, cloudy
weather, windy weather and sunny
weather.
Charts, videos of different
sources of water.
Use the song about the rainbow to
teach the seven colours; Red, Orange,
Yellow, Green, Blue, Purple (Violet &
Indigo).
Use CDs showing where animals make
sounds, e.g.
Cat
mew, mew, mew….
Horse
neigh, neigh…..
Pig
oink, oink….
Cow
moo, moo, moo….
Use CDs showing where animals move
….. Horse
gallop
Frog
hops
- Get simple machine, e.g.
sharpner, broom, dust pan,
bottle opener, cutleries.
- Demonstrate how they work.
-
Charts, videos
Charts, videos
Charts, videos
Charts, videos
TEACHING SCHEME
SCIENCE
FIRST TERM: NURSERY TWO
WEEK
TOPIC
1.
OUR BODY
2.
CARE OF OUR BODY
3.
CARE OF OUR
SURROUNDINGS
CONTENT
The head, mouth, eyes, nose, ears, neck, legs, chest, etc.
Explain the care for the eye, teeth, hands, hair, nail, etc.
Explain the need to take good care of our surrounding.
Identification of objects in the classroom.
4.
OBJECTS IN THE
CLASSROOM
Identification of objects in the home.
5.
OBJECTS AT HOME
6.
Things in the sky
(Galaxy).
7.
Things in the sky.
Explain that things in the sky are created by God, e.g. Sun, Star and
Moon.
- Explain that moon gives light in the night.
- Sun gives light in the day.
- Star glitters.
- Collection of stars is called galaxy.
Explain rocks as larger stones.
8.
ROCKS
9.
SOIL
10.
SOIL
Explain soil as surface of the earth where plant grows.
Explain the types of soil texture and their uses, e.g. clay soil, sandy
soil and loamy soil.
ACTIVITIES
Use related songs to teach
different parts of the body.
Use related songs e.g. This is the
way I brush my teeth (3x) early
in the morning.
Get children to do simple
cleaning of the classroom, e.g.
sweeping, dusting, disposing
waste, etc.
Mention objects in the
classroom, e.g. fan, desk, chalk
or marker board, books, bags,
lunch boxes, etc.
Mention objects in the home,
e.g. bed, gas cooker, , fan,
cooking pots, chairs, plates,
cups, etc.
Cut cardboard into shapes of – a
star, moon and sun.
- Video documentary to
showing the moon in
the night.
- Sun in the day.
- Galaxy.
Children’s excursion to rocky
areas, e.g. (Zuma rock), Aso
rock, etc.
Get children outside to see and
touch soil.
- Get soil types e.g. loamy
soil, clay soil, sandy soil.
- Get children touch each
type of soil.
LEARNING RESOURCES
Charts on parts of the body.
Soap, dettol, tooth paste, brush,
etc.
Duster, broom, bin, map.
Charts and pictures, toys,
bedroom sets
Cardboards, charts and pictures.
Charts and pictures
Pictures and VCD
Sample of soil (different types)
and seeds.
-
11.
FLOATING OBJECTS
-
-
12.
SINKING OBJECTS
Explain floating.
Explain why object floats with demonstration.
List floating object, e.g. paper, leaf, pencil, plastic spoon,
etc.
Explain sinking as going down in water.
Explain why object sinks with demonstration
-
-
-
13,
14.
REVISION
EXAMINATION
Plant seed in the loamy
soil.
Get children to watch
and observe what
happens.
Get a bowl of water.
Get objects like paper,
leaf, pencil, plastic
spoon, etc.
Put objects in water.
Allow children observe.
Get a bowl of water.
Get objects like stone,
metal, spoon, eraser,
etc.
Put objects in water.
Allow children to
observe.
Tell children object sink
in water because of its
weight.
Water, bowls, light and heavy
objects.
Stones, metal spoons, folks,
knives, etc.
TEACHING SCHEME
SCIENCE
SECOND TERM: NURSERY TWO
WEEK
TOPIC
-
1.
FLOWERS
2.
AIR
-
CONTENT
Explain flowers as plants that beautify the environment.
List types of flowers of rose flower, sun flower, lily flower, hibiscus
flower, etc.
Explain air as mixture of gasses that surrounds the earth, part of
which we breathe in.
Air occupies space, e.g. balloon, nylon bag, tire tube, etc.
We have two types: clean and polluted.
ACTIVITIES
Use pictures or flower.
Charts.
Get children out to see
flowers within the
school compound.
Get balloon for
children.
Make children blow air
to the balloons
Use CD to show how air
is pump into tyre tube.
Mention non – living
things, e.g. stone, desk,
car, glass, etc.
Mention living things,
e.g. plant, animal, man,
woman, boy, girl, etc.
Use charts.
Use pictures or chart.
Documentary or video
on growth stages.
LEARNING RESOURCES
Sample of flowers: natural and
artificial.
Use pictures or chart.
Get any type of seeds.
Plant the seeds.
Observe till it grows
(Involve learners in this
activity).
Bring different samples of
water.
Samples of living and non living
things e.g plant, stones, insects,
etc.
-
-
3.
LIVING AND
NON – LIVING
THINGS
GROWTH
-
Explain growth as increase in height, size or general body
development.
Use children as examples – when they were babies.
Explain growth stages, e.g. from babies that cannot talk or walk.
Crawling, standing – walking and running.
Explain growth in plant from seed – sprouting – maturity.
5.
GROWTH
6.
WATER
7.
FRUITS AND
-
-
4.
Define living and non – living things.
Explain the characteristics of living things and non – living things.
-
Explain water as colourless, odourless and tasteless liquid.
Explain the sources of water – river, spring, rainfall, etc.
Explain fruits and vegetables.
-
-
-
Mention fruits and
Balloons.
Samples of living and non living
things e.g plant, stones, insects,
etc.
Samples of living and non living
things e.g plant, stones, insects,
etc.
Charts and pictures
Different types of fruits and
VEGETABLES
Mention different fruits and vegetables.
vegetables.
Ask children to bring
them to class.
Use pictures and video to show
weather types.
vegetables.
Use the rainbow song to teach
the seven colours of rainbow –
red, orange, yellow, green, blue
purple (violet and indigo).
Pictures and charts.
-
8.
WEATHER
9.
RAINBOW
10.
11.
REVISION
EXAMINATION
-
-
Define weather.
Explain weather types and the activities of each weather type, e.g.
rainy weather, sunny weather, cloudy weather and windy weather.
Explain rainbow as a kind of curved coloured lines in the sky.
Identify rainbow colours.
Pictures, video and charts.
TEACHING SCHEME
SCIENCE
THIRD TERM: NURSERY TWO
WEEK
TOPIC
-
1.
FOOD
2.
FOOD
3.
EATING RIGHT
4.
TABLE MANNER
5.
ANIMALS
6.
ANIMALS AND
THEIR YOUNG
ONES.
7.
ANIMALS AND
THEIR HOMES
8.
USES AND
SOURCES OF
DRINKING WATER
9.
SIMPLE MACHINES
USED IN THE
HOME
10.
SIMPLE MACHINES
USED IN THE
-
CONTENT
Explain food as what we eat apart from drugs or cosmetics
that gives our body nutrients for growth and development.
Explain sources of food, e.g. food from plant sources.
-
Explain sources of food from animals.
-
Explain balanced diet at their level of understanding.
-
Explain what table manner is.
Demonstrate examples of good Table Manner.
-
Identify and list different animals.
-
Identifying names of young ones, e.g.
Goat
Kid,
Lion
Cub, etc.
Identifying names of animals and their homes, e.g.
Horse - Stable, Lion - Den,
Dog - Kernel, Bird - Nest, etc.
List the sources of water.
Explain the uses of water.
Define simple machines used in the home.
List some of them e.g can opener, rake, bottle opener, etc.
Use animal charts and
toys. Allow learners to
pick them out.
Use animal and young ones
chart documentary.
Use charts and VCD
documentary to show animals
and their homes.
Explain the uses of water e.g
drinking, cooking, washing, etc.
-
Define machines used in the school.
List some of them e.g stapler, broom, duster, sharpener, etc.
ACTIVITIES
Ask children what they
do when hungry.
Mention common foods
that we eat.
Use food chart.
Use pictures and charts.
Guide the children to
identify different
animals in the pictures
and charts.
Set a plate of balanced
diet and all learners to
participate.
Explain etiquette of
table manner.
-
Demonstrate the uses
of these machines.
Allow the learners to
participate.
Demonstrate the uses
of these machines.
LEARNING RESOURCES
Food charts and children’s lunch
packs.
Pictures and charts.
Food items that make up a
balanced diet.
Set up a table with plates, cups,
napkins and cutlery for
demonstration.
Charts and animal toys.
Charts and pictures of animals
and their young ones.
Charts and VCD.
Charts.
Can opener, rake, rake, etc.
Stapler, duster, sharpner, etc.
SCHOOL.
11.
12.
REVISION
EXAMINATION
Allow the learners to
participate.