.

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
PRE – NURSERY

1ST TERM NUMBER CONCEPT

WEEKS TOPIC CONTENTS KEY SKILLS CROSS CURRICULAR RESOURCES
1 /2 Colors Introduce red and Children should be able to Jesus loves the little My first numbers lift the flip hand book.
blue with cut out identify each of the colors children God made
item/object. and also differentiate everything beautiful in
Picture/real between Red and Blue. different colors.

27
 objects
3 /4 Colors Introduce green Children should be able to God also made human in My first number book and DVD.
and yellow colors sort out green and yellow different colors, that is why
with object from other colors. some are fair while some
(picture/real are dark.
objects)
5/6 Introduction of Use Children should be able to God gave us parts of our My first number book & DVD.
numbers 0 and 1 songs/rhymes cut identify 0 and 1. bodies according to their
out pictures realia, numbers.0 means nothing,
games and real 1 comes after 0.
objects.
7 /8 Review colors, red, Use toys, To identify the colours Wow! Can you see the My first number book & DVD.
yellow, green and materials and correctly without making rainbow, God designed it
blue. books. mistake. with beautiful colours.
9 Shapes Introduce square To identify the shapes . The world we are in came My first number book & DVD.
and circle shape in a shape.
10/11 Shapes Introduce triangle To identify and sort out Everything we see around My first number book & DVD.
and oval using the shapes by us came in different
sorting. themselves. shapes.
12 /13 Review colors with Introduce triangle To identify colours and God made everything My first number book & DVD.
shapes. and oval using shapes. according to their colours
sorting. and shapes.

2ND TERM
WEEKS TOPIC CONTENTS KEY SKILL CROSS CURRICULAR RESOURCES
1 Introduce number Number formation. To recognize that 2 God asked Noah to build My first number, lift the flip hand book.
2 and its value. Recognition of comes after an ark and take the
number 2 and its 1.Form number 2 animals 2 by 2.
value. as in curve and
dash.
2 Introduce number Number formation. To recognize and Clap 3, 1,2,3. My first number book and DVD.
3 and its value. Recognition of form number 3 as
numbers and curve and curve.

28
 values.
3 Introduce number Number formation. To recognize and There is one sound that My first number book & DVD.
4 and its value. Recognition of form number 4 as four likes, f.
numbers and a stroke, a dash
values. and a cut.
4 Review number 1- Using enough aids. To identify I have two hands, the left My first number book & DVD.
4 and their values. Rote read numbers, numbers and the right.
colors and shapes. accordingly. To
recognize the one
that comes after
each other.
5 Introduce black Using enough aids. To identify black God made day and night, My first number book & DVD.
and white. Rote read colors and white. human beings are also in
and shapes. different colours.
6 Introduce number Using enough aids. To identify number There is one sound that My first number book & DVD.
5 and its values Rote read numbers, 5, to recognize that likes 5 and that sound is
colors and shapes. after number 4 is also f.
number 5, to also
recognize how
many things 5
likes.
7 /8 Concept of size Introduce large To identify God made everything in My first number book & DVD.
/small. Big/little. large/small, different colours and sizes.
big/little objects.
9 Concept of size Introduce thick/thin To be able to Everything God made is not My first number book & DVD.
using objects. identify the concept equal, they are in different
Big/little. Fat/thin of seizes both in sizes. Some are big, some
using human and human and are little, some are fat while
animal. animals. some are thin.
10 Review sizes Large/small/thick To be able to Everything God made is not My first number book & DVD.
and thin using identify large/small, equal, they are in different
human and animal. thick and thin, to sizes. Some are big, some
recognize the are little, some are fat while
various sizes. some are thin.
11/12 Review color red, Large/small/thick To be able to Everything comes with My first number book & DVD.
blue yellow, green, and thin using identify the colors, shapes, colours and sizes
using shapes and human and animal. shapes and sizes that make them unique.
sizes. without making
mistakes.

29
3RD TERM
WEEKS TOPIC CONTENTS KEYSKILLS CROSS CURRICULAR RESOURCES
1 /2 Review numbers Using lots of To be able to 1,2,3,4,5, once I caught a My first number, lift the flip hand book.
1-5 objects, real identify 1-5.
fish alive……
objects. To recognize the
number that comes
one after the other.
3 /4 Review colors; Red, yellow, green To be able to sort Jesus loves the little My first number book and DVD.
Introduce numbers and blue. Using out the colors from children……
6 and 7. enough aids, rote each other. To
count numbers 1 to recognize that
7. number 6 comes
after 5 and before
7, and to form the
both numbers..
5 /6 Review white and Using lots of aids To identify black as Remember that night is My first number book & DVD.
black; Introduce and objects; rote dark color, white as always dark while day is
numbers 8 and 9. count numbers 1 to bright color. To bright.
9. recognize and form
numbers 8 and 9.
7 /8 Review square, Using lots of aids To be able to Always remember that My first number book & DVD.
circle, triangle and and objects. Rote identify the colors shapes and colors make
red, blue and count numbers 1 to accordingly. things and human look
yellow colors. 11 To sort out the beautiful.
Introduce number shapes. Identify
10 and 11. and form numbers
10 and 11.
9 Shapes. Introduce Introduce cone, To identify these Oval shapes come in egg My first number book & DVD.
numbers 12 and rectangle and oval shapes from other form, rectangle has 2 long
13. shapes. Rote count shapes. Identify and 2 short sizes, cone has
numbers 1 to 13. and form numbers a birthday party cap form.
12 and 13.
10 Colors. Introduce Introduce pink, To identify the Everything on earth comes My first number book & DVD.
number 14 and 15. orange and brown colors. with different colors.
colors. Rote count To sort them
numbers 1 to 15. accordingly.
Identify and form
30
 numbers 14 and
15.
11 /12 Review new colors Using of aids. To identify the Everything on earth comes My first number book & DVD.
and shapes. colors. with different colors.
To sort them
accordingly.
13 Varied activities To identify the Everything on earth comes My first number book & DVD.
involving shapes, colors. with different colors.
colors and To sort them
numbers. accordingly.

1ST TERM LANGUAGE ART

WEEK TOPIC CONTENTS KEY SKILLS CROSS RESOURCES.
S CURRICULAR
1/3 Rote read sound (a- Use Use activity book for Sounds and Sound band.
z) songs/rhymes coloring. rhymes.
Sing songs on

31
 C.D.
4 Introduce ‘s’ sound Rote read Children should be able to Heavenly Sound band, jolly phonics book.
With associate object sounds s- ar know to ‘s’ sound. bodies
and pictures With story, action ‘s’ as in sun.
and related
objects
5 Introduce ‘a’ sound Rote read Pupils should be able to Types of fruit-‘a’ Sound board, jolly phonics book and DVD.
With associate object sounds s- a With identify ‘a’ sound with as in apple.
and pictures story, action and action.
related objects
6/7 Introduce ‘t’ sound Rote read They should be able to Plant ‘t’ as in Jolly phonics book, chart and DVD.
With associate object sounds s- ar identify ‘t’ sound and say it. tree.
and pictures With story, action
and related
objects
8 Introduce ‘i’ sound Rote read The children should be Jolly phonics book, chart and DVD.
With associate object sounds s- ar able to know ‘I’ sound.
and pictures With story, action
and related
objects
9 Introduce ‘p’ sound Rote read Pupils should be able to Animals and Jolly phonics book and DVD.
With associate object sounds s- ar identify ‘p’ sound. their sounds
and pictures With story, action The pig, it
and related makes a sound
objects like this,
oink..Oink….oin
k.
10 Review s-p sounds With stress, Children should be able to Sound board, jolly phonics book, DVD and big
With associate object actions and know s-p and their actions. book. Jolly phonics book and DVD.
and pictures related objects.
11 Introduce ‘n’ sound Rote read Children should be able to Parts of the Sound board, jolly phonics book, DVD and big
With associate object sounds s- ar know ‘n’ sound and its body ‘n’ as in book. Jolly phonics book and DVD.
and pictures With story, action action. nose.
and related
objects
12/13 Review s-n sounds With stress, Children should be able to Sound board, jolly phonics book, DVD and big
With associate object actions and identify s-n sound and their book. Jolly phonics book and DVD.
and pictures related objects. actions.

32
2ND TERM
WEEKS TOPIC CONTENTS KEY SKILLS CROSS RESOURCES
CURRICULAR
1 Introduce ‘s’ sound Using flash Children should be able Heavenly
With associate cards actions, to identify ‘s’ and say it. bodies‘s’ as in Sound Board.
object and pictures story and sun.
related objects.
2 Introduce ‘a’ sound Using flash Children should be a Types of fruits
With associate cards actions, able to say ‘a’ and ‘a’ as in apple. D.V.D. sound board jolly phonics book.
object and pictures story and identify it.
related objects.

3 Introduce ‘t’ sound Using flash Children should be able Plant ‘t’ as in
With associate cards actions, to say ‘t’ sound. tree. Sound board, chart, and jolly phonics book.
objects and story and
pictures related objects.

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

With associate cards actions, say ‘I’ and identify it. Sound board, D.V.D,and Jolly phonics book.
object and pictures story and
related objects.
5 Introduce ‘p’ sound Using flash Children should be able Animals and
With associate cards actions, to identify the ‘p’ sound. their sounds. Sound board.
object and pictures story and
related objects.

6 Introduce ‘n’ with Using flash Children should be able Parts of the
associate object cards actions, to identify ‘n’ sound and body. Chart, sound board and D.V.D.
and pictures sound story and say it.
related objects.
7/8 Review s-n sounds Using Pupils should be able to
With associate associated know s-n and say them.
object and pictures material.
9 Introduce c/k Using flash Children should be able Types of fruits.
sound cards actions, to know the c/k sounds Sound board, and D.V.D.
With associate story and and say it.
object and pictures related objects.

33
 10 Introduce ‘e’ sound Using flash Pupils should be able to Animals and
With associate cards actions, know ‘e’ sound and say their sounds. Chart D.V.D.
object and pictures story and it.
related objects.
11 Review p-e Using flash Children should be able Sound board, chart D.V.D.
sounds cards actions, to say p-e sounds.
story and
related objects.
12/13 Review s-e sounds Children should be able Sound board, chart D.V.D, jolly phonics book.
to say s-e sounds and
identify them.

3RD TERM
WEEKS TOPIC CONTENTS KEY SKILLS CROSS RESOURCES
CURRICULAR
1 Introduce ‘h’ Using flash Children should be Parts of the body Sound Board
sound cards, actions, able to know ‘h’ sound ‘h’ as in hand. Jolly phonics.
story and and say it.
related objects.
2 Introduce ‘r’ Using flash Children should be Transportation by Sound board.
sound cards, actions, able to identify ‘r’ road.
story and sound say it.
related objects.
3 Introduce ‘m’ Using flash Children should be Parts of the body Chart, jolly phonics book and sound book.
sound cards, actions, able to identify ‘m’ ‘m’ as in mouth.
story and sound and say it.
related objects.
4 Introduce ‘d’ Using flash Pupils should be able Care of the body Sound board.
sound cards, actions, to identify ‘d’ sound ‘d’ as in dress.
story and and say it.
related objects.
5 Review sound h-d Using flash Children should be Chart, jolly phonics and sound book.
cards, actions, able to say h-d sounds
story and and their actions.
related objects.
6 Introduce ‘g’ Using flash Children should be Animals and their Sound board and chart.
sound cards, actions, able to identify ‘g’ and and sounds.
story and say it.
34
 related objects.
7 Introduce ‘o’ Using flash Children should be o as in orange. Sound board, chart and jolly phonics book.
sound cards, actions, able to say the ‘d’
story and sound.
related objects.
8 Introduce ‘u’ Using flash Children should be Position- under, Chart, jolly phonics big book.
sound cards, actions, able to identify the up.
story and sound and say it.
related objects.
9 Introduce ‘i’ sound Using flash Pupils should be able Animals and their Jolly phonics e.t.c
cards, actions, to identify ‘e’ sound. sounds.
story and
related objects.
10 Introduce ‘f’ sound Using flash Pupils should be able Plants ‘f’ as in Sound board& chart e.t.c
cards to identify ‘f’ sound and flower.
actions, story say it.
and related
objects.
11 Introduce ‘b’ ‘’ ‘’ Children should be Physical Jolly phonics book, e.t.c
sound able to identify ‘b’ education- filling
sound and say it. the basket with
balls.
12/13 Review all single Children should be
sounds taught s-b able to identify them.

1st TERM CREATIVE ARTS AND CRAFTS

WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 /2 Making dots

35
 3 /4 Making raindrops in
an umbrella

5 /6 Making strokes on a
dress/shirt

7 /8 Free expression art

9 Hand print

10 /11 Molding with

plasticine

12 Free expression

13 Designing on a card/
gift

2ND TERM
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 Picture coloring

2 Thumb print

3 Picture coloring
4 Free Expression Art

5 Making Dots

6 Picture coloring

7 Picture coloring

36
 8 /9 Moulding with
plasticine

10 Color splash

11 Picture coloring

12 Making a hand fan

3rd TERM
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 Making Dots With
Crayon ON picture.

2 Free expression art

Coloring a rabbit.
3 Coloring rabbit

4 Sand collage

5 Color splash

6 Coloring (Barney)

7 /8 Moulding with
plasticine

9 Pasting exercises

10 Coloring a bus

11 Moulding with Cutting with dough

plasticine.

37
12 Etching with the leaf Leaf and cone

38
1ST TERM SEASONAL CREATIVITY
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 Reading bright colored
picture
books/magazine.
2 Naming objects in the Classroom
classroom.

3 Picture identification. Family

4 Picture (kitchen)

5 Picture (bedroom)

6/7 Picture (sitting room)

8/9 Picture (Park)

10/11 Categories by Using different Identify same and colors

sameness with number, objects
objects.
12/13 Sorting by color, shape Using different Identify same and colors
and size. objects

39
2ND TERM
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 Animal book Using soft cloth

2/3 Spot the difference Using Identify and circle

picture/object
4/5 Categorizing by Using different Identify, circle, color and
sameness pictures match the picture.
6/7 Match to the other half

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

narrow/wide)
9 Sequencing of pictures

10 Identifying position On and off

11 Identifying position In and out

12 Identifying position Before and behind

3RD TERM
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 /2 Identifying big/little Using different
pictures
3 /4 Identifying large and Large and small
small
5/ 6 Identifying position Under and over

7 Odd one out

8 Using animals
Fat and thins, /humans
9 Spotting the difference
40
10 Positions in front and Using different
back objects
11 Finding the missing part

12 Outside and inside

13 Review positons

41
1ST TERM PHYSICAL & HEALTH EDUCATION

42
 WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1 /2 General physical
exercise
3 /4 Kicking balls

5/ 6 Tambourine
movement

7/8 Flying kites

3RD 9/10 Filling the basket

with balls.,
TERM 11/12 Matching and
swinging of arms.
13. Mr. wolf what is the
time.

2ND TERM

1 General exercise
2 Tambourine
movement
3 Up and down

4 Swinging of arms 43

5 Part of the body

game
 1 General/Physical
exercise
2/3 Racing in pairs
4 Hopping exercise
5 What is the time Mr.
wolf

6 Filling the basket Using small

ball
7 Tambourine movement
8 Kanganroo movement
9 Pinching exercise
10 Head, shoulder, knee,
and toe.
11 Somersaulting
12 Bouncing a ball
13 Walking on the line with
arms apart

1st TERM STORY

44
 1/2 Reading of
individual picture
book
3/4 Listening to a story
on radio
5/6 The ugly duckling
7/8 Listening to story
on radio
9/10 The Giant’s stew
11/12 Cinderella.
13 Review all story

2ND TERM
1/2 The little red riding
hood
3/4 The three little pig
5/6 Goldilocks and
three bears
7/8 Chicking licking
9/10 Thumbelina
11/12 Listening to a story
on a radio.

3RD TERM
1/2 The story of old
Macdonald.
3/4 The story of Mary
who had a little

45
 lamb
5/6 Cinderella
7/8 Ginger bread man
9/10 Thumbelina
11/12 Listening to a story
radio
13 Review all stories

1ST TERM SONGS AND RHYMES

1/2 Twinkle, Twinkle
little star
3/4 Jesus loves me
this I know
5/6 One, two buckle
my shoes
7/8 The place to be
happy is here
9/10 Hey diddle, diddle,
the cat and the
fiddle
11/12 Jesus loves the
little children
13 Review all

2ND TERM
1 Ladybird, ladybird
2 I have two hands
3 Baa, baa, black

46
 sheep
4 Diana blow your
horn
5 When I see the
traffic light
6/7 Pat …a… cake
8 King Jesus was a
little child
9 Little pollyflinder
10 Mary, Mary quite
contrary
11 I love Jesus

12 Pussy cat
13 Review difficult
song and rhymes

47
3RD TERM
1 Old mother
hubboard
2 Polly put the kettle
on
3 Oh! Where has my
little dog gone
4 Little bo beep
5 Oh! The big ship
sails
6 Clap your hand
one, two, three
7/8 Good morning my
dear children
9 Row, row, row
your boat
10 Mary had a little
lamb
11 Rat-a-tat-tat.
12 Pussy cats
13 Review difficult
song rhymes

48
GRACE AND COURTESY
1ST TERM
1/2 Welcoming and talking about
love
3/4 Caring for one another
5/6 Sucking and crying
unnecessarily are bad habits
7/8 Greeting Good morning
9 Saying thank you
10/11 Orderliness
12 Observing the silent time
13 Saying yes please

2ND TERM
1/2 Welcoming back to school and
greeting people
3 How to excuse oneself when
passing in front of some one
4 How to interrupt when is
necessary
5/6 Silent time
7/8 Sucking and crying
unnecessarily
9/10 The proper way to yawn,
sneeze, cough and clean
running nose
11 Showing appreciation
12/13 Proper toilet habit

49
3RD TERM
1 Welcoming children back to
school
2 Saying welcome, how was Saying
your day? excuse me
3 Some good habits, eg: playing
gently,
4 Some bad habits, eg: biting,
pushing, scratching with finger
nail.
5 When to say I’ m sorry
6/7 Silent time
8 Good table manners
9 Appreciating one’s property
10 Greeting for permission
11 Asking for permission Please may
I
12/13 Caring for one another

50
1ST TERM PRACTICAL LIFE
1/2 Gripping exercise Pencil
crayon,
spoon
3/4 Sitting and standing properly
5/6 Playing with sand Baking &
building
castle
7/8 Opening and closing the door
9 Beading Exercise ‘’
10 Pairing exercise Water from a
bottle into
cup
11 Revision Excercise
12/13 Examination

51
 3

2nd Term 3

1 Washing Exercise
2/3 Drying and pegging
Exercise
4/5 Walking up and down the
staircase 3
6 Gripping exercise Pencil crayon, spoon
RD
7/8 Lacing Exercise handkerchief
9 Beading exercise Pasta or straw
10/11 Zipping and unzipping Using the zip
12/13 Bottoning and unbuttoning Botton frame exercise
Term
1/2 Spooning exercise Dry spooning
of rich beans
3/4 Pouring exercise Water from
cup to cup
52
 5/6 Dancing without knocking into
furniture
7/8 Threading Using lace
frame
9/10 Walking on a line
11/12 Folding exercise Napkins,
handkerchief,
towels &
other cloths
13 Washing exercise Bathing a doll

1ST TERM BASIC SCIENCE

Wks Topics Content Activity/assessment
1/2 Taking a walk round the
school
3/4 All about my school Out doors ,show them
round the school
5/6 All about my school Indoors
7/8 The home Areas in the home and
what is done there
9/10 Basic animals and their Using futures and chart
sounds
11/12 Types of fruits Pictures/real objects
13 Review all topics

2ND TERM

53
 WEEK TOPIC CONTENTS ACTIVITY/
S ASSESSMENT
1 Living things: Using animals, Meaning of living Identify, circle, and
plants, human beings. things colour living things
Characteristics of
living things.
2 Non-living things :using Meaning of non- Identify, circle, and
objects living things color non- living
Characteristics of things
non-living things.
3 Difference between living and Identify and colour
non- things
4/5 Animals and their young ones Names of animals Identify ,match and
and their sound. and what the colour
young ones are
called.

6/7 Introduce some basic parts of Say what parts of Point at each parts
the body the body are for one after the
other.identify and
colour
8/9 Family (family) The meaning of Identify father,
family mother and
What the family is children and
made up of. colour.

1ST TERM BIBLE CLUB

WEEK TOPIC CONTENTS ACTIVITY/
S ASSESSMENT
1/2 When God made the Using pictures of cat,
animals dog,birds and pig etc
3/4 When God made me Picture card,creation
using a hand mirror
54
 5/6 Sing and be glad Be happy of the
butterflies and oneself
7/8 Jesus loves the little Sing song: Jesus loves
children me this I know
9/10 I am special Let the children know
they are very special
10/11 All about Christmas

2ND TERM
WEEKS TOPIC CONTENTS ACTIVITY/ASSESSMENT
1/4 What is prayer? Prayer is talking
and listening to
God.
5/6 Thankfulness The story of the
ten lepers.
7 Pray in the
morning/evening, /learning
our Lord prayer
9/10 A simple story of creation Man, see a, tree,
sun, moon and
stars.

11/12 Easter tidings The purpose of

Jesus Christ:
saving the world

3RD TERM
WEEKS TOPIC CONTENTS ACTIVITY/
ASSESSMENT

1/2 The good Samaritan Explain who a good Samaritan is

55
 3/4 Bible adventure Jonah and the big fish
Lesson learnt: obedience
5/6 Bible adventure
David the giant killer
Lesson learnt: protection
7/8 Miracles of Jesus Jesus feeds five thousand
9/10 Brave queen Esther
11/12 Balaam and the donkey

1ST TERM HAND WRITING

WEEKS TOPIC CONTENTS ACTIVITY/
ASSESSMENT
1 Introduction of gripping of
pencil
2/3 Scribbling on various
pictures
4 Making of dots on various
pictures
5 Tracing of vertical lines
6 Tracing of horizontal lines
7/8 Tracing of strokes
9 Tracing of right and left
curves
10 /11 Tracing of downward and
upward curves
12 Trace all patterns taught
from week 1-12

56
2nd TERM HAND WRITING
WEEKS TOPIC CONTENTS ACTIVITY/
ASSESSMENT
1 Review activity on gripping
2 Tracing of vertical/horizontal
lines
2 Tracing of vertical/horizontal
lines
3 Tracing of strokes
4 Tracing of circle
5/6 Tracing of number 1
7/8 Tracing of zig-zag
lines(connect to w,z,x)
9 Tracing and writing of
number 4 and 7.
10 Tracing of number 2 and 5.
11 Tracing of number 3 and 8.
12 Tracing of number 6 and 9
13 Trace difficult pattern
numbers and letters.

3rd TERM HAND WRITING

WEEKS TOPIC CONTENTS ACTIVITY/
ASSESSMENT
1 TRACING OF NUMBER 1-5
2 Tracing of number 6-10
3/4 Tracing of number 1-10
5 Tracing of sound f,j,t,k,h,l
6 Tracing of sounds c,n,m,u,v
7/8 Tracing of sounds w,q,p,y,g
9/10 Tracing and writing of
57
 numbers,review (1-10)
11/12 Tracing and writing of letters
f, j,t,k,h,l,c, n,mu,v.
13 Review of writing using
activity book.

NURSERY 1 LANGUAGE ART 1 ST TERM

WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT REFERENCE

1 Introduction of the 1. Rote read single Able to build 2  Match sounds to Jolly phonics
1st group of sounds sounds letter words the correct hand book and
s,a,t,i,p,n 2. Introduce picture C/D
Tricky words , I, sounds using Identify sound  Identify and
associated flash using action colour these
cards, actions sounds
and stories

2 Introduction of the 1. Rote read jolly Able to build 2  Colour the right
2nd group of sounds phonics 42 letter words, picture for each Jolly phonics
c,k,e,h,r,m,d sounds sound hand book and
Tricky word ,He, 2. Introduce Identify sound  Sound and match C/D
sounds using using action these sounds
associated flash
cards actions
and stories

58
3 Introduction of the 1. Rote read jolly  Name and trace Jolly phonics
3rd group of sounds phonics 42 Able to build 2 these sounds hand book and
g,o,u,l,f,b sounds letter words,  Match sounds to C/D
Tricky word ,Me. 2. Introduce the correct
sounds using Identify sound picture and colour
associated flash using action
cards, actions
and stories
3. Match and
colour these
pictures

4 Review sounds s-b As in week 1-3 As in week 1-3  Identify and Jolly phonics
Tricky word ,Me. colour these hand book
sounds and C/D
5 Introduction of the 1. Rote read jolly Able to build 2  Match sounds to Jolly phonics
4th group of sounds phonics 42 Letter words. the correct hand book and
ai,oa,ie,ee,or. sounds picture C/D
Tricky word , We. 2. Introduce Able to trace  Identify and
sounds using sounds. colour these
associated flash sounds
cards, actions Identify sounds.
and stories
3. Match and
colour these
pictures
6 Introduce the 5th 1. Rote read jolly  Name and trace Jolly phonics
group of sounds phonics 42 Able to build 2 these sounds hand book and
z,w,ng,v,oo. sounds Letter words.  Match sounds to C/D
Tricky word, Be. 2. Introduce the correct
sounds using Able to trace picture and colour
associated flash sounds.
cards, actions
and stories Identify sounds

7/8 Introduce capital  To rote read To drill learners Name and trace letter. Jolly phonics
letters. sounds on sound. hand book and
Tricky word, To.  To read and Look and copy letters. C/D

59
 form the capital To explore
letters. learners ability to
 Identify the form and read
capital letters the letters of the
alphabets.
9/10 Introduction of vowel Identify vowel Identify and circle all the Jolly phonics
sound. Rote read sound. letters from vowels. hand book and
Tricky word, Do.  Identify the capital letter. C/D
vowels and Build 2 letter Match vowel sound to
consonant. words. the picture it likes
To differentiate
the vowel from
the consonant.
11 Review capital letter Build 2 letter words. Identify capital Name and trace letters. Songs/rhymes: Jolly phonics
and vowel sounds. letters and small ba,ba, Black sheep. hand book and
Rote read capital letters letters. Name and match letters C/D.
Tricky word “Go” to their sound. Vowel songs
Build 2 letter a, a, apple
words. Match vowel sound to the
picture it likes

12 Review s-oo. As in week 1-11 As in week 1-11 As in week 1-11 As in week 1-11
Associate sound
with picture

2nd TERM
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFERENCE
CURRICULUM LINK
1 Review sounds s-oo 1. Rote read s-ar Able to build 2  Colour the right Discovery: Animal Jolly phonics
Tricky word, Go. 2. Review sounds letter words picture for each sound. hand book and
s-oo with stories sound Snake sound ssssssss C/D
action and real Identify sound  Sound and match The dog bark
objects using action these sounds The cork crow ooooo
2/3 Introduce the 6th 1. Rote read Able to build 2  Name and trace Discovery: church- we Jolly phonics
group of sounds sounds s-ar letter words these sounds go to church on hand book and
60
 y,x,ch,sh,th, th 2. Introduce y-th  Match sounds to Sunday C/D
Tricky word , No. with stories Identify sound the correct Sheep sounds baa,
actions pix using action picture and colour baa
4/5 Introduce the 7th 1. Rote read Able to build 2  Match sounds to Discovery: oil-mum Jolly phonics
group of sounds sounds s-ar letter words the correct cook with oil hand book and
qu,ou,oi,ue,er,ar 2. Introduce qu-ar picture C/D
with stories Identify sound  Identify and Ue: on the quee
Tricky word, So actions pix using action colour these
sounds
6/7 Capital letters/ small 1. Rote read s-ar Identify capital  Name and trace Songs/rhymes: Letter land C/D
letters. 2. Introduce the letters and small letters ba,ba, Black sheep.
Tricky word, “My” capital letters letters.  Name and match
letters to their
Build 2 letter sounds
words.
8/9 Vowel sounds/small Rote read a, e, I, o, u Identify vowel  Identify and circle Songs/rhymes Phonic hand
letters letters all the vowel book and C/D
Tricky word ,by. Rote read 42 sounds sounds Vowel song
Build 2 letter  Match vowel
words sounds to the
picture it likes
;10/11 Consonant sounds Rote read 42 sounds Build 2 letter  Identify and circle Songs/rhymes: Letter land C/D
Tricky word ,the, words all the consonant Ba,ba,black sheep
Identify and colour sounds
Identify  Match consonant
consonant letters sounds to the
picture it likes
12 Review capital Build 2 letter words Identify capital  Name and trace S.o.s: Letter land C/D
letters letters letters State and capitals
Tricky word , No. Rote read capital letters  Name and match
Building 2 letter letters to their
words sounds

3RD TERM
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CROSS REFRENCE
CURRICULUM LINK

61
1/2 Review vowel and Rote read 42 sounds Build 2 letter  Identify and circle Songs and rhymes Phonics hand
consonant sounds words. all the vowel book and C/D
Identify consonant and sounds
vowel sound Able to trace  Identify and circle
sound all the consonant
sounds

3/4 Introduce two letter Rote read 42 sounds. Build simple Read and copy two letter S.O.S: State and Key phonics by
words words words capital schofild
Build meaningless
words
5/6 Introduce three Rote read 42 sounds Build simple  Read and copy N/concept: Number Jolly phonics
letter words words three letter words names hand book
Review 2 letter words  Listen and write
Identify2/3 letter
Build 3 letter words words

7 Review two and Rote read 42 sounds Build simple  Read and copy Songs and rhymes First aid in
three letter words Build 2/3 letter words words  Listen and write English
Tricky words
Build meaningless word Identify
consonant and
vowel letters

8/9 Use of ‘a’ and ‘an’ Rote read 42 sounds Build simple Match the right article to Songs and rhymes Jolly phonics
words the right picture an apple hand book
Identify vowel
/consonant sound
10/11 Introduce consonant Rote read the 42 sound Building simple  Circle the final Songs and rhymes Jolly phonics
blends (initial and words blend for each hand book
final blends) Identify the initial and picture and colour
final blends.  Fill in the final
blend for each
Build words picture
12 Review consonant Rote read 42 sounds Building simple  Circle the final Songs and rhymes Jolly phonics
blends words blend for each hand book
Identify and blend the picture and colour
initial and final blends  Fill in the final
blend for each
picture
62
1st TERM NUMBER WORK

WE TOPIC CONTEXT KEY ASSESMENT REFERENCES

EK SKILLS/CURRIC
ULAR LINK
1/2 Introduction of 1. Rote count a)able to identify 1. Count and match objects
numbers 1-5 and numbers 1-20 no1-5 to the correct number
their values 2. 2. Introduce no 1-5 b) parts of the 2. Identify and colour these
with formation body. numbers
(straight down as1) c) Songs/ rhymes
etc. l have two hands.
3. Introduce no1-5
values with
different objects
and animal
counters.
3/4 Introduction of no 1. Rote count a)able to identify 1. Count and circle the
6-10 and their numbers 1-20 6-10 in isolation correct number for each
values 2. Introduces no 6-10 b) Songs / set
with formation Rhymes God 2. Draw counter for each
(curve in no. 6 etc. made me. number in the b; ox
3. Introduces no. 6-10 W.W.J.D:
values with creation.
different objects
and animals or
63
 counters.
5 Introduction of 1. Rote count number a) Identify shapes 3. Identify and colour the Early learners Bk 1
shape triangle 1-20 by sorting. circle shape
square, circle Form 2. Introduce triangle b)practical life: 4. Find and colour all the
number 11-12 square circle sorting triangle shapes
shapes with
different objects.

6/7 Introduction of 1. Rote count 1. Identify 1. Match shape correctly. 3. Collins

shape cone numbers 1-25 by sorting 2. Colour the cone shape
rectangle oval 2. Introduce cone 2. Sensorial and circle the rectangle
diamond, Form rectangle oval Act. shape.
number 13-14 diamond shape Concept
using different of
objects samenes
s by
shape
8/9 Introduction of 1. Rote count number a) Identify by 3. Identify and these shape Schofields &Sims
colours yellow, red, 1-25 sorting. correctly
blue, green .Form 2. Introduce colours b) Songs/ rhymes 4. Colour correctly.
number 15-18 yellow, red, and Jesus love. Little
blue, green with children.
real objects.

10/ Introduction of 1. Rote count a)identify by 1. Colour objects Early learners Bk 1

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

12 Reviews values 1- Same as week 1-11 Same as in week

10, shape and 1-11
colours.

2ND TERM
1/2 Review no 1-20 1. Rote count Same as in 1 st
1. Count and circle numbers Collins
and their values. numbers 1-30 term week 1-4. for each set.
64
 2. Review no 1-20, 2. Draw counter for each
recognize and number in the box.
formation
3. Review no 1-20
values with
different objects
and animal
counters.
3/4 Introduction of 1. Rote count number 1. Able to 2. Trace numbers and Number book 1-10.
numbers 21-25 and 1-40 count & match to the right value.
their values. 2. Introduce no 21-25 identify 3. Count and ring the
with different no 1-40 number that match each
objects and set.
animals or
counters.

5/6 Introduction of 1 Rote count number 1-60 1. 4. Count and circle the Schofields & Sims
number 26-30 and using different objects. correct number for each
their values set.
5. Draw counter for each
number in the box

7/8 Review shapes and 1. Rote count number 1. Identify 3. Colour object Collins.
colour triangle 1-50. colours appropriately
square circle 2. Review colours and by 4. Identify and colour these
diamond red blue shape using sorting. shape correctly.
yellow green. different objects 2. Discovery
Introduce number : see the
31-40. Form rainbow.I
numbers dentify
accordingly. and count
1-60.

65
 Review colours: orange pink 1. Rote count To identify by sorting.  Colour Learning
9/1 Introduce no 41-50.
brownRote count
peach number
black white1-80 1. numbers
Able to1-100. 3. TranceAct:
Sensorial numbers and Leaning
objects solutions age 3-4
solution Ages
1\2
0 Form numbers Shapes: using aids.
diamond, cone, star, identifyorange
2. Introduce matchofto the right values
Concept appropriately 3-4
accordingly. oval. Review number 1-50. pinkand count
black white4. Count and ring the
sameness .
1-80
diamond cone number that match each  Identify and
2. starDiscovery
oval set. colour these
: we have shapes
36 state & correctly
3\4 Form number 51-55 1. Rotecapital.
count nos 1- To be able to  Fill in the Schofield &
11/ Review shape and Rote count number 1-100 3.100Able to 5. recognise
Colour and write
objects missing
Collins Sims
12 colours, oval, using aids. 2. Explain
identify numbers o-9
appropriately numbers.
cone, rectangle, sequencing
and count 6. Sensorial
IdentifyAct:
and colour these  Write from
pink, purple, brown, 1-100. Concept of size
shapes correctly memory.
5\6 Form numbers 56-60
black, white, peach 1. Rote count To be able to write  Fill in the Learning
etc. numbers 1-100 numbers orderly. missing solution
2. Fill in the missing Grace and courtesy: numbers
numbers from 51- Orderliness  Write from
60. memory 1-20
7\8 Form number 61-65. 1. Rote count To be able to know  Count Activity bk
numbers 1-100 what number comes number in
2. Explain the next when writing’ ascending
meaning of Sensorial Act: What order.
ascending order come next.  Join the dot.
3. Count numbers in
descending order

9\10 Form numbers 66-70. To be able to identify  Trace Learning

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

66
1ST TERM PRACTICAL LIFE
WEEK TOPIC CONTENT KEY SKILLS ASSESSMENT CROSS CURRICULUM LINK REFRENCE
1 Sand play Building castle To build with build shapes Dis: Non/Wing things Phonic hand look
tower sand, castle , WWJD: Creation and C/D
u, t, c. ball, cups etc
2 Washing and drying of Washing of hands Keeping hands wash and dry our P/E/: Good grooming Phonic hand book
hands with soap and towel clean & healthy hands D/cov: parts of the body and C/D
hand wash,
water, towel
3 1. carrying How to carry chairs, 1. Carrying and Carry and P:E:Body excise sensorial: Letter hand C/D
exercise and cup, water position of position seat orderliness song/rhymes:
bottle and chair objects properly clean up
2. Carrying of
chairs

4 Pulling out and pushing How to pull out chair and Pull out and push in Pulling and pushing P:E body ex
in of chair push in chair exercise Sensorial: orderliness
Dis:cleanlines
5 grippling and How to grip and Improve gross motor 1. spoon rice Hand writing grace and write Letter hand C/D
spooning exercise spoon, skill beans, lang art, my spoon, S:as in
to grip objects cup, sand into a spoon
pencil bowl

:
6 dusting surfaces with a How to dust Improve gross Dusting of tables, Grace, courting good table Key phonic 3 by
cloth surfaces what to motor skill window, tv, plate manner and care of our school filed
dust prpperly
7/8 Pouring exercise 1. How to pour 1. Improve on 1. Pour water N/concept number Jolly phones hand
from cup into a their into bottle namcreative art: rain drop book
bottle concentration Discovery: we cook with water
level. How to
pour into a
bottle

9 Sorting exercise How to sort button, Identify objects Sort out shapes, Number concept First Aid in English
objects shapes and by colours, s and sizes 1. Shapes, circle shape
colour shapes and sizes 2. bang art :match object
with same shapes
10/11 Keeping our class neat How to sweep and Sweeping Identifying these P:E Cleaning Vidoe

67
 arrange the shelf, arranging, and object broom, Disc: Care of our environment.
dusting the dustpan
classroom
12 Wearing my socks and to know how to wear Identify socks Say and colour, P:L: our belongings Video
shoes socks and shoes and shoe Shoe and sock
demonstrate
2ndTERM
WEEK TOPIC CONTENT KEY SKILLS ASESSEMENT CROSS CURRICULUM LINK REFERENCE
1/2 Washing exercise Wash a doll Identify dolls, Identify dolls. Disc: cleanliness Collins
water soap Identify soap Sensorial Act: Nos of dolls.
and bow .
3 Spooning exercise How to spoon food Improve learners Grip and Disc: Cooking utencils Collins
from plate to plate ability on the use spoon the Songs\ rhymes: I have two
of spoon rice. hands
4/5 Carrying exercise How to grip objects Improve gross motor Hold the Sen Act: Handling toys Collins
cup, pencil How to skill chair and Songs\ Ryhmes: Jack and Jill
handle a tray. walk round
the class
6 Buttering a slice bread Know how to butter Improve gross motor Paste butter Disc: Types of food Learning is fun
bread skill on a bread Num Concept: Two breads for
number
7/8 Washing exercise To have good Improve gross Identify soap Disc: personal hygiene
personnel hygiene motor skill and towel
9 Sorting Pegging and drying Improve gross motor Identify and Num Concept: 3 balls for
skill sort all the number 3
red balls
10 Threading Using lace frame Eye and hand co- Identify lace Song\Ryhmes: I can tie my
ordinatoin and frame shoe lace.
11/12 Touching exercise Rough/ smooth Improve gross motor Identify rough Disc: things in the classroom
skill and smooth
surfaces

3rd TERM

68
 WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFRENCE
1 zipping and unzipping Using zipping frame Improve gross motor Identify zip in a shirt Disc: Clothe Video
exercise skill
2 Buttoning and Using buttoning frame Eye and hand co- Identify buttoning Sen Act: Sorting diff colours of Video
unbuttoning exercise ordination frame buttons
3 Lacing and unlacing Using buttoning frame Eye and hand co- Identify lacing frame Rhymes: I can tie my shoe Video
exercise ordination lace
4 Buckling and Using buttoning frame Gross motor skill Identify buckling Disc: clothe Collins
unbuckling exercise frames

1S 5 Varied activities WK 1-4 Gross motor skill Identify various

frames
Disc: clothe Coolins

T 6 Arranging of bags and Orderliness Co- ordination Identify shelves, Lang Art: b for bag Science is fun
boxes in shelves bags, boxes s for shelve
8 Washing and rinsing of To wash and rinse with Gross motor skill Identify handkerchief T P D : Proper use of Science is fun
handkerchief water handkerchief

9 Drying and pegging of Using pegs Improve Co- Identify pegs and T P D : Proper use of Science is fun
handkerchief ordination handkerchief handkerchief
10 Folding a handkerchief To fold handkerchief Hand co-ordination Identify handkerchief T P D: Proper use of Science is fun
properly handkerchief
11 Care to plant Watering of plant Hand co-ordination Identify watery can Disc: Plant Science is fun

12 Care of oneself Tucking in our shirt Orderliness Is it good to fly our T P D: Proper way of dress. Video
Fastening your shoes shirt ?

TERM DISCOVERY

69
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFERENCE
1 All about me Childs name, name of To know their names What is your name ? Songs\ Rhymes: do you love
teacher etc and the name of their Hilltop Sch…… Early Learners
My school, class, friends school Environmental
Studies
2/3 Environment 1. My school To mention some What can you find in Sen Act: Things in my Early Learners
2. Things in my objects in the school the school environment Environmental
school environment environment? Studies
environment
4 Parts of the body Mention parts of the body To identify parts of Touch your head Num concept: 2 eyes Early Learners
the body Touch your eye Environmental
Studies
5/6 Good grooming Care of my body To keep body clean Match body parts P\Life: washing exercise Early Learners
Care of my finger nails, with things we need Environmental
hair, teeth etc. to keep them clean Studies
Discuss more good and
bad habits.
7/8 Care of our belongings How to care for our pants, Children should Circle the things we P\Life: washing exercise Early Learners
socks etc. know that cleanliness use in brushing our Environmental
How to care for our books is important to be teeth. Studies pg 43
bags, shoes etc. healthy.
9/10 Personal hygiene The proper use of toilet. Children should Circle the things we Lang Art: soap, water, Early Learners
The use of our know that cleanliness use to take our bathe Environmental
handkerchief. is important to be Studies
healthy
11/12 Personal safety rules The meaning of safety. To know how to How many times Sen Act: Brushing Exercise Early Learners
and decision making How to make good make decision should we brush our Environmental
decision teeth in a day Studies
Early Learners
Environmental
Studies

2ND TERM
WEEK TOPIC CONTENTS KEY SKILLS ASSESSEMENT CROSS CURRICULUM LINK REFRENCE
1 Non-living things Define non-living things. To mention non- mention some non- Lang Art: stone ,shoe ,bag etc EarlyLearner
Mention the non-living living thing living things English
things. Chair, bags. Etc.
2 Living things Define living things. To mention mention some living- p\life :I take my bathe has a Early learner
Mention living things. living- .things things living-thing English
Plants. Animals, human
beings
¾ Animals Types of animals(pets, To mention names of Mention some pet Lang Art: cat, dog, lion etc Early Learner
farm and wild) animals and wild animals English
The sound each animal 70
makes
5/6 Animals and their homes To know the names of To mention some Mention some Lang Art: animals and their Science is fun
some animals and their animals and their animals and their sounds
homes. homes homes
CRK 1 ST TERM

WEEKS TOPICS CONTENTS KEY ASSESSEMENT CROSS REFERENCE

SKILLS CURRICULUM LINK
1/2 Story of creation  Explain creation Know that God  Identify and  Number My bible story
 Name the things created Heaven Colour what Concept: books and video
God created and Earth God created shapes and
and when on the 1st day Colours
 Colour Adam
¾ Prayer  Define prayer Know how to  Colour  Songs\ My bible story
 Morning say a short mummy and Rhymes: books and video
evening and prayer daddy praying Prayer is the
meal time key
prayer
5 Prayer the morning  Define prayer Know how to Colour a boy praying Lang.Act : prayer is a My bible story
Morning evening and say morning by the bed side. word. books and video
meal time prayer prayer
6 Prayer in the  Define prayer Know how to What is prayer Songs\Rhymes: Little My bible story
evening Evening. say evening miss muffet books and video
prayer
7/8 Meal time prayer  Say the meal Know how to Say the meal prayer Number Concept: My bible story
time prayer say meal time twenty buns for books and video
 The important of prayer. number 20
prayer
9/10 thankfulness  The story of ten Say the moral Identify and Number My bible story
lepers lesson of the ten colour the ten Concept: ten books and video
lepers lepers lepers for
number 10
11/12 Jesus is our saviour  The birth of Mention the Identify and colour Songs\Rhymes: King My bible story
He came to save Jesus Christ earthly parents Jesus Jesus was a little books and video
the world  The death of of Jesus Christ child tra la,la,la
Jesus Christ

My bible story
books and video

71
 2ND TERM
W TOPICS CONTENTS KEY SKILLS ASSESSEMENT CROSS REFERENCE
E CURRICULUM LINK
E
K
1/ The Lord’s prayer Say the meaning of learn to say the Lord’s What is prayer Lang.Act: Prayer is My bible story books and video
2 Prayer prayer word
3/ Jesus heals  Jarius daughter Know moral lesson of the Who was Jarius’ Songs\Rhymes: My bible story books and video
4 story daughter?
5/ Forgiveness Story of Stephen Know how to forgive each who was Stephen? My bible story books and video
6 other
7/ Mary and Martha The Story Learn the moral lesson who was Jesus to Num. concept: two My bible story books and video
8 Mary and Martha? sisters for number 2
9/ Help to strangers The story of the good Know the story of good Who helped the T P D : Showing love My bible story books
1 Samaritan samaritan wounded man? to others
0

3RD TERM
WEEK TOPICS CONTENTS KEY SKILLS ASSESSEMENT CROSS CURRICULUM REFERENCE
LINK
1/2 God our deliverer Story of the Israelites in Egypt Know the moral who was Joseph? Lang.Art: Joseph is a boy My bible story books and
lesson video
¾ Morning, night, mid Importance of prayer Know how to say What is prayer? Songs\Rhymes My bible story books and
time prayer these prayers video
5/6 Obedience to God Story of Noah/ story of To know the story of Identify and colour Songs\Rhymes: Obedience is My bible story books and
Samuel Noah and Samuel Noah’s Ark better than sacrifice. video
7/8 Mary and Martha The story of Jesus with the To know the story of Identify and circle Num.Concept: Two sisters for My bible story books and
children Mary and Martha Mary and Martha number 2 video
9/10 Kindness Esther’s story To know the meaning Identify and colour Lang. Act: kindness means My bible story books and
of kindness Esther love. video
11/12 Boldness David and Goliath To know the story of Identify and colour Songs\Rhymes: A Lion, a lion, My bible story books and
David and Goliath David a lion has a tail, it has a big video
head…….
STORY 1 ST TERM

72
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CROSS REFRENCE
CURRICULUM
LINK
1/2 Reading 1.Describe To identify different Identify and colour Sensorial Activity. story books
individual picture terms pictures. Perception and
books 2.Identify discrimination
different pictures

3/4 Town mouse and 1.Describe friendship Colour town mouse. Pre science; farm story books and dvd.
country mouse terms animals.
2. Identify and
name the Sensorial Activity;
characters in the concept of size
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

5/6 The three little 1.Describe Boldness, living Identify and colour Number concept; Ladybird story books
pigs terms together as one. the 1st pig. number 3
2. Identify and Love. Discovery:animal
name the
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

7/8 Snow white and 1.Describe 1.To identify and Colour the snow Number concept: The DVD on snow white and the seven
the seven dwarf terms describe the white. colour, number. dwarfs and story book.
2. Identify each characters
character in the 2. To give a

73
 story summary of the
3. Tell the pupils story.
the story. 3. To say the moral
4. State the lessons in the story.
moral lessons in
the story.
9/10 Pinnochio 1.Describe 1. To identify and Obedient W.W.J.D. what I The DVD and story book.
terms describe the should do as a
2. Identify each characters in the good child.
character in the story.
story. 2. To give a
3. Tell the pupils summary of the
the story. story.
4. State the 3. To say the moral
moral lessons in lessons in the story.
the story.
11/12 The clever 1.Describe To be clever in all 1. To identify and Discovery; The clever monkey story book
monkey terms things. role play some of the animals
2. Identify and characters in the
name the story.
characters in the 2. To give a short
story summary of the
3.Dramatise and story.
say the story to 3. To say the moral
the pupils lessons in the story.
4. State the
moral lessons in
the story.

2ND
TERM
1/2 The three little 1.Describe Boldness, living Identify and colour Number concept; Video and the story book.
pigs terms together as one. the 1s pig. number 3
2. Identify and Love. Discovery:
name the animal
characters in the
story
74
 3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

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

5/6 The bad 1.Describe Do not have Bad Identify the bad Number concept; Video and the story book.
tempered goat terms temper. tempered goat. number 3
2. identify and Discovery:
name the animal
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

7/8 Goldilocks and 1.Describe Greedy Who is goldilocks? Number concept; Video and the story book.
the three bears terms number 3
2. identify and Discovery:
name the animal
characters in the
story
3.Dramatise and
say the story to
75
 the pupils
4. State the
moral lessons in
the story

9/10 Why the bear tail 1.Describe Greedy Concept of size. Concept of size Video and the story book.
is short terms Discovery:
2. identify and animal
name the
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

11/12 Watch video of Narrate, role Greedy How many bears are Number concept; Video and the story book.
goIdilock and the play and watch there? number 3
three bears video Discovery:
animal
Video and the story book.

3RD
TERM
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CROSS REFRENCE
CURRICULUM
LINK
1 Watch video of 1.Describe Obedient Identify the three Number concept; Video and the story book.
the Goldilock and terms bears. number 3
the three bears 2. identify and Discovery:
name the animal
characters in the
story
3.Dramatise and
say the story to
76
 the pupils
4. State the
moral lessons in
the story

1/2 The story of old 1.Describe Animal and the What sound does the Video and the story book.
Mac -Donald terms sound they make. duck make? Discovery: farm
2. identify and animal and their
name the sound.
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

3/4 Beauty and the 1 Describe Love Identify the beast Number concept; Video and the story book.
beast terms number 3
2.Identify and Discovery:
name the animal
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

5/6 Puss in the boot 1.Describe Friendship Colour the boot Video and the story book.
terms Discovery:
2. Identify and animal
name the
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
77
 moral lessons in
the story

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

9/10 Cinderella 1.Describe Obedient Who is Cinderella Sensorial Activity; Video and the story book.
terms concept of
2. Identify and size ,number
name the
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story

11/12 Little red riding 1.Describe disobedient Who is little red Sensorial Activity; Video and the story book.
hood terms riding hood. concept of
2. Identify and colours.
name the
characters in the
story
3.Dramatise and
say the story to
the pupils
4. State the
moral lessons in
the story
78
SONG/RHYMES 1 ST TERM

79
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CROSS REFRENCE
CURRICULUM
LINK
1 Twinkle, twinkle Recite the rhyme Children will learn Where can we see Discovery:heavenly Video.
little star and sing the heaven bodies the star? -body
song.
2 Rain, rain go Recite the rhyme Children will learn Rain give us what? Discovery:importan Video.
away and sing the rhythm t of water
song.
3 Pat-a-cake Recite and role Repetition of sounds Who made the cake? Practical Video
play the song life:buttering of
bread
4 Old Mac- Recite and role Children will learn Mention things in Old Discovery:Animals Video
Donald play the song rhythm Mac-Donald farm and their sounds
5 Hot cross buns Recite and role Children will learn One buns is for one Discovery:Hot and Video
play the song rhythm _ cool
6/7 Hey diddle Recite the rhyme Children will learn What jump over the Sensorial Video
diddle sing the song. the rhythm moon? Activity:Positional
word over

8 Little jack horner Recite and sing Children will learn Who is little jack? Video
the song the rhythm
9 Mary had a little Recite and sing Children will learn Is Mary lamp small Discovery: Animals Video ,chart
lamp the song rhythm or big? with furs
10 A lion a lion Recite and role Children will learn The lion has a big _ Sensorial Activity: Video, chart
play the song rhythm Concept of size
11 Head shoulders Recite and sing Learn part of the Touch your ear. Number concept; Video, chart
knees and toes the song body. number
Discovery; parts of
the body
I2 I have two Recite and sing Keeping a clean Touch your hand Number ; number. Video,chart
hands the song hands

2ND
TERM
WEEK TOPIC CONTENT KEY SKILLS ASEEEMENT CORSS REFRENCE
CURRICULUM
80 LINK
1 Jack and jill Recite and role rhythm Who is jack? Discovery;water Video and chart
went up the hill play
2 In a cottage in a Recite and sing Friendship What is cottage? Discovery ;farm Video and chart
wood the song
1ST TERM PHYSICAL AND HEALTH EDUCATION

W TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFERENCE

E CURRICULUM
E LINK
K
1/ General body To move all parts of To acquainted with What is exercise? Songs\ Rhymes: I Video
2 exercise the body exercise have two hands,
the left and the right
3/ Tambourine To move body To know the use of What is this? Lang. Art: Playground
4 movement according to the tambourine Tambourine is an
rhythm object
5/ What is the time Mr Recite and role play To know the time What number is this? Num. Concept: Playground
6 wolf Number Value
7/ Hopping exercise Body movement To learn how to Move your arms, Lang. Art: Hopping Playground
8 move every part of bend your knees. is an action word
the body
9/ Leaping exercise Body movement To learn how to Lift up your leg Disc: Parts of the Playground
1 move with one leg body
0
1 Who is in the garden Recite and role play To know how to Who can sing this Lang. Art: girl Playground
1/ sing the song song?
1
2

2ND TERM
W TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFERENCE
E CURRICULUM
E LINK
K
1 Swinging of arms Body Exercise To exercise the Show me your arms Disc: Parts of the Playground
arms body
2 Tambourine To move body to know the use of what is this? Lang.Art: Playground
movement according to the tambourine Tambourine is an
rhyme object.

81
3 Head, Identification of the To identify different Touch your toes Disc: Parts of the body chart
shoulder ,knees and part of the body parts of the body Touch your body
toes shoulders
4 Jack in the box Body movement To recite and say where is Jack Sensorial Act: Playground
identification of
object
5 Hopping exercise General body move To move all parts Can you hop? Do it Lang. Art : Playground
of the body Hopping is an
action word
6 London bridge Recite and role play To sing the song What happen to the Disc: means of Playground
bridge? transportation
6/ What is the time Mr Recite and role play To know the time What number is this? Num. Concept: Playground
8 wolf number value
9 Kangaroo movement Body movement to know how hop like a kangaroo Disc: Animals Video
hopping kangaroo move
1 Apart together Body movement to part and close Show me your right Disc: Parts of your Playground
0 the 2 legs leg? body
1 somersaulting Body movement to learn how to show me the foam Disc: parts of body Playground
1 tumble
1 Jumping Exercise Body movement to move the body
2

3rd TERM
W TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS REFRENCE
E CURRICULUM
E LINK
K
1 There is fire on the General body To run round show me the fire Disc: hot and cool Playground
mountain movement outside object
2 Bending exercise To bend and touch to touch the knees Touch me your Disc: Parts of the Playground
the toes and toes body
3 Throwing and Using balls To know how to How do you catch Disc: Hand Playground
catching of balls throw and catch the ball?
the ball
4 Racing in pairs Running in twos Know how to run On your mark, get Disc: Exercise Playground
set
5 Filling the basket Using small balls To know how to Do we pick balls with Disc: Parts of the Playground
with small balls pick balls two hands body{hand}

82
6/ Kangaroo hop Hopping exercise To know how to move who can move like Songs\ rhymes: I Playground
7 like kangroo kangaroo Like to hop…
8/ Somersaulting Body movement To know how to How many of you Disc: Parts of the Playground
9 somersault can somersault body
1 Hopping exercise Hopping exercise To know how to jump How of you can hop Songs\ Rhymes: I Playground
0 with two legs like to hop, hop,
hop….
1 Flying of kites Running in kites To know how to run How many of you Songs\Rhymes: Playground
1 fast can run very fast Jonny running
down …..
1 London bridge Recite and role To know how to sing How many of you Songs\Rhymes: Playground
2 play the song can sing this song? London bridge is
falling down…

83
1ST TERM T.P.D

84
WEEK TOPIC CONTENT KEY SKILLS ASSESSEMENT CROSS CURRICULUM REFERENCE
LINK
½ Welcoming Introducing To know their names What is your name? Disc: Names of animals Early Learner
and getting to oneself and the names of Environmental Studies
know each their class mates.
other
3 My name, Meaning/important To know the proper How do we greet in Songs\Rhymes: When the Early Learner
teacher and of greeting way of greeting in the the morning? dog wakes up in the Environmental Studies
friend’s name morning morning……
and how to
greeting in the
morning &
afternoon
4 Doing my The importance of Know how to do their Is it good to drink Lang. Act: Homework is a Early Learner
home work doing home work home work water while doing verb Environmental Studies
your homework?
5 My name, Getting to know To know the proper How do you answer Disc: Names of animals Early Learner
teacher and each other. How responds when to your name? Environmental Studies
friend’s name to respond when called
called
6 School/class Making rules To know what class Bullying is a bad Songs\Rhymes: love your Early Learner
rules and together agreement is all ……. neighbour… Environmental Studies
warding mind about
7/8 Good manners Proper ways of Learn how to use Is it good to yawn Disc: cleanliness Early Learner
sneezing yawning handkerchief always with mouth open? Environmental Studies
and coughing
9 Speaking up When to speak Learn how to speak Is it good to be shy in Songs\Rhymes: I can do all Early Learner
and answering and when to up in class class? things Environmental Studies
questions answer question
10 Silence time Learning, time, Learn how to Is it good to talk Songs\Rhymes: Obedience Early Learner
meal time, resting observe silence time during learning time? is better than …….. Environmental Studies
time,
11 Bullying and To know what Consequences of Is it good to fight W W J D: Love your Early Learner
fighting are bullying means bad habits your friends? neighbour Environmental Studies
bad habits
12 Doing my Those things you To know how and Is it good to eat while Songs\Rhymes: Obedience Early Learner
homework & should not do when to do their doing your is better than…. Environmental Studies
obeying when doing your home work homework?
instructions homework.
What instructions
are.
13 Revision

WEEK TOPIC CONTENT KEY SKILLS

85 ASSESSEMENT CROSS CURRICULUM REFERENCE
LINK
1 Silence time Learning, meal To learn how to be Is it good to talk Songs\Rhymes: Obedience Early Learner
time and resting quiet in class while eating? is better than sacrifice Environmental Studies
time.
3RD TERM

86
 Chart and video

WEEK TOPIC CONTENT KEY SKILLS ASESSEMENT CROSS REFERENCE

CURRICULUM
LINK
1/2 Answering Yes please manners How do you W.W.J.D God gives Chart and video
your name respond when name to animals
call?
3 Doing your Good manners proper ways to Is it proper to Songs\Rhymes: Early Learner
homework, handle school play while doing Obedience Environmental Studies
handling materials our homework
your books
4 Proper Use of may I, excuse Good manners What do you W.W.J.D: Proper Early Learner
ways to me say when way of making Environmental Studies
make making a request
request request?
5 Coming to To know the proper Good manners When is the Songs\Rhymes: Early Learner
school early time to come to school right time to Puntuality Environmental Studies
come to school?
6 Paying Silence time Good manners What is the right W.W.J.D: Early Learner
attention thing to do Obedience Environmental Studies
during during learning
learning time.
time
7/8 Showing Care giving Loving one another Is it good to Songs\Rhymes: Early Learner
love and bully your friendship Environmental Studies
care to friends?
others
9 Reporting a Good manners To make your Is it good to fight W.W.J.D: love your Early Learner
matter to teacher your friend your friends? neighbour Environmental Studies
the teacher/
rather than
fighting
10 Correct Sitting up & standing Safety What is the Disc: Posture Early Learner
sitting & straight proper way to sit Environmental Studies
standing in class?
postures
11 Arranging To know how to keep Orderliness Is it good to Songs\Rhymes: Early Learner
my things in things in order scatter your Environmental Studies
other 87 things around?

12 How I will Speaking up in class. Boldness Is it good to Songs\Rhymes: I Early Learner

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

88
2ND TERM
WEEK TOPIC CONTENT KEY SKILL ACTIVITY/ASSESSMENT CROSS REFERENCE
CURRICULUM
LINK/KEY SKILL
1/2 Tracing and To look and trace Tracing Tracing and drawing Sen.act; concept of Learning solution
drawing various various patterns exercise size. outside and handwriting.
patterns inside dreamland
handwriting,
3/4 Tracing and *To trace number 1-5 Tracing of numbers Tracing and writing exercise Sen.act; concept of Learning solution
writing number 1- *To look and copy size. outside and handwriting.
5 number 1-5 inside dreamland
*To write number 1- handwriting,
5 from memory
5/6 Tracing and *To trace number 6- Tracing numbers Tracing and writing exercise Sen.act; concept of Learning solution
writing number 6- 10 size. outside and handwriting.
10 *To look and copy inside dreamland
number 6-10 handwriting,
*To write number 6-
10 from memory
7/8 Tracing and *To trace number 1- Tracing of numbers Tracing and writing exercise Sen.act; concept of Learning solution
writing number 1- 10 size. outside and handwriting.
10 *To look and copy inside dreamland
number 1-10 handwriting,
*To write number 1-
10 from memory
9 Tracing and *To identify the Tracing of sounds Tracing and writing exercise Sen.act; concept of Learning solution
writing sounds(c, sounds. size. outside and handwriting.
e, 0, a,i,r,x,z) *Formation of the inside dreamland
letters. handwriting,
10 Tracing and *To identify the Tracing of sounds Tracing and writing exercise Sen.act; concept of Learning solution
Writing sounds(p, sounds size. outside and handwriting.
g, y, q, i) *.Formation of the inside dreamland
letters. handwriting,
*.To look and copy “
g, p, j, q, y)
11 Tracing and *To identify the Tracing of sounds Tracing and writing exercise Sen.act; concept of Learning solution
writing k,t,d,f,k, sounds size. outside and handwriting.
*.Formation of the inside dreamland
letters. handwriting,
89
 *.To look and copy “
k, t, d, f, k)
12 Tracing and *To identify the Tracing of sounds Tracing and writing exercise Sen.act; concept of Learning solution
writing n, m, w, v sounds size. outside and handwriting.
h, l, s, *.Formation of the inside dreamland
letters. handwriting,
*.To look and copy

3rd TERM
WEEK TOPIC CONTENT KEYS SKILL ACTIVITY/ASSESSMENT CROSS REFERENCE
CURRICULUM
LINK/KEY SKILL
1/2 Tracing and *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
writing a-i and sounds and number and sounds of size. outside handwriting.
11-20 *To trace the and inside dreamland
sounds and handwriting,
numbers
* To look and copy
sounds and number
3/4 Tracing and *To identify the Tracing of sounds tracing and writing exercise Sen.act; concept Learning solution
writing sound j-s sounds and number of size. outside handwriting.
*To trace the and inside dreamland
sounds and handwriting,
numbers
* To look and copy
sounds and number
5/6 Tracing and *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
writing s-z and sounds and number and sounds of size. outside handwriting.
21-30 *To trace the and inside dreamland
sounds and handwriting,
numbers
* To look and copy
90
 sounds and number
9/10 Writing of *To identify the Tracing of numbers . tracing and writing exercise Sen.act; concept Learning solution
number 41-50 sounds and number of size. outside handwriting.
*To trace the and inside dreamland
sounds and handwriting,
numbers
* To look and copy
sounds and number
11/12 Writing of *To identify the Tracing of numbers tracing and writing exercise Sen.act; concept Learning solution
number and sounds and number and sounds of size. outside handwriting.
letters taught. *To trace the and inside dreamland
sounds and handwriting,
numbers
* To look and copy
sounds and number

91
NURSERY 2 ` LANGUAGE ART 1 STTERM

92
WEEK TOPICS CONTENTS KEY SKILL CROSS ASSESSMENT RESOURCE REFERENC
S CURRUICULAR ES
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 domestic and wild activity at the single Handbook
words: I ,go, Sounds. sound. animal beginning of the sounds, by Sue
A. 2. Identify the 2.To identify the lesson on flash cards. Lloyd
single sounds. single sounds. reading the single Photocopy
3. Build 2 to 3 3.To circle the sounds will section 2
letter words. picture with single provide evidence and working
4. Spell, sounds. on the extent to with sounds
memorize and which learners Phonics
make sentences can apply their Nur.by
with sight knowledge on the NehraShera
words. I, are, A topic. ne.
Individual work on Pages 40 –
building 2/3 letter 43. First
words will provide Phonics
evidence on the Book 1 - 3.
extent to which
each learner
assimilation of the
topic
¾ Digraph 1. Rote read the 1. To identify the . Number Whole class Chart on Working
Sounds. Sight 42 Jolly Phonics. digraph sound. concept ; activity at the digraph with Sounds
words: are, the, 2. Build words 2. To differentiate counting in 2s. beginning of the sounds, Phonics by
no with the digraph the single sounds lesson on chart on NehraShera
sounds. from digraphs identifying the single ne. Pages
3. Build 4 to 5 3.Circle the digraph sounds sounds, 40 – 43 and
letter words with digraphs in words will provide flash cards the Phonics
the single evidence on the Handbook
sounds. extent to which by Sue
4. Identify the learners can Lloyd. First
digraph sound. apply their Phonics
5. Spell, knowledge. Book 1 –
memorize and Individual work on 3.
make short blending words
sentences with will provide
the sight words evidence on the
“go , the”, no. extent to which
each learner have
understood the
topic
5/6 Capital 1. Rote read 1.To identify the . Social skill; the Whole class Chart on The
Letters. Sight capital small capital. family activity at the Jolly phonic Grammar
words. He ,she. letters together. 2.To identify when beginning of the sounds, Handbook 3
2. Write the to use capital 93 lesson on chart on the by Sara
capital letters letters identifying and capital Wemham
and the small 3.To look and copy reading the 26 letters and Sue
letters. capital letters alphabet. Lloyd.
3. Match capital will provide Pages 38
 LANGUAGE ART 2 ND 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; Whole class Chart on The Grammar
Sight word: small letters together. capital. the family activity at the capital letters, Handbook 3 by
one . 2. Write the capital 2.To identify when beginning of the sounds and Sara Wemham
letters and the small to use capital lesson on sight words and Sue Lloyd.
letters. letters reading the Pages 38
3. Match capital 3.To look and capital letters will Collins Easy
letters to small copy capital provide evidence learning
letters. letters on the extent to English Ages
4. Say when to use which learners 3-4
the capital letters can apply their
5.Make sentences knowledge on the
using capital letters topic.
5. Spell, memorize Individual work on
and make short the use of capital
sentences with sight letters will provide
words one, we, some. evidence on the
extent to which
each learner
assimilation of the
topic
2 Double 1. Rote read the 42 1. To identify the Social skill; Whole class Chart on The Grammar
consonants Jolly Phonic Sounds double the family, activity at the double Handbook 3 by
sight word: 2. Rote read consonants number beginning of the consonants , Sara Wemham
some consonant blends. 2. To blend word concept; lesson on sounds and and Sue Lloyd.
3. say why the with double counting in identifying the sight words Pages 50
consonants are consonant. 2s double
double 3. To write words consonants will
4. Identify and match with double provide evidence
double consonant consonant. on the extent to
5. Build words with which learners
double consonant. can apply their
6. Make simple knowledge.
sentences with the Individual work
consonant blends blending words
and double will provide
94
 consonants. evidence on the
7. Spell, memorize extent to which
and make short each learner have
sentences with the understood the
sight topic
3/4 Alternative 1. Rote read the 42 1. To identify the Social skill; Whole class Chart on New Key
spellings Jolly Phonic Sounds. different the family, activity at the alternative Phonics 6.
(ai a-e, ay) 2. Say other words alternative beginning of the spellings Collins
(ee ea) we can use in place spellings lesson will provide Educational
(oa, ow, o-e). of alternative. 2. To blend words evidence on the pages 5, 9 – 10.
sight words: be, 3. State the need for using the extent to which &
like,. forming alternative alternative learners can Start Smart
words. spellings apply their Phonics by
4. Identify and build 3. To listen and knowledge on the MotunIgeMalita
the words with write words with topic. Nkembo
alternative spellings alternative Individual work on Nursery 3
of word sounds. spellings word building pages 33 – 35.
5. Spell, memorize using the &
and make short alternative’ will Schofield &
sentences with the provide evidence Sums Book 4,
sight words. Be, like . on the extent to page 11.
which each
learner have
ascertained the
topic.
5 /6 Alternative 1. Rote read the 42 1. To identify the Social skill; Whole class Chart on New Key
Spellings Jolly Phonic Sounds. different the family activity at the alternative Phonics 6.
(igh, y, i-e) 2. Say other words alternative beginning of the spellings Collins
(oi -oy) that could be use in spellings lesson on Educational
(ou -ow). Sight place of alternative. 2. To blend words identifying the pages 6, 9 – 10.
words: 3. State the rules for using the alternatives will &
was ,here. forming alternative alternative provide evidence Start Smart
spellings of vowel spellings on the extent to Phonics by
sounds. 3. To listen and which learners MotunIgeMalita
4. Spell , memorize write words with can apply their Nkembo
and make short alternative knowledge. Nursery 3
sentences with sight spellings Individual work pages 33 – 35.
words : was, here. blending words &
will provide The Grammar
evidence on the Handbook 1 by
extent to which Sara W. pages
95
 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
Sight words: Jolly Phonic Sounds. trigraph. concept; activity at the trigraph, flash Schofield &
have, to. 2. Rote read words 2. To build words counting in beginning of the cards. Sims
with trigraph. with trigraphs. 3s lesson will provide Key Spelling
3. Build words with 3. To circle evidence on the Book 4
trigraph. trigraphs in extent to which Pages 1 – 12.
4. To introduce words. learners can
reading of simple 4. To listen and apply their
sentences. write trigraphs knowledge on the
5. Listen and write topic.
trigraph. Individual work on
6. Read and match blending words
trigraph to the with trigraphs will
appropriate pictures. provide evidence
7. Spell, memorize on the extent to
and construct which each
sentences with the learner
sight words have, to. assimilation of the
topic
9 / 10 The use of ‘a’ 1. Rote read the 42 1. To identify the Pre-science; Whole class Chart on ‘a’ Pry. English
and ‘an’. Sight Jolly Phonic Sounds. vowels and the living and activity at the and ‘an’, Course 1 by O.
words: there, 2. Rote read alphabet consonants. non-living beginning of the apple, orange Taiwo L. L.
live, of. letters. 2. To identify lesson will provide etc pages 1 – 2. &
3. Identify the vowel when to use ‘a’ evidence on the The Grammar
(5) and the 21 and ‘an’ extent to which Handbook 1 by
consonant letters. 3. To match ‘a’ learners can Sara
4. Say when to use ‘a’ and ‘an to the apply their
and ‘an’. correct pictures. knowledge on
5. Make sentences identifying the
with ‘a’ and ‘an’. vowels and
6. Match ‘a’ and ‘an’ consonants.
to appropriate Individual work on
pictures. when to use ‘a’
7. Spell, memorize and ‘an’ will
and make short provide evidence
sentences with sight on the extent to
words there, live, of. which each
learner have
96
 ascertained the
topic.
11 /12 Use of ‘a’ 1. Rote read the 42 1. To identify the Number Whole class Chart on ‘a’ Pry. English
and ,some’ Jolly Phonics Sounds vowels and the concept; activity at the and ‘some’ Course 1 by O.
(singular/ 2. State the thumb consonants. number beginning of the Taiwo L. L.
plural). Sight rules of using ‘a’ and 2. To identify values lesson on pages 1 – 2.
words: do, ‘some’. when to use ‘a’ mentioning things
they, give. 3. Identify the vowels ‘an and ‘some’ with’a’ and ‘some’
and consonant 3. To match ‘a’ will provide
letters. ‘an’ and ‘some to evidence on the
4. Say when to use ‘a the correct extent to which
’and some. pictures. learners can
5. Match ‘a’, ‘an’ and apply their
‘some to the knowledge.
appropriate pictures. Individual work
6. Make simple will provide
sentences with ‘a’ evidence on the
and some. extent to which
7. Singular / Plurals. each learner have
8. Spell, memorize understood the
and make short topic
sentences with the
sight words: do, they,
give.

3RD TERM LANGUAGE ART

WEEKS TOPICS CONTENT KEY SKILL CROSS ASSESSMENT RESOURCE REFERENC
CURRICULAR E
LINK
1 Rules of reading. 1. Rote read the 42 jolly 1 to rote read Social skill; Whole class Chart on Queen
Sight words: phonic sounds the 42 sounds school rules activity at the rules of Primer book
only, could, 2. Rote read blends ii) to read the beginning of the reading, 2&
would. digraphs, consonant reading rules lesson will provide single Decidable
blends, trigraph and iii) to read evidence on the sounds, by Ned
double consonants. simple extent to which digraph Jenren
3. Build words with the sentences learners can sounds,
blends. using the apply their sight words
4. Say the basic reading Queen’s prime knowledge on the
97
 rules. and topic.
5. Read the sentences decodeable Individual work on
6. (Introduce decodable iv) to make identifying reading
readers) Read brief simple rules will provide
passages guided by sentences evidence on the
pictures. extent to which
7. Spell, memorise and each learner
make short sentences with assimilation of the
the sight words only topic
could, would.

2 Consonant 1. Rote read the 42 I)to rote read . Pre- Whole class Chart on The
blends. sounds. the 42 sounds science; activity at the consonant Grammar
Sightwords: 2. Identify the consonant ii) to identify living and beginning of the blends, Handbook 3
other, were, two letters. the non living lesson will provide charts on by Sara
3. Identify and blend the consonant things, evidence on the single Wemham
initial blends and blends the practical life; extent to which sounds and Sue
thereafter, final blends. initial and care of plants learners can Lloyd.
4. Build words with the final blends apply their Pages 41 –
consonant blends. iii) to build knowledge on 43 and New
5. Identify and circle the words with blending words. Key Phonics
consonant blends in the blends Individual work 6 by Collins
words. iv) to read will provide Education
6. Spell, memorise and simple evidence on the page 5.
make short sentences sentences extent to which
with the sight words: each learner have
other, were, two ascertained the
topic
3 /4 Noun. Sight 1. Rote read the 42 Jolly i) to identify Pre-science Whole class Chart on The
words: old, Phonics sounds alphabet nouns. living and activity at the noun, object Grammar
should, young. letters. ii) to associate non-living beginning of the in and Handbook 1
2. Describe a noun. nouns to thing lesson on saying outside the by Sara
3. Read and circle the objects and Social skills some nouns will class Wenham
nouns. real life things some provide evidence and Sue
4. Identify and cross out iv) read the interesting on the extent to Lloyd. Page
pictures that are nouns. decodeable , places which learners 102
5. Identify nouns n the Queen’s prime can apply their
class noun. and identify knowledge.
6. Spell, memorise and the nouns Individual work
make simple sentences will provide
with the sight words old, evidence on the
98
 should, young. extent to which
each learner have
understood the
topic
5/6 Verb (ing). Sight 1. Rote read the 42 jolly i)to identify Physical Whole class Chart on My second
words: upon, phonic sounds the verbs education; activity at the verbs, language
little, what. 2. Describe verb. ii)to match skipping, beginning of the making book, ages
3. Read a passage and some word to jumping. etc lesson will provide actions, 3-4 by M. O.
circle the verbs. their actions evidence on the Oluira M J,
4. Add ‘ing’ to make verbs. iii) to the extent to which page 25. &
5. Demonstrate verbs. doubling rules learners can Grammar
6. Spell, memorise and by adding apply their Handbook 1
make short sentences with ‘ing’ knowledge on the by Sara W
the sight words. topic. &S.
7. Identify read and circle Individual work on Page 126.
the sight words. Upon, identifying verbs
little, what. will provide
evidence on the
extent to which
each learner
assimilation of the
topic
7/8 More of nouns 1. Rote read the 42 jolly i)to identify Social skills; Whole class Chart on Collins Easy
and verbs phonic sounds nouns some activity at the nouns and Learning
sightwords: 2. Identify the noun and ii)to identify interesting beginning of the verbs, ages 4-5.
yellow, there verb in words. the verbs places lesson will provide objects in Pages 5 – 30
3. Underline and circle the iii)to match evidence on the the class & Decidable
verbs and nouns in a nouns to their Physical extent to which by Ned
passage. verbs education; learners can James.
4. Match verbs to nouns. iv)to read running, apply their
5. Read the sentences words with jogging knowledge on
6. Read brief passages verbs and stating nouns and
guided by pictures. nouns. verbs.
7. Spell, memorise and Individual work
make short sentences with will provide
the sight words: yellow, evidence on the
there. extent to which
each learner have
ascertained the
topic
9/10 Sentence 1. Rote read the 42 Jolly i)to rote read . Pre- Whole class Chart on Pry. English
99
 construction. Phonic Sounds. the 42 science; activity at the sentence Course 1 by
Sight words. 2. build words with the sounds, living and beginning of the constructio O. Taiwo
Because, does, single sounds, digraphs consonant non living lesson will provide n, L.L. pages
put. consonant blends and blends, things, evidence on the 1-2.
double consonant, magic double practical life; extent to which
‘e’. consonant, care of plants learners can
3. Make simple picture etc apply their
guided sentences ii)to construct knowledge.
4. Read the decodeable sentences Individual work
5. Match pictures to it with the above will provide
correct sentence. iii) to read evidence on the
6. Spell, memorize and simple extent to which
make short sentences with sentences each learner have
the sight words (because, from a understood the
does, put. passage topic

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

100
1STTERM NUMBER CONCEPT
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, Macmillan
values 1-30 numbers 1 – 100. numbers 1-100. living and activity at the balls, breads New Pry. by
2. Give values to 2.To apportion non living beginning of the chart on Maths
number 1 – 30 using value to number things, lesson will provide numbers Module 4.
so many counters. 1-30. language evidence on the Page 13. &
3. Count and match 3.To look and arts; noun extent to which Collins Easy
numbers to objects. copy numbers learners can Learning
4. Write from memory 4. To write from apply their Counting
1 – 70. memory 1-70. knowledge on Age 3-5.
5. Look and copy apportioning Page 17.
numbers 1 – 100. values to number.
6. Fill in the missing Individual work
numbers 1 – 70. will provide
evidence on the
extent to which
each learner have
ascertained the
topic
3/4 Counting in 1. Rote count 1 – 120 1.To count and Language Whole class Staircase, Macmillan
ascending and 2. Count and write in write in Arts; activity at the slant, chart on New Pry. by

101
 descending descending order 20-1. descending order. consonant beginning of the ascending Maths
order. Form 3. Write from memory 2.To count and blends lesson will provide and Module 4.
nos. 71-80 1 – 70 write number in evidence on the descending Page 13. &
4. Look and copy 1- ascending order. extent to which order Collins Easy
100 3.To fill in the learners can Learning
5. Join the dots 1 – 100 missing numbers apply their Counting
6. Fill the missing 4.To look and knowledge. Age 3-5, 4-5.
numbers 1 – 70. copy numbers Individual work
correctly. will provide
evidence on the
extent to which
each learner have
understood the
topic
5 Addition. Form 1. Rote count 1 – 120. 1.To describe copy Whole class Sign on Schofield &
number 81 85. 2. Describe addition. addition by numbers. activity at the addition, Sims
3. Add pictures and demonstration W.W.J.D the beginning of the counters, Nursery
give the answer. 2. To identify the coming of lesson will provide breads, balls, Numbers
4. Work it out (Add the symbol of Christ. evidence on the number chart Book 6,
numbers) addition extent to which pages 14-15.
5. Write from memory 3.To add using learners can &
1 – 40. pictures and apply their Macmillan
6. Look and write 1 – objects. Language knowledge on the Pry. Maths
40. art; consonant topic. Book 2, page
blends Individual work on 34 &
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 2. Describe subtraction by Jesus took activity at the subtraction, Sims
86-90. Subtraction using demonstration away our sins beginning of the counters, Nursery
principle. 2. to identify the lesson will provide breads, balls, Number 6
3. Take-away (reduce) symbol of evidence on the number chart Pages 22 &
remove etc. subtraction extent to which 23
4. Give values to 3.To subtract learners can Macmillan
numbers. using pictures apply their New Pry.
102
 5. Subtract objects and objects. knowledge on Maths book
and give answer. Write subtraction. 2, page 50.
from memory 1 – 40. Individual work
will provide
evidence on the
extent to which
each learner have
ascertained the
lesson
7 Review 1.To demonstrate Sensorial Whole class Number chart, Collins Easy
Addition and Rote count 1 – 150 and say the Activity; activity at the counters, Learning
Subtraction Write from memory 1 – principle of concept of beginning of the balls, beads, Counting
90. addition and sizes lesson will provide addition/ Age 3-4
subtraction evidence on the subtraction Pages 12-2 1
2.To add/subtract extent to which sign &
pictures and learners can Macmillan
objects. apply their New Pry.
3.To identify the knowledge on the Maths book
symbol of topic. 2, page 50. &
addition and Individual work on Learning
subtraction. how to add/ Solution
subtract will Pri-School
provide evidence picture book,
on the extent to pages 1- 16.
which each
learner
assimilation of the
topic
8 Recognition of 1. Rote count 1 – 170 1.To apportion Sensorial Whole class Number chart, Macmillan
values 1-50. 2. Give values to values to numbers Activity; activity at the counters, New Pry. by
Introduce numbers 1 – 100 2.To Match concept of beginning of the balls, beads Maths
number 91-100 3. Count and match objects to the size lesson will provide Module 4.
objects appropriately. correct number evidence on the Page 13. &
4. Write from memory 3.To write from extent to which Collins Easy
1 – 100 memory 1-100. learners have Learning
5. Fill in the missing Pre-science; understood the Counting
numbers. Living and non- topic. Age 3-5.
living things Individual work Page 17.
will provide
evidence on the
extent to which
103
 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 Lacombe
greater than >, 2. Describe and greater than/less Activity; activity at the greater than >, new primary
less than <and demonstrate greater than concept of beginning of the less than maths, pages
equal to = <, less> and equal to = 2.To identify the size lesson will provide <and equal to 36-37
3. Write from memory symbol of greater evidence on the
1 – 100. than / less than extent to which
4. Join the dots 1 – 120 3.To fill in the learners can
5. Fill in the missing missing number. apply their
numbers, 1 - 100 knowledge.
Individual work
will provide
evidence on the
extent to which
each learner have
understood the
topic
11/12 Introduce 1. Rote count 1 – 200 1.To sort objects Sensorial Whole class Chart on Macmillan
Graph 2. Represent numbers using table Activity; activity at the graph Pry. English
representation on the graph. 2.To represent concept of beginning of the representation Course book
of data 3. Write from memory data in the graph shapes lesson will provide of date, 1 by o. Taiwo
1 –100 3. To colour the evidence on the shapes, L. Lorye.
4. look and copy 1-120 graph correctly. extent to which colours Page 4. &
5. Find the value for learners can New Nursery
numbers 50 – 100 apply their Maths Book
6. Join the dots 1 –120, knowledge on 3 Macmillan
graph. series page 1
Individual work
will provide
evidence on the
extent to which
each learner have
ascertained the
lesson

104
 NUMBER CONCEPT 2ND TERM
87WEEKS TOPICS CONTENT KEY SKILL CROSS ASSESSMENT RESOURCE REFER
CURRICULA ENCE
R LINK
1/2 Addition 1.Rote count 1-250 1.To demonstrate the Social Skill; Whole class activity Sign for Number
/subtraction of 2. Describe terms meaning of Occupation. at the beginning of addition/ Key
numbers using 3. Say the addition/subtraction. the lesson will subtraction, stage
pictures and stories. principles of 2.To identify the provide evidence on counters, Pages
addition/subtractio symbol of the extent to which beads etc 23 &
n as in put addition/subtraction learners can apply Nursery
together, plus, 3.To solve problem their knowledge on number
take away, remove, on the topic. 6
minus etc. addition/subtraction Individual work on Schofie
4. Add/subtract 4.To write from how to add/ subtract ld &
objects and give memory. will provide evidence Sims
answers on the extent to Pages
5. Look and copy 1 which each learner 4-6. &
– 150 assimilation of the Lacomb
6. Write from e New
memory 1 – 120 Pry.
7. Fill in the Maths,
missing numbers pages
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
2.Count and write term. Noah’ Ark at the beginning of counting in number
105
 in 2’s 2-20 2.To count and write the lesson will 2s, counters, 6
3.Look and copy 1- in 2s provide evidence on number Schofie
200 3. To fill in the the extent to which charts ld &
4.write from missing numbers in learners can apply Sims
memory 1-130 2s. their knowledge on Pages 7
the topic. &8
Individual work skip Number
count in 2s will ’s
provide evidence on Keysta
the extent to which ge.
each learner
assimilation of the
topic.
5/6 Odd and even 1.Rote count 1-300 1.To describe odd sensorial Whole class activity Chart on odd Nursery
numbers 2.Identify and write and even number. Activity; at the beginning of and even number
odd and even 2.To identify odd and Opposite the lesson will numbers 6
numbers even. provide evidence on Schofie
3.Look and copy 3.To write odd and the extent to which ld &
numbers 1-70 even numbers learners can apply Sims
4.Write from 4.Write from memory their knowledge on Pages 7
memory 1-140 1 -140. odd and even &8
Join the dots. numbers. Number
Individual work will ’s
provide evidence on Keysta
the extent to which ge.
each learner have
ascertained
7 Review 1. rote count 1.To demonstrate Sensorial Whole class activity Sign for Number
Addition/Subtraction 1-350 and say the principle Activity; at the beginning of addition/ s key
2. Add/ of addition and concept of the lesson will subtraction, stage
subtract subtraction sizes provide evidence on counters, (learnin
numbers 2.To add/subtract the extent to which beads etc g at
using pictures and objects. learners can apply home
object. 3.To identify the their knowledge on from
3. A say the symbol of addition the topic. school)
principles and subtraction. Individual work on Pages
of how to add/ subtract 23,
addition will provide evidence 25,5-7
/subtractio on the extent to
n. which each learner
4. Join the assimilation of the
106
 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
2. Recite and write multiplication the lesson will number chart Pry
1 – 2 times tables. 2.To recite the provide evidence on maths,
3. Write from multiplication table the extent to which pages,
memory 1 – 150 3. To fill in the learners can apply 27-29
5. Fill in the missing numbers. their knowledge.
missing numbers 1 Individual work will
– 100. provide evidence on
6 Multiply numbers the extent to which
using objects each learner have
understood the topic
10 Counting in 5s 1.To describe the Physical Whole class activity Chart on Lacomb
1.Rote count 1-400 term. Education; at the beginning of counting in e new
2.Identify, count 2.To count and write skipping the lesson will 5s, counters, pg
and write numbers in 5s provide evidence on number mathem
in 5’s 3. To fill in the the extent to which charts atics
3.Look and copy 1- missing numbers in learners can apply pages
200 5s their knowledge on 38-41
4.Write form 4. To look and copy the topic.
memory 1-150 Individual work skip
5.Fill in the missing count in 5s will
numbers 1-100 provide evidence on
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
2.Count and write term. Education; at the beginning of counting in be new
on 10’s 10-200 2.To count and write skipping the lesson will 10s, page
3.Look and copy 1- in 10s provide evidence on counters, maths
200 3. To fill in the the extent to which number pages
4.Write from missing numbers in learners can apply charts 38-41.
memory 1-150 10s their knowledge.
5.Fill in the missing 4. To write from Individual work will
107
 numbers 1-100 memory provide evidence on
the extent to which
each learner have
understood the topic

3RD TERM
WEEKS TOPICS CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE
CURRICULAR LINK

1 Concept of 1.To describe money Song/rhyme; how Whole class activity at Money, chart Lacombe new
money 1.Rote count 2.To identify money much is the dog the beginning of the on numbers, pry. Maths
1-400 3.To identify the lesson will provide counters Pages 30-31
2.Identify different evidence on the extent & numbers
different denominations/ to which learners can key stage
currency currency apply their knowledge Pages 5-7,
3.Write from on money. 23,25
memory 1- Individual work will
150 provide evidence on
the extent to which
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 3.To shop with much is the dog the beginning of the supermarket, pry. Maths
money 2.Describe money lesson will provide counters, Pages 34
terms 3.To make change evidence on the extent chart on
3.Shop with with money. to which learners can numbers
money apply their knowledge
108
 4.Look and on the
copy 1-200 adding/subtraction
4.Write from money , then make
memory 1- change.
170 Individual work will
5.Join the provide evidence on
dot the extent to which
each learner have
ascertained
4/5 Addition of 1.Rote count 1.To identify money Song/rhyme; how Whole class activity at Real money, Lacombe new
numbers number 1- 3.To shop with much is the dog the beginning of the sign for pry. Maths
involving 450 money lesson will provide addition, Pages 18
money 2.Addition 3.To make change evidence on the extent chart on
using with money. to which learners can numbers,
money apply their knowledge counters
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- 3.To shop with current buns the beginning of the for pry. Maths
money 500 money lesson will provide subtraction Pages 34
2. 3.To make change evidence on the extent number chart,
Subtraction with money. to which learners can counters
using 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
6.Fill in the ascertained the
missing no: lesson.
1-160
109
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 concept of size the beginning of the less than/ Maths Pages
equal to 2.Identify than lesson will provide greater than 36-37
and write 2.To identify the evidence on the extent and equal to,
these symbol of greater to which learners can chart on
symbols than / less than apply their knowledge numbers
appropriately 3.To fill in the on greater/less than
3. Write from missing number. and equal to.
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 Pre-science; Whole class activity at Clocks, Lacombe new
telling the 1-500 period of the day season the beginning of the charts on Maths Pages
time on the 2.Descirbe 2.To identify the lesson will provide number 1-200 34
hours . the term minute and hour evidence on the extent
3 Identify the hand to which learners can
hand of the To tell the time in apply their knowledge
clock hours. on identifying different
4.Look and period of the day.
copy 1-280 Individual work will
5.Write from provide evidence on
memory 1- the extent to which
230 each learner
6.Fill in the differentiate minutes
missing from the hour hand.
numbers 1-
180
11/12 fraction 1.Rote count 1.To identify the T.P.D; sharing with Whole class activity at Chart on Lacombe new
1-250 whole your friend the beginning of the fraction, Maths Pages
2.Write from 2.To identify the half, lesson will provide different 36-37
memory 1- quarter’ ¼ etc evidence on the extent objects on
230 3.To match fraction. to which learners can fraction,
3.Describe apply their knowledge fruits on
terms on fraction. fraction
4.Identify Individual work will
and provide evidence on
shade/colour the extent to which
fraction. each learner
110
 identifying a whole
object and parts of an
object.

1ST TERM PRE-SCIENCE

WKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

CURRICULAR
LINK
1 Living and 1.describe terms 1. To say the Language Arts; Whole class activity Chair, table, Science is fun
non- living 2.identify living and meaning of living noun. at the beginning of man, boy, bk 3 by s. T
things non- living things and non-living the lesson will trees, animal bajah page 3-5
3.differentiate living things. provide evidence on and chart on
and non- living 2. To identify and the extent to which living and
things name the living learners can identify non- living
and non-living living and non- living. things
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 Practical life; Whole class activity Chart on Lantein

111
 animals 2. identify and plant and animals care of plants. at the beginning of plant and comprehensive
mention some 2. To state the the lesson will animals, real science bk 7
characteristics of feature of plant provide evidence on animals, and oxford
plants and animals and animals. the extent to which plants advanced dic.
3. To differentiate learners can apply Pages 887
plant and animals. their knowledge on And
plants and animals. Scholastic
Individual work will (ecy.) page 527
provide evidence on
the extent to which
each learner
differentiate plants
from animals.
3 Classification 1.describe terms 1. To identify the W.W.J.D. story whole class activity Chart on wild Oxford
of 2.classify body wild animals and of creation. at the beginning of and domestic advanced
animals( dom coverings of domestic animals. the lesson will animals, real learners dic
estic and animals 2. To say why provide evidence on animals both page 374 and
wild) 3.identify and some animals are the extent to which wild an early social st.
mention these body wild and some learners can say domestic For nursery
coverings lives close to us. where they live. sch. Page 33
3. To identify their Individual work will
differences. provide evidence on
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 2.state how some meaning of We are like at the beginning of life cycle of a Tender science
in plants and animals reproduce growth and seeds....... the lesson will butterfly, real is from bk 2 by
animals 3.Experiment and reproduction provide evidence on life cycle of a stbajah pages
mention some 2.To identify the the extent to which frog, bean 6-7
stages of growth in stages of growth learners have seeds, Secience is
some animals in animals. ascertain the lesson. containers, from bk 3
( using butterfly) 3.To plant a seed Individual work on water, and pages 20-36
4.demonstrate how and monitor it planting will provide soil.
things grow with a germinate. evidence on the
rhyme extent to which each
learner have
understood the
lesson.
6/7 Heavenly 1.describe terms 1. To identify the W.W.J.D; Whole class activity Chart on Scholastic
112
 bodies 2.identify and name heavenly bodies. creation. at the beginning of heavenly children’sD.C
the heavenly bodies 2. To name the the lesson will bodies, the page 476
3.state their heavenly bodies. provide evidence on real sun and
functions 3. To identify and the extent to which cloud.
4. Say their circle the learners can apply
importance to us. heavenly bodies. their knowledge on
heavenly bodies.
Individual work will
provide evidence on
the extent to which
each learner can
identify the heavenly
bodies.
8 The sun 1. Identify and 1.To identify the songs/rhyme; oh Whole class activity Chart on Social studies
name the heavenly sun as a heavenly Mr sun at the beginning of heavenly bk2 and home
bodies. body the lesson will bodies, sun, Ecomfor junior
2.identify the sun in 2.To wash and dry provide evidence on handkerchief, sec. Sch. By
the midst of the handkerchief on the extent to which soap and Elizabeth
heavenly bodies the sun learners can apply water. anyakoha&
3. State the 3. To identify the their knowledge on
function/importance important of the the function of the
of sun to us. sun to man. . sun.
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 2.state how many seasons clothing. at the beginning of season, chart from pry-schbk
wear) seasons we have in 2. To differentiate the lesson will on things we by adisabakare
Nigerian the national/ provide evidence on wear, cloths, lesson 31-32
3.match clothings international the extent to which shoes etc. page 68-69
to season season. learners can apply
4.identify the 3. To identify the their knowledge on
season we are in things we wear at season.
now a particular Individual work will
season and say provide evidence on
why we wear the extent to which
them. each learner can
identify different
113
 season.
11 /12 Every day 1.describe terms 1.To identify solid Sensorial Whole class activity Chart on Oxford
materials; 2. State the process and liquid Activity; shapes at the beginning of solid, liquid Advanced
matter(solid, involved in 2. To mention the lesson will and gas Ice Learners Dic.
liquid and changing solid to things that are provide evidence on block, water, Pages 1132/691
gas) liquid and liquid to solid and liquid. the extent to which stone etc
solid. 3. To differentiate learners can apply
3.identify liquid solid from liquid. their knowledge.
object 4.To differentiate Individual work will
4. Identify solid toys from tools provide evidence on
objects. the extent to which
5. Experiment on each learner have
liquid /solid, understood the topic.
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; whole class Chart on Science is
and other 2. State the differences human beings and Story of activity at the human discovering bk
animals. between human beings other animals. creation beginning of the beings and 3 by benedict
and other animals. 2. To mention lesson will other a c. Asjusioro
3.state their their provide animals, pages
characteristics characteristic. evidence on the real animals &scholastic
4. Identify the 3. To identify their extent to which and the success with
similarities on them. differences. learners can teachers. kindergarten
apply their 240-246
knowledge on Uric primary
human beings science by
and other chief kola
animals adegbon page
Individual work 4
to differentiate
between human
beings and
other animals
will provide
evidence on the
114
 extent to which
each learner
have
ascertained the
lesson.
3 Parts of the body 1.identify the part of 1.To identify`` the songs/rhyme; whole class Chart on Now edition by
the body part of the body my head, activity at the parts of the health ed. By
2.say their 2. To mention shoulders, beginning of the body, e. A
function/importance each part of the kneel and lesson will human obogbaimwpa
3.state how to take body. toes provide beings ges 7-8
care of them Songs/rhymes; I evidence on the
have two hands extent to which
3. To state the learners can
function of each apply their
part. knowledge the
topic
Individual work
will provide
evidence on the
extent to which
each learner
have
ascertained the
lesson
4 Sense organ 1.identify the parts of Songs/ Whole class Chart on Scholastic
the body 1. To identify the rhymes, activity on sense children
2.identify and mention sense organs. sensorial identifying the organ, use encyclopaedia
the sense organs of 2. To say how Activity; sense organs at the children page 527
the body many sense perception the beginning of &schofield and
3.state their organs we have. and the lesson will sum science
functions/importance 3. To identify their discriminatio provide key stage 2
4. State how they can functions. n evidence on the pages 6-7
be taken care of. extent to which
learners can
apply their
knowledge.
Individual work
will provide
evidence on the
extent to which
each learner
115
 have
understood the
topic.
5 Pets 1.describ terms 1.To identify pet Songs/ Whole class Chart on Internet:
2.identify and name pet animals rhyme; oh activity at the pet, real intomotessori.
animals 2. To differentiate where oh beginning of the animal on com/ox.
3.state their uses pet from other where has my lesson will cat, dog etc &
/importance animals. little dog provide Oxford
4. Say how to care for 3. To colour the gone...…. evidence on the advanced
them pet animals. : extent to which learners ds 6th
learners can edition page
identify pets 870. 80
Individual work
to circle pet from
other 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, Comprehensiv
2. State how to take of the body. toilet habit activity at the towel, toilet, e home
care of our body and 2. To identify beginning of the drinking Ecomfor
our environments. things used in lesson will water, primary school
3. Identify and mention taking care of our provide sponge, book 1 pages
things used in taking body e.g soap, evidence on the broom, mop 28-31.
care of our sponge, water, extent to which ,packer and Pages 28-31
body/environment. cream etc. learners can the
4. State the right time 3. To identify how apply their environment
to take our bathe, wash we care for our knowledge on
our cloths and brush environment. cleanliness.
our teeth. 4. To state Individual work
different ways we to will provide
care for each part evidence on the
of the body. extent to which
each learner
have
ascertained the
lesson.
116
8 1.describe terms . 1. To say the Practical life; Whole class Chart on Health
Water 2.state the sources of meaning of water bathing activity at the sources of education
water/uses 2.To identify the exercise beginning of the water, tap, bk.5.
3. State the importance sources of water lesson will bore hole Comprehensiv
of water and uses. 3. To mention the provide e Agricultural
uses of water. evidence on the Science for
extent to which Pry.46-53
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
2.state how water can clean water from safety activity at the water guard education
be purified dirty beginning of the and water bk.5.
3.identify and mention 2.To identify some lesson will dispenser Comprehensiv
things used for water things used in provide e Agricultural
purification purifying water. evidence on the Science for
4. Say the 3. To identify the extent to which Pry.46-55
need/benefits of clean/ benefit of drinking learners can
good water. water. apply their
knowledge on
4. Say why some water
object sinks and some purification.
floats.
10 Evaporation and 1.describe terms 1. To describe Song/rhyme; Whole class Gas, pot, Health ed. Bk 5
condensation 2. Demonstrate evaporation and incey wincey activity at the matches pages 20-by
evaporate. condensation beginning of the and chart on obogamihe
3.To experiment using lesson will evaporation. scholastic
evaporation and demonstration. provide children
condensation 2. To experiment evidence on the encyclopaedia
evaporation and extent to which s. Page 527
117
 condensation. learners can early social st.
apply their For 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.
2.identify and name meaning of Activity; activity at the water, light For nursery
some sinking objects buoyancy concept of beginning of the and heavy sch. Bk 2 page
3. Identity, colour and 2. To identify the heat. lesson will objects. 23 chact. 7
cross out floating floating objects. provide
object. 3.To identify the evidence on the
sinking objects extent to which
4. To circle the learners can
sinking objects apply their
and colour the knowledge.
floating objects. Individual work
to identify
floating and
sinking objects
will provide
evidence on the
extent to which
each learner
have
understood the
topic.

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
2.identify and meaning of food eaten by activity at the classes of e.a obogbambu pages
mention the 6 food different beginning of food. Real 92-97 figure 49-54
classes of food 2.To identify nationals the lesson will foods.
3. State what each some food provide
class of food gives 3. To identify evidence on

118
 to the body. the 6 classes of the extent to
4. Match each food. which learners
class of food to the 4. To state the can apply their
pictures. function of knowledge on
each class of classes of
food to the food.
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
food mention the 6 reason for food eaten by activity at the classes of e.a obogbambu pages
classes of food. eating food. different beginning of food, real 92-97 figure 49-54
2. State what each 2. To identify nationals the lesson will food.
class of food gives the 6 classes of provide
to the body. food. evidence on
3.say the 3. To state the the extent to
importance of food importance of which learners
to the body food to the can apply their
body. knowledge on
importance of
food.
Individual
work to say
the
importance of
food will
provide
evidence on
the extent to
which each
learner have
understood
119
 the topic.
¾ 1.describe terms 1. To say the social skill; Whole class Thermometer, Scholastic. From
Temperature 2.say our normal meaning of clothing activity at the ice block, hot children pagen&
body temperature temperature. beginning of water. science is from bk 1
3. State that when 2. To identify a the lesson will and 2 by s.t bajah
an object is hot, thermometer provide pages 8,9 Science is
the temperature is and the use. evidence on discovery pupils b/c 5
high and that when 3.To mention the extent to by olarewajua.o pages
and object is cold the decree of which learners 74-80
the temperature is hot and cold. can apply their
very low. 4. To match knowledge on
4.identify a object to it temperature.
thermometer and appropriate Individual
state the function temperature. work to
5.use a identify hot
thermometer to and cold
observe a objects will
temperature provide
6. State how a evidence on
thermometer the extent to
reads. which each
learner have
understood
the topic.
5 Concept of 1. Describe terms. 1. To identify sensorial Whole class Gas, pot, Health education bk3
heat 2. state how the function of Activity; activity at the corn, salt pages 30-34 by
objects expand heat. perception beginning of sugar obgbanuhe
because of heat 2. To say the and the lesson will groundnut oil(
using the pop-corn source of heat. discrimination provide To show the
and corn-popper 3. To evidence on pupils an
3. Describe other experiment. the extent to experiment
ways heat could which learners how the heat
expand objects. can apply their expands the
knowledge on corn into a
concept of pop-corn.)
heat.

6/7 Electricity. 1.describe terms 1. To identify social skill; Whole class Socket, Health ed. Bk 5 pages
2.identify and electricity. safety activity at the extension 20-by obogamihe
mention some 2. To state the beginning of scholastic children
electrical function of the lesson will encyclopaedias. Page
120
 appliances electricity. provide 527
3.identify switch; 3. To identify evidence on
switch off and on the danger of the extent to
4.state the not using it which learners
importance of properly. can apply their
electricity knowledge on
5. State the electricity.
dangers of playing Individual
with electricity. work to say
. the meaning
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
appliance 2.identify and and name safety activity at the electric iron, 20-by obogamihe
mention some some electrical beginning of fan, electric scholastic children
electrical appliance. the lesson will kettle. Etc. encyclopaedias. Page
appliances 2.To mention provide 527
3.state the the uses of evidence on
importance of these the extent to
electrical appliance appliances which learners
4.say how to 3. To say the can apply their
switch off and on danger of knowledge on
and watch the playing with electrical
teacher these appliances.
demonstrate it appliances. Individual
5. State the danger work to
of playing with identify and
electrical mention some
appliances. electrical
. appliances will
provide
evidence on
the extent to
which each
learner have
121
 understood
the topic.
10 sound 1.describe terms 1. To identify songs/ rhyme; Whole class Sound box, Internet:
2.make different the different old Mac- activity at the imaginary motessori.com/sound
sounds sounds by Donald beginning of telephone. box.
3. Use the using the the lesson will
imaginary sound box. provide
telephone to 2. To illustrate evidence on
demonstrate the the concept of the extent to
adapt sounds. sound by using which learners
4. State the need to the imaginary can apply their
always pay telephone. knowledge on
attention. 3. To sounds.
5. To experiment differentiate the Individual
on sound. sounds. work to listen
6. To differentiate and identify
the sounds. E.g. different
loud, soft. etc. sound will
provide
evidence on
the extent to
which each
learner have
understood
the topic.
11/12 Musical 1.describe terms 1. To identify social skill; Whole class Chat on Internet: www. Musical
instrument 2.identify and the musical occupation activity at the musical instrument.com
mention some instruments by beginning of instrument,
musical name. the lesson will the
instruments 2. To circle the provide tambourine,
3.play some of the musical evidence on the music lab
musical instruments in the extent to
instruments and the mist of which learners
say the sound they other picture. can apply their
produce 3. To identify knowledge on
4. Identify and the sounds of musical
mention some some instrument.
instrument that instruments. Individual
makes the same work to
sounds identify and
name different
122
 musical
instrument will
provide
evidence on
the extent to
which each
learner have
understood
the topic.

1ST TERM SOCIAL SKILLS

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

123
3 Duties of 1.say what a family 1.To identify Whole class work Chart on the Social studies form
members of the is members of the provide evidence family primary schools
family 2. Identify and family. and the extent to book one by adisa,
mention the 2.To state the which learners can b ayisa b&briola h.
member of a role of each of identify and Lesson 6-9
family. the member of mention the
3. state the duties the family members of the
of the father, 3.To circle the family.
mother and father as the
children. 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
of the family family lesson will book one by adisa
2.state the rules in To state the ascertain learner’s b & co lesson 6-9
the family rules of each previous &
3.match each member of the knowledge on the Basic pry. Schbk 4
member of the family. meaning of family.
family and the To say the Individual work
rules importance of (feedback) will also
4. State the obeying these prove each lead of
importance of rules in the assimilation on the
rules in the family. family rules in the family
and its importance.
5/6 My school 1.describe school 1.To say the Language Arts; An open class The school Social studies for
2.identify and way name of the noun activity will environment primary school
the name of our school, ascertain learners book one by
school, my teachers, understanding of adisab&co lesson
teacher, head supervisor, what a school is. 19 allas for
teachers, head teacher, An individual Nigerian page 5
supervisor and administrator activity (feedback)
proprieties and proprietress will also give
3.identify the 2.To identify the understanding on
sections of my things that can the extent to which
school be found in the each learners
4.draw the school school, understand stood
3.To say the the lesson.
name of their
class.
7/8 Rules in my 1.describe 1.To describe T.P.D; School and An open class The school Social studies for
school school/rules what we do in class agreement activity will prove environment primary school
124
 2.outline some school learners book one lesson
rules in our school 2.To mention understanding on 19.
3.state the benefits some school the topic. &
of observing their rules Individual work Macmillan Nigerian
rules 3.To state the (response) will also socialst. Alas page
4.state the important of prove each learners 2/3
consequences of observing the level of assimilation
breaking the school rules in the topic.
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 1.To say the Language Arts A whole class Chart on the Social studies for
name of my name of our noun discussion at the map, picture primary school,
country and the country and the beginning of the of the book one by adisa
capitals capital city lesson will president lesson 29
2.say the 36 states 2.To identify and ascertain learners
and capitals in say the name of knowledge and the
Nigerian the president name of our
3.say the name of 3.To recite the country.
our president 36 states and An individual work
4.identify the capitals (feedback) will
national flag and prove each learners
the coat of arm understanding and
5. Say the national the topic.
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 Nigeria flag environmental
2. Identify the country and the ascertain learner’s studies page 80
Nigerian flag, say capital city ability to the name
the colour and 2.To identify and of our country and
their meanings. say the name of the capital.
3. Colour Nigerian the president An individual
flag with 3.To recite the activity will prove
appropriate colour. 36 states and also tech learners
capitals level of assimilation
4. To identify the on the topic.
125
 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
2.identify and transportation the big ship sails activity will prove transportation Studies 4 nursery
name the 2.To identify and learners bk 2 page 6
traditional and name some understanding on &Macmillan
modern means of means/route of the meaning to Nigerian social
transportation transportation transportation. atlas page 26 &
3.match different 3.To tick the An individual work spectrum
transport & places where will also ascertain Social .Studies. by
respective each vehicle each learner’s level Dayo o. Unit 7, pg
means /routes moves of assimilations in 55
4. Say the the topic.
importance of
obeying traffic
rules.

2ND TERM SOCIAL SKILLS

1 Days of the week 1.identify and 1. To say Songs/ An open class Charts on days Social Studies
mention the 7 days the days of rhyme; activity of of the week For pry school,
in a week the week. there describe terms bk 1 by Adis
2.identify and 2.To seven day will ascertain abakarefaratwi
mention the first and identify that in a week. learners aedu. Lesson
last day (weekend) there are understanding of 31-32 pages
in the week seven(7) the topic. 68-69.
3. Sing the days of days in the Individual ability Oxford
the weeks song week mention the 7 advanced
along with barney. 3.To days in a week learners dic 6th
choose the accordingly will edition page
first and prove each 1044
126
 last day of learners
the week understanding on
days of the week.
2 Months of the year 1. say the meaning 1. To Songs/ An open class Chart on Banneyc.d&
of month /year identify the rhyme; 30 discussion at the months of the social st. For
2.say how many month in a days has beginning of the year pry schools bk
months we have in year september lesson will 1 by adisa
a year and mention 2. To recite , ....... ascertain learner’s lesson 31-32
them the 12 previous
3. Identify the 1st and months in knowledge on
the last month of the the year days of the week.
year. 3.To point An individual
4. Recite rhymes& out the activity will also
sing songs of the months prove each
months of the years. that has learners level of
28/29 days comprehension
on the month of
the year.
3 Seasons of the year 1.say the meaning of 1.To Pre- A whole class Chart on Social studies
(national) the term- season identify the science; activity will attest season for primary
2. Identify the season of the sun, each learners schools. Book
seasons of the year the year in heavenly understanding on on. Lesson 31-
in our country. Nigeria bodies the meaning of 32
3. Identify and 2.To name season. &Macmillan
mention the different the season An individual English Dic.
clothing’s we put on in other activity will also New edition
during each season. part of the prove each pages 13388
4.match the clothing world learners level of
to season 3.To colour assimilation in the
the clothing natural seasons of
for each the year.
season
4 International season 1.describe terms 1.To Pre- An open class Chart on the Social st.4
of the year. 2. state the season identify the science; activity will international pry.sch. bk 1
in other parts of the season of the sun ascertain learner’s season lesson 31-32
world(summers, the year in previous &Macmillan
writer, spring and Nigeria knowledge on English
autumn 2.To name season. Dic.New
3. Match clothing’s the season An individual edition page
to each season. in other activity will also 1338
part of the prove each
127
 world learners 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, st.Bk 2 by
means interesting wild beginning of the airport and ochundaraj.a
2.mention some places animals lesson will seaport unit 3 page 5
interesting places, 2.To name ascertain learner’s &
say what is done some of the previous Social st. Or
there. places knowledge on the pry school
3.say why we visit 3.To match topic. book one page
these interesting what they An individual lesson 37-38
places can see in activity (feedback)
4.go for an each of will also prove
excursion these place each learners
to the level of
interesting assimilation in the
place topic.
6/7 Occupation 1.Describe term 1.To say Song/ An open class Chart on Macmillan
2.identify the the rhyme; activity will prove occupation Nigeria social
different meaning of what I learners st. Atlas page
occupations . occupation. want to be understanding in 1&
3.state the functions 2.To when I the meaning of Social st. Or
of each occupation mention grow up occupation. pry. Schoolsbk
/importance each Individual work 1 lesson
4. Match clothing to occupation. will also prove 29&39.
occupation. 3.To each learners
choose level of
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 Practical An individual Different types Social st.For
2.identify different the life; care ability to describe of clothes pry. school bk1
clothings meaning of of clothes will ascertain each lesson 14&
3. Identify and clothing learner’s home ecoms
mention different 2.To knowledge on the by r.aogunjime
clothing work by the identify topic. pages 18&19
three ethnic groups different An open class
128
 in Nigerian. cloth for activity to mention
4. Match clothings to different the different
occasions and occasion clothing’s and
season. matches to the
occasion/ season
will prove learners
level of
understanding on
clothings.
10 Food eaten by 1.describe terms 1.To Pre- An open class Food eaten by Social st. For
different nationality 2. Identify and describe science; activity will prove Nigerians pry school
(Nigerian) mention the three food Classes of learners bk/lesson 13.
ethnic groups in 2.To food. understanding in
Nigeria and their identify the the topic.
touch. food eaten An individual
3. State the by activity will also
importance of level Nigerians ascertain each
to the body. 3.To state learner’s level of
4. Say their favourite the assimilation on
food and how foods importance the topic.
can be preserved. of food to
the body
11 Food eaten by 1.describe terms 1.To Pre- A whole class Different type Social studies
different people 2.identify and describe science; discussion at the of food like for pry. Sch. Bk
(internationally) mention the three food Classes of beginning of their salad 1 lesson page
ethnic groups in 2.To food lesson will give 13.
Nigerian and say identify the evidence on the
their favourite foods food eaten extent to which
3.say the importance by other each learners
of food countries understanding the
4. Identify and name 3.To state Lenin.
of other countries’ the An individual
dishes/food. importance activity will also
of food to prove each
the body learners level of
understanding of
other countries
dishes/food.
12 Homes 1.describe terms 1.To define Pre- An open class Chart on the Social studies
2.identify the home science; activity will home, the for primary
different types of 2. To animals ascertain learners school building school book 1
129
 home and mention identify and their understanding on lesson 6-9
them different home the topic. section 2.
3.identify and name types of An individual
some materials used home activity willsalso
to build home 3. To say eachlearner
4. Match the building the comprehension
materials to each importance on the home and
home. of having a their building
home materials.

3RD TERM
1 Some states in 1. Rote read the 1.To say the Number An open class Charts on the Social studies for
the north 36 states and name of our concept; activity to say the 36 states pry.schbk one lesson
capital. country addition, our countries and capitals 28&34.
2.Rote the four 2. To name the ascending name and Chart on their
regions in state in the north and recite the 36 dressing
Nigerian by descendin states &
3.identify and demonstration g order. capital will
mention some the four regions ascertain
states in the north using the learner’s
4.say their cardinal point knowledge on
common food 3. To identify the lesson.
5. Say their their common An individual
common foods and ability to
language. languages identify and
mention the
northern
states and
common
130
 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 the 36 states primary. School bk one
2.Rote the four country addition, prove learners and capitals lesson 28 & 34.
region in Nigerian 2. To name the ascending understanding Chart on their
3. Identify and state in the and of the four dressing
mention some south by descendin regions in
states in the demonstration g order. Nigerian.
south. the four regions An individual
4. Say their using the work will also
common language cardinal point prove each
and food. 3. To identify learners
their common understanding
foods and in some state
languages 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
2.Rote the four country addition, ascertain and capitals lesson 28 &34
regions in 2. To name the ascending learner’s Chart on their &
Nigerian state in the East and knowledge on dressing Social st. For pry. Bk 1
3. Identify and by descendin the four by adisa page 2,
mention some demonstration g order. regions.
states in the East. the four regions
5. say their using the
favourite food and cardinal point
the common 3. To identify
language. their common
foods and
languages
4 Some state in 1. Rote the 36 1.To say the Number A whole class Charts on the Social studies for
the west states and name of our concept; discussion the 36 states primary schools book
capital2.Identify country addition, will prove and capitals 1 lesson 28 & 34
and mention some 2. To name the ascending learners Chart on their
states in the state in the west and knowledge on dressing
western part of by descendin the topic.
Nigeria. demonstration g order. An individual
3. Say the the four regions activity
131
 common language using the (respond) will
and their common cardinal point also ascertain
food. 3. To identify each learner’s
4. Say what the their common level of
easterners call foods and assimilation
their king. languages on the topic.

5/6 National Anthem 1. State the 1.To recite the Songs/ An open class The Nigeria
meaning/importan national Anthem rhymes activity will flag chart on
ce of national 2.To state the ascertain National
pledge and important of the learner’s Anthem
national anthem national previous
2.State the need anthem/pledge. knowledge on
to obey, respect 3.To colour the national
them. national flag anthem.
3. Recite the Learner’s
national anthem ability to say
and pledge. the national
4.identify the pledge will
national flag and proves each
the coats of arm. 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 2. Say the seven concept; discussion world oshundaraJ.aClint 17
continents using continents. Rote will provide continent pages 53 & unit 2 page
songs /rhymes. 2.To identify the counting evidence in 3
3. Identify and continent that the extent to &
mention the we live in which Bk 1 unit 16 page 45.
seven continents 3.To identify the learners can
in the world. coolest describe
4.say the continent. terms
continent we Individual
belong to. work to sing
5. Say the the continent
continent that song
nobody lives in Identify and
and why? mention the
continents in
the world will
132
 each prove
learners level
of
understanding
in the topic.

8 Some west 1.Rote read some 1.To identify the Sensorial An open class Chart on west Social studies for
African west African four cardinal Activity; activity will African primary schools book
countries countries point. sorting give countries one sector 4 unit 4
2.identify and 2.To name some colour understanding lesson 38
mention some African on learner’s
west African countries previous
countries 3.To identify and knowledge on
3.colour and match the flag what a
match the flags of country is.
close West An individual
African countries. activity to
E.g. Cameroun, identify and
Nigeria, Ghana mention some
etc. west African
countries and
colour their
flags
accordingly
will prove
each learners
understanding
in the topic.
9/10 Some countries 1.say the name of 1.To rote read Sensorial An open class Chart on the Social studies for
in the world. countries the some Activity; activity will world map primary schools book
2. State the countries sorting ascertain 1 lesson 38
importance of 2.To identify the colour learner’s
national anthem flags of these previous
and the need to countries. knowledge on
obey them. 3. nation
3. Recite the anthem.
national anthem. Learner’s
4. Identify the ability to say
national flag and the national
the coats of arm. anthem and
state the
133
 importance
will also prove
each learners
level of
assimilation
on the topic.
11/12 Community 1.describe terms 1.To define Song/ An open class Chart on MacmillanNigerian
helpers 2.identify and community rhyme; activity t& community socialstudies.Atlas
mention some helpers what I describe helpers page 1.
community 2.To mention want to be community
helpers some when I helpers will
3.state why they community grow up. prove learner
are called helpers understanding
community 3.Match on the topic.
helpers and what community An open class
they do helpers to their activity will
4. Match workers. also ascertain
community each learner’s
helpers to their level of
works. assimilation
on the topic.

134
 C.R.K I ST TERM

WEEKS TOPICS CONTENTS KEY SKILLS CROSSCURRICUL ASSESSMENT RESOURCE REFERENCES

AR LINK S
1/2 The great 1.describe God 1. To say some Pre-science; And individual Pictures of The Bible, the
God 2.tell the story of of the classification of activity to what God really interesting
creation demonstration plants and describe God will created. Bit, Great stories
3.identify and of God’s power. animals. prove learner from the bible
mention things God 2. To identify understanding of Projector illustrated by
created on each and mention the who God is. brain deld page 8
day of the week thing created in An open activity
4. Illustrate with each day. will provide
story the need for 3. To say why evidence of teach
rest. it’s good to rest. learners
understanding in
the topic.
¾ The loving 1.describe God as a 1. To say the Practical life; An open class Bible knowledge
and caring loving and caring things God did Grooming activity will guide for pry. School bk
God. father to make Him a learner’s ability to 2 by a.sfalaiye
2. Tell the story of loving and describe God. page 31.
the lost coin. caring God. An individual
3. Make explicit the 2. To summarize activity will
naughty characters the story of the ascertain each
to receive God (i.e) lost coin and learners their
from doing bad to state the moral comprehension of
Good. lesson. the moral lesson
form the story.
5/6 Trust in 1. to make explicit 1. To define Language Art; An open class My 100 best Love
God’s the meaning of trust. initial consonant discussion at the stories by Bruce
powers trust 2. To summarize blend. beginning of the Wilkinson
1.tell the story of the story of lesson will
David and Goliath David and ascertain learner’s
2.state the Goliath and say pronoun,
135
 importance of the moral knowledge in the
prayer lessons. story of David and
3. Identify the most 3.mention the Goliath.
powerful being on importance of Individual will
earth in heaven. prayer. only give
4.state the need to evidence on the
be bold extent to which
5.identify and each learners is
colour David able to apply
6.cross out Goliath his/her knowledge
in the lesson.
7/8 Prayer 1.describe terms 1. To Language Art; An individual The Bible Christian Religion
2.state the demonstrate Initial consonant ability to describe st. For pry sch.
importance of prayer and pray. blend. the term “prayer” Bk2 (evans)
prayer 2. To state some will ascertain each modular by
3. Lead pupils to importance of learners a.sfalaye & co
say the Lord’s prayer. understanding of pages 8889
prayers 3. To say the the topic.
lord’s prayer. An open class
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 bible stories by
provider 2. To summarize family. ascertain learns Bruce Wilkinson.
1.tell brief story of the story of knowledge in the
the boy Samuel and Hannah and story.
Hannah Samuel. Individual
2.state the 1. To state the response/feedbac
importance of importance of k will prove each
obedient and prayer and learners
prayers obedience. understanding on
3.identify and the topic.
colour Samuel
11/12 The love of 1.say the meaning 1. To define and Pre –science; An individual My 100 best Christian religion
God for us. of love demonstrate growth and feedback will loved bible knowledge for pry
2.say the love of love. reproduction prove each stories sch. Bk 2 by a.
God in relation of 2. to say the learners Falaye& co page
Christ’s birth reason of Christ understanding on 32-34
3.state the reason birth. the love of God.
136
 for Christ birth An open class
4. Say how to activity to state
reciprocate the love the reason why
of God (obey his Jesus was born
commands and will prove their
love others). level of
5.colour Jesus on assimilation on
the cross the Love of God
for us in relation
to Christ’s birth

2nd TERM
WEEKS TOPICS CONTENTS KEY SK ILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR
LINK
Telling others 1. guide 1. To describe God. An individual work My 100 best My 100 best
about God learners to 2. To mention some will ascertain each loved bible loved bible
describe benefits of telling learners stories. stories by
God /Jesus about God. understanding on Bruce
2. State the 2. To summarize the colour Jesus/God is. Picture of Wilkinson
importance/be story of Jesus at 12. An open class Jesus at 12
nefit of telling activity will give
others about evidence on the
1/2 God. extent to which
3.tell the story learners can state
of Jesus at 12 the
4. Describe importance/benefits
who should tell of telling people
others about about God.
God.
Believing 1.To guide 1. To define faith. Open class My 100 best My 100 best
God (faith) learners in 2. To say who father discussions at the loved bible love bible
137
 defining faith Abraham is to God. beginning of the stories. stories by
using the story 3. To mention some lesson will ascertain Bruce
3/4 of father importance of faith. learner’s knowledge Wilkinson
Abraham on the topic.
2.describe Individual feedback
father Abraham will prove each
3.the learners level of
importance of assimilation in the
faith lesson
Dedication 1. Lead 1. To describe term A whole class Christian
towards learners to (dedication). activity will ascertain religion st.
God’s work describe terms. 2, to state the learners knowledge Pry. Sch. Bk 2
2. State the importance of being on dedication by a.sfalaye
need to be dedicated to God’s An individual activity page 77
dedicated to work. will prove each
5
the work of 3. State the benefits learners
God. of being dedicated to understanding on the
3. State the God’s work. benefits of
benefits reward dedication toward
of being God’s will.
dedicated
using the story
of Paul and
Silas.
Dedication 1.describe 1. To describe term Language Art; An individual Christian
toward God’s terms (dedication). Nouns (learners) feedback My 100 best religion st.
work 2. Tell the story 2, to state the will ascertain each loved bible Pry. Sch. Bk 2
of the 12 importance of being learner’s knowledge stories by a.sfalaye
disciples of dedicated to God’s of the topic. page 77
Jesus and say work. A whole class ability
6/7
the moral 3. State the benefits to state the benefits
lesson. of being dedicated to of dedication using
3. State the God’s work. the story of the 12
benefits of disciple will prove
being learners
dedicated understanding of the
toward the lesson.
work of God.
4. say how we
can be involve
in God’s word.
138
8/9 Love 1.say the 1. To define love. Class discussion at My 100 best Christian
meaning of 2. To demonstrate the beginning of the loved bible religion
love ways we sow love. lesson will prove stories studies bk. 2
2. Outline 3. To role play the learners knowledge by a.sfalaye,
various ways story of the good on the meaning of pages 52-53
we can Samaritan. love. &
practically 3. To state the An individual activity My 100 best
show love to benefits of showing (feedback) will loved bible
others using love. provide the evidence stories by
the story of the of the extent to Bruce
good which each learner Wilkinson.
Samaritan. understand various
3. State the ways we can
benefits of practically show love
showing love. to other and the
benefits.
10 Greed 1.describe 1. To describe greed. Language Art; Class work To role play My 100 best
greed 3. To role the story of initial (discussion) will give the story. loved stories
2.tell the story Naboth’s vine yard consonant evidence on the by Bruce
of king Ahab and state the moral blends. extent to which Wilkinson
and Naboth’s lesson. learner understand
vineyard and 3. To state the the story of Naboth
say some consequences of Vineyards and the
moral lessons greed. greed King Ahab.
from the story Individual work
3.state the (response) will
consequence ascertain each
of greed learner’s level of
assimilation of Greed
and consequence.
11 obedience 1.guide 1. To say the Songs and Class discussion at My 100 best The bible, tell
learners to say meaning of rhymes; the beginning of the loved really
the meaning of obedience. obedient is lesson will ascertain interesting
obedience 2. To summarize the better than learner’s knowledge bits great
2. Tell the story story of Samuel and sacrifice. on the topic stories from
of good say the moral lesson. obedience. the bible
Samuel and 3. To state some Individual work illustrated by
say some benefits of being (feedback) will also Brian delft
moral lesson obedient. prove each learners pages
from the story. level of assimilation &
3.state the on the lesson. Christian
139
 benefits/reward religious
s of obedience studies for
using the story pry-sch-bk 2
of Samuel a.sfalaye
pages 59-60
& 71
12 Easter tide 1.say the 1. To say the Class discussion at Role playing The bible , the
meaning of meaning of Easter the beginning of the the death of really
Easter tide. lesson will ascertain Jesus. interesting
2.state why we 2. To say why we learners bits great
celebrate celebrate Easter. understanding on the Picture of stories from
Easter 3. To state and show topic. Jesus. the bible
3. Say how ways we can love Individual response illustrated by
best to others the way Jesus will also prove each Bruce delf
reciprocate to did. learners level of pages 26-28
Jesus love. assimilation of
4. State how benefits of Jesus
we can love death and
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 2. Tell the story of the 2. To summarize Nouns activity will Picture of the loved bible
children of Israel in the the story of the ascertain children of stories by
wilderness and how children of Israel in learners Israel in the Bruce

140
 God cared for them. the wilderness understanding in wilderness. wilkinson
3.say the moral lesson 3.To state the moral who God is.
from the story lessons Learners
4.state what we should 4. To state how God feedback will
do to show God we cares for them and prove each
appreciate his love what they should learners level of
do to appreciate his assimilation on
love. how God cares
for us and how
we can
reciprocate his
love
3 Being 1.say the meaning of 1. To demonstrate Number A whole class Role play My 100 best
thankful thankful thankfulness concept; activity will loved bible
2.state reason to be 2. To role play the Number value. prove learners My 100 best stories by
thankful using the story of the ten knowledge in the loved bible Bruce
story of the 10 leper lepers. story of the 10 story Wilkinson.
3.say when to be 3. To say when and lepers and the
thankful why they should be moral lesson.
4.identify and mention thankful. An individual
who we should 4. To state the work (feedback)
appreciate most benefits of being will also give
5. State the benefits of thankful. understanding
being thankful. on the extent to
which each
learner’s t can
state the
benefits of being
thankful.
4 Cheating 1.describe terms 1. To define Story; The little Class activity My 100 best Oxford
and 2.tell the story of cheating and red riding hood will ascertain loved bible advanced
stealing Ananias and stealing learners story learners dic.
are bad Saphira /Achan 2. To summarize knowledge on Pages 185
3.state the the story of cheating and Role play &170 revised
consequences of Ananias/Saphira stealing standard
stealing and cheating and Achan. Individual bible acts
4. State the need for 3. To state why response will chapter 5 &
contentment. cheating and also prove each my 100 best
stealing are wrong. learners loved bible
4. To state the understanding stories by
moral lessons. on the Bruce
141
 consequence of Wilkinson.
cheating/stealin
g.
5 I don’t 1.describe terms 1. To describe the Social skills; An open class D.V.D and My 100 best
want to 2. Tell the story of term disobey. Transportation activity will picture of loved bible
disobey Jonah and some 2. To summarize prove learners Jonah stories by
moral lesson form the the story of Jonah understanding/k Bruce
story. and state the moral nowledge in the Wilkinson
3.identify and mention lessons. story of Jonah
practical ways we 3. To mention some and the moral D.V.D on the
show disobedience ways we disobey. lesson. story of jonah
using a role play 4. to say why it is An individual
4. Say the wrong to disobey ability to state
consequence of the
disobedience using consequences
the story of Jonah and of disobedience
some benefits of and the benefits
obedience. of obedience will
also ascertain
each learner’s
level of
assimilation on
the topic.
6/7 Nobody 1.describe God as the 1. To say why God Social skills; The An individual D.V.D on the My 100 best
knows but omnipresent is omnipresent. family. ability to story of Moses loved bible
God. 2.tell the story of 2. To say a short describe the stories by
Mirian and baby summary on the Omnipresence Bruce
Moses story of Moses and God will prove Wilkinson.
3. Say the moral state the moral each learners
lesson from the story. lessons. understanding
4. Say the need to be 3. To state the on the topic.
well behaved at all benefits of being Class
times using a play let. well behaved. discussion at
the end of the
lesson will
ascertain
learners
understanding
on the story of
mirian and baby
Moses.
142
8/9 What I 1.identify and mention 1. To describe An open class Macmillan
should do some good manners being good. discussion at school dict.
as a good 2. State the need to 2. To say the need the beginning of Pages 407
child forgive using the story to forgive the lesson will &gradNevis
of Joseph. 3. To state the ascertain bible pages
3. Say the benefits of benefits of learners 432 (Esther 4)
forgiveness/conseque forgiveness and the knowledge on
nce of unforgiving consequence of an good manners
spirit 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
2.mention other moral kindness. Nouns. activity will Esther school dict.
we can use in place of 2.to summarize the ascertain Pages 407&
kindness story of queen learner’s Grodnaives
3. State practical ways Esther and say the knowledge on bible pages
we can show kindness moral lessons the meaning to 432 (Esther)
using the story of 3. To mention ways kindness.
Queen Esther. we can show Individual work
4. State the benefits of kindness and to will also give
showing kindness. state the benefits of understanding
showing kindness. to each learners
level of
assimilation in
the benefits of
kindness
12 Jesus our 1.describe terms 1. To describe Sensorial An individual Picture of My 100 best
role model 2.identify and mention Jesus as a role Activity; ability to Jesus and Loved bible
some good manners model. Concept of describe Jesus satan stories by
that Jesus displayed 2. To identify and height. and some good Bruce
that make him say some of the manners he Wilkinson
outstanding (a role characters Jesus displayed will
model) portrait that made prove each
3.tell the story of him a role model. learners
Jesus and the devil 3. To mention the understanding
(when Jesus was ways Jesus was on the topic.
tempted) tempted by satan. An open class
143
 4. Say some moral activity will also
lesson from the story. prove learners
5. Identify and colour understanding in
our role model Jesus. the story of
Jesus.

HANDWRITING 1ST TERM

WEEK TOPIC CONTENTS KEYSKILLS CROSS ASSESSMENT RESOURCES REFERENCE

CURRICULLAR
LINK
1 Tracing and 1.To guide learners 1. to grip with Language Art; Open class Handwriting Easy learning
writing sounds a, in tracing “a” and the tripod single sounds activity on book and writing by
b “b” finger. formation of pencils Collins pages
2.To guide learners 2. To trace a the letters will 7
to form the sounds and b. provide Dreamland
“a” and “b” 3. To form the evidence on handwriting
sounds a and the extent to book,
b. which learners Chart on
understand the single
lesson. sounds
2 Tracing and 1.To guide learners 1. To identify Language Art; An open class Handwriting Easy learning
writing sound “c” to form the sounds the sounds c single sounds activity at the book and writing by
d “c” and “d” and d. beginning of pencils Collins pages
2.Toguide learners 2. To trace and the lesson will 8
to trace “c” and “d” form the sound give feedback Dreamland
3.To guide learners c and d. on the extent handwriting
to write the letter 3. To look and to which book,
“c” and “d” copy the learners Chart on
sounds c and d understood single
work on sounds
tracing

144
3 Tracing and 1.To lead learners 1. To identify Language Art; A whole class Handwriting Easy learning
writing sound e, f identify the sounds the sounds c single sounds activity at the book and writing by
e and f and d. beginning of pencils Collins pages
2.To guide learners 2. To trace and the lesson will 13
to form the letters form the sound prove learners Dreamland
e, f e and f. understanding handwriting
3.To guide learners 3. To look and of the topic. book,
to trace and write copy the Individual Chart on
“e” and “f” sounds e and f activity to single
form, trace the sounds
letters.
4 Tracing and 1.To lead learners 1. To grip with Language Art; An open class Handwriting Easy learning
writing “g” and to identify the the tripod single sounds activity at the book and writing by
“h” sound finger. beginning of pencils Collins pages
2.To guide learners 2. To identify the class will 14-15
to form the letters the sounds g give Dreamland
“g” and “h” and h. understanding handwriting
3.To guide learners 3. To form and of learners book,
to trace and write trace sounds g level of Chart on
“g” and “h” and h. assimilation on single
4. To look and the topic sounds
copy g and h. An individual
work on writing
and tracing.
5 Tracing and 1.To identify the 1. To grip with Language Art; Open class Handwriting Easy learning
writing “i” j sounds the tripod single sounds work at the book and writing by
2.Formation of the fingers. beginning of pencils Collins pages
sounds “i” and j” 2. To identify the lesson on 15-16
3.To trace and write the sounds i formation of Dreamland
“i” and j” and j. letters will handwriting
3. To form and prove learners book,
trace I and j. knowledge on Chart on
3. To look and topic. single
write I and j. Individual work sounds
to write and
trace letters
will give
feedback on
learners ability
to write
6/7 Tracing and 1.To guide learners 1. To grip with Language Art; Open class Handwriting Easy
145
 writing k, l to identify the the tripod single sounds work at the book and learning,
sounds fingers. beginning of pencils writing by
2.Formation of the 2. To identify the lesson on Collins page
letters “k” and “L” the sounds k formation of Dreamland 20-21
3.To guide learners and l. letters will handwriting
to trace and write k 3. To form and prove learners book,
and L. trace k and l. knowledge on Chart on
3. To look and topic. single
write k and l. Individual work sounds
on tracing and
writing will
give evidence
on each
learner’s ability
to write.
8 Tracing and 1.To guide learners 1. To grip with Language Art; An open class Handwriting Hand writing
writing sounds to Identify the the tripod single sounds. work at the book and work book 3
“m” and n sounds fingers. beginning of pencils by Nelson
2.To guide learners 2. To identify the class will pages 2-4
to form the sounds the sounds m provide Dreamland
“m” and “n” and n. feedback on handwriting
3.To trace and write 3. To form and learners book,
“M” and “N” trace m and n. understanding Chart on
3. To look and of the topic. single
write m and n. An individual sounds
activity of form
and write
letters will
prove each
learners
writing ability
9 Tracing and 1.To guide learners 1. To grip with Language Art; An open class Handwriting `hand writing
writing sounds o, to Identify the the tripod single sounds work to prove book and work book 1
p, q sounds fingers. learners pencils by Nelson
2.To guide learners 2. To identify understanding pages 30-31
to form the sounds the sounds o, p of the lesson. Dreamland
“o” “p” and “q” and q. Individual work handwriting
3.To guide learners 3. To form and on formation of book,
trace and write o” trace o, p and letter “O” “P” Chart on
“p” and “q” q. and “Q” single
3. To look and sounds
146
 write o, p and
q.
10 Tracing and 1.To identify the 1. To grip with Language Art; Whole class Handwriting Hand writing
writing “r” “s” sounds the tripod single sounds activity at the book and work book 1
and “t” 2.Formation of the fingers. beginning of pencils by Nelson
letters “R”, “S” and 2. To identify the class will pages 23-25
“T” the sounds r, s give feedback Dreamland
3.To trace and write and t. on learners handwriting
r”, “s” and “t” 3. To form and understanding book,
trace r, s and t. of the topic. Chart on
3. To look and Individual work single
write r, s and t. will prove each sounds
learner
knowledge on
writing.
11 Tracing and 1.To guide learners 1. To grip with Language Art; An open class Handwriting Hand writing
writing sounds to identify the the tripod single sounds activity will book and work book 1
“U”, “V” and W sounds fingers. prove leaner’s pencils by Nelson
2.To guide learners 2. To identify knowledge on pages 15-17
to form the letters the sounds r, s formation of Dreamland
“U”, “V” and “W” and t. letters. handwriting
3.To guide learners 3. To form and Individual work book,
to trace and write trace r, s and t. on writing and Chart on
the sound “U”, “V” 3. To look and tracing will single
and “W” write r, s and t. provide sounds.
evidence on
each learners
writing ability.
12 Tracing and 1.To identify these 1. To grip with Language Art; An open class Handwriting Hand writing
writing “X” , sound the tripod single sounds activity will book and work book 1
“Y” and “Z” 2.To form the fingers. give pencils by Nelson
sound “X”, “y” and 2. To identify understanding pages 11-14
“Z” the sounds x, y of learner’s Dreamland
3. To trace and and z. level of handwriting
write these sounds. 3. To form and assimilation on book,
4.To write all the trace x, y and the topic. Chart on
sounds z. Individual single
3. To look and activity to write sounds
write x, y and z. the sounds will
ascertain each
learner’s ability
147
 to write.

2ND TERM
WEEK TOPIC CONTENTS KEYSKILL CROSS ASSESSME RESOURCE REFERENCE
CURRICULAR LINK NT
1 Fill in the 1.To guide learners 1. To grip with tripod Number concept; Open class Number writing Nursery
missing to look and copy fingers. number values activity on book, Numbers 6 by
number 1-10 numbers 1-10 2. To look form and look and Activity book, Schofield &
2.To guide learners copy numbers 1-10 copy will Chart on Sims pages 7
to fill in the missing 3. To fill in the missing provide numbers,
numbers 1-10 numbers 1-10 evidence on Handwriting
the extent to notebook,
which Pencil
learners
understand
the lesson.
Individual
activity to
fill in the
missing
numbers.
2 Write from 1.To guide learners 1. To grip with tripod Number concept; An open Number writing Nursery
memory 1-20 to form number 1- 20 fingers. number value class book, Numbers 6 by
2.To guide learners 2. To look form and activity at Activity book, Schofield &
to look and copy copy numbers 1-20 the Chart on Sims pages 8
number 1-20 3. To write from beginning of numbers,
3.To write number 1- memory numbers 1-20 the lesson Handwriting
20 from memory will give notebook,
feedback on Pencil
the extent to
which
learners
understood
148
 the lesson.
Individual
work on
writing from
memory.
3 Tracing and 1.To guide learners 1. to grip with the Language Art; A whole Dreamland Easy learning
writing to identify the sound tripod finger. single sounds class handwriting writing by
sounds ‘a, b’ 2.To guide learners 2. To trace a and b. activity at book, Collins pages
to form the letters a, 3. To form the sounds the Chart on single 13
b a and b beginning of sounds
3.To guide learners the lesson Handwriting
to trace and write “a” will prove notebook,
and “b” learners Pencil.
understandi
ng of the
topic.
Individual
activity to
form, trace
the letters.
4 Look and 1. To guide learners 1. To build and blend Sensorial Activity; An open Early Easy learning
copy “in, at, to blend the words. two letter words. preposition class learner(phonic writing by
is, it” 2. To guide learners 2. To look and copy activity at s and spelling) Collins pages
form two letter two letter words. the Chart on two 14-15
words. 3. To read two letter beginning of letter words
3. To look and copy. words. the class Handwriting
“in, at, is, it”, 4. To listen and write will give note book,
two letter words. understandi Pencil
ng of
learners
level of
assimilation
on the topic
An
individual
work to look
and copy.
5 Identify and 1. To guide learners 1. To identify tall Sensorial Activity; Open class Dreamland Easy learning
copy the tall to identify the tall sounds. concept of height work at the handwriting writing by
sounds(h, b, sounds. 2. To form and write beginning of book, Collins pages
d, f) 2. To guide learners tall sounds. the lesson Handwriting 15-16
149
 to Form and write the 3. To look and copy on notebook,
tall sounds. tall sounds. formation of Pencil.
3.To guide learners letters will
to look and copy “h, prove
d, b, f” learners
knowledge
on topic.
Individual
work to look
and copy
letters will
give
feedback on
learners
ability to
write
6/7 Identify and 1.To guide learners 1. To identify sounds Pre-science; parts Open class Dreamland Easy learning,
copy the to identify the with leg. of the body work at the handwriting writing by
sounds with sounds 2. To form the sounds beginning of book, Collins page
legs.( g, p, j, 2. To guide learners with leg. the lesson Handwriting 20-21
q, y ) to form the sounds 3. To look and copy on notebook,
with leg. the sounds with leg (g, formation of Pencil.
3.To look and copy “ p, j, q, y). letters will
g, p, j, q, y) prove
learners
knowledge
on topic.
Individual
work to look
and copy
will give
evidence on
each
learner’s
ability to
write.
8 Read and 1.To guide learners 1. To read and An open Early Hand writing
copy “of, to read and memorize sight words class work learner(phonic work book 3
me, my, we.” memorize the sight me, my, we. at the s and spelling) by Nelson
words 2. To look and copy beginning of Chart on sight pages 2-4
2. To guide learners sight words. the class words
150
 to look and copy. will provide Handwriting
“Of, me. My, we.” feedback on note book,
learners Pencil
understandi
ng of the
topic.
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; An open Chart on three `Phonics and
copy. “fat, blend the words three letter words. animals class work letter words, Spelling by
dog, 2. To guide learners 2. To look and copy to prove Early Collins. Ages
pig ,box” to look and copy “fat, three letter words. learners learner(phonic 4-5, pages 5-6.
dog, pig, box.” 3. To read three letter understandi s and spelling)
3. To guide learners words. ng on the Handwriting
to read these words. 4. To listen and write lesson. note book,
three letter words. Individual Pencil
work on
look and
copy, fat,
dog, pig,
box.
10 Look and 1.To guide learners 1. To count from Number concept; Whole class Number writing Nursery
copy 11-20 to count numbers 1- number 1-20 counting in activity at book, Numbers 6 by
20 2. To form and copy ascending order the Activity book, Schofield &
2. To guide learners numbers 1-20 beginning of Chart on Sims page9
in Forming of 3. To write numbers 1- the class numbers,
numbers 1-20 20 from memory. will give Handwriting
3.To direct learners feedback on notebook,
to look and copy 1-20 learners Pencil
understandi
ng of the
topic.
Individual
151
 work will
prove each
learner
knowledge
on writing.
11 Read and 1.To guide learners 1.To identify the Language Art An open Chart on Jolly phonics
copy, to identify the sounds oo, oa, ee, or. digraph sounds class digraph hand book
oo, ,oa, ee, sounds 2. To read look and activity will sounds,
or 2.To guide learners copy oo, oa, ee, or. prove Activity book,
to form the sounds 3. To listen and write leaner’s Handwriting
3. To direct learners digraph sounds. knowledge notebook,
to look and copy oo, on Pencil
oa, ee, or. formation of
letters.
Individual
work on
read and
copy will
provide
evidence on
each
learners
writing
ability.
12 Review all 1.To guide learners 1. To identify all the Pre-science; part of An open Dreamland Hand writing
sounds with to identify these sounds with legs. my body class handwriting work book 1
legs sounds 2. To look and copy activity will book, by Nelson
2.To direct learners the sounds with leg. give Handwriting pages 11-14
form the sounds g, p, 3.To listen and write understandi notebook,
j, q, y. the sounds with leg ng of Pencil.
3. To guide learners learner’s
to look and copy level of
these sounds. assimilation
4.To direct learners on the topic.
to write all the with Individual
leg sounds activity to
write the
sounds will
ascertain
each
learner’s
152
 ability to
write.

3RD TERM
WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOUR REFERENCE
CURRICULAR LINK CE
1 Look and 1. To guide learners 1. To identify all the Sensorial Activity; Open class Dreamlan Easy learning
copy tall to identify the tall tall sounds. concept of height activity on look d writing by
sounds sounds. 2. To form, look and and copy will handwriti Collins pages
2. To direct learners copy all the tall provide ng book, 19
to form the tall sounds. evidence on the Handwriti
sounds. 3. To listen and write extent to which ng
3. To guide learners all the tall sounds learners notebook
to look and copy tall understand the ,
sounds, d, b, h, f, t, f, lesson. Pencil.
l, k. Individual
activity to form
letters correctly.
2 Look and 1. To guide learners 1. To identify the Pre-science; part of An open class Dreamlan Easy learning
copy sounds to identify the sounds with leg. the body activity at the d writing by
with legs sounds with leg. 2. To form, look and beginning of the handwriti Collins pages
2. Guide learners to copy sounds with leg. lesson will give ng book, 21
Form of sounds with 3. To listen and write feedback on the Handwriti
legs. sounds with leg. extent to which ng
3.To guide learners learners notebook
to look and copy, g, understood the ,
q, p, y. lesson. Pencil.
Individual work
on writing letters
with legs.
3 Look and 1.To guide learners 1. To identify all the Sensorial Activity; A whole class Dreamlan Easy learning
copy short to identify the short short sounds. concept of height activity at the d writing by
sounds sounds 2. To look and copy beginning of the handwriti Collins pages
2. To guide learners the short sounds. lesson will prove ng book, 25
153
 to form the letters a, 3. To listen and write learners Handwriti
c, e, i, m, n, o, r, s, u, all the short sounds. understanding ng
v, w, z, x. of the topic. notebook
3. To guide learners Individual ,
to look and copy the activity to form Pencil.
short sounds. the letters.
4 Look and 1. To guide learners 1. To build and blend An open class Chart on Easy learning
copy three to build and blend three letter words. activity at the three writing by
letter words. three letter words. 2. To read three letter beginning of the letter Collins pages
2. To guide learners words. class will give words, 24-25
to read three letter 3. To look and copy understanding Early
words. three letter words. of learners level learners
3. To direct learners 1. To listen and write of assimilation phonics
to look and copy three letter words. on the topic and
three letter words. An individual spelling.
Ant, sat, log, leg. work to look and Dreamlan
copy. d
handwriti
ng book
Handwriti
ng note
book,
pencil
5 Look and 1. To guide learners 1. To build and blend Open class work Chart on Easy learning
copy four to build and blend three letter words. at the beginning word writing by
letter words. four letter words. 2. To read four letter of the lesson on with Collins pages
2. To lead leaners to words. writing these digraph 26-27
read four letter 3. To look and copy words will prove sounds,
words. four letter words. learners Early
3. To direct learners 4. To listen and write knowledge on learners
to look and copy four four letter words. topic. phonics
letter words. Pink, Individual work and
frog, sing, swam. to look and copy spelling.
words will give Dreamlan
feedback on d
learners ability handwriti
to write ng book
Handwriti
ng note
book,
Pencil
154
6/7 Look and 1. To guide learners 1. To build and blend Songs and rhymes; Open class work Chart on Easy learning,
copy five to build and blend five letter words. there are five at the beginning consona writing by
letter words. five letter words. 2. To read five letter balloons floating in of the lesson nt Collins page -
2. To direct learners words. the air. reading this blends, 30
to read five letter 3. To look and copy word will prove Early
words. five letter words. learners learners
3. To guide learners 4. To listen and write knowledge on phonics
to look and copy, five letter words. topic. and
brush, queen, broom. Individual work spelling
to look and copy Handwriti
will give ng note
evidence on book,
each learner’s pencil
ability to write.
8 Copy this 1. To guild learners 1. To construct and Pre-science; tools An open class Handwriti Hand writing
sentence; to construct and read read sentences. and toys. work at the ng note work book 3 by
The door is sentences. 2. To look and copy beginning of the book, Nelson pages
shut. 2. To direct learners sentence (The door is class will pencil, 10
to look and copy; the shut). provide and chart
door is shut. 3. To listen and write feedback on on
the door is shut. learners sentence
understanding construct
of the topic. ion 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 Social skill; duties An open class Handwriti `Hand writing
sentence; build and read the read sentences. of members of the work to prove ng note work book4
Mum can sentence. 2. To look and copy family learners book, Nelson. Page 4.
cook. 2. To direct learners sentence (Mum can understanding pencil,
to look and copy; cook). on the lesson. and chart
mum can cook. 3. To listen and write Individual work on
mum can cook. on look and sentence
copy, mum can construct
cook. ion and
dreamlan
d
155
 handwriti
ng book.
10 Copy this 1.To guide learners 1. To construct and Social skill; the Whole class Handwriti Hand writing
sentence; I to build and read the read sentences. family. activity at the ng note work book 4 by
like mum and sentence 2. To look and copy beginning of the book, Nelson page 7
dad. 2. To direct learners sentence (I like mum class will give pencil,
to look and copy; I and dad). feedback on and chart
like mum and dad. 3. To listen and write I learners on
like mum and dad. understanding sentence
of the topic. construct
Individual work ion and
on writing the dreamlan
sentence will d
prove each handwriti
learner ng book.
knowledge on
writing.
11 Copy this 1. To guide learners 1. To construct and Songs and rhymes; An open class Handwriti Hand writing
sentence; to construct and read read sentences. old Mac-donald has activity will ng note work book 4 by
Duck can the sentence. 2. To make the sound a farm prove leaner’s book, Nelson page 9
swim. 2. To guide learners the duck makes. knowledge on pencil,
on the sound the 3. To look and copy the topic. and chart
duck makes. sentence. The duck Individual work on
2. To guide learners can swim. on read and sentence
to look and copy; copy will provide construct
Duck can swim. evidence on ion and
each learners Dreamlan
writing ability. d
handwriti
ng book.
12 Copy this 1. To direct learners 1. To construct and Pre-science; An open class Handwriti Hand writing
sentence; A to construct and read read sentences. classes of food activity will give ng note work book 4 by
bunch of the sentence. 2. To look and copy understanding book, Nelson page14
banana. 2. To guide learners sentence. A bunch of of learner’s level pencil,
to look and copy the banana. of assimilation chart on
sentence; A bunch of on the topic. sentence
banana. Individual construct
activity to write ion.
the sounds will
ascertain each
learner’s ability
156
 to write.

T.P.D 1 ST 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.com
school early the morning drill. be punctual concept: telling activities will give
in school the time in the feedback on the
2. To always hour. extent learners
be ready have understood
for the daily the lesson.
activities. Individual work .
3. To go to the way a learner
bed in time is able to answer
. his name will prove
his understanding
on the topic.
2 Orderliness Making lines, 1.To always make W. W. J. D: the Whole class activity Pupils and teachers www.lumosity.com
folding arms and a straight line. story creation at the beginning of
standing 2. To always stand the lesson will
according to according to height ascertain learner’s
height. on a queue knowledge on how
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.com
homework homework with as instructed obedience to do , keep and table
care / returning 2. To return return homework
homework. homework in time. neatly will prove
learners

157
 understanding on
the topic
4 Correct To take a proper 1.to always sit the Physical Whole class Chair, table www.lumosity.com
learning sitting posture [right way during education: jack activity will give
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.com
materials materials with care of their story of queen handle and use easer, etc
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.com
fighting are learners from fighting story of the mingle or associate persons fighting
wrong bullying and 2. To treat others good Samaritan with others will
fighting. as will want others prove the extent to
do to you. which pupils
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.com
question pointer when get attention and Eli will prove the extent
question is to which learners
asked. 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.com
silence during maintain silence death and learners observe pupil
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.com
sneeze, yawn the use of of handkerchief a education: of handkerchief and tissue
158
 and cough handkerchief habit bending value of
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.com
keeping of bags things in the right story of at the beginning of etc
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.com
the morning good manners . correct greetings in thankfulness. learners to greet parents
and afternoon To encourage the morning and The story of the the proper way in
learners to afternoon. ten lepers the morning and
always greet in To be respectful. afternoon will show
the morning and To be polite how deep learners
after school understand the
topic

2ND TERM

159
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.com
school morning drill. be punctual concept: telling give feedback on the extent pupils
early in school the time in the learners have understood the
2. To always be hour. lesson.
ready for the Individual work . the way a
daily learner is able to answer his
activities. name will prove his
3. To go to bed understanding on the topic.
in time

2. Correct To encourage  To always sit Practical life: Whole class work at the Teachers, www.lumosity.com
sitting and learner to sit, the right way grooming beginning of the lesson will pupils
standing stand and walk  To always provide evidence on the extent
posture the right ways walk the right to which learners can sit and
way stand the right way.
3. Silence To encourage To keep and W. W. J. D: The level at which learners Table, pupils www.lumosity.com
time. silence during maintain silence the death and observe silence during the and teacher
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: Child’s ability to handle and Pencils, www.lumosity.com
handle use materials care of their the story of use materials will test how books, eraser
materials property/belonging queen Esther the child understand the etc
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.com
home work learners to homework with care / obedience and return homework neatly table
books, always handle returning homework. will prove learners
doing and books with care, understanding on the topic
passing doing and
homework returning
homework books
8/9 School 1. To drill 1.To always obey W. W. J. D: The manner in which pupils Chart on class/ www.lumosity.com
rules / learners on school rules. the ten respond to the school rules will school
agreement. observing school 2.To always respect commandment help evaluate pupils agreement
rules and class and regard the s understanding on the topic
agreement. school rules
10 Good toilet To encourage 1.to always wash Pre-science: The extent to which learners Soap, water, www.lumosity.com
habits washing of hands hand after using the personal remember to wash hands with towel, toilet
with toilet hygiene. soap, flush toilet and lift skirt
soap ,flushing 2. to see the need whenever they make use the
and drying of for flushing toilet after toilet will prove their
hands after using use understanding on the topic
the toilet 3. to lift skirt properly
when trying to use 160
the toilet.
11. Proper way To encourage  To answer W. W. J. D: A whole class activity will tell if Teachers and www.lumosity.com
of learners to name the the story of learners can answer their pupils
answering answer names right way Samuel and name correctly
3RD TERM

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 2. To always lesson.
down in be ready Individual work . the way a
class for the daily learner is able to answer his
activities. name will prove his
3. To go to understanding on the topic.
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 The manner in which pupils Chart on class www.lumosity.co
agreement. class agreement some good ten 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, 2. to always whenever they need to use the
sitting posture observe good toilet toilet/ eat properly without
and greetings . habit / good walking making crumbs, talking with
, sitting and mouth full and soiling shirt will
standing posture help evaluate pupils
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
161
 language words. words sounds should be pronounced while
always 2. To speaking , the use of polite
pronounce words always will give prove
words on their understanding on the
correctly topic.
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 2. to always be understanding on the topic.
dressing. 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
2. always see the laughing will help to prove how
good side of others much pupils imbibe the topic.
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 mouth quiet, not soiling personal hygiene. with the mouth closed, chair m
full, making of clothes, not making unsoiled dress, not making
crumbs, soiling of crumbs while eating crumbs will help determine
clothes while their understanding on the
eating. topic.
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 the personal hygiene. remember to wash hands with water, soap, m
with soap, toilet soap, flush toilet and lift skirt towel
flushing nd drying 2. to see the need whenever they make use the
hands after using for flushing toilet toilet will prove their
the toilet. after use understanding on the topic
3. to lift skirt
properly when
trying to use the
toilet.

STORY 1 ST TERM

WKS TOPICS CONTENTS KEY SKILLS CROSS ASSESSMENT RESOURCE REFERENCE

162
 CURRICULAR
LINK
1 Reading 1.describe terms 1. To say the Sensorial Whole class activity at the Different picture Ladybird
individual 2.identify different meaning of Activity. beginning of the lesson books. story books
picture book. pictures reading. Perception and will provide evidence on
2. To identify discrimination the extent to which
different learners can read picture
pictures. 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 1.describe terms 1.To identify and Social skills; Whole class activity at the The DVD on Snow white
and the seven 2. identify each describe the seasons beginning of the lesson snow white and story book
dwarfs character in the characters will provide evidence on the seven dwarfs
story 2. To give a the extent to which
3. Tell the pupils summary of the learners can apply their
the story. story. knowledge on snow white
4. State the moral 3. To say the and the seven dwarfs.
lessons in the moral lessons in Individual work will
story. the story. provide evidence on the
extent to which each
learner summarize the
story.
4/5 Pinocchio 1.describe terms 1. To identify W.W.J.D. what I whole class activity at the Wood, pupils The story
2. Identify each and describe the should do as a beginning of the lesson and 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 2. To give a learners can apply their
the story. summary of the knowledge on Pinocchio
4. State the moral story. Individual work will
lessons in the 3. To say the provide evidence on the
story. moral lessons in extent to which each
the story. learner summarize the
story.
6/7 Little red riding 1.describe terms 1. To identify Sensorial Whole class activity at the Red material, pix The story
hood 2. identify and and role play Activity; concept beginning of the lesson of a wolf book for little
name the some of the of colours. will provide evidence on red ridding
characters in the characters in the the extent to which hood
163
 story story. learners have ascertained
3.Dramatise and 2. To give a the lesson.
say the story to the short summary Individual work on stating
pupils of the story. the moral lesson will
4. State the moral 3. To say the provide evidence on the
lessons in the moral lessons in extent to which each
story. the story. learner have understood
the lesson.

8/9 Amelia and the 1.describe terms 1. To identify Pre science; Whole class activity at the Grasshopper, Amelia and
grasshopper 2. identify and and role play insects beginning of the lesson basket ball court the
name the some of the will provide evidence on grasshopper
characters in the characters in the the extent to which story book
story story. learners can apply their
3.Dramatise and 2. To give a knowledge on story.
say the story to the short summary Individual work on stating
pupils of the story. the moral lesson will
4. State the moral 3. To say the provide evidence on the
lessons in the moral lessons in extent to which each
story. the story. learner have understood
the lesson.

10/11 The giant stew. 1.describe terms 1. To identify Sensorial Whole class activity at the Carrot, knife, The giant
2. identify and and role play Activity; concept beginning of the lesson pot. stew story
name the some of the of size will provide evidence on book
characters in the characters in the the extent to which
story story. learners can apply their
3.Dramatise and 2. To give a knowledge on the story.
say the story to the short summary Individual work on
pupils of the story. summarizing the story will
4. State the moral 3. To say the provide evidence on the
lessons in the moral lessons in extent to which each
story. the story. learner have ascertained
the lesson.
12 The clever 1.describe terms 1. To identify Pre science; Whole class activity at the A jug, stones The clever
monkey 2. identify and and role play animals beginning of the lesson and water. monkey
name the some of the will provide evidence on story book
characters in the characters in the the extent to which
story story. learners can apply their
3.Dramatise and 2. To give a knowledge on story.
say the story to the short summary Individual work on stating
164
 pupils of the story. the moral lesson will
4. State the moral 3. To say the provide evidence on the
lessons in the moral lessons in extent to which each
story. the story. learner have ascertained
the lesson.

STORY 2ND TERM

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

5/6 Chicken licken 1.describe terms 1. To identify Pre science; Whole class activity at the A nut, pix of Chicken
2. identify and and role play heavenly beginning of the lesson will the chicken licken story
name the some of the bodies provide evidence on the book
characters in the characters in the extent to which learners can
story story. apply their knowledge.
3.Dramatise and 2. To give a Individual work to summarize
165
 say the story to short summary the story will provide
the pupils of the story. evidence on the extent to
4. State the 3. To say the which each learner have
moral lessons in moral lessons in understood the topic.
the story. the story.

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

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

10/11 Why the bear tail 1.describe terms 1. To identify W.W.J.D: Whole class activity at the Fish, picture of The book on
is short 2. identify and and role play Greed beginning of the lesson will snow, bear and why the
name the some of the provide evidence on the fox. bear tail is
characters in the characters in the extent to which learners can short.
story story. apply their knowledge on the
3.Dramatise and 2. To give a topic.
166
 say the story to short summary Individual work will provide
the pupils of the story. evidence on the extent to
4. State the 3. To say the each assimilation of the
moral lessons in moral lessons in topic.
the story. the story.

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

STORY 3RD TERM

1 Reading of 1.describe terms 1. To identify Sensorial Whole class activity at the Lady book Individual

167
 individual story 2. identify and and role play Activity: beginning of the lesson story books. picture book
book name the some of the shapes and will provide evidence on
characters in the characters in the objects the extent to which
story story. learners can apply their
3.Dramatise and 2. To give a knowledge on classes of
say the story to short summary food.
the pupils of the story. Individual work to
4. State the moral 3. To say the summarize the story will
lessons in the moral lessons in provide evidence on the
story. the story. extent to which each
learner have understood
the topic.
2/3 The three Billy 1.describe terms 1. To identify Number Whole class activity at the Grass, picture The three Billy
goat gruff 2. identify and and role play concept; beginning of the lesson of goats. goat gruff story
name the some of the Number value will provide evidence on book
characters in the characters in the the extent to which
story story. Language learners can apply their
3.Dramatise and 2. To give a Art; Nouns knowledge to the lesson.
say the story to short summary Individual work to say the
the pupils of the story. moral lesson will provide
4. State the moral 3. To say the evidence on the extent to
lessons in the moral lessons in which each learner have
story. the story. understood the topic.

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

6/7 Jack and the 1.describe terms 1. To identify Pre science; individual activity on The picture of The story book
bean stalk 2. identify and and role play classes of questioning at the end of jack, beans on Jack and
name the some of the food the lesson will provide the beanstalk,
168
 characters in the characters in the evidence on the extent to and DvD.
story story. which learners can apply
3.Dramatise and 2. To give a their knowledge on the
say the story to short summary story
the pupils of the story.
4. State the moral 3. To say the
lessons in the moral lessons in
story. the story.

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

10/11 Little red hen 1. To identify and 1. To identify Language Whole class activity at the Grain of maize, www.story.com
role play some of and role play Art: double beginning of the lesson grass, picture , the book on
the characters in some of the consonant will provide evidence on of a hen, pig, little red hen
the story. characters in the the extent to which rat and cat.
2. To give a short story. learners can apply their
summary of the 2. To give a knowledge on the story .
story. short summary Individual work to identify
3. To say the of the story. some moral lessons will
moral lessons in 3. To say the provide evidence on the
the story. moral lessons in extent to which each
the story. learner have understood
the topic.
12 The lion and 1.describe terms 1. To identify Pre- science: Whole class activity at the Picture of lion www.story.com
the mouse 2. identify and and role play classification beginning of the lesson and mouse. , the book on
name the some of the of animals will provide evidence on the lion and the
characters in the characters in the the extent to which mouse.
story story. learners can apply their
3.Dramatise and 2. To give a knowledge on the topic.
169
 say the story to short summary Individual work on
the pupils of the story. questioning will provide
4. State the moral 3. To say the evidence on the extent to
lessons in the moral lessons in which each learner have
story. the story. understood the topic.

SONGS & RHYMES 1 ST TERM

170
1 This little pig 1.recite the rhyme 1.To identify Pre-science; An open class A golden sturdy
and sing the song the big, domestic activity to ascertain book by mother
2. Identify a pig as bigger and animals learner’s previous goose word book
an animal and biggest pigs knowledge in the illustrated by
colour it. 2.recite the topic. dicschweningen
3.role play it rhyme and An individual
4.state the moral sing the activity to state the
lessons from the song moral lesson from
rhyme the rhyme.
2 Old Macdonald 1. Recite the rhyme 1. To recite Language An open class Picture of Old Mac-Donald
had a farm and sing the song. the rhyme Arts; activity to ascertain animals had a farm
2.role play the and sing the sounds. Pre- learner’s previous
song song science; knowledge on the
3.identify and 2.To identify domestic rhyme.
colour the animals the animals animals An individual
in old Macdonald’s in the farm activity to recite and
farm 3. To make state some moral
4.describe a farm their sounds lesson.
3 Jack and Jill went 1.recite the rhyme 1.To recite Language An open class A bucket of Jack and Jill (a
up the hill. and sing the song the rhyme Art; double discussion at the water touch and a feel
2.role play it and sing the consonant beginning of the rhyme) illustrated
3.say the moral song. lesson by Emma Dodd.
lessons 2.To be Will ascertain
4. we need to careful why learners
always walk, or do walking. understanding on
everything with the meaning of the
care. rhyme.
A pair work to role
play it
An individual
activity to say the
moral lessons.

4 Two fat 1.Recite the rhyme 1. To recite T.P.D; An open class Two fat gentlemen
gentlemen and sing the song the rhyme Proper way discussion at the (a touch and a feel
2.role play it 2.To always of greeting in beginning of the rhyme) illustrated
3. Say the need to greet with the morning, lesson by Emma Dodd
always greet with courtesy afternoon Will ascertain
courtesy. 3.To state and evening. learners
171
 4. Say the the need to understanding on
importance of be polite the meaning of the
greeting people. rhyme.
5.state the need to A pair work to role
always be polite play it
6. Identify and An individual
colour a fat man. activity to say the
moral lessons.

5 Hey diddle diddle 1.recite the rhyme 1. recite Pre-science; An open class Hey diddle diddle
and sing the song rhyme/ sing domestic activity to recite the (a touch and a feel
2. Say some moral the song animals rhyme and role play rhyme) illustrated
lesson from the 2. to identify it. by Emma Dodd
role play. the cat, cow, An individual
4. Identify and etc activity to say the
colour a cat. moral lesson
6/7 Goosy goosy 1.recite the rhyme 1.To recite W.W.W.J.D; An open class Goosy goosy (a
gander and sing the song the rhyme/ prayer activity to ascertain touch and a feel
2.dramatise it and sing the learner’s previous rhyme) illustrated
say some moral song knowledge in the by Emma Dodd
lessons from the 2.To identify topic.
rhyme/role play the need for An individual
3.identify an old prayer activity to state the
man 3.To identify moral lesson from
the an old the rhyme.
man

8 Little fishes in a 1.recite the rhyme 1.To recite Social skill; An open class Fish, hook, Little fishes in the
brook 2.dramatise the rhyme the family activity to ascertain pot brook (a touch and
3.say some duties 2.To identify learner’s previous a feel rhyme)
of a father/ mother and say the knowledge in the illustrated by Emma
duties of topic. Dodd
each An individual
member of activity to state the
the family moral lesson from
the rhyme.
9 One two buckle 1. identify a shoe . 1.To sing the Practical life; An open class shoes One two buckle my
my shoes 2.recite the rhyme song lacing activity to ascertain shoes (a touch and
3. Say the moral 2.To identify exercise learner’s previous a feel rhyme)
lesson. a shoe knowledge in the illustrated by Emma
3.To always topic. Dodd
172
 buckle their An individual
shoes activity to state the
moral lesson from
the rhyme.
10 Cobber, cobbler, 1.identify a shoes 1.To recite Practical life; An open class shoes Cobber, cobbler
mend my shoe that is bad. the rhyme lacing activity to ascertain mend my shoe (a
2. Recite the rhyme 2.identify exercise learner’s previous touch and a feel
3.Role play. who a knowledge in the rhyme) illustrated
cobber is topic. by Emma Dodd
An individual
activity to state the
moral lesson from
the rhyme.
11 Five currant buns 1. Recite the 1.To sing the Number An open class Buns, a Five current buns (a
rhyme. song. concept; activity to ascertain boy, the touch and a feel
2.state the 2.To state subtraction learner’s previous picture of a rhyme) illustrated
principles of the principle involving knowledge in the shop by Emma Dodd
subtraction of money topic.
3. Identify buns subtraction An individual
and say what it is 3.identify activity to state the
used for. money and moral lesson from
4.role play how to make the rhyme.
5. Say some moral change
lesson.
12 Hot cross buns 1.recite the rhyme 1.To recite Number An open class buns Hot cross buns (a
2.Identify buns the rhyme concept; activity to ascertain touch and a feel
3.say the moral 2.To identify concept of learner’s previous rhyme) illustrated
lesson the buns money knowledge in the by Emma Dodd
From the role play. 3.To identify topic.
other An individual
currency activity to state the
moral lesson from
the rhyme.

2ND TERM
1 Yankee doodle 1.recite the rhyme 1.To sing the Pre-science; An open class Yankee Yankee
2.role play it song. musical activity to recite the doodle’s hat, doodle (a
173
 3.say the moral lesson 2. role play instrument rhyme and role play feather touch and a
4.say the need to always the song it. feel rhyme)
observe things carefully An individual illustrated by
5.say the benefits of activity to say the Emma Dodd
music as they play some moral lesson
musical instruments
2 Hush little baby 1.recite the rhyme and 1.To sing the T.P.D; crying An open class A bell, a ring Hush little
sing the song song unnecessary activity to ascertain baby (a touch
2.say the benefits of not 2.To say what are bad habits learners and a feel
crying unnecessary and we must do understanding on rhyme)
the disadvantage of when we need the meaning of the illustrated by
crying unnecessarily some thing rhyme. Emma Dodd
3.state what we must do 3.To identify An individual
when we want some how bad it is activity to recite the
things to cry rhyme
unnecessary
3 Humpty dumpty 1.recite the rhyme 1.recite the Language Art; An open class Humpty
2.role play the rhyme rhyme / sing review of activity to recite the dumpty (a
3.say some moral lesson the song noun and verb rhyme touch and a
from the rhyme 2.To avoid A pair works to role feel rhyme)
4.to be safety conscious playing rough play it. illustrated by
5.avoid playing An individual Emma Dodd
rough/unnecessarily activity to say some
moral lesson from
the rhyme.

4 Mary, Mary, 1.recite the rhyme and 1.To recite the T.P.D; An open class Picture of a Mary, Mary
quiet contrary sing the song rhyme orderliness activity to recite the garden quite
2.role play it 2.To keep rhyme contrary (a
3. Say the moral lessons thing in order A pair works to role touch and a
from the song. Talk about play it. feel rhyme)
caring. An individual illustrated by
activity to say the Emma Dodd
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 2.role play he dramatize it song musical discussion to recite railway your horn(a
3.identifyand name some 2.To identify instrument the rhyme and touch and a
musical instruments . and mention dramatize will prove feel rhyme)
4. Say the need to always some musical learners knowledge illustrated by
wake up early. instrument on the meaning of Emma Dodd
174
 3.To always the rhyme.
wake up early An individual
and identify activity to say some
the important moral lessons from
of work the rhyme.
6 All the big ship 1.recite the rhyme and 1.To recite the Social skill; An individual All the big
sail. sing the song rhyme some activity to recite the ship (a touch
2.role play the rhyme 2.To identify a interesting rhyme will prove and a feel
3.identify ships ship using places each learners rhyme)
picture understanding on illustrated by
the meaning of the Emma Dodd
rhyme.
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 Pre-science; An open class Touch a
hand 2.recite the rhyme and a friend part of the activity to describe a friend hands
sing the song 2.To sing the body friend will prove (a touch and
3. State the importance of song learners knowledge a feel rhyme)
greeting. 3.To state the in the topic. illustrated by
importance of An individual Emma Dodd
greeting activity to state the
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 balloons Five balloon
2.identify 5 balloons for song concept; activity to ascertain (a touch and
number 5 2.To identify number value learners a feel rhyme)
3.state the need to always number 5 for understanding on illustrated by
be safety conscious five balloons the meaning of the Emma Dodd
(moral lesson) 3. To state rhyme.
some safety An individual
rules activity to recite the
rhyme

11/12 This little pig 1.recite the rhyme 1.To recite the T.P.D; crying An open class Pig of three This little pig
2.role play the rhyme rhyme unnecessary activity to prove pigs (a touch and
175
 3.say the moral lesson 2.To role play are bad habits learners knowledge a feel rhyme)
4.it is not good to cry the rhyme on the rhyme illustrated by
unnecessary 3.To identify (meaning of the Emma Dodd
5.we need to be how bad it is rhymes).
disciplined to cry An individual
unnecessary activity to state the
moral lessons from
the rhyme.
3RD TERM

½ Piggy on the 1.describe terms 1.To recite the T.P.D; An open class Picture of a Piggy on the
railway 2.recite the rhyme rhyme etiquette discussion to railway, railway (a
3. say the 2.To always ascertain learner’s stones touch and a
importance of caring say sorry knowledge on the feel rhyme)
for others. importance of caring illustrated by
4.state the need to for others. Emma Dodd
be safety conscious An individual activity
5. Role plays piggy to state the need to
on the railway. be safety conscious.
3 Five little birds 1.Identify and 1.To identify Number An open class Picture of five Five little birds
describe birds the birds concept; activity to recite the birds (a touch and a
2.role play the 5 little 2.To recite the number value rhyme and identify feel rhyme)
birds rhyme birds will prove illustrated by
3.recite the rhymes 3.Identify five learners knowledge Emma Dodd
4. Say the lesson as values in the rhyme.
from the rhyme. An individual activity
to say the moral
lesson forms the
rhyme.
4 Mary had a little 1.describe a lamb 1. To sing the Social skills; An open class Picture of Mary had a
lamb 2.recite and role- song my school activity (discussion) Mary and a little lamb (a
play the rhyme 2.To obey right will prove learners lamb touch and a
3.say the need to 3.To always do knowledge on the feel rhyme)
always do the right the right things meaning of lamb. illustrated by
thing at the right at the right An individual activity Emma Dodd
time time to state the need to
4.say the need to always do the right
always adhere to the things at the right
school rules using the class rules
as a care study.
5 Here we go 1. Recite rhyme and 1.To always Pre-science; An open class Here we go
176
 around the show the actions brush in the personal activity at the round (a
mulberry bush. 2.state some morning and at hygiene beginning of the touch and a
benefits of playing night lesson to ascertain feel rhyme)
with our friends at 2.To recite the the learners illustrated by
the right time. rhyme knowledge on the Emma Dodd
3.To care for rhymes/action.
the body An individual activity
to state some
benefits of playing
with our friends at
the right times.
6/7 Old mother 1.recite the rhyme 1.To recite the Language An open class Cup board, Old mother
Hubbard 2.role play it 2. To identify Arts; noun discussion to picture of a Hubbard (a
3. State the needs to the need ascertain learner’s dog touch and a
always plan ahead knowledge on the feel rhyme)
of time. rhyme and old. illustrated by
An individual activity Emma Dodd
to recite the rhyme
and state the need
for proper planning
(planning ahead of
time).
8 Sing a song of 1. recite the rhyme 1.To sing the Number An open class A bird, Sing a song of
sixpence &sing the song song concept; discussion will prove money , bread six pence (a
2.role play it 2.To identify concept of on the rhyme. touch and a
3. Identify and the rules of money An individual activity feel rhyme)
mention some of our members of to identify and illustrated by
duties as children. the family mentions some of Emma Dodd
4. State the need to 3.To identify our duties as
be careful/safety other currency children and state
conscious. the need to be
careful/safety
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 2.role play the shoe lace lacing discussion at the shoe lace (a
rhyme 2.To tie their exercise, pre- beginning of the touch and a
3.state the shoe lace science; lesson will ascertain feel rhyme)
consequence of 3.To state the personal knowledge on things illustrated by
being naughty need for hygiene we can do for Emma Dodd
(moral lesson) personal ourselves.
4. State the need to hygiene An individual activity
177
 always help others. to state the need for
5. State the need to good looking /dicing
always greet (moral
lesson).
10 Ding dong bell 1.recite the rhyme 1.To recite the Language An open class A bell, picture Ding dong bell
2.role play the rhyme Arts; double discussion at the of a cat (a touch and a
rhyme 2. To state the consonant beginning of the feel rhyme)
3.state the consequence lesson will prove illustrated by
consequence of of learners knowledge Emma Dodd
being naughty naughtiness. on the meaning of
(moral lesson) 3.To always the rhyme.
4. State the need to help others An individual activity
always help others. to state the need to
always help others.
11 Pickety, hickety 1.recite rhyme 1.To recite Pre-science; A whole class Picture of a Picket hickety
my black hen 2.describe a black rhyme classes of activity to ascertain hen, eggs (a touch and a
hen 2.To identify food learners feel rhyme)
3. Say the moral the hen as a understanding on the illustrated by
lesson from the bird meaning of the Emma Dodd
rhyme. 3.To identify rhyme.
the egg as An individual activity
protein to prove each
learner’s level of
assimilation in the
moral lesson from
the rhyme.
12 Clap clap hand 1.recite the rhyme 1.To recite the Language An open class hands Clap, clap
2.identify our hands rhyme Arts; verb activity to identify hand (a touch
as part of our body 2.To identify our hands as part of and a feel
3. Say the things we the hand as the body. rhyme)
do with our hands. part of the An individual activity illustrated by
body to state what we do Emma Dodd
with hands and the
moral lesson from
the rhyme.

PRACTICAL LIFE 1 ST TERM

178
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
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
2.To wash and hands understood the lesson. book 1 pages 28-
dry their hands 2.To wash and Individual work on 31.
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.
exercise buttons button. sense organ. the beginning of the buttoning frame, Lumosity .com
2.To identify the 2. To put the Hand and eyes lesson will ascertain clothes with
buttoning frame button in the connection learner’s knowledge on button
3. To button their hole buttoning.
cloth. 3. unbutton Individual work to put
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 An open class activity to Zips, zipping Www.
2.To identify the 2. To identify the Arts; verbs zip their frames using frame, bags and Lumosity .com
zipping frame zipping frame the zipping frames will boxes.
3. To zip and 3. zip and unzip ascertain learner’s
unzip their cloth their bags, knowledge on the topic.
clothes and Individual work to unzip
lunch bags and their bags and bring out
boxes their books and zip it
back will give feedback
on each learners
understanding of the
topic.
4 Buckling 1. To identify 1.To identify Language Whole class activity will Belts, shoes, Scholastic success
exercise buckles buckle. Arts; noun give feedback on the buckle frames with kindergarten
2.To identify the 2. To identify the extent learners have pages 240-245
buckling frame buckling frame ascertained the lesson.
3. To buckle and 3. To buckle and Individual work will
179
 unbuckle their unbuckle their prove each learners
shoes, bags and bags, shoes and ability to buckle their
belts belts shoes
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
2.To identify the 2. To unlace extent to which learners pages 4-5 by Taiwo
lacing frame and unlace their can lace their fames. l Honge
3.To lace and frames Individual work will give
unlace their feedback learners level
shoes, frame of assimilation on the
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
2. To polish their 2. To polish their the learner’s knowledge David gettman
shoes. shoes. on topic. pages 102-103
An individual activity to
polish their shoes.
8 Spooning 1.To identify the Language An open class activity Sand, spoon. www.lumosity.com
exercise 1.To identify the spoon and sand Arts; verb will give evidence on the
spoon and sand 2. To grip the extent to which learners
2. To grip the spoon properly. have understood the
spoon properly. 3.To scoop the lesson.
3.To scoop the sand Individual work will
sand provide evidence on the
extent to which each
learner can scoop the
sand.

9 Pouring 1.To grip the jug 1.To grip the jug Pre-science; An open class activity Jug, cup, water www.lumosity.com
exercise 2.To pour water 2.To pour water uses of water will give evidence on the
from the jug from the jug extent to which learners
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 Whole class work will Zip, button, www.lumosity.com
of buttoning, buttons, lace and buckles, laces, Arts; more of provide evidence on the buckle and lace
180
 zipping, lacing buckles zips, buttons. noun and verb extent to which learners
and buckling 2.To put the 2. To identify the can lace their fames.
button, lace into buckling, Individual work will give
the hole buttoning, lacing feedback learners level
3. To zip and and zipping of assimilation on the
unzip, buckle and frame topic.
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 Whole class work will Soap, sponge, www.lumosity.com
exercise soap, sponge, soap, sponge Arts; noun. provide evidence on the water, spoons,
water . and water as Pre-science; extent to which learners plate
2.To wash the things use in water and its can consecrate on
spoons and plates washing the uses washing the plates and
spoon and plate spoon.
2.To wash the Individual work will give
spoon and plate feedback learners level
3. To rinse the of assimilation on the
spoons and topic.
plates
12 Opening 1.To identify the 1.To identify the Language Whole class work will Bags, boxes, www.lumosity.com
exercise bag, boxes, and boxes, bags, Arts; noun. provide evidence on the plates, etc
plates plates and water Pre-science; extent to which ate on
2.To open bags, bottle non-living learners can open and
boxes, plates and 2.To open the things close the plates, boxes,
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
181
 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
towel and water washing our hygiene. feedback on the extent primary school
2.To wash and hands learners have book 1 pages 28-
dry their hands 2.To wash and understood the lesson. 31.
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.
exercise and carry a carry the chair verb the beginning of the Lumosity .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.
right sitting, and walk verbs will ascertain learner’s pupils. Lumosity .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
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
182
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; An open class Bowl, soap, Basic Montessori
rinsing of a bowl, soap, the a bowl, use of water discussion to ascertain handkerchief, learning activity by
handkerchief towel and water soap, towel and the learner’s water etc David gettman
2.To wash, rinse water knowledge on topic. pages 102-103
and dry a 2.To wash, rinse An individual activity to
handkerchief and dry wash and dry
handkerchief 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
2.To water the 2.To water the science; plant the extent to which flower
plan and flower plan and flower learners have
understood the lesson.
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 will give evidence on and tissue
nose using the 2.To blow their sneezing, the extent to which
handkerchief nose using coughing and learners have
2.To pin their handkerchief yawning. understood the lesson.
handkerchief on Individual work will
their shirts provide evidence on
the extent to which
each learner have
understood the topic.

183
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
2.To arrange the 2. To arrange it learners can fold the
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
2.wash and dry 2. To wash and each learners can
the dry the identify the things use
cloth/handkerchi cloth/handkerchi to wash etc.
ef ef using peg Individual work will
give feedback learners
level of assimilation on
the topic.

PRACTICAL LIFE 3RD TERM

184
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
bathing. extent learners have doll baby. primary school
2.To ba understood the lesson. book 1 pages 28-
Individual work on bathing 31.
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.
watering can watering can more of noun and beginning of the lesson water Lumosity .com
2.To water the 2.To water the verb. Pre-science; will ascertain learner’s
plan and plan and flower plants knowledge on watering
flower plant.
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.
teeth a tooth paste, paste, tooth brush personal hygiene brush their teeth will tooth brush Lumosity .com
a tooth brush 2.To identify the ascertain learner’s and water.
2.To brush number of time knowledge on the topic.
their teeth. we brush our Individual work to brush
teeth their teeth twice daily will
3.To brush their give feedback on each
teeth up down learners understanding of
using the paste, the topic.
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
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 primary
glasses glass cup glass cup noun, consonant provide evidence on the soap, sponge English course 1
185
 2.To identify 2.To identify blends extent to which learners and water pages 4-5 by
soap, sponge soap, sponge and can . Taiwo l Honge
and water water Individual wash the glass
3.To wash and 3.To wash and work will give feedback
rinse the rinse the glass. learners level of
glass. assimilation on the topic.
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 2.Toidentify a nail An individual activity to pages 102-103
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 3.To wash the
soap and use hands with soap
sanitizer and use sanitizer

8 Bathing 1.To identify a 1.To identify a doll Language Arts; An open class activity will Soap, water, www.lumosity.co
exercise doll baby. baby. verb give evidence on the towel and m
2.To identify 2.To identify extent to which learners spong.
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
2.To water the 2.To water the verb. Pre-science; extent to which learners
plan and plan and flower plants have understood the
flower lesson.
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
186
 tray and bread and bread knife verb. extent to which learners tray
knife 2.To slice the Pre-science; can butter the bread.
2.To slice the bread in a classes of food Individual work will give
bread in a triangular shape. feedback learners level of
triangular 3. To butter the assimilation on the topic.
shape. 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
into tray different fruits different fruits noun, magic ‘e’ provide evidence on the tray, knife m
2.To wash the 2.To wash the Pre-science; extent to which learners
fruits fruits classes of food can consecrate on cutting
3. To slice the 3. To slice the the fruits.
fruit into fruit into pieces Individual work will give
pieces feedback learners level of
assimilation on the topic.

SENSORIAL ACTIVITY 1ST TERM

187
WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOUR REFERENCE
CURRICULAR CES
LINK
½ Concept of 1.To describe by 1. To compare An open class Pink Easy learning size and
size comparison objects according to activities will give tower and measurement page 4-5
2.To compare different sizes feedback on the other
sizes of object 2. To identify object extent learners objects.
3. To identify and sort and sort them base have understood
by size of objects. on the size the lesson.
3. To circle the Individual work
biggest object. on identification
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
discrimination 2.To identify the different objects. sense organ activity at the plates
(odd one) differences in objects 2. To identify the beginning of the and one
3. To circle the odd odd object in the lesson will green,
one among the others. midst of other ascertain pencils
objects learner’s and
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
2.To identify different sizes compare objects other
sizes (small . smaller, 2. To identify object using the pink objects.
smallest) etc. and sort them base tower will
on the size ascertain
3. To circle the learner’s
188
 smallest object. knowledge on the
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-
2.To sort various 2. To sort objects by throwing of balls feedback on the 2, objects 245
object by colour. colours. extent learners in the
3.to colour pictures have ascertained classroom
accordingly the lesson.
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
2.To associate the 2. To match shapes evidence on the the 4-5 by Taiwo l Honge
shapes to objects to objects extent to which widow,
3.To match pictures to learners can door,
right shapes identify shapes. bowl
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
objects 2. To draw the ascertain the incomplet David gettman pages
2. To identify the other missing parts learner’s e objects 102-103
half of objects and knowledge on
complete. twin.
An individual
189
 activity to identify
and match twin
objects.
11/12 Observation 1. To sort out Pre-science: An open class Chart on www.lumosity.com
1.To identify different objects by shapes sense organ activity will give shapes,
objects by shapes, 2. To match objects evidence on the button of
colours, size etc to shapes and extent to which different
3. To identify the other colour. learners have colours.
half and completes. understood the
lesson.
Individual work
will provide
evidence on the
extent to which
each learner can
identify the other
half and circle.

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
2.To identify 2. To identify object and of learner’s level by David gettman
different sizes of sort them base on the assimilation on the topic.
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) 2.To identify 2. To sort objects by throwing of balls will provide evidence on buttons for under five by
different colours colours the extent to which David gettman.
3.To say the learners understand the Pages 117-118
colours topic.
190
 Individual work will
provide evidence on the
extent to which each
learner is able to able to
apply his/her knowledge
of colours.
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 2. To sort out all the blue gentlemen lesson will provide kindergarten
2.To sort out buttons evidence on the extent pages 240-246
same shapes to which learners can
using buttons apply their knowledge.
and beads of Individual work of
different colours sorting shapes will
3.circle objects ascertain each learners
that are the understanding of the
same shapes topic.
4. Perception 1. To describe 1. To identify objects and Pre-science: An open class Chart on spot Montessori
and terms spot the difference sense organ discussion at the the difference learning activities
discrimination 2.To spot the 2. To colour objects beginning of the class for under five by
(spot the differences in will ascertain learner’s David gettman
difference & many objects knowledge on the topic. pages 140-141
colour) 3.To colour the Individual activity to spot
objects the difference will 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 2. To match object to their Concept: at the beginning of the opposite, boy,
2.To identify opposite addition and lesson will ascertain girl, white, black
opposite objects subtraction. learners understanding.
3.To match Individual work on
objects to their associating object to the
opposite opposite will provide
evidence on the extent
to which each learner
can apply their
knowledge.
6/7 Perception 1. To describe 1. To identify the object Song/rhyme: An open class activity at Draw an Www. Lumosity.
and terms. that is different. 2.To spot Three blind the beginning of the incomplete Com
Discrimination. 2. To spot the the mistake mice. lesson will give objects
191
 mistake in an feedback on the extent
objects. to which learners have
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) 2.To sort 2. To sort out buttons by will provide evidence on by David gettman
according to shapes the extent to which pages 62-64
colours learners understand
3.To sort sorting.
according to Individual work will
shapes provide evidence on the
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) 2.To identify 2. To differentiate wide knowledge on wide and page 10-9 by
wide and narrow from narrow narrow. Collins
An individual activity will
give each learners
ability to identify wide
and narrow.
10 Observation 1. To describe 1. To identify twin object Whole class activity at Different objects Www.
(find the twin) term 2. To differentiate objects the beginning of the Lumosity .com
2.To 3. To find the twin object. lesson will ascertain
differentiate learners understanding
objects of the topic.
3.To find the Individual work will
twin of objects. provide evidence on the
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
2.To identify 2.To circle the object that animals knowledge on length. pages 4-5 by
192
 short and tall is short and colour the tall Individual work will Collins
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.
2.To mention 2. To say the position of numbers before, the learner’s knowledge Com
some things after and on prepositional activity
prepositional 3. To write the correct between to identify and circle
words. position of objects prepositional words.
3.To match
objects to
positions

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 with puzzle game Montessori
2.To build words 2. To arrange the give feedback on the extent learning
with puzzle letters to which learners have activities by
3.To identify 3. To build words understood the lesson. David gettman
words in the with the puzzle Individual work on pages 134-135
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 Basic
(Numbers) puzzle numbers sequencing prove learners puzzle game Montessori
2. To arrange 2. To arrange the understanding of the topic. learning
numbers using numbers in the An individual activity to activities by

193
 the puzzle puzzle solve numbers in the David gettman
game. puzzle will give feedback page 134-135
3. To identify on each learners ability to
numbers in the apply their knowledge
puzzle.
5 Concept of 1. To describe 1. To identify light Story: three little An open class activity will scale Easy learning ,
Weight. term and heavy objects pig prove learners’ ability to size and
2. To identify 2. To differentiate describe wide and narrow. measurement
light and heavy light and heavy An individual activity will pages 11-12
objects. object ascertain each learner’s
3. To ability to identify wide and
differentiate the narrow.
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 2. To differentiate describe wide and narrow. measurement
2. To wide from narrow An individual activity will pages 6-7
differentiate ascertain each learners
wide from ability to identify wide and
narrow. narrow
8 Perception and 1. Describe term 1. To identify what Whole class work will Internet,
Discrimination. 2. To identify doesn’t belong ascertain learner’s httpllcpl.
objects that 2. To cross out knowledge on the topic. Reserve.com
doesn’t belong what doesn’t Individual work will give
in a set. belong evidence on the extent to
3. To circle which each learner is able
object that is to apply his/her knowledge
different on the lesson.
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
2. To identify 2. To differentiate learner’s level of measurement
more and less more and less. assimilation on the topic. by Collins pages
as quantity. Individual work will 18-19
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, Scholastic
1.To describe some numbers before, learners knowledge on tin, pencil, etc success with
term prepositional after and between preposition. kindergarten
194
 2.To mention words Pair work will provide pages 240-246
some 2. To say the evidence on the extent to
prepositional position of things which leaner understand
words. 3. To write the the use of some preposition
3.To match correct position of E.g (beside behind)
objects to objects
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 2. To sort objects throwing of balls ascertain learner’s kindergarten
2. To mention by colours knowledge on colors. 240-245
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
2. To identify 2. To sort out all to ascertain the learner’s learning
objects that is the blue buttons knowledge on sameness. activities by
the same. Individual activity for David Gettman
learners to identify and pages 50-51
circle the objects that are
the same.

195
 CREATIVE ARTS 1ST TERM
WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR LINK
1 Colouring a 1. To guide 1. to identify a car Sensorial Activity; An open class activities will Picture of a car
car learners to 2. To colour the Concept of colours give feedback on the extent
identify a car. car with red and learners have understood Red and yellow
yellow crayon. the lesson. crayon
2. To colour the Individual work on colouring
car with red and a car will provide evidence
yellow on the extent to 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.
Expression learners self object of their beginning of the lesson will Pencil Lumosity .com
independence. choice ascertain learner’s Crayon
2. to draw and independently knowledge on free
colour anything of 2.To colour nicely. expression.
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.
plasticine. plasticine. creation moulding objects with Lumosity .com
2. To mould 2. To mould plasticine will ascertain
different objects different objects learner’s knowledge on the
with plasticine. with plasticine. topic.
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
3.to identify a 2. To identify their learners have ascertained Their thumb pages 240-245
thumb. thumbs. the lesson.
2.to mix the 3.to dip their Individual work will prove
colours. thumbs into the each learners ability to
3. to dip their poster colour and identify their thumb and to
196
 thumbs into the print. thumb print.
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 Pencil English course 1
independence. choice extent to which learners Crayon pages 4-5 by Taiwo
2. to draw and independently can draw different objects. l Honge
colour anything of 2.To colour nicely. Individual work on drawing
their choice. any object will give
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 to Scrap book, Basic Montessori
different colours. different colours have two hands. ascertain the learner’s Poster colours learning activity by
3.to identify a 2. To identify their knowledge on hand print. hands David gettman
their hands. hands. An individual activity to print pages 102-103
2.to mix the 3.to dip their hands hands.
colours. into the poster
3. to dip their colour and print.
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 Picture barney
3.To colour a 2.To colour barney to which learners have Purple and
barney with nicely with green understood the lesson. green crayon
purple and green and purple crayon. Individual work will provide
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.
plasticine. plasticine. creation moulding objects with Lumosity .com
2. To mould 2. To mould plasticine will ascertain
different objects different objects learner’s knowledge on the
with plasticine. with plasticine topic.
Individual work on moulding
objects with plasticine will
give feedback on each
learners understanding of
the topic.
197
 10 Colouring a 1.To identify a 1.To identify a pig. Pre-science; farm Open class discussion at Picture of a pig, Www.
pig pig. 2.To colour a pig animals the beginning of the class crayon Lumosity .com
2. to make the nicely with peach to ascertain the learner’s
sound of a pig. crayon. knowledge on colouring.
3.To colour a pig Individual activity for
with peach learners to identify and
crayon. colour a pig

11 Colour splash 1.To identify 1.To identify Sensorial Activity; Open class discussion at Poster colours, Www.
different colour different colour concept of colours the beginning of the class paint brush, Lumosity .com
2.To identify a 2.To identify a to ascertain the learner’s plate etc
paint brush paint brush knowledge on the topic.
3.To dip the brush Individual activity for
in the paint and learners to splash the
splash colour
12 Straw 1.To identify a 1.To identify the Sensorial Activity; eye Open class discussion at Straw, scissor, Www.
jewelries straw straw and hand co-ordination the beginning of the class rubber thread Lumosity .com
2.To cut the straw 2.To identify the to ascertain the learner’s
with scissor rubber thread knowledge on the topic.
3.To put the straw Individual activity for
into the thread learners can put the straw
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
2. to make the sound pig. animals the beginning of the class crayon learning activity
of a pig. 2.To colour a to ascertain the learner’s by David gettman
3.To colour a pig pig nicely with knowledge on colouring.
with peach crayon peach crayon. Individual activity for

198
 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
2.To identify different 2.To identify will provide evidence on for under five by
colours different colours the extent to which David gettman.
3.To colour the 3.To colour the learners understand the Pages 117-118
umbrella correctly umbrella topic.
correctly Individual work will
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
2.To cut the onions and colours the extent to which pages 240-246
3.To dip the onion 2.To cut the learners can apply their
into the paint and onions knowledge.
print it on the scrap 3.To dip the Individual work of printing
book onion into the the vegetable on their
paint and print it books will ascertain each
on the scrap learners understanding of
book the topic.
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
2. To mould different 2. To mould class will ascertain for under five by
objects with different objects learner’s knowledge on David gettman
plasticine. with plasticine. the topic. pages 140-141
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.
a hand fan paper a paper vowel and beginning of the lesson Lumosity .com
2.To fold the paper 2.To fold the consonant. will ascertain learners
forward/ backward paper forward/ understanding.
3.To design the fan backward Individual work on folding
with permanent 3.To design the the forward and backward
199
 marker fan with paper will provide
permanent evidence on the extent to
marker which each learner can
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
2.To identify a paint 2.To identify a lesson will give feedback etc
brush paint brush on the extent to which
3.To dip the learners have understood
brush in the the lesson.
paint and splash Individual work will
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 of Basic Montessori
hog hedge hog animals. beginning of the lesson a hedgehog, bond learning activities
2.To cut the broom 2.To cut the Songs/rhyme; five will provide evidence on gum. by David gettman
into small size. broom into small balloons the extent to which pages 62-64
3.To put the broom size learners understand the
on the hedgehog 3.To colour topic.
using bond gum some part of the Individual work will
hedgehog provide evidence on the
4. To put the extent to which each
broom on the learner can put the broom
hedgehog using on the body of the
bond gum hedgehog.
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.
2. to draw and colour independently 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.
dress flora dress concept of colour beginning of the lesson of card board, Lumosity .com
2.To colour some 2.To colour will ascertain learners bond gum, picture
part of flora’s dress some part of understanding of the of flora
and body flora’s dress and topic.
3.To cut different body Individual work will
cardboard in piece 3.To paste provide evidence on the
200
 and paste on flora’s different colours extent to which each learn
dress of cardboard on can paste on flora’s dress
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,
2.To write pupil’s tree and animals ascertain learners’ cardboard, pen, www.lumosity.
names on cardboard. 2.To paste their knowledge on length. Com
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,
2.To cut the straw straw eye and hand co- the beginning of the class rubber thread www.lumosity.
with scissor 2.To identify the ordination to ascertain the learner’s Com
rubber thread knowledge on the topic.
3.To put the Individual activity for
straw into the learners can put the straw
thread into the thread

201
 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
2. To mould 2. To mould different ascertain learner’s knowledge by David gettman
different objects objects with on the topic. pages 134-135
with plasticine plasticine Individual activity to spot the
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 2. To colour some topic. wool by David gettman
2. To colour parts of the rabbit. An individual activity to paste page 134-135
some parts of 3. To paste the cotton wool on the rabbit will
the rabbit. cotton wool on the give feedback on each learners
3. To paste the rabbit. ability to apply their knowledge
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 2.To put the sand on and donkey. Com
2.To sleeve the the donkey using An individual activity will
sand bond gum ascertain each learner’s ability
3.To put the to put the sand on the donkey.
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 An individual activity will Com
independence. 2.To colour nicely. ascertain each learners ability
2. to draw and to colour neatly
colour anything
202
 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
2. To mix the 2.To identify the Sensorial Activity; topic. paint brush
colours using colours concept of colours Individual work will give
poster colour. 3. To design the evidence on the extent to which
3. To design the plates each learner is able to apply
plates his/her knowledge on the
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.
2.To cut the 2. To fold and design verbs. assimilation on the topic. different Com
card board in a the cone hat. Individual work will ascertain colours,
triangular shape each learner’s ability to apply scissor, bond
3.To fold it into a their knowledge. gum
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 individual work will provide etc pages 240-246
independence. 2.To colour nicely. evidence on the extent to which
2. to draw and leaner understand the topic
colour anything
of their choice.

9 Making cards 1.To identify 1. To make a card Language Arts; Open class activity at the Card board, Scholastic success
card board and 2.To write on the more of nouns and beginning of the class will scissor, with kindergarten
cut it card verbs ascertain learner’s knowledge pencils and 240-245
2. To make a on making a card. markers
card. Individual work will provide
each learners ability to apply
the knowledge.
10 Colour . 1.To identify 1.To identify different Sensorial Activity; An open class activity at the Poster colours, Basic Montessori
splash different colour colour concept of colours beginning of the lesson will give paint brush, learning activities
2.To identify a 2.To identify a paint feedback on the extent to which plate etc by David Gettman
paint brush brush learners have understood the pages 50-51
3.To dip the brush in lesson.
the paint and splash Individual work will provide
evidence on the extent which
each leaner’s can splash the
203
 colours
11 Feather 1.To identify the 1.To identify the Pre-science; Open class discussion at the Feather, Www.
feather and feather and chicken. classification of beginning of the class to chicken, bond Lumosity .com
chicken. 2. To paste the animals ascertain the learner’s gum
2. To paste the feather on the body knowledge on the topic.
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.
expression encourage object of their choice confidence learners knowledge on drawing. crayon, pencil, Lumosity .com
learners self independently individual work will provide etc
independence. 2.To colour nicely. evidence on the extent to which
2. to draw and leaner understand the topic
colour anything
of their choice.

PHYSCIAL EDUCATION 1ST TERM

WEEK TOPIC CONTENT KEY SKILLS CROSS ASSESSMENT RESOURCES REFERENCE
CURRICULAR 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 the 1. to hop like a T.P.D ; Whole class activity at the Scrap book Www.
body like a kangaroo. beginning of the lesson will Pencil Lumosity .com
kangaroo and ascertain learner’s Crayon
hop knowledge .
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.
exercise left and right left and right the body ascertain learner’s Lumosity .com
legs legs knowledge on the topic.
204
 2.To match and 2.To match and Individual work on matching
swing the arms swing the arms will give feedback on each
learners understanding of
. the topic.
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
2. To identify learners have ascertained Their thumb kindergarten
their thumbs. the lesson. pages 240-245
3.to dip their Individual work will prove
thumbs into the each learners ability to
poster colour identify their thumb and to
and print. thumb print.

5 Hopping 1.To encourage 1. to draw any T.P.D Self Whole class work will Scrap book Macmillan primary
exercise learners self object of their confidence provide evidence on the Pencil English course 1
independence. choice extent to which learners Crayon pages 4-5 by
2. to draw and independently can draw different objects. Taiwo l Honge
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 to Scrap book, Basic Montessori
different colours. different colours have two hands. ascertain the learner’s Poster colours learning activity by
3.to identify a 2. To identify knowledge on hand print. hands David gettman
their hands. their hands. An individual activity to print pages 102-103
2.to mix the 3.to dip their hands.
colours. hands into the
3. to dip their poster colour
hands into the and print.
poster colour
and print
8 Racing in pairs 1.To identify 1.To identify Barney songs An open class activity will Scrap book www.lumosity.com
barney. barney. give evidence on the extent Picture barney
3.To colour a 2.To colour to which learners have Purple and
barney with barney nicely understood the lesson. green crayon
purple and with green and Individual work will provide
green crayon. purple crayon. evidence on the extent to
which each learner can
identify and colour barney

205
 nicely.

9 Throwing of 1. To identify 1. To identify W.W.J.D story of An open class activity on Plasticine Www.
balls plasticine. plasticine. creation moulding objects with Lumosity .com
2. To mould 2. To mould plasticine will ascertain
different objects different objects learner’s knowledge on the
with plasticine. with plasticine topic.
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.
pig. pig. animals the beginning of the class pig, crayon Lumosity .com
2. to make the 2.To colour a to ascertain the learner’s
sound of a pig. pig nicely with knowledge on colouring.
3.To colour a peach crayon. Individual activity for
pig with peach learners to identify and
crayon. colour a pig

11 Who’s in the 1.To identify 1.To identify Sensorial Activity; Open class discussion at Poster Www.
garden different colour different colour concept of colours the beginning of the class colours, paint Lumosity .com
2.To identify a 2.To identify a to ascertain the learner’s brush, plate
paint brush paint brush knowledge on the topic. etc
3.To dip the Individual activity for
brush in the learners to splash the
paint and splash colour
12 Bending 1.To identify a 1.To identify the Sensorial Activity; Open class discussion at Straw, scissor, Www.
exercise straw straw eye and hand co- the beginning of the class rubber thread Lumosity .com
2.To cut the 2.To identify the ordination to ascertain the learner’s
straw with rubber thread knowledge on the topic.
scissor 3.To put the Individual activity for
straw into the learners can put the straw
thread into the thread

206
 2ND TERM
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 2. to make the sound a pig. animals the beginning of the class pig, crayon learning activity
of a pig. 2.To colour a to ascertain the learner’s by David gettman
3.To colour a pig with pig nicely knowledge on colouring.
peach crayon with peach Individual activity for
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 colours beginning of the lesson will umbrella, learning activities
2.To identify different 2.To identify provide evidence on the crayon for under five by
colours different extent to which learners David gettman.
3.To colour the colours understand the topic. Pages 117-118
umbrella correctly 3.To colour Individual work will provide
the umbrella evidence on the extent to
correctly which each learner is able
to apply his/her knowledge
of colours.
3. Kangaroo hop 1.To identify onions as 1.To identify Pre-science; Whole class activity at the Onions, poster Scholastic
a vegetable, plate and onions as a classes of food beginning of the lesson will colour, plates, success with
colours vegetable, provide evidence on the knife kindergarten
2.To cut the onions plate and extent to which learners pages 240-246
3.To dip the onion into colours can apply their knowledge.
the paint and print it 2.To cut the Individual work of printing
on the scrap book onions the vegetable on their
3.To dip the books will ascertain each
onion into the learners understanding of
paint and the topic.
print it on the
scrap book
4. Hopping on 1. To identify 1. To identify W.W.J.D; the An open class discussion at plasticine Montessori
one leg and plasticine. plasticine. story of creation the beginning of the class learning activities
then the other 2. To mould different 2. To mould will ascertain learner’s for under five by
objects with plasticine. different knowledge on the topic. David gettman
207
 objects with Individual activity to spot pages 140-141
plasticine. 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.
catching of paper the a paper vowel and beginning of the lesson will marker Lumosity .com
balls 2.To fold the paper 2.To fold the consonant. ascertain learners
forward/ backward paper understanding.
3.To design the fan forward/ Individual work on folding
with permanent backward the forward and backward
marker 3.To design paper will provide evidence
the fan with on the extent to which each
permanent learner can apply their
marker knowledge.

6/7 Bouncing 1.To identify different 1.To identify Sensorial Activity; An open class activity at the Poster colours, Www. Lumosity.
exercise colour different concept of colours beginning of the lesson will paint brush, Com
2.To identify a paint colour give feedback on the extent plate etc
brush 2.To identify to which learners have
a paint brush understood the lesson.
3.To dip the Individual work will provide
brush in the evidence on the extent
paint and which each leaner’s can
splash 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
2.To cut the broom 2.To cut the Songs/rhyme; five provide evidence on the hedgehog, by David gettman
into small size. broom into balloons extent to which learners bond gum. pages 62-64
3.To put the broom on small size understand the topic.
the hedgehog using 3.To colour Individual work will provide
bond gum some part of evidence on the extent to
the hedgehog which each learner can put
4. To put the the broom on the body of
broom on the the hedgehog.
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
208
 independence. their choice knowledge on the lesson.
2. to draw and colour independently 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.
the mountain dress flora dress concept of colour beginning of the lesson will colours of card Lumosity .com
2.To colour some part 2.To colour ascertain learners board, bond
of flora’s dress and some part of understanding of the topic. gum, picture of
body flora’s dress Individual work will provide flora
3.To cut different and body evidence on the extent to
cardboard in piece 3.To paste which each learn can paste
and paste on flora’s different on flora’s dress
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 2.To write pupil’s a tree plants and ascertain learners’ cardboard, www.lumosity.
names on cardboard. 2.To paste animals knowledge on length. pen, Com
their names Individual work will prove
on the tree each learners
using understanding on the topic.
masking tape
12 Filling the 1.To identify a straw 1.To identify Sensorial Activity; Open class discussion at Straw, scissor, Internet,
basket with 2.To cut the straw with the straw eye and hand co- the beginning of the class rubber thread www.lumosity.
small balls scissor 2.To identify ordination to ascertain the learner’s Com
the rubber knowledge on the topic.
thread Individual activity for
3.To put the learners can put the straw
straw into the into the thread
thread

209
 3RD TERM

WEEK TOPIC CONTENT KEY SKILL CROSS ASSESSMENT RESOURCES REFERENCE

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 2. To mould 2. To mould different beginning of the class learning
different objects objects with plasticine will ascertain learner’s activities by
with plasticine knowledge on the David Gettman
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 2. To colour some understanding of the wool learning
2. To colour some parts of the rabbit. topic. activities by
parts of the rabbit. 3. To paste the cotton An individual activity to David gettman
3. To paste the wool on the rabbit. paste cotton wool on page 134-135
cotton wool on the the rabbit will give
rabbit. feedback on each
learners ability to apply
210
 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 2.To sleeve the 2.To put the sand on ability to identify sand, Com
sand the donkey using bond and donkey.
3.To put the sand gum An individual activity
on the donkey will ascertain each
using bond gum learner’s ability to put
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.
2. To mix the 2.To identify the Sensorial Activity; knowledge on the paint brush Reserve.com
colours using colours concept of colours topic.
poster colour. 3. To design the plates Individual work will
3. To design the give evidence on the
plates extent to which each
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.
2.To cut the card 2. To fold and design and verbs. learner’s level of different Com
board in a the cone hat. assimilation on the colours,
triangular shape topic. scissor, bond
3.To fold it into a Individual work will gum
cone shape and ascertain each
design it learner’s ability to
apply their knowledge.
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
2. to draw and 2.To colour nicely. individual work will pages 240-246
colour anything of provide evidence on
211
 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 2.To write on the card more of nouns the beginning of the scissor, success with
2. To make a card. and verbs class will ascertain pencils and kindergarten
learner’s knowledge markers 240-245
on 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 colours at the beginning of the paint brush, Montessori
2.To identify a paint 2.To identify a paint lesson will give plate etc learning
brush brush feedback on the extent activities by
3.To dip the brush in to which learners have David Gettman
the paint and splash understood the lesson. pages 50-51
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.
train feather and feather and chicken. classification of at the beginning of the chicken, bond Lumosity .com
chicken. 2. To paste the feather animals class to ascertain the gum
2. To paste the on the body of the learner’s knowledge
feather on the body chicken on the topic.
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.
exercise learners self object of their choice confidence prove learners crayon, pencil, Lumosity .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

212
PRIMARY 1 LANGUAGE ART 1 ST TERM
1 Revision Review sounds s-ar An open class discussion to reinforce
Match pictures to beginning and enhance learners knowledge on
sounds formation of sounds
Fill in the missing sound. An individual activity to match pictures to
Cross out picture the beginning sounds
Formation of sounds in the air.
213
2 Revision Revisit diagraph sounds An open class discussion to enhance
Circle the correct sound for each learners knowledge on fill in the gaps
picture with missing sounds
Fii the gaps with the missing An individual activity to circle the correct
sound. sound for each pictures
Fill the sound to complete the
correct name of the picture
3 Word building Build 2-3 letter word with sounds An open class discussion to ascertain
Listen and write built words learners knowledge on building of
Read built words words.
An individual activity to read built words.
4 Word building Build 2-3 letter words An open class discussion to ascertain
Listen and write built words the learners knowledge on words built.
Read built words An individual activity to read built words.
5 Word building Built 3-4 letter words An open class discussion to ascertain
Read sight words identify learners knowledge on word built.
sounds in words Match rhyming An individual activity to match rhyming
nsme and sounds name and sound
Match words with correct picture
Fill in the missing sounds to
correct names

6 Use of capital To start sentence with capital An open class discussion to ascertain
letters letters learners knowledge on reading letters
To start name of place, person An individual activity to start sentences
with capital letters with capital letters
Identify capital letters Read
capital letters
8 Sentence Define term An open class discussion to ascertain
construction Make sentences with words learners knowledge on sentence
Dictation of sight words construction
Dictation of word built An individual activity to past sentences
Match sentences to the correct to the correct pictures
pictures
Past sentences to the correct
words
9-10 Consonant Define terms, An open class discussion to ascertain
blends: initial Identify initial and final the learners knowledge on identifying
and final consonant blends M atch initial and final blends
pictures to the correct blends An individual activity to list and write
Listen and write words built with words built with blends
214
 blends.
11 Sentence Make sentences with words An open class discussion to ascertain
construction Match sentences to pictures learners knowledge on making
Reorder of simple sentences sentences with built words
wrongly placed An individual activity to listen and write
Dictation of sentences sentences.
Complete sentences with words
12-13 Silent “e” Identify silent ‘e’ words An open class discussion to ascertain
words a, I, o, u Listen and write silent “e” words. learners knowledge on silent “e” words.
Read silent ‘e’ words An individual activity to read silent “e”
words.

2nd TERM

1-2 Introduce Identify ay, y, igh in words An open class discussion to ascertain
alternative List and write words with the the learners knowledge on reading
spelling of sounds words ay, y, igh .
words eg ay, Read the sounds in the words An individual activity on listen and write
y, igh etc Fill in the missing sounds in the words on ay, y, words.
words
3 Silent “e” Identify silent ‘e” in a word An open class discussion to ascertain
words Circle silent “e” words learners knowledge on silent “e” words
Read silent “e” words in An individual activity on reading silent
sentences “e” words in sentence.
Listen and write silent “e” words.
4-5 Revision Building words up to 5 letters An open class discussion to ascertain
Identify sight words learners knowledge on reading sight
Listen and write sight words words
Read built word in sentences An individual activity on identifying sight
words
6-8 Introduce Define term An open class discussion to ascertain
trigraph Identify trigraph. learners knowledge on trigraph sound
Read words build with trigraph An individual activity on reading trigraph
Circle trigraph in word built words.
9 Sentences To start a sentence with capitals An open class discussion to ascertain
215
 construction To end a sentence with full – learners knowledge on sentence
stop construction.
Listen and write sentence An individual activity to listen and write
Read sentence constructed. sentences
10 Revision To read capital letters An open class discussion to ascertain
Identify capital letters learners knowledge on reading capital
To start sentences with letters.
Capitals An individual activity to listen and write
Listen and write capital capitals letters.
Letters.
11 Consonant Define term. An open class discussion to ascertain
blends Identify consonant blends in learners knowledge on blends
words An individual activity to listen and write
Listen and write consonant consonant blends.
blends
Read sentences with blends

3rd TERM
1 Doubling rule Define Term An open class discussion to ascertain
Read words with ss, ff. ck., ll, at learners knowledge on doubling rules
end An individual activity to read words with
Listen and write with words ss , ll. Ff, ss, ck in sentence
ff, ck, ll at the end
Read sentence with ss ck, ff, ll,
words,
2-3 Shy I and tough Identify tough Y-shy I words An open class discussion to ascertain
Y To state the rules of formation learners knowledge on tough Y and shy
Read sentences on chart I.
Circle all the full-stop, question An individual activity to read words on
mark in the passage. shy I and Tough Y

4-5 Rules of Define term An open class discussion to ascertain

reading Say rules of reading learners knowledge on rules of reading.
To apply the rules while reading An individual activity on observing
Circle all the shy I and Tough Y learnersskill in reading.
216
 words in the sentences

6-8 Nouns and Define term An open class discussion to ascertain

adjectives Identify nouns and adjectives. learners knowledge on definition of noun
Practice rules of reading An individual activity to use ‘a’ and ‘an’
To identify “a” and ‘an’ in a story. correctly in speech.
To use ‘a’ and ‘an’correctly in
speech
Match “a’ and ‘an’ to the correct
picture/sentences
9 Verbs and Define term An open class discussion to ascertain
Adverbs Identify verb in sentence learners knowledge on definition of
To use adverbs correctly in adverb
speech An individual activity on use of adverb to
Fill the verbs in the sentences make sentence
10 Use of some To identify “some” and “any” An open class discussion to ascertain
and any story. learners knowledge on use of ‘some’
To use “some” and “any” and ‘any’.
correctly in speech To match ‘some’ to the correct picture/
To match :some” to the correct sentence.
picture/sentence Identify vowels
Identify vowels Identify consonant
Identify consonants . To mark correct use of punctuation
To add full- stop and question marks.
mark at the end of sentence.
11 Comprehension To read story An open class discussion to ascertain
To answer questions on story. learners knowledge on reading story.
Fill in all the missing words in An individual activity to answer
the sentences questions on story read.
Listen and write sight words.
12-13 Comprehension To read story An open class discussion to ascertain
To answer question on story. learners knowledge on reading.
Fill in all the missing sentences An individual activity to answer
Underline adjectives in questions on the story.
sentences
To construct sentences using
adjectives.

217
SOCIAL SKILL 1ST TERM

1 My family Define term An open class

Identify members of discussion to ascertain
the family learners knowledge on
definition of family.
218
 An individual activity to
mention members of
the family.
2-3 Types of family Define term An open class
Identify members of discussion to ascertain
the family learners knowledge on
Mention the 2 major types of family
types of family. An individual activity to
Role play family identify his family
4 Family occupation Define term An open class
To say the occupation discussion to ascertain
of the father learners knowledge on
Say the occupation of family occupation
the mother An individual activity to
Say their occupation say responsibility of
the members of the
family
5 My community Define term An open class
Identify community discussion to ascertain
Mention the leaders in learners knowledge on
the community community
Mention and practice An individual activity to
the custom and say the responsibilities
tradition of the of the community to its
community, members
6-8 Community Define term An open class
responsibility Identify a community discussion to ascertain
Say the responsibility learners knowledge on
of the community the responsibilities of
Mention the the community.
responsibility of the An individual activity to
member of the mention the levels of
community leaders and their
responsibilities.
9 Respect/people Define term An open class
Mention the level of discussion to ascertain
the leaders in the learners knowledge on
community respect for people.
Say the duties of the An individual activity to
leaders in the say ways of respecting
community the elders in the
219
 community
10-11 Knowing some Mention the states in An open class
state in the the north discussion to ascertain
Northern Nigeria Say their types of food learners knowledge to
Identify their mode of mention the state in
dressing the North
Mention their
occupation
12-13 Knowing some Mention the states in An open class
state in southern the south discussion to ascertain
Nigeria Identify their mode of learners knowledge on
dressing saying the state in
Say their occupation. South.
An individual activity to
identify their mode of
dressing.

2ND TERM

1-2 All the family Define term An open class

Mention 2 major types of discussion to
family ascertain learners
Differentiate the 2 major knowledge on
family definition of family.
Mention the An individual activity
responsibilities of to identify the 2 major
members of the family family
Role play family
3 The Nigeria Define term An open class
flag Identify the flag discussion to
And it’s colour Say the colour of the ascertain learners
flag knowledge identifying
Say the meaning of the Nigerian flag
flag An individual activity
Colour the flag with the to say the colour of
Correct colour. Nigerian Flag.
220
4-5 Occupation Define term An open class
Mention different kinds discussion to
of occupation ascertain learners
Match pictures to the knowledge on
correct name occupation
An individual activity
to the correct
occupation.
6-7 Rocks Define term An open class
Identify rocks discussion to
Mention types of rocks ascertain learners
Say the uses of rocks knowledge on rock
An individual activity
Mention types of
rocks
8-9 Mountains Define term An open class
Identify mountains discussion to
Mention types of ascertain learners
mountains knowledge on the
Differenciate rock from meaning of mountain
mountain An individual activity
It’s importance identify mountains
10 Valleys and Define terms An open class
Hills Identify valleys and hills discussion to
Mention names of them ascertain learner
Differenciate hills and knowledge meaning
valleys of valleys and hills.
An individual activity
to differenciate hills
From valleys
11-12 Oceans, Seas Define term An open class
River Identify Oceans, Seas discussion to
Rivers ascertain learners
Match picture to the knowledge on
correct name definition of ocean.
Sea, and river
An individual activity
to match picture to
the correct name.

221
3rd TERM
1-2 My country Identify Nigeria as their An open class
country discussion to
Say the name of the ascertain learners
president knowledge on my
Say the location of Nigerian in country
the map An individual
Mention the number of states activity to say the
in Nigeria location of Nigeria
Recognize the picture of the
president
Colour the Nigerian flag
Sing the National Anthem.
Recite the national pledge.
3-4 Some common To define language An open class
languages in To mention 3major languages discussion to
Nigeria in Nigeria ascertain learners
To say the importance of knowledge on the
language topic
An individual
activity to mention
the 3 major
languages in
Nigeria

5 National anthem Define term An open class

Identify the Nigerian flag discussion to
Sing the national anthem ascertain learners
Recite the national pledge. knowledge on
National Anthem
and flag.
An individual
activity sing the
National Anthem
6 Good citizenship Define term An open class
To identify themselves as discussion to
citizen of Nigeria ascertain learners
222
 To say the qualities of a good knowledge on the
citizen topic
To say the role as good An individual
citizen in a country. activity to say the
qualities of a good
citizen
7-8 The To define handicapped An open class
handicapped To identify handicapped discussion to
person ascertain learners
To say various ways to help knowledge on the
them. lesson
An individual
activity on various
ways to help the
handicapped
9-10 Knowing people To list some countries in the An open class
from other world discussion to
places. To identify the Caucessian, ascertain learners
Assian and Negroes. knowledge the
To name the African race topic
{Negroes} An individual
activity to name
the African race
{Negroes}
11-12 Good social Define term An open class Social studies for Primary School bk1 by
habits Mention good social habits discussion to Adisa Bakara, Ayisha Belgora.
Match picture to good social ascertain learners
habits knowledge on
good habits.
An individual
activity good social
habits
13 Major cities in Identify the picture of a city An open class Social studies for Primary School bk1 by
Nigeria Name the cities in the country discussion to Adisa Bakara, Ayisha Belgora
Draw pictures of city ascertain learners
knowledge on
major cities in
Nigeria
An individual
activity to draw
picture of a city
223
1ST TERM PRE-SCIENCE
1-2 Parts of the Identify the parts of An open class
body the body discussion to ascertain
Match the parts to the learners knowledge on
names parts of the body
Colour parts of the An individual activity to
body identify parts of the
Write the names of the body

224
 parts of the body
3 Body Identify soap, water, An open class
cleanliness nail cut, comb, tooth- discussion to ascertain
brush learners knowledge to
Circle things use to care for their body
care for the body An individual activity to
Writ and match them mention the things
to their pictures used to care for our
body
4 Good body Define body posture An open class
posture Demonstrate various discussion to ascertain
body posture learners knowledge to
Say it’s importance practice it
An individual activity to
circle good body
posture
5 Proper use of Define term An open class
toilet Identify toilet discussion to ascertain
Circle modern toilet learners knowledge on
Mention things use in how to use the toilet
the toilet An individual activity to
mention things used in
the toilet
6 Transportation Define term. An open class
Identify various means discussion to ascertain
of transportation learners knowledge on
Mention means of means of
transportation Match transportation
transportation to their An individual activity
various means match transportation to
their various means
8 Light and heavy Define term An open class
objects Identify light and discussion to ascertain
heavy objects. learners knowledge on
Mention light and light and heavy
heavy objects objects.
Circle light and heavy An individual activity to
objects say means of
Write the names of transportation.
light and heavy
objects
225
9 Buoyancy Define term. An open class
Mention floating and discussion to ascertain
sinking objects learners knowledge
Circle floating and buoyance
sinking objects An individual activity to
Write names of identify floating and
floating and sinking sinking objects
objects.
10 Types of homes Define term An open class
Mention types of discussion to ascertain
homes learners knowledge on
Identify various types types of home
of homes An individual activity to
Circle types of homes mention types of
we live in homes
Write the names of
homes.
11 Difference in Identify animals and An open class
animals and human beings homes discussion to ascertain
humans homes Mention types of learners knowledge on
homes for animals difference in animals
Write the names of the and humans home
homes An individual activity to
Match animals to their identify animal home
homes
12 Revision

2ND TERM
1 Living and none Define term. An open class discussion
living things Mention living and non- living to ascertain learners
things knowledge on living and
Identify living and non-living non- living things
things An individual activity to
Circle living and non- living mention living and living
226
 things things
Match living and non- living
things
2 Aquatic and Define term An open class discussion
terrestrial animals Mention Aquatic and to ascertain learners
terrestrial animals. knowledge on Aquatic
Match Aquatic and terrestrial and terrestrial animals.
animals to their environment An individuality to match
Circle Aquatic animals and aquatic and terrestrial to
colour Terrestrial animals their environment
3 Locomotion in Define term An open class discussion
animals Mention organs of locomotion to ascertain learners
in animals knowledge on locomotion
Colour Aquatic animals in animals.
Write organs of locomotion in An individual activity to
animals mention organs of
Demonstrate their various locomotion in animals
means of locomotion
4 Mode of feeding in Define term An open class discussion
animals Mention mode of feed in to ascertain learners
animals knowledge on mode of
Write the mode of feeding feeding in animals.
Match animals to their An individual activity to
environment match to their organs of
feeding,
5 Animals and their Identify animals and their An open class discussion
young ones young ones to ascertain learners
Say the names of their young knowledge on animals
ones. and their young ones
Match animals to their young An individual activity to
ones. say the names of animals
Say the organs of locomotion and their young ones.
6 Exercise /rest Define term An open class discussion
Identify causes of tiredness. to ascertain learners
Benefits of exercise and rest knowledge on benefits of
exercise and rest
An individual activity to
say the importance of
exercise and rest.
8 Safety at Define term An open class discussion
school/home Way we can observe safety to ascertain learners
227
 rules in school and at home.. knowledge on safety.
An individual activity to
say the rules of safety.
9 Classification of Identify insect from other An open class discussion
insect as part of animals. to ascertain learners
the animals world Say why they are part of the knowledge on
animals world classification of insect as
Say the difference in animals part of animals world.
and insects An individual activity to
Mention their importance in mention the importance
the animals world. of insect to the animals
world.
10 Differences Identify different parts of An open class discussion
between animals, animals, birds and human to ascertain learners
Birds, and Human being knowledge on differences
beings Mention the names of the on animals, birds, and
parts human beings.
Differentiate the parts An individual activity to
Mention the functions of the mention the functions of
parts animals ,birds and the parts.
human beings
Match the similarities of the
parts.
11 Season To define term An open class discussion
Types of season to ascertain learners
Say their own weather knowledge on season.
condition (Africa) An individual activity to
Differentiate home and mention types of season
abroad seasons
Mention what to wear in each
season
12 Care of our Define term An open class discussion
environment Identify dirty and clean to ascertain learners
environment knowledge on care of our
Say various ways we can environment
keep our environment clean An individual activity to
Practice the art. identify dirty and clean
Throw waste into the trash environment.
can/dustbin bin when the
need arise

228
3RD TERM
1 Sources of water Define water Scholastic Children’s Dictionary
Identify water page 642. Science for beginners
Say and identify sources of water. 2 by Bojah.
Say the uses of water.
Its importance
Ways bad water can be treated to
make it fit for drinking.
2 Temperature Define term.
/Evaporation Say sources heat and effect.
Mention some things that can cause
heat.
Differentiate when something is
heated or cold.
3 Wild and Domestic Define term
Animal Identify domestic and wild animal.
Say why some animals are wild and
some are domestic
4 Growth and Define term
Reproduction in Identify and name the stages of
animals. growth and reproduction in the insect,
butterfly.
Identify the butterfly as an example of
an insect.
5 Diseases / mode Define term 1h, 25m Primary Health Education Bk5 by
of transmission. Their causes A. Obogbainaha page 77-83
The name of diseases
How it can be avoided
Say mode of transmission, water born
disease
Other ways diseases get through
water.
6 Plant: Growth and Define term
Reproduction Identify plant
Mention plant that has seed
Mention condition necessary for
germination of plant
229
8 Uses of plant: Define term
Decoration, food, Identify as growing thing
medicine, raw Say the uses of flower
material.
9 Force /magnet Define terms
(buoyancy) Identify heavy and light object
Identify single and light objects
Mention the objects
Circle heavy and light object
10 First Aid/Content Define term 1h,25m Primary Health Education Bk5 by
Identify the content of then box E.A. Obogbaina page 49
Say the name of the content
11 Musical Define term
Identify musical instrument
Mention their names
Say the importance of musical
instrument
12 Universe: Define term
Heavenly body Identify heavenly body
Write their names
Match name to the objects
Circle heavenly body
13 Solid/ Liquid Define terms
Identify solid / liquid
Circle solid objects and colour liquid.
Match solid object to their names

NUMBER CONCEPT 1 ST TERM

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

An individual activity to

230
 write number from
memory 1 – 30.
2 Recognition of Apportion value to An open class 1hr,25m
value number 1 – 50 discussion tom
Identify 0 – 9 ascertain the learners
Write number 1 – 50 from knowledge on
memory apportion value from
number 1 – 50
An individual activity to
identify 0 - 9
3 Introduce Define Terms An open class 1hr,25m New Nursery Macmillan Mathematics Series page
Addition Itemize the principles of discussion to ascertain 36 - 37
addition the learners
To give enough examples knowledge on solving
using stories and problem on addition
numbers
To guide learners with An individual activity to
stories identify symbols of
addition
4 Number Define term An open class 1hr, 25m
Formation 21-40 Explain to learners how discussion to ascertain
numbers can be form with the learners
pre nursery skills using knowledge on forming
C ) – 1 to form numbers numbers
Identify formed numbers 31 - 40
An individual activity to
identify numbers 31-40
5/6 Introduce Define terms An open class 1hr, 25m
Subtraction Explain the principles of discussion to ascertain
subtraction the learners
To give enough examples knowledge on solving
To guide learners with problem on subtraction
stories
An individual activity to
identify symbols of
subtraction
8 Introduce greater Define term An open class 1h 25m
than > and Less Explain the terms with discussion to ascertain
than < enough examples using the learners
demonstration knowledge on
identifying the symbol
231
 of greater than

An individual activity to
identify the symbol of
less than
9 Introduce Define terms An open class 1h 25m
Ascending and Explain the terms with discussion to ascertain
Descending enough examples learners knowledge to
order of numbers Identify identifying descending
Fill in the order

An individual activity to
identifying ascending
order
10 Recognition of Apportion values to An open class 1hr 25m
value number 1 – 40 discussion to ascertain
Identify numbers learners knowledge to
Write numbers 1 40 from identifying number 1 -
memory 40

An individual activity to
write number 1- 40
from memory
11 Number Define term An open class 1hr 25m
Formation 81-90 Guide learners on how to discussion to ascertain
form numbers learners knowledge to
Identify numbers form numbers 81 - 90
List and write numbers
Fill in the gaps with An individual activity to
missing numbers fill in the missing
numbers 81 - 90
12/ Introduce Bar Define term An open class 1hr 25m Mega Maths by Michael Longe page 86
13 graph To explain the use in discussion to ascertain
association to number learners knowledge to
value plotting of bar graph

An individual activity to
identifying the highest
number on the bar
graph

232
2ND TERM
1/ Addition of Define term An open class discussion to ascertain 1hr 25m New Nursery Macmillan
2 Numbers using To explain the principles of learners knowledge on identifying Mathematics book3 Series 25
pictures /stories addition symbol of addition
To give enough examples
using pictures /stories An individual activity to solve problems
To solve enough examples on addition
3/ Subtraction of Define term An open class discussion to ascertain 1hr 25m Collins New Primary Maths pages
4 numbers using To explain the principles of learners knowledge on identifying 9, 20-21
pictures/stories subtraction symbol of subtraction
To give enough examples
us An individual activity to solve problems
To learners with stories on subtraction
5/ Introduce 2time Define term An open class discussion to ascertain 1hr 25m Mega Math by Michael Tonge
6 table Drill learners on the principle learners knowledge on the principle of pages 28-29
of multiplication multiplication
TO solve single problem on
time table An individual activity to solve single
problems involving time table
8/ Introduce telling To explain the hour hand An open class discussion to ascertain 1hr 25m Mega Math by Michael Tonge
9 the time on the Guide the learners to learners knowledge on hour hand pages 14-15
hour identify and tell the on the
hour. An individual activity to guide the
learners knowledge on the hour hand

10 Concept of Money Define term An open class discussion to ascertain 1hr 25m Collins New Primary Maths page 40
To explain the principle of learners knowledge on addition of – 45
addition money
To give enough examples
using stories and numbers An individual activity to guide the
To guide learners to solve learners knowledge on addition of
233
 problems on addition of money
money.
11/ Concept of money Define Term An open class discussion to ascertain 1hr 25m Mega Maths by Michael Tonge
12 To explain the principles of learners knowledge on money pages 14 – 15
subtraction of money
To give enough examples An individual activity to guide learners
using stories and numbers solve enough problem on subtraction
To guide learners with of money
stories and numbers
Addition and subtraction of
money (shopping)
13 Pictograph Define term An open class discussion to ascertain 1hr 25m Mega Maths by Michael Tonge
Apportion number to value learners knowledge on plotting of pages 80 – 85
Plot graph graph

An individual activity to guide learners

solve to plot graph

3RD TERM
1 Addition/subtraction Define terms An open class discussion to ascertain 1hr 25m Understanding Mathematics for Nigeria
of money To explain the principles learners knowledge on money by Maria N. David Osuagwu page 55-
of subtraction and 67
addition An individual activity to guide learners

234
 solve enough problem on addition and
subtraction of money
2 Counting in 2S 2 - Define term An open class discussion to ascertain 1hr 25m Mega Math BY Michael Tonge page
10 Explain how count in learners knowledge on counting in 148-149
twos twos
Count in twos
An individual activity to guide learners
to count in twos
3 Number work: Define Terms An open class discussion to ascertain 1hr 25m
Ascending/ Arrange numbers in learners knowledge on arrangement of
Descending ascending and numbers in ascending and descending
descending order order

An individual activity to arrange

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

An individual activity to guide learners

on counting in 5s
6 Greater/less than, Define term An open class discussion to ascertain 1hr 25m Collins New Primary Math Activity
equal to >, <, =. Identify object of less , learner’s knowledge on greater, less book A
more, greater than equal to
Match objects to the
correct value An individual activity ton identifying
objects of greater.
8 Introduce counting in Apportion value 0 – 10 An open class discussion to ascertain 1hr 25m Mega Maths by Michael Toneg pages
10s Identify numbers in 10s learner’s knowledge on counting in 10s 148-149

An individual activity to guide learners

on counting in 10s

235
9/ Fraction Define term An open class discussion to ascertain 1hr 25m Mega Maths by Michael Toneg pages
10 To cut, shade, divide learner’s knowledge on fraction 58-59
various objects into
fraction ½, 1/3, ¼ An individual activity to guide learners
on fraction

11 Graph Define term Mega Maths by Michael Toneg pages

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

An individual activity to guide learners

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

An individual activity to solve problems

on greater than and less than

PRIMARY 2 GENERAL KNOWLEDGE 1 ST TERM

236
WKS TOPICS CONTENT KEY AIMS AND PERIOD ASSESSMENT REFERENCE
SKILL/CROSS- OBJECTIVES TECHNIQUE
CURICULAR
LINK

1 Civic  Meaning of  Social  To 4  Group work to  Civic education

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

2 Family  Meaning of  Civics. –  To 4  Open class Social Studies for

family, the Responsi develop discussion at the primary schools by
individual bilities learners beginning of the Adisa Bakare pg 9 -15
and the and understa lesson to prove the
family. duties of nding on learners knowledge
 Types of members the on the lesson.
family. of the meaning  Group work to Civic Education by Felix
 Duties & family. and types discuss the family Alonge bk. 2 pg. 7- 10
responsibili  Geo – of family. relationship will
ties of Mapping  To also prove the Encarta premium DVD
members of the express learners’
of the family the family understanding of
family.  Home relationsh the lesson.
 Family eco – ip with  A project work
relationship Care of the family about my family will
. the home, tree; prove learners

237
  The family environm  To understanding on
and the ent, acquaint the topic.
home myself, leaners
 Taking food. with the
care of the  Sos --- duties
home The and
 Part of the individual responsib
home. and the ilities of
family members
/society. of the
 Morals— family.
Rules in  To
the family develop
learners
knowledg
e on care
of the
home

3 Communit  The  Soc. –  To 4 An open discussion at the www.community.com

y and meaning of Types of develop beginning of the lesson will
Neighborh community/ communit learners determine the learners’
ood types y knowledg level of familiarity with the
 Places in  Voc – e on the Britannica Encyclopedia
topic.
the Occupatio meaning
community. n and types
 Rules / (teachers, of
cooperatio communit communit Encarta for Kids and
A group activity to discuss
n in the y helpers, y
community doctor)  To and differentiate the types
 Taking  Health– acquaint of community
care of the Care of learners Encarta premium
environme the with the
nt environm human Farafna social studies
 Human ent. resources An individual’s ability to pgs 19-25
resources  Civics--- in the itemize the community
in the Rules and communit helpers will ascertain their
cooperati y
238
 community. on in the  To create knowledge on the topic.
 Leaders in communit awarenes
the y. s on
community. places
found in
the
communit
y.

4  Meaning of  Social Studies  To develop 4 An open class discussion Civic Education bk. 2 by
Communit neighborhood/n – Meaning of learners on neighborhood at the end Felix Alonge pg. 31 – 36
y and eighbours neighborhood understandin of the lesson to ascertain
Neighborh  Places in the  Civics – g on the learners understanding
neighborhood. cooperation neighborhood
ood on the lesson.
among and places. Social Studies Farafina
neighbors. Edu) by Adisa Bakare
and others pg/. 47 - 49

5 Religion  The  Soc. –  To 4  A whole class Social Studies bk. 2 (pg.

meaning meaning develop discussion on 7 – 17)
and types and types learners modes and places
of religion  His - The knowledg of worship will www religion .com
 Mode and oldest e on prove each
place of form of types of learners reasoning
worship. religion. religion ability on the topic.
 History of  Civics–  To  A n individual
traditional respect enhance activity will also
religion for learners prove the learners
B/C. religion. knowledg level of
 The e on understanding on
Similarities types of the lesson.
and religion.
differences  To
 Types of acquaint
religious learners
leaders with the
 Respect for difference

239
 religion. s and
similaritie
s of the
types of
religion.
6/8 Culture  Meaning of  Soc .  To extend 4  An open discussion  Social Studies
and culture and culture the at the beginning of bk. 5 (pg. 25 –
ethnicity ethnicity. and learners the lesson to 29)
ethnicity. knowledg ascertain the
 His – e on knowledge of the
 The 3 main Origin of various learners on the
ethnic the 3 ethnic lesson.
groups in main groups in  An individual ‘s
Nigeria ethnic Nigeria. ability to describe
 Various groups  To the aspects of
cultural  Geo – develop culture that makes
food and Their learners’ each culture unique
attires, locations knowledg will determine the
languages, from the e on learners level of
norms and map of some assimilation of the
values. Nigeria important lesson.
 Cultural  Civics/ aspects
festivals by morals – of culture
various Showing and why
ethnic respect culture
group for ones should be
 Location of culture. respected
ethnic .
groups and  To extend
states on learners
the map. knowledg
e on the
location
of ethnic
group on
the map.
9 Vocation  Meaning  Voc. –  To extend 4  A group work to Social studies Farafina
and types Teaching the discuss how by Adisa Bakare pgs 23
of (a learners teachers help to
vocations. professio knowledg shape our lives will
 Tools used n) e on prove the learners
240
 by various vocation understanding on Basic English
vocations. and types the lesson Language improvement
 To skills by Harbans Kaur
acquaint bk 1 pages 65- 67
learners
with the
various
tools Vocational aptitude by
used by
Ugo c Ugo Pgs 4- 15
different
professio
nals.
10 Good  Meaning of  Health –  To 4  A simple speech by Home economics For
grooming, grooming, importanc develop learners on junior primary school bk
excercise, exercise, e of learners importance of good 1 by Rebecca
rest and rest and sleep, understa grooming will Oyegbeda pgs 4. 5
sleep exercise, nding on ascertain learners
sleep
 Importance rest and the topic. understanding of
of exercise sleep  To create the lesson
rest and  Civics- awarenes  An open class Physical and health
sleep. proper s on the discussion on the
education for primary
 Ways of care of importanc importance of
taking care the body. e of exercise will school bk 2 Pgs 34, 35
of the body exercise determine learners’
 Good body and level of assimilation
posture. sleep. of the topic.
 To
acquaint
learners
with
effect of
inadequat
e rest and
sleep to
the body
 To
develop
learners
knowledg
e on
241
 steps to
good
grooming
.
Revision  Revision  Revision  Revision

11

PRY .2 GENERAL KNOWLEDGE 2 ND TERM

WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT REFERENCE

OBJECTIVES TECHNIQUE

1 Revision  Revision  Revisio  Revision  Revisio

n n
242
2 Community  Meaning of  Social  To 4  Whole Social studies Farafina by
Leaders term with Studies develop class Adisa Bakare pgs 34-40
examples --- types the activity
 Types of of learners will
community leaders. understan determi
leaders  History ding on ne the www.leader.com.
 Role of – past communit learners
community and y leaders level of
leaders. present with assimila
 Duties and leaders examples tion on www.community @
responsibili  Civics  To extend the info.com
ties of --- learners lesson
leaders in Respect knowledg  Individu
the for e on role al
community. leaders of activity
 Showing communit to
respect for y leaders itemize
leaders in the steps in
communit cleaning
y the
 To make home
explicit will
how to determi
show ne each
respect to learner’
our s
leaders underst
both in anding
the on the
communit lesson
y and
nationally.
3 .Authority and  Civics -  To create 4  Open Home Economics for
respect types of awarenes Class primary schools book 5 by
 Meaning of authorities s on discussi Olabisi Are and others pg.
authority and  Importance national on at 16
respect, of respect symbols the
allegiances.  Ways of that beginnin
 Ways of showing should be g of the
showing respect respected lesson Encarta for kids and
respect.  Disadvantag . will
243
  Groups/ es of  To determi Encarta premium 2009
authorities and disrespect. develop ne the
national  Misuse of learners’ learners
figures. that authority. knowledg knowled
need respect e on ge on www.authority.com
 Consequences respected the topic
of disrespect authority  Individu
 Respect and and the al’s
order reasons ability to www.respect.com
 Authority at why they describe
home, school, should be the
and in the respected usefulne
government. and also ss of
the forest
conseque will give
nces of a proof
not of each
showing of the
respect to learner’
them. s
underst
anding
on the
lesson
4 Law  . Meaning  . Social  To improve 4  Group work Encarta for kids and
enforcement of law Studies learners to use the Encarta premium,
agency enforceme –people knowledge on atlas and
nt agency. who the law identify and
 Objectives enforce enforcement give
and types law in agencies in meaning of Social Studies for Primary
of law the Nigeria and law Schools book 2 by Adisa
enforceme society. modus enforcement Bakare pg. 51
nt agency. operandi. acronyms
 Exam  To create will prove www.law enforcement
ples of awareness on the learners
understandi agency.com
law the right of
enforc citizens to ng on the
ement collaborate lesson.
agents with the law
 Importance enforcement
of law agency eg
244
  Meaning of NPF , FRCN,
law NAFDAC
enforceme
nt
acronyms.
 Duties and
functions of
law
enforceme
nt
agencies.
5 Transportation  Meaning of  Hist – past  To enhance 4  Open www.transportation.com.
transportati and present the learners Class
on means of knowledge on activity Primary Schools book 2 by
 Types of transportatio the past and will Adisa Bakare pg. 67-70.
transportati n. present ascertai
on  Geo- means of n the
 Old and Movement transportation learners
modern of people . level of
means of from one  To develop underst
transportati place to learners anding
on. another knowledge on on the
 Safety tips Sos- Movement the history of lesson.
transportation
and how
people, goods  Individu
can move al’s
with the ability to
various itemise
means of different
transportation means
to nationally of
and globally. transpor
 To improve tation
learners on will give
safety proof of
measures to each of
implore whilst the
moving from a learners
place to ’ level of
another by underst
245
 different anding
means of on the
transportation lesson.
.
6 Technology/  Meaning and  Home  To extend the 4  Whole class Social studies for primary
appliances definition of Econs- learners work will schools book 2 pg. 65
terms. Safety use knowledge on give
 Old and new of of old and new evidence of Vocational aptitude by Ugo.
technology appliances technological the learners C. Ugo bk 2 pgs 6-15
 Types of  Care for appliances. understandi
appliances appliances  To enhance ng on the Primary Schools book 2 by
 Importance of  Hist- History the learners lesson. Adisa Bakare pg. 71-73.
technology @ of knowledge on  Individual’s
appliances technology the safe use ability to
 Safe use of  Voc- of itemise
appliances Occupation. technological electrical
 One who fixes appliances. and non-
damaged  To acquaint electrical
appliances? learners with appliances
electrical and will give
non- electrical evidence of
appliances. each of the
learner’s
level of
understandi
ng on the
lesson.
8 Appliances  Meaning of  Voc- To 4  Whole class Social studies for primary
/Labour saving appliances occupati enhance the work will schools book 2 pg.42
devices and labour on learners’ give
saving  Home knowledge on the evidence of Vocational aptitude by ugo
devices Econs- the learners c Ugo bk 2 pgs 6-15
labour saving
 Examples Care for understandi
of labour applianc devices within the ng on the Primary Schools book 2 by
saving es. serene lesson. Adisa Bakare pg. 71-75.
devices environment. Individual’s
 Use of ability to itemize
labour electrical and
saving non- electrical
devices
appliances will

246
 give evidence of
each of the
learner’s level of
understanding
on the lesson.

9/10 Food  Meaning of  Home  To enhance 4  Whole Social studies for primary
food Econs.- food the learners class schools book 2 pg.34
 Six classes of hygiene knowledge on activity
food  Civic the six will Vocational aptitude by ugo
 Importance of morals- classes of ascertai c Ugo bk 2 pgs 20
food manners food. n the
 Ways of  Voc-  To extend the learners
preserving food occupation learners ’
 Reasons for  Sos – knowledge on underst Primary Schools book 2 by
taking care of environment the anding Adisa Bakare pg. 14
food for importance of on the
 Food hygiene preparing food to the lesson.
 Food vendors. the food body.  Group
 To create activity
awareness on to group
methods of food
preserving under
food and why classes
we should will also
take proper prove
care of food the
and effects of learners
food poising ’ level of
as one of the underst
factors. anding
on the
lesson
 Individu
al’s
ability to
itemize
steps

247
 involved
in food
hygiene
will give
proof of
each
learner’
s level
of
underst
anding
on the
lesson
11 Revision/exam

PRY.2 GENERAL KNOWLEDGE 3 RD TERM

WKS TOPICS CONTENTS CROSS CURRICULAR/ AIMS AND PERI ASSESSEMENT/ACTIVITY REFERE

248
 CONNECTIVITY OBJECTIVITY OD TECHNIQUE REFERRENC NCE
E

1 Revision www.wik
ipedia.or
g

www.foo
dservice.
com

2 Harmful  Meaning of  Health Edu.-  To extend 4  Whole class activity Home www.foo
substan harmful effect of harmful the will ascertain the Economics for dentertai
ces substances. substances. learners’ learners’ primary nment.c
 Examples of  Home Econs.- knowledge understanding on the schools book om
harmful proper care of on forest lesson.
3
substances. food. and its  Group activity to www.ans
 Types of  Civics- a good products demonstrate
by Olabisi Are wer.com
harmful citizen should which are understanding on the
harmful to topic will also prove and others
substances. not take harmful
 Food substances man and the learners’ level of pg. 17
poisoning. his understanding on the
 Effects of environme lesson
harmful nt  Individual’s ability to
substances  To identify and Encarta for
to the body. enhance demonstrate kids and
 Ways of the understanding on Encarta
taking in learners’ edible harmful premium
harmful knowledge substances will give 2009
substances. on types of proof of each
harmful learner’s level of
substance understanding on the
s. lesson Science is
 To create
discovery by
awareness
on edible olaka bk 2
items(Foo pgs 34
d) that
249
 could be Farafina Sos
harmful to for primary
man and schoo bk 2
reasons
pgs 5l
we should
take
proper
care of
food.

3 Medicin  Definition of  Health edu- why  To   Open Class Home www.a

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

www.medicin
e .com

www.health .c
om.

4 Water  Definition of  Health-  To   Whole class activity Home

supply water methods/benefit create 4 will ascertain the Economics for
250
 Sources of s of purifying aware learners’ primary
water supply water ness understanding on the schools book
 Ways of  Uses of water on lesson. 4 by Olabisi
purifying  Morals – source  An individual activity Are and
water keeping water s of to outline ways of
water others pg. 67
 Uses of sources clean purifying water will
water  Sos- places we and prove the extent at
 Importance can find water ways which each of the
of water of learners was able to
mainta Encarta for
 Chemical understand the
ining lesson. kids and
formula
good  Group activity to Encarta
 Characteristi
cs of water. water demonstrate premium
supply understanding on the 2009
 To
. topic will also prove
enumerate
the qualities  To the learners’ level of Sos for
of a good develo understanding on the primary
water. p lesson school by
learne
rs’ Adisa bakare
unders pgs 73
tandin
g on
the
import
ance
of
water.
 To
acquai
nt
learne
rs with
the
qualiti
es of
pure
and
impure
water

251
5/6 Map of  Definition of  Sos.-identifying my  To create  4  Whole class work will  ww 
Nigeria map. state of origin on the awareness give evidence of the w.h
 States in the map. on the use learners’ level of Sos for eal
map.  Geo.- geo political of map in understanding on the primary thy
 Using the zone locating lesson. school by eat
cardinal places in  Individual’s ability to Adisa bakare ing
point to Nigeria. locate places and cities .co
pgs 90
locate areas. on the map will prove
 Location of each learner’s level of
Encarta for
my state of understanding on the
lesson. kids and
origin using
the map. Encarta
premium
2009

www..
Wikipedia.ma
p of Nigeria

The Nigerian
atlas.

8/9 Past  Meaning of  Hist- history of  To   An individual activity Sos for  

Nigerian hero and past heroes & acquai 4 as each learner primary
heroes heroine heroines. nt embarks on project school by
and  History of  Sos.-past & learne writing on the topic Adisa bakare
Nigerian past present leaders rs with will ascertain each
heroines pgs 78
heroes and of Nigeria. past learner’s level of
heroines and understanding on the
 Attributes presen topic
and t
www.nigeria
contribution heroes
of a hero or and history. Com
heroine in heroin

252
 Nigeria. es www.Nigerian
 To
develo
p affairs. com
learne
rs’
unders
tandin
g on
the
nation
alist/
struggl
e of
some
past
heroes
and
heroin
es.
10/11 Natural  Definitions of  Sos- Human and  To  4  Whole class work will
& human/natural natural resources. develo give evidence of the
human resources.  WWJD- The p the learners’ level of Encarta for
resourc  Types and creation story learne understanding on the kids and
examples.  Geo – geographical rs’ lesson. Encarta
es
 Examples of locations of where unders  Individual’s ability to write premium
natural and the natural tandin a report on how materials
2009
human resources resources could be g on are processed to finished
in the found the products will prove each
community. term learner’s level of
 Raw and finished with understanding on the
examp www.human
products of some lesson.
le. resources.co
natural resources
 Human  To m
resources as a create
tool to national aware Social Studies
development ness for primary
on school by
how Adisa Bakare
raw
materi
253
 als pgs 23
can be
proces
sed to
finishe
d
goods.

PRY. 2 MATHEMATICS 1 ST TERM

254
WKS TOPICS CROSS CURICULLAR AIMS AND OBJECTIVES ASSESMENT PERIODS REFERENC
CONTENT LINK/KEY SKILLS TECHNIQUE E

1 Skip counting  Read and  Stat – Counting,  To develop  Open class 4 periods
and writing of write at least reading and learners’ work will of 25 Understandin
numbers up 0 – 500 in writing of knowledge on ascertain the minutes g
to 500 numerals and numbers recognition of learners mathematics
words  Representing and patterns within the understanding
by Maria .N.
 Count in recognition of number system and on the lesson.
steps of 2s, numbers in words represent them in  Individual Osuagwu
3s, 5s and and figures. different ways . activity to count book 2 pg1,-
4s.  To develop and write 20
 Count in tens learners fluency in numbers in
from any counting and figure and
number writing of numbers words will
forward and up to 500. determine each Learn
backward.  To acquaint learner’s mathematics
learners with understanding bk 2 pages 4
multiple choices of on the lesson – 19
skip counting..  Whole class
work will give
evidence of the
learners’ level of Primary
understanding
mathematics
on the lesson.
 An individual for primary
activity to skip school by
count and fill in Clara Ofuka
missing Ernest Eteng
numbers will and others
give evidence of bk 4 pgs 4-
each learner’s
12.
understanding
of the lesson.

2 Recognition  Count in  Stat- representing  To develop  Whole class work 4 periods

255
 of numbers steps of 2, 3 numbers in H, T, learners knowledge will give evidence of of 25 Understandin
and 5 from 0, U. in recognition of the learners’ level of minutes g
and count in  Expanding of patterns within the understanding on mathematics
tens from any numbers in short number system and the lesson.
by Maria .N.
number forms represent them in  Individual’s ability to
backward or different ways. Osuagwu
represent numbers
forward.  To enhance book 2 pg
according to values will
 Recognise learners’ ability to 20-22
prove each learner’s
the place recognise numbers
level of understanding .
value of each in hundreds and
digit in H, T, representing them on the lesson.
& U. in figures and Learn
 Compare and words. mathematics
order  To develop bk 2 pages
numbers learners ability on 15-17
from 0 up to place value of
100 using < numbers and
or >and = comparing between
signs. greater and less Primary
 Read and numbers. mathematics
write
for primary
numbers
from 1- 200 school by
in words and Clara Ofuka
numerals. Ernest Eteng
 Use place and others
value and bk 4 pgs 12-
number fact 15
to solve
problems.
¾ Addition and  Addition and Statistics- representation  To develop  An individual 4 periods
subtraction subtraction of numbers on TH, H, T, learners knowledge activity as each of 25 Understandin
of numbers U for addition & in recognition of learner solves minutes g
horizontally subtraction patterns within the problem on mathematics
and vertically number system and each activity
by Maria .N.
 Addition represent them in relating to the
involving the different ways. topic will Osuagwu
concept of  To extend learners ascertain each book 2 pgs
zero. knowledge on the learner’s level of 22-30
 Addition of language of understanding
three sets of addition and on the topic
256
 digits without subtraction,  A whole class .
renaming. including sum, activity to add
 Addition of 3- total, increase, and subtract 2-3 Learn
4 digits difference, etc numbers mathematics
numbers with  To acquaint horizontally and bk 2 pages
and without learners with vertically will 25-30
remainder in mathematical facts give evidence
H, T, U. in addition and on their level of
 Subtraction subtraction assimilation on
of 3-4 digit the topic. New Primary
numbers with  A pair work will
mathematics
and without give learners on
renaming. adding and for primary
 Addition and subtracting on a school by
subtraction number line will Clara Ofuka
on a number ascertain their Ernest Eteng
line and level of and others
number understanding bk 4 pgs 60-
bonds. of the topic.
65
 Word
problems.
5/6 Multiplication  Meaning of Statistics- multiplication of  To develop  Whole class work 4 periods
and Division multiplication numbers on number lines learners knowledge will give evidence of of 25 Understandin
and division Algebra- inverse on mathematical the learners’ level of minutes g
with signs. relationship between of facts for 2- 5 and understanding on mathematics
 To route read 10 multiplication the lesson.
additions & subtraction by Maria .N.
multiplication table and solving  Individual’s ability to
table from 0- problems involving rote read the Osuagwu
5 times, and division and multiplication table book 2
also multiplication and from 0 – 2 times pgs60- 70;
introducing the relationship. table will prove each 88 - 101
the concept  To expose learners learner’s level of
of zero e.g 2 to range of understanding on .
x 0 = 0 etc materials in context the lesson.
 To express in which  A group work on Learn
division as in multiplication and how to solve mathematics
grouping, division relate to multiplication as bk 2 pages
sharing, grouping and repeated addition
45- 50
discrete and sharing objects and division as
continuous relating to fractions sharing will
quantities and measures. ascertain learners’
257
 relating to  To improve understanding on
fractions and learners knowledge the lesson.
measures. on the use of New Primary
Eg (40 -; 2 = cumulative mathematics
20 . 20 is half methods of inverse for primary
of 40 ) and relations and to school by
the use of develop
commutative Clara Ofuka
multiplicative
and inverse reasoning. Ernest Eteng
relationship and others
to develop bk 4 pgs
multiplicative 148- 150.
reasoning eg
(4 x 5 =
20 .and 20 -;
5 = 4)
 To solve
multiplication
as repeated
addition.
 To solve
division as
repeated
subtraction
and
multiplication
and sharing
method with
and without
remainder.
 Show
multiplication
on number
line and
explain the
multiplication
and division
facts.
 Multiplication
of 2 digits by
1 digit in tens
258
 and unit.

8 Properties of  Definition of  To develop  An individual 4 periods

shape and shapes and learners’ activity as each of 25 Understandin
fractions fraction  Geometry- knowledge on learner reads minutes g
 Identify and identifying and shapes and its and write mathematics
describe the describing properties appropriate
by Maria .N.
properties of properties of 2d  To acquaint names of
2-D shapes, shapes. learners with the shapes will Osuagwu
including the  Recognizing use of shapes for ascertain each book 2 pg
number of fractions on solving simple learner’s level of 88- 100.
sides and different shapes. fraction operations. understanding
symmetry in  Basic Sc-the  To improve on the topic Learn
a vertical line universe and learners’  An open class mathematics
 Identify and planet. knowledge on activity at the bk 2 pages
describe the wider variety of 2d - middle of the 78
properties of 3d shapes lesson on
3-D shapes, including their sorting 2- 3
including the properties, vertices, dimensional
number of edges and sides. shapes and New Primary
edges, comparing their
mathematics
vertices and differences will
faces ascertain the for primary
 Identify 2-D learners’ school by
shapes on knowledge on Clara Ofuka
the surface of the lesson. Ernest Eteng
3-D shapes,  A pair work and others
for example a using objects bk 4 pgs 28-
circle on a and shapes to
32
cylinder and get a given
a triangle on fraction will give
a pyramid learners level of
 compare and understanding
sort common on the lesson
2-D and 3-D  A group work to
shapes and collaborate on
 types of addition and
fractions subtraction of
 Addition and like fraction will
subtraction of show the level
259
 like term of learners’
fractions. understanding
on the
 recognize, topic.
find, name
and write
fractions 1/3,
1/4, 2/4 and
3/4 of a
length,
shape, set of
objects or
quantity
 write simple
fractions e.g.
1/2 of 6 = 3
and
recognize the
equivalent of
two quarters
and one half.

9 Measures(sta  Meaning of  Measurement –  To develop  Whole class 4 periods

ndard and measurement standard and non learners activity to state of 25 Understandin
non . standard unit of understanding on the need for minutes g
standard)  Non standard measurement. the standard and standard unit of mathematics
and standard non-standard units length will
by Maria .N.
units of of measurement. ascertain the
measurement learners’ Osuagwu
. understanding book 2
 choose and on the lesson. pg116- 132.
use  Group activity to
appropriate discuss various Learn
standard measurements mathematics
units to for the same bk 2 pages
estimate and object will also 78-80
measure prove the
length/height learners level of
in any understanding
260
 direction on the lesson New Primary
(m/cm); mass  Individual’s mathematics
(kg/g); ability to for primary
temperature measure school by
(°C); capacity capacity of
(litres/ml) to Clara Ofuka
liquids correctly
the nearest with cans will Ernest Eteng
appropriate give proof of and others
unit, using each learner’s bk 4 pgs 168
rulers, level of
scales, understanding
thermometer on the lesson
s and
measuring
vessels
 compare and
order lengths,
mass,
volume/capa
city and
record the
results using
>, < and =


10 Data  Meaning of  Statistic-  To develop  An individual 4 periods Primary

representatio terms (data, graphical learners’ activity as each of 25 Mathematics
n(pictogram) representatio representation of understanding on learner uses minutes for primary
n, and data on collation and pictures, schools book
pictogram). pictogram. interpretation of symbols,
4 pgs 206-
 Interpret and data using the simplified
construct pictogram. pictures to 207.
pictogram represent group
and use it to of data will Learn
solve ascertain each mathematics
problems. learner’s level of bk5 pages
Tally chart, understanding 90-93
block on the topic.
diagram and  A group work as
simple tables. learners give a
261
  ask and key of what
answer each pictorial
simple symbol
questions by represents will
counting the give proof of
number of each learners
objects in understanding
each on the lesson.
category and  Pair works as
sorting the learners
categories by collaborate and
quantity find answers to
  ask and given questions
answer on the
questions pictogram will
about totaling give each
and compare learner’s
categorical understanding
data. of the lesson.

MATHEMATICS 2ND TERM

262
wks Topics Content Cross Aims and objectives Assessment technique Periods Reference
curricular/connectivity

1 Revision

2 Expansio  Meaning of terms  Statistics-  To develop  Whole class 4 periods Understanding

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

3 Addition  Addition of 3-4  Statistics-  To develop  An individual 4 periods Understanding

263
 and digits numbers representation of learners knowledge activity as each of 25 mathematics by
subtracti with and without numbers on Th, on recognition of learner solves minutes Maria .N. Osuagwu
on; remainder in Th, H, T, U for patterns within the problem on book 2 pg1,-22.
H, T, U. addition & number system and each activity
inverse
 Subtraction of 3-4 subtraction. represent them in relating to the Learn mathematics
relations different ways. topic will
digit numbers  Algebra- inverse bk 2 pages 4 – 19
hip with and without relationship of  To extend learners ascertain each
renaming. addition and knowledge on the learner’s level of
New Primary
 Addition and subtraction. language of understanding
on the topic mathematics for
subtraction on a addition and
number line. subtraction,  A whole class primary school by
 Word problems including sum, activity to add Clara Ofuka Ernest
 Meaning of total, increase, and subtract 2-3 Eteng and others
inverse difference, etc numbers bk 4 pgs 4-12.
relationship  To acquaint horizontally and
 Addition and learners with vertically with
subtraction using mathematical facts carrying and
inverse in addition and without carrying
relationship. subtraction in line will give
 Word problem. with inverse evidence on
relationship their level of
assimilation on
the topic.
 A pair work on
addition and
subtraction
using the four
rules involving
the inverse
relationship will
ascertain the
learners’ level of
understanding
on the topic.
4 Addition  Old means of  Measurement-  To develop  Whole class work 4 periods Understanding
and exchange. length & weight learners’ will give evidence of of 25 mathematics by
subtracti  Meaning of  Gen.knw. buying knowledge on the learners’ level of minutes Maria .N. Osuagwu
on ;mone money & selling recognition of understanding on book 2 pg1,-22.
 Recognition  Grammar- noun various demon the lesson.
y
/value of Nigerian  History- history of ination of Nigerian  Individual’s ability to Learn mathematics
currencies. trade and foreign participate during
264
  Changing of units currencies the shopping spree bk 2 pages 4 – 19
of money from  To do a shopping in class will prove
kobo to naira and spree activity using each learner’s level New Primary
vice versa. Nigerian currency. of understanding on mathematics for
 Outlining key  To expose learners the lesson. primary school by
words involved in to the foreign  A group work to Clara Ofuka Ernest
addition and denominations of solve word
Eteng and others
subtraction. money problems involving
 Addition and  To acquaint money will ascertain bk 4 pgs 4-12.
subtraction of learners with word learners’
money and word problems involving understanding on
problem. addition and the lesson.
subtraction of
money
5 Multiplica  Multiplication of  Statistics-  To develop  Whole class work 4 periods Understanding
tion and 2-3 digits representation of learners knowledge will give evidence of of 25 mathematics by
division ;i numbers with and numbers on H, T, on mathematical the learners’ level of minutes Maria .N. Osuagwu
nverse without remainder U for facts for 2- 5 and understanding on book 2 pg88,-
in H, T, U. multiplication & 10 multiplication the lesson.
relations 92,101-112.
 Division of division table and solving  Individual’s ability to
hip numbers with and  Algebra- inverse problems involving route read the
New Primary
without renaming relationship of division and multiplication table f
as sharing, multiplication and multiplication and table and also mathematics for
grouping division. the inverse demonstrates primary school by
repeated relationship understanding on Clara Ofuka Ernest
subtraction and  To expose learners the topic will prove Eteng and others
repeated to a range of each learner’s level bk 4 pgs 67-73,91-
multiplication. materials in context of understanding on 95
 Multiplication on in which the lesson.
a number line. multiplication and  A group work on
 Word problems division relate to how to solve
and open grouping and multiplication as
sentences sharing objects repeated addition
involving division relating to fractions and division as
and and measures. sharing will
multiplication.  To improve ascertain learners’
 Meaning of learners’ knowledge on the
inverse knowledge on the lesson
relationship use of cumulative
 Multiplication and methods of inverse
relations and to
265
 division using develop
inverse multiplicative
relationship. reasoning.

6 Multiplica  Meaning of terms  Geometry- using To enhance learners’  Open class 4 periods Understanding
tion and with signs and shapes to knowledge on multiplication work will of 25 mathematics by
division ;f examples. represent fraction. and division. ascertain the minutes Maria .N. Osuagwu
raction  Types of fraction learners book 2 pg88,-
with examples understanding
92,101-112.
 Changing mixed on the lesson.
to improper  Individual
New Primary
fraction. E.g 3 activity solve
problems on mathematics for
2/5 = 5 x 3=15 +
2 =17/5. multiplication primary school by
 Solve problems and division will Clara Ofuka Ernest
on multiplication determine each Eteng and others
and division E.g learner’s bk 4 pgs 4-12.
¼ of 12=3 and understanding
2/6 x4/2 on the lesson

8 Measure  Define terms and Social studies –weather.  To develop  Open class 4 periods Understanding
s(length, their instrument learners’ work of the use of 25 mathematics by
height, e.g scale, Basic sc-speed and knowledge on of different minutes Maria .N. Osuagwu
capacity, thermometer, etc. distance. using the standard units book 2 pg1,-22.
 Recite linear centimeter rule to on measuring
temperat
measurement Mathematics- measure objects length, height, Learn mathematics
ure. around them capacity weight
 Using measuring measurement. bk 2 pages 4 – 19
weight) vessels and scale and temperature
to measure will ascertain
New Primary
capacity of liquids the learners’
and weight. understanding mathematics for
 Addition and on the lesson. primary school by
subtraction of  An individual Clara Ofuka Ernest
litres activity to Eteng and others
 Conversion of measure their bk 4 pgs 4-12.
centimeters to various heights
meters, litres to with the use of
deciliters. the height chart
will prove their
266
  Addition and understanding
subtraction of on the topic.
meters and
centimeters.

9 Measure  Definition of Measurement- standard  To develop  Whole class 4 periods Understanding

s(compar measurement units of measurement learners knowledge activity at the of 25 mathematics by
ing and  To measure, mm, cm etc on comparing and end of the minutes Maria .N. Osuagwu
ordering) comparing ordering of lesson to book 2 pg1,-22.
lengths of like measurement explain the need
objects ,  To expose learners to measure will Learn mathematics
 comparison of to different units of ascertain the
bk 2 pages 4 – 19
measures which measurement and learners’
include simple equally comparing understanding
New Primary
scaling (e.g. a and ordering. on the lesson.
given quantity or  To enhance  An individual mathematics for
measure is twice learners’ activity as each primary school by
as long or five knowledge on learner Clara Ofuka Ernest
times as high) conversion of measures, Eteng and others
and connect this measurements. compares and bk 4 pgs 4-12.
to multiplication solves problems
on given
exercises will
ascertain each
learner’s level of
understanding
on the topic

10 Data Definition of data. Composition-about To develop learners’  Open class 4 periods Understanding
represent myself. knowledge on recognition work as of 25 mathematics by
ation(gro Record and of patterns within the individual minutes Maria .N. Osuagwu
uping represent bar Statistic-range and mode. number system and learner book 2 pg1,-22.
chart, tally form, interprets and
using represent them in different
frequency table. presents data Learn mathematics
tally and ways using tally and
frequenc bk 2 pages 4 – 19
Meaning of range frequency table
y table)
267
 and mode. New Primary
mathematics for
Calculation of primary school by
mean and mode. Clara Ofuka Ernest
Eteng and others
bk 4 pgs 4-12.

PRY.2 MATHEMATICS 3RD TERM

WKS TOPICS CONTENT CROSS KEY SKILLS ASSESSMENT PERIOD REFERENCE

CURRICULAR LINK TECHNIQUES

1 Revision

2 /3 Measures(tim  Unit and Basic Sc-evolution of To develop  Whole class activity 4 periods Understanding
e telling) measures of the sun. learners’ at the end of the of 25 mathematics by
time. knowledge on lesson to explain minutes Maria .N. Osuagwu
 Telling the time Grammar-adverb of telling the time. the need to record book 2 pg1,-22.
in quarters half time. and tell time in
past, quarter To expose learners terms of seconds, Learn mathematics
past o’clock. Mathematics – minutes and hour
to different types of bk 2 pages 4 – 19
 Draw the hands measurement. will ascertain the
clock and relate learners’
on a clock face

268
 to show these half hour and understanding on New Primary
times. quarter hour to half the lesson. mathematics for
 Positions of the of the face of the  Group activity to primary school by
minute hand clock. discuss various Clara Ofuka Ernest
and hour hand measurements for
Eteng and others
on the clock To demonstrate time will also prove
 Read time the learners’ level bk 4 pgs 4-12.
understanding on
aloud shown n of understanding
each face of daily events that on the lesson.
the clock. takes place on hour
e.g work time 8am,
2pm launch time,
Games 4pm Bed
time 8pm.

4/5 Measures(ang  Meaning of Mathematics-geometry To develop learners  Open class work to 4 periods Understanding
les and line) lines and angle. knowledge in explain the need for of 25 mathematics by
 Examples of Creative art-lines and recognition of measuring angles minutes Maria .N. Osuagwu
angles. patterns angles. will ascertain the book 2 pg1,-22.
 Calculations on learners’
angles understanding on Learn mathematics
 Order and the lesson.
bk 2 pages 4 – 19
arrange  Group activity to
combination of discuss various
New Primary
lines in angles measurements
units used for mathematics for
 Rotating turns
in terms of right angles will also primary school by
angles , half prove the learners’ Clara Ofuka Ernest
and three level of Eteng and others
quarter turns understanding on bk 4 pgs 4-12.
(clockwise and the lesson
anticlockwise)  Individual’s ability
 Measuring to state the
angles on a capacity of some
straight line cans will give proof
with the of each learner’s
measuring level of
tools. understanding on

269
 the lesson

8 Properties of  Meaning of Mathematics – To develop  An individual 4 periods Understanding

shapes shapes geometry learners’ activity as each of 25 mathematics by
 Identify and knowledge of learner reads and minutes Maria .N. Osuagwu
name shapes. Basic Sc-shape of the properties of writes appropriate book 2 pg1,-22.
 Drawing of earth and every day names and
shapes
different 2-3d material properties of plane Learn mathematics
shapes. and solid shapes
bk 2 pages 4 – 19
 List different Creative art-shape will ascertain each
properties of learner’s level of
New Primary
shapes. understanding on
the topic mathematics for
 Recognize
edges, faces,  An open class primary school by
corners of activity at the Clara Ofuka Ernest
plane and solid middle of the Eteng and others
shapes. lesson on sorting 2- bk 4 pgs 4-12.
 Divide shape 3 dimensional
with lines of shapes and
symmetry comparing their
differences will
ascertain the
learners’
knowledge on the
lesson.
 A pair work to
divide shapes with
lines of symmetry
will give learners’
level of
understanding on
the lesson

9 Fractions  Meaning of Mathematics-Statistics To develop An individual work 4 periods Understanding

(equivalent fraction. learners’ to write out equal of 25 mathematics by
fractions and  Meaning of measurement knowledge on fractions by minutes Maria .N. Osuagwu
ordering) equivalent finding equivalent comparing book 2 pg1,-22.
fraction
fractions. numbers in the
 Ordering of Learn mathematics
boxes will prove
fractions and
270
 finding To expose learners each learner’s bk 2 pages 4 – 19
equivalent to pictorial understanding on
fractions with diagrams, which the lesson New
the help of
will guide them to
pebbles and A pair work using
real objects find equivalent
fractions. visual aids like cut

out oranges, beads
, paper stripes etc
to illustrate the
lesson on fraction
will ascertain their
level of
understanding of
the topic.

10 Data  Meaning of Mathematics-Statistics To develop learners  An individual 4 periods Understanding

representation terms with knowledge on activity as each of 25 mathematics by
(mode, formulas finding mode, learner minutes Maria .N. Osuagwu
mean ,median  Finding mode, mean, and median. demonstrates book 2 pg1,-22.
mean and understanding on
)
median To acquaint data representation Learn mathematics
 Differentiate will ascertain each
learners with simple bk 2 pages 4 – 19
between terms learner’s level of
methods of finding understanding on
 Solve problems New Primary
relating to mode, mean and the topic.
median  A group work as mathematics for
terms
learners primary school by
differentiate Clara Ofuka Ernest
between terms will Eteng and others
give proof of bk 4 pgs 4-12
learners’
understanding on
the lesson.
 Pair works as
learners collaborate
and find answers to
given questions on
data [mean
mode /median] will

271
 give each learners’
level of
understanding of
the lesson.

GRAMMAR 1ST TERM

WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CURICULAR LINK TECHNIQUE

1 Alphabetical  Meaning of  Sos ---  To develop 4  Group  www. Learn

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

272
 cal order
will also
prove
each
learner’s
level of
assimilati
on on the
lesson.

2 Parts of  The eight  Basic science –  To develop 4  Open

speech parts of parts of body learners class
speech  Branches of understanding on discussio  www. Learn
 Meaning of the science the parts of n at the English. Com
parts of  Comprehend – speech. beginning  Junior scholars
speech with how I spent my  To express with of the for lower
examples holiday examples the lesson to primary- pgs 6
 Parts of parts of speech prove the  First aid in
speech and learners English
examples knowledg revised edition
e on the pgs 4-5
lesson.
 Group
work to
discuss
the family
relationsh
ip will
also
prove the
learners’
understan
ding on
the parts
of speech
3 Common and  The meaning  Comprehension  To develop 4 An open  www. Learn
Proper noun of common – my world learners discussion at the English . com
and proper  Basic science - knowledge on the beginning of the  junior scholars
noun the continents meaning and lesson will prove for lower
 Examples of  Composition- types of common primary- pgs 6
273
 terms the earth and proper noun. the learner’s  first aid in
 Differentiating  To acquaint extent of English
common noun learners with the familiarity with the revised edition
from proper various examples topic. pg 7 -10
noun of terms  grammar
 Use of capital  To differentiate practice pg 1-
letter between common 7
and proper noun.  A group
activity to
discuss
and
differentia
te
common
and
proper
noun

 An
individual’
s ability to
itemize
common
and
proper
nouns wil
ascertain
their
knowledg
e on the
topic.

 An open
class
activity to
rewrite
sentence
s and

274
 capitalizin
g proper
nouns will
ascertain
learner
knowledg
e on the
lesson

4 Count and  Define count  Sos – Meaning of  To develop learners 4  A whole  Www. Learn
uncount and uncount neighborhood understanding on class English. Com
nouns. nouns  Civics – cooperation count and uncount activity on  Junior scholars
(singular and  Examples of among neighbors. nouns. at the end for lower
nouns that can  To acquaint learners of the primary- pgs. 6
plurals,
and cannot be with the various lesson to  first aid in
articles) counted. examples of terms ascertain English
 Use of  To acquaint learners the revised edition
determiners with the knowledge of learners pgs 4-5
for count and determiners to use for understan  basic English
uncount nouns count and uncount ding on by harbans
eg- many, few; noun . the kaur bk 1 pg13
a; much, little, lesson.  grammar
one etc  A group practice page
 Meaning of work of 13 – 17
articles and the use of
proper usage determine
 Meaning of rs will
singular and give each
plural learners
 Write the understan
plurals of ding of
nouns that end the
with o-e; ch to lesson.
plural
 Changing
nouns ending
in y; fe; lf to
ves and ies

275
  Nouns that do
not change
 Changing
sentence from
singular to
plural
5 Collective/  The meaning  Soc. – the  To develop 4  A whole
gender and types of family learners class
nouns. collective and  Basic science _ knowledge on discussio  Www. Learn
gender animals types of gender n on English. Com
 Types of nouns gender  Junior scholars
gender with  To enhance and for lower
examples learners collective primary- pgs. 6
 Differences knowledge on noun will  first aid in
between collective noun prove English
masculine,  To acquaint learners’ revised edition
feminine, learners with the reasoning pgs. 4-5
common and differences of ability on
neuter gender. gender the topic.
 Transforming  An
masculine individual
gender to activity
feminine will also
gender in prove the
sentences vice learners
versa level of
understan
ding on
the
lesson.
6 verbs  Meaning of  Soc ; buying  To extend the 4  An open  www. Learn
verbs and selling learners discussio English. Com
 Examples of  Voc. – Teaching knowledge on n at the  Junior scholars
verbs (a profession verbs. beginning for lower
 Regular and  Health- cooking,  To develop of the primary- pgs.
irregular verbs baking etc learners’ lesson to 54
with examples  Creative writing- knowledge on ascertain  First aid in
 Singular and making a sock singular and the English
plural verbs snake. plural verbs. knowledg revised edition
 Rules of  To extend e of the pgs. 4-5
learners
276
 concord learners on the  basic English
 The use of is. knowledge on the lesson. by Harbans
Are; has, have use of has, have,  An Kaur bk32pg
was were, is and individual‘ 18
am . s ability to  grammar
list verbs practice bk 2
will pg 43 44 45
determine
the
learners
level of
assimilati
on of the
lesson.
8 Adjectives  Meaning and  Voc. – Teaching  To extend the 4  An
types of  Creative writing- learners individual
Adjectives describing a knowledge on work to  www. Learn
puppy adverbs demonstr English. Com
 Comparisons  To acquaint ate  junior scholars
of adjectives learners with the understan for lower
 Formation of degrees and ding on primary- pgs 6
adjectives comparism of adjectives  first aid in
 Antonym and adjectives will prove English
synonyms of  To create the revised edition
adjectives awareness on learners pgs 4-5
 similes similes and understan
comparism ding on
the
lesson
 A whole
class
activity to
form
adjectives
and
compare
will give
each
learners
understan
ding on
277
 the
lesson
9 Adverbs  Meaning of  Health –  To develop 4  A simple  www. Learn
adverbs importance of learners speech English. Com
 Example of sleep understanding on by  junior scholars
adverbs  Civics- proper the topic. learners for lower
 Formation of care of the  To create on primary- pgs 6
adverbs body. awareness on the importanc  first aid in
 Types of  Creative types of adverb. e of good English
adverbs ; time; writing;-  To acquaint grooming revised edition
place; manner; learners with will pgs 4-5
formation of ascertain  basic English
adverb learners by harbans
understan kaur bk 1 pg1
ding of
the
lesson
 An open
class
discussio
n on the
importanc
e of
exercise
will
determine
learners’
level of
assimilati
on of the
topic.
Tenses/  Present, past,  Soc ; buying  To extend the  An open
auxillaries. past participle and selling learners’ discussio
10/11 and future  Voc. – Teaching knowledge on n at the  www. Learn
tense of verbs (a profession verbs and tenses. beginning English. Com
 Meaning of  Health- cooking,  To develop of the  junior scholars
auxiliary verbs baking etc. learners’ lesson to for lower
 Use of knowledge on ascertain primary- pgs 6
auxiliaries. singular and the  first aid in
plural of verbs. knowledg English
 To extend e of the revised edition
278
 learners learners pgs 4-5
knowledge on the on the  grammar
use of has, have, lesson. practice pg 67-
was were, is and  An 90
am. individual‘
s ability to
list verbs
and use
them in
their
correct
tenses
will
determine
the
learners
level of
assimilati
on of the
lesson.

GRAMMAR CURRICULUM 2ND TERM

WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CURICULAR LINK TECHNIQUE

279
1 Tenses  Present, past,  Soc ; buying  To extend the 4  An open discussion  Www. Learn
past participle and selling learners knowledge at the beginning of English. Com
and future  Voc. – on verbs and the lesson to  Junior
tense of verbs Teaching (a tenses.. ascertain the scholars for
 Meaning of profession  To develop knowledge of the lower primary-
auxiliary  Health- learners knowledge learners on the pgs. 6
verbs cooking, on singular and lesson.  First aid in
 Use of baking etc plural of verbs.  An individual’s English
auxiliaries  Phonics- To extend learners’ ability to list verbs revised edition
diagraph knowledge on the and use them in pgs. 4-5
sounds. use of has, have, their correct tenses  grammar
will determine the practice pg.
was, were, is and
learner’s level of 67- 90
am. assimilation of the
lesson.

2 Modals.  Meaning and  Home Econs _  To develop 4  Open class

The use 0f identification Cooking learners discussion at the
can, shall, of modals  P. H. E.- understanding on beginning of the  Www. Learn
will  types of Exercise the use of modals. lesson to prove the English. Com
modals  Comprehensio  To express with learners knowledge  junior scholars
 use of modals n – koala examples the rules on the lesson. for lower
 Rules and and uses of modals  Group work to primary- pgs 6
uses of demonstrate  first aid in
modals. understanding on English
modals will also revised edition
prove the learners pgs 90
understanding on  grammar
the parts of speech practice pgs
78, 62

3 Pronouns  definition of  Comprehensio  To develop 4 An open discussion at the  Www. Learn

terms n – my world learners knowledge beginning of the lesson will English . com
 types of  Basic science on the meaning determine the learners’  Junior
pronouns - the and types of extent of familiarity with the scholars for
 singular and continents pronoun lower primary-

280
 plural of  Composition-  To acquaint topic. pgs 6
personal the earth learners with the  first aid in
pronouns use of pronouns. English
 usage of  To differentiate revised edition
pronouns between singular  A group activity to pg 7 -10
and plural of discuss types of  grammar
pronoun. pronouns will give practice pg 31
learners’
knowledge on the
lesson.

 An individual’s
ability to itemize
singular and plural
of personal
pronouns will
ascertain each
learner’s
knowledge of the
topic.

 An open class
activity to rewrite
sentences rewrite
sentences from
singular to plural
form will ascertain
learner knowledge
on the lesson
4 Prepositio  Definition of  Sos – Meaning of  To develop learners 4  A whole class  www. Learn
n terms neighborhood understanding on activity at the end English. Com
 Examples of  Civics – preposition of the lesson will  junior scholars
prepositions cooperation  To acquaint learners on ascertain the for lower
 Types of among neighbors. the various examples of learners’ primary- pgs 6
preposition terms understanding on  first aid in
 Correct usage  To acquaint learners the lesson. English
of preposition. with the use of  A group work of the revised edition
preposition. use of determiners pgs 4-5
will give learners’
281
 understanding of  basic English
the lesson. by harbans
kaur bk 1 pg13
 grammar
practice page
58 - 61
5 Sentence.  Meaning of  Soc. – the  To develop 4  A whole class
Complime sentence. family learners knowledge discussion on
nts,  Parts of a  Basic science on sentence gender and  www. Learn
subject sentence _ animals construction collective will prove English. Com
 Subject and  To enhance each learners  junior scholars
and verb
verb learners’ reasoning ability on for lower
agreement. knowledge on the topic. primary- pgs
subject and verb  An individual 85 - 88
agreement activity will also  first aid in
 To acquaint prove the learners’ English
learners with the level of revised edition
parts of a sentence understanding on pgs 4-5
the lesson.

8 Conjunctio  Meaning of  Soc ; buying  To extend the 4  An open discussion  www. Learn
ns and terms and selling learners knowledge at the beginning of English. Com
connector  Examples  Voc. – on term. the lesson to  junior scholars
s  Pairs of Teaching (a  To develop ascertain the for lower
conjunctions profession learners knowledge knowledge of the primary- pgs
 Uses of  Science : parts on functions of learners on the 54
conjunctions of the body. conjunctions in a lesson.  first aid in
sentence.  An individual‘s English
 To extend learners ability to list revised edition
knowledge on the examples of pgs 4-5
use of conjunctions will  basic English
conjunctions. determine each by harbans
learner’s level of kaur bk32pg
assimilation on the 18
lesson.  grammar
practice bk 2
pg 43 44 45
9 Active and  Meaning of  Voc. –  To extend the 4  An individual work

282
 passive active and Teaching learners knowledge to demonstrate  www. Learn
voices passive voice.  Creative on passive and understanding on English. Com
 Simple writing- active voices passive and active  junior scholars
present and describing a  To acquaint voice will prove the for lower
simple past of puppy learners with how learners’ primary- pgs 6
active and to change understanding on  first aid in
passive voice. sentences from the lesson English
active to passive  A whole class revised edition
voice. activity to change pgs 4-5
sentences from
passive to active
and vice versa will
give each learner’s
understanding on
the lesson
10 Question  Meaning of  Health –  To develop 4  A simple speech by  www. Learn
tag. Use terms. importance of learners learners on English. Com
of comma.  The forms sleep understanding on importance of  junior scholars
and rule of  Civics- proper the topic. questions will for lower
question tags. care of the  To create ascertain learners primary- pgs 6
 Positive and body. awareness on understanding of  first aid in
negative tag  Creative asking questions. the lesson English
 Positive and writing;-  To acquaint  An open class revised edition
negative learners with discussion on how pgs 4-5
response. formation of to respond to  basic English
question tags. questions will by Harbans
determine learners’ kaur bk 1 pg1
level of assimilation
on the topic.

PRY. 2 GRAMMAR 3 RD TERM

Wks Topics Content KEY SKILLS CROSS- AIMS AND ASSESSMENT PERIOD REFERENCE
CURRICULAR LINK OBJECTIVES TECHNIQUE S
283
2 Sentences Meaning of  To explain Bas. Sc. – As we  To  Open 4 periods www.learnengl
sentence, types sentences in have parts of the explain class of 25 ishonline.com,
and parts of a their own body, so we have sentence work will minutes English
sentence words and parts of sentences. s and its ascertai Grammar for
identify its types n the
Junior
types. learners
 To underst Scholars lower
demonstrate  To guide anding primary
understanding learners on the (1,2,&3) by S.
of sentence on lesson. C. Kwashie
parts. recognizi Gamor pg. 43
 To identify ng the
subject and different  Individu
predicate in a parts of al
sentence sentence activity
s. to
identify
a type
 To guide of
learners sentenc
on e in
identifying various
subject sentenc
and es will
predicate determi
in a ne each
sentence. learner’
s
underst
anding
on the
lesson
3 Idiomatic  Meaning  To recognize Adjectives (grammar)  To make  Open 4 periods www.learnengl
expression of idioms and explicit Class of 25 ishonline.com,
s understand the work will minutes English
the meaning of meaning determi Grammar for
 Examples idioms. The parable of the of ne the
Junior
of idioms sower (wwjd) idiomatic learners
expressio level of Scholars lower
 To create ns with underst primary (1,
idioms and lots of anding 2&3) by S. C.
284
  Usage in illustrate the examples on the Kwashie
making meaning. lesson Gamor pg. 64
sentences
 To guide
 To make the  Individu
correct use of learners al’s
idioms. on the ability to
correct identify
use of idioms
idioms. in
sentenc
es will
give
proof of
each
learner’
s level
of
underst
anding
on the
lesson.
4 Determiner  Meaning  To give the Proper noun  To  Open 4 periods www.learnengl
s(quantifier of meaning of (grammar). explain Class of 25 ishonline.com,
s and determine terms. quantifier work will minutes English
articles) rs. s with determi Grammar for
examples ne the
Junior
 To use learners
 Types of quantifiers and ’ level of Scholars lower
determine articles and  To underst primary (1,2 &
rs. determiners explain anding 3) by S. C.
correctly in articles on the Kwashie
sentences. with lesson Gamor pg. 1-9
 Examples examples
of
determine  Individu
rs.  To guide al’s
the ability to
learners use
 Usage of on quantifie
determine identifying rs and
285
 rs. quantifier determi
s and ners in
articles in sentenc
sentence es will
s. give
proof of
each
learner’
s level
of
underst
anding
on the
lesson.
5 punctuation Full stop, capital  To give the Interjection  To make  Open 4 periods www.learnengl
s letters, question meaning (grammar) explicit Class of 25 ishonline.com,
mark, commas, punctuation. the work will minutes English
exclamation and meaning determi Grammar for
of ne the
usage. Junior
 To use punctuati learners
punctuation in ons with level of Scholars lower
making correct examples underst primary
sentences. anding (1,2,&3) by S.
on the C. Kwashie
 To guide lesson Gamor pg. 77
 To identify the
punctuation in learners
sentences on the  individu
functions al’s
and ability to
correct use
use of punctua
punctuati tion
on marks marks in
making
correct
 To lead sentenc
the es will
learners prove
to identify each
punctuati learner’
286
 ons in s level
given of
sentence underst
s anding
on the
lesson.
6. Mid-term Mid-term test Mid-term test Mid-term test Mid-term test Mid-term test 4 periods Mid-term test
test of 25
minutes

7 Contraction Use of apostrophe  To give the (punctuations  To  Open 4 periods www.learnengl

s and word meaning of (grammar) explain Class of 25 ishonline.com,
(apostroph contraction contractions. what work will minutes English
e) contractio determi Grammar for
n is. ne the
Junior
 To identify The goose that laid  To learners
various words explain level of Scholars lower
the golden eggs
and contract the use of underst primary
(comprehension)
them. apostroph anding (1,2,&3) by S.
e in on the C. Kwashie
contractin lesson Gamor pg. 24
 To make g words.  Individu
correct al’s
sentences with ability to
the contracted  To contract
words. explain words
the rules correctly
of will give
contractin proof of
g words each
through learner’
song. s level
of
assimila
 To give tion on
more the
examples lesson.
of word
contractio
ns

287
8 Introduction Meaning of  To explain Complete and  To define  Open 4 periods www.learnengl
to phrases phrases and clauses and incomplete terms. Class of 25 ishonline.com,
and clauses with identify them metamorphosis work will minutes English
clauses examples. in sentences. ( basic science) determi Grammar for
 To outline ne the
Junior
phrases learners
 To explain and level of Scholars lower
phrases and clauses. underst primary
identify them anding (1,2,&3) by S.
in sentences on the C. Kwashie
 To lesson Gamor pg. 43
differentia  Individu
te btw al’s
phrases ability to
and give the
clauses. meanin
g of a
phrase
and a
clause
will give
proof of
each
learner’
s level
of
assimila
tion on
the
lesson.
9 Antonyms  Meaning  To give the Pictures reflection  To define  Open 4 periods www.learnengl
and of meaning of (non-verbal). synonyms Class of 25 ishonline.com,
synonyms antonyms synonyms and and work will minutes English
and antonyms. antonyms determi Grammar for
synonyms . ne the
Junior
. Words opposite in learners
 To give ’ level of Scholars lower
meaning and closest
synonyms and  To outline underst primary
in meaning (verbal
 Examples antonyms of words anding (1,2,&3) by S.
reasoning)
of words. and their on the C. Kwashie
antonyms synonyms lesson Gamor pg. 43
288
 and  To make .
synonyms correct
. sentences with Individu
synonyms and  To outline al’s
antonyms. words ability to
 Usage of and their say
antonyms antonyms
opposite
and .
synonyms of words
and
 To guide their
the synony
learners ms will
on give
making
proof of
correct
sentence each
s with learner’
synonyms s level
and of
antonyms underst
anding
on the
lesson.

10 Animal,  Meaning  To identify Animals homes  To Open Class 4 periods www.learnengl

young, of terms. animals and young ones and outlines work will of 25 ishonline.com,
home and  Animal their young sounds (basic animals determine the minutes English
sounds homes, ones science) their learners’ level of Grammar for
sounds young
understanding Junior
and ones.
young  To state on the lesson. Scholars lower
ones. various sound primary 1,2,&3
made by them  To ) by S. C.
and their mention Kwashie
homes the sound Individual’s
Gamor pg. 35
made by ability to identify
the animals and
animals their young ones
and their will give proof of
289
 homes. each learner’s
level of
understanding
 To guide on the lesson.
the
learners
to state
the
motion
done by
the
animals.

 To do a
gap filling
activity on
animals ,
home and
sounds
11 Revision Revision Revision Revision Revision Revision Revision

12 Exam/ Exam/closing Exam/closing Exam/closing Exam/closing Exam/ Exam/closing

closing closing

290
 PRY. 2 BASIC SCIENCE 2ND TERM

WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND PERIOD ASSESSMENT

CURICULAR LINK OBJECTIVES TECHNIQUE REFERENC
E

1 Revision Revision - -

Encyclopaedi
a Britannica
Ultimate
Reference
Suite

2/3 Plants  Meaning  To develop 2  Open class www.answer.

of plants learners discussion at the com
 Life cycle  .Voc. - as understandin beginning of the
of plants. botanist g on plants. lesson to prove the
 Parts of . learners knowledge
www.wikipedi
plant and on the lesson.
a.com
their  A walk round the
function school premises
 Uses of will prove the
plant individual’s level of Encyclopedia
 Transpirat understanding on ,Britannica.

291
 ion and the lesson. Ultimate
photosynt Reference
hesis. suite.
 Who a
botanist
is.

4/5 Food  The  H econs. –  To create 2 An open discussion at the

meaning meaning of awareness beginning of the lesson will
of food food on the ascertain learners Wiki.answer.
 Types/  Voc – groups of familiarity with the topic. com/Q/what
groups of caterers/chef food. –is-food-73k
food  Health edu– ,  To develop
Sciencenetlin
 Importanc Importance of learners
ks.com/
e of food food. understandin
lessons/
g on food. An individual’s ability to pottery-
match food item to their quest/-25k
group would help each
learner understand the
topic..
Britannica
Encyclopaedi
a

Encarta for
Kids and
Encarta
premium

292
6 Blood and  Meaning  Heath Edu.  To develop 2  Individual activity Kids
circulation of blood Importance of learners at the end of the sciencezone.
 Meaning blood . understandin lesson will com
of g on blood ascertain the
circulation and learners The learn
circulation. understanding on about series
 Compone
 To create the lesson. science book
nts of
awareness  A group discussion 6 by Nmaju
circulator
on on the components Obasi and
y system.
components of circulatory would co. pages 89
of the prove learners
circulatory understanding on
system. the topic.

8 Diseases  The  To enhance 2 A speech Health

meaning learners presentation on education
of  Health – understandin diseases would textbook for
personal meaning of g on help learners primary
diseases. diseases diseases. understand the schools by
 Types  To topic. . k.lounge.
and demonstrate page
 Voc-  A whole class
examples learners
doctors/nurses discussion will also http://
of knowledge
. prove the learners www.biology
diseases. on how to
take one’s level of online.org/
 How to
self. understanding on dictionary/
fight
the lesson. Disease.
diseases.
http://
www.mayocli
nic.org/
diseases -
treatments/al
phalist.all-

293
 html

9 Air  Meaning  Health Edu –  To develop 2  An open discussion  http:/

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

10 Breathing  Meaning  Health ;  To develop  A group work to http

and gas of learners discuss how law ://www.bbrea
exchange. breathing understandin helps to shape our thingcoach.c
 Living g on lives will prove the o.uk/what is
things , exchange of learners breathing.ht
their gas and understanding on ml.
mode of breathing in the lesson
breathing living things.
 What do
living
things

294
 breathe in
and out.

PRY. 2 BASIC SCIENCE 3 rd TERM

WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT REFERENC

OBJECTIVES TECHNIQUE E

1 Revision - -------- c

2 Sound  Meaning  To improve 2  Open Class

of sound the learners discussion at the
 How  Health edu.- knowledge beginning of the http
sound is How we on sound lesson will ://www.fi.edu/
produced should take determine the fellows2/apra
care of our learners a/soundsci.ht
 Sense
ears. knowledge on the ml.
organ for
hearing..  Voc – ENT topic
doctors take http://
 Animals  Individual’s ability
care of the wiki.answers.
and their to describe how
ears . com /Q/
sounds sound is produced
How-are-
will give a proof of
sounds-
each of the
produced.
295
 learner’s
understanding on
the lesson
3/4 Digestion /  Meaning  To improve 4  Open discussion Encarta for
excretion of learners on how food kids and
digestion  Health knowledge digests and gets Encarta
/excretion edu .organs on excretory excreted would premium,
systems for excretion products prove the learners
 Organs and digestion from our understanding on
used in body.. the lesson.
Basic
digestion  To acquaint  Individual activity
science by
and learners with to match organs to
Nmaju.M.Ob
excretion the their names would i
asi page 89
 Living components ascertain each
book 6
things of digestive learners’
and their and understanding on
excretory excretory the topic.
products. system. .
 Living
things
that what
they
digest.

5 Minerals  Meaning  His – minerals  To develop 2  Open Class activity www.mineral

of and their learners will ascertain the s .com
minerals locations. understandin learners level of
 Minerals  Voc. Miners. g on understanding on
in Nigeria minerals in the lesson.
and their Nigeria.
location.  To enhance
 Uses of learners  Individual’s ability
mineral. understandin to give uses of
g on the minerals will give
products we proof of each of the
296
 can get from learners’ level of
minerals. understanding on
the lesson.
6 Rocks and  Meaning  Soc.- meaning  To develop 2  Whole class work Science is
precious of rocks. of rocks learners will give evidence discovering
stones.  The types  Geography- understandin of the learners pupils book
of rocks. locations ,. g on rocks. understanding on 5.
 Uses of  Vocations-  To acquaint the lesson.
learners with  Individual’s ability 365
rocks.. people that
some to the types of experiments
study about
geographical rocks will give on science.
the rocks , etc
e.g terms . evidence of each of
geologists. the learner’s level
of understanding
on the lesson.

8/9 Earth &  Meaning  His-how the  To develop 2  A speech Nineplanets.

planet 1 of earth earth rotates / learners presentation on com
 The revolves. understandin how the earth
planet.  Voca. People g on earth moves will enhance Nineplanets.
that study and planet. learners org/-24k
 How the
earth about the understanding on
Dsc.discover
revolves earth and the topic.
y.com/tv-
and planet.  Individual’s ability
shows/
rotates. would help each
planet-
 The learner understand
earth-/24k.
planets of the topic.
the world.
 Things
found in
the
planets.

297
10 Measureme  Meaning  Soc – To develop learners 2  Whole class activity Science is
nt of meaning of understanding on will determine the discovering
measure measurement measurement. learners level of pupils book
ment. assimilation on the 3.
 Standard lesson
units of  Individual activity Pages 13-16
measure will determine each
ment. learner’s
 Equipmen understanding on
ts for the lesson.
measure
ment.

298
 PRIMARY 2 GENERAL KNOWLEDGE 1ST TERM

WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES PERIO ASSESSMENT REFERENCE
CURICULAR LINK D TECHNIQUE

1 Civic  Meaning of civic  Sos --- Duties and  To develop learners’ 4  Group work to  Civic
education education responsib ilities of understanding on discuss the education
 Duties and obligation of citizens their civic rights and civic rights of bk 2 pgs 4-
citizens  Civic --- Basic obligations. citizens will 10
 Civic rights of citizens. fundamental rights determine the
of citizens. learners’ level
of
understanding
on the lesson.
 Individual‘s
ability to
demonstrate
understanding
on the duties
and
responsibilities
of citizens will
also prove
each learner’s
level of
299
 assimilation
on the lesson.

2 Family  Meaning of family, the  Civics. –  To develop learners 4  Open class Social Studies for
individual and the Responsibilities and understanding on the discussion at primary schools by
family. duties of members meaning and types of the beginning Adisa Bakare pg 9 -
 Types of family. of the family. family. of the lesson 15
 Duties &  Geo – Mapping of  To express the family to prove the
responsibilities of the family relationship with the learners
members of the family.  Home eco – Care of family tree; knowledge on
 Family relationship. the home,  To acquaint leaners the lesson. Civic Education by
 The family and the environment, with the duties and  Group work to Felix Alonge bk. 2
home myself, food. responsibilities of discuss the
pg. 7- 10
 Taking care of the  Sos --- The members of the family
home individual and the family. relationship Encarta premium
 Part of the home. family /society.  To develop learners will also prove
DVD
 Morals—Rules in knowledge on care the learners’
the family of the home understanding
of the lesson.
 A project work
about my
family will
prove learners
understanding
on the topic.
3 Community  The meaning of  Soc. – Types of  To develop learners 4 An open discussion at www.community.co
and community/types community knowledge on the the beginning of the m
Neighborho  Places in the  Voc – Occupation meaning and types of lesson will determine
od community. (teachers, community the learners’ level of
 Rules / cooperation in community helpers,  To acquaint learners
familiarity with the
the community doctor) with the human Britannica
resources in the topic.
 Taking care of the  Health– Care of the Encyclopedia
environment environment. community
 Human resources in  Civics--- Rules and  To create awareness
the community. cooperation in the on places found in A group activity to
 Leaders in the community. the community. Encarta for Kids
300
 community. discuss and and
differentiate the types
of community
Encarta premium

An individual’s ability to Farafna social

itemize the community studies pgs 19-25
helpers will ascertain
their knowledge on the
topic.

4  Meaning of  Sos – Meaning of  To develop learners 4 An open class Civic Education bk.
Community neighborhood/neighbours neighborhood understanding on discussion on 2 by Felix Alonge
and  Places in the neighborhood.  Civics – cooperation neighbourhood and neighborhood at the pg. 31 – 36
Neighborho among neighbors. places. end of the lesson to
od ascertain the learners
understanding on the Social Studies
lesson. Farafina Edu) by
Adisa Bakare and
others pg/. 47 - 49

5 Religion  The meaning and types  Soc. – meaning and  To develop learners 4  A whole class Social Studies bk. 2
of religion types knowledge on types discussion on (pg. 7 – 17)
 Mode and place of  His - The oldest of religion modes and
worship. form of religion.  To enhance learners places of www religion .com
 History of traditional  Civics– respect for knowledge on types worship will
religion B/C. religion. of religion. prove each
 The Similarities and  To acquaint learners learners
differences with the differences reasoning
 Types of religious and similarities of the ability on the
leaders types of religion. topic.
 Respect for religion.  A n individual
301
 activity will
also prove the
learners level
of
understanding
on the lesson.
6/8 Culture and  Meaning of culture and  Soc . culture and  To extend the 4  An open  Social
ethnicity ethnicity. ethnicity. learners knowledge discussion at Studies bk.
 His –Origin of the 3 on various ethnic the beginning 5 (pg. 25 –
main ethnic groups groups in Nigeria. of the lesson 29)
 The 3 main ethnic  Geo – Their  To develop learners’ to ascertain
groups in Nigeria locations from the knowledge on some the knowledge
 Various cultural food map of Nigeria important aspects of of the learners
and attires, languages,  Civics/ morals – culture and why on the lesson.
norms and values. Showing respect for culture should be  An individual
 Cultural festivals by ones culture. respected. ‘s ability to
various ethnic group  To extend learners describe the
 Location of ethnic knowledge on the aspects of
groups and states on location of ethnic culture that
the map. group on the map. makes each
culture unique
will determine
the learners
level of
assimilation of
the lesson.
9 Vocation  Meaning and types of  Voc. – Teaching (a  To extend the 4  A group work Social studies
vocations. profession) learners knowledge to discuss how Farafina by Adisa
 Tools used by various on vocation and types teachers help Bakare pgs 23
vocations.  To acquaint learners to shape our
with the various tools lives will prove
used by different the learners
professionals. understanding Basic English
on the lesson Language
improvement skills
by Harbans Kaur

302
 bk 1 pages 65- 67

Vocational aptitude
by Ugo c Ugo Pgs
4- 15

10 Good  Meaning of grooming,  Health – importance  To develop learners 4  A simple Home economics
grooming.e exercise, rest and of sleep, understanding on the speech by For junior primary
xcercise,re sleep exercise,rest and topic. learners on school bk 1 by
st and  Importance of exercise sleep  To create awareness importance of Rebecca Oyegbeda
rest and sleep.  Civics- proper care on the importance of good
sleep pgs 4. 5
 Ways of taking care of of the body. exercise and sleep. grooming will
the body  To acquaint learners ascertain
 Good body posture. with effect of learners
inadequate rest and understanding Physical and health
sleep to the body of the lesson
education for
 To develop learners  An open class
discussion on primary school bk 2
knowledge on steps
to good grooming. the Pgs 34, 35
importance of
exercise will
determine
learners’ level
of assimilation
of the topic.
Revision  Revision  Revision  Revision

11

PR 2 GENERAL KNOWLEDGE 2ND TERM

303
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFEREN
TECHNIQUE CE

1 Revision  Revision  Revision  Revision  Revision

2 Community  Meaning of term with  Sos --- types  To develop the learners 4  Whole class Social
Leaders examples of leaders. understanding on community activity will studies
 Types of community  Hist – past leaders with examples determine Farafina by
leaders and present  To extend learners knowledge the learners Adisa
 Role of community leaders on role of community leaders level of
Bakare pgs
leaders.  Civics --- in the community assimilation
on the 34-40
 Duties and Respect for  To make explicit how to show
responsibilities of leaders respect to our leaders both in lesson
leaders in the the community and nationally.  Individual
community. activity to
www.leade
 Showing respect for itemise
steps in r.com.
leaders
cleaning the
home will
determine
www.com
each
learner’s munity @
understandin info.com
g on the
lesson
3 .Authority and  Civics - types of  To create awareness on 4  Open Class Home
respect authorities national symbols that should discussion at Economics
 Meaning of authority and  Importance of be respected. the for primary
respect, allegiances. respect  To develop learners’ beginning of schools
 Ways of showing  Ways of showing knowledge on respected the lesson
book 5 by
respect. respect authority and the reasons why will
 Groups/authorities and they should be respected and determine Olabisi Are
 Disadvantages of
national figures. that disrespect. also the consequences of not the learners and others
need respect  Misuse of showing respect to them. knowledge

304
  Consequences of authority. on the topic pg. 16
disrespect  Individual’s
 Respect and order ability to
 Authority at home, describe the
school, and in the usefulness Encarta for
government. of forest will kids and
give a proof Encarta
of each of premium
the learner’s 2009
understandin
g on the
lesson
www.autho
rity.com

www.respe
ct.com

4 Law  . Meaning of law  . Sos –people  To improve learners knowledge on 4  Group work to Encarta for
enforcement enforcement agency. who enforce the law enforcement agencies in use the atlas and kids and
agency  Objectives and types law in the Nigeria and modus operandi. identify and give Encarta
of law enforcement society.  To create awareness on the right meaning of law premium,
agency. of citizens to collaborate with the enforcement
 Examples of law enforcement agency eg NPF , acronyms will
law FRCN, NAFDAC prove the
enforcement learners Social
agents understanding on Studies for
 Importance of law the lesson.
Primary
 Meaning of law Schools
enforcement
book 2 by
acronyms.
 Duties and functions Adisa
Bakare pg.
305
 of law enforcement 51
agencies.
www.law
enforceme
nt
agency.co
m

5 Transportation  Meaning of  Hist – past and  To enhance the learners 4  Open Class www.tra
transportation present means of knowledge on the past and present activity will
 Types of transportation. means of transportation. ascertain the nsportati
transportation  Geo- Movement of  To develop learners knowledge on learners on.com.
 Old and modern people from one the history of transportation and level of
means of place to another how people, goods can move with understandin Primary
transportation. Sos- Movement the various means of g on the Schools
 Safety tips transportation to nationally and lesson. book 2 by
globally.
Adisa
 To improve learners on safety
 Individual’s Bakare pg.
measures to implore whilst moving
from a place to another by different ability to 67-70.
means of transportation. itemise
different
means of
transportatio
n will give
proof of
each of the
learners’
level of
understandin
g on the
lesson.
6 Technology/  Meaning and definition of  Home Econs-  To extend the learners knowledge 4  Whole class work Social
appliances terms. Safety use of of on old and new technological will give evidence studies for
 Old and new technology appliances appliances. of the learners primary
 Types of appliances  Care for  To enhance the learners understanding on schools
appliances knowledge on the safe use of the lesson.
306
  Importance of technology  Hist- History of technological appliances.  Individual’s ability book 2 pg.
@ appliances technology  To acquaint learners with electrical to itemise 65
 Safe use of appliances  Voc- Occupation. and non- electrical appliances. electrical and
 One who fixes damaged non-electrical Vocational
appliances? appliances will aptitude by
give evidence of Ugo. C.
each of the Ugo bk 2
learner’s level of pgs 6-15
understanding on
the lesson. Primary
Schools
book 2 by
Adisa
Bakare pg.
71-73.

8 Appliances  Meaning of  Voc- To enhance the learners’ 4  Whole class work Social
/Labour saving appliances and occupation knowledge on the labour saving will give evidence studies for
devices labour saving  Home Econs- devices within the serene environment. of the learners primary
devices Care for understanding on schools
 Examples of labour appliances. the lesson.
book 2
saving devices Individual’s ability to
pg.42
 Use of labour saving itemise electrical and
devices non- electrical Vocational
appliances will give aptitude by
evidence of each of ugo c Ugo
the learner’s level of bk 2 pgs 6-
understanding on the 15
lesson.
Primary
Schools
book 2 by

307
 Adisa
Bakare pg.
71-75.

9/10 Food  Meaning of food  Home econs.- food  To enhance the learners 4  Whole class Social
 Six classes of food hygiene knowledge on the six classes of activity will studies for
 Importance of food  Civic morals- food. ascertain the primary
 Ways of preserving food manners  To extend the learners knowledge learners’ schools
 Reasons for taking care  Voc- occupation on the importance of food to the understandin
book 2
of food  Sos – environment body. g on the
lesson. pg.34
 Food hygiene for preparing the  To create awareness on methods
 Food vendors. food of preserving food and why we  Group
Vocational
should take proper care of food activity to
and effects of food poising as one group food aptitude by
of the factors. under ugo c Ugo
classes will bk 2 pgs
also prove 20
the learners’
level of
understandin
g on the Primary
lesson Schools
 Individual’s book 2 by
ability to Adisa
itemise Bakare pg.
steps 14
involved in
food hygiene
will give
proof of
each
learner’s
level of
understandin
g on the
308
 lesson
11 Revision/exam

PRIMARY 2 GENERAL KNOWLEDGE 3RD TERM

WKS TOPICS CONTENTS CROSS AIMS AND PERIOD ASSESSEMENT REFERENCE

CURRICULAR/CONNEC OBJECTIVITY /ACTIVITY RESOUR
TIVITY TECHNIQUE CES

1 Revision www.wikipedi
a.org

www.foodserv
ice.com

B2 Harmful  Meaning of  Health Edu.-  To extend the  4  Whole Home www.foodent

substances harmful effect of harmful learners’ knowledge class Economi ertainment.co
substances. substances. on forest and its activity will cs for m
 Examples of  Home Econs.- products which are ascertain primary
harmful proper care of harmful to man and the www.answer.
schools
substances. food. his environment learners’ com
 To enhance the understand book 3
 Types of  Civics- a good
harmful citizen should learners’ knowledge ing on the
lesson. by
substances. not take harmful on types of harmful
Olabisi
309
  Food substances substances.  Group Are and
poisoning.  To create awareness activity to others
 Effects of on edible demonstrat pg. 17
harmful items(Food) that e
substances could be harmful to understand
to the body. man and reasons we ing on the
 Ways of should take proper topic will Encarta
taking in care of food. also prove for kids
harmful the and
substances. learners’
Encarta
level of
understand premium
ing on the 2009
lesson
 Individual’s
ability to
identify Science
and is
demonstrat discovery
e by olaka
understand bk 2 pgs
ing on 34
edible
harmful Farafina
substance
Sos for
s will give
proof of primary
each schoo bk
learner’s 2 pgs 5l
level of
understand
ing on the
lesson
3 Medicine  Definition of  Health edu- why  To enhance the  4  Open Home www.answ
medicine we take drugs learners’ Class Economier.com
 Examples of  Effect of drug knowledge on discussion cs for
medicine abuse safe ways of at the primary www.wikip
310
  Ways of  Sos- where we administering beginning schools edia.com
abusing can buy drug medicine. of the book 3
medicine  Civics – taking lesson to by
 Places to doctors’ ascertain
Olabisi
where we advice. the
learners’ Are and
can buy
medicine level of others
 Important familiarity pg. 16
information on the
to check topic.
when buying
Encarta
medicine.
 Types of  An for kids
drugs. individual and
activity to Encarta
list out premium
examples
2009
of
medicine
will give
evidence www.me
of each
dicine .co
learner’s
level of m
assimilatio
n on the www.hea
lesson. lth .com.

4 Water supply  Definition of  Health-  To create  4  Whole Home www.foodh

water methods/benefit awareness on class Economi ygiene.co
 Sources of s of purifying sources of water activity will cs for m
water supply water and ways of ascertain primary
 Ways of  Uses of water maintaining the www.fooda
schools
purifying  Morals – good water learners’ ndnutrition.
supply. understand book 4
water keeping water com
ing on the by
311
  Uses of sources clean  To develop lesson. Olabisi
water  Sos- places we learners’  An Are and
 Importance can find water understanding individual others
of water on the activity to pg. 67
 Chemical importance of outline
formula water. ways of
 Characteristi  To acquaint purifying
cs of water. learners with the water will Encarta
 To qualities of pure prove the for kids
enumerate and impure extent at
and
the qualities water which each
of the Encarta
of a good
learners premium
water.
was able 2009
to
understand Sos for
the lesson. primary
 Group school by
activity to Adisa
demonstrat bakare
e
understand pgs 73
ing on the
topic will
also prove
the
learners’
level of
understand
ing on the
lesson

5/6 Map of  Definition of  Sos.-identifying my  To create awareness  4  Whole class  www.h 

Nigeria map. state of origin on the on the use of map in work will give ealthy
 States in the map. locating places in evidence of the Sos for eating.
map.  Geo.- geo political Nigeria. learners’ level primary co
312
  Using the zone of school by
cardinal understanding Adisa
point to on the lesson. bakare
locate areas.  Individual’s pgs 90
 Location of ability to locate
my state of places and Encarta
origin using cities on the
for kids
the map. map will prove
each learner’s and
level of Encarta
understanding premium
on the lesson. 2009

www..
Wikipedi
a.map of
Nigeria

The
Nigerian
atlas.

8/9 Past Nigerian  Meaning of  Hist- history of  To acquaint  4  An Sos for  

heroes and hero and past heroes & learners with individual primary
heroines heroine heroines. past and activity as school by
 History of  Sos.-past & present heroes each Adisa
Nigerian present leaders and heroines learner
bakare
past heroes of Nigeria.  To develop embarks
and heroines learners’ on project pgs 78
 Attributes understanding writing on
and on the the topic
313
 contribution nationalist/ will
of a hero or struggle of ascertain
heroine in some past each www.nig
Nigeria. heroes and learner’s eria
heroines. level of history.
understand Com
ing on the
topic www.Nig

affairs.

10/11 Natural &  Definitions of  Sos- Human and  To develop the  4  Whole class
human human/natural natural resources. learners’ work will give
resources resources.  WWJD- The creation understanding evidence of the Encarta
 Types and story on the term with learners’ level for kids
examples.  Geo – geographical example. of and
 Examples of locations of where  To create understanding Encarta
natural and the natural awareness on on the lesson.
premium
human resources resources could be how raw  Individual’s
2009
in the found materials can be ability to write a
community. processed to report on how
 Raw and finished finished goods. materials are
products of some processed to www.hu
natural resources finished
man
 Human products will
prove each resource
resources as a
tool to national learner’s level s.com
development of
understanding Social
on the lesson. Studies
for
314
 primary
school by
Adisa
Bakare
pgs 23

PRY.3 GENERAL KNOWLEDGE 1ST TERM

WKS TOPICS CONTENT Key skill/cross KEY SKILL/CROSS- AIMS AND PERIOD ASSESSMENT
curricular link CURICULAR LINK OBJECTIVES TECHNIQUE REFERENC
E

1 Revision Revision 2

2 Natural and  Game  Meaning of 4  Open

human reserve( natural discussion
resources  Meaning gk resources  To improve on Encarta for
of natural  Creative  Location of learners resources kids and
resources arts; natural knowledge and Encarta
 Location beading resources in on where occupation premium,
of natural  Science Nigeria and natural s that
resources : people how to resources people do
315
 in Nigeria /jobs develop/ can be will prove
and how conserve our located in the
to natural Nigeria. learners Social
develop/ resources.  To acquaint understandi Studies for
conserve  Meaning of learners with ng on the Primary
our human the first lesson.
Schools book
natural resources exploration Individual
resources 5 by Adisa
 How we can of crude oil in activity to
. develop our Nigeria. . Bakare pg.
itemise
 Meaning human 51
natural
of human resources
resources www.
resources  Types of
 How we in Nigeria Wikipedia.or
job/labour
can mobility. and their g
develop locations
our would
human ascertain
resources each
 Types of
learners’
job/labour
mobility. understandi
ng on the
topic.

3 Geography  Meaning  Gram.  Soc.- o To 4

of Nouns meaning of acqu
geograph  geography aint  Whole
y  Geography- learn class work
 Geograph locations ,ve ers will give Farafina
ical maps getations. with evidence of social studies
and tools.  Vocations- som the text book for
 Major people that e learners primary 3 by
cities in study about geog understandi
Adisa Bakare
Nigeria/m the raphi ng on the
ap earth ,climat cal lesson. and co.pages
 Cardinal e etc term  Individual’s 41-48.
points. Astrologists s/ ability to
and know describe
geologists. ledg different
e. geographic
o To al maps
316
 Homec – the deve and tools
type of cloth lop in Nigeria
they we wear learn will give
ers evidence of
during
unde each of the
different rstan learner’s
weathers. ding level of
on understandi
geog ng on the
raph lesson.
y.

4 Geography  Nigeria’s  To develop 2  Whole

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

317
5 Governmen   Civics- The 2
t right to vote
 Meaning as a good To develop learners  An Farafina
of citizen. understanding on education social studies
governme  Morals – if government /levels of visit to a bk 3 by
nt you are government. governmen Ayisha
 Tiers of voted in , t’s house
Osori.pages
governme lead the will
nt people right. enhance 22-26
 Arms of  Soc – learners
governme meaning of understandi
nt and government / ng on the
their tiers . topic.
functions  His - military  Individual’s
 Forms of and ability to
Governm democratic discuss on
ent regime governmen
practiced t will help
in by each
different learner
countries. understand
the topic.

6 Print media  Benefits   Social stu.—  To develop 2  Open class www

of print meaning of learners discussion .print
media. print media understandin at the medi
 Forms of  .Voc. - as g on the beginning a.
print occupation/to appropriate of the
com
media. ols materials lesson to
 history – used in print prove the
invention media. learners
 Moral –  To knowledge
Moral summarize on the
value(using how printing lesson.
the right media  Group work
materials begun.. to list
and editing materials
before that can be
printing to printed on
avoid poor will also
318
 outcome) prove the
learners
understandi
ng of the
lesson.
An
educational
visit to a
print media
will prove
the
individual’s
level of
understandi
ng on the
lesson.

7 Mid term
break

8 Personal  The   Health –  To enhance 2  A speech Health

health meaning meaning of learners presentation on education
of personal understandin personal health textbook for
personal health g on would help primary
health  Home Econs personal learners
schools by
 Importanc – eating of health. understand the
e of balanced diet  To topic. . k.lounge.
personal as a means demonstrate  A whole page 34-36.
hygiene of learners class discussion
 Equipmen maintaining knowledge will also prove the www.preserv
ts used in personal on how to learners level of earticles.com
maintaini hygiene. take one’s understanding on /
ng Voc- self. the topic. 2011010122
personal equipments 19/
health used in maintaining -
maintaining good-healt-
personal 24k

319
 health. www.
Myphr.com/st
art
aphr/what-is-
a-phr-aspx-
101k.

9 Growth and  Meaning   Health Edu – To develop learners 2  An open  Scie

developme of growth meaning of understanding on discussion at the ncen
nt and growth and growth and beginning of the etlink
developm education./fo development.. lesson to .com
ent od that help ascertain the /
 Things us grow knowledge of the lesso
that properly. learners on the n/
would  Home lesson. grow
help us Econs- An individual ‘s th-
grow physical ability to describe stag
properly changes in stages in growth es-
Physical development 2mid
will determine the
changes . dle-
learners level of child
in assimilation of hood
developm the lesson. -28k.
ent

10 Accidents  Meaning   Voc – health  To develop 2 Whole class Home

of agencies, the learners activity will Economics
paramedi nurses and understandin determine the for Primary
cs(First doctors, first g on the learners level of schools book
aid –aid box various ways assimilation on
3 by Olabisi
treatment  Home Econs to imbibe the lesson
 Types of – Different safety . Individual Are & others
injuries ways of  To know activity to itemise pg. 18
avoiding some of the steps in treating
accidents health of a named injury
 Health – agencies
will determine www.homem
safety involved
measures. during each learner’s anagement.c
320
  Soc- emergency. understanding on om
meaning of  To know the the lesson.
paramedics first aid to
and types of apply in
injuries each type of www.floorsur
injury. faces.com

11 Revision    
/Exam

PRY 3 GENERAL KNOWLEDGE 2ND TERM

WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT TECHNIQUE REFERENCE
OBJECTIVES

1 Revision 2

2 Law /court  Meaning  Voc. –  To improve 2  Open Class discussion

of law and Lawyer(a learners at the beginning of the
constitutio profession) understandin lesson will determine
n Soc – An arm of g on law/ the learners
 Branches government that court. knowledge on the
of law makes the law. topic
practiced  Individual’s ability to
in the describe relationship

321
 court(crim between law and court
inal and will give a proof of
civil each of the learner’s
law)/Main understanding on the
courts in lesson
Nigeria.
 The
highest
court in
Nigeria/
location.
 The chief
justice of
Nigeria
 Role of
law in our
society
 How laws
are
shaped
and
enforced
 Role of
Police
3 Law/court  Voc. – To develop 2 A group work to discuss how
Lawyer( learners law helps to shape our lives
 The chief a understandin will prove the learners
justice of professi g on understanding on the lesson
Nigeria on)
different laws
 Role of Soc – An arm of
law in our in Nigeria.
government that
society makes the law.
 How laws
are
shaped
and
enforced
 Law
enforcem
ent

322
 agencies.
4 Tourism/  Meaning of  Soc –  To develop 2  Open Class activity will www.influencerising
migration tour, tourist meanin learners ascertain the learners .com
and tourism. g of understandin level of understanding
 Reasons tourism g on tourism on the lesson.
for tourism /tourist and
travel/place and migration.
s. migratio  To enhance  Individual’s ability to
n learners give reasons for
 Health – understandin tourism and migration
for g on the will give proof of each
treatme various of the learners’ level of
nt of tourist sites understanding on the
illness/c in Nigeria. lesson.
hange
of
weather
.

5 Tourism  Voc – Same as in wk 4 2  Whole class work will Civic Education for
/migration Things learnt give evidence of the primary schools
 Meaning of from learners book 5 pg. 19
migration travelling etc. understanding on the
 Reason for  Civic – lesson.
migrating. People have  Individual’s ability to
 Economic the right to describe different
importance travel from vegetations and land
of tourism. one place to forms in Nigeria will
another. give evidence of each
 His – most of the learner’s level of
tourist places understanding on the
in the world / lesson.
Nigeria.
Geo- location
of tourist
centre in

323
 Nigeria and
the world.

6 Season  Meaning of Soc-meaning  To develop 2 www.seasons .com

seasons of season learners
 Period of understandin  Individual’s ability to
this seasons Voc: g on different discuss on different
 Clothing occupation seasons in seasons would help
worn at different Nigeria/world each learner
seasons. Home c : . understand the topic.
Types of
fabrics /how to
take care of
the fabrics.

7 Mid-term - - -
break
- -

8 Fabrics  Meaning  Geo -  To develop 2 A n educational visit to a www.slideshave.net

of fibers different learners tailoring shop at the end of the /sandeepmittal62/
/types weather understandin lesson will ascertain the smartfibres-fabrics-
 Sources that will g on learners understanding on the and----------
make fibers/clothin
324
 of fiber people g. lesson. www.fibre2
 Uses of wear a  To state fashion
fiber particula sources A group discussion on the .com/industry-
r cloth. /uses of sources of fiber would prove article/7/688/plant-
 Voc .Tai fibers. learners understanding on the and-anima-57k
lor/sea topic.
mstress
/tailoring
material
s.
 Home
econs –
uses
and
importa
nce of
cloths
 Soc. –
meanin
g of
fibres/ty
pes

9 pottery  The  Soc. –  To create 2 An open discussion at the Wiki.answer.com/

meaning meanin awareness of beginning of the lesson will Q/what –is-pottery-
of pottery g of steps ascertain learners familiarity 73k
 Steps pottery/ involved in with the topic.
involved material pottery. Sciencenetlinks.co
in pottery s use in m/lessons/pottery-
 People pottery
quest/-25k
involved work. A video clip display group
in pottery  Voc –
would help learners describe
Things gotten Occupat
ion steps involved in pottery..
from pottery Britannica
Home c
Encyclopaedia
–,
Ceramic An individual’s ability to list
s used people involved in pottery
at would help each learner Encarta for Kids
325
 homes/t understand the topic.. and Encarta
aking premium
care of
our
utensils.

10 Pipes and  Meaning  Soc – To improve the 2  Open Class discussion www.pipes .com
plumbing of pipes meanin learners knowledge at the beginning of the
and g of on pipes and lesson will determine vocational studies
plumbing. pipes plumbing the learners for primary schools.
 Some and knowledge on the
plumbing plumbin topic
tools. g  Individual’s ability to
 Who a  Civic – describe the
plumber is incase usefulness of forest
and what of any will give a proof of
he does. damage each of the learner’s
Materials d pipe a understanding on the
used in making plumber lesson
pipes should
be
consulte
d.
Voc –
plumber
and
plumbin
g tools.

11 Revision
/Exam

326
PRY. 3 GENERAL KNOWLEDGE 3rd TERM

WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMEN REFERENCE
T
TECHNIQUE

1 Revision  Soc- meaning of  To develop  Role Home

violence learners play Economics for
 Civics- people are understanding on  Class Primary
suppose to respect the term discussion schools book 3
each other’s violence.
by Olabisi Are
feelings  To educate
learners on the & others pg.
 Moral- love every
one as yourself need to avoid 18
 violence.

www.homema
nagement.com

www.floorsurfa
ces.com
327
2 History of man  Meaning  soc - home as  To extend the  Open Home
of home shelter for man. learners knowledge Class Economics for
 Types of on the meaning of discus primary
homes in home. sion at schools book 5
Nigeria  Health Edu.-  To develop the
by Olabisi Are
 Things importance of learners beginn
hygiene\ how to understanding on ing of and others pg.
found in
the keep the the various types the 16
home/surr surrounding clean. homes \ places in lesson
ounding the home./ will
 People determ
that make ine the Encarta for
up the learner kids and
home s Encarta
 Cleaning knowle premium 2009
& caring dge on
of the the
home topic
 Places in  Individ www.forestry.c
the home ual’s ability to om
describe the
various types
of home will
give a proof of
www.lumber.c
each of the
learner’s om
understanding
on the lesson
3 African  Periods  History – the origin  To develop  . Encarta for
countries of the of man. learners knowledge kids and
early man  Voc – tools used in on the periods and Encarta
 Things making fire. stages of stone age premium,
that  Geo – where he
happened lived .
during the
period Social Studies
for Primary

328
 Schools book
5 by Adisa
Bakare pg. 51

4 West African  Meaning of  Soc – Types of  To enhance the  Open www.influence

countries influence peer groups learners knowledge Class rising.com
 Types and  Health – Bad on the effects of activity
Causes of influence can lead influence. will
influence to health hazards ascertai
 Effects of  Home Econs – n the
influence on Things learnt from learners
an homes, traits, etc. level of
individual  Civic – Positive understa
influence makes nding on
one a good citizen the
 His – Role models lesson.
and past heroes
and heroines
 Individ
ual’s
ability
to
itemis
e the
conse
quenc
es of
influen
ce will
give
proof
of
each
of the
learner
s’ level
of
unders
tandin
g on
the
329
 lesson
.
5 National and  Meaning   Whole Civic
int’l organization of loyalty class Education for
 Ways of work primary
showing will schools book 5
loyalty give
pg. 19
 Groups/ eviden
authoritie ce of
s that the
need learner
loyalty s
 Conseque unders
nces of tandin
disloyalty g on
 Various the
bodies lesson
that .
render  Individ
loyal ual’s
services ability
to the to
nation itemis
e ways
of
showin
g
loyalty
to
others
will
give
eviden
ce of
each
of the
learner
’s level
of
unders
tandin
330
 g on
the
lesson
.
6 Violence  Whole class activity 3 Civic
will give evidence Education
of the learners (25 mins each) for
understanding on primary
the lesson
School
 Individual activity
will determine each book 5
of the learners’ pg. 26
level of assimilation
on the lesson.
7 Mid –term break

8 Homes 

9 Rules 

10 Food label 

11 Revision/Exam 

331
PRY 3 MATHEMATICS 1st TERM
Wks. Topics Content Key skills/Cross-curricular Aims & Objectives Periods Assessment Reference
link Technique
1 Revision Work Done in year one   2 
2 Numeration &  Counting of  Number songs  To improve 4  Group  Understa
Ordering numbers up to  Using weight of learners counting nding
1000 some pupils to understanding on of mathema
 Place value of compare and tell numbers numbers tics book
three to four digit who is fatter and from 1- 3 page by
numbers thinner 1000 Maria N.
 Compare and  Individua David-
order numbers l ability Osuagwu.
up to 1000 using to place  Man
symbols e.g.(<,> value and primary
and =) order mathema
numbers tics book
from 1- 3 page 3
1000 Exercise
B.
 Bond
Mathema
tics book

332
 3 pages

3 Numeration &  Skip Counting and  Multiplication  To improve 4  To read  Understa

Ordering writing numbers table learners and write nding
in expanded form understanding on numbers mathema
up to 1000 numbers in words tics book
 Writing numerals  To developed up to 3 page by
in words learners 1000 Maria N.
 Roman Numerals understanding on  To David-
1-10 Romans numerals identify, Osuagwu.
represen  Man
t and primary
estimate mathema
numbers tics book
using 3 page 3-
different 6
represen Exercisec-
tation k.
 To solve  Bond
numbers Mathema
problems tics book
and 3 pages
practical
problems
using
numbers
4 Addition of 2-4 digit  Addition of 2-4   To improve 4  Group  Understa
numbers digit numbers learners activity nding
with place value understanding on on mathema
without renaming addition of 2-4 addition tics book
 Addition of 2-4 digit numbers of 2-4 3 page by
digit numbers with and without digit Maria N.
with place value renaming numbers David-
with renaming.  Individua Osuagwu.
333
  Word problems l ability  Man
on addition to add primary
 Addition of numbers mathema
numbers using with tics book
expanded form place 3 page
value and 53-70.
also  Bond
using Mathema
inverse tics book
relations 3 pages
hip,
including
missing
numbers
problems
will
prove
their
understa
nding
5 Subtraction of 2  Subtraction of 2-4   To improve 4  Group  Understa
digit numbers learners activity nding
with place value understanding on on mathema
without renaming subtraction of 2-4 subtracti tics book
 Subtraction of 2-4 digit numbers on of 2-4 3 page by
digit numbers with and without digit Maria N.
with place value renaming numbers David-
with renaming.  Individua Osuagwu.
 Word problems l ability  Man
on subtraction to primary
 Subtraction of subtract mathema
numbers using numbers tics book
expanded form with 3 page
place 71-77
value and  Bond
334
 also Mathema
using tics book
inverse 3 pages
relations
hip,
including
missing
numbers
problems
will
prove
their
understa
nding
6 Multiplication  Basic fact in  Multiplication  To improve 4  Group  Understa
multiplication table learners activity nding
and using understanding on on mathema
repeated addition multiplication of mental tics book
in solving numbers drill of 3 page by
multiplication multiplic Maria N.
 Multiplication of ation David-
1-3 digit numbers table up Osuagwu.
by one multiplier to 12  Man
without renaming  Individua primary
 Multiplication of l ability mathema
1-3 digit with to tackle tics book
renaming several 3 page
 Word problems problems 95-110
on multiplications including  Bond
missing Mathema
numbers tics book
etc. in 3 pages
multiplic
ation
7 Mid-term-Break     
335
8 Division  Basic fact in  Multiplication  To improve 4  Group  Understa
division and using table learners activity nding
repeated understanding on on mathema
subtraction in division of mental tics book
solving division numbers drill of 3 page by
 Division of 1-3 multiplic Maria N.
digit numbers by ation David-
one divisor table up Osuagwu.
without renaming to 12  Man
 Division of 1-3  Individua primary
digit with l ability mathema
renaming to tackle tics book
 Word problems several 3
on division problems page111-
including 117
missing  Bond
numbers Mathema
etc. in tics book
division 3 pages
9 Introduction to  Meaning of  Use of concrete  To improve 4  Group  Understa
fraction fraction object to learners work on nding
 Terms/part of illustrate fraction understanding on identifica mathema
fraction  Use of size to fraction tion of tics book
 Fractions of compare fraction fraction 3 page by
shapes and its Maria N.
 Fraction as part types David-
of a set  Individua Osuagwu.
 Using diagram to l ability  Man
show equivalent to tackle primary
fraction of problems mathema
smaller on tics book
denominator fraction 3 page28-
 Add and subtract will 52
fraction of same prove  Bond
denominator learners Mathema
336
  Ordering of understa tics book
fraction with nding 3 pages
same
denominator
 Reducing simple
fraction to its
lowest term
10 Properties of 2-D & 3-  Identification of  Useof scrap  To improved 4  Group  Understa
D shapes 2-D shapes and paper to cut out learners and nding
their properties various types of understanding on individual mathema
 Identification of shapes shapes work on tics book
3-D shapes and fraction 3 page by
their properties identifica Maria N.
 Lines of tion David-
symmetry Osuagwu.
 Man
primary
mathema
tics book
3
page191-
196
 Bond
Mathema
tics book
3 pages
11 Revision  Work done from    
week 1-10
12/13 Exam  week 1-10    

337
PRY 3 MATHEMATICS 2nd TERM
Wks. Topics Content Key skills/Cross- Aims & Objectives Perio Assessment Reference
curricular link d Technique
1  Revision  Work done 1st    
term
2  Measur  Length meaning  Use of  To improve 4  Group and  Understanding
ement ( measurement appropriate learners individual mathematics book 3
using ruler) tools in understandi work on page by Maria N.
 Conversion of measuring ng on length length David-Osuagwu.
length several unit of  Man primary
 Addition and length mathematics book 3
subtraction of  Multiplication page142-151
length  Bond Mathematics
 Word problems book 3 pages
on length
3  Measur  Capacity meaning  Using of real  To improve 4  Group  Understanding
ement  Addition , object to lay learners work on mathematics book 3
subtraction and emphases on understandi capacity, page by Maria N.
word problems the topic ng on individual David-Osuagwu.
on capacity capacity and work on  Man primary
338
  Weight weight how to mathematics book 3
 Conversion of convert page169-179
weight from various  Bond Mathematics
kilogram to grams unit of book 3 pages
 Addition and measurem
subtraction of ent
weight.
4  Measur  Reading the face  Using real life  Improve 4  Group  Understanding
ement of the clock in object to learners work on mathematics book 3
(Time/C o`clock, quarter teach the understandi time page by Maria N.
alendar past, half past, lesson for ng on time measurem David-Osuagwu.
reading quarter to, emphases telling and ent table  Man primary
) reading time with calendar and days of mathematics book 3
emphases to reading the month page181-190
a.m., p.m. etc.  Individual  Bond Mathematics
 Add and subtract work on book 3 pages
time with how to
 Use of calendar tackle
and date reading problems
on time
and
calendar
5  Money  Recognition of  Create a mini  To improve 4  Group  Understanding
coins and bank shopping learners activity on mathematics book 3
notes of Nigerian where understandi money page by Maria N.
currency learners shop ng on money recognition David-Osuagwu.
 Conversion of for  Individual  Man primary
money change/balanc activity to mathematics book 3
 Shopping e buy things page127-141
 Addition, in a mini  Bond Mathematics
subtraction and shop at the book 3 pages
multiplication of corner of
money the class
and collect
a correct
339
 balance
6  Open  Rounding off  Practical work  To develop 4  Group and  Understanding
sentenc numbers to the on the topic learners individual mathematics book 4
e nearest ten, understandi activity on page129-135 by
hundred, unit ng on the lesson Maria N. David-
 Open sentence rounding off Osuagwu.
 Word problems of digit
on open sentence  Bond Mathematics
book 3 pages
7  Mid-  Assessment    
Term-
Break
8/9  Fractio  Finding  Systematic  To improve 4  Group  Understanding
n equivalent approach on learners activity on mathematics book 4
fraction how to tackle understandi equivalent page by Maria N.
 Finding missing problem on ng on fraction David-Osuagwu.
numerator and fraction fraction  Individual
denominator activity on  Bond Mathematics
 Reducing fraction how to find book 3 pages
to its lowest term missing
numerator
and
denominat
or
10  Data  Meaning of  Practical  To develop 4  Group  Understanding
Present Mean, Mode, method of learners work on mathematics book 4
ation Median and tackling understandi data page198-200 by
range problems on ng on data individual Maria N. David-
 Identification of data presentation activity on Osuagwu.
Bar graph, how to
Pictogram solve  Bond Mathematics
problems book 3 pages
on mean
mode and
median
340
11/12  Revisio  Revision of work    
n/Exam done from week
one to week 10

PRY 3 MATHEMATICS 3rd TERM

Wks. Topics Content Key skills/Cross- Aims & Objectives Period Assessment Reference
curricular link Technique
1  Revision  Work done 2nd    
term
2  Numera  Factors and  Multiplication  To 4  Group  Understandi
tion Multiples of table develope activity ng
 (a) numbers d learners on mathematics
Factors between 2-12 understa reciting book 4 page
and nding on multiplica 40-44 by
multiple  Prime factors tion table Maria N.
s numbers and  Individual David-
 (b) between 1- multiple activity Osuagwu.
Prime 100 and on how
number prime to  Bond
s numbers identify Mathematics
prime book 3 page
numbers
3  Fraction  Types of  Multiplication  To 4  Group  Understandi
fraction table improved activity ng
 Conversion of learners on mathematics
fraction understa identifica book 4
341
 nding on tion of page85-104
fraction fraction by Maria N.
 Individual David-
activity Osuagwu.
on how
to  Bond
convert Mathematics
fraction book 3 page
4  Decimal  Place value of  Use  To 4  Group  Understandi
Fraction digit in movement of develop activity ng
decimal decimal and learners on mathematics
 Writing division understa identifica book 4
common method to nding on tion of page105-126
fraction as tackle decimal decimal by Maria N.
decimal problems on figure figure David-
 Writing decimal  Individual Osuagwu.
decimal digit activity
as fraction on  Bond
 Writing simple writing Mathematics
common simple book 3 page
fraction as common
decimal using fraction
division as
method decimal
 Add and
subtract
decimal
fraction
 Word
problems on
decimal
fraction
5  Square  Squares of  Multiplication  To 4  Group  Understandi
and numbers develop activity ng
Square  Finding value learners on mathematics
342
 root of squares understa multiplica book 4
 Square roots nding on tion drill page65-71
of number square  Individual by Maria N.
and activity David-
square on finding Osuagwu.
root of the value
numbers of  Bond
different Mathematics
square book 3 page
numbers
6  Areas  Measuring  Use of  To 4  Group  Understandi
and perimeter and multiplication improved activity ng
Perimet area in table learners on mathematics
er standard units understa multiplica book 4
 Finding the nding on tion page161- by
perimeter of area and  Individual Maria N.
Rectangle, perimeter activity David-
Square and on finding Osuagwu.
Triangle. area and
 Finding area of perimeter  Bond
rectangle, Mathematics
Square and book 3 page
Triangle
7  Mid-  Assessment    
Term-
Break
8  Statistic  Data  Reading and  To guide 4  Group  Understandi
s Representatio gathering of learners activity ng
n information read on mathematics
 Preparation  Use of informati reading book 4
and reading of multiplication on from informati page161- by
Pictogram, Bar table the graph on from Maria N.
Chart/graph  As well as already David-
and mode prepare prepared Osuagwu.
 Tally graph on graph  Macmillan
343
 their own  Individual champion
ability to mathematics
plot a book 4
graph on
their own  Bond
Mathematics
book 3 page
9  Statistic  Vein Diagram  Reading and  To guide 4  General  Collins
s preparing of learners and Mathematics
vein diagram read vein individual book 3 A-C
diagram activity
and on vein
 Bond
prepare diagram
Mathematics
one
book 3 page
10  Lines  Meaning of  Use of ruler  To guide 4  Group  Understandi
and Lines and and learners and ng
Angles types mathematical draw individual mathematics
 Meaning of set different activity
book 4
Angles and lines and on
angles linesand page161- by
types of
angles angles Maria N.
 Compass and David-
Bearing compass Osuagwu.
 Identification bearing
of the cardinal  Bond
points NE,NW Mathematics
etc. book 3 page

 Collins
Maths

344
PRY 3 BASIC SCIENCE 1ST TERM

WEEKS TOPIC CONTENT AIM/OBJECTIVE PERIOD ASSESSMENT REFERENCE

TECHNIQUE
1 REVISION REVISION REVISION 2 REVISION REVISION

2/3 PLANT  MEANING OF  To improve 30 minutes for 2  Open BASIC SCIENCE FOR PRIMAARY SCHOOLS
PLANT learners periods discussion on BOOK 4 BY NMAJU OBASI AND OTHERS.
 PARTS OF knowledge on exposure on the
PLANT functions of parts of the www.kidsciencezone.com
 WAYS PLANTS different parts plant will prove
TRANSPORT of the plant. the learners
WATER.  To acquaint understanding
learners with on the lesson.
 ROLE OF THE
ways which  Individual
FLOWER
water is activity to
345
 transported in describe how
plants and water is been
pollination in transported in
plants. plants and how
pollination
occurs in
flowers would
ascertain each
learners’
understanding
on the topic.
4. EROSION  MEANING OF  To acquaint 30minutes for 2  A practical Encarta kids dvd premium
EROSION Learners with periods class on how Encarta kids.
 TYPES OF meaning of erosion
EROSION erosion and occurs with
 CAUSES OF its causes. water will
EROSION  To improve help learners
learners understand
understandin water erosion.
g on types of  An
erosion and educational
ways we can visit to some
control places where
erosion . erosion
occurs will
help learners
understand
the topic.
 An individual
activity on
simple ways
we can
control
erosion would
help each
learner
346
 understand
the topic.
5/6 WIND  MEANING OF  To 30minutes for 2  A practical www.kidsciencezone.com
WIND demonstrate periods. work on
 TYPES OF learners meaning of key stage 3 science.
WIND understandin wind would
 PRACTICALS g meaning of help learners
 USES OF WIND wind. understand Practical from 365 science experiment.
 To acquaint the topic. Page 178.
learners with  Individual
the different activity on
types of wind types and
uses of wind
would help
ascertain each
learner’s
understandin
g on the topic.
7. Mid –term --------------- ----------------- ---------------- ---------------- -------------------------
break
8. BUOYANCY  MEANING OF  To develop 30minutes for 2  Whole class www.sciencekidszone
BUOYANCY learners periods work
 WHY SOME understandin (experiment )
OBJECTS SINK g on the at the
AND OTHERS meaning of beginning of
FLOAT buoyancy. the class Encarta premium
 To acquaint would help
learners with learners grasp
reasons why the concept.
objects float  Individual
and sink . ability to put
down
observations
during the
experiments
347
 would help
each learner
understand
the topic.

9/10 AQUATIC  MEANING OF  To enhance 30 minutes for 2  Whole class www.aquaticsports.com

LIFE AQUATIC LIFE learners periods. discussion at
(SEA understandin the beginning
CREATURES. g on sea of the lesson Wikipedia.com
 EXAMPLES OF creatures. would help
AQUATIC  To acquaint each learner
SPORTS AND learnerswith flow during
ITS MEANING. some aquatic the lesson.
 ECONOMIC sports and  The visual aids
BENEFITS OF their would help
AQUATIC LIFE. economic learner see
benefits. some aquatic
sports.
 Open class
discussion
would help
learners state
some
economic
benefits of
aquatic
sports.
11 REVISION REVISION/EXAM REVISION/EXAM REVISION/EXAM REVISION/EXAM REVISION/EXAM
/EXAM

348
PRY 3 BASIC SCIENCE CURRICULUM 2 ND TERM
WEEKS TOPIC CONTENT AIM/OBJECTIVE PERIOD ASSESSMENT REFERENCE
TECHNIQUE
1. REVISION REVISION REVISION 30 minutes for Open class discussion -
2 pperiods would help learners to
participate fully during
learning.
2. BASIC  Meaning of  To develop 30minutes for  Individual Agricultural science text book for
REQUIREMENTS agricultural learners 2 periods. activity to schools by B. Anyanwu and co.
FOR products. understanding summarize
AGRICULTURAL  Requirements ( on Agricultural on the basic
PRODUCT land , products. requirements
capital ,labour  To acquaint for Agricultural
etc) learners with products
 Meaning of basic things would help
each for ascertain each
requirement. Agricultural learner’s
products. understanding
on the topic.
3 ELECTRICITY  Common  To develop 30minutes for  Whole class www.solarpowernotes.
appliances that learners 2 periods. participation Com/electricity
run on Understanding would help
electricity. on common learners
 Types of appliances understand
electricity that use the topic.
 Safety electricity at  Group work on
 Conductors and home. Demonstration
insulators with on types of www.ask.com>Q & A > Science
examples  To acquaint electricity >other .
learners with would help
the two types learners

349
 of electricity. understand
 To enhance the topic.
learners  Individual
understanding activity would
on the danger help each
of electric learner
shock. understand
the topic.
4 LIGHT  Sources of  To enhance 3ominutes for  Group work www.ask .com>Q &
light. learners 2 periods. would help A>Science>Other
 Reflection of understanding learner name
light via on sources of and identify
surfaces. light. objects that
 Transparent,  To are
translucent and demonstrate transparent,
opaque objects learners opaque and
with examples. understanding translucent.
on reflection  Individual
of light. activity would
 To acquaint ascertain each
learners with learner’s
transparent, understanding
translucent on the topic.
and opaque
objects with
examples.
5/6 ENERGY  Meaning of  To develop 30 minutes for  Group work to www.energy.com
Energy. learners 2 periods. observe how
 Types of energy understanding energy could
 Conversion of on energy. be converted
energy from from one form
one form to to another
another. would help
 The S.I unit of learners
energy. understand
350
 the topic.
 Individual
activity would
help ascertain
each learner’s
ability to
understand
the topic.
7 MID-TERM  Midterm Midterm Midterm Midterm Midterm
BREAK break
8 FOOD  Meaning of  To develop 30 minutes for An educational
PROCESSING food learners 2 periods. visit to a food
processing. understanding processing
 Where food on food company
can be processing. would help
processed. each learner
 A named given understand
food and its the topic.
processed.
9/10 SIMPLE  Meaning of  To acquaint 30 minutes for  Whole class Encarta premium
MACHINES simple learners with 2 periods activity to Encarta kids
machines. simple identify and
 Types of simple machines like group simple www.kidscience zone.com.
machines with pulley, levers machines
examples. and their accordingly
characteristics would help
with example. learners
 To develop understand
learners the topic.
understanding  Individual
on simple activity would
machines. help ascertain
each learner’s
ability on the
topic.
351
11 REVISION/EXAM Revision/Exam Revision /Exam Revision / - -

PRY.3 BASIC SCIENCE CURRICULUM 3 RD TERM

WEEKS TOPIC CONTENT AIM /OBJECTIVE PERIOD ASSESSMENT REFERENCE
TECHNIQUE
1. REVISION Revision -------------- ----------- ------------------ -----------------
----------
2/3 FORCES AND  Meaning of  To develop 30  Group Science is discovering pupils
MAGNET force. learners minutes activity to book 3 and 4.
 Repel and understandin for 2 observe
attraction force g on forces periods. and Zephus physics .com
of magnet. and magnets. identify
 Comparison and  To acquaint magnetic
grouping of learners with and non –
everyday different magnetic
materials on types of materials
the basis of forces. using a
their ability to magnet
attract or repel. would
 Identification of help
magnetic and learners
non –magnetic understan
material/. d the
topic.

352
4. EVERYDAY  Distinguish btw  To develop 30  Pair work Key stage 2 science by Thornes
MATERIALS an object and learners minutes to and others.
material it is understandin for 2 compare
made from. g on periods. and group
 Identify and everyday together a
name variety of material. variety of
everyday everyday
materials . material
would
help
learners
understan
d the
topic.
 An
experimen
t with
wide
variety of
materials
would
help each
learner
understan
d the
topic.
5 ACID AND  Meaning of acid  To develop 30minut  An www.organic chemistry .com.

353
 BASES and base with learners es for 2 experimen
an experiment understandin periods. t to
with litmus g on acid and distinguish
paper. base. acid from
 Different base using
examples of litmus
acid and base. paper
would
help
learners
understan
d the
concept.
6. FRUITS  Meaning of  To acquaint 30  Individual Encarta premium
fruit. learners with minutes activity to
 How fruit the types of for 2 group a Encarta kids.
develops. fruits with periods. given fruit
 Types of fruit examples. to its
with example.  To develop group
learners would
understandin help each
g on fruits. learner
understan
d the
topic.
7. MID TERM ------------------ ------------------- ----------- ---------------- ------------
BREAK -

354
8. ROCKS  Meaning of rock  To enhance 30  Group Basic science by Nmaju M.
 Uses of rock learners minutes work to Obasi . bk 5.
 Types of rocks understandin for 2 observe
with examples g on rocks periods. rocks and Science key stage 1 and 2.
and how they found explore
are formed. around us. how and
 To develop why they
learners might
understandin have
g on changed
formation of over time
rocks using using hand
the types. lens /
microscop
e would
help
learners
understan
d the
topic.
 Individual
work to
identify
and
classify
rocks
according

355
 to
whether
they have
grains or
crystals
would
help each
learner
understan
d the
topic.
9. ANIMALS/  Identification of  To develop 30  Group Science key stage 1 and 2 by
HUMANS animals. learners minutes work to N.Thornes and co.
 Nutrition /what understandin for 2 identify
they feed on / g on animals. periods. and
mode of group
feeding. animals
 Ways water and with and
nutrients are without
transported in skeleton
animals would
/humans. help
learners
understan
d the
topic.
 Individual

356
 ability to
observe
and
compare
their
movement
would
help each
learner
understan
d the
topic.
10. THE  Skeletal system  To develop 30  Whole Science is discovery bk 5.
SKELETAL and muscular learners minutes class
AND system location understandin 2 activity
MUSCULAR in the body. g on skeletal periods. would
SYSTEM.  Functions of and help
the skeletal and muscular learners
muscular system. understan
system. d the
topic.

357
PRY 3 Grammar 1st Term
Wks. Topics Content Key skills/Cross-curricular Aims & Objectives Periods Assessment Technique Reference
link
1 Revision Work Done in year   2 
one
2 Nouns  Definition  gk. Natural resources  To enhance learners 6  A whole class work 
 examples  Science: parts of the knowledge of nouns at the beginning will Grammar
 ordering nouns body give evidence of practice3
 Math: number names their ability to
Composition. my fact file define nouns. page7-19
 Individual work basic eng.2-3 pg1-
during the lesson 10
Comprehension HELPING will enable each by HARBAN Kaur
learner to identify Collins focus,
nouns in sentences. gram/punctuation
Phonics alphabetical ordering  Group work at the 2, pg6
end of the lesson
will enable them to
order some nouns
alphabetically.

3 Types of nouns  Definition  Numeracy: group  To identify types of 6  A whole class work 
 Types counting nouns at the beginning of Grammar
 Examples  GK. Names of  To use nouns in the class will enable practice3
Composition  Writing continents sentences. them sort nouns
instructions  Home economics:  To punctuate into their groups page7-19
Comprehension cookery properly (proper  Individual work basic eng.2-3 pg1-
WHY DID DOG nouns) during the lesson 10
Phonics CHASE CARS will enable each by HARBAN Kaur
learner capitalize Collins focus,
Plural nouns proper nouns gram/punctuation
358
  Pair work at the end 2, pg6
of the lesson will
enable them do a
sentence
transformation.
4 Verbs  Definition  GK. Occupations  To define verbs and 6  A whole class work 
 Example  Science: experimenting identify them in wt the beginning to Grammar
 Sentences  Craft: painting sentences and in enable them define practice3
 transformation isolation nouns
Composition  narrative writing  Individual work at page7-19
the end of the basic eng.2-3 pg1-
lesson to ascertain 10
each learners ability by HARBAN Kaur
to identify verbs in Collins focus,
sentences and in gram/punctuation
Comprehension BELL THE CAT isolation 2, pg6

Phonics Prefixes
5 Verb tenses  To define  NUMERACY: TU  To define tense 4  An open class work 
 Concord  SOCIAL STUDIES:  To use them in at the beginning to Grammar
 Sentences OCCUPATIONS sentences to show enable them define practice3
 SCIENCE:EXPERIMENTS concord. t ences
 To fill in missing  Individual work page7-19
Composition Narrative writing words during the lesson to basic eng.2-3 pg1-
 To transform enable them fix 10
Comprehension Why do dogs chase sentences missing verbs by HARBAN Kaur
cars  A group work at the Collins focus,
Phonics end of the lesson to gram/punctuation
Prefixes enable them 2, pg6
identify tenses used
in sentences.
6 Verb tenses  Definition  Phonics: suffixes  To define tense 6  An open class work 
 Types  Math:telling the time  To use them in at the beginning to Grammar
(past/future  Science: farming sentences to show enable them define practice3
Composition tenses) concord. t ences
359
  Narrative  To fill in missing  Individual work page7-19
Comprehension words during the lesson to basic eng.2-3 pg1-
 To transform enable them fix 10
Phonics ENOUGH FOR TWO sentences missing verbs by HARBAN Kaur
 A group work at the Collins focus,
surfixes end of the lesson to gram/punctuation
enable them 2, pg6
identify tenses used
in sentences.
7 Mid-term-Break     
8 Adverbs  Definition  writing: description  to identify and use 6  Group activity on  Internet
 Types  ict:modification adverbs correctly mental drill of  Grammar
Composition  Descriptive  numeration: frequency adverbs practice pg45-
writing  Individual ability to 52
 Example transform  Collins Gram
 Position in a sentences &
sentence  Individual ability to punctuation 2
 Adverbials identify adverbs pg 22
 Basic Eng 2-3
Comprehension pg35 by
THE Harbans Kaur

Phonics Compound words

9. Punctuation  Definition  gk:traffic  to define 6  An open class at the 
 Types  phonics:tion punctuation mark. beginning to enable
 Uses  ict:editing  To outline types them
 Sentences  To do a proof definepuntuation
reading  A close pair work
during the lesson to
Composition Comparing text(SILLY ascertain their
GHOST) ability to fix missing
Comprehension The Olympic games punctuation
 An individual work
Phonics The Olympic games at the end of the
class to ascertain
360
 each learner ability
to proof read
The Initials and final sentences.
blends 
10 Adjectives  Definition  grammar:pronouns  to define adjectives 6  an open class at the 
 Types  math:telling the time  to outline types beginning of the
 Examples  gk:culture  to use themin class to enable
sentences them define
adjectives.
Composition Poem  Individual work
during the class to
Comprehension The shy king fisher enable them ring
adjectives.
Phonics /Igh/  A group work at the
end of the class to
enable them
transform
adjectives.

361
GRADE 3 GRAMMAR 2nd TERM
WKS TOPICS CONTENT KEY SKILL/CROSS-CURICULAR AIMS AND OBJECTIVES ASSESSMENT TECHNIQUE TEACHING/ REFERENCE
LINK LEARNING
MATERIALS
½ Articles and  Definite (The)  Rules that govern the  To enhance  A whole class work will Flash Cards www.supert
Quantifiers  Indefinite(A, An) use of indefinite learners’ give evidence of Picture eacherswork
 Quantifiers(much, articles knowledge on learners’ level of Charts sheet.com
many, all, few)  Examples of words ‘Articles and understanding on the www.learne
 Rules that govern that use indefinite Quantifiers’ lesson. nglish.british
the use of articles articles  An individual work will council.org
and quantifiers  Identification of words also give a proof of Go Grammar
 Exceptions to the that do not belong to each learner’s level of bk. 3 pg. 49 -
rules the rules(exception to understanding on the 52
the rules) lesson.
 Cross Curricular:
 Civic Ed – constitution
of a country
 Phonics – Sight words,
 Vowels and
consonants
 Geography –
Geographical features
 Science – The Earth
 Gen. Know – Print
Media
3 Verbs  Verbs of doing –  Identification of words  To expand  An open discussion at Chart on www.learne
ing verbs that describe actions learners’ the beginning of the verb nglishonline.
 Verbs of being of a person, animal or understanding on lesson will prove agreement com
 Verbs of having a thing eg. Play, sleep various forms of learners’ level of Chart on www.supert
 Subject-verb etc. verbs. familiarity with the uses of eacherswork
agreement  How the spelling of a topic. auxiliary sheet.com
 Auxiliary verbs/ verb that ends in ‘  An individual activity to verbs www.learne
Modals e’changes when supply the correct verb Flash cards nglish.british
362
 adding ‘ing’ to be used in given of animals council.org
 Application of the sentences will also give and their Go Grammar
rules of subject-verb proof of each learner’s sounds for bk. 3 pg. 53 –
agreement level of understanding games of 57
 Uses of auxiliary verbs on the lesson. sorting and English Skills
Cross Curricular: matching. bk. 3 pg. 65-
Science – Animals, their 73
sounds and movement
Homec – Good eating habits
Phonics – Suffixes, trigraphs
‘spl’, spr’
Social Studies- Transportation
Spelling – Spelling rules
4 Tenses  Present tense  Use of correct form of  To enhance  A whole class work to Verb/ www.supert
 Past Tense tenses in sentence learners’ rewrite given Tenses eacherswork
 Future tense constructions and understanding on sentences in past Chart sheet.com
daily conversations. ‘Tenses’ perfect form will give a Flash cards www.learne
 Present and past
 Cross- Curricular: proof of learners’ level Picture nglishonline.
continuous
 Grammar – auxiliaries of understanding on charts of com
 Present and past  Phonics – Suffixes, the lesson. actions www.learne
perfect forms sight words, syllables,  An individual activity to nglish.british
digraphs, trigraphs supply the correct form council.org
 History – past events of verb in a given verb Go Grammar
chart will also give a bk. 3 pg. 58-
proof of each learner’s 65
level of understanding English Skills
on the lesson. bk. 3 pg. 73
5 Adverbs  Adverbs of  Identification of the  To expand  A whole class work to Flash cards www.learne
manner types of adverbs in learners’ write the correct of the nglish.british
 Adverbs of time sentences and understanding on adverbs in the blanks various council.com
 Adverbs of place passages. adverbs. will give evidence of categories www.supert
 Adverbs of  Cross- Curricular: learners’ level of of adverbs eacherswork
frequency  Social Studies – understanding on the Chart of sheet.com
 Adverbs of Manner lesson. meaning www.learne
reason/cause  Maths –  A group work to sort and nglishonline.
363
 Measurement of time flash cards according to examples com
 Geography – the various categories of various Go Grammar
Geographical locations of adverbs will also categories bk. 3 pg.66-
prove learners’ level of of adverbs 69
understanding on the Picture
lesson. chart
 An individual work to showing
make correct sentences the types
with given adverbs will of adverbs.
also prove each
learner’s level of
understanding on the
lesson.
6 Mid –term    
test
7 Prepositions  Preposition of  Identification of the  To develop  An open class Chart on www.supert
time three(3) types of learners’ discussion to give the meaning eacherswork
 Preposition of prepositions in understanding on meaning and examples and sheet.com
place sentences and the types of of preposition at the examples www.learne
 Preposition of passages. prepositions. beginning of the lesson of types of nglish.british
movement  Use prepositions will give evidence of preposition council.org
correctly in making the learners’ level of . www.learne
sentences. familiarity with the Flash cards nglishonline.
 Cross-Curricular: topic. of the com
 Maths – Time  A whole class work at examples Go Grammar
 Grammar – Noun, the end of the lesson to of types of bk. 3 pg.70-
pronoun use a given picture preposition 72
 Science – chart to answer s eg. In, at,
characteristics of questions on on, beside,
living preposition of place behind,
things(Movement) will give evidence of across, etc.
 Phonics – suffixes, the learners’ level of
sight words, blends, understanding on the
lesson.
 A group activity to sort
364
 flash cards according to
the various types of
prepositions will also
give proof of learners’
level of understanding
on the lesson.
8 Conjunction  Examples of  Identification of  To develop  An open class activity Chart on www.supert
s conjunctions (and, conjunctions in learner’s at the beginning of the the uses of eacherswork
or, but, because, sentences and understanding on class to match picture examples sheet.com
so, when, if, passages. the uses of the objects to form pairs of www.learne
although, etc.)  Correct use of examples of will prove learner’s conjunction nglishonline.
 Their uses in conjunctions in conjunctions. level of familiarity with s. com
sentence making sentences the topic. Picture www.learne
constructions.  Cross-Curricular:  A whole class work to chart of nglish.british
 Phonics – sight words, identify conjunctions in objects to council.org
syllables given sentences will be used for Go Grammar
 Maths – give proof of learners’ forming bk. 3 pg. 73-
Subtraction(but is level of understanding pairs eg. A 74,
used to show on the lesson. picture of Teaching and
 difference)  An individual activity to shirt and Learning Key
 Grammar – nouns, use suitable trouser to Stage 2
verbs, adjectives conjunctions to join form a pair Literacy
given sentences will by using Activity book
also give a proof of and year 3 (Letts)
each learner’s level of pgs. 70 & 80
understanding on the
lesson.
9 Word  Building words  Identification of same  To develop  An open class Chart of www.leapen
Formation from verbs to words that serve as learners’ discussion to identify word glish.com
noun and noun to noun and verb in understanding on the parts of speech and formations www.supert
verbs. sentences. how to build root words of some /root eacherswork
 Same words that  How to form words words into given words will give words sheet.com
serve as verb and from verbs to noun to different parts of proof of learners’ level Flash cards www.learne
noun adjectives to adverbs speech. of familiarity with the of words nglishonline.
etc. topic. that serve com
365
  Making correct  A whole class work to as noun Go Grammar
sentences with the indicate in given and verb bk. 3 pg. 64-
appropriate form of sentences where a Picture 65
words. word is used as noun chart of Progressive
 Identification of the and verb will give proof some English pg.20
right part of speech in of learners’ level of objects and -22
a sentence or passage. understanding on the actions English Skills
 Cross-Curricular: lesson. bk. 3 pg. 39C
 Phonics – Word  An individual activity
families make sentences using
 , suffixes, sight words the nouns as verbs will
 Grammar – Parts of also give a proof of
speech each learner’s level of
 Vocation – Tools used understanding on the
by carpenters which lesson.
serve as both noun
and verb eg. Saw
 Geography –
Geographical features
(wave)which also
serves as noun and
verb
 Homec – clothings
(tie)

10 Animals and  Animals and their  Identification of  To expand  A whole class work to Picture www.learne
their young young ones animals , their young learners’ match some animals to chart of nglishonline.
ones  Homes of animals ones, homes and knowledge on their young ones will animals, com
 Sounds of animals sound . animals and their give evidence of the young ones www.gramm
 Cross-Curricular: young ones. learners’ level of and homes. ardomain.co
 Science – Living and understanding on the Wall chart m
non-living things, wild lesson. of animals Progressive
and domestic animals  An individual activity to and their English pg.
 Grammar – identify some sounds young ones 24-25
Animals(noun) made by some given English Skills
366
  Sounds they animals will also give a bk. 3 pg. 15,
make(Verb) proof of each learner’s 21, 27, pg.
 Homes where they level of understanding 39, pg. 69,
live – noun on the lesson. pg. 73C, 87A,
 Geography – Places 93
where they live
 Phonics - syllables
11/ REVISION/     
12 EXAMS

GRADE 3 PHONICS
WKS TOPICS CONTENT KEY SKILL/CROSS-CURICULAR AIMS AND OBJECTIVES ASSESSMENT TEACHING/ REFERENCE
LINK TECHNIQUE LEARNING
MATERIALS
½ Consonant  Identification and  Identification and  To develop  A whole class Sound Chart English Skills
Digraphs: reading of reading of consonant learners’ reading work will on pg. 42
‘ph’, ‘wh’, consonant digraphs and spelling skills determine the consonant
and ‘th’ digraphs ‘ph’ that  Differentiate ‘f’ on consonant learners’ level of digraphs
says ‘f’ sounds from ‘ph’ digraphs. understanding on Flash Cards
 Differentiate ‘f’  Building words with the lesson.
sounds from ‘ph. ‘ph’ that says ‘f’ and  An individual
 Build words with other consonant activity will also
‘ph’ that says digraphs. prove each
‘f’’and other  Listen, write and spell learner’s level of
consonant them understanding on
digraphs’  Cross-Curricular: the lesson.
 Listen, write and  Grammar - nouns
spell them
 Write the suitable
missing
consonant
digraphs to
367
 complete a given
word
3 Three Letter  Identification of  To identify the ‘spl’  To develop  A whole class Sound Chart English Skills
Blends ‘spl’ three(3) letter and ‘spr’, ‘scr’, ‘str’ in learners’ reading work will give Flash Cards pg. 48, 54
and ‘spr’, blends in words and texts and spelling skills evidence of
‘scr’ and sentences and  Build words with them on ‘three(3) letter learners’ level of
‘str’ texts  Listen, write and spell blends. understanding on
 Building words them the lesson.
with them  Match them to their  An individual
 Listen, write and correct meaning with activity will also
spell them the aid of a diagram give proof of each
 Matching them to  Cross-Curricular: learner’s level of
their correct  Grammar - Verbs understanding on
meaning the lesson.
4 Soft ‘C’ and  Identification of  To identify soft ‘c’  To develop  A whole class Sound chart English Skills
Hard ‘C’ words with letter letters that say ‘s’ eg. learners’ reading work will give on soft and pg. 60
‘c’ that says ‘s’ Face and hard ‘c’ that and spelling skills evidence of hard ‘c’
and ‘c’ words that sounds ‘k’ eg. Carpet. on ‘soft’ and hard learners’ level of Flash cards
say ‘k’  Build words with them ‘c’. understanding on
 Build words with  Listen, write and spell the lesson.
them them  An individual
 Listen, write and  Cross-Curricular: activity will also
spell them  Grammar – noun give proof of each
 Digraphs ai, ar, etc. learner’s level of
understanding on
the lesson.
5 Soft and  Identify, read and  To identify letter ‘g’  To develop  A whole class Sound Chart English Skills
hard ‘G’ build words with that says j and letter learners’ reading work will give on hard and pg. 66
soft ‘g’ letter that ‘g’ that says ‘g’ and spelling skills evidence of soft ‘g’ words
says j as in giant  Build words with them on soft and hard ‘g’ learners’ level of Flash Cards
as well as hard ‘g’  Listen, write and spell understanding on
that sounds ‘g’ as them the lesson.
in gun, goat, etc.  Cross-Curricular:  An individual
 Listen, write and  Grammar - noun activity will also
spell them give proof of each
368
 learner’s level of
understanding on
the lesson.
7 Silent letters  Identification and  To identify silent ‘k’  To develop  A whole class Sound chart English skills
‘k’ and ‘w’ reading of silent’ and ‘w’ words learners’ reading work will give – examples pg.72
k’ and ‘w’ words  Build words with them and spelling skills evidence of of silent ‘k’ Phonics &
Build words with silent ‘k’  Listen, write and spell on silent ‘k’ and ‘w’ learners’ level of and ‘w’ Spellings pg.
and ‘w’ words them words. understanding on words 64-65
Listen, write and spell  Cross-Curricular: the lesson. Flash cards
them  Grammar – noun, verb  A pair work will of
 Alphabets also determine vocabularies
learners’ level of to be
understanding on matched to
the lesson. the meaning
 An individual of the word.
activity will also
give proof of each
learner’s level of
understanding on
the lesson.
8 Root words  Identification of  To identify root and  To develop  A whole class Chart on English Skills
and root and compound words learners’ reading work will give compound pg. 78
compound compound words  To form compound and spelling skills evidence of words Phonics &
words  Formation of words from root on root and learners’ level of Flash Cards Spellings 74-75
compound words words compound words. understanding on
from root words  Pronounce compound the lesson.
 Correct words correctly.  An individual
pronunciation of  Cross-Curricular activity will also
compound words  Grammar – nouns give proof of each
learner’s level of
understanding on
the lesson.
9/10 Syllables  Identification of  To identify root words  To develop  A whole class Chart on English Skills
root words  Divide words into learners’ reading work will give words and pg. 84, 90
 Division of words two(2) and three (3) and spelling skills evidence of syllables
369
 into two(2) and syllables on syllables. learners’ level of Flash Cards
three (3) syllables  Listen and write the understanding on on syllables
 Match the words, indicating the the lesson.
syllables correctly position of the  An individual
syllables activity will also
 Cross-Curricular: give proof of each
 Grammar – noun learner’s level of
 Phonics – suffixes understanding on
the lesson.
11 / REVISION &     
12 EXAMS

GRADE 3 COMPREHENSION & CREATIVE WRITING

WKS TOPICS CONTENT KEY SKILL/CROSS-CURICULAR AIMS AND ASSESSMENT TECHNIQUE TEACHING/
LINK OBJECTIVES LEARNING REFERENCE
MATERIALS
1 REVISION     

370
GRADE 3 GRAMMAR 3RD TERM

WKS TOPICS CONTENT KEY SKILL/CROSS-CURICULAR AIMS AND ASSESSMENT TEACHING/ REFERENCE
LINK OBJECTIVES TECHNIQUE LEARNING
MATERIALS

1 REVISION     

2 Antonyms ,Sy  Words that are opposites  Identification of words  To improve  A whole class  Picture  www.le
nonyms &  Words that are the same that are similar in learners’ activity to Chart arnenlg
Alphabetical  Making sentences with meaning and opposite understanding identify the indicating ishonlin
Order them meaning . on ‘Antonyms’ correct antonyms e.com
 Alphabetical ordering of  Using sentence context and develop opposite for  Wall chart of  www.s
words to identify words nearest their given words and upertea
in meaning and opposite understanding underlined their chersw
in meaning. on ‘Synonyms’ words will synonyms orkshe
 Making correct prove et.com
sentences with each of learners’ level  Go
them. of Gramm
 Use of dictionary to find understanding ar bk. 3
meaning on the lesson. pg.76-
 Arrange words of same  An individual 78,7-8
initial letters activity to  English
alphabetically underline the Skills
 Cross-curricular: words that are bk. 3
 Grammar – Adjectives, synonyms in pg. 43
verbs given  Letts
 Phonics – Prefixes sentences will key
also prove stage 2
 Science – Animals(tame
each learner’s year 3
& wild)
level of pg. 22,
understanding 23,27
on the lesson.

371
3 Punctuations  Capital letters  Identification of  To enhance  A whole class  Chart on www.learnenglis
 Comma punctuation marks alone learners’ activity to uses of honline.com
 Question marks and in sentences. understanding punctuate punctuations
 Full stop  Punctuate sentences on given marks Letts year 3 pgs.
 Exclamation marks appropriately. punctuations. sentences 14,54,82
 Quotation marks  Rules of capitalization. correctly using
 Cross-Curricular: comma, will English skills.
 Grammar – proper noun give evidence Bk. 3 pgs.
 Science – Earth of learners’ 7,13,19,
 Maths – Time level of
understanding
 Creative writing- Writing
on the lesson.
play scripts, dialogue
 A group work
to write down
the correct
words that
should be
written in
capital letters
irrespective of
where they
are seen in
sentences will
give evidence
of learners’
level of
understanding
on the lesson.
 An individual
activity to
punctuate
given
sentences
372
 using
appropriate
marks where
necessary will
also give a
proof of each
learner’s level
of
understanding
on the lesson.
4 Direct and  Meaning of terms  Identification of direct  To develop  A whole class  Chart on  www.le
Indirect  Marks used to indicate and indirect speech. learners’ work to examples of arnengl
speech direct speech  Relate mark for direct understanding change direct direct ishonlin
 Changing direct speech speech to inverted on ‘Direct and speech to speech e.com
to indirect speech commas or quotation Indirect indirect changed to  www.le
 Changing indirect marks in punctuation and speech.’ speech will indirect arnengl
speech to direct speech its significance. give proof of speech and ish.briti
 Develop a direct speech, learners’ level vice versa. shcoun
using appropriate speech of  Pupil-pupil cil.org
bubbles. understanding conversation  Literac
 Change direct speech to on the lesson. al role play y KS 2
indirect and vice versa.  A pair work to Year 3
 Cross-Curricular engage in a pg. 13,
 Grammar – Punctuation conversation 15.
 Creative – Play script, in the form of
dialogue a play, put
 Grammar – auxiliary down the
verbs, tenses(past tense) conversation
and punctuate
 Comprehension – story
correctly using
setting
speech bubble
 WWJD – The ten
will also prove
commandments, the
learners’ level
parables spoken by
of
Jesus
understanding
 Phonics – spelling on the lesson.
strategies
 An individual
373
 work to
change
indirect
speech to
direct speech
will also give a
proof of each
learner’s level
of
understanding
on the lesson.
5 Question tags  Meaning of question tags  Identification of question  To improve  A whole class  Flash cards www.learnenglis
 Rules in constructing tags construction rules learners’ work to supply with written honline.com
question tags  Identification of understanding the correct sentences,
 Question tags and affirmative and negative on ‘Question response to question www.learnenglis
responses statements. tags.’ negative tags and h.britishcouncil.o
 Use of right question statements will responses rg
tags and responses. give evidence for three (3)
 Cross-curricular: of learners’ pupils’ role Progressive
 Grammar – types of level of play. English pg. 132-
sentences(statement) understanding  A wall chart
133
 Contractions – on the lesson. of lots of
apostrophe  A pair work of examples on www.superteach
 Verbs- auxiliaries pupil-pupil role affirmative
ersworksheet.co
 Punctuation – question play to engage auxiliary
in verbs turned m
marks
conversation to negative.
 Maths –
using different
Subtraction(negative)
statements,
 Addition(affirmative)
question tags
and responses
will also give
evidence of
learners’ level
of
understanding
on the lesson.
374
  An individual
work to supply
the right
question tags
to affirmative
statements will
also give
evidence of
each learner’s
level of
understanding
on the lesson.
6 MID-TERM    
EXAM

7 MID-TERM
BREAK

8 Sentences  Sentence building  Build correct sentences  To widen  A whole class  Chart on Literacy KS 2
 Paragraph writing that have features that learners’ work to write a types of year 3 pg. 29
 Types of sentences make up a complete understanding question for sentences
sentence on sentences. each given  Word puzzle www.learnenglis
 Identification of the  To acquaint sentence will box to find h.britishcouncil.o
various types of learners with prove examples of rg
sentences, when to use skills on how learners’ level the types of
them and their to break of sentences www.learnenglis
appropriate punctuation sentences to understanding honline.com
marks. make on the lesson.
 Break sentences into meaningful  A group work Go Grammar bk.
meaningful paragraphs. paragraphs. to use word 3 pg.9-17
 Cross-Curricular: puzzle box for
 Social Stud – Division of search on
labour examples of
 Grammar – Punctuations types of
 Homec – Personal sentences will
hygiene also give
proof of
375
  Science – Branches of a learners’ level
plant / of
tree(branches/parts of understanding
sentences) on the lesson.
 An individual
activity to read
each set of
given
sentences to
create a
meaningful
paragraph will
also give a
proof of each
learner’s level
of
understanding
on the lesson.
9 Subject &  Meaning  Identification of subject  To develop  A whole class  A chart on www.learnenglis
Predicate  Division of sentences and predicate in learners’ work to subject and h.britishcouncil.o
into subject and sentences. understanding identify predicate rg
predicate Cross-Curricular: on ‘Subject subject and
and predicate in www.learnenglis
Science – Parts of the Predicate.’ given honline.com
body, branches of a tree sentences will
prove www.superteach
Social studies – Duties at learners’ level ersworksheet.co
home of
m
understanding
Grammar - Sentences on the lesson.
Go Grammar bk.
 An individual
3 pg. 11-12
activity to
match each
Progressive
subject to its
appropriate English pg. 120-
predicate will 121
also prove
376
 each learner’s
level of
understanding
on the lesson.
10 Clauses  Meaning  Identification of clauses  To improve  A whole class  Chart on www.learnenglis
 Types of Clauses and their functions in learners’ work to types of h.britishcouncil.o
 Main clause sentences. understanding identify a type clauses and rg
 Subordinate Clause  Cross –Curricular: on ‘Clauses’ of clause in their
 Noun Clause  Grammar – Parts of given functions. www.learnenglis
 Adverbial Clause speech(noun, adverbs) sentences will honline.com
 Social Studies – Father determine the
(The head of the family learners’ level www.superteach
as Main clause) of ersworksheet.co
 Maths – Measurement understanding
m
on the lesson.
 An individual
activity to
indicate the
function of a
clause in a
given
sentence will
also determine
each learner’s
level of
understanding
on the lesson.
11 Figures of  Meaning of figures of  Identification of figures of  To develop  A whole class  Chart on www.learnenglis
Speech speech speech in sentences learners’ work to figures of honline.com
 Examples of figures of  Making sentences with understanding identify figures speech and
speech them on ‘Figures of of speech in their www.superteach
 Making sentences with  Cross-curricular Speech.’ given functions. ersworksheet.co
them  WWJD – Jesus spoke in sentences will m
parables give evidence
 Phonics – Compound of learners’ www.teachfigure
words level of sofspeech.ask.c
understanding
377
 on the lesson. om
 An individual
activity to
group given
sentences
according to
their suitable
categories will
also give
evidence of
each learner’s
level of
understanding
on the lesson.
12 REVISION     

/EXAMS

PRY 3 PHONICS 3RD TERM

WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND OBJECTIVES ASSESSMENT TEACHING/ REFERENCE
CURICULAR LINK TECHNIQUE LEARNING
MATERIALS

1 REVISION     

2 Homophones,  Examples of  To identify  To develop  A whole class  Chart on Phonics & Spellings
Homonyms words that homophones in learners’ reading work will give homophones and pg. 85 and 86
sound alike but texts and and spelling skills evidence of homonyms
with different paragraphs on homophones learners’ level of

378
 spellings  To pronounce and homonyms understanding on
 Correct them correctly. the lesson.
pronunciation of  Listen, write and  An individual
such words spell them activity will also
 Examples of  Cross-Curricular: give proof of each
words with  Grammar – learner’s level of
same spelling nouns, understanding on
but different  Letter sounds the lesson.
meaning
 Correct
pronunciation of
such words
3 ‘dge’ words  Identification  To identify ‘dge’  To develop  A whole class  ‘dge word Phonics & Spellings
and reading of words as in udge, learners’ reading work will give chart pg. 62-63
‘dge’ words as edge, idge, etc. and spelling skills evidence of  Flash
in udge, edge,  To listen, write on ‘dge’ words. learners’ level of cards
idge, adger, etc. and spell them. understanding on
 Listen, write and  Cross-Curricular: the lesson.
spell them  Grammar – nouns  An individual
 Initial blends - activity will also
smudge give proof of each
learner’s level of
understanding on
the lesson.
4 Silent ‘g’ words  Identification  To identify and  To develop  A whole class  Chart on Phonics & Spellings
and reading of read silent ‘g’ learners’ reading work will give silent ‘g’ pg. 72
silent ‘g’ words words and spelling skills evidence of words
as in – gnome  Listen, write and on silent ‘g’ learners’ level of  Flash
 Listen, write and spell them words. understanding on cards for
spell them.  Cross – the lesson. sorting
Curricular:  An individual
 Grammar – noun, activity will also
verb give proof of each
 Syllables learner’s level of
understanding on
the lesson.
5 Silent ‘b’ words  Identification  To identify and  To develop  A whole class  Chart on Phonics & Spellings
379
 and reading of read silent ‘b’ learners’ reading work will give silent ‘b’ pg. 72
silent ‘b’ words words and spelling skills evidence of words
as in lamb,  Listen, write and on silent ‘b’ learners’ level of  Flash
comb, etc. spell them. words. understanding on cards
 Listen, write and  Cross-Curricular: the lesson.
spell them  Grammar – noun  An individual
activity will also
give proof of each
learner’s level of
understanding on
the lesson.
6 MID-TERM EXAM     

7 MID-TERM BREAK     

8 Silent ‘h’ words  Identification  To identify and  To develop  A whole class  Chart on Phonics & Spellings
and reading of read silent ‘h’ learners’ reading work will give silent ‘h’ pg. 72
silent ‘h’ words words and spelling skills evidence of words
as in  Listen, write and on silent ‘h’ learners’ level of  Flash
whisk ,whistle, spell them. words. understanding on cards
etc.  Cross-Curricular: the lesson.
 Listen, write and  Grammar – noun  An individual
spell them activity will also
give proof of each
learner’s level of
understanding on
the lesson.
9-10 Suffixes  Identification  To identify and  To develop  A whole class  Chart on Phonics & Spellings
and formation form suffixes from learners’ reading work will prove suffixes pgs.76,78,79,80
of: ‘ly’, ‘er’,’est, the root words. and vocabulary learners’ level of
‘ful’ and ‘less  Listen, write and skill on suffixes. understanding on
spell them. the lesson.
 Cross-Curricular:  Individual activity
 Grammar – will also proof
Adjectives, each learner’s
adverbs, noun, level of
vocations assimilation on
380
 the lesson.
11 Prefixes  Identification of  To identify root  To develop  A whole class  Chart on Phonics & Spellings
and formation of words and form learners’ reading work will prove prefixes pg. 55, 56,84
prefixes : un, prefixes and spelling on learners’ level of
dis, de, re, pre,  Listen, write and prefixes. understanding on
non, co, anti, spell the lesson.
and ex.  Individual activity
 Listen, write and will also proof
spell them each learner’s
 Give their level of
meanings – assimilation on
the lesson.
12 REVISION/EXAM     

381
PRY 4 GRAMMAR 1ST TERM
W Topic Contents Key Aims/objectives Assessment/ Per Reference
ks skills/cross Activity Technique iod
curricular link
1. Revision 4
2. Noun To describe a noun. Social studies- To develop learners Whole class activity 4 Grammar practice bk. 4 pg 1-
states and knowledge on noun. will determine the 4 (Rosemary Allen)
-To differentiate between common, capital learners www.englishleap.com
understanding on Mastery English M.O.Odiaka
proper ,collective and abstract nouns Geography- the lesson pg.10
places around
examples the world Individual activity
will give proof of
-To identify the above nouns in a Health each learner’s
sentence. education- ability as they
parts of the differentiate
body between the types
of nouns

382
3 Pronoun  To describe pronoun Science- living To enhance learners Whole class activity 4 Grammar practice bk. 4
 To identify the types of pronouns and non-living knowledge on will determine the pg13-20 (Rosemary Allen)
things pronoun learners
understanding on www.myenglish space.com
Social studies- the lesson Mastery English M.O.Odiaka
As they answer pg.17
the family
questions involving
pronouns

4. adjectives  to describe an adjective Social studies- -To develop learners Individual activity Grammar practice bk. 4 pg
 examples of adjectives our knowledge on will give proof of 21-29(Rosemary Allen)
environment adjectives and the each learner’s
 forming adjectives by adding suffixes types. ability to use www.creativelessonplan.html
 comparing adjectives
Health adjectives www.englishleap.com
constructively in a Mastery English M.O.Odiaka
education-
sentence pg.36
parts of the
body

5. Verb  to describe a verb Home Individual activity

 to identify verb classification economics- To develop learners will give proof of
cooking knowledge on verbs each learner’s level
 examples of main verb and auxiliary verbs of assimilation as
 verb /sentence agreement
Health they constructively
use the a verb and
education-
subject in a
exerciser sentence

6 Adverb * describing an adverb Grammar - To develop learners Individual activity Grammar practice bk. 4 pg
synonyms knowledge on will be used to 30-36 (Rosemary Allen)
 Formation of adverbs from adjectives. adverbs ascertain learner’s
Science- level of assimilation www.creativelessonplan.html
*to introduce kinds of Adverb is provided with reproduction as they attempt www.englishleap.com
Social studies some activity on Mastery English M.O.Odiaka
examples to clarify how to use each kind. –division of the topic. pg.59
labour
*to identify the position of Adverbs in the
sentence.

383
7 MTB

8 Preposition composition – To develop learners’ Whole class activity 4 Grammar practice bk. 4 pg
To describe a preposition. descriptive knowledge on will determine the 41-49 (Rosemary Allen)
writing preposition learners’ ability.
-To itemize some examples of preposition. www.grammar.about.com
Individual’s ability Mastery English M. O.
-To identify preposition in a sentence. to use preposition Odiaka pg.78
correctly in
-To enumerate some types of preposition and use sentence building
in them will give proof of
each of the
learner’s
understanding on
the lesson

384
9 Conjunctio To describe conjunction. Comprehensio To develop learners’ Whole class activity 4 Letts key stage 2
n n- knowledge on will determine the
-To itemize some examples of conjunction. Tyrannosauru conjunction learners’ ability. Literacy activity book pg. 70
s
-To identify conjunction in a sentence. Individual’s ability (ray barker & Louis Fidge
to use conjunction Mastery English M. O.
-To enumerate some types of conjunction and use correctly in Odiaka pg.96
in them correctly in sentence building sentence building
will give proof of
each of the
learner’s
understanding on
the lesson

10 Question -To state precisely the meaning of question tag Composition – Developing active Each learner’s 4 www.grammar.about.com
tag play script and passive ability to use Grammar practice bk. 4 pg
-To make explicit the usage of negative and knowledge of the use question tags 65-69 (Rosemary Allen)
positive tag. of question tags correctly in a
sentences
To guide pupils on how to use question tags construction will
correctly in a conversation. prove their level of
understanding.

COMPREHENSION AND COMPOSITION SCHEME FOR FIRST TERM

W Topic Content Key skill/cross Aims/Objectives Assessment /act. peri reference
k. curricular link technique od
1. Revision
2. The eagle *To read and understand the Science- To develop Whole class and Collins primary focus
and the turtle comprehension passage. classification of learners individual activity in Comprehension pupil
*To answer the comprehension animals knowledge on fiction and reading and bk.2.Pg.4-5

385
 questions. Grammar- non- answering (John Jackman)
*To describe some phrases in collection nouns fiction stories comprehension 2
the passage. questions will prove
learners level of
understanding Letts key stage 2
Fiction/non *to define facts and fictions Literacy activity book
fiction *to identify fiction and pg. 24,64
non-fiction story (Ray barker & Louis
*to write a non-fiction story Fidge)
Pg.12
3. The fox and *To read and understand the Geography- To develop 2 English skills 4.pg.4-
the wood comprehension passage. location and learners Whole class and 5.
cutter. *To answer the comprehension forestry knowledge on story setting individual activity in Learning solution
questions. reading and series.
*To find new words and their answering
meaning. comprehension
*To summarize comprehension questions will prove
passage. learners level of
* to describe descriptive writing understanding Letts key stage 2
*to identify where a story took Literacy activity book
Descriptive place
writing(Sophi pg. 66
*to retell the story Sophie meets (Ray barker & Louis
e meets BFG
BFG) Fidge)

4. The humming *To read and understand the Grammar- noun To develop Whole class and 2 English skills pg.28-
bird comprehension passage. learners individual activity will 29.
*To answer the comprehension understanding on reading determine learners’ Learning solution
questions. comprehension passage. level of series.
**To look up new words in the understanding.
dictionary and make a sentence
with each. Letts key stage 2
Fables Literacy activity book
*to read and understand the pg. 38
fable , ‘the greedy fox and the (Ray barker & Louis
crafty fox’ Fidge)

5. Sandcastle *To read and understand the Geography –map To develop Whole class and 2 English skills pg.10-
386
 comprehension passage. Grammar- third learners individual activity in 11.
*To answer the comprehension person understanding on reading reading and Learning solution
questions. singular/past comprehension passage answering series.
*To find new words and make a tense and poems. comprehension
sentence with each. questions will prove
*To summarize comprehension learners level of
passage. understanding

*helping hints in writing a Letts key stage 2

Descriptive descriptive essay
writing Literacy activity book
To write a descriptive essay on pg. 48
(Theseus and the elephant
minotaur) (Ray barker & Louis
Fidge
6. The Marrog *To read and understand the Vocational – To develop learners Open class work at 2 Collins primary focus
comprehension passage. building understanding on the use of the beginning of the Comprehension pupil
*To answer the comprehension Grammar- the the content and index page lesson will prove bk. 2.Pg.83
questions. use of comma learners level of (John Jack man)
*To re-write the story(in a familiarity.
different version) Individual task will
also prove learners’ Letts key stage 2
level of assimilation. Literacy activity book
pg42
* To describe a poem (Ray barker & Louis
*to identify a poet and poetess Fidge
Poems to *to identify verses and stanza in
perform a poem

MTB

8. Mount *To read and understand the Geography - To develop Whole class and 2 Collins primary focus
Everest comprehension passage. mountains learners individual activity in Comprehension pupil
*To answer the comprehension understanding on reading reading and bk. 3.Pg.88
questions. comprehension and writing answering (John Jack man)
*To find new words, check their of narrative essay. comprehension
meaning in the dictionary and questions will prove
make a sentence with each. learners level of Letts key stage 2
387
 understanding. Literacy activity book
*to understand narrative essay pg 56
*to define a character and the (Ray barker & Louis
Narrative theme of the story. Fidge
essay (the *to retell the story,’ the great
great flood) flood’.
*to write a descriptive essay

9. *To read and understand the Science- The develop learner Open class and English skills pg70.
Tyrannosaur comprehension passage. dinosaur knowledge on individual activity in 2 Learning solution
us *To answer the comprehension comprehension. reading the series.
questions comprehension Letts key stage 2
*to summarise the story. passage. Each Literacy activity book
Facts and . learner’s ability to pg. 70
fictions *to differentiate between facts write about an (Ray barker & Louis
and fictions experience they had Fidge
To rewrite the main events of will prove learners www.teacher.scholas
the article, ’face to face with a level of assimilation. tic.com
tiger www.readwritethink.o
rg

10 Planet *To read and understand the Science – the The develop learner Open class and English skills pg64.
problem Comprehension passage. planet. knowledge on writing a play individual activity in Learning solution
*To answer the comprehension script. reading the series.
questions. comprehension Letts key stage 2
*To fill in blank spaces with the passage. Each Literacy activity book
correct colour or planet learner’s ability to pg. 28
*To read and understand the write about an (Ray barker & Louis
passage , ‘the conjuror’ experience they had Fidge
Writing a play
To understand the context of a will prove learners www.teacher.scholas
script
play script. level of assimilation tic.com
*to write a simple play script. www.readwritethink.o
rg

PRIMARY 4 MATHEMATICS 1 ST TERM

388
Wks Topic Contents Key Aims/objectives Assessment/ Per Reference
skills/cross Activity iod
curricular link Technique
1. Revision 4

2. Numeration * Count in multiples of 6, 7, 9, 25 and 1000

History- *to develop Whole class 4 Understandi
; *Finding 10 or 100 more or less than Roman learners activity will ng
a given number. numbers knowledge on determine Mathematic
*Recognize the place value of each digit reading and the learners s For Book
in a three-digit number (hundreds, tens, Health writing numbers understandin 4 Maria N.
ones) education. – up to 1000 g on the David
*Identify, represent and estimate numbersParts of lesson Osuagwu
using different representations. body(2 eyes, Pg. 1-4
*count backwards through zero to include ears etc.) Individual Macmillan
negative numbers activity will champions
*to read and write numbers to at least up to
Math - give proof of mathematic
1000 in numerals and in words. grouping each s bk. 4
*Solve number problems and practical learner’s pg.1-9
problems involving these ideas. ability to read Samuel Ilori
and write and others
*To read Roman numerals to 100 (I to C) numbers up
and understand how, over time, the to a
numeral system changed to include the thousand.
concept of zero and place value.

¾ Addition *add and subtract numbers with up to 4 Civic edu. To enhance Whole class 4 Understandi
and & 5 digits using the efficient written Working in learners activity will ng
subtraction methods of columnar addition and unity knowledge on determine mathematic
subtraction where appropriate addition and the learners s for book 4
estimate and use inverse operations Social studies- subtraction of understandin Maria N.
to check answers to a calculation numbers in 4 & g on the David
the family
*solve addition and subtraction two-step 5 digits lesson Osuagwu

389
 problems in contexts, deciding which Health Individual’s Pg. 5-
operations and methods to use and education- ability to add 14,25-31
why. growth and subtract Macmillan
*solve problems, including missing given champions
development
number problems, using number facts, numbers up mathematic
place value, and more complex addition to thousands s bk. 4
Grammar -
and subtraction. will evidence pg.10-
synonyms of each of 19,66-80
the learner’s Samuel Ilori
understandin and others
g on the
lesson
5/6 Multiplicatio *recall multiplication and division facts for Grammar -
n & Division multiplication tables up to 12 × 12 synonyms
use place value, known and derived
facts to multiply and divide mentally, Science-
including: multiplying by 0 and 1; dividing reproduction
by 1; multiplying together three numbers Social studies
recognize and use factor pairs and –division of
commutatively in mental calculations labour
multiply two-digit and three-digit
numbers by a one-digit number
using formal written layout
methods.
*Division of 2 – and 3 – digit numbers with
and without remainders
* Understand the relationship between
division and repeated subtraction, multiplication and repeated addition.
* Solve one- and two-step word problems
*Recognize and solve problems involving
Factors and multiples

8 Fractions Geography- To develop Whole class 4 To develop Whole class 4 Understandin

* count up and down in hundredths; cardinal point learners’ activity will learners activity will g
recognize e that hundredths arise when Math - knowledge on determine knowledge give mathematics

390
dividing an object by a hundred and grouping fraction. the learners’ on division evidence of bk. 4 Maria
dividing tenths by ten ability. and the learners N. David-
* conversion of fraction subtraction understandin Osuagwu Pg.
*place value of fraction Individual’s of 2 & 3 g on the 40
*fraction in its lowest term. ability to numbers lesson
* ordering of fraction solve some Individual’s
*add and subtract fractions with the problems on ability to
same denominator. conversion of solve some
fraction will activities on
give proof of multiplicatio
each of the n will
learner’s determine
understandin each of the
g on the learners
lesson understand
s on the
lesson.

391
9. Fractions  Addition and subtraction of Geography- To develop Whole class 4 Understandi
fraction. cardinal point learners’ activity will ng
(unlike denominators) Math - knowledge on determine mathematic
 Multiplication of fractions grouping fraction the learners’ s book 4 by
 Division of fractions ability. Maria N.
 Word problem involving David
fractions Individual’s Osuagwu
ability to pg. 54
solve some Macmillian
problems on champions
addition and Mathematic
multiplication s book 4
of fraction pg.143-149
will give
proof of each
of the
learner’s
understandin
g on the
lesson

10 Position, Basic science- Individual’s www.purple

direction, *describe positions on a 2-D grid as Motion ability to math.com/
motion coordinates in the first quadrant Geography- solve some module/
*describe movements between positions as Cardinal
translations
point of a given unit problem will plane3.htm
to the left/right and up/down Social studies- give proof of
*plot specified points and draw sides to population drift each of the www.mathis
complete a given polygon. learner’s fun.com/
understandin definitions/
g on the quadrant-
lesson graph.htm

392
PRIMARY 4 MATHEMATICS 2 ND TERM
W Topic Contents Key Aims/objectives Assessment/Activity Per Reference
ks skills/cross Technique iod
curricular link
1. Revision 4
2. Measures * Suggest non-standard uniform measures Science - To develop learners Whole class activity 4 Macmillan champions
to estimate then measure measurement knowledge on the will determine the mathematics bk. 4
* Use everyday language to describe the standard and non learners pg.179-184
positions of 2-D shapes. Vocational. – understanding on
standard form of
* Begin to use everyday standard units to building the lesson Samuel Ilori and
measure length, Home measurement
others
suggest suitable measuring equipment economics- Individual activity will
* Estimate, measure and compare lengths cooking/ give proof of each
and capacity using standard units. cloth learner’s ability on
*Use mathematical names for common construction the conversion of
2-D shapes. Health length and capacity
*Estimation of lengths in metres and education-
kilometers, and centimeters to metre and medicine
metre to centimeters. (syrup)
*Changing kilometers to metres and
metres to kilometers.
*changing centiliters to litres
*Addition, subtraction of lengths and
capacity
*Word problems on length and capacity

3 Measures * Measure and compare between length and Science - *To develop learners Whole class activity 4 Understanding
capacity. measurement knowledge on will determine the Mathematics For
*comparison of weight. measurement of learners Book 4 Maria N.
*standard weight often used Vocational. – understanding on
weight David Osuagwu Pg.
*Changing kilograms to grams and building the lesson
Vice visa. Home Individual’s ability to
Macmillan champions
* Addition, subtraction of weight economics- some word
*multiplication and division of length, capacity and cooking/ problems involving mathematics bk. 4
weight(word problem inclusive) cloth measures will
393
 construction ascertain learners’ pg.186-194
Health level of
education- understanding of the Samuel Ilori and
growth and topic. others
development

4 Area and *Measuring perimeter and area in standard units Math- 2-D To develop learners - Whole class 4 Mathematics Bk 4 by
perimeter *Finding areas and perimeters of rectangle and shapes knowledge on area activity will give Maria N. David
squares Vocation – and perimeter. evidence of the Osuagwu Pg.
*Finding the area of the classroom building
learners 161 ,196
Agric. Sci. –
basic understanding on
the lesson Champions Macmillan
requirement
mathematics by
for agriculture
-Individual’s ability to Samuel Ilori& Pg.
(land)
solve some 200- 204, 235 -237
problems on the
topic will prove each
of the learner’s
understands on the
lesson

394
5/ Time Vocational – To develop learners Whole class activity 4 Understanding
6 /money * read, write and convert time between clock and understanding on will give evidence of Mathematics Bk. 4 by
analogue and digital 12 and 24-hour watches the value of money the learners Maria N. David
clocks Social studies- and time Osuagwu Pg. 138
understanding on
. * solve problems involving converting Nigeria and Macmillian
from hours to minutes; minutes to other the lesson Champions
seconds; years to months; currencies mathematics Bk4
weeks to days -Individual’s ability to Pg.168-172 ,195-199
*introducing Nigeria ‘s currency solve some word www.moneyinstructor.
*To shop with money. problems on division com
*problem on addition, subtraction, will prove each of
multiplication and division of money the learner’s
understands on the
lesson.

7 Assessmen
t / M.T.B

395
8. squares *Know what a square number is Agric Science- To develop leaner’s - Whole class 4 Understanding
and square * Recognize square numbers up to 10 × 10 plant knowledge on how activity will give Mathematics Bk 4 by
root * to work out and check simple to express the evidence of the Maria N. David
multiplication calculations inverse relationship
learners Osuagwu Pg. 65
* To identify square numbers and square roots up between exponents
and roots for square understanding on
to 100. Macmillan champions
roots the lesson
-To enhance mathematics bk. 4
* To introduce the use of square roots symbol.
learners -Individual’s ability to pg.134-142
understanding on solve some word
how to simplify problems on Samuel Ilori and
square roots of squares and square others
perfect squares and roots will prove each www.mathisfun.com/s
find the value of of the learner’s
quare-roots.html
squared numbers understands on the
lesson.
https://
classroom.peoriaud.k
12.az.us/.../Square
%20Roots%20Notes.

9/ Data Geography- To enhance learners Whole class activity Understanding

10 representat -interpret and present discrete data using mapping understanding on will give evidence of mathematics bk 4 by
ion bar charts and continuous data using Social studies- statistic ad data the learners Maria N. David
line graphs population collection.
understanding on Osuagwu Pg. 176
-solve comparison, sum and difference
problems using information presented the lesson
Macmillan Champion
in bar charts, pictograms, tables and
-Individual’s ability to mathematics bk 4 Pg.
simple line graphs.
solve some given 239
Use simple lists and tables to communicate
findings problems will prove
● Use Venn and Carroll diagrams to sort and each of the learner’s
classify data understands on the
● Extract data from simple graphs, charts and lesson.
diagrams
● List possible outcomes
396
 ● Collect and record data
● Interpret and construct bar charts

PRIMARY 4 MATHEMATICS 3 RD TERM

397
W Topic Contents Key Aims/objectives Assessment/Activity Per Reference
ks skills/cross Technique iod
curricular link
1. Revision 4
2/ Lines/ *Recognize that a straight line is equivalent to Vocational – To develop Whole class activity will 4 Understanding
3. angles Two right angles building/ leaner’s determine the learners mathematics bk 4 pg.
* Recognize horizontal and vertical lines architect knowledge on understanding on the 178
* Identify and sketch lines of symmetry in Science – lines and angles. lesson
Simple shapes measurement Macmillan Champions
* Recognize shapes with no lines of symmetry (length) Individual activity will mathematics bk4 pg.
*Read and record the vocabulary of position, prove the extent at which 228
direction and movement, using the four each of the learners
compass directions to describe movement understood the lesson as
about a grid they attempt some
* Know that angles are measured in degrees problems on the topic.
And that one whole turn is 360°
* Compare and order angles less than 180°
* Use the eight compass points to describe
direction
* Describe and identify the position of a square
on a grid of squares

4 Measures( *the use of ratio Grammar – To enable learners Whole class activity will 4 Understanding
proportion) *simple ratio comparison understand the determine the learners mathematics bk 4 by
*principle of direct proportion concept of ratio understanding on the Maria N. David
*solve some problems including ratio and and proportion lesson
Osuagwu Pg. 176
direct proportion. Individual’s ability to solve
some word problems on and bk. 5 pg. 68 -79
direct proportion will
prove each of the www.emathzone .com
learner’s understands on
the lesson

398
5 properties Use mathematical names for common 3-D and Science- To develop 4 Understanding
of shapes 2-D shapes characteristic learners mathematics bk. 4
● Sort shapes and describe some of their of living things knowledge on Maria N. David-
features shapes. OsuagwuPg. 40
● Classify and describe 3-D and 2-D shapes
● Classify polygons as regular or irregular
referring to properties
● Reason about shapes, explaining methods
and thinking
● Solve mathematical problems or puzzles
involving shapes

6/ decimals/ *recognize and write Geography- * Whole class activity will 4 Understanding
8 Fractions equivalents of any number of tenths cardinal point prove the extent to which mathematics book 4
or hundredths Math - learners understood the by Maria N. David
*converting a fraction to an grouping Osuagwu Pg. 45
lesson
equivalent fraction with a specified Macmillian champions
numerator and denominator. * describe mathematics book 4
*individual’s ability to find
pg.114-123
the procedure for order- ing three or more the equivalents of given
fractions with like and unlike denominators. fractions will give proof of
each of the learner’s
*expressing decimal as a fraction and understanding on the
vice versa lesson

399
9/ Simple *compare differentiate between principal, rate Vocation - Whole class activity will 4 Understanding
10 interest and time banking determine the learners’ mathematics book 5
. *solve simple problems that involve simple understanding on the pg.109 -115 (by Maria
interest lesson N. David Osuagwu )
*finding the principal. Individual’s ability to solve
* finding the rate of interest. word problems on the
* finding the time topic will give proof of
each of the learner’s
understanding on the
lesson

400
PRIMARY 4 GENERAL KNOWLEDGE 1 ST TERM

401
Wk. Topic Content Key skill/cross Aims/Objectives Assessment perR reference
curricular link /act. technique iod
1. revision
2 Building values * Definition of the Moral – integrity -To develop learners Whole class 2 Social studies
and morals terms, ‘values and Social Stu. Rights understanding on activity as for Primary
morals of citizen values and morals. teacher engage schools BK 4
*Examples of some Civic Edu. -To enhance learners learners in a by
important values Important values knowledge on the class AdisaBakare&
*some great Nigerians to be exhibited as importance of good discussion to others. Pg. 16-
and their achievements. a citizen values. ascertain their 21
level of
familiarity with
the topic
Individual
activity will be
to ascertain
learner’s level
of assimilation.
3. Culture *What is culture? Geography- To develop learners Open class 2 Social studies
*Aspect of culture. pupils tribe and understanding on discussion at for Primary
*community leader. location on the culture and how it The beginning schools BK 4
map effects the way of life of the lesson by
History- the of people. will determine AdisaBakare&
oldest and most learners others. Pg. 22-
popular cultural familiarity on 23
practice in the topic
Nigeria Individual
Moral- respect for activity will
other people’s determine each
culture of the learners’
Social studies- understanding
facts about my on the topic as
culture they enumerate
the different
aspect of
culture.
4 Rulers of old Some rulers of the old History- dates To develop learners Whole class 2 Social studies
Nigeria Nigeria and facts of some understanding on and individual for Primary
events in the old how Nigeria was activity will schools BK 4
Nigeria. ruled in 17th century. prove the by
Geography- -To acquaint learners learner’s level AdisaBakare&
geographical with some rulers of of familiarity others. Pg. 61 -
map of the old the old Nigeria. with the topic 62
Nigeria
Social studies-
attributes of
these rulers
402
5 Nigerian *colonial rule in Nigeria. Geography- map To enhance learners Whole class 2 Social studies
struggle for *The struggle for of Nigeria during knowledge activity will for Primary
independence Nigeria’s independence the understanding on the determine the schools BK 4
*Some Nigeria’s amalgamation colonial rule in learners by
 PRIMARY 4 GENERAL KNOWLEDGE 2 ND TERM
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. perR reference
curricular link technique iod

403
1. revision

2. Communicatio Meaning of Moral – verbal To develop learners open class 2 Social studies
n ‘communication’ and and non verbal understanding on the discussion will for
the types. abuse meaning of ascertain learner’s primary
- Some challenging Social stu. Means communication and its familiarity on the schools
factors with the of communication types topic BK 4 Pg. 89-92
traditional means of History- our Individual activities ( AdisaBakare
communication. tradition and its will determine each and others)
- Benefits and effects communication of the learner’s www.communic
of modern means understanding on ation-
communication. Vocational- the the lesson peer.com
-different forms of media www.squidoo
communication com

3. poverty and *Definition of poverty Moral – my duties --To develop learners Whole class activity 2 www.populatio
diseases and diseases. and understanding on as teacher engages ninnegeria.com
*causes of poverty responsibilities to causes of poverty and the learners in a primary social
and diseases . stay healthy disease in Nigeria. class discussion to studies bk. 4
*ways of tackling Social Stu. -To enhance learners ascertain their level AdisaBakare&
poverty and Poverty and knowledge on the of familiarity with the others .pg.68 -
diseases. diseases in some ways this maniacs can topic 71
*population and west African be tackled. Individual activity will
population drift states be to ascertain
Health Edu.- learner’s level of
community assimilation.
health/cleanlines
s
Geography-
Nigeria ‘s
population

404
 /poverty line
globally

4. Citizenship Definition of Geography- To develop learners Group discussion at 2 Civic Education

and citizenship and Nigeria ,west understanding on the beginning of the for primary
Naturalization naturalization Africa, Africa and citizen and lesson will prove schools Bk 3
-means of acquiring the world naturalization. learners level of /6by Felix K.
citizenship. Citizenship – familiarity. Alonge
Difference between rights and duties -Each learner’s and & others
dual and multiple of a citizen ability to correctly Pg 22/36 -40
citizenship Social studies- discuss step 1-3 will
marriage prove their level of
understanding.
5. Clock and What is a clock? History- Chinese To enhance learners Whole class and 2 Basic science
watches - Examples of ancient timing instrument. understanding on individual activity will for primary
and modern clocks. Sci./math- ancient and modern prove the learner’s school bk. 3 pg.
The SI unit of time measurement timing instruments.- level of familiarity 46-49
Analog and digital Geography- with the topic. www.mathswiz
clocks longitude Individual ability to ardworksheet.c
History- invention tell the time will om(30/12/12)
of the first timing determine learners www.ease-
instrument level of anstronomy.org
understanding

6. Transportation * describing History – car To develop learner To Whole class and 2 Primary social
transportation invention enlighten learners on individual activity as studies bk. 4
*olden and modern Vocational automobile and get the teacher engages pg.131-132
means of studies –names them acquainted with the learners in a AdisaBakare
transportation of different car some duties discussion to and others
*forms of technician performed by an auto discover the http://
transportation Health Edu: road mechanic. learner’s level of www.myfuture.
*meaning of safety knowledge on the edu.au/service
automobile(land Social Studies: topic. www.automobil
transportation) means of eparts.m
*Examples of transportation
automobile.
*auto mechanic, a
vulcanizer and a
panel beater
7 Assessment /
M.T.B
405
8/9. Accidents *Definition of accident Vocational Stu:- To enhance learner‘s Whole class activity 2 http://
/hospital and hospital. different understanding on the will give evidence of www.netdoctor.
* Types, causes and occupation in causes and prevention the learners’ co.uk/health-
preventions. hospital of accidents. familiarity with the services-
*managing Health Edu. topic. guide/hospital
accidents/first aid safety Individual activity to road
*Types, sections and Morals- identify some safety/mayo.ie/
activities carried out obedience as a causes of accident causes/acciden
requisite to avoid will prove the extent t.html 31/12/
accidents at which each of the
learners understood
the lesson.

10 Medicine *definition of History – the To develop learners Open class 2 Encarta

medicine history of knowledge on the discussion at The dictionary,
* Types and form of medicine proper use of drugs beginning of the Comprehensive
medicine Social studies- (medicine). lesson will Home
*prescribed and non- drug abuse determine learners Economics
prescribed drugs Vocational- familiarity on the book 4 by R. A.
*self medication different topic Ogunjimi Pg.
occupations in Each learner’s ability 10 – 11
the health sector to successfully write
a project on the
negative effect of
self medication will
ascertain their level
of understanding.

11 Rev. /exam

406
 PRIMARY 4 GENERAL KNOWLEDGE 3 RD TERM
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. perR reference
curricular link technique iod
1. Revision
2. Civil society/ *definition of civil Citizenship - To develop learner Whole class and 2 Civic Education for Nigerian
Political society/political party pressure group knowledge on civil individual activity as Primary Schools Bk. 5/6by
parties *objectives and /democracy societies in the teacher engages Felix K Alonge& Others Pg.
examples of civil Social studies - Nigeria. the learners in a 109-114 Pg. 70-73
society/political functions of discussion to discover http://www.nigeria business
parties in Nigeria and government/.camp the learner’s level of desk
their logos. aign, election and knowledge on the www.nigerianeliteforum.co
* the importance of impeachment topic. m
moral education on Moral- conducts of Individual activity will .
the activities of civil electorates during also be uses to
society elections./ good ascertain learners
*political terminology. values in level of assimilation as
leadership they sew on a loose
Citizenship: buttons
History: military
regime in Nigeria

3 National * loyalty Moral – sacrificial - To develop - Group discussion at 2 Civic education for Nigerian
consciousnes *evidence of loyalty service to the learners the beginning of the primary schools bk. 4 by
s *consequences of nation understanding on lesson will prove Felix K. Alonge. Pg. 57 – 62
407
 disloyalty Social Stu. Duties National learners level of
*loyal service to the and obligation of a consciousness familiarity.
nation citizen and constituted -Each learner’s ability
*constituted authority. Civic edu. Groups authority. to correctly discuss the
that make up the topic will prove their
society level of understanding.

4. Ethnicity *Ethnicity and some Moral – peaceful -To develop open class discussion 2 Social studies for Primary
ethnic groups in co-existence learners will ascertain learner’s schools BK 4 by
Nigeria. despite the diverse understanding on familiarity on the topic AdisaBakare& others. Pg.
*challenges of some ethnic groups ethnicity and some Individual activities will 68-71
ethnicity in Nigeria Civic edu- our ethnic groups in determine each of the
and the way forward. duties and Nigeria. learner’s
(using boko haram as obligations to the understanding on the
a case study) government lesson
*diverse national, Social stu-
regional, religious difference and
and ethnic identities similarities between
in Nigeria and the ethnicity and tribes
need for mutual
respect and
understanding

408
5. Resource *definition of raw Geography- -To develop open class discussion 2 Social studies for primary
distribution materials. environment learners will ascertain learner’s school BK4 by
*Raw materials and Home economics- understanding on familiarity on the topic AdisaBakare& others.pg.
their uses. food processing raw materials in Individual activities will 88-91,99-100
*distribution of natural Vocational- Nigeria and its determine each of the
resources in Nigeria. transportation importance in our learner’s
*Nigerian export and every day live understanding on the
import. lesson
*Challenges facing
distribution of
resources in Nigeria

409
6. Transportatio *air and water craft. History- invention To enhance Whole class and 2 www.grc.nasa.gov/../
n2 *examples and parts of air and water learner individual activity will airplane.htm& others. Pg.
of air and water craft craft understanding on prove the learner’s 47-48
some terminology Geography- air and water craft. level of familiarity with
used. weather reading the topic
*similarities and Vocational – Individual activity to
difference occupations identify the various
involving water and types of an aircraft will
air craft determine each of the
Social studies- learner’s level of
modern means of assimilation on the
transportation topic

. Assessment/
M.T.B
8 Workshop *definition of Health education- To develop learner Whole class and 2 Sks-group.co.uk/workshop
workshop. safety understanding on individual activity will equipment.html
*Different types of Vocational – safety in a prove the learner’s www.technologgystudents.c
workshop. mechanic workshop. level of familiarity with om.safety
*identifying some workshop the topic
safety rules in the Moral –obedience Individual activity to
workshop. Home economics- identify various types
*maintenance of tools kitchen of workshop and some
in the workshop. safety rules will
determine each of the
learner’s level of
assimilation.

410
9. Disaster *Describing Geography- To develop Whole class and 2
disaster? environment/climat learners individual activity will
*identifying types of e understanding on prove the learner’s
disaster Health education. disaster and some level of familiarity with
*causes of man- Safety/first aid causes. the topic
made disaster and Civil education- Individual activity to
prevention disaster will determine each of
the learner’s level of
assimilation on the
topic as they attempt
some questions on
their activity book.
10. National and *identifying and Current Affair-the To develop Whole class activity 2 social studies
international naming some heads of each learners will determine the BK. 4 Pg 162-164
organization national and organization understanding on learners knowledge on
international History –date of national and the topic.
organization establishment. international Individual activity to
*to state their aims Morals- qualities of organizations state some functions
and objectives good leadership carried out by national
*to identify and name Health Edu- organization give
the heads of these healthy living evidence of each of
organization. (checking for the learners level of
manufacturing and understanding on the
expiring dates ) topic
11. Revision/
exam

411
 PRIMARY 4 BASIC SCIENCE 1 ST TERM
Wk. Topic Content Key Aims/Objectives Assessment /act. technique perio R reference
skill/cross d
curricular link
1. Revision
2. Classificati *Definition of Citizenship - To develop Whole class and individual activity as the teacher engages the 2 Stan primary
on of terms- living pressure learner learners in a discussion to discover the learner’s level of science bk. 3
animals things, habitat. group knowledge on knowledge on the topic. UBE edition
*Domestic and /democracy classification of Individual activity will also be uses to ascertain learners level pg.22-28
wild animals. Social animals. of assimilation as they sew on a loose buttons
*Characteristics studies -
of living things. functions of
*Some government/.
examples campaign,
habitats. election and
impeachment
Moral-
conducts of
electorates
during
elections./
good values
in leadership
Citizenship:
History:
military
regime in
Nigeria

3 Classificatio *Vertebrates To develop Whole class activity as the teacher engages the learners in a 2 Stan primary
n of animals and learners discussion to discover the learner’s level of knowledge on the science bk. 3
2. invertebrates knowledge on topic. UBE edition
animals. the classification -Individual activity to sort out some animals under vertebrates pg.22-28
*Carnivorous of animals. and invertebrates will give a proof of each of the learner’s
and Herbivorous understanding on the lesson.

412
 animals.
*Animals and
their young
ones.
*Definition of a
Zoologist.

4 Classificatio * Plant and their Moral – - To develop - Group discussion at the beginning of the lesson will prove 2 Basic science
n of plants. examples. sacrificial learners learners level of familiarity. for primary
service to the understanding -Each learner’s ability to correctly discuss the topic will prove schools BK 4 by
*Transpiration. nation on the their level of understanding. Nmaju.M
*Photosynthesis. Social Stu. classification of Obasi.pg.29-40.
Duties and plants. Letts Ks2
obligation of a success
citizen science.pg.4-5
Civic Edu. (Lynn Huggins-
Groups that Cooper)
make up the Stan primary
society science bk. 3
UBE edition
pg.1-21
5. Classificatio *Plant needs for Moral – -To develop open class discussion will ascertain learner’s familiarity on the 2 Basic science
n of plants growth. peaceful co- learners topic for primary
2. *Parts of the existence understanding Individual activities will determine each of the learner’s schools BK 4 by
plant and their despite the on the understanding on the lesson Nmaju.M
functions. diverse ethnic classification of Obasi.pg.29-40.
*Definition of groups plants. Letts Ks2
pollination. Civic Edu- our success
*Different types duties and science.pg.4-5
of pollination. obligations to (Lynn Huggins-
the Cooper)
government
Social Stu-
difference
and
similarities
between
ethnicity and
tribes

413
6. Nitrogen *Definition of Geography- -To develop open class discussion will ascertain learner’s familiarity on the 2 www.elmhurst.e
and carbon nitrogen and environment learners topic du/
cycle. carbon cycle. Home understanding Individual activities will determine each of the learner’s nitrogencycle.ht
*Functions of economics- on nitrogen and understanding on the lesson ml
nitrogen. food carbon cycle www.eo.ucar.ed
*Importance of processing and their u/kids/green/
nitrogen and Vocational- importance to cycles7.html
carbon to plants. transportation live.

414
8. Weather. *Definition of History- To enhance Whole class and individual activity will prove the learner’s level 2 www.grc.nasa.g
weather invention of learner of familiarity with the topic ov/../
. air and water understanding Individual activity to identify the various types of weather airplane.htm
*Elements of craft on weather. element will determine each of the learner’s level of
weather Geography- assimilation on the topic
. weather
*seasons and reading
their Vocational –
classifications. occupations
*The involving
atmosphere. water and air
craft
Social
studies-
modern
means of
transportation

. Assessment
/ M.T.B
9. Pollution *Definition of Health To develop Whole class and individual activity will prove the learner’s level 2 Sks-
pollution education- learner of familiarity with the topic group.co.uk/
*Different types safety understanding Individual activity to identify various types of pollution and their workshop
of pollution. Vocational – on pollution consequences will determine each of the learner’s level of equipment.html
*Consequences mechanic assimilation. www.technologg
of pollution. workshop ystudents.com.s
. Moral – afety
obedience
Home
economics-
kitchen
10 Diseases *definition of Geography- To develop Whole class and individual activity will prove the learner’s level 2

415
 and diseases and environment/c learners of familiarity with the topic
pathogens pathogens. limate understanding Individual activity to will determine each of the learner’s level
*Types of Health on disaster and of assimilation on the topic as they attempt some questions on
diseases and education. some causes. their activity book.
their causes. Safety/first
aid
Civil
education-
disaster
11. Revision/
exam.

PRIMARY 4 BASIC SCIENCE 2 nd TERM

416
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. technique perR reference
curricular link iod
1. Revision
2 Farm * describing a farm social studies- -To develop Whole class activity as teacher 2 www.yagrein.blogspot.
record *what is a farm record duties and learners engage learners in a class com
*types of farm records responsibilities knowledge on the discussion to ascertain their
*importance of keeping agric-. farming importance of a level of familiarity with the topic www.smallfarmabout.c
farm record good farm record Individual activity will be to om
ascertain learner’s level of
assimilation.

3/4. Problems *What is agriculture? Social studies- To develop Open class discussion at The 2 Basic science for
of *importance of agriculture. natural learners beginning of the lesson will primary school bk. 4
agriculture *agricultural system. resources understanding on determine learners familiarity NmajuObasi.
*types of agricultural History- the agriculture. on the topic Pg.59 -67
practices early man Individual activity will determine
*categories of agriculture each of the learners’
understanding on the topic as
they enumerate the different
types of agricultural pratices.
5/6 Ecosystem *what is an ecosystem? Geography- To develop Whole class activity will 2 www.bahamas.gov.bs/
*Food Chain and Web season and learners determine the learners BhamasWeb/
*Relationships in climate knowledge on understanding on the lesson VisitingTheBahamas.h
Ecosystems (producers, Social ecosystem. Group discussion/activity to sf/subjects/Ec
consumers and studies- our ascertain learners’ level of osystems+of+The+Ba
decomposers) environment understanding. hamas
*Pine Forests, Coral Reefs,
Mangroves www.vtaide.com/priglf
*Four Types of Mangroves oodchains.ht
* Importance of Mangroves m
letts key stage 2 pg 12
-18 (Lynn huggins
Cooper)

7. Assessmen
t/ M.T.B
8/9 State of *States of Matter (solid, Home To develop Whole class activity will give 2 letts key stage 2 pg 28
matter liquid, gas) economics- learners evidence of the learners’ -30 (Lynn huggins
* Properties of Matter cooking knowledge on familiarity with the topic. Cooper)
*Changes in Matter Agric science- changes in the Individual activity to state some
*Measuring Matter preservation state of matter changes in the state of matter
*observe that some will prove the extent at which
materials change state each of the learners understood
when they are heated the lesson.
or cooled, and measure 417
the temperature at
which this happens in
degrees Celsius (°C),
building on their
 PRIMARY 4 BASIC SCIENCE 3 RD TERM
Wk. Topic Content Key skill/cross Aims/Objectives Assessment /act. technique pR reference
curricular link er
io
d
1. Revision
2. Evolution What is evolution and science – To develop learner Whole class and individual activity as the 2 www/
how does it work? evolution of knowledge on evolution teacher engages the learners in a evolution.berkeley.e
man discussion to discover the learner’s level of du
What is the evidence agric –early knowledge on the topic. www.bbc.co.uk/
of evolution? man Individual activity will also be uses to caveman/
ascertain learners level of assimilation as chronology.html
identify how plants and they write a brief summary on dinosaur
animals, including
humans, resemble their
parents in many
features

recognize that living

things have changed
over time and that
fossils provide
information about
living things that
inhabited the Earth
millions of years ago
(dinosaur)

3 Heredity . *What is heredity? Math- To develop learners Whole class activity as the teacher engages 2 www.lessoncorner.
*Distinguish the conversion of knowledge on the the learners in a discussion to discover the com/science/
difference between fraction to classification of animals. learner’s level of knowledge on the topic. biology/heredity
dominant and decimal and -Individual activity to identify some traits
recessive gene. vice versa that are similar to that of their parents will
*explore family tree give prove to learner’s understanding.
resemblance and
418
 some characteristics
that are passed on to
offspring.

4 Blood and * circulatory system Health Edu. – - To develop learners - Group discussion at the beginning of the 2 www.classroom .kid
circulation *function of the blood healthy eating knowledge on blood and lesson will prove learners level of shealth.com
vessel and heart. Home circulation familiarity. www.lessoncorner.
*importance of good economics- -Each learner’s ability to correctly discuss com/science/
health in relationship classes of the topic will prove their level of biology/blood
to the body(obesity) food understanding. circulation

Letts Ks2 success

science.pg.21
(Lynn Huggins-
Cooper)
5/6. Digestion and *Parts of the Health -To develop learners open class discussion will ascertain 2 Letts Ks 1/2
the teeth Digestive education- understanding on learner’s familiarity on the topic success
System healthy eating digestion and care of the Individual activities will determine each of science.pg.22-23
* Process of habit/stages of teeth the learner’s understanding on the lesson (Lynn Huggins-
Digestion/ human Cooper)
Function development
*Proper Home
Nutrition/Exercise economics-
*. Food Groups personal
*Health Resources hygiene
*Different types of
teeth
in humans and their
simple functions.
*care of the teeth.

7 MTB
8. * The respiratory Agric- To develop learners open class discussion will ascertain 2 www.lessoncorner.
system plant(respirati understanding on learner’s familiarity on the topic com/science/
* Process of taking in on) Individual activities will determine each of biology/respiratory
oxygen and getting Health edu.- the learner’s understanding on the lesson
rid of carbon dioxide part of the www.classroom .kid
* The noise ,throat, body shealth.com
Breathing & Gas lungs and bronchi Science- air
exchange * structure and

419
 function
9/10 Electricity . *sources of history- -To develop learners open class discussion will ascertain 2 Basic science for
electricity. inventors understanding on learner’s familiarity on the topic primary school bk.
*uses of electricity Home electricity Individual activities will determine each of 4
*conversion of economics- the learner’s understanding on the lesson NmajuObasi.
electricity home Pg.17-27
*electric circuit appliances
*conductors and processing
insulators. Vocational
Stu.-
electrician

11/1 Revision /Exams

2

420
 PRIMARY 4 MATHEMATICS 1 ST TERM
S TOPICS CONTENT KEY SKILLS/ CROSS- AIMS AND PERIOD ASSESSMENT REFERENCE
CURRICULAR LINKING OBJECTIVES S TECHNIQUE
Revision     
Numeration  Meaning of  Homec. – Things that  To extend the  A group  Macmillan
numeration. come in pairs at learner’s activity to champion
 Counting up to home eg needle and knowledge count in primary
1,000,000. thread. on higher multiples of mathematics
 Counting backward  Soc. – millions of numbers. 7, 25, 100 4. By
to zero to include properties destroyed  To create and 1,000. Samuel Ilori
negative numbers. during wars. awareness of  A group et al. Pg 5,
 Place value of  Geo. – Mount negative activity to 10, 14- 16 &
digits in million, Everest, the highest whole count 30.
thousands, mountain is said to be numbers. negative  Progressive
hundreds, tens and km high.  To develop numbers. mathematics
units.  Voc. – occupations learner  Individual for upper
 Place value of (accountants). understands activity to primary. By
decimals to  His. – Millions of lives of place place K.E Amoaku
thousandth. were lost during the values of numbers in et al. Pg 5-9
 Writing numbers in World War II. both whole their right & 70-76.
figures and in word  Civic – millions of numbers and place  Understandi
forms. lives and properties decimal values. ng
 Word problems in will be saved if we numbers.  Individual mathematics
numeration. are responsible.  To develop activities to for Nigeria,
 Moral - In Noah’s the ability of represent bk 5. By
time, all animals that learners in numbers in Maria N. Pg
entered the ark went writing their words 11 & 12
in pairs of twos. numbers in or figures
words and forms.
figures.  Individual
 To develop activities on
solution skills word
in the above problems on
through numeration.
application in
word
problems.
Approximation  Approximation/  Homec. – In  To create  Individual  Understandi
/ estimation &
421
 roman rounding off of measuring items at awareness activities on ng
numerals. whole numbers and home eg materials, on estimation mathematics
decimals. we sometimes approximatio and roman for Nigeria,
 Significant figures. approximate. Eg 4.56 n. numerals. bk 5. By
 Roman numerals to could be taken as 4.6  To extend  A group Maria N. Pg
1,000. or 5. learners recitation of 97- 102.
 Roman numerals awareness the roman  Progressive
have been of use numerals. mathematics
on roman
since the days of the for upper
ancient Rome. numerals. primary. By
 Geo. – Rome is K.E Amoaku
located in Italy. et al. Pg 10-
 Voc. – Occupation 13, 88-93.
(linguistic).  Macmillan
 Moral – God put the champion
people of Israel under primary
the rule of the mathematics
Romans as a result of 4. By
their disobedience. Samuel Ilori
et al. Pg 22-
27.
Addition and  Addition and  Civic – Obedience  To develop  Individual  Macmillan
subtraction subtraction of adds value to life. learners activities on champion
whole numbers.  Homec. – When understandin addition and primary
 Word problems in cooking we add g of addition subtraction. mathematics
addition and ingredients to make and 4. By
subtraction of the food delicious. subtraction of Samuel Ilori
whole numbers.  Soc. - We add value higher et al. Pg 66-
to our environment by numbers. 92.
keeping it clean.  To improve  Understandi
 Voc. – Occupation on learners ng
(business men and knowledge of mathematics
women). addition and for Nigeria.
 Morals – Hezekiah subtraction By Maria N,
was faithful to God through word bk 5. Pg 15-
and God added more problems. 18.
years to his life.
. Multiplication  Multiplication of  Voc. – Occupation  To develop  Group  Understandi
and division whole numbers. (engineers). learners activity on ng
 Division of whole  His. – From the last understandin reciting the mathematics

422
 numbers. census taken, the g of the times-table. for Nigeria,
 Long division. numbers of houses in times-table  Group bk 5. By
 Lowest Common urban areas have through its activity on Maria N. Pg
Multiple (L.C.M). increased by two. application in the definition 21, 24, 25-
 Highest Common  Moral - God word of prime 30, 80-91.
Factor (H.C.F). commanded man problem. numbers,  Macmillan
 Prime numbers. after creating him to  To improve rates and champion
 Factors. increase and multiply. learners giving the primary
 Multiples. understandin full mathematics
 Meaning of rate. g on L.C.M meanings of 4. By
and H.C.F the Samuel Ilori
 Problems on rate.
 To develop acronyms et al. Pg
 Square root
learners L.C.M and 114-149,
 Cube root H.C.F. 150-162
understandin
g on prime  Individual  Progressive
numbers, activities on mathematics
factor, rates problem for upper
and solving in primary. By
multiples. multiplicatio K.E Amoaku
 To develop n, division, et al. Pg 14-
learners L.C.M, 40.
understandin H.C.F, prime
g on square numbers,
roots and factors,
cube roots. rates and
multiples.
 Individual
activities on
square roots
and cube
roots.
Mid-term      
break.
Fractions  Meaning of fraction.  Homec. – In cutting  To improve  Individual  Macmillan
 Types of fractions. materials at home, on students activities on champion
 Ordering of we often use fraction. knowledge of solving primary
fractions. Eg 1½ yards. addition, fraction mathematics
 Calculation.  Health – In subtraction, problems. 4. By
administering drugs, division and Samuel Ilori
fractions are multiplication. et al. Pg 31-
sometimes used. 37, 61-65.
423
 Eg½ dose of  Progressive
paracetamol. mathematics
 Vocation – for upper
Occupation (doctors). primary. By
 Morals – God K.E Amoaku
demands our tithe, et al. Pg 41-
which is 1/10th of our 42.
income.  Understandi
ng
mathematics
for Nigeria,
bk 5. By
Maria N. Pg
31-46.
Fractions  Meaning of  Homec. – In cutting  To improve  Individual  Understandi
equivalent fraction. materials at home, on students activities on ng
 Problems on we often use fraction. knowledge of solving mathematics
equivalent fraction. Eg 1½ yards. addition, fraction for Nigeria
 Decimal fractions  Health – In subtraction, problems. bk 5. By
(Addition, administering drugs, division and Maria N. Pg
subtraction fractions are multiplication 47-57.
multiplication and sometimes used. (BODMAS)  Progressive
division of decimal Eg½ dose of and mathematics
fractions). paracetamol. simplification. for upper
 Vocation – primary. By
Occupation (doctors). K.E Amoaku
 Morals – God et al. Pg 43.
demands our tithe, 70-87.
which is 1/10th of our
income.
Revision      

424
 PRIMARY 4 MATHEMATICS 2 nd TERM

WKS TOPICS CONTENTS KEY SKILLS/ CROSS AIMS AND OBJECTIVES PER ASSESSMENT REFERENCES
CURRICULAR LINKING IOD TECHNIQUES
S
1. Revision      

2. Percentage,  Symbol of  Voc. – Occupation  To create the  Individual  Progressi

decimals and percentage (banker). ability for learners activities ve
fractions.  Problems in  Homec – decimal to easily identify on mathema
percentage, numbers are found on our percentage as percentag tics for
relating it with measuring tapes. well as solve e and its upper
fractions and  Health- dosages. Eg 1½ problems in it. related primary.
decimals. dose of tablet. problems. By K.E
 Morals – God demands Amoaku
our tithe, which is 1/10th et al. Pg
of our income. 94-105.
 Understa
nding
mathema
tics for
Nigeria,
bk 5. By
 Maria
 N. Pg 58-
67.
3/4. Measures &  Definition of  Homec- Containers in our  To develop  Group  Macmilla
425
 Conversion area and homes can contain learners ability in recitation n
calculation of various volumes of liquid. solving problems of the champio
area for 2D  His. – Foot and arm were on area, conversio n primary
shapes. once used as means of perimeter, n table. mathema
 Definition of measurement. volume, capacity,  Individual tics 4. By
perimeter and  Geo. – longest river in length, mass, activities Samuel
calculation of Nigeria is River Niger. weight and on Ilori et al.
2D and  Voc. – Occupation temperature. measures Pg 195-
irregular (engineers).  To develop and 211; 220-
shapes.  Moral – the tower of learners ability to conversio 238.
 Meaning of Babel. find length and n.  Progressi
volume, other properties of ve
capacity, shapes when the mathema
length, mass, area or perimeter tics for
weight and is given. upper
temperature  To develop primary.
and learners ability in By K.E
calculations unit conversion. Amoaku
involved in  To develop et al. Pg
them. learners ability in 163-224;
 Conversion the use of all four 231-243.
between (4) operations in  Understa
different units solving problems nding
of of measures and mathema
measurement conversion. tics for
, money and Nigeria,
time. bk 5. By
 Addition, Maria N.
subtraction, Pg 148-
division and 157; 179-
multiplication 192.
of units.
6/7. Mid-term break      

8. Measures, time  Time.  His. – Trade and barter  To develop  Group  Understa
and money.  Money. were the first means of learners ability to recitation nding
 Profit and payment. solve problems on of time mathema
loss.  Home Econs. – yeast time, money, and tics for
 Increment. helps to increase the size profit, loss, money Nigeria,
 Discount. of loaves. increment, tables. bk 5. By

426
  Commission  Soc. – curfew. discount and  Individual Maria N.
 Geo. – seasons and commission. activities Pg 103-
weather.  To assist learners on time, 107, 108,
 Voc. – occupation to relate the money, 114-118.
(economists). above to real life profit,  Progressi
 Health – the number of activities. loss, ve
months for conception. Eg increment, mathema
9 months pregnancy. discount tics for
 Moral - The love of money and upper
is the root of evil. commissio primary.
n. By K.E
Amoaku
et al. Pg
106-123.
 Macmilla
n
champio
n primary
mathema
tics 4. By
Samuel
Ilori et al.
Pg 168-
178, 195-
199.
10. Properties of  Properties of  Homec. – we use boxes  To assist learners  Group  Progressi
shapes 2D and 3D in our homes. to be able to recitation ve
shapes.  Voc. – occupation identify different of the mathema
 Drawing/ (engineers). shapes and lines properties tics for
construction with the aid of of 2D and upper
of angles. their properties. 3D primary.
 Recognising  To develop the shapes. By K.E
90°, 180°, proper use of the  Individual Amoaku
360°, etc. mathematics sets activities et al. Pg
 Regular and in the learners. on 251-259.
irregular  To enable the constructi  Understa
polygons. learners to be on of nding
 Application of able to know the angles. mathema
properties of names of some  Group tics for
shapes in angles and to be recitation Nigeria,
word able to construct of the bk 5. By
427
 problems. them. name of Maria N.
 To assist the some Pg 119-
learners to use angles. 147.
their knowledge in
the properties of
shapes to be able
to solve word
problems.
10. Revision      

PRIMARY 4 MATHEMATICS 3 rd TERM

WKS TOPICS CONTENTS KEY SKILLS/ CROSS- AIMS AND PERIOD ASSESSMENT REFERENCES
CURRICULAR LINKING OBJECTIVES TECHNIQUE
1. Revision      
2. Geometry  Position  His. – abacus  To develop  Individual 
 Direction.  Voc. – accountant the ability for activities on
 Motion.  Health – accurate learners to position,
eating, reading and solve direction
working positions. position, and motion.
 Homec - the position direction and
for flowers is the vase motion
or flower bed. problems, as
 Civic – direct your life well as
in truth. relate them
 Moral – allow God to real life
direct your life. activities.
3/4. Data  Statistics  Voc – scientist  To develop  Individual  Macmillan
presentatio  Averages.  Moral – our lives learners activities on champion
n  Mode. should represent ability on statistics primary

428
  Median Christ statistics and data mathematics
 Pictograms  Sos-arms of Govt. and data representati 4. By Samuel
 Bar graphs representati on. Ilori et al. Pg
 Pie chart. on. 239-243.
 Tally  Understandin
representation. g
mathematics
for Nigeria, bk
5. By Maria N.
Pg 193-206.
 Progressive
mathematics
for upper
primary. By
K.E Amoaku
et al. Pg 260-
276.
5. Algebraic  Express missing  Voc. – engineers.  To develop  Individual  Understandin
expression number problems  Moral – we should the ability for activities on g
algebraically. pray to God to fill the learners to algebraic mathematics
 Use simple missing values in our solve expressions. for Nigeria bk
numbers lives. missing  Group 5. By Maria N.
expressed in letter and recitation of Pg 158-178.
words. number the rule of  Progressive
 Linear number problems. the rule mathematics
sequence.  To enhance guiding the for upper
 Arithmetic rules the ability for mathematic primary. By
(BODMAS). learners to al signs. K.E Amoaku
 Number puzzle. master the et al. Pg 244-
use of the 250.
four
mathematica
l signs.
6. Lines and  Lines.  Voc. – engineers  To assist  Class  Progressive
angles  Triangles.  Homec – rules learners in interaction mathematics
 Mathematical the use of based on for upper
problems on lines the previous primary. By
(opposite, knowledge knowledge K.E Amoaku
corresponding of angles in lines and et al. Pg 251-
angles, etc) and they have angle. 259.
gotten to  Individual  Understandin
429
 angles. solve angle activities on g
problems. lines and mathematics
 To broaden angles. for Nigeria. By
the Maria N. Pg
knowledge 139-147.
of learners
in
mathematica
l problems
related to
lines.
7. Simple  Simple interest.  Voc. – accountant  To develop  Group  Understandin
interest  Principal. the ability for recitation of g
 Time. learners to the formula mathematics
 Rate. solve simple for simple for Nigeria, bk
 Word problems. interest. interest. 5. By Maria N.
 To develop  Individual Pg 109-113.
ability of activities in
learners to solving
solve one of problems in
the missing simple
factor when interest.
others are
given.
 To assist
learners
apply the
knowledge
of simple
interest
through
word
problems.
8. Mid-term      
break
9. Ratio and  Ratio  Voc. – mathematician.  To develop  Individual  Understandin
proportion  Types of  Home Econs – the learners activities on g
proportion ratio of flour to butter ability on ratio and mathematics
 Application on matters in baking ratio and proportion. for Nigeria bk
proportion. proportion 5. By Maria N.
and on how Pg 68-83.
430
 to apply
them.
0. Lines and  Further problems  Voc. - accountant  To assist the  Individual  Progressive
angles on lines and learners activities on mathematics
angles. master lines and for upper
solutions on angles. primary. By
lines and K.E Amoaku
angle et al. Pg 251-
problems. 259.
 Understandin
g
mathematics
for Nigeria, bk
5. By Maria N.
Pg 139-147.
1. Revision      

431
PRIMARY 5 ENGLISH LANGUAGE 1 ST TERM

Wks Topic Contents Key Aims/objectives Assessment/ Per Reference

skills/cross Activity Technique iod
curricular link
1. Revision 4

432
2. Noun To describe a noun. Social studies- To develop learners Whole class activity 4 Grammar practice bk.
states and knowledge on noun. will determine the 5 pg 1-4 (Rosemary
-To differentiate between common, capital learners Allen)
understanding on Mrs Nneji’s notes
proper ,collective and abstract nouns Geography- the lesson English skills bk 5 pg
places around 13
examples the world Individual activity
will give proof of
To identify the above nouns in Health each learner’s
sentences. education- ability as
parts of the theydifferentiate
body between the types
of nouns

3 Pronou  To describe pronoun Science- living To enhance learners Whole class activity 4 Grammar practice bk.
n  To identify the types of pronouns and non-living knowledge on will determine the 5 pg 9-15 (Rosemary
things pronoun learners Allen)
understanding on
Social studies- the lesson MrsNneji’s notes
As they answer
the family
questions involving English skills 5 pg 31
pronouns

4. adjectiv  to describe an adjective Social studies- -To develop learners Individual activity Grammar practice 5
es  examples of adjectives our knowledge on will give proof of pg 17-30
environment adjectives and the each learner’s
 forming adjectives by adding suffixes types. ability to use Mrs Nneji’s notes
 comparing adjectives
Health adjectives
constructively in a English skills 5.pg 37
education-
sentence
parts of the

433
 body

5. Verb  to describe a verb Home Individual activity Mrs Nneji’s notes

 to identify verb classification economics- To develop learners will give proof of Grammar practice bk
cooking knowledge on verbs each learner’s level 5.pg 91-93
 examples of main verb and auxiliary verbs of assimilation as English skills 5.pg 43
 verb /sentence agreement
Health they constructively
use the a verb and
education-
subject in a
exercise sentence

6/8 punctuat To define the meaning of punctuation Mathematics To develop learners Individual activity Mrs Nneji’s notes
ion To know the functions of each type of punctuation knowledge on will give proof of English Skills bk 5.pg
marks punctuating each learner’s level 73
To identify various punctuation marks in of assimilation as Key stage bk 4.pg 49
sentences correctly
sentences they constructively
To be able to fully punctuate sentences punctuate
sentences

9 Adverbs Grammar - To develop learners Individual activity Mrs Nneji’s notes

synonyms knowledge on will be used to English skills bk 5.pg
adverbs ascertain learner’s 55
Science- level of assimilation Key stage yr 4 pg. 29
reproduction as they attempt
Social studies some activity on
–division of the topic.
labour

434
10 Preposit composition – To develop learners’ Whole class activity 4 Grammar practice bk.
ion To describe a preposition. descriptive knowledge on will determine the 5 pg 48-51
writing preposition learners’ ability.
-To itemize some examples of preposition. Mrs. Nneji’s notes
Individual’s ability
-To identify preposition in a sentence. to use preposition English skills 5 pg 91
correctly in
-To enumerate some types of preposition and use sentence building
in them will give proof of
each of the
learner’s
understanding on
the lesson

PHONICS/SPELLINGS, COMPREHENSION AND COMPOSITION

W Topic Content Key skill/cross Aims/Objectives Assessment /act. peri Reference
k. curricular link technique od
1. Revision
2. The sick lion *To read and understand the Science- To develop Whole class and
comprehension passage. classification of learners individual activity in
The football *To answer the comprehension animals knowledge on fiction and reading and
match questions. Grammar- non- answering English skills 5.pg
*To describe some phrases in collection nouns fiction stories comprehension 2 6-7
the passage. questions will prove Collins primary
*using their imagination to learners level of focus bk 3.pg 4-5
predict how an unfinished story understanding
ended
435
 *to define facts and fictions
Fiction/non *to identify fiction and
fiction non-fiction story
*to write a non-fiction story

3. Nell and the *To read and understand the Geography- To develop 2 English skills
goose comprehension passage. location learners knowledge on Whole class and 5.pg.28-29
*To answer the comprehension reading comprehension individual activity in
questions. passages. reading and
*To find new words and their answering
meaning. comprehension
*To summarize comprehension questions will prove
passage. learners level of Literacy activity 4
* to describe a play scripts understanding
The working book pg. 12-13
*to identify where a story took
children place

*to identify different types of

syllables syllabic words Elocution- To develop learners ability Literacy activity
syllables to divide words into 4.pg 13,40.
syllables
4./ Through the *To read and understand the Grammar- noun To develop Whole class and 2
5 wardrobe comprehension passage. learners individual activity will
*To answer the comprehension understanding on reading determine learners’
questions. comprehension passage. level of Literacy activity 4
*To look up new words in the understanding. book pg.34
dictionary and make a sentence
with each. English skills
Informal letter
*helping hints on writing an pg.38
writing and a
descriptive informal letter
essay
*helping hints in writing a
descriptive essay
Suffixes Phonics and spelling
ages 9-
10.pg 57-63
Literacy activity book
4.pg 14,28,40-42
6. Excuses *To read and understand the Grammar: use of To develop Whole class and 2 Literacy activity

436
 comprehension passage. colon learners individual activity in book 4 pg.8-9
*To answer the comprehension understanding on reading reading and
questions. comprehension passage, answering
*To find new words and make a play script writing and their comprehension
sentence with each. speeches with their questions will prove
*To summarize comprehension knowledge of word learners level of
passage. contractions understanding
First aid in English
2nd edition.pg 74
*helping hints in preparing a
Preparing a play script Grammar-
play script punctuation

Word
contraction
and
compound
words
8. Nnenna and *To read and understand the Vocational – To develop learners Open class work at 2
Mrs Eselu. comprehension passage. building understanding structuring of the beginning of the Literacy activity
*To answer the comprehension Grammar- parts arguments and correctly lesson will prove book 4. Pg 70-71,
Our questions. of speech abbreviate words learners level of 76-77
feathered *To re-write a story in their familiarity.
friends points of view Individual task will
(points of also prove learners’
view) level of assimilation.

Acronyms * To differentiate between Grammar- the The new first aid

and acronyms and abbreviation use of full stop. in English.pg 46-
abbreviations 49.

9. The Titanic *To read and understand the Science- To develop Whole class and 2 English skills.pg
comprehension passage. experiments learners individual activity in 52-53.
*To answer the comprehension Grammar –noun, understanding on reading reading and Literacy activity 4
Playing questions. verbs, adjectives comprehension and writing answering book pg 28-29
437
 conkers *To find new words, check their and adverbs. instructional texts comprehension Ms Gbafah’s notes
meaning in the dictionary and questions will prove Phonics and
make a sentence with each. learners level of spellings book.pg
understanding. 40
*to understand instructional
Instructional texts
texts *to identify the features of
instructional texts
*to define different types of
instructional texts
*to write the steps involved in
baking a cake

*To sort words into rhyming

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

To define the meaning of a

prefix
prefixes To identify prefixes, their
meanings and uses in
sentences

438
PRIMARY 5 ENGLISH LANGUAGE 2 nd TERM

WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERI ASSESSMENT REFERENCE
OD TECHNIQUE

1 REVISIONS  Prefixes  Soc. – anti-  Learners should be  Close  English skill. Pg 5D

 Suffixes corruption able to apply the assessment  The ACK word. Phonics
 Voc. – anti- right suffixes and will show that and spelling. Pg 6
natal prefixes in words learners Chinese New year. English skill. Pg
as well know their understand 4.
meanings. the ttopic.
2 Connectives  Definition  Voc.- welders  To improve  Individual  Grammar practice. Pg 104-
and  Types learners knowledge works will 109
conjunctions  Uses on Connectives prove the English skill. Pg 17, 83, 85.
. and conjunctions, learners
as well as, to be understandin
able to put them g on the
correctly into lesson.
sentences.
3 Phrasal  Definition  Science -  To develop the  Whole class Grammar practice. Pg 72-80.
verbs Types and compounds learners activity will
meanings. understanding on determine
the various types of the learners
phrasal verbs, their level of
meanings and assimilation
making correct on the lesson
sentences using  Individual
them. activity to
itemize steps
in cleaning
the home will
determine
each
learner’s
understandin

439
 g on the
lesson
4 Determiners  Meaning  Voc.-  To enhance the  Open Class  Key stage. Pg 23.
of computer learners knowledge activity will English skill. Pg 81.
Determin scientist, on determiners ascertain the
ers mathematician learners level
 Types s. of
 Examples understandin
g on the
lesson.
5 Modals and  Meaning  Moral- a gentle  To create an  Whole class
polite of Modals speech melts awareness of activity will
request and polite the hardest modals and the give
request heart. correct uses of evidence of
 Types polite requests. the learners
understandin
g on the
lesson
 Individual
activity will
determine
each of the
learners’
level of
assimilation
on the
lesson.
8 Question  Definition  Grammar-  To develop  Whole class
tags  Types punctuation learners activity will
and understanding on give
examples question tags evidence of
the learners
understandin
g on the
lesson
 Individual
activity will
determine
each of the
learners’
level of
440
 assimilation
on the
lesson.
 Games (play
cards) will
also assist
the learners
to
understand
the topic
better.
9 Active and  Definition  Grammar-  To develop  Whole class Grammar practice. Pg 95-98
passive s object, subject learners activity will
voice.  Examples and main understanding on determine
verbs. active and passive the learners
voice. level of
assimilation
on the lesson
 Individual
activity will
determine
each
learner’s
understandin
g on the
lesson.
 Games (play
cards) will
assist
learning
10 Direct and  Definition  Maths- direct  To develop  Whole class Grammar practice. Pg 87-90
indirect  Examples and indirect learners work to
speech proportion. understanding of ascertain
 Grammar- direct and indirect learners level
irony. speech. of familiarity
with the topic
 Individual
task as each
learner
itemizes the
basic
441
 principles in
food service
will prove to
what extent
the lesson
was
comprehend
ed

PRIMARY 5 ENGLISH LANGUAGE 3 rd TERM

WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERENCE
TECHNIQUE

1 REVISIONS  Direct and  Math-  Learners should be  Close  English skill. Pg 49

Indirect Direct and able to know when assessment will  Suffixes and
speech Indirect a sentence is a show that prefixes. Phonics
 Apostrophe proportion direct speech and learners and spelling. Pg 26
 Nouns when it is indirect understand the Magnificent cave. English
speech topic. skill. Pg 40.
 Learners should be
able to say what is
apostrophe and
how to use it
 Learners should be
able to say what a
noun is and identify
it in the sentences
2 Gender  Definition  Moral –  To improve  Individual  Mastering and First
 Types God made learners knowledge works will Aid
 Changing man and on Genders as well prove the Key stage pg 85
from one woman as to be able to be learners
442
 form to the able to change understanding
other from one form to on the lesson.
the other.
3 Intensifiers  Meaning  Moral –  To develop the  Whole class Progressive English for
and Confusing Uses and God learners activity will upper primary school
words examples strengthen understanding on determine the
s man Intensifiers and learners level www. Learn English on line
confusing words, of assimilation
their meanings and on the lesson
making correct  Individual
sentences using activity to make
them. correct use of
intensifiers and
confusing
words will
determine each
learner’s
understanding
on the lesson
4 Sentences  Meaning of  Voc.-  To enhance the  Open Class  Progressive English
Sentences computer learners knowledge activity will for upper primary
 Types scientist, on Sentences ascertain the  First Aid in English
 Examples mathematic learners level
ians. of
understanding
on the lesson.
5 Subject and  Meaning of  Scientists –  To enhance the  Whole class Progressive English for
Predicate Subject and separation learners knowledge activity will give upper primary
Predicate techniques on Subject and evidence of the
 Examples Predicate learners
understanding
on the lesson
 Individual
activity will
determine each
of the learners’
level of
assimilation on
the lesson.

443
8 Clause and  Meaning of  Grammar-  To develop  Whole class
Phrase Clause and clause and learners activity will give
Phrase phrase understanding on evidence of the
Clause and Phrase learners
understanding
on the lesson
 Individual
activity will
determine each
of the learners’
level of
assimilation on
the lesson.
 Group activity
will also assist
the learners to
understand the
topic better.
9 Figures of  Meaning of  Grammar –  To develop  Whole class Progressive English and
Speech Figures of Figures of learners activity will First Aid in English
Speech Speech understanding on determine the
 Types of Figures of Speech learners level
Figures of of assimilation
Speech with on the lesson
Examples  Individual
activity will
determine each
learner’s
understanding
on the lesson.
 Group activity
will assist
learners to
understand the
topic better
10 Idiomatic  Meaning  Social -  To develop  Whole class The New First Aid English
Expressions  Examples Proverbs learners work to and Progressive English
and understanding on ascertain
Colloquialism Idiomatic learners level
Expression and of

444
 Colloquialism understanding
of the topic
 Individual task
as each learner
does activity on
the topic

PRY. 5 GENERAL KNOWLEDGE 1 ST TERM

WKS TOPICS CONTENT KEY SKILL/CROSS- AIMS AND PERIOD ASSESSMENT REFERENCE
CURICULAR LINK OBJECTIVES TECHNIQUE

1 REVISION  WORKS DONE   

IN YEAR 3
2 Blacksmithing/  Meaning of  Voc. –  To develop 2  Group work to Vocational aptitude book
Welding blacksmithing as learners’ discuss the 4 Xii by ugo C. Ugo
and welding occupation understandin environmental
 Things done by  Geo – g on policy governing
blacksmiths and Raw blacksmithing the miners will
welders materials and and welding. determine the Encyclopaedia Britannica
 Tools used by location of learners’ level of Ultimate Reference Suite
blacksmiths and the mining understanding
welders  Civic – on the lesson.
 Processes of Conforming  Individual‘s
blacksmithing to the rules of ability to
and welding the describe the
land(mining safety materials

445
 act/environm used by welders
ental policy) will also prove
 Health – each learner’s
Safety level of
materials assimilation on
used by the lesson.
blacksmiths
and welders
 His – one of
the oldest
craft
3 Building/House  Meaning of  Voc. - as  To develop 4  Open class www.answer.com
Construction building, house occupation learners discussion at the
construction,  Geo – understandin beginning of the
cement Architectural g on the lesson to prove
production design appropriate the learners www.wikipedia.com
 Types of building  Civic – procedures in knowledge on
 Materials used Conforming building and the lesson.
for house to the laws of house  Group work to
constructions the constructions analyse the Civic Education by Felix
 Stages of house land(acquirin . stages of house Alonge bk. 5 pg. 1- 10
construction g the land)  To cultivate construction will
 Professionals  Moral – Moral the right also prove the
involved in house value(using attitudes and learners
constructions the right skills needed understanding of www.cementproduction.c
 Types of cement materials in in house the lesson. om
 Materials building and constructions  A project writing
required for in production . on the materials
cement to avoid used for cement
production collapse of production will
 Processes in building and prove the
cement loss of lives) individual’s level
production of understanding
on the lesson.
4-5 Seasons and  The meaning of  Soc. – Types  To create An open discussion at www.seasonsandweather
Weather season, weather of season awareness of the begin of the lesson .com
and climate  Voc – different the learners extent of
 Types of seasons Occupation seasons and familiarity with the topic.
and weather (meteorologis climatic
 Features and ts) conditions in
Nigeria and
446
 differences in  Homec – worldwide. Britannica Encyclopaedia
each of the Clothings ,
seasons food and A group activity to
 Seasonal and crops for discuss and differentiate
daily weather different the international Encarta for Kids and
patterns in seasons seasons from the Encarta premium
Nigeria  Health –
seasons and weather
 Disasters that Sicknesses
occur in particular associated being experienced in
seasons with various Nigeria.
seasons
 Geo – Wind
that brings
different An individual’s ability to
seasons, itemize the kinds of food
locations that seen in various seasons
experience locally.
some climatic
conditions
6 War and conflict  The meaning of  Soc. – it  An individual Social Studies bk. 5 (pg.
war and conflict destroys man activity as each 7 – 17)
 Causes of war and his learner embarks
and conflict in environment on project www.warandconflict.com
relation to coups  His - writing on how
and the Nigeria Examples of these wars
Civil War war in the could have been
 Effects of war past like prevented would
and conflict Nigeria Civil prove each
 The incidence War, World learners
that led to World War I and II, reasoning ability
War I and II, Civil etc. on the topic.
war in Africa and  Health –  A whole class
Nigeria Civil War Outbreak of discussion will
 The conflict diseases also prove the
between Tutsi during war learners level of
and Hutus  Home Econs understanding
– Homes are on the lesson.
destroyed
and lack of
food (famine)
is
447
 experienced.
 Geo –
Conflict/war
because of
mineral
resources as
it was
between
Nigeria and
Bakassi
8 The road to world  Types of  Soc .  An open  Social Studies bk.
peace International International discussion at the 5 (pg. 25 – 29)
Organizations organizations beginning of the
and their  His – Their lesson to
common roles in the ascertain the
objectives but past world knowledge of
have different wars the learners on
jobs  Geo – Their the lesson.
 Stating the locations  An individual ‘s
member from the ability to
countries for world map describe the
each and their aims and
logos objectives of
 Things involved ECOWAS will
in making peace determine the
learners level of
assimilation of
the lesson.
9 Law  Meaning of law  Voc. –  A group work to
and constitution Lawyer(a discuss how law
 Branches of law profession) helps to shape
practiced in the  Soc – An arm our lives will
court(criminal of prove the
and civil law) government learners
 Role of law in our that makes understanding
society the law on the lesson
 How laws are
shaped and
enforced
 Role of Police

448
  How courts and
tribunal work
10 Forestry  Meaning of  Geo - Wood  To extend the  Open Class Home Economics for
forestry and and location learners discussion at the primary schools book 5
lumbering of the knowledge beginning of the by Olabisi Are and others
 Advantages/Uses forest(physic on forest and lesson will pg. 16
of forestry al features) its products determine the
 Roles of forest  Health – which are learners
and the forest Safety useful to man knowledge on
products equipment and his the topic Encarta for kids and
 Methods of  Soc – environment  Individual’s
Encarta premium 2009
lumbering destroying of ability to
 Advantages and man’s describe the
disadvantages of environment(f usefulness of
lumbering orest) forest will give a
www.forestry.com
 Instrument used  Civic – proof of each of
by forest workers Permit has to the learner’s
and lumbermen be obtained understanding
before cutting on the lesson
www.lumber.com
down trees in
the forest
 Voc – Forest
workers,
lumbermen,
etc.

449
PRY. 5 GENERAL KNOWLEDGE 2ND TERM
WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT REFERENCE
OBJECTIVES TECHNIQUE

1 REVISIONS    

2 Human  Meaning of  Soc - The geography  To improve  Group Encarta for kids and
Geography human of a place affect learners work to Encarta premium,
geography as people’s culture, knowledge use the
one of the houses they build, on the atlas and
branches of economic activities location of identify
geography that go on there. places of the Social Studies for Primary
 Human features  Voc – It determines global features Schools book 5 by
of geography the jobs they significance of some AdisaBakare pg. 51
 The effect of do(profession/occupati and their geograph
physical features on) human ical
of geography on  Health – The characteristi locations
man’s occupation geography of a place cs/features. will prove
and homes affects the health of the
the people living learners
around that area. understa
 His – People that nding on
experienced disaster the
as a result of their lesson.
geographical location
3 Home  Meaning of Home  Voc – Gardeners,  To develop  Whole Home Economics for
Management management cleaners, electricians, the learners class Primary schools book 3 by
 Various surfaces painters, plumbers, understandi activity Olabisi Are & others pg. 18
in our home etc. ng on the will
 Steps taken in  Homec – Different various determin
cleaning the ways of managing our ways our e the
home and its home home could learners www.homemanagement.co
different surfaces  Health – Ensuring the be managed level of m
 Reasons for health of the family for the assimilati
cleaning the members as the benefit of on on the

450
 home and articles importance of caring the family lesson
required for for our home members  Individual
cleaning the  Soc- man and his which activity to www.floorsurfaces.com
home environment automaticall itemise
y extends to steps in
the society. cleaning
the home
will
determin
e each
learner’s
understa
nding on
the
lesson
4 Influence  Meaning of  Soc – Types of peer  To enhance  Open www.influencerising.com
influence groups the learners Class
 Types and  Health – Bad influence knowledge activity
Causes of can lead to health on the will
influence hazards effects of ascertain
 Effects of  Homec – Things learnt influence. the
influence on an from homes, traits, etc. learners
individual  Civic – Positive level of
influence makes one a understa
good citizen nding on
 His – Role models and the
past heroes and lesson.
heroines

 Individual
’s ability
to itemise
the
consequ
ences of
influence
will give
proof of
each of
the
learners’
451
 level of
understa
nding on
the
lesson.
5 Defending  Meaning of the  Soc. – The definition  To create an  Whole Civic Education for primary
democracy terms and the effect of these awareness class School book 5 pg. 26
and Social  Types of groups pressure groups on of groups activity
Injustice that fights against man and his that fight for will give
social injustice environment democracy evidence
meted out on  His – The past leaders and social of the
citizens that fought for the justice for learners
 Meaning of rights of their citizens citizens. understa
pressure group  Civic – exhibiting our nding on
 Objectives and duties and the
types of pressure responsibilities as lesson
group good citizens which  Individual
 Usefulness brings social justice. activity
and  Moral – Always doing will
disadvantag the right things at the determin
es of right time and at the e each of
pressure right places the
group learners’
 Child Act level of
Policy assimilati
on on the
lesson.

6 Power  Definition of  Soc – Family (The  To develop   Farafina Social

terms(power, father as the head has learners Studies for primary
authority, power over every understandi schools bk. 6 by
legitimacy and other person in the ng on AdisaBakara pg. 7 -
influence) family) legitimate 9
 Sources of power  His – Leaders have power.  www.politicalpower
 Forms of power power over their s.com
citizens o
 Civic- Respecting the
constituted authorities,
government etc.

452
  Geo – power to create
some geographical
locations
8 World  Meaning of world  His – Past leaders and  To develop 3 (25  Whole Social Studies for primary
Famous famous leaders their achievements learners mins class schools book 6 by
Leaders  What makes a eg. Nelson Mandela understandi each) activity AdisaBakara& others pg. 99
leader famous  Civic – They were ng on the will
 Some world good patriots of their significance determin
famous leaders countries of the past e the
and their  Soc – Their world learners
achievements environments were leaders and level of
affected by their lives their assimilati
and influences characteristi on on the
 Gram – Use of cs. lesson
vocabulary that relates  Individual
to the passing of time, activity
eg. Decade, century, will
etc. determin
e each
learner’s
understa
nding on
the
lesson.
 A project
writing on
the
achievem
ent of the
past
world
leaders
will
determin
e the
level of
understa
nding of
the
lesson.

453
9– Food Service  Definition of food  Health – Hygiene  To develop  Whole www.wikipedia.org
10 service, food  Home Econs – Kitchen learners class
entertainment hygiene understandi work to www.foodservice.com
and food hygiene  Vocation – Caterers, ng of the ascertain
 Basic principles cooks, waiters, etc. various food learners
in food service  Civic – Controlled by services in level of
 Types of food agencies Nigeria. familiarity
servicing  Geo – Locations that with the
 Types of their main occupation topic
restaurant is on food service  Individual
 Steps involved in task as www.foodentertainment.co
setting a table each m
 Food safety tips learner
 Food poisoning itemizes www.answer.com
the basic
principles
in food
service
will prove
to what www.foodhygiene.com
extent
the www.foodandnutrition.com
lesson
was
compreh
ended
 Group
activity to
set a
table will
also
prove the
learners
level of
understa
nding on
the
lesson.

454
PRY. 5 GENERAL KNOWLEDGE 3 RD TERM

WKS TOPICS CONTENT KEY SKILLS/CROSS AIMS AND PERIOD ASSESSMENT

CURRICULAR LINK OBJECTIVES TECHNIQUE

1 REVISION    

2 Food labeling/Calories  Definition of  Health – The  To enhance the  Open www.answer.com

food effect of excess learners Class
labeling/calories calories knowledge and discussi
 Importance of  Voc – FST, understanding on at
food labeling Caterers, etc on the need to the
 Agencies that  Civic – agencies be acquainted beginnin
regulate food that regulate the with the g of the www.wikipedia.com
labeling food eg. contents and lesson
 Meaning of NAFDAC nutritional value to
calories  Maths – of any food one ascertai
 The effect of Measurement of is taken. n the
high or low the calories in learners’
calories in our each group of level of
body food familiarit
 Examples of y.
empty calorie  An
food, high individu
calorie food and al
low calorie food activity
to write
down
and
interpret
informati
on seen
on a
particula

455
 r food
label will
give
evidenc
e of
each
learner’s
level of
assimila
tion on
the
lesson.
3 Dairy Products  Definition of  Health –  To expose  Whole www.healthyeating.c
dairy products Hygiene and the learners to class om
with examples benefits of dairy suitable dairy work will
 The benefits of food in the body products and give
diary food in the  Vocation – their benefits to evidenc
body Animal farmers, the body e of the
 Types of diary rearers, sellers, learners’
food suitable for etc level of
children,  Homec – Those underst
teenagers, and suitable for anding
adults different people on the
 Geo – locations lesson.
where they are
gotten
 Individu
al’s
ability to
write a
report
on the
types of
diary
food
suitable
for
children
and
teenage
rs will
456
 prove
each
learner’s
level of
underst
anding
on the
lesson.
4 Physical Development  Meaning of  Soc – Definition To ensure that learners  Whole Civic Education bk. 5
physical  Health –  develop class by Felix Alonge pg.
development, Hygiene/good competence to discussi 125 - 134
physical fitness grooming excel in a broad on at
and growth  Homec – types range of the
 Factors that can of food that physical beginnin
contribute to the contribute to activities g of the
development of physical growth lesson
 are physically to
a child  Vocation – active for ascertai
 Stages of Athletes, sustained n the
development psychologists, periods of time level of
 Signs of doctors
physical  Civic – trained to  engage in familiarit
growth/develop be good citizens competitive y with
ment sports and the
 Challenges that activities topic.
adolescents  Group
 lead healthy, activities
face
active lives. to
 Health
precautions engage
during in some
adolescence physical
activities
will
determi
ne the
learners
underst
anding
on the
lesson.
 Individu
al’s
457
 ability to
discuss
the
factors
that
contribut
e to
physical
develop
ment of
an
individu
al will
prove
the
extent of
each of
the
learner’s
underst
anding.
5 The origin of man  Meaning of  History - The To develop learners  An Social Studies bk. 5
myths story of some understanding on the individu pg. 71
 Nigerian beliefs of the origin of man in relation al
creation myths past on the with the Nigeria Creation activity
origin of man as each
Myths.
learner www.originofman.co
embarks m
on
project
writing
on the
topic will
ascertai
n each
learner’s
level of
underst
anding
on the
topic
458
6 Benin & Oyo Kingdom  History of Benin  His – The story  To enhance 3  Open Social Studies by
and Oyo of the beginning learners class AdisaBakare and
Kingdom of the kingdom knowledge on (25 mins work will others bk. 5 pg. 74
 Legends of the  Geo – The the beginning of each) ascertai
origin of the two location of the these two n the
kingdoms kingdom kingdom why learners
 Benin kings  Voc – The main they have some underst
 Decline of the occupation they global anding
kingdoms Benin do significance on the
and Oyo lesson.
Kingdom

 Individu
al
activity
to
itemise
factors
that led
to Oyo’s
decline
will
determi
ne each
learner’s
underst
anding
on the
lesson
8 Kanem – Bornu/Asante  The history of  His – The story  To develop  Whole  Social
Kingdom the kingdom of  Geo – The learners class Studies for
Kanem location understanding work will primary
 The decline of  Voc – The main on the history of give schools bk. 5
kanem Kingdom occupation they Kanem-Bornu/A evidenc by
 The legend of do sante Kingdom e of the AdisaBakare
the golden stool learners and others
 Rise and decline level of pg. 78
of the empire underst
anding
on the
lesson.
459
  Individu
al
activity
to
discuss
how
Osei
Tutu
become
the first
ruler of
the
Asante
will
prove
each of
the
learner’s
level of
assimila
tion on
the
lesson.
9-10 Trans-Sahara/Atlantic  Meaning of  His – The story  To develop  2  Whole  Social
Trade trans-sahara of trans -Sahara learners class Studies for
trade & trans- desert understanding activity primary
atlantic trade  Geo – the on the past will schools book
 The importance location of the various trades determi 5 by
of the Trans- environment ne the AdisaBakare
Saharan Trade  Civic – denial of learners &others. Pg.
 Colonial rule in African rights underst 82
Africa and the and anding
Berlin responsibilities on the
conference  Health – lesson
Unhygienic  Individu
health structure al’s
ability to
write on
why
Europea
ns
460
 colonize
d Africa
will give
proof of
each
learner’s
level of
underst
anding
on the
lesson

461
 PRIMARY 5 MATHEMATICS 1 ST TERM
WK TOPICS CONTENT KEY SKILLS/ CROSS- AIMS AND PERIO ASSESSMENT REFERENCE
S CURRICULAR OBJECTIVES DS TECHNIQUE
LINKING
1. Revision     
2. Numeration  Meaning of  Homec. – Things  To extend  A group  Macmillan
numeration. that come in the activity champion
 Counting up to pairs at home eg learner’s to count primary
1,000,000. needle and knowledge in mathemat
 Counting thread. on higher multiples ics 4. By
backward to  Soc. – millions of numbers. of 7, 25, Samuel
zero to include properties  To create 100 and Ilori et
negative destroyed during awareness 1,000. al. Pg 5,
numbers. wars. of  A group 10, 14- 16
 Place value of  Geo. – Mount negative activity & 30.
digits in million, Everest, the whole to count  Progressi
thousands, highest mountain numbers. negative ve
hundreds, tens is said to be  To develop numbers. mathemat
and units. km high. learner  Individual ics for
 Place value of  Voc. – understan activity upper
decimals to occupations ds of place to place primary.
thousandth. (accountants). values of numbers By K.E
 Writing  His. – Millions of both whole in their Amoaku
numbers in lives were lost numbers right et al. Pg
figures and in during the World and place 5-9 & 70-
462
 word forms. War II. decimal values. 76.
 Word problems  Civic – millions of numbers.  Individual  Understa
in numeration. lives and  To develop activities nding
properties will the ability to mathemat
be saved if we of represent ics for
are responsible. learners in numbers Nigeria,
 Moral - In writing in their bk 5. By
Noah’s time, all numbers in words or Maria N.
animals that words and figures Pg 11 & 12
entered the ark figures. forms.
went in pairs of  To develop  Individual
twos. solution activities
skills in on word
the above problems
through on
application numeratio
in word n.
problems.
3. Approximat  Approximation/  Homec. – In  To create  Individual  Understa
ion/ rounding off of measuring items awareness activities nding
estimation whole numbers at home eg on on mathemat
& roman and decimals. materials, we approxima estimatio ics for
numerals.  Significant sometimes tion. n and Nigeria,
figures. approximate. Eg  To extend roman bk 5. By
 Roman 4.56 could be learners numerals. Maria N.
numerals to taken as 4.6 or awareness  A group Pg 97-
1,000. 5. recitation 102.
on roman
 Roman numerals of the  Progressi
463
 have been of use numerals. roman ve
since the days of numerals. mathemat
the ancient ics for
Rome. upper
 Geo. – Rome is primary.
located in Italy. By K.E
 Voc. – Amoaku
Occupation et al. Pg
(linguistic). 10-13,
 Moral – God put 88-93.
the people of  Macmillan
Israel under the champion
rule of the primary
Romans as a mathemat
result of their ics 4. By
disobedience. Samuel
Ilori et
al. Pg 22-
27.
4. Addition  Addition and  Civic –  To develop  Individual  Macmillan
and subtraction of Obedience adds learners activities champion
subtraction whole numbers. value to life. understan on primary
 Word problems  Homec. – When ding of addition mathemat
in addition and cooking we add addition and ics 4. By
subtraction of ingredients to and subtracti Samuel
whole numbers. make the food subtractio on. Ilori et
delicious. n of al. Pg 66-
 Soc. - We add higher 92.
464
 value to our numbers.  Understa
environment by  To nding
keeping it clean. improve on mathemat
 Voc. – learners ics for
Occupation knowledge Nigeria.
(business men of By Maria
and women). addition N, bk 5.
 Morals – and Pg 15-18.
Hezekiah was subtractio
faithful to God n through
and God added word
more years to problems.
his life.
5/6. Multiplicati  Multiplication  Voc. –  To develop  Group  Understa
on and of whole Occupation learners activity nding
division numbers. (engineers). understan on mathemat
 Division of  His. – From the ding of reciting ics for
whole numbers. last census the times- the Nigeria,
 Long division. taken, the table times- bk 5. By
 Lowest Common numbers of through table. Maria N.
Multiple houses in urban its  Group Pg 21, 24,
(L.C.M). areas have application activity 25-30,
 Highest increased by in word on the 80-91.
Common Factor two. problem. definition  Macmillan
(H.C.F).  Moral - God  To of prime champion
 Prime numbers. commanded man improve numbers, primary
 Factors. after creating learners rates and mathemat
 Multiples. him to increase understan giving the ics 4. By
465
  Meaning of and multiply. ding on full Samuel
rate. L.C.M and meanings Ilori et
 Problems on H.C.F of the al. Pg 114-
rate.  To develop acronyms 149, 150-
 Square root learners L.C.M and 162
 Cube root understan H.C.F.  Progressi
ding on  Individual ve
prime activities mathemat
numbers, on ics for
factor, problem upper
rates and solving in primary.
multiples. multiplica By K.E
 To develop tion, Amoaku
learners division, et al. Pg
understan L.C.M, 14-40.
ding on H.C.F,
square prime
roots and numbers,
cube factors,
roots. rates and
multiples.
 Individual
activities
on square
roots and
cube
roots.
7. Mid-term      
466
 break.
8. Fractions  Meaning of  Homec. – In  To  Individual  Macmillan
fraction. cutting materials improve on activities champion
 Types of at home, we students on solving primary
fractions. often use knowledge fraction mathemat
 Ordering of fraction. Eg 1½ of problems. ics 4. By
fractions. yards. addition, Samuel
 Calculation.  Health – In subtractio Ilori et
administering n, division al. Pg 31-
drugs, fractions and 37, 61-
are sometimes multiplicat 65.
used. Eg½ dose ion.  Progressi
of paracetamol. ve
 Vocation – mathemat
Occupation ics for
(doctors). upper
 Morals – God primary.
demands our By K.E
tithe, which is Amoaku
1/10th of our et al. Pg
income. 41-42.
 Understa
nding
mathemat
ics for
Nigeria,
bk 5. By
Maria N.
467
 Pg 31-46.
9. Fractions  Meaning of  Homec. – In  To  Individual  Understa
equivalent cutting materials improve on activities nding
fraction. at home, we students on solving mathemat
 Problems on often use knowledge fraction ics for
equivalent fraction. Eg 1½ of problems. Nigeria
fraction. yards. addition, bk 5. By
 Decimal  Health – In subtractio Maria N.
fractions administering n, division Pg 47-57.
(Addition, drugs, fractions and  Progressi
subtraction are sometimes multiplicat ve
multiplication used. Eg½ dose ion mathemat
and division of of paracetamol. (BODMAS ics for
decimal  Vocation – ) and upper
fractions). Occupation simplificat primary.
(doctors). ion. By K.E
 Morals – God Amoaku
demands our et al. Pg
tithe, which is 43. 70-
1/10th of our 87.
income.
10. Revision      

468
PRY 5 MATHEMATICS 2ND TERM

WKS TOPICS CONTENTS KEY SKILLS/ CROSS AIMS AND PER ASSESSMEN REFERENCES
CURRICULAR LINKING OBJECTIVES IO T
DS TECHNIQUES
1. Revision      

2. Percentage,  Symbol of  Voc. – Occupation  To create the  Individu  Progres

decimals and percentage (banker). ability for al sive
fractions.  Problems  Homec – decimal learners to activitie mathe
in numbers are found easily identify s on matics
percentage on our measuring percentage as percent for
, relating it tapes. well as solve age and upper
with  Healt- dosages. Eg problems in it. its primary
fractions 1½ dose of tablet. related . By K.E
and  Morals – God problem Amoak
decimals. demands our tithe, s. u et al.
which is 1/10th of Pg 94-
our income. 105.
 Unders
tanding
mathe
matics
for
Nigeria
469
 , bk 5.
By
 Maria
 N. Pg
58-67.
3/4. Measures &  Definition  Homec- Containers  To develop  Group  Macmill
Conversion of area in our homes can learners recitati an
and contain various ability in on of champi
calculation volumes of liquid. solving the on
of area for  His. – Foot and arm problems on conversi primary
2D shapes. were once used as area, on mathe
 Definition means of perimeter, table. matics
of measurement. volume,  Individu 4. By
perimeter  Geo. – longest river capacity, al Samuel
and in Nigeria is River length, mass, activitie Ilori et
calculation Niger. weight and s on al. Pg
of 2D and  Voc. – Occupation temperature. measure 195-
irregular (engineers).  To develop s and 211;
shapes.  Moral – the tower of learners conversi 220-
 Meaning of Babel. ability to find on. 238.
volume, length and  Progres
capacity, other sive
length, properties of mathe
mass, shapes when matics
weight and the area or for
temperatu perimeter is upper
re and given. primary
calculation  To develop . By K.E
470
 s involved learners Amoak
in them. ability in unit u et al.
 Conversion conversion. Pg 163-
between  To develop 224;
different learners 231-
units of ability in the 243.
measureme use of all four  Unders
nt, money (4) operations tanding
and time. in solving mathe
 Addition, problems of matics
subtractio measures and for
n, division conversion. Nigeria
and , bk 5.
multiplicati By
on of units. Maria
N. Pg
148-
157;
179-
192.
6/7. Mid-term      
break
8. Measures,  Time.  His. – Trade and  To develop  Group  Unders
time and  Money. barter were the learners recitati tanding
money.  Profit and first means of ability to solve on of mathe
loss. payment. problems on time matics
 Increment.  Homec. – yeast helps time, money, and for
 Discount. to increase the size profit, loss, money Nigeria
471
 Commission of loaves. increment, tables. , bk 5.
 Soc. – curfew. discount and  Individu By
 Geo. – seasons and commission. al Maria
weather.  To assist activitie N. Pg
 Voc. – occupation learners to s on 103-
(economists). relate the time, 107,
 Health – the number above to real money, 108,
of months for life activities. profit, 114-
conception. Eg 9 loss, 118.
months pregnancy. increme  Progres
 Moral - The love of nt, sive
money is the root of discount mathe
evil. and matics
commiss for
ion. upper
primary
. By K.E
Amoak
u et al.
Pg 106-
123.
 Macmill
an
champi
on
primary
mathe
matics
472
 4. By
Samuel
Ilori et
al. Pg
168-
178,
195-
199.
10. Properties of  Properties  Homec. – we use  To assist  Group  Progres
shapes of 2D and boxes in our homes. learners to be recitati sive
3D shapes.  Voc. – occupation able to on of mathe
 Drawing/ (engineers). identify the matics
constructi different properti for
on of shapes and es of upper
angles. lines with the 2D and primary
 Recognisin aid of their 3D . By K.E
g 90°, properties. shapes. Amoak
180°, 360°,  To develop  Individu u et al.
etc. the proper use al Pg 251-
 Regular of the activitie 259.
and mathematics s on  Unders
irregular sets in the constru tanding
polygons. learners. ction of mathe
 Application  To enable the angles. matics
of learners to be  Group for
properties able to know recitati Nigeria
of shapes the names of on of , bk 5.
in word some angles the By
473
 problems. and to be able name of Maria
to construct some N. Pg
them. angles. 119-
 To assist the 147.
learners to
use their
knowledge in
the properties
of shapes to
be able to
solve word
problems.
10. Revision      

474
PRY 5 MATHEMATICS 3 RD TERM
WK TOPICS CONTENTS KEY SKILLS/ CROSS- AIMS AND PERIOD ASSESSMENT REFERENCES
S CURRICULAR LINKING OBJECTIVES TECHNIQUE
1. Revision      
2. Geometr  Position  His. – abacus  To  Individual 
y  Direction.  Voc. – accountant develop activities
 Motion.  Health – accurate the on
eating, reading ability for position,
and working learners direction
positions. to solve and
 Homec - the position, motion.
position for direction
flowers is the and
vase or flower motion
bed. problems,
 Civic – direct as well as
your life in truth. relate
 Moral – allow God them to
direct your life. real life
activities.
3/4. Data  Statistics  Voc – scientist  To  Individual  Macmillan
presenta  Averages.  Moral – our lives develop activities champion
475
 tion  Mode. should represent learners on primary
 Median Christ ability on statistics mathemati
 Pictograms  Sos-arms of statistics and data cs 4. By
 Bar graphs Govt. and data represent Samuel
 Pie chart. represent ation. Ilori et al.
 Tally ation. Pg 239-
representation 243.
.  Understan
ding
mathemati
cs for
Nigeria, bk
5. By Maria
N. Pg 193-
206.
 Progressiv
e
mathemati
cs for
upper
primary. By
K.E
Amoaku et
al. Pg 260-
276.
5. Algebrai  Express  Voc. – engineers.  To  Individual  Understan
c missing number  Moral – we should develop activities ding
expressi problems pray to God to fill the on mathemati
476
 on algebraically. the missing values ability for algebraic cs for
 Use simple in our lives. learners expressio Nigeria bk
numbers to solve ns. 5. By Maria
expressed in missing  Group N. Pg 158-
words. letter and recitation 178.
 Linear number number of the  Progressiv
sequence. problems. rule of e
 Arithmetic  To the rule mathemati
rules enhance guiding cs for
(BODMAS). the the upper
 Number ability for mathemat primary. By
puzzle. learners ical signs. K.E
to master Amoaku et
the use of al. Pg 244-
the four 250.
mathemat
ical signs.
6. Lines  Lines.  Voc. – engineers  To assist  Class  Progressiv
and  Triangles.  Homec – rules learners interactio e
angles  Mathematical in the use n based mathemati
problems on of the on cs for
lines (opposite, knowledge previous upper
corresponding of angles knowledg primary. By
angles, etc) they have e in lines K.E
and angles. gotten to and angle. Amoaku et
solve  Individual al. Pg 251-
angle activities 259.
problems. on lines  Understan
477
  To and ding
broaden angles. mathemati
the cs for
knowledge Nigeria. By
of Maria N. Pg
learners 139-147.
in
mathemat
ical
problems
related to
lines.
7. Simple  Simple  Voc. – accountant  To  Group  Understan
interest interest. develop recitation ding
 Principal. the of the mathemati
 Time. ability for formula cs for
 Rate. learners for simple Nigeria, bk
 Word to solve interest. 5. By Maria
problems. simple  Individual N. Pg 109-
interest. activities 113.
 To in solving
develop problems
ability of in simple
learners interest.
to solve
one of
the
missing
478
 factor
when
others
are given.
 To assist
learners
apply the
knowledge
of simple
interest
through
word
problems.
8. Mid-      
term
break
9. Ratio  Ratio  Voc. –  To  Individual  Understan
and  Types of mathematician. develop activities ding
proporti proportion  Homec – the ratio learners on ratio mathemati
on  Application on of flour to butter ability on and cs for
proportion. matters in baking ratio and proportio Nigeria bk
proportio n. 5. By Maria
n and on N. Pg 68-
how to 83.
apply
them.
10. Lines  Further  Voc. - accountant  To assist  Individual  Progressiv
and problems on the activities e
479
 angles lines and learners on lines mathemati
angles. master and cs for
solutions angles. upper
on lines primary. By
and angle K.E
problems. Amoaku et
al. Pg 251-
259.
 Understan
ding
mathemati
cs for
Nigeria, bk
5. By Maria
N. Pg 139-
147.
11. Revision      

480
 PRIMARY 5 BASIC SCIENCE 1 ST TERM
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERENCE
TECHNIQUE

1 REVISION - -

2 Animals  Meaning  Voc. -  To extend the 2  Open Class

of zoologist learners knowledge discussion at the
animals on the meaning of beginning of the
 Animals animal study lesson will
as living determine the Encarta for kids and
things. learners Encarta premium
 Animal  To develop learners knowledge on the 2009
cell. understanding on topic
 Zoologist the differences and  Whole class
 The similarities between activity will
classifica plant and animal determine the
tion of cell. learners level of
animals assimilation on

481
 into the lesson
vertebrat  Individual activity
es and will determine
invertebr each learner’s
ates. understanding on
the lesson

3 Plants  Meaning  History –  To develop learners  . Whole class Encarta for kids and
of plants. the origin knowledge on the activity will Encarta premium,
 Classifica of plants. plant and its cell. determine the
tion of  Voc– learners level of
plants botanist.. assimilation on
 Plant  Geo – the lesson Learn series basic
cell location  Individual activity science by
 Similariti will determine Nmaju .Obasi.
es each learner’s
between understanding on Page 77
plant cell the lesson
and
animal
cell./differ
ences
 Who a
botanist
is.
4/5 Circulation  Meaning  To develop learners 2  Open Class Learn series basic
of knowledge on how activity will science book 6 by N
circulatio  Health blood is distributed .. ascertain the maju .M. Obasi.
n Edu . –to learners level of
 Compon exercise understanding on
ents of regularly the lesson.
the and eat
circulator good food.
y system.  Civic –  Individual’s ability
 The Positive to components of
blood, influence the circulatory
contents makes system will give
,types , one a proof of each of

482
 functions good the learners’ level
and citizen of understanding
diseases on the lesson.
of the
blood.

6 Reversible and  Meaning  Soc. –  To enhance the 2  Whole class work Encarta premium.
Irreversible of meaning learners knowledge will give evidence Com.
materials. reversibl of on reversible and of the learners
e and materials.. irreversible understanding on
irreversib  Voc- uses materials. the lesson.
le of  Individual’s ability
change materials. to discuss how
 Example materials can be
s reversed or
 Practical. cannot be
reversed will
give evidence of
each of the
learner’s level of
understanding on
the lesson.
8  Meaning  Morals – To develop learners Civic  Whole class
of Doing understanding on filtration. Education activity will give
Filtration filtration things for evidence of the
 What is well. primary learners
mixture. understanding on
School
 Solvent the lesson
book 5 pg.  Individual activity
and
solute. 26 will determine
 Soluble each of the
and learners’ level of
insoluble. assimilation on
 Physical the lesson.
ways of
separatin
g
mixtures.
9/10 Buoyancy  Meaning  Voc. To enhance learners Social  Whole class www. buoyancy.com

483
 of Things understanding on buoyancy. Studies activity will
buoyancy that can for determine the
 Types of float. primary learners level of Encarta
buoyancy assimilation on premium .com.
schools
 Up thrust the lesson
book 6 by
force and  Individual activity
experime Adisa, will determine
nt. Bakara& each learner’s
others pg. understanding on
99 the lesson

PRY 5 BASIC SCIENCE 2 ND TERM

WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERENCE
TECHNIQUE

1 REVISION - -

2/3 Farming  Meaning of farming  To extend the  Open Class A textbook on

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

484
 process will
give a proof of
each of the www.lumber.com
learner’s
understanding
on the lesson
4 Leaf  Meaning of  To develop  . Encarta for kids and
leaf. learners Encarta premium,
 Parts of the leaf  Geo – knowledge on the
 Importance of leaf to location leaf.
plants .
Learn series basic
science by Nmajuobasi.

5 Erosion  Meaning of erosion  Soc –  To enhance the 2  Open Class www.erosion.com

 Types of erosion countries learners activity will
 Causes of erosion in Africa. knowledge on ascertain the
 How to prevent  Moral – erosion . learners level
erosion . Importance of
of unity understanding
 History – on the lesson.
The
emergency
of erosion  Individual’s
 Geo- ability to types
location of erosion will
give proof of
each of the
learners’ level
of
understanding
on the lesson.
6/8 The  The planets  Soc. –  To enhance the 2  Whole class Learn science by Nmaju
planets ,  Earth’s rotation and planets of learners work will give .Obasi for primary
earth and revolution , time the world. understanding on evidence of schools book 5 pg. 19
solar taken and the results.  His.-The the planet and the learners
 What are the things emergency solar system. understanding
system
that make up the of new on the lesson.
solar system planet  Individual’s
 Rotation/ ability to

485
 revolution itemise
planets we
have will give
evidence of
each of the
learner’s level
of
understanding
on the lesson.
9  Meaning of wind Geo. Location To enhance learners 2  Whole class
 Types of wind. /direction understanding on wind activity will
Wind  How wind can and uses. give evidence
be measured Voc. Instruments of the learners
 Uses of wind. for measuring understanding
wind. on the lesson
 Individual
activity will
determine
each of the
learners’ level
of assimilation
on the lesson.
10 Machines  Meaning of machine Voc. To enhance learners 2  Whole class
 Types of machines Machines understanding on activity will
with examples. machines. determine the
 Types of machines Sos – uses learners level
and their of machine of assimilation
characteristics. on the lesson
 Individual
activity will
determine
each learner’s
understanding
on the lesson

486
 PRY 5 BASIC SCIENCE 3 rd TERM

WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT REFERENCE

OBJECTIVES TECHNIQUE

1 REVISION - -

2 Viruses &  Meaning of  Health To extend the  Open Class

bacteria viruses / education.- learners discussion at
bacteria importance of knowledge on the beginning
 Examples hygiene\ how to viruses and of the lesson
 Diseases keep the bacteria will determine Encarta for kids and
caused by virus surrounding To develop the learners Encarta premium 2009
and bacteria. clean. learners knowledge on
understanding the topic
on the diseases  Individual’s
caused by these ability to www.pathogens.com
organisms. describe the
various types
of diseases
will give a Basic science bk 5 and
proof of each 6 by NmajuObasi.
of the learner’s
understanding
on the lesson

487
3 Vaccination  Meaning of  History – the To develop  . Encarta for kids and
vaccination origin of learners Encarta premiunm.
 Types of vaccination knowledge on
vaccination  Voc – tools vaccination .
used in
vaccination
 Geo – where
vaccination is
done

4 Measurement  Meaning of To enhance the 2  Open Class Science is discovery

measurement learners activity will pupilspupils book 3.
 Standard unit  Moral – knowledge on ascertain the
for Importance of measurement.. learners level Page 23
measurement. measurement of
 Types of  History –the understanding
measurements invention of new on the lesson.
and their units. standard of
 Olden days measurement.
measurement.  Individual’s
ability to
itemise
different
measurements
will give proof
of each of the
learners’ level
of
understanding
on the lesson.
5/6 Magnetism  Meaning  Voc. Uses of To enhance the 2  Whole class Learn series science
 Characteristics magnets. learners work will give book 2 by
of magnets. knowledge on evidence of NmajuObasi.
 Magnetic magnetism the learners
materials and To develop understanding
non – magnet learners on the lesson.
materials with understanding  Individual’s
examples. the uses of ability to
 Uses of magnet. magnet. itemise types

488
 of magnetwill
give evidence
of each of the
learner’s level
of
understanding
on the lesson.
8 Acid /base  Meaning of acid Soc. – acid , To 2  Whole class www.base.com
and base. base develop activity will
 Examples learners give evidence organic chemistry.com
 Uses Voc. Scientist. understan of the learners
X ding on understanding
the on the lesson
difference  Individual
s between activity will
acid and determine
base. each of the
learners’ level
of assimilation
on the lesson.
9/10 Light (1)  Meaning of light Soc- meaning of  To develop 2  Whole class Encarta premium.com
 How light is light learners activity will
formed understandin determine the
 How light g on how learners level
travels. light travels. of assimilation
 Formation of on the lesson
rainbow  Individual
 Reflection and activity will
refraction . determine
each learner’s
understanding
on the lesson

489
PRIMARY 6 GENERAL KNOWLEDGE 1STTERM

WK TOPIC CONTENT KEY SKILL/CROSS AIM AND PERIOD ASSESSMENT TECHNICS REFERENCE
CURRICULAR LINK OBJECTIVES
1 Revision
2 Government  Meaning of o History = To develop 2  Open class  Civic Education for
government emergence of learners (25mins discussion at the Nigerian Primary
 Types of the forms of understanding each)` beginning of the Schools book 6 by
government government. on the leading lesson will determine Felix K. Alonge& Co
 Arms of o Social studies= powers in a learners’ familiarity o Civic Education for
government functions of each society on the topic. Nigerian Primary
 Functions of arm of o Individual activity at Schools book 4
each arm government. the end of the lesson o Social studies book 3
o Citizenship=the to itemise the duties and 6 by Farafina
right of a citizen of each arms of Educational.
to participate in government will prove
voting each learner’s level of
o Geography=gove understanding on the
rnment lesson.
pertaining to
different nations
o Moral=obedience
to the ruling
power
3 Crude oil  Meaning of o History = To develop 2  Open class  www.petroleum.uk.c
crude oil formation of learners (25mins discussion at the om
 Formation of crude oil. understanding each)` beginning of the  www.oilprice.co.
crude oil on the formation lesson will determine  www.kids.esdb.bg/
o Social studies =
 Oil producing of crude oil. learners’ familiarity oil.html
countries relationship
on the topic. 
490
  Fuels and other between  Individual activity at
products from indigenes and the end of the lesson
crude oil non-indigenes of to give step by step
 The refinery oil producing oil formation process
 Impact of crude areas will prove each
oil on the o Geography = learner’s level of
environment areas where oil understanding on the
 Laws on oil can be found lesson.
pollution.
o Moral = pipe line
vandalism
o Vocation =
working in oil
producing
companies
o Health = oil
pollution and
control
o Home economic
= fuels for
cooking
4 The  Definition of o History=emergen To improve the 2  Whole class activity  Farafina Social Studies
continents continent ce of the learners (25mins will give evidence of book 6 by
 The seven continents understanding each)` the learners AdisaBakara
continents and o Geography= on the features understanding on the 
their features locations of each of some lesson o www.worldmap.com
 Races and continent continent.  Pair work will enable
languages of o Moral= respect the learners to
the continents for people of identify interesting
other races facts about these
continents which will
determine their level
of understanding on
the lesson.
o Individual’s ability to
identify various races
and languages
spoken by some of
the continents will
give proof of each
491
 learner’s
understanding on the
lesson.
5 The  Explanation of o History =how To develop 2 o Individual’s ability to  Social Studies for
Carthage terms Carthage came learners (25mins give a brief summary Primary Schools bk. 6
and the  The Punic war into being understanding each)` on the happenings by AdisaBakara
medieval  The fall of the o Social studies= on our world during the Carthage  www.carthage-mo.gov/
roman empire the Barbaric before now. and medieval period 
 Period of the period will prove each
dark ages o Geography= learner’s
mapping of the understanding on the
Carthage area lesson
o Moral=
o Vocation=
occupation of the
Carthage(trading
)
6 Explorers  Definition of o History =the To enhance the 2  Open class activity will  Social Studies book
and terms early lives of the learners (25mins ascertain the learners’ 4 by AdisaBakara
inventors  Early explorers individual understanding each)` level of understanding pg. 75 – 77,
and inventors inventors. on the explorers on the lesson. www.worldinventors
from Nigeria o Social studies = and inventors of o Individual’s ability to .com
and other o Geography = old. discuss some of the
countries place of origin discoveries and o www.emersonkent.c
 Their and places of inventions of the om
achievements exploration. explorers and o www.enchantedlearn
 o Moral = inventors will ing.com/inventors/
perseverance determine each o
even in the face learner’s assimilation
of obstacles and on the lesson.
failure
o Vocation = as a
researcher.
8 Painting  Meaning of o History = the To develop 2 (25  Whole class activity  Nationwide
painting early painters learners’ mins will ascertain the Vocational Aptitude
 Personnel o Social studies= understanding each) learners’ test by Ugo C. Ugo
involved in on the artistic understanding on the  Britannica 2012
types of
painting painting. lesson. ultimate reference
paintings
 Materials for o Individual’s ability to suite
o Vocation=
painting and itemise materials o Encarta premium
492
 their uses working as a used in painting and 2009
 Types of paints painter to identify the type of o www.diydata.com/
 Types of paint o Health = toxicity paint works will give materials/paint
works proof of each o www.kidzworld.com/
of paints
learner’s level of articles
o Home understanding on the o www.channel4.com
economic= lesson o www.elledecor.com/
different paints
home-remodeling
used in the
homes.
9 Printing  Definition of o History = how To develop 2(25  Whole class work  www.technoverting2
press printing press printing came learners’ mins will determine the 000.com
 Printing as a about understanding each) learners’ level of  www.vconnect.com/
vocation on printing. understanding on the printingpress
o Social studies =
 Invention of lesson.  Britannica 2012
printing press the role of
o Individual’s ability to ultimate reference
 Printing printing in the
itemise the suite
techniques society
usefulness of printing o Encarta premium
o Vocation= people
press will determine 2009
working in the each learner’s level of o Inventors.about.com/
media house and understanding on the od/gstart
printing presses lesson. inventors/a/Gutenber
o Health= handling g.htm.
the equipment

10 Plastic /  Meaning of o History = the To develop 2(25  Whole class work will  www.technologystudent.
Rubber plastic/rubber period of learners’ mins give evidence of the com/design
 Items made of emergence of understanding each) learners’ level of  www.the-warren.org/
plastics and on the symbols understanding on the GCSERevision/
rubber
rubber found on some lesson. resistant
 Synthetic and o Social studies = rubber/plastics o Individual task as  www.wrap.org.uk/
non-synthetic uses of rubber materials. each learner identifies content/types-plastic
materials o Geography= materials made of
areas where rubber and plastic  Britannica 2012
rubber plants and identify the ultimate reference
thrive well. different containers suite
o Moral = proper that will be use as o Encarta premium
packaging for items 2009
deposition of
will give evidence of

493
 rubber waste each learner’s level of
o Vocation= rubber understanding on the
tappers and lesson.
industrial
production of
rubber/plastics
o Health= types of
rubber/plastic
materials to use
o Home
economic= uses
as cooking
utensils .

PRIMARY 6 GENERAL KNOWLEDGE 2ND TERM

WK TOPIC CONTENT KEY SKILL/CROSS AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CURRICULAR LINK TECHNICS
1
2 Civic  Meaning of civic o Social studies = To develop learners’ 2  Open class o Civic
Education education relationship with understanding on human (25 mins discussion at Education
/  Right and people around rights. each) the beginning for
Social responsibilities of you To develop learners’ of the lesson Nigerian
Issues/ citizens o Citizenship = understanding on will determine Primary
Injustices  Duties of citizens duties and injustice meted on the learners Schools
to the nation responsibilities children in the society. knowledge on bk. 4, 5 &
 Definition of of a citizen the lesson. 6. pgs. 63,
social issues and o Moral= respect o Individual 45 and 27
injustice for others in the activity to o Civic
 Examples of itemise the Education
society
494
 social issues and o Vocation = as a duties and for
injustices social worker. responsibilities Nigerian
 Ways of curbing of a citizen and Primary
social issues and to say ways of Schools by
injustices curbing Felix K.
injustices will Alonge bk.
prove the 5 pg. 104 -
learner’s level 107
of
understanding
on the lesson.
3 National  Meaning of o History = why To enlighten the learners 2  Group work o Civic
Honours terms / citation award are given on awards given to the (25 mins will give proof Education
Awards  Criteria for o Social studies= citizens of Nigeria. each) of the learners for Nigerian
awards understanding Primary
what and who
 Examples of on the lesson. schools bk.
merits awards
national honour o Individual’s 5 pg. 88 –
o Geography=
award ability to itemise 90.
awards given to
some national
people in Nigeria wards will also
and other determine the
countries learner’s level
o Moral= of
behaviours that understanding
on the lesson
attract awards

4 Family  Definition of o History = the root To develop learners 2 (25mins o Individual o Primary
Emotional family, emotional of a family understanding on each)` activity to Health
and and social health o Social studies= emotional and social itemise ways to Education
Social  Attributes of relating with health. ensure good by E. A.
Health family with good family members emotional and Obogbaimh
emotional and o Geography= social health in e bk. 5 pg.
social health location of family the family will 44 – 45,
 Consequences of root give evidence www.family
bad emotional o Moral = rules at of each of the healthylivin
health home. learner’s level g.com
o Health= of
hereditary illness understanding
o Home on the lesson
economic= care
495
 of the home.
5 Drug/  Meaning of drug o Social = effect To enhance the learners 2 (25mins  Whole Class  Civic
Substanc abuse to the society understanding on side each)` activity will Education
e Abuse  Factors that o Moral= the effect of the abuse of determine the for Primary
contribute to drug drugs. learners level School
effects of drug
abuse of book 6 pg.
abuse
 Consequences of understanding 89,
o Vocation= social
drug/substance on the lesson. www.drug
workers
abuse o Individual abuse.com
o Health = effects
 Prevention of activity as o www.adda
drug/ substance of drugs to the
each of the ction.org.u
abuse body system.
learner k
itemises the o
causes of drug
abuse will
ascertain the
learner’s level
of
understanding
on the lesson.
6 Photogra  Meaning of  Meaning of 2  Open Class
phy photography o Moral= photography (25 mins discussion at  National
 People/terms o Vocation = as a  People/terms each) the beginning wide
involved in photographer involved in of the lesson vocational
photography o Health = effects photography to ascertain aptitude
 Processes of of chemicals  Processes of the learners tests by
producing a picture used in the producing a level of Ugo C.
from the negative development of picture from the familiarity on Ugo
 Workshop safety photos. negative the topic.  www.steps
o o An individual inphotogra
activity to write phy.com
down how a  Britannica
picture is 2012
produced from ultimate
the negative reference
will give suite
evidence of o Encarta
each learner’s premium
level of 2009
assimilation on
the lesson.
496
9. Pottery/  Pottery as a o History = To develop learners’ 2  Whole class work  www.potte
Marble vocation formation of knowledge on pottery (25 mins will give evidence ryworks.co
 Personnel marble making. each) of the learners m
involved in pottery To develop learners’ understanding on  en.wikipe
o Social studies
 Tools used in understanding on the the lesson. dia.org/
pottery and uses o Geography= marble. o Individual’s wiki/
 Workshop safety where marbles ability to identify marble
 Description of are found things made of  Britannica
marbles with o Vocation= as pottery and to 2012
examples potters describe ultimate
 Components o marbles and its reference
o Home
marbles components will suite
 Uses of marbles economic=
ascertain each o Encarta
cooking utensils
learner’s level premium
and decorating
of 2009
items in the
understanding
homes
on the lesson
10 Tailoring  Tailoring as a o History = the To develop learners’ 2  Whole class Vocational Studies
vocation early man understanding on (25 mins activity will for Primary
 Personnel o Social studies= dressmaking. each) determine the Schools pg. 23
involved in learners level www.tailoring.com
different types of
tailoring of assimilation o
clothes for
 Equipment used on the lesson
different areas
in tailoring o Individual
o Moral
 Workshop safety activity to
o Vocation= as a
identify types of
tailor/seamstress stitches and to
o Health = different use simples
clothes for stitches to
different weather make a dress
will determine
o Home
each learner’s
economic= the
understanding
different type
on the lesson
stitches

PRIMARY 6 GENERAL KNOWLEDGE 3 RD TERM

497
WEEK TOPIC CONTENT KEY SKILL/CROSS AIM AND PERIOD ASSESSMENT REFERENCE
CURRICULAR LINK OBJECTIVES TECHNICS
1
2 and 3 Ancient Greek  Interesting o History = To introduce the 2  Group activity  Farafina
and Rome/ facts about history of learners to the (25 mins will determine Social
Amazing Sight ancient Greek Greek, Roe world around each) the learners Studies
in Egypt and and Rome them. understanding book 6 pg.
and Egypt
Rome  Important on the lesson. 26 – 32,
events of o Social o Individual www.grree
ancient Greek studies= activity to khistory.co
and Rome features of describe and m
 Meaning of the identify  Britannica
amazing sight environment prestigious 2012
 Some amazing o Geography= structures in ultimate
sight in Egypt their location Ancient Greek, reference
and Rome in the world Egypt and suite
and Rome will also o Encarta
continents give proof of the premium
o Citizenship= learner’s level of 2009
understanding
qualification on the lesson.
of being a
citizen of
such areas

4 Tourism  Definition of o History = To introduce the 2  Group project  www.touris

tourism history of learners to (25 mins writing on benefits minnigeria.
 Benefits of Nigeria world of tourism each) and effects of com
tourism in Nigeria. tourism in Nigeria o Farafina
o Social
 Reasons for will determine the Social
touring studies= why
learners’ level of Studies
people
understanding on book
engage in
the lesson.
tourism
o Individual’s
o Geography=
ability to itemise
location of the reasons people
amazing engage in

498
 sights in tourism will give
Nigeria evidence of
o Vocation= as each learner’s
understanding
a tourist
on the lesson.
guard and
guide

5 Map reading  Scale reading o History = To guide 2  Whole class  Collins

 Scale drawing o Social studies learners locate (25 mins activity will give social
 Latitude and o Geography features each) proof of studies
longitude accurately learners’ level Atlas for
o Moral
 Map To guide of Nigeria
symbols/keys o Vocation learners know understanding  New
 o Health their physical on the lesson. general
environments  Individual’s ability mathematic
to locate features s bk
on the map
unaided and be
able to deduce/
filter out hidden
information from
the map will prove
each learner’s
level of
understanding on
the lesson.
6 and 8 Technological  Meaning of o History = the To broaden 2  Whole class  Farafina
Advancement/ Technological early man learners’ (25 mins activity will give Social
Clocks and Advancement o Social understanding each) proof of Studies for
Watches  Benefits of on the topic. learners’ level primary
studies=
technological To broaden of schools bk.
advancement
advancement learners’ understanding 6 pg. 43 –
in the periods
 Meaning understanding on the lesson. 45
of
 Types of on the o Individual’s  www.wiki.a
development.
clocks and instruments ability to itemise nswers.co
o Geography=c
watches clock and m
omparison some
 Uses of each watches.
between the technological
type of clock  www.clock
3rd world advancement
sandwatch
countries and appliances and es.com
499
 others their uses and to  www.scien
o Moral= to be itemise the cestuff.com
self different types of 
developed clocks and
o Vocation= as watches will
researcher prove each
and inventors learner’s level of
o Health= understanding
adverse on the lesson.
effects of
development
to the society.

9 Baking  Definition of o History = the To develop 2  Whole class work  www.wikip

baking early man learners’ (25 mins to ascertain edia.org/
 Ingredients used o Vocation= as understanding each) learners level of wiki/baking
in baking on industrial familiarity with the
a baker baking process.
 Some baked topic 
o Health=  Individual task
products
 Principles in equipment as each learner
baking handling itemises the
 basic principles
in baking will
prove to what
extent the
lesson was
comprehended
10 Plumbing  Meaning of o History = how To develop 2  Open Class work at  www.plumb
plumbing human learners’ (25 mins the beginning of ingworks.c
 Pipes and uses wastes were understanding each) the lesson to illicit om
 Tools involved in handled in the on plumbing. language and
plumbing and old. ascertain the level 
their uses o Moral= of knowledge on
 Plumber indiscriminate the topic
dumping of  An individual
waste activity to
o Vocation= as describe some
a plumber plumbing tools
and their uses will
500
 o Health= prove each
hazards of learner’s level of
poor waste assimilation on
disposal the lesson

PRIMARY 6 MATHEMATICS 1ST TERM

WEEK TOPIC CONTENT KEY AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
SKILL/CROS TECHNICS
S
CURRICULA
R LINK
1 Revision Revision Revision Revision Revision Revision Revision
2 Number,  Reading, writing, ordering  Read and write whole numbers in 4  Whole class  Understanding
place value and comparing numbers up figures and words ( 25 activity will mathematics for
and rounding to 10 000 000 and  Use decimal notation for tenths mins determine the book 6 by Maria
determining the value of each) learners N. David
and hundredth
each digit. understanding Osuagwu.
 Rounding whole number to  Know what each digit represents on the lesson  Macmillan maths
a required degree of in numbers with up to two decimal  Individual’s book 6 by Samuel
accuracy place ability to give Illori and others
 Using negative numbers in  Understand and use decimal value of digits in  MAN Primary
context, and calculating notation and place value a number and Mathematics bk 6
intervals across zero
 Compare and order decimals in solve practical
 Solving number problems
different contexts problems
and practical problems that
involve all of the above. involving
rounding
numbers will
ascertain
learner’s level of
501
 understanding
on the lesson.

3 Addition ,  solving problems involving  Know addition, subtraction, 4  Whole class  Understanding
subtraction, addition, subtraction, multiplication and division of larger ( 25 activity will Mathematics for
multiplication multiplication and division numbers, using the efficient mins determine the book 6 by Maria
&division  Solving addition and written methods of columnar each) learners N. David Osuagwu
subtraction multi-step addition and subtraction, short and understanding  Macmillan
problems. long multiplication, and short and on the lesson Champions
 Multiplying multi-digit long division.  Individual’s Mathematics bk. 6
numbers up to 4 digits by a  Know and use the order of ability to by Samuel a. Illori
two-digit whole number. operations, including brackets multiply and  MAN Primary
 Division of numbers up to 4  Carry out calculations with more divide three- Mathematics bk 6
digits by a two-digit whole than one step using brackets and
digit by two-digit
number. the memory.
 Round positive whole numbers to whole numbers
 Use of order of operations
to carry out calculations the nearest 10, 100 or 1000 and and
involving the four decimals to the nearest whole understand
operations. number or one where to
decimal place position the
 Multiply and divide three-digit by decimal point by
two-digit whole numbers; extend considering
to dividing decimals with one or
two places by single-digit whole equivalent
numbers calculations will
● Understand where to position the ascertain
decimal point by considering learner’s level
equivalent calculations of
● Multiply decimals with one or two understanding
places by single-digit
on the lesson.
whole numbers

4 Fractions  Addition and subtraction of  Multiply a quantity that 4  Whole  Understanding

fractions with different represents a unit fraction to find ( 25 Class Mathematics for
denominators and mixed the whole quantity (e.g. if ¼ of a mins activity will book6 by Maria N.
numbers, using the length is 36cm, then the whole each) give
David Osuagwu
concept of equivalent length is 36 × 4 = evidence of
fractions 144cm). the  Macmillan
 Multiplying simple pairs of  Identify fractions with common learners’ champions Maths
proper fractions, (e.g. 1/4 × denominators. understandi bk6

502
 1/2 = 1/8)  Convert a simple fraction to a ng on the  MAN Primary
 Division of proper fractions decimal fraction (e.g. 3 ÷ 8 = lesson. Mathematics bk 6
by whole numbers (e.g. 1/3 0.375).  Individual’s
÷ 2 = 1/6).  Add and subtract fractions with ability to
 Comparing and ordering of different denominators by expressing
fractions, including fractions identifying equivalent fractions one
>1 with the same denominator.
quantity as
 Calculating decimal fraction  Simplify fractions by cancelling
equivalents (e.g. 0.375) for all common factors and identify a fraction of
a simple fraction (e.g. 3/8) equivalent fractions another will
 Multiply a fraction by an integer give proof
 Use common factors to simplify of each of
fractions; use common multiples the
to express fractions in the same learners’
denomination level of
understandi
ng on the
lesson.

5 Ratio &  Problems involving the  Understand the relationship 4  Whole class  Progressive
Proportion relative sizes of two between ratio and proportion ( 25 activity will mathematics for
quantities, including  Use direct proportion in simple mins determine the upper primary
similarity. each) learners level  Learn
contexts
 Expressing quantities as of assimilation Mathematics for
ratio in simplest form  Use ratio notation, reduce a ratio on the lesson primary book 6
 Finding other values or to its simplest form and divide a  Individual’s  Primary
quantities from given ratio quantity into two parts in a given ability to share mathematics for
 Finding proportional ratio an amount in a primary schools bk
parts by given ratio  Solve simple problems about ratio given ratio will 5
 Sharing an amount in a determine each
or proportion using informal
given ratio of the learners’
strategies level of
 Comparisons of ratio
 Use the unitary method to solve understanding
 Solve problems involving
unequal sharing and simple word problems on the lesson.
grouping involving ratio and direct
proportion

6 Algebra  Missing number problems  Know the meanings of the words 4  Whole  Understanding
 Simple formulae ‘term’, ‘expression’ and ( 25 class Mathematics book

503
 expressed in words ‘equation’ mins activity will 6 by Maria N.
 Solving problems on  Derive a formula expressed in each) give David Osuagwu
addition and subtraction letter symbols evidence of  MacMillan
of terms involving the Champions
 Express simple functions (in
powers learners mathematics bk 6
 Obtain factors in words, then) using symbols understandi  MAN Primary
algebraic expressions  Understand and use the ng on the Mathematics bk 6
relationships between the four lesson
operations and the principles  Individual’s
(not the names) of the arithmetic activity to
derive
laws
algebraic
 Use letter symbols to represent equation/
unknown numbers or variables expression
 Simplify linear algebraic s unaided
expressions by collecting like will
terms determine
each of the
 Begin to multiply a single term
learners’
over a bracket (integer level of
coefficients) understandi
 In simple cases, derive a formula ng on the
 Begin to distinguish the different lesson.
roles played by letter symbols in
equations, formulae and
functions; know the meanings of
the words formula and function

8 Algebra  Simple algebraic ●  Understand that algebraic 4  Whole class  Understanding

fractions operations follow the same ( 25 activity will give Mathematics book
 Simple algebraic conventions and order as mins evidence of the 6 by Maria N.
equations involving each) learners David Osuagwu
arithmetic operations
decimals and fractions. understanding on  MacMillan
 Simplify linear algebraic the lesson Champions
expressions by collecting like  Individual’s mathematics bk 6
terms activity to solve  MAN Primary
some algebraic Mathematics bk 6
expressions will
determine each

504
 of the learners’
level of
understanding on
the lesson.

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

505
 quadrilaterals
● Use conventions and notation for
2-D coordinates in all four
quadrants; find coordinates of
points determined by
geometric information
 Read and plot coordinates in the
first quadrant
 Distinguish between, use the
language of and estimate the size
of acute, obtuse and reflex angles

● Begin to classify quadrilaterals by

their geometric
Properties
 Use a ruler and protractor to
construct a triangle given two
sides and the included angle
(SAS) or two angles and the
included side (ASA)

PRIMARY 6 MATHEMATICS 2ND TERM

506
WEEK TOPIC CONTENT KEY AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
SKILL/CROSS TECHNICS
CURRICULAR
LINK
1 Revision Revision Revision Revision Revision Revision
2 Data  Interpretation and  Calculate statistics for 4  Whole class activity  Understanding
construction pie charts small sets of discrete data (25 mins will give evidence of Mathematics
and line graphs  Extract data and interpret each) the learenrs’ bk. 5 and 6 by
 Solving problems line graphs and discrete understanding on the
Maria N.
involving pie chart and bar charts lesson.
David
line graph.  Find the most common  Individual’s ability to
 Calculate and interpret group from a bar chart of interpret charts and Osuagwu
the mean as an discrete grouped data graphs, and work on  Learn
average.  Find the mode from any exercises that involve Mathematics
bar chart calculation of mean, book 6
 Extract data and interpret median and mode will  Progressive
frequency tables give evidence of each
Mathematics
 Interpret data from simple of the learners level
of understanding on for upper
compound and
comparative bar charts the lesson primary by K.
 Interpret charts and E. Amoaku&
diagrams; interpret simple others pg. 260
pie charts
 Draw conclusions based
on the shape of line
graphs
 Draw conclusions from
simple statistics for a
single distribution
 Pupils should know when
it is appropriate to find the
mean of a data set.

3 Measures  Area of parallelograms  Understand that area can 4  Whole Class work will  Progressive
, and triangles be measured in square (25 mins prove learners Mathematics
Perimeter  Perimeters of centimetres each) understanding on the for upper
& Area parallelograms and Recognise when it is lesson.
Primary
triangles. necessary to use the  Individual task as
formulae for area of each learner’s  Learn
shapes understanding will be Mathematics

507
  Recognize that shapes proved if area of a primary book
with the same areas can shape is obtained 6
have different perimeters when perimeter is  New General
and vice versa given.
maths bk 1
Understand, measure and
calculate perimeters of  Learn
rectangles, shapes made Mathematics
from rectangles and book 6
regular polygons  New General
 Solve word problems and maths bk 1and
investigate in a range of 2
contexts: length, perimeter
and area

4 Position,  Description of positions on  Recognise reflection 4  Whole Class work will  Learn
direction the full coordinate grid (all symmetry ( 25 prove learners Mathematics
& Motion four quadrants)  Recognise where a shape mins understanding on the book 6
 Drawing and translation of each) lesson.
will be after reflection and  New General
simple shapes on the  Individual’s ability to
coordinate plane, and their after a translation transform 2-D shapes maths bk 2
reflection in the axes.  Understand and use the by simple  Bond maths
 language and notation combinations of  Collins
associated with rotations; rotations, reflections mathematics
translations and and translations give book 6
reflections proof of each of the
learners’ level of
 Recognise where a shape assimilation on the
will be after a translation lesson.
 Transform 2-D shapes by
simple combinations of
rotations, reflections and
translations

5 Percentag  Meaning of percentage.   Convert terminating 4  Whole class activity  Understanding

es,  Changing Percentages to fractions to decimals ( 25 will give proof of the Mathematics
decimals  Understand percentages mins learner’s level of bk. 6 by Maria
Fractions.
and each) understanding on the N. David
fractions  Changing percentages to as the ‘number of parts
lesson. Osuagwu
decimals. per 100’  Individual’s ability to  MAN Primary
 Expressing Decimals as  Recognise the solve some problems Mathematics

508
 Fractions and vice versa. equivalence of on conversion of bk 6
 Rounding off decimals to percentages, fractions and percentages to  Progressive
the nearest tenth, decimals decimals and fraction Mathematics
will give proof of each for upper
hundredth and  Calculate simple
of the learners’ level
thousandth. percentages Primary
of assimilation on the
 Word problems on  Consolidate and extend lesson.
percentages. mental methods of 
 Solving problems calculation to include
involving the calculation of decimals, fractions and
percentages of whole percentages,
numbers or measures  Find simple fractions and
such as 15% of 360 and percentages of whole-
the use of percentages for number quantities
comparison  Express one given
 Equivalences between number as a percentage
simple fractions, decimals of another
and percentages.  Use percentages to
compare simple
proportions

6 Properties  recognition, description  Identify different nets for 4  Whole class activity  Progressive
of shapes and building of simple 3-D an open cube. ( 25 will give evidence of Mathematics
shapes, including making  Use 2-D representations mins the learners for upper
nets each) understanding on the
to visualise 3-D shapes primary by K.
 Construction of simple lesson
and their properties E. Amoaku&
nets of 3-D shapes (with  Individual’s ability to
 Solve geometric problems construct 3-D shapes other
ruler and pencil), e.g.
using side and angle and calculate missing  Understanding
cuboids, regular
properties of equilateral, angles in a shape will mathematics
tetrahedron, square-based give evidence of each
isosceles and right-angled bk 6
pyramid, triangular prism of the learners level
triangles and special  Learn maths
 comparison and of understanding on
quadrilaterals bk 6
classification of geometric the lesson.
 Visualise 3-D shapes from
shapes based on their
2-D drawings and identify
properties and sizes
different nets for a closed
 Finding unknown angles in
cube
triangles, quadrilaterals,

509
 and regular polygons

8 Algebra(S  Solve simultaneous  Use letter symbols to 4  Whole class activity  Underst
imultaneo linear equations in 2 represent unknown ( 25 will give evidence of anding
us) unknowns using numbers or variables mins the learners Mathem
each) understanding on the atics
elimination and  Construct and solve
lesson bk.6
substitution methods simple linear equations  Individual’s activity to  New
with integer apply the two general
coefficients (unknown on methods in Maths
one side only) using an simultaneous bk 2
appropriate method equation will
 Substitute positive determine each of the
integers into simple learners’ level of
linear expressions and understanding on the
formulae lesson

9 Measures  Calculating profit and  Know how much of 4  Whole class activity  Understanding
; Profit & loss change to give after a ( 25 will give evidence of Mathematics
Loss  Percentage business transaction mins the learners bk. 5 by Maria
profit/percentage loss each) understanding on the
 Know when a profit or a N. David
 Using other variables to lesson
loss is made in a Osuagwu
find selling price, cost  Group activity to do
price , percentage cost transaction shopping in the class  Progressive
price and percentage  Understand when a will determine the Mathematics
selling price particular variable is learners level of for upper
missing in words understanding on the primary by K.
problems lesson E. Amoaku&
 Individual activity to others
 Convert profit or loss to
calculate loss and
percentage gain , percentage  Learn
loss and gain will give Mathematics
proof of each of the for primary
learners level of book 5
understanding on the
lesson.
10 Measures  Understand the meaning  Know other compound  Whole Class work will  Understanding
; Rate & of Rate and average units for speed, such as prove learners Mathematics
Speed Speed miles per hour, m/s, cm/s understanding on the bk. 5
 Equivalent rate etc. lesson.  Macmillan
510
  Solve word problems on  Understand the difference  Individual’s ability to Mathematics
Uniform and Average Rate between uniform speed solve problems on by Samuel
 Calculate Speed with and average speed rate and identify the Ilori& others
Formula  Understand the concept formula to use for a  MAN Primary
 Calculate Distance of rate given problem will be Mathematics
travelled and Time taken.  Use their knowledge of a prove of each bk 6
proportion in solving learners’
problems on rate understanding of the
 Convert from one unit of topic
measurement to the
other.

PRIMARY 6 MATHEMATICS 3RD TERM

WEEK TOPIC CONTENT KEY SKILL / AIM AND OBJECTIVES PERIOD ASSESSMENT REFERENCE
CROSS TECHNICS
CURRICULA
R LINK
1
2 Properties  Illustration and naming of parts  Know the different parts 4  Whole Class work will  Learn Mathematics
of shapes of circles. of circle and the formulae ( 25 prove learners book 6
 Finding area of circles. to use in calculation mins understanding on the  New General maths bk
 Finding unknown angles, where each) lesson
 Identify parallel and 1and 2
they meet at a point, are on a  Individual task as each
perpendicular lines; know learner’s  Understanding
straight line, and are vertically
opposite. the sum of angles at a understanding will be Mathematics bk.6
point, on a straight line proved after naming
and in a triangle; and the different parts of a
recognise vertically circle and solving
opposite angles missing angles in a
circle and other
shapes.
3 Addition ,  Addition, subtraction,  Understand the 4  Whole class activity  Understanding
subtractio multiplication and division of conversion from days to ( 25 will give proof of the Mathematics bk.6
n, time and money hour, to minutes, to mins learner’s level of  Macmillan Mathematics
multiplicat seconds and vice versa. each) understanding on the
 Reading the clock face by Samuel Ilori& others
511
 ion &  Currency exchange  Understand the columnar lesson.  MAN Primary
division;  Solving word problems on addition subtraction,  Individual’s ability to Mathematics bk 6
money multiplication and division add and subtract time
Exchange Rate and time.
and time of problems involving and money will give
money proof of each learners’
 Know the equivalence of level of assimilation on
the 12-hour clock to the the lesson
24-hour clock.
 Know the currency of
other countries apart from
the domicile country and
the conversion factors.
4 Percentag  Meaning of percentage.  Understand that  Whole class activity  Understanding
es,  Changing Percentages to calculating a percentage will give proof of the Mathematics bk. 6 by
decimals Fractions. of a quantity is the same learner’s level of Maria N. David
and  Changing percentages to as calculating a fraction understanding on the
Osuagwu
fractions decimals. of a quantity. lesson.
 Individual’s ability to  Progressive
 Expressing Decimals as
Fractions and vice versa. solve some problems Mathematics for upper
 Rounding off decimals to the on conversion of primary by K. E.
nearest tenth, hundredth and percentages to Amoaku& others
thousandth. decimals and fraction  Learn Mathematics for
 Word problems on percentages. will give proof of each primary book 5
of the learners’ level of
assimilation on the  MAN Primary
lesson. Mathematics bk 6

5 Algebra  Operations with brackets  Begin to multiply a single 4  Whole class activity  Understanding
 Terms involving powers term over a bracket ( 25 will give evidence of Mathematics book 6 by
 Factors in algebraic (integer mins the learners Maria N. David
expressions each) understanding on the Osuagwu
coefficients)
lesson  MacMillan Champions
 In simple cases, derive a
 Individual’s activity to mathematics bk 6
formula solve some algebraic  MAN Primary
expressions will Mathematics bk 6
● Begin to distinguish the determine each of the
different roles played by learners’ level of
letter understanding on the
symbols in equations, lesson.
formulae and functions;
know the

512
 meanings of the words
formula and function
6 Algebra  Algebraic terms involving  Know square numbers to 4  Whole class activity  Understanding
square root at least 12 × 12. ( 25 will give evidence of Mathematics bk. 6 by
 Algebraic fractions  Construct and solve mins the learners Maria N. David
 Using equations to solve each) understanding on the Osuagwu
simple linear equations
word problems lesson  New general
with integer coefficients  Individual’s activity to mathematics book
(unknown on one side solve some algebraic
only) using an appropriate expressions will
method. determine each of the
 Derive a formula learners’ level of
expressed in letter understanding on the
lesson
symbols
 Substitute integers into
formulae written in words
and using algebra

8 Squares  Squares of numbers  Know square numbers to 4  Whole class activity  Understanding
& Square  Square roots of numbers at least 12 ×12 ( 25 will give evidence of Mathematics bk. 6 by
root  Relationship between  Consolidate the rapid mins the learners’ Maria N. David
squares and square roots. each) understanding on the Osuagwu
recall of number facts,
 Cube and cube roots lesson.  Macmillan Champion
including multiplication  Individual’s ability to Mathematics bk. 6
 Relationship between cube
facts to 12 ×12, and calculate the square  MAN Primary
and cube root.
 Indices quickly derive associated roots of numbers and Mathematics bk 6
division facts to understand the
 Recognise multiples up to relationship between
12 ×12; know and apply them will give
evidence of each of
simple tests of divisibility
the learners’ level of
 Recognise and use understanding on the
multiples, factors lesson.
(divisors), common factor
and primes (less than
100); use simple tests of
divisibility
 Recognise the first few
triangular numbers,
513
 squares of numbers to at
least 12 ×12, and the
corresponding roots.
 Extend mental
calculations to
squares/cube and
square/cube roots.

9 Number  Conversion of numbers in  Convert numbers from 4  Whole Class work will  Learn Mathematics
Base base 10 to base 2 and vice base 10 to other bases. ( 25 prove learners book 6
versa, conversion to other  Add, multiply and mins understanding on the  New General maths bk
bases. subtract numbers in each) lesson.
1
 Addition ,multiplication, binary.  Individual’s ability to
subtraction and division of convert from base 10
 Find missing number in
numbers in base 2 to other bases will give
any given base proof of each of the
learners’ level of
assimilation on the
lesson.
10 Properties  Regular and irregular solids  Use nets to calculate the 4  Whole Class work will  Understanding maths
of  Surface area and volume of surface area of simple ( 25 prove learners bk 6
shapes(S solids cuboids mins understanding on the  Learn mathematics bk 6
urface each) lesson
area of  Use 2-D representations
 Individual’s ability to
solids) to visualise 3-D shapes solve some problems
and their on surface area of
Properties solids will give proof of
 Use nets to calculate the each of the learners’
surface area of simple level of assimilation on
cuboids the lesson.

PRIMARY 6 BASIC SCIENCE 1ST TERM

514
WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERENC
TECHNIQUE E

1 REVISION - -

2 Classification of  Meaning of living things.  To extend the  Open Class

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

3 Classification of living  Meaning of plants  To develop  . Open Class Encarta for

things (plants)  The major plant groups learners discussion at kids and
with examples..  Geo – knowledge on the beginning Encarta
 What microscopic where plant of the lesson premiunm.
organisms are , their plants live. classification. will determine
characteristics and the learners Basic science
example. knowledge on
bk 5 by
the topic
 Individual’s NmajuObasi.
ability to Pges 76-78
describe the
515
 various groups
of plants will
give a proof of
each of the
learner’s
understanding
on the lesson
4 Process of  Meaning of reproduction  To enhance 2  Open Class Science is
reproduction (plants)  Types of reproduction the learners activity will discovery
 Pollination process and  Health knowledge ascertain the pupilspupils
its types. Edu . how living learners level book 3.
 Fertilization and its things of
process. reproduce understanding Page 23.
their young on the lesson.
ones. Learn
science book
 Individual’s
ability to 5 .pages 76-
itemise 78
different
measurements
will give proof
of each of the
learners’ level
of
understanding
on the lesson.
5 Process of  Meaning of reproduction  Health  To enhance 2  Whole class Learn series
reproduction  Stages . Edu. the learners work will give science book
(Animals )  Formation of zygote. knowledge on evidence of the 2 by
reproduction learners NmajuObasi.
in plants. understanding
 To develop on the lesson.
learners  Individual’s
understanding ability to
the fertilization itemiseprocess
and in animal
reproduction. reproduction
will give
evidence of
each of the
516
 learner’s level
of
understanding
on the lesson.
6 Atmosphere  Meaning of atmosphere Soc. –  To 2  Whole class www.atmosp
 Layers of the atmosphere meaning develop activity will give here.com
 Acid rain learners evidence of the
 Green house effect Voc. underst learners
 Global warming and their Scientist. anding understanding
effects. on the on the lesson
constitu  Individual
ents of activity will
air. determine each
of the learners’
level of
assimilation on
the lesson.
8 Weather  Meaning of weather. Soc-  To develop 2  Whole class Encarta
 Weather elements and meaning learners activity will premium.com
instruments for of understanding determine the
 Meteorologist weather. on weather, its learners level http//
elements and of assimilation www.epa.gov
how they are on the lesson /acid
measured.  Individual
rain/what/
activity will
determine each
www.epa.gov
learner’s
understanding /acidrain/
on the lesson effects.

9 Agricultural  Soil formation  Geo.  To develop  Individual http://

development (1)  Agents of soil formation Weatherin learners activity will www.ungloba
 Classification of crops g understanding determine each lcompact.org/
according to life span , on Agricultural learner’s Issues/
number of leaves development. understanding
partnerships/
produced and uses. With on the lesson
sustainable_
examples.
agriculture_b
usiness_princ
ip.

517
10 Agricultural  Types of agriculture  Voc.  ------------------  Whole class http://
development.  Importance of agriculture. Agriculturi activity will www.cce.cor
 Animal and crop st determine the nell.edu/Ag/
distribution. learners level SustainableA
 of assimilation
griculture
on the lesson


PRIMARY 6 BASIC SCIENCE 2ND TERM

WKS TOPICS CONTENT CONNECTION AIMS & OBJECTIVES PERIOD ASSESSMENT REFERENCE
TECHNIQUE

1 REVISION - -

518
2/3 Electricity  Meaning of  Open Class
electricity discussion at the
 Types of  To develop beginning of the
electricity learners lesson will
 How  Morals –not to understanding on determine the Encarta for kids and
electricity play with electricity. learners Encarta premium
can be electricity. knowledge on the 2009
generated. topic
 Individual’s ability
to describe the
various types of http://
electricity will www.sciencemadesi
give a proof of
mple.com/static.html
each of the
learner’s
http://
understanding on
the lesson www.electricityforum
.com/source-
electricity.html

http://
www.eia.doe.gov/
kids/energyfacts/
sources/
electricity.html

4 Elements and  Meaning of   To develop  . Open Class Encarta for kids and
compounds elements learners discussion at the Encarta premium
 Meaning of knowledge on beginning of the
compounds elements and lesson will http://
519
 . compounds. determine the wwwjwood00.hubpa
 Examples learners ges.com/hub/what-
of knowledge on the aare-elements
compounds topic
 Examples  http://
of education.jlab.org/
elements.
qa/comd.html.

5/6 Reversible /  Meaning of  To enhance the 2  Open Class http://

Irreversible change. reversible learners activity will www.brighthubengin
change  Moral – knowledge on ascertain the eering.com/
 Meaning of Anything reversible and learners level of thermodynamics/
irreversible worth doing irreversible understanding on
4616-what-are-
change. should be change. the lesson.
done well. reversible-and-
 Examples
with irreversibl...
practicals.  Individual’s ability
to differentiate http://
reversible change www.slideshare.net/
from irreversible stanhopekris/
change with reversible-and-
examples will irreversible-changes
give proof of
each of the
learners’ level of
understanding on
the lesson.
8 Atom  Meaning of  Voc. –Atomic 2  Whole class work http://
atom theory  To develop will give evidence chemistry.about.com
 Atomic learners of the learners /od/atomicstructure/
theory understanding understanding on f/What-Is-An-
 Examples / on atom and its the lesson.
Atom.htm
characterist structure.  Individual’s ability
ics to
itemiseconstituen
ts of atom will
give evidence of
each of the
http://
520
 learner’s level of www.youtube.com/
understanding on watch%3Fv
the lesson. %3DR1RMV5qhwyE

9 Light  Meaning of Soc. –  To develop 2  Whole class http://

light meaning learners activity will give www.ask.com/
 Sources of understand evidence of the question/what-is-
light Geo- location ing on light learners light-energy
 How light and its understanding on
travels characteris the lesson
 Formation tics.  Individual activity
of light. will determine http://
each of the
www.mnn.com/
learners’ level of
assimilation on earth-matters/
the lesson. wilderness-
resources/photos/5-
natural-events-that-
science-...

10 Nitrogen / carbon  Meaning of Soc- meaning  To develop 2  Whole class Encarta

cycle. nitrogen of nitrogen learners activity will premium.com
cycle and and carbon understanding on determine the
carbon nitrogen and learners level of www.elmhurst.edu/
cycle. carbon cycle. assimilation on ~chm/onlcourse/
 Importance the lesson chm110/outlines/
of  Individual activity
nitrogencycl - 4k
nitrogen / will determine
 Importance each learner’s
www.eo.ucar.edu/
of carbon. understanding on
the lesson kids/green/
cycles7.htm - 9k -
Similar pages

Nitrogen Cycle

521
 www.cotf.edu/ete/
modules/carbon/
efcarbon.html - 9k -
Similar pages

PRIMARY 6 BASIC SCIENCE 3RD TERM

WKS TOPICS CONTENT CONNECTION AIMS & PERIOD ASSESSMENT TECHNIQUE REFERENCE
OBJECTIVES

1 REVISION -

2 Location of  Conditions to consider  Open Class discussion

school farm before locating a at the beginning of the
school farm.  To lesson will determine
 Importance of school develop the learners knowledge
farm.  Geo –n location learners on the topic Encarta for kids
underst  Individual’s ability to and Encarta
anding illustrate importance of premium
on the school farm. will give a
importa proof of each of the Text book on
nce of learner’s understanding Agricultural
school on the lesson
science by B.C
farm.

522
 Anyanwu and
co.

3/4 Body  Meaning of body  Health –to  To  . Open Class Encarta for kids
system & system exercise develop discussion and and Encarta
functioning  Organs that make up regularly and learners demonstration at the premiunm.
of the body. the system take balanced knowled beginning of the lesson
 How the body diet ge on will determine the
functions. how the learners knowledge on
body the topic .
function
s.
5/6 Human  Meaning of changes  To 2  Whole class activity aculty.washingt
developme that occur during enhance will ascertain the on.edu/
ntal development in the learners level of wtalbott/
changes humans. learners understanding on the phil102/tr11-
 Characteristics of  History –how knowled lesson.
27.htm - 5k -
each stage with development ge on
examples. occurs. human Similar pages
develop  Individual’s ability to
ment. itemize stages in childdevelopme
human development ntinfo.com/
will give proof of each child-
of the learners’ level of development/
understanding on the normaldevelop
lesson. ment - 119k -
Similar pages

8 Hereditary  Meaning of hereditary  Geo. Location of 2  Whole class work will dictionary.refer
 How gene is genes in the  To give evidence of the ence.com/
transferred from body. develop learners understanding browse/
parents to generation learners on the lesson. hereditary - 89k
 underst  Individual’s ability to
- Similar
anding itemize things that are
hereditary will give pagesdictionary
the uses
of evidence of each of the .reference.com/
523
 heredita learner’s level of browse/heredit
ry. understanding on the ary - 89k -
lesson. Similar pages

9 Evolution  Meaning of evolution His – evolution To 2  Whole class activity will www.strangesci
 The evolution theory. theory devel give evidence of the ence.net/
op learners understanding evolution.htm -
Voc. Scientist. learn on the lesson 77k - Similar
 Individual activity will
ers pages
determine each of the
under learners’ level of
standi assimilation on the
ng on lesson.
biologos.org/
evolut
questions/what-
ion.
is-evolution -
24k - Similar
pages

524
 PRIMARY 6 ENGLISH LANGUAGE 1 ST TERM
1 Synonyms,
word focus.
2 Parts of
Speech;
Noun
(common,
abstract,
concrete,
and proper
nouns)
3 Parts of
Speech;
pronoun:
person,
number,
gender. etc.
4 Types of
pronouns:
Personal
pronoun,
reflexive,
etc.
5 Vocabulary;
find words
and their
meanings.
6 The parts of
speech:
Verbs.
7 Forms of
verbs;
Spelling the
present
tense,
Types of
verbs,
transitive,
main,
525
 auxiliary.
8 Parts of
speech:
Adjectives,
Types of
adjective.
9 Parts of
speech:
comparison
of
adjectives,
irregular
adjectives.
10 Parts of
speech;
Adverbs:
Forms of
adverbs,
function.
11 Revision.
12 Examination
13 Closing.

PRIMARY 6 GRAMMAR 2 ND TERM

WEEK TOPIC CONTENT KEY SKILL/CROSS AIM AND PERIOD ASSESMENT REFERENCES
CURRICULAR LINK OBJECTIVES TECHNICS
1 revision Revision revision revision revision revision revision
2 Antonyms History =. To enhance the 30 mins .Open class discussion .Progressive English by
Definition
Social studies = learners each. at the beginning of the J. Addai pg. 196
words and their Geography = understanding on lesson will determine .English grammar for
opposite Moral = creation story. words and their the learners’ knowledge junior scholars.
Vocation = opposite. on the topic. .English skills bk 6
Formation of
.Individual’s ability to .literacy activity bk
526
 identify the antonyms of year5
antonyms
some given words will
give proof of each
learner’s level of
understanding on the
lesson.
3 Adverb  Definition History =. to enhance the 30 • Whole class activity .English Grammar for
 Types of Social studies = pupils minseac will determine the excellence by Mbu
adverbs Geography = understanding on h learners’ level of Dickson Mbu.
 Position Moral = creation story. adverb understanding on the .Fundamentals of the
of adverb Vocation = lesson. use of English by
• Individual activity will Unamba M.U et. al
give evidence of each .Scholarship English
learner’s ability to Tutor for Nigerian
identify the functions of schools by Ogunsanya
adverb in any given L.J.P.
sentences. .Grammar Practice bk.
6 by Rosemary Allen p
.English skills bk 6
.literacy activity bk
year5

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

5 Present •Definition of History =. To know the 30min •Whole Class work will •Progressive English by
participle and present participle Social studies = differences each give evidence of the J. Addai pg. 172
gerund and gerund Geography = between a gerund learners level of .English skills bk 6
•Uses of gerund Moral = creation story. and an ordinary understanding on the .literacy activity bk
and present Vocation = words that ends in lesson year5
participle ing • Individual’s
527
 ability to differentiate
gerund from ordinary
words that end in ing
will give proof of each
learner’s level of
assimilation on the
lesson.
7 Review of week Review of week 2-5 Review of week 2-5
2-5 activities activities activities
8 clauses •Definition History =. To enhance the 30 mins •Whole class activity •Grammar Practice bk.
•Types of clauses Social studies = leaners each will prove the learners 6 by Rosemary Allen p
•Types of Geography = understanding on understanding on the •progressive English by
subordinate Moral = creation story. types of clauses lesson j. AddaiEnglish skills bk
clause Vocation = •Individual activity 6
identify types of clauses .literacy activity bk
in given sentences will year5
give evidence of each
of the learners’ level of
understanding on the
lesson
9 Question •Definition History =. To enhance 30 mins • Open class •Progressive English by
tags •Forms of Social studies = learners each discussion as the J. Addai pg. 132
question tags Geography = understanding on teacher engages the .English skills bk 6
•The rules in Moral = creation story. negative and learners in a task to .literacy activity bk
question tags Vocation = positive statement, ascertain their year5
. Examples of question that knowledge on the topic.
question tags and demands positive •Individual activity to
responses & negative tags give the correct answer
respectively to some given question
tags will give proof of
each of the learners’
understanding on the
lesson
10 Idiomatic •Meaning of History =. 1.To be able to 30 mins •A whole class work will •Progressive English by
expression idiomatic Social studies = make sentences each determine the learners’ J. Addai pg. 208
expression Geography = using idiomatic level of understanding •Fundamentals of the
•Examples of Moral = creation story. expression on the lesson. use of English by
idiomatic Vocation = 2. give the meaning •An individual activity to Unamba M.U et. al
expressions and of simple idiomatic give the meaning of .English skills bk 6
their meaning phrases some given idiomatic .literacy activity bk
•Use of idiomatic phrases will ascertain year5
528
 expressions in each learner’s level of
sentences assimilation on the
lesson.
11 Revision
12 Examination
13 Exam and
closing

PRIMARY 6 ENGLISH LANGUAGE 3 RD TERM

1/2 Revision of 1st
and 2nd terms
work.
3 Functions of
adverbs:
Manner.
4 Functions of
adverb: place,
time, degree
frequency.
5 Prepositions:
common
prepositions,
positions of
prepositions.
7 Conjunctions:
Usage and
529
 errors.
8 Functions of
verbs: Verb
tenses, The
simple present
tense, The
simple past
tense, The
simple future
tense,.
9 Active and
passive
sentences. The
passive form.
Uses of the
passive.
10 Punctuations
11

530