The government approved scheme of work for all subjects in primary school level ranging from primary 1 to 6 has now been made available after rigorous efforts and personal research. This scheme of work covers all subjects from first term to third term which includes the under listed;
- Mathematics
- English language
- Basic Science
- Basic Technology
- Civic Education
- Christian Religious knowledge (CRS)
- Cultural and Creative Arts (CCA)
- Home Economics
- Agricultural Science
- Social Studies
- Yoruba
- Information and Communication Technology (ICT)
The above are the government approved subjects for all primary schools in Nigeria which makes the scheme of work for these subjects compulsory because they form the core foundation of development for pupils in primary school level. The importance of the government approved scheme of work for all subjects in primary school cannot be overemphasized because of the importance of this subject matter.
The scheme of work seen here is the latest revised standard according to the Federal Ministry of Education. It is the approved scheme for all basic and primary school level that must be compulsorily adopted by all schools be it private or public schools because it is from the scheme of work that common entrance is curled out from.
The primary school scheme of work here states all the topics to be treated in each subject. It also highlights the time frame given to cover each subject because it is the government’s directive that all schools finish the academic session the within the same time frame hence the need to cover all topics within the stipulated period which is usually within 10 to 12 weeks. In as much as most private schools now adopt the Montessori method of teaching which is centered on independent activity or better put, a more practical method of teaching which involves using physical object or audio visual materials which in turn makes children make creative choices in their learning and this is often tutored by well trained teacher who guide the pupils in the process, this does not in anyway change or make them (private primary schools) adopt another scheme of work, its only a different method of imparting knowledge in their pupils.
The government approved scheme of work for all subjects taught in primary school is the same with scheme of work used for all states. Say for instance, the Lagos state approved scheme of work for all subjects in primary school level is the same with the scheme of work used in the eastern and northern region of Nigeria except for some slight changes which has to do with religious and cultural background. For instance the scheme of work in Lagos and other southwestern states contains Yoruba Language but not present in the northern or eastern region of Nigeria.
In this post, we shall cover the following:
- The government approved scheme of work for all subjects in primary school level (Primary 1 – 6) 2025
- Lagos state scheme of work for all subjects in primary school 1 to 6 2025
- Scheme of work for all subjects offered in Primary school in all 36 states in Nigeria including the FCT, Abuja.
- Government approved scheme of work for Basic Science for primary 1 to 6 first term to third term
- Government approved scheme of work for Basic Technology for primary 1 to 6 first term to third term
- Government approved scheme of work for Civic Education for primary 1 to 6 first term to third term
- Government approved scheme of work for Christian Religious knowledge (CRS) for primary 1 to 6 first term to third term
- Government approved scheme of work for Cultural and Creative Arts (CCA) for primary 1 to 6 first term to third term
- Government approved scheme of work for Home Economics for primary 1 to 6 first term to third term
- Government approved scheme of work for Agricultural Science for primary 1 to 6 first term to third term
- Government approved scheme of work for Social Studies for primary 1 to 6 first term to third term
- Government approved scheme of work for Yoruba language for primary 1 to 6 first term to third term
- Government approved scheme of work for Information and Communication Technology for primary 1 to 6 first term to third term (ICT)
- Government approved scheme of work for Igbo language for primary 1 to 6 first term to third term
Please note that scheme of work for Islamic Religious Studies for 2025/2026 is not currently not available. A soon as it is made I will update the information here.
Having listed the available primary 1 to 6 scheme of work for all subjects, I will be providing the full scheme below. All you need do is identify the subject you need and make do with the information for your personal consumption.
Government Approved Scheme of Work for All Subjects In Primary School (Pry 1 – 6)
SCHEME OF WORK FOR MATHEMATICS PRIMARY 1 (1st TERM)
Week 1: Division of numbers, notations from 1 to 50.
Week 2: Counting, identification and writing of numbers from 1 to 100
Week 3: Counting in groups of tens and units (place value).
Week 4: Greater than > and less than <
Week 5: Odd and even numbers not exceeding 30
Week 6: Addition of numbers without carrying
Week 7: Addition of numbers with carrying
Week 8: Addition of numbers in Hundred Tens and Units (HTU) and expansions of numbers.
Week 9: Subtraction without carrying
Week 10: Subtracting with carrying
Week 11: Revision
Week 12: Examination
SCHEME OF WORK FOR MATHEMATICS PRIMARY 1 (2nd TERM)
Week 1: Revision of first term work
Week 2: Introduction to multiplication table (2 to 4)
Week 3: Multiplication as repeated addition.
Week 4: Introduction of division, sharing and grouping
Week 5: Functions (whole number, 1/2, and 1/4)
Week 6: Open sentence
Week 7: Money (identification of Naira and Kobo, simple addition).
Week 8: Changing Kobo to Naira and Naira to Kobo
Week 9: Shopping with Naira and Kobo
Week 10: Revision
Week 11: Examination
SCHEME OF WORK FOR PRIMARY MATHEMATICS 1 (3rd TERM)
Week 1: Revision of second terms work
Week 2: Length
Week 3: Conversion of centimeter to meter and vice versa
Week 4: Capacity
Week 5: Weight
Week 6: Time, day and week
Week 7: Two dimensional shapes
Week 8: Three dimensional shapes
Week 9: Comparison of shapes involving length, breadth, area and perimeter etc.
Week 10: Data collection
Week 11: Revision
Week 12: Examination
Government Approved Scheme of Work for Primary 2 Mathematics (1st Term to 3rd Term)
| CURRICULUM THEME | SUB-THEME TOPIC(S) | |
| 1. | Number and Numeration | Whole number 1-200 Fraction |
| 2. | Basic operation | Basic operation 1.Addition 2.Subtraction 3.Multiplication |
| 3. | Algebraic process | Open sentences Open sentences |
| 4. | Mensuration and Geometry | Primary measurement 1.money 2.length 3.time 4.weight Secondary measurement 1.capacity 2.Area Shapes 1.Three- Dimensional shapes 2.two-Dimensional shapes
|
| 5. | Every day statistics | Data collection and presentation. |
Primary 2 Mathematics Scheme of Work for First Term
Week 1 – Counting identification and writing of numbers from 1-200
Week 2 – Counting in groups of H T U (place value)
Week 3 – Number order from 1-200
Week 4 – Greater than > and less than <
Week 5 – Odd and even numbers
Week 6 – Fractions: meaning of fraction 1/2, 1/3, 1/4, 1/5,1/6, 1/8 etc.
Week 7 – Addition and subtraction of fraction
Week 8 – Addition of two digit numbers without carrying
Week 9 – Addition of two digit with carrying
Week 10 – subtracting of two digit numbers without carrying
Week 11 – subtracting of two digit numbers with carrying
Week 12 – Revision
Week 13 – Examination
Primary 2 Mathematics Scheme of Work for Second Term
Week 1 – Revision
Week 2 – Addition of three digit number without carrying
Week 3 – Multiplication of table 1-5 and uses of the symbol “x”
Week 4 – Multiplication without and with carrying
Week 5 – Division of numbers
Week 6 – Word problem on division
Week 7 – Factors:-finding factors of a number/open sentences
Week 8 – Multiples and common multiples
Week 9 – Money:-addition and subtraction of naira and kobo (b) changing naira to kobo and kobo to naira.
Week 10 – Multiplication and division of money
Week 11 – Revision
Week 12 – Examination
Mathematics Scheme of Work for Primary 2 Third Term
Week 1 – Revision of 2nd term’s work
Week 2 – Measurement of length (non-standard/standard unit)
Week 3 – Measurement, conversion of centimeter to meter and vice versa
Week 4 – Measurement:-addition and subtraction of meters and centimeters
Week 5 – Areas and perimeter of rectangle, square, triangles, circle and other surfaces
Week 6 – Measurement, capacity(liter).Addition and subtraction of liter and word problem of liter
Week 7 – Measurement of weight, kilograms, grams and activities
Week 8 – Time and clock, half past, quarter past, quarter to, etc.
Week 9 – Days, Weeks, Months and years using the calendar
(a) Two dimensional shapes, properties of a triangle, square etc. (b)Three dimensional shapes
Week 10 – collection of data/presentation
Week 11 – Revision
Week 12 – Exam
| S/N | CURRICULUM THEME | SUB-THEME TOPIC(S) |
| 1 | Number and Numerator | Whole Number; 1. Whole number up to 999 2. Fractions |
| 2 | Basic Operations | Basic Operation 1. Addition 2. Subtraction 3. Multiplication 4. Division |
| 3 | Algebraic Processes | Open sentence |
| 4 | Mensuration and Geometry | Primary Measures 1. Money 2. Length 3. Length II 4. Time 5. Weight Secondary Measures 1. Capacity 2. Shapes 3. Symmetry 4. Pictograms |
Primary 3 Scheme of Work for Mathematics First Term
Week 1: Counting, identification and writing of numbers from 1 to 999
Week 2: Counting in groups of H T U (Place value)
Week 3: Counting odd and even numbers
Ordinary whole numbers with symbols <= less than, => greater than.
Week 4: Fraction: 1/2 and 1/4, 1/5, 1/6 of given collection and shapes e.g orange, apple, square, rectangle, cycle and triangle.
Week 5: Fraction: Equivalent fraction
Week 6: Ordering of fraction using the symbol < or > to order fraction e.g. arranging in order from highest to the smallest or smallest to the highest.
Week 7: Addition of 3 digit numbers without exchanging or remaining (HTU)
Week 8: Addition of 3 digit numbers with exchanging and remaining
Week 9: Subtraction of hundred tell s and unit without carrying or exchanging
Week 10: Subtraction of 3 digit numbers with carrying
Week 11: Word problem on addition and subtraction
Week 12: Revision of difficult areas and Examination.
Primary 3 Scheme of Work for Mathematics Second Term
Week 1: Revision of first term’s work
Week 2: Addition and subtraction of 3 digit numbers.
Week 3: Addition and subtraction of fraction with the same denominator e.g 1/2+1/2=1, 3/6 – 2/6 = 1/6
Week 4: Basic multiplication from 1x 1 to 9×9
Week 5: Multiplication of 2 digit numbers by 1-digit number.
E.g. 24 x 3=
Week 6: Multiplication of 3 to 1 digit number taking two at a time.
e.g. 7x8x9 = (7×8) x 9
=56×9=509 or
7x8x9=7x(8*9)
= 7×72=504
Week 7: introduction of property of zero and multiplying any number by 1
Week 8: Division of whole number not exceeding 48 by 2, 3, 4, 5 and 6 without remainder .
Week 9a: Factors of whole numbers not exceeding 48
B: Finding the missing factor in a given number/open sentences
C: Distinguishing between factors and numbers.
Week 10: Money: Bank notes: ₦5, ₦10, ₦20, ₦50, ₦100, ₦200, ₦500, ₦1,000.
Bank Notes: Addition and subtraction.
Week 11: Simple multiplication involving money.
Week 12: Revision of difficult of areas and examination.
Mathematics Scheme of Work for Primary 3 Third Term
Week 1: Revision of second term’s work.
Week 2: Length
Week 3: Perimeter
Week 4: Area
Week 5: Capacity: Identifying litres as a unit of measuring capacity.
Week 6: Introduction of grams and kilogram as units of measurements.
Week 7: Time
Week 8: Calendar
Week 9: 3-dimensional of grams and kilograms as units of measurements.
Week 10: Symmetry
Week 11: Pictograms
Week 12: Revision of difficult areas and examination.
ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY 1 FIRST TERM
WEEK 1: Revision of last term works
WEEK 2: Using songs and rhymes to identify sounds
WEEK 3&4: Sounds
—-Using sounds and combination of sounds to decode unknown words.
—-Production of the sound /a/ “short vowel” example. Bag, bat, cat etc. “minimal pairs
–Production of the sound /s:/ “Long vowel”
—Distinguish between them and use in isolation.
WEEK 5 & 6: Phonics
— Consonant and consonant cluster
— Production of consonant sounds in isolation in word context example
/p//b//d/ // /m//n/ =pot, bed, dog etc
Consonant clusters examples. /bi//br//gr//syll/ = blade, bread etc
WEEK 7: Identification of mono-syllabic words
A one unit word, example “1” “A”, sit, go, it, me, my, so etc
Oral and written
WEEK 8: Identification of bi__and multi__syllabic words
__bi_syllabic words
examples tea_cher, un_der etc.
_multi_syllabic words
“more than two syllable”
Example diamond, umbrella, piotograph. Etc
WEEK 9: Comprehension
Answering factual questions from class appropriate passages
—Stories/ Rhymes on safety, etc
WEEK 10: Fluency
—- Reading different kinds of text
—- Fiction, non-fiction, informational text
—-Questions and answers on text
WEEK 11: Introduction of individuals and self
Guide pupils to introduce themselves
Emphasis on words that make introduction: My name is Mabel, this is mother etc. Tam” “You are” “My name is” etc
WEEK 12: Examination
WEEK 13: Closing Closing
ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY 1 SECOND TERM
WEEK 1: Revision revision revision
WEEK 2: Simple oral comprehension and games
— Reading passages that will interest the pupils
— Reading short stories aloud to the pupils
WEEK 3: Reading for information
—- Read text on the dangers of wrong use of pesticides or any other that may be suitable
—- Answering questions on the topic
WEEK 4: Comprehension
— Reading appropriate class passage
—- Identifying facts and other kinds of information in them examples
(1) The use of herbal medicines
(11) Other occupation
(iii) Customs and traditions of the people
WEEK 5: Vocabulary
— Antonyms and synonyms
—– Read passages containing them
—Sample sentences of antonyms and synonyms
—- Use in tabular form sentences
WEEK 6: Introducing adjectives and adverbs
— Adjectives:- modifies/ describe a noun or pronoun
Example (1) This is a beautiful dress
(2) She has a red belt
(3) Look at the yellow car etc.
—- Adverbs:- modify verbs or adjectives
Example (1) The boy ran slowly
(2) She runs fast
(3) He ate hurriedly etc.
WEEK 7: Simple present and past tense
Production of simple present and past tense of common verb in a tabular from
Example. Run/ran, eat/ate, come/came etc
WEEK 8: Regular and irregular plural nouns
Regular plurals with “s” ending example ball–balls, sweet–sweets et
Irregular plurals example man-men, ox-oxen, goose-geese etc
Registers in different subjects
—- Reading based on registers of medicine, law, computer, military (Navy)
—– Multiple meaning words example Bank account, River bank, etc.
WEEK 9: Concept of print
Basic concept of print.
– Example pictures reading, identification of signs. Eg. Road signs
—- Interpretation of charts, diagram, graphs to give information
– Parts of a book-title, author, illustrations eg.
—- Meaning of paragraph and passage
WEEK 10: Description
Description of objects according to their colours
Primary and secondary colour
— Examples and sentences
WEEK 11: Examination
WEEK 12: Closing For the Term
ENGLISH LANGUAGE SCHEME OF WORK FOR PRIMARY 1 (3RD TERM)
WEEK 1: Revision of last term’s work
WEEK 2: Sounds
—- Using sounds and combination of sounds to spell and pronounce words
-Long and short vowel
— /a/ = bag =peg etc.
/a:/ = bark, park etc
— Emphasis on spelling and correct sounding
WEEK 3: Reading
—– Reading class appropriate text
—— Answering simple questions based on the passage. Example story/Rhymes etc
WEEK 4: Apostrophe mark ()
—- Indicating possession
Example. It is the boy’s book
That is my mother’s cot etc.
WEEK 5: Present continuous tense
**—- Identification and use of present continuous tense with “ing” ending
Example.– I am eating
—— The baby is crying
– He is reading
Emphasis correct reading and waiting
WEEK 6: Tenses
—– Present, past and future “Action”
Q:- What are you doing? Ans – I am writing
Q:- What did you eat last night? Ans:- Tate garri and soup last night
Q:- Will you go to the beach tomorrow Ans – yes I will
WEEK 7: Expressing ownership
—-Using possessive pronouns as “singular” eg. My, mine, his, her etc.
– Using possessive pronouns as (plurals) = “ours” “their” “yours”
Songs and Rhymes
Rhymes based on some virtues like love, kindness, family, nature etc
WEEK 8: Comprehension
– Reading class appropriate passage identifying facts and other kinds of information eg.
(1) The use of herbal medicines
(2) Other occupations
(3) Customs and tradition of the people
WEEK 9: Listening and Skills
—– Telling story using a style of narration
Identifying characters and events
——- Explaining the beginning content and closing story
WEEK 10: Vocabulary
Word forms
New words using prefix and suffix
— Prefix-…. before the root word to form new word Un, Im etc.
| Prefix | Root Word | New Word |
| Un | able | unable |
| im | Partial | Impartial |
—— Using suffix —— bound morphemes after the root word,
| Suffix | Root Word | New Word |
| Ness | Truth | Truthfulness |
| able | Comfort | Comfortable |
| Full | Thank | Thankful |
Scheme of Work For English Language Primary 2 (1st Term to 3rd Term)
| WEEK | TOPIC | ACTIVITIES/CONTENT/EVALUATION |
| 1 | Review primary 2 work | Review Primary 2 work |
| 2 | Listening and speaking Indicating plurals, using the structure “we are-“you are “they are”-“we are not” | Teacher with the aid of picture of boys and girls, sentence strips and showing the use of sentence, make statements indicating plural structure we are, they are, you are and we are not. Eg. “David is a boy, “Sola is a boy”, “They are boys “we are not girls” etc. -Pupils repeats sentences after teacher and also participate in class to reinforce lessons |
| .Reading and Writing Reading passages a.describe past actions b.connected with asking and answering questions | -Teacher with the aid of a good text book, pictures and real objects with illustrations ask pupils questions and at the same time ask questions from the story. -Pupils write new words and make sentence with them. -Pupils learn the right sounds and pronunciation of words found in the story book read.
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| 3 | 3.Listening and Speaking A.pronouncing the plural forms of simple nouns correctly e.g. Bags-bags leaf-leaves, etc.
B.Expressing plurals using the structure “these are “those are “these are not” those are not” e.g. This/That is a ball These\those are balls etc. Reading and writing Responding to and writing correct answers to questions about the past e.g. Q-What did you do last Sunday? A-We watched football. | Teachers with the use of real objects like cups, balls, etc. Flannel board, flashcards and a good text book teaches pupils how to express words n plurals and how to correctly pronounce the plurals of simple nouns. -Pupils repeat sentences after teacher and also participate in class drama meant to reinforce lessons.
-Teachers with the aid of a flannel board, sentence strips and word chart showing present and past tense forms of the verb to be used guide pupils to pronounce and answer the given questions correctly. -pupils repeat questions and answer after the teacher, give answers to such questions and also write down the questions and answers with aid of sentence stripes.
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| 4 | Listening and Speaking. A. Using singular and plural pronouns as continuous action e.g. I am laughing-we are laughing you are singing (singular)-you are singing (plural), he /she is jumping we are jumping etc. B. Asking and answering questions about continuous actions using the singular and plural pronouns e.g. Q:What are you/what are they doing? A: I am singing, we are singing, they are singing etc. Reading and Writing Reading of simple passages based on occupation or customs and tradition also has simple present tense structures
| -Teachers with the use of charts showing pictures of people and animals perform one action or the other e.g. Flying, sweeping etc. Teaches pupils how to make sentences. -Pupils participate in the lesson, asking and answering questions or replies correctly to each other. -Pupils repeat sentences after the teacher and also participate in class drama which involves performing an action e.g. write, jump,sing,laugh etc. And while the teacher asks “what are you doing? The performer or the class is expected to answer “I am writing/He is writing” etc. -Teachers with the aid of a good supplementary reader, course book and wall charts with pictures of various professions ,customs and traditions, passages for pupils to read and also guides and supervises pupils reading, and answering questions based on the passages. -Pupils should listen to their teacher read the passage several times, they also read aloud and discuss it with the teacher and the class to get the main or general idea in the passage. -pupils should learn and write new word and make sentences. -pupils learn the correct sounds of words from the story |
| 5 | Listening and speaking Expressing how past actions were performed e.g. I walked to the stream yesterday, we went to The park last night, they ate my cake last Sunday etc.
Reading and writing Reading passages that describe and express how past action were performed. | -The teacher will use the pictures ,objects , sentence stripes and a good course, both makes similar statements indicating Past actions and guides pupils during lessons -pupils read and repeat sentences after teacher and also make sentences based on similar patterns. -Teachers with the aid of a good supplementary reader, course book and applicable passages for pupils of various professions ,customs and tradition provides passage for pupils to read and also guides, supervises pupils reading ,asking and answering questions based on the passages. – Pupils should listen to the teacher, read the passages several times, and also read aloud quietly. Discuss it with the teacher and the class to get. the main or general idea of the passages -pupils should learn and write new words make sentences and compositions with them. -pupils learn the correct sounds of words from the story. |
| 6 | Listening and speaking Responding to ‘What’ questions about the past e.g. Q: What did you do last Friday? A:I went to the market Q: What did kelvin do last night? A:Kelvin read his book Q: what did you learn at school yesterday? A: I/We learn how to read and write etc.
Reading and writing Reading and spelling of simple words and names of familiar objects with the use of the article “a” and “an” e.g. a book, a ball, a basket, an orange, an axe etc.
| -Teacher with the use of pictures ,objects sentences stripes and charts showing present and past tense forms of verbs to be used provides “what” questions and guides pupils to pronounce and read questions and answers -Pupils participate in the lesson, asking and answering questions or replying correctly to each other -Pupils read and repeat sentences and also make sentences based on similar patterns
-Teachers with the aid of charts with pictures of various common objects at home, schools and the environment guide and supervise pupils to correctly pronounce, spell and write the names of simple objects and word. -Pupils should listen to their teachers while she spells and pronounces each words several times, they also repeat spellings and write words as the teacher dictates. |
| 7 | Listening and Speaking Asking and answering about past actions E.g Q: Where were you last night? A; I was at home watching the television. Q; Did you see Shola yesterday? A; Yes, I did/No I didn’t Q; Where was he/she? A; He/She was in Lagos attending a marriage ceremony etc
Reading and Writing
Reading numbers 1 to 10. Answering the questions How many ….? And also indicating colours Eg Q; How many balls are on the table? A; There are two balls on the table. Q; How many blue bags are in the class? A; There are six yellow bags in the class
| – Teachers with the use of pictures, objects sentences, stripes and charts ask questions about past actions lead pupils to lead and give answers to questions. – Pupils participate in the lesson by asking and answering questions correctly to each other. – Pupils read and repeat sentences after teacher and also make sentences on similar patterns
Teacher, with the aid of charts and pictures of various objects in isolation, groups present the lesson to pupil asking them to indicate the number of objects.
Pupils participate in the lesson asking and answering questions correctly to each other.
Pupils should listen, read and respond to questions following teacher’s model. |
| 8 | Listening and Speaking Expressing what things are made of, answering the questions; what is – – made of? Eg; Q: What is the bag made of? A; The bag is made of leather. Q; What are the scissors made of? A; The scissors are made of iron.
Reading and Writing Reading passages based on imaginative writings in familiar context | – Teacher with the aid of real objects and charts with pictures of various objects, present the lesson to pupils asking them to indicate the number and colour of objects – Pupils participate in the lesson asking and answering questions or replying correctly to the teacher and each other. – Pupils listen to and read questions and respond following teacher’s model. – Teacher with the aid of a supplementary reader, charts and other relevant materials guide pupil reading activities. – Pupils participate in the lesson asking and answering questions or replying correctly to each other. – Pupils should listen to teacher and read the passage several times, they are to read aloud individually and group and also after the teacher. – Pupils answer simple questions based on the passage and learn to write words as teacher dictate from the passage. |
| 9 | Listening and Speaking Answering Questions formed with ‘shall’ and ‘Will’ Eg Q; Will you leave next week? A; Yes I shall leave next week/Yes I shall Q; Shall we leave this night? A; Yes we shall/we shall leave this night.
Reading and Writing Spelling of names of persons and places pupils, environment. Eg; Spelling the names of parents, siblings, teachers class mates friends, state, towns and places | – Teacher, with the aid of a good course book, charts with simple sentence ‘shall and will’ engages pupils in dialogue using ‘shall and will’. – Pupils participate in the lesson asking and answering questions correctly to the teachers and each other. – Pupils should listen, read and respond to questions following the teacher’s model. – Teachers with the aid of charts with pictures of people and places, guide learning on how to spell names of people and places. – Pupils participate in the lesson by practicing, writing names written on the board or dictated by the teacher.
– The teacher should correct mistakes of the pupil. |
| 10 | Listening and Speaking a) Expressing continuous action. Eg Dance – Dancing Run – Running Sing – Singing b) Using the progressive forms of familiar verbs correctly in a sentence. Eg Dancing – I am dancing Running – I am running Eating – I am eating Praying – I am praying etc. Reading and Writing Reading passages based culture, customs and traditions. Eg. Festivals and ceremonies
| – Teachers with the aid of charts and flash cards containing relevant words should teach the people how to spell and write given verbs and how to use them in sentences. – Pupils should listen to the teacher, spell, mime and perform the actions. What are you doing ‘I am dancing’ etc. – Pupils practice writing continuous forms of verb on the board and their books as dictated by the teacher. – The teacher should correct the mistake of the pupils – Teacher with the aid of a supplementary reader, charts and other relevant materials guide pupils reading activities. – Pupils participate in the lesson asking and answering questions or reply correct to each other. – Pupils listen to teacher read the passage several times, they read aloud individually and in group and also after the teacher. – Pupils answer simple questions based on the passage and learn to write words as teacher dictates from the passage. |
| 11 | Listening and Speaking Irregular plurals 1) Simple irregular formation. Eg. Man – Men, Child – Children, Foot – Feet. 2) Uncountable Plurals. Eg. A packet of sugar 3) Simple concrete nouns. Eg. Bench – Benches, Table – Tables, Bag – Bags
Reading and Writing Describing things and people according to their weights and sizes. Eg. Small, big, tiny, enormous, huge and large etc. | – Teacher with the aid of chart and flash cards containing relevant pictures, words, teaches pupils on how to form plurals, form nouns, how to pronounce words formed and how to use them in a simple sentence. – Pupils list them and say after the teacher as the teacher pronounces these words and form plurals from nouns. – Pupils learn how to use them in sentences and teacher correct mistakes of pupils. – Teacher with the aid of a supplementary reader, charts and objects of various sizes and weights illustrates different sizes and weights and also teaches people how to distinguish between weights and sizes. – Pupils participate in lessons by asking and answering questions and imitate teacher’s actions and sentences.
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| 12 | Revision and Examination | Revision and Examination |
The above is the summary of the government approved scheme of work for primary 1 to 6 but bear in mind that there is a free downloadable PDF file that contains the remaining scheme of work for all remaining subjects. Pasting the complete scheme here will be too bulky hence the need for the free PDF document via the downloadable link below.
Download ⇒ SCHEME OF WORK FOR ALL SUBJECTS PRIMARY 1 TO 6 PDF File
I hope this has been helpful especially for Tutors. The scheme of work is the government approved for all subjects taught at elementary stage (primary school) for 2025 so if you have any question as regards the subject matter please feel free to reach out to me via the comment section below and I will respond accordingly.