MINISTRY OF EDUCATION.

ECE SCHEMES OF WORK.

CLASS: PRE-GRADE. AGE: 5-6. SUBJECT: LANGUAGE & LITERACY. TERM: 2 (TWO). YEAR: ______________
W COMPONENT DAY/ TOPIC MONDAY TUESDAY WEDNESDAY THURSDAY FRIDA
K Y
1. Listening and Colours Talk about primary Talk about primary Talk about primary Talk about primary Revisio
Speaking colours (blue, yellow, colours (blue, yellow, colours (blue, yellow, colours (blue, yellow, n
red) red) red) red)
Pre reading Sounds Sound out letter /j/ Sound out letter /j/ Sound out letter /j/ Sound out letter /j/
Pre- writing Handwritin Copy letter ‘j’ Copy letter ‘j’ Copy letter ‘j’ Copy letter ‘j’
g
2. Listening and Colours Talk about secondary Talk about secondary Talk about secondary Talk about secondary Revisio
Speaking colours (green, colours (green, colours (green, colours (green, n
orange, orange, orange, orange,
purple) purple) purple) purple)
Pre- reading Sounds Sound out letter /j/ Sound out letter /j/ Sound out letter /j/ Sound out letter /j/
Pre-writing Handwritin Copy letter ‘j’ Copy letter ‘j’ Copy letter ‘j’ Copy letter ‘j’
g
3. Listening and Colours Talk about neutral Talk about neutral Talk about tertiary Talk about tertiary Revisio
Speaking colours (black and colours (black and colours (brown) colour (brown) n
white) white)
Pre- reading Sounds Sound out /w/ Sound out /w/ Sound out /w/ Sound out /w/
Pre- writing Handwritin Copy the letter ‘w’ Copy the letter ‘w’ Copy the letter ‘w’ Copy the letter ‘w’
g
4. Listening and Colours Talk about primary Talk about primary Talk about neutral and Talk about neutral and Revisio
Speaking and and tertiary colours tertiary colours n
secondary colours secondary colours
Pre- reading Sounds Sound out /w/ Sound out /w/ Sound out /w/ Sound out /w/
Pre- writing Handwritin Copy the letter ‘w’ Copy the letter ‘w’ Copy the letter ‘w’ Copy the letter ‘w’
g
5. Listening and Conversatio Talk about the meals Talk about the meals Talk about the meals Talk about the meals Revisio
Speaking n of of of of n
 the day the day the day the day
Pre- reading Sounds Sound out /s/ Sound out /s/ Sound out /s/ Sound out /s/
Pre- writing Handwritin Copy letter ‘s’ Copy letter ‘s’ Copy letter ‘s’ Copy letter ‘s’
g
6. Listening and Conversatio Talk about days of the Talk about days of the Talk about days of the Talk about days of the Revisio
Speaking n Week week week Week n
Pre- reading Sounds Sound out /s/ Sound out /s/ Sound out /s/ Sound out /s/
Pre- writing Handwritin Copy letter ‘s’ Copy letter ‘s’ Copy letter ‘s’ Copy letter ‘s’
g
7. MID -TERM BREAK
8. Listening and Conversatio Talk about modes of Talk about modes of Talk about modes of Talk about modes of Revisio
Speaking n transport (road) transport (air) transport (water) transport (rail) n
Pre- reading Sounds Sound out /h/ Sound out /h/ Sound out /h/ Sound out /h/
Pre- writing Handwritin Copy letter ‘h’ Copy letter ‘h’ Copy letter ‘h’ Copy letter ‘h’
g
9. Listening and Conversatio Talk about simple Talk about simple Talk about simple Talk about simple Revisio
Speaking n events events events (birthday, events (birthday, n
(birthday, Christmas, (birthday, Christmas, Christmas, Christmas,
independence, Easter, independence, Easter, independence, Easter, independence, Easter,
wedding) wedding) wedding) wedding)
Pre- reading Sounds Sound out letter /d/ Sound out letter /d/ Sound out letter /d/ Sound out letter /d/
Pre- writing Handwritin Copy letter ‘d’ Copy letter ‘d’ Copy letter ‘d’ Copy letter ‘d’
g
10 Listening and Story telling Listen to simple Listen to simple Listen to simple Listen to simple Revisio
. Speaking stories stories stories stories n
Pre- reading Word Communicate ideas in Use picture strips to Use picture strips to Use picture strips to
the communicate ideas communicate ideas communicate ideas
picture strips
Pre- writing handwriting Copy patterns / Copy patterns Copy patterns / Zig Copy patterns
circular zag & wavy
and straight
11 Listening and Rhymes Rhymes Rhymes Rhymes Rhymes Revisio
. Speaking n
Pre- reading Words Use picture strips to Use picture strips to Use picture strips to Use picture strips to
communicate ideas communicate ideas communicate ideas communicate ideas
 Pre- writing handwriting Copy patterns Copy patterns Copy patterns (zig-zag Copy patterns (zig-zag
(circular and straight) (circular and straight) and wavy) and wavy)
12 REVISION/CLOSING
.

MINISTRY OF EDUCATION.
ECE SCHEMES OF WORK.

CLASS: PRE-GRADE. AGE: 5-6. SUBJECT: PRE-MATHEMATICS. TERM: 2 (TWO). YEAR: ______________

WEEK TOPIC MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. MEASURES Measuring different aspects of Measuring lengths and width Measuring length, width and Measuring different containers Measuring area of different
objects (linear measure, of different objects using non- height of different objects according to capacity and surfaces using non-standard units
volume, capacity, area, standard units E.g. Strings, using non-standard units. volume using non-standard E.g. Cover a given surface with
temperature) using non- crayons, sticks, ribbons, E.g. Tables, trees, sticks, units E.g. Which container, leaves, books, pieces of papers or
standard units. books bottles, buildings. plastic cup, plastic bottle cloth.
Note: Learners should holds more or less.
experience all aspects Note: Use of sand and water
measures. would be ideal.
2. NUMBER AND
NOTATION
Assign numerals 1 to 3 to a Assign numerals 4 and 5 to a Assign numerals 6 and 7 to Assign numerals 8 and 9 to a Assign numerals 9 and 10 to a
group of objects by group of objects by a group of objects by group of objects by group of objects by matching.
matching. E.g. matching. matching. matching.
E.g. Let us match numerals
with number of fruits on
trees

3. NUMBER AND Count orally numbers 1 to 10 Count orally numbers 1 to 20 Count orally numbers 1 to 20 Count orally numbers 1 to 20 Oral counting of numbers 1 to 20
NOTATION Note: Rhymes, songs and Note: Rhymes, songs and Note: Rhymes, songs and Note: Rhymes, songs and Note: Rhymes, songs and games
games maybe used. games maybe used. games maybe used. games maybe used. maybe used.

4. NUMBER AND Count real objects 1 to 10 Count real objects 1 to 10 Order numbers in the Order numbers in the range Order numbers in the range 1 to
NOTATION and tell the total number of and tell the total number of range 1 to 5 according to 1 to 5 from the smallest to 10 from the smallest to the
objects. objects. number values. the biggest. biggest or vice versa
Note: learners choose
Note: vary the type or/and Note: vary the type or/and their own criteria i.e from
order of objects being order of objects being the smallest to the biggest
counted. counted. or vice versa
e.g. learners may use the
numeral cards.
5. NUMBER AND Write numbers 1 and 2 on: Write numbers 3 and 4 on: Write numbers 5 and 6 on: Write numbers 7 and 8 on: Write numbers 9 and 10 on:
NOTATION a) Sand a) Sand a) Sand a) Sand a) Sand
b) In the air b) In the air b) In the air b) In the air b) In the air
c) Trace (joining dots) and c) Trace (joining dots) and c) Trace (joining dots) and c) Trace (joining dots) and c) Trace (joining dots) and
finally, free writing finally, free writing finally, free writing finally, free writing finally, free writing on paper
or slates
6. COMMERCIAL Identify Zambian currency Identify Zambian currency Identify Zambian currency Identify Zambian currency Identify Zambian currency notes
ARITHMETIC notes (K2, K5, K10, K20) notes (K2, K5, K10, K20) notes (K2, K5, K10, K20) notes (K2, K5, K10, K20) (K2, K5, K10, K20)
7. MID-TERM BREAK
8. PLANE SHAPES Trace straight lines on Trace zig-zag lines on Trace wavy lines on Trace spiral lines on Trace straight, zig-zag wavy,
paper/cardboard. E.g. paper/cardboard. E.g. paper/cardboard E.g. paper/cardboard E.g. spiral lines on paper/cardboard
E.g.

9. NUMBER AND Identify number bonds Identify number bonds Identify number bonds Identify number bonds of Identify number bond of numbers
NOTATION (Friends of numbers) up to (Friends of numbers) up to (Friends of numbers) up to numbers up to 5 from up to 5 from symbolic
5 from concrete 5 from concrete 5 from pictorial schematic representation. E.g. representation.
representations E.g. representation. representations E.g. the number 5 E.g. the number 5
A set of real objects whose Note: Include ICT based the number 5
total number is known and activities like simulations,
learners explore different games
ways of forming two groups
of objects to discover
different pairs of numbers
that make up to the original
number.
10. MEASURES Order the days of the week by Order the days of the week Determine the day which Determine the day which Determine the day which comes
filling the missing days of the by filling the missing days of comes before and after a comes before and after a before and after a given day.
week. the week. given day. given day. E.g. sticking colour cards
E.g. sticking colour cards E.g. sticking colour cards E.g. sticking colour cards E.g. sticking colour cards representing days of the week.
representing days of the representing days of the representing days of the representing days of the Note: Songs and rhymes may be
week. used for learners to remember
 Note: Songs and rhymes may week. week. week. the sequence of days of the
be used for learners to Note: Songs and rhymes may Note: Songs and rhymes Note: Songs and rhymes may week.
remember the sequence of be used for learners to may be used for learners to be used for learners to
days of the week. remember the sequence of remember the sequence of remember the sequence of
days of the week. days of the week. days of the week.
11. ADDITION Interpret addition as ´putting Interpret addition as ´putting Interpret addition as ´putting Interpret addition as ´putting Interpret addition as ´putting
together (the sum should not together (the sum should not together (the sum should not together (the sum should not together (the sum should not
exceed 5 objects). exceed 5 objects). exceed 5 objects). exceed 5 objects). exceed 5 objects).
The two quantities exist at the
Note: This is informal Note: This is informal Note: This is informal Note: This is informal
same time e.g. Mary has 3
introduction to addition using introduction to addition introduction to addition using introduction to addition using real
sweets and john has 2 sweets,
real objects only and not using real objects only and real objects only and not objects only and not
if they put the sweets together
numeral/symbols. not numeral/symbols. numeral/symbols. numeral/symbols.
how many sweets will there
be altogether?
Note: This is informal
introduction to addition using
real objects only and not
numeral/symbols.
12. SUBTRACTION Interpret subtraction as Interpret subtraction as taking Interpret subtraction as Interpret subtraction as taking Interpret subtraction as taking
taking away involving 1-5 away involving 1-5 objects taking away involving 1-5 away involving 1-5 objects away involving 1-5 objects (the
objects (the difference should (the difference should not be objects (the difference (the difference should not be difference should not be zero).
zero). should not be zero). zero).
not be zero).
Note: This is an informal
E.g. George has 4 bananas. If
Note: This is an informal Note: This is an informal Note: This is an informal introduction to subtraction using
he gives Rose 1 banana, how
introduction to subtraction introduction to subtraction introduction to subtraction real objects only and not
many bananas does George using real objects only and using real objects only and using real objects only and not numeral/symbols
remain with? Note: This is an
not numeral/symbols. not numeral/symbols numeral/symbols
informal introduction to
subtraction using real objects
only and not
numeral/symbols.
CLOSING
 MINISTRY OF EDUCATION.
ECE SCHEMES OF WORK.

CLASS: PRE-GRADE. AGE: 5-6. SUBJECT: ENVIRONMENTAL SCIENCE. TERM: 2 (TWO). YEAR: ______________

W TOPIC SUB-TOPIC OUTCOMES CHILDREN’S ACTIVITY T/ L RESOURCES REFERRENCE

K
1 Animals Domestic animals Acquire and develop knowledge, Sing songs about Charts showing ECE syllabus p.
positive attitudes and values about domesticated domestic 51
  

plants and animals. animals animals ECE

Develop an understanding of the Identify and name Learner’s Env/science
local environment. domesticated books TG page47
  

animals e.g. dog,

cat, cow…
2 Animals Domestic animals  Acquire and develop knowledge,  Sing songs about  Charts showing ECE syllabus p.
 (animals people positive attitudes and values about domesticated domestic 51
eat) plants and animals. animals animals ECE
Develop an understanding of the Identify edible Learner’s Env/science
local environment. animals books TG page47
  

Molding edible Clay soil

domestic animals
 

3 Animals Domestic animals Acquire and develop knowledge, Sing songs about Chart showing ECE syllabus p.
(non-edible) positive attitudes and values about domesticated nonedible. 51
  

plants and animals. animals domestic ECE

Develop an understanding of the Identify non-edible animals. Env/science
local environment domesticated Learner’s book TG page47
 

animals Clay soil



Molding edible


domestic animals


4 Animals Wild animals Acquire and develop knowledge, Sing songs about Chart showing ECE syllabus p.
positive attitudes and values about wild animals. wild animals. 51
  

plants and animals. Identify different Learner’s ECE

Develop an understanding of the wild animals. books Env/science
 

local environment. TG page 48



5 Animals Wild animals Acquire and develop knowledge, Sing songs about Chart showing ECE syllabus p.
(friendly and non- positive attitudes and values about wild animals. wild animals 51
 

friendly) plants and animals. Identify friendly and ECE

Develop an understanding of the non-friendly wild Env/science


local environment. animals e.g. lion, TG p. 48-49



zebra,
6 Animals Animals that live Acquire and develop knowledge, Sing songs about Chart showing ECE syllabus p.
in water positive attitudes and values about animals that live in animals that 51
  

plants and animals. water. live in water. ECE

Develop an understanding of the Identify animals that Learner’s book. Env/science
local environment. live in water e.g. TG p. 50
  

hippo, crocodile
7 MID-TERM BREAK
8 Animals Birds  Acquire and develop knowledge,  Sing songs about  Chart showing ECE syllabus p.
 positive attitudes and values birds. birds. 51
about plants and animals. Identify familiar Real objects. ECE
Develop an understanding of the birds’ chicken, Env/science
 

local environment. duck, eagle e.t.c TG p. 50-51



9 Animals Insects Acquire and develop knowledge, Sing songs about Chart showing ECE syllabus p.
positive attitudes and values insects. insects. 51
  

about plants and animals. Mention the parts Learner’s book ECE
Develop an understanding of the of an insect. Real objects Env/science
 

local environment. TG p. 52-54

 

10 Nutrition and Food  Acquire and develop knowledge,  Sing a song about  Charts showing ECE syllabus p.
health positive attitudes and values about food different types 51
nutrition.  Mention different of food. ECE
 Develop an understanding of types of food.  Real food Env/science
nutrition and health.  Name the sources of samples. TG p. 55-56
 Develop an understanding of the food.
local environment.
11 Nutrition and Functions of  Acquire and develop knowledge,  Sing a song about the  Charts showing ECE syllabus p.
health food positive attitudes and values about function of food. different types 51
nutrition.  Mention the function of food. ECE
 Develop an understanding of of food.  Real food Env/science
nutrition and health samples. TG p. 56-58
 Develop an understanding of the
local environment.
12 REVISION/CLOSING

MINISTRY OF EDUCATION.
 ECE SCHEMES OF WORK.

CLASS: PRE-GRADE. AGE: 5-6. SUBJECT: SOCIAL STUDIES. TERM: 2 (TWO). YEAR: ______________

W TOPIC SUB-TOPIC OUTCOMES CHILDREN’S ACTIVITY T/ L RESOURCES REFERRENCE

K
1 Community My Community Describe ways of taking care of -Identify the herdsman Learners books ECE syllabus
property in the community from a chart Chart p. 46 TG page
-Mention what the 54
herdsman does Learners bk
-Draw a picture of p.13
herdsman herding
animals
2 Religion Places of worship Mention common places of worship -Sing a song Learners books ECE syllabus
-Identify different Chart p. 47
places of worship TG p. 57
-mention a place where
they go to worship
3 School My school Identify school, class, teachers and Sing a song Chart ECE syllabus
classmates -Identify school and Learners book p. 47
class Learners TG p. 58-59.
-Name their own school Teacher Learners bk
and class p.15-16
-Name the teacher
-Name themselves
4 School My school Identify things found in the classroom -Mention where they Learners book ECE syllabus
write from Chart p. 47
-Identify the furniture in TG p. 59-60
class Learners bk p
-Draw tables and chairs 17-18

5 Celebrations Types of Describe types of traditional -Mention different Learners books ECE syllabus
celebration ceremonies traditional ceremonies Learners p. 47
-Describe how TG p. 61
traditional ceremonies Learners bk p.
are done in the locality 20-27
 -Sing and perform a
traditional dance
6 Celebrations Types of Explain the importance of traditional -Mention importance of Learners book ECE syllabus
celebration ceremonies cultural values and p, 47
norms -Participate in a TG p. 61
traditional dance
-Sing national anthem
-Draw a flag of Zambia
7 MID – TERM BREAK
Religion Bible stories Tell bible stories - Identify pictures Chart ECE syllabus
-Talk about the story of Learners book p. 48
baby Moses TG p. 64,
- Draw and colour the Learners bk p.
baby Moses in the 29
basket
9 Transport Means of Mention different means of transport -Sing a song Chart ECE syllabus
transport -Identify and mention Learners book p. 48
(Road) the means of transport TG p. 65
that uses road Learners bk p.
-Draw and colour means 31
of transport (road)
10 Transport Means of Mention different means of transport -Sing a song Chart ECE syllabus
transport -Identify and mention Learners book p. 48
(water) the means of transport TG p. 66-67,
that uses water Learners bk
-Draw and colour means p.32
of transport (water)
11 Transport Means of Mention different means of transport -Sing a song Chart ECE syllabus
transport -Identify and mention Learners book p. 48
(air) the means of transport TG p. 66-67,
that uses water Learners bk
-Draw and colour means p.32
of transport (air)
12 REVISIONS/CLOSING
 MINISTRY OF EDUCATION.
ECE SCHEMES OF WORK.

CLASS: PRE-GRADE. AGE: 5-6. SUBJECT: EXPRESSIVE ARTS. TERM: 2 (TWO). YEAR: ______________

W TOPIC SUB-TOPIC OUTCOMES CHILDREN’S ACTIVITY T/ L RESOURCES REFERRENCE

K
1 Motor Fine motor skills Develop skills in movement,  Arranging numbers or  sticks ECE syllabus
Development manipulation, and coordination, picture dominos up to  Number 1 p.61


correlation, observation, self- 10  Pictures dominos ECE

expression and appreciation of Expressive
beauty. Arts TG p. 60

2 Art and Crafts Drawing and Develop skills in movement, Drawing lines • papers ECE syllabus
Colouring manipulation, and coordination, • Straight lines • pencil p. 62


correlation, observation, self- • Zigzag lines • ruler ECE

expression and appreciation of • eraser Expressive
beauty. • crayons Arts TG p. 50

3 Motor Eye, Hand and Develop skills in movement, • Throwing balls • Ball ECE syllabus
Development Eye Foot manipulation, and coordination, • Kicking balls • Whistle p. 62


coordination correlation, observation, self- • Catching balloons • Buttons ECE

expression and appreciation of • Lacing • Shoe lace Expressive
beauty. • string Arts TG p. 59

4 Music Games Rhymes and Develop skills in movement, • Dancing • Drums ECE syllabus
and Dance Body manipulation, and coordination, • Full control to balance • Children p. 63


Movement correlation, observation, self- the  teacher ECE

expression and appreciation of body (games) Expressive
beauty. Arts TG p. 56
5 Motor Fine Motor Develop skills in movement, • Stringing using 1 cm • Children ECE syllabus
Development Skills manipulation, and coordination, bead themselves p. 61


correlation, observation, self- • Imitating familiar • Teacher ECE

expression and appreciation of animal • Beads Expressive
beauty. walks e.g. cow, cat, • strings Arts TG p. 29
goat, dog.

6 Art and Crafts Drawing and Develop skills in movement, • Drawing • Pencils ECE syllabus
colouring manipulation, and coordination, familiar objects • Paper p. 62


correlation, observation, self- e.g. cup, ball and pot. • Crayons ECE
expression and appreciation of • erasers Expressive
beauty. Arts TG p.50

7 MID-TERM BREAK
8 Motor Eye Hand and Develop skills in movement, • Throwing • Ball ECE syllabus
Development Eye Foot manipulation, and coordination, • Catching • Children p. 62


coordination correlation, observation, self- • Kicking • whistle ECE

expression and appreciation of • Rolling Expressive
beauty. Arts TG p. 54

9 Music Games Rhythm and Develop skills in movement, • Dancing • Shakers ECE syllabus
and Dance Body manipulation, and coordination, • Rhythm and melody • Drums p. 63


Movements correlation, observation, self- • Playing musical • Rhythm sticks ECE

expression and appreciation of instrument • Wooden blocks Expressive
beauty. • Playing with wood Arts TG p. 57
blocks
10 Art and Crafts Drawing and Develop skills in movement, • Colouring objects e.g. • Paper ECE syllabus
Colouring manipulation, and coordination, ball, pot and cup • Crayons p. 62


correlation, observation, self- • Using stencils: tracing • Stencils ECE

expression and appreciation of and drawing • erasers Expressive
beauty. Arts TG p. 51

11 Motor Eye, Hand and Develop skills in movement, • Targeting, timing, • Ball ECE syllabus
Development Eye Foot manipulation, and coordination, kicking a stationery ball • Shoe lace p. 62


coordination correlation, observation, self- to a target. • Shoes ECE

 expression and appreciation of • Roll a ball at a target • Ball Expressive
beauty. judgment. • Whistle Arts TG p. 55
• Lacing • Children
• teacher
12 REVISION/CLOSING