Scheme of Work

Lower Morvant Government Primary School

Teacher: S. Johnson

Year: 2013-2014

Infant Year 2

Term One

Curriculum Topic:

My Sense of Belonging
TERM ONE
SCHEME OF WORK
(2013 - 2014)
WEEK
1
2
3
4
5

SUBJECT

STRAND

TOPIC

SOCIAL
STUDIES

My sense of
belonging

Mapping

OBJECTIVES
Adjustment for new infants to a new environment.
Understand the relative location of things in their immediate
environment near to, far from.
Describe location of the school in relation to other buildings
using the cardinal points.
Name the four cardinal points (North, South, East, West)
Using a blank compass, put in the four cardinal points.
Interpret maps of evacuation routes for fire and earthquake
drills.
Follow and give directions of two or three places using a
map and the four cardinal points.
Create and interpret maps for direction and location.
Using the terms near to and far from, state the
relationship between two or three places in their immediate
environment.

VAPA

Art:
3D artwork
Dance:
Expression and
movement
Drama:
Emotion
Music:
Instruments

SCIENCE

Living and nonliving things

MATH

Number Concepts
(11,12,13,14,15)

SPANISH

Places

Use given material to produce hand puppets representing

familiar people.
Construct specific objects using given material.
Explore movement of the entire body in space while
including expression of feelings.
Move entire body in general and personal space.
Given 2-3 specific scenarios, use appropriate facial
expressions and hand gestures to communicate feelings of
joy, sadness, anger, excitement and surprise.
Name 10 string, wind and percussion instruments by
sight and sound.
Match 10 instruments by sight and sound to their
corresponding string, wind and percussion families.
Distinguish between living and non-living things.
Identify at least three attributes of living things as: Growing,
Reproducing, Sensitivity to environment, Moving, Eating,
Producing Waste and Breathing.
Justify why something is living or non-living.
Develop number sense from 0 to 15 and appropriate
vocabulary.
Count forward (counting on) and backward (counting back)
by ones to or from 100 from any given number.
Count objects to demonstrate one-to-one correspondence (up
to 15).
Explain that the last count, when counting a set of objects,
identifies how many objects are in the set.
State where they live in Spanish. Where do you live?
(Dnde vives?)
Give appropriate response in Spanish to the question Where

AGRI. SCI.

Fish

V.C.C.E

Honesty and Loyalty

Building Trust

do you live?
Identify selected places in their community in Spanish. Qu
lugar es? (la tienda, la escuela, el parque, el mercado, el
supermercado).
Orally supply the Spanish word names for 5 places in their
community.( shop, school, park, market, supermarket).
Outline the main steps in rearing ornamental fishes.
Communicate the main steps involved in rearing fishes.
Communicate orally, two good environmental practices
employed in rearing ornamental fishes.
Discuss factors that may harm the rearing of the fish.
Define the terms honesty and loyalty in their own
words.
Display honesty and loyalty in their interactions with others.
Demonstrate a basic understanding of the terms honesty
and loyalty.
Give simple justifications for behaving trustworthily.
State 2-3 reasons for not cheating or stealing.
Determine the response that is most appropriate in given
situations.
Exhibit behaviours that make others trust them even when
there is no apparent/immediate reward.
Use the property of others only after getting explicit
permission to do so.
Comply with rules and instructions during games,
competitions and tests.
Tell the truth- Relate experiences without embellishments
and share opinions without using language that is hurtful.
Differentiate between private information and information
that can be shared.
Exercise prudence and discretion in divulging information
about family (good secrets, bad secrets).

PHYSICAL
EDUCATION

Movement Skills
And Concepts

LANGUAGE
ARTS

5Ws+H questions

Comprehensio
n
Grammar

The verb to bePresent Tense

patterns

Vocabulary

Speaking patterns

Recognise that some family information can be shared while

some should be kept to themselves.
Differentiate between the various levels and pathways in
which the body can move.
Explore levels and pathways in weight bearing, shapes and
balance.
Make shapes demonstrating various levels and moving along
different pathways.
Use comprehension strategies taught to gain meaning from
texts.
Know how to use the 5Ws+H to gain meaning from
audio-visual texts, through guided questioning.
Generate one content relevant question about text presented.
Answer two literal and two inferential questions about texts.
Demonstrate pride in their ability to work independently to
compose sentences with proper grammatical structures and
rich vocabulary.
Share written work with a small group or whole class with
pride.
Know how to generate sentences using grammatical
patterns, in context.
Use 1st, 2nd. 3rd, persons, singular and plural, example;
I am + noun
I am + adjective
I am + Adjective Phrase
I am + Adverb Phrase
Know that two main English Language forms co-exist in
Trinidad and Tobago.
Speak freely in classroom discussions and conversations in
either English Creole or Standard English.

Phonics

Writing
process

Reading
readiness

Convert commonly used English Creole language to

Standard English.
Differentiate between English Creole and Standard English.
Know basic skills in pronunciation.
Speak Standard English in the classroom setting with
attention to Standard English pronunciation.
Initial sounds
Recognize the initial letters and their sounds.
Select words beginning with specified letters.
Use letters to form simple words.
Construct sentences with words formed.
Ending sounds
State the letter and sound that is found at the end of the
word.
Choose the correct letter to complete words.
Spell words correctly using the appropriate letter.
Medial Sounds
(same as above)
Know how to write Be confident in writing neatly and legibly.
words, sentences, and Reproduce letters and numerals as words and sentences with
a short paragraph.
correct strokes, direction, neatness and appropriate size.
Print letters and numerals with neatness, correct strokes,
direction and size.
Use capital letters for the first letter of names, days of the
week and of sentences.
Letter Sounds
Identify, discriminate, memorize, sequence, isolate and
comprehend sounds that are associated with the soundsymbol relationship.
Link sound and letter patterns.
Isolate and pronounce the initial, medial vowel and final
sounds in three phoneme words.
Use onset, rime and phonemes to spell words.

Create words using consonant blends at the beginning and

end of words.
Discriminate between long and short vowel sounds in
spoken single-syllable words.
Blend words with long and short sounds and apply
knowledge to form new words.
WEEK
6

SUBJECT
SOCIAL
STUDIES

STRAND
My sense of
belonging

TOPIC
Transportation

7
8
9
VAPA

Art:
3D artwork
Dance:
Expression and
movement
Drama:
Body language

Music:
Textures

OBJECTIVES
Define transportation.
Classify the different forms of transportation, example, sea
transportation and air transportation.
Know and safely use different forms of transport available.
Explain two or three ways they can practice safety when
using and waiting for various forms of transport.
Appreciate the different forms of transport available.
Draw their favorite kind of air and sea transport.
Demonstrate how to make a model of a transport vehicle
using material provided.
Use 4-6 appropriate words/phrases to describe space and
dynamic elements used(e.g. forward, backward, lightly,
freely)
Use facial expressions and hand gestures to communicate
feelings.
Become aware of the use of facial expressions and hand
gestures in communicating feelings
Experiment with creating different textures using their
voices and classroom instruments.
Create 2-3 different musical textures using combinations
of voice and 2-3 classroom un-tuned percussion
instruments.

SCIENCE

Living and nonliving things

MATH

Money

Addition

SPANISH

Transportation

Differentiate among animals according to observable

characteristics.
Demonstrate an understanding that animals are similar and
different.
Classify animals according to observable characteristics,
such as: limbs 2, 4 or 6 legs, wings, head, thorax, abdomen,
external covering etc...
Demonstrate an understanding of the value of coins and bills
up to 25 and up to $20.
Explore the value of coins and bills (up to 25, up to $20)
and their equivalence.
Use the language of money in role playing situations
involving the exchange of goods for money (exact value of
the coins and bills, one item and receive change).
State the equivalence of coins and bills up to 25 cents and 20
dollars.
Solve real-life problems involving addition (concrete,
pictorial and symbolic modes).
Demonstrate a conceptual understanding of addition.
Solve problems involving addition represented in vertical
and horizontal arrangements.
Use the number line to solve addition problems.
Create number stories involving addition using appropriate
vocabulary (including the language of money).
Associate addition to forward counting and use the count on
strategy to solve problems.
Identify modes of transport in Spanish Qu transporte es?
(el carro, el avin, la bicicleta, el autobs, la motocicleta, el
barco, el pie).

Recite and recall the Spanish word names for 7 modes of

transport.(car, airplane, bicycle, bus, motorbike, boat, foot.)
Compare modes of transport in Trinidad & Tobago with
those of a selected Spanish-speaking country.
Make 3 comparative statements about modes of transport in
their country and a selected Spanish-speaking country.
AGRI. SCI.

Plants

V.C.C.E

Unfair

Acting
fairly/Fairness in
social interaction

PHYSICAL
EDUCATION

Movement Skills
And Concepts

Outline the main steps in growing plants.

Cultivate a plant from a seed or seedling, using an
appropriate potting medium.
Work in teams to grow plants.
Work in groups, observing safety rules, to care for plants.
Sequence at least three pictures to illustrate the main steps in
growing plants.
Describe characteristics of an open minded person.
Demonstrate a basic understanding of fairness.
Describe orally in 1-2 simple sentences, the behaviours
displayed by an open minded person.
Suggest ways in which they can show fairness to others.
Develop an awareness of the challenges faced by senior
citizens and the differently abled.
Delineate orally, in writing, through drama or drawing, 2-3
ways in which fairness to others, the differently abled and
senior citizens can be displayed.
Evaluate situations in which they or others have been treated
unfairly to determine the best way to respond.
Seek to include others in games and activities.
Speak out against unfair treatment of peers during
playground activities.
Recognise that the body can bear weight, transfer weight,
form shapes and balance.

LANGUAGE
ARTS
Comprehensio
n

Grammar

Bear weight on 1-4 body parts.

Use different ways of transferring weight (rolling, rocking,
step-like, and sliding).
Literary Appreciation Engage in readings from various genres.
Visualize and draw the setting and events in texts.
Select literature of choice to read, volunteer to re-tell the
story or demonstrate one part of a story or poem most
interesting to self.
Discuss possible lessons learnt from stories and poems.
Show appreciation of reading and being read to from the
various genres of literature by listening appreciatively and
responding eagerly.
Share feelings and thoughts about the settings, events and
characters in texts with peers and adults.
Discuss possible solutions for simple conflict scenarios.
Creative in composing simple rhymes and verses.
Describe significant elements of stories and poems and
represent ideas of stories and poems told through varied
modes.
Describe four to five simple physical features of literary
characters and role-play one action or behaviour of, or one
event associated with specific characters.
The verb to beDemonstrate pride in their ability to work independently to
Past Tense patterns compose sentences with proper grammatical structures and
rich vocabulary.
Share written work with a small group or whole class with
pride.
Know how to generate sentences using grammatical
patterns, in context.

Vocabulary

Speaking

Phonics

Vowel sounds
(ai, ay, a-e)
(ee, ea, y, e-e)
(ie, igh, y, i-e)
(ow, oa, o-e)
(ew, ui, ue, u-e)

Writing
process

Full stops and

question marks

Reading
readiness

Apply word attack

skills.

I/He/She/It +was + noun

I/He/She/It + was + adjective
I/He/She/It + was + Adverbial Phrase
You/We/They + were +noun
Experiment with familiar vocabulary explicitly taught to
deepen and widen understanding of a variety of texts.
Recognize familiar vocabulary and use in context to help
gain meaning from text
Use picture clues to infer the meaning of words.
Listen to the use of new words in sentences.
Use clues in the sentence to construct meaning to the
unknown word.
Create oral sentences using new words.
Give reasons for the meaning of new words.
Note the long vowel silent e principle.
Pronounce words with the short / long vowel sound.
Recognize a change in pronunciation and meaning of words
from the short to long sound.
Use words with the long vowel sound in a sentence.
Pronounce words with the short / long vowel sound.
State a change in pronunciation and meaning of words from
the short to long sound.
Use words with the long vowel sound in a sentence.
Write using level-appropriate punctuation and capitalization.
Use a capital letter for: the first letter in names, days of the
week, months of the year and the first letter of sentences.
Use the full stop and question mark at the end of sentences.
Discriminate between short and long vowel sounds.
Demonstrate knowledge of word attack skills and phonic

skills to read and spell grade level words.

Know the features of a sentence and how to vary reading
with end marks.
Be confident in developing reading fluency skills.
Blend words with short (cvc) sounds and long (cvcv)
sounds.
Correctly use homophones and homographs in reading and
spelling.
Identify and apply regular and irregular spelling patterns to
words when reading.
Decode words with inflectional endings and plurals.
Use word attack skills to decode words (chunking,
syllabication).
Read grade level texts from a variety of genres.
WEEK
10

SUBJECT
SOCIAL
STUDIES

STRAND
My sense of
belonging

TOPIC
Transportation

11
12
13
VAPA

Art:
Patterns

Dance:

OBJECTIVES
Discuss the different forms of land transportation.
Know and safely use different forms of transport available.
Become responsible when using the roadways.
Explain two or three ways they can practice road safety
when using and waiting for various forms of land transport.
State the different forms of land transport available.
Observe the different ways we travel over the land.
Build a land transport vehicle.
Experiment with paints, fruits and vegetables to create
simple prints.
Work in small groups to create 2 simple patterns using fruit
and vegetable prints.
Work in groups to develop and present more complex

Story
Drama:
Story

SCIENCE

MATH

Music:
Story
Living things
(Plants)

Time

Solids and Plane

Shapes

dance sequences based on selected theme/idea or

storyline.
Create a story based on a theme/ topic.
Collaborate in small groups to create a short story based on a
given theme/topic.
Listen to and Create more complex rhythms of to
accompany dances, songs and stories.
Observe and record the changes in growth of a seedling.
Measure the height of a seedling as it grows, using strips/
arbitrary measure.
Construct a chart to illustrate the growth of a seedling.
Draw diagrams to show the development of a seedling at
different stages.
Associate events with specific time periods.
Sequence activities or events according to time of
occurrence.
Measure the duration of activities using non-standard units.
Compare the time taken for activities or events to occur, or
the duration of activities (starting at the same time), and
order the duration of activities, and explain reasoning using
appropriate vocabulary.
Answer questions based on the information presented on
calendars such as: name and sequence the days of the week
and the months of the year, identify the days, months, dates
and number of days in each month on calendars; and
distinguish between weekends and school days.
Describe solids and plane shapes using appropriate
vocabulary related to geometric attributes (e.g. size, shape,

Linear

SPANISH

Places

AGRI. SCI.

Plants

position).
Compare solids and plane shapes by stating similarities and
differences.
Solve problems involving solids or plane shapes.
Classify solids and plane shapes (e.g. size, shape), according
to one or more common attributes including students
criteria, and explain reasons for classification (e.g. colour,
size, shape, function).
Demonstrate familiarity with comparison of the lengths of
objects using appropriate vocabulary.
Compare and order the lengths of three or more objects
using direct comparison, and explain reasoning using
appropriate vocabulary e.g. longer/shorter.
Compare and order objects and distances according to
length, and explain reasoning using appropriate vocabulary.
Measure lengths and distances using multiple copies of nonstandard units (by placing the same sized units end-to-end
without leaving gaps, without overlapping and arranged in a
straight line).
State the name of their school in Spanish. (Mi escuela es
___. )
Identify selected areas on their school compound in Spanish.
Qu lugar es? (la clase, la oficina, la cantina, el patio, la
biblioteca, el bao).
Outline the main steps in growing plants.
Cultivate a plant from a seed or seedling, using an
appropriate potting medium.
Work in teams to grow plants.
Work in groups, observing safety rules, to care for plants.

V.C.C.E

PHYSICAL
EDUCATION

LANGUAGE
ARTS
Comprehensio
n

Sequence at least three pictures to illustrate the main steps in

growing plants.
Respond in a
List amicable ways of responding to conflict.
State ways in which they can disagree respectfully with
respectful
peers.
manner to conflict
Demonstrate basic understanding of the ways in which
respect for self and others can be displayed during conflicts
and other interactions.
Describe orally in 1-2 simple sentences effective ways of
remaining respectful during disagreements.
Use words that help when talking about concerns
Avoid physical action as a response.
Suggest 2-3 criteria that can be used to determine the most
amicable response in given situations.
Recognise personal boundaries and boundaries that indicate
the personal space of other persons.
Speak in a moderate tone and use non-aggressive and nondismissive language when talking out problems.
Gymnastic Skills
Explain Stork Stand, side roll.
Demonstrate the Stork Stand, side roll.
Perform skills in gymnastics.
Execute the stork stand and side- roll with correct form.
Literary Appreciation Engage in readings from various genres.
Visualize and draw the setting and events in texts.
Select literature of choice to read, volunteer to re-tell the
story or demonstrate one part of a story or poem most
interesting to self.
Discuss possible lessons learnt from stories and poems.
Show appreciation of reading and being read to from the
various genres of literature by listening appreciatively and
responding eagerly.

Grammar

The verb to havePast Tense patterns

Vocabulary

Word meaning

Phonics

Consonant Blends
(br, gr, cr, tr, dr
bl, cl, sl, fl

Share feelings and thoughts about the settings, events and

characters in texts with peers and adults.
Discuss possible solutions for simple conflict scenarios.
Creative in composing simple rhymes and verses.
Describe significant elements of stories and poems and
represent ideas of stories and poems told through varied
modes.
Describe four to five simple physical features of literary
characters and role-play one action or behaviour of, or one
event associated with specific characters.
Demonstrate pride in their ability to work independently to
compose sentences with proper grammatical structures and
rich vocabulary.
Share written work with a small group or whole class with
pride.
Know how to generate sentences using grammatical
patterns, in context.
I/He/She/It +has + noun
I/He/She/It + has + adjective
I/He/She/It + has + Adverbial Phrase
You/We/They + have +noun
Demonstrate recall of high-frequency words and apply
vocabulary knowledge in speaking, reading and writing.
Experiment with familiar vocabulary explicitly taught to
deepen and widen understanding of a variety of texts.
Use illustrations and picture cues to gain meaning of texts
Identify pictures for the words.
State the beginning sound that they can hear.
Associate the consonant blend to the sound.

sp, spl, str, sm, sw)

WEEK
14
15

Writing
process

Spelling

Reading
readiness

Apply vocabulary
knowledge in
different contexts.

SUBJECT
SOCIAL
STUDIES
VAPA
SCIENCE
MATH
SPANISH
AGRI. SCI.

STRAND
My sense of
belonging

TOPIC

Construct words containing the consonant blends and use

them in sentences.
Recall correct spelling of high frequency words.
Spell high frequency words across content areas.
Write simple sentences using high frequency words.
Be self-sufficient in writing.
Use picture clues to infer the meaning of words.
Be creative in using high-frequency words in different
contexts.
Apply definition clues, context clues and prior knowledge to
gain meaning and apply in speaking, reading and writing.
Infer the contextual meaning of words or texts from
figurative language and factual texts.
Generate sentences orally and in writing using synonyms.
Experiment with familiar vocabulary explicitly taught to
deepen and widen understanding of a variety of texts.
Compose simple factual and descriptive statements and
questions.
Apply knowledge to answer questions orally and in writing.

OBJECTIVES

REVISION OF ALL TOPICS

V.C.C.E
PHYSICAL
EDUCATION
LANGUAGE
ARTS
Comprehensio
n
Grammar
Vocabulary
Phonics
Writing
process
Reading
readiness

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