CITY MONTESSORI SCHOOL, LUCKNOW

A Unique School Nurturing the Future...since 1959

SYLLABUS 2024-2025

KINDERGARTEN

One day I will

unite the world ...

“CMS creates a better future for all children by maximising their opportunities
through quality education and initiatives for unity and development.”
 THE WONDERFUL PRE-PRIMARY YEARS
THE CLASS ENVIRONMENT
In our quest to constantly improve, CMS pre-primary teachers will focus on five focus areas for this year as
below:
• Music with Rhythm and Movement
• Science Experiments
• Nature, Garden and Field Trips
• Role Plays with Special Focus on Courtesy and Manners
• Speaking Aloud and Show and Tell with Correct Pronunciation, Languages of Positive Reinforcement
NURTURING POSITIVE SELF CONCEPT
While parents are the first educators and matter the most in the upbringing of a young child, teachers play
an important role. Children always look for our approval. For little children, their self-concept is almost
entirely formed by what we breathe into their tender hearts from the beginning as parents and teachers.
Children have a natural grace but they are also highly absorbent and mouldable. Just like a potter shapes a
pot, we need to carefully shape our children’s self-esteem.
From the beginning, therefore, we not only need to preserve our children’s innate sense of self, we also need
to further and consciously feed their self-esteem and positive self-concept.
MIND YOUR LANGUAGE
One of the most important contributions we can make as parents and teachers is to speak to our young
children in the language of encouragement. Language of encouragement is different from the language of
praise and reprimand. In the language of praise, we praise the whole child, for example by saying: “You are
the best.” In the language of encouragement we endorse a specific action or behavior we want to witness in
our children. We neither reprimand nor praise, we simply observe and acknowledge a child doing something
good or behaving in a good way. “I see you were kind to your little brother today.” “Nicely coloured,” or
better still, “Do you like how you coloured this?” When children judge their own work, they also develop
their own sense of right and wrong.
We always endorse what we seek in our children. If we seek good, we will find good. Our words and how we
say them, and even our non-verbal communications, all are powerful influences upon our children’s
psychology and have a bearing on their self-esteem. When we show genuine love and care and when we talk
to them with words that are kind, healing, supportive and encouraging, we nurture the attitudes we want to
see in them.
A SIX POINT REPORT CARD FOR EVERY PARENT
When we do the following six things EVERY DAY with our children we help them form a positive self-concept
and feel endorsed, loved and cared for:
1. Did I talk to my child about what s / he did at school today?
2. Did I say something positive to my child today?
3. Did I spend some quality time with my child today?
4. Did I avoid comparison of my child with other children today?
5. Did I read a story or do something interesting with my child today?
6. Did I pack nutritious meal for his / her lunch at school today?
Do you do this already EVERY DAY? Pat yourself on the back and feel encouraged. If not, this is a report card
you need to work towards, that is, if you agree to it!
Happy parenting! Happy teaching!

Dr (Mrs) Bharti Gandhi Dr Sunita Gandhi Ms Susmita Ghose

Founder-Director, CMS Hon. Chief Academic Advisor, CMS Superior Principal, CMS and
Head, Quality Assurance &
Innovations Department
 CONTENTS
1. Objectives and Goals of the Pre Primary classes 2
2. Montessori Method in a Nutshell 3
3. Courses for Ages Two to Five 6
4. Prayer Assembly and Moral Teaching 7-10
5. Moral Teaching, Good Manners and Hygiene 11
6. List of Nursery Rhymes 12
7. List of stories 13
8. Activities for Developing Language Skills - English 14
9. English 15-16
10. Mathematics 17-18
11. Hindi 19-20
12. Science 21
13. Character Building, Art and Craft 22
14. List of Activities to be done Phase wise 23
15. Rhymes and Stories, Co-operative Games 24
16. Learning by Doing : Topic Web Charts 25-49
17. Recommended Style of Writing 50-52
Numbers - 1 to 10
English- Capital Letters
Small Letters
Cursive Letters
Hindi - Hindi Alphabet

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 OBJECTIVES AND GOALS OF THE PRE PRIMARY CLASSES

Introduction :
The children of the world are innocent, vulnerable and dependent. They are also curious, active
and full of hope. Their time should be one of joy, peace and of playing, learning and growing. Their future
should be shaped in harmony and co-operation. Their lives should be shaped, as they broaden their
perspectives and gain new experiences. These experiences can bring about the total development of a
child socially, physically, intellectually, culturally and emotionally.

1. Social Development :
i) The children will be encouraged to socialise by participating in various group activities
ii) Children will learn to share
iii) To accept the group
iv) To learn manners
v) To work and play both individually and in groups

2. Physical Development :
i) To enable the child to be involved in activities which will help him to develop motor skills
ii) To know the parts of the body
iii) To enable him to enjoy both indoor and outdoor activities

3. Intellectual Development:
i) The child will be encouraged to perform simple skills
ii) To transfer the knowledge into action
iii) To develop both short term and long term memory
iv) To increase the child’s understanding about conversation
v) To recall the information presented
vi) To follow directions
vii) To express himself comfortably in front of others

4. Cultural Development:
Through poems, drama, music, stories, etc. each child will be encouraged
i) To develop aesthetic sense
ii) To appreciate various forms of Art, Music and Dance
iii) To act out various experiences
iv) To express imaginative ideas and emotions
v) To derive pleasure and emotional satisfaction
vi) To develop special awareness
vii) To perform simple dances

5. Emotional Development :
i) To enable each child to develop with confidence and self-assurance
ii) To see himself/herself as a complete individual
iii) To strive for excellence to the best of the child’s ability
iv) To meet new experiences and settings with confidence

All children must be given a chance to find their identity and realize their worth in a safe and supportive
environment. They must be prepared for a responsible life in a free society.

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 MONTESSORI METHOD IN A NUTSHELL
What are the advantages of the Montessori Method ? How does it affect the children? Are Montessori
children well prepared to face the primary school requirements and do they show better results than
children brought up according to other methods ? These are the questions, asked by many parents before
they decide upon the choice of a Nursery School for their children.
Many people raise their voices for or against the method, and unfortunately very few of its opponents
are thoroughly acquainted with it, while fewer still amongst them realise what the essential differences
between the Montessori and other methods of education are.
The method developed by Dr. Maria Montessori attracted public attention for the first time in 1907.
Since then, it is universally recognised and accepted in most countries.
As life itself is never at a stand-still, so the method based on observation and exercises of practical life
has not had its final word. It has been continually developed by Dr. Maria Montessori during her life time and
later on by her followers and collaborators. It has influenced, to a great extent, all other modern methods of
education which have grown from the inspiration and ideas originally laid down by this great educationist.
The children in Montessori School, if admitted at the proper age of 2½, become completely literate by
6 years of age and possess a fund of general knowledge as well as familiarity with the main arithmetical
operations. All these, they acquire without any mental strain whatsoever. They also acquire skills in simple
domestic activities as well as habits of cleanliness, order and proper social behaviour. This way, their basic
education is completed during the early years of life, when they are still too young to give indispensable help
to the family economy.
Now, as to the method itself, its most revolutionary feature is in the treatment of the child. In the old
system, children were not free to satisfy their urge for activity. They were raised as the absolute property of
adults. Everyone had a right over them - their parents, teachers, even the servants, while the children had no
rights at all. “Do this” “Don’t touch that”..... so many “Don'ts” that the child was in a veritable maze of
taboos. He was always compared to adults and in the light of their perfections and experiences he was
always found at a disadvantage. He lived in a world made for giants with heavy objects around which he could
not move - big jugs of water, too heavy for his small hands,tables too high to see all the fascinating things on
top. Is it any wonder that he would upset the chair in trying to move it from place to place or splash water all
over the floor, and the table cloth grasped by his eager hands would be pulled down with all the objects
spread broken on the floor ?
According to Dr. Maria Montessori, the child cannot be measured by the same yardstick as the adult.
He cannot be compared to an adult as he is an entity in himself. From the day of his birth up to the age of 6 his
relation with an adult is similar to that of a seed trying to grow into a tree. In a similar manner, the child grows
into a man and thus he holds the key to a new world. The child is treated as a complete social individual, and it
is the duty of adults to give him facilities which he can use as instruments for growing up within a community
formed by many children of different ages. His task during the years of growth and development is to

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assimilate whatever he finds in his surroundings in the way of language, patriotism, religion and the special
attitude towards life which distinguishes our varying personalities. Hence it is not the adult that makes the
child, but the child that builds the adult through years of biological and psychic work with material
manipulated by himself and incorporated in himself. In this light, the development of the child acquires
dramatic importance for the evolution of mankind. For if the task of the child is to construct man, how serious
is the harm when the child is not able to perform it adequately for lack of favourable conditions. Bad work by
the child means an inferior man and a whole humanity perforce, falling far below what would be its normal
level.
The Montessori method helps the child to build up his personality and to apply his abilities according
to the inner laws of growth. It offers an environment where the child can find the means and opportunities to
realise himself and find expression for his personality.
According to the Montessori method, children are not made to do this or that. Instead, they are given
means to satisfy their urge for activity, in which action builds up thoughts.
The method discards the fixed, purely verbal teaching and opens the door to ACTIVE EDUCATION by
establishing the fact that the child is not a brain to be furnished with ready maxims, but a complete human
being whose entire faculties should be developed. The child learns while being active, and will learn all the
better if his activities are spontaneous and free - if he is creative within limits, it will help him progress towards
the essential aims.
Therefore, the Montessori Apparatus is a series of objects, scientifically designed to satisfy both the
need for activity and intellectual hunger of the child. It was brought to existence not so much with the idea of
teaching, but to provide the child with instruments of activities indispensable for his inner construction.
The Montessori apparatus consisting of about ninety items allows the child to pursue his formative
activities. Besides what is necessary for basic arithmetic, writing and reading, it contains the germ of
geometry and logic, as well as a variety of general knowledge regarding animate and inanimate environment
in time and space.
For the age of 2 to 6 the apparatus is divided into four groups: Excercises of Practical Life, Sensorial
Apparatus, Apparatus for Arithmetic and Language. The Apparatus for Exercises of Practical Life consists of
proportional replicas of various utility objects indispensable in any household, which the child sees in
everyday life. The necessities for personal cleanliness like soap, nail-clipper, brush and towel, a small shelf
with a mirror in front of which he can comb his hair, etc.; dusters, napkins, accessories for shoes, brass and
wax polishing, brush and broom and a dust tray and a special stand to keep it all tidy, small jugs for pouring
exercises and buttoning frames to practise putting buttons through the holes, lacing shoes, buckling belts,
etc.
The next group, Sensorial Apparatus provides various means for the development of senses of sight,
hearing, touch, smell, etc.
For ARITHMETIC, there are attractive red and blue rods, sandpaper figures, numbers, number cards, a

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colourful bead apparatus called Decimal Bead Material, Counting Frames, Seguin Boards, Multiplication and
Division Boards and Strip Boards for addition and subtraction, Test Tube apparatus for division, Fraction
Apparatus, etc.
For LANGUAGE, reading and writing are introduced through Sandpaper Letters, Drawing Insets,
Moveable letters of the alphabet, Words and Cards, Spelling and Grammar Charts.
The role of the teacher in a Montessori school is not an easy one because she is not the master to be
obeyed and the traditional relationship between the teacher and the pupil is substituted by social activities of
collaboration and co-operation among the pupils of different ages, while lessons by teachers are substituted
by living discoveries by the child. The teacher is at the child’s call, but she withdraws when not required.
There is also a strong link between teacher and parents. If the child does not settle down as expected,
does not show interest in the surrounding atmosphere and does not respond to attractions and facilities
offered to him at school the teacher brings in the parents and they mutually co-operate at home and in the
school in directing the child on the right track. School ceases to be something different from home - both
home and school are brought together and co-operate in creating the necessary medium for the
development of the child.

Perhaps one of the most typical features of Montessori system is the prevailing atmosphere of
concentration in which the children keep themselves busy. They are so absorbed in what they are doing that
there is no place for noise or diversions. They work as silently as grown-ups. Their silence is not imposed on
them by the teacher, but is dictated by their own desire to work without distractions. Here discipline comes
from within, and therefore it is more perfect and lasting.
It is fascinating to visit a Montessori school and to feel the wonderful process of growing up which
takes place there.
A tiny girl of two is squatting on a mat in great contemplation over long rows of geometrical cards
which she covers with their replica in wood. Her eyes are expertly following the outlines of insets and even
such complicated shapes as a pentagon and a hexagon are promptly placed on the right card. It is gratifying
to see the little chubby hands grasping the insets while the eyes move fast from card to card to find the right
place. And there a little boy is busily sweeping the floor with a tiny floor brush, another one is deeply
absorbed in cleaning a small metal cup with brasso. And there, almost a toddler, a little chubby girl, blind
folded, segregates by touch various small objects of a stereognostic bag. Her face reflects the process of
thinking, occasionally broken by a glorious smile as she finds the correct pair.

This is learning through activity which applies from the age of two onwards.

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 Courses for ages two to five

1. a: Exercises of practical life:

Buttoning frames, locking and unlocking doors, distinguishing between the acts of inserting the key
which should be held horizontal, of turning it, then drawing it out of the lock, opening a book properly and
then turning the pages properly one by one, touching them delicately, getting up from and sitting down on a
chair, carrying things (stopping before putting them down), avoiding obstacles while walking, i.e., not
knocking against people or things, saluting, picking up and holding out to others the objects which have been
dropped, avoiding passing in front of anyone, giving way to others, balancing the body on a line (straight and
in a zigzag way), walking with rhythmic sounds (a) holding a banner, (b) plate, (c) glass in two hands, (d)
glasses containing coloured liquids, with a bell in hand. Immobility, silence, polishing shoes, washing face,
combing hair, putting on a dress and shoes, watering plants and many other games and rhymes, etc.

b: Sensorial apparatus:
Cylindrical Blocks, Pink Tower, Broad Stairs, Long Stairs, Touch Board and Tablets.

2. Sensorial apparatus, indoor games:

a. Box of fabrics
b. Sound boxes
c. Constructive triangles
d. Geometrical cards
e. Colour tablets
f. Baric tablets
g. Stereognostic bag
h. Geometrical solids
i. Knobless cylinders

3. Arithmetic
a. Numerical rods
b. Number cards for numerical rods
c. Sand paper figures
d. Spindle boxes
e. Shells and cards
f. Decimal bead material
g. Number cards
h. Seguin boards
i. Coloured bead bars
j. Short chains and squares
k. Snake game
l. Strip board for addition and subtraction
m. Geometrical material charts (addition, subtraction, multiplication, division)
n. Area apparatus
o. Stamp game
p. Dot game

4. Language:
Sand-paper letters, movable alphabet, drawing insets, picture cards.

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 PRAYER ASSEMBLY AND MORAL TEACHING

1. School Prayer-followed by hymns and moral stories

2. Use of Nursery Rhymes cassettes/CDs and computer/IWB
(To help children develop their personality)
3. Inspection of cleanliness and personal hygiene
4. A number of children should come up to the microphone and say something in English daily
5. P.T. for physical development (free hand)
6. P.T. with music and rhythmic drill
7. Percussion band
8. Activities: to develop general awareness of the environment
a) To learn good manners
b) To increase general knowledge
c) To develop good moral values
d) To learn about our own country, people, National Flag and National Anthem
e) To be aware of the philosophy of the school ‘Jai Jagat’, ‘God is one’ and ‘We all are the children of
one God’

Monthly Syllabus for Assembly

MARCH /APRIL / MAY
1. School Prayer / School Pledge
2. Muscle Exercises : Stretching on tip toes, bending, etc.
3. Nursery Rhyme cassette/CDs from school to be played for students to hear and sing with the first 4
rhymes
4. New students to introduce themselves by calling out their names on the microphone
5. Inspection of personal hygiene by the teachers
6. Activities:
a) Some attractive pictures should be shown for observation and winning the trust of new comers
b) Talent Search : Voluntary (Confidence to sing/dance/speak/narrate a story/Nursery Rhyme)
c) Making them sensitive to such sounds as whistles, sirens, chirping of birds, etc. through a
cassette/CD player
d) Familiarity with one’s body functions (just take two sense organs)
e) Seasonal changes (Summer)
Other activities may be added.
National Anthem on every Saturday

JULY
1. School Prayer / School Pledge
2. To speak about God’s creations (in their environment)
3. Muscle Exercises : Stretching/raising your body on tip toes/bending
4. Nursery Rhymes : Learning 5 rhymes from the school cassette/CDs
5. Inspection of personal hygiene by the teachers
6. Activities:
a) Rainy season : Talk about clouds, lightning, thunder
b) Draw their attention to the various animals seen in the environment and highlight their shelters
c) If Indoor Assembly, then place a plant in a flower pot and highlight the three parts of the plant.
If Outdoor Assembly then highlight the three parts of a tree
d) Experience with measurement (tall, short)
National Anthem on every Saturday

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 AUGUST
1. School Prayer / School Pledge
2. Speak about God where goodness is emphasized upon (how God loves good children who speak the
truth)
3. Muscle Exercises : Jumping, sense of direction, East and West, by stretching their arms
4. Nursery Rhymes with actions
5. Inspection of personal hygiene by the teachers
Activities :
a) Picture of Mahatma Gandhi to be shown in connection with 15th August, Independence Day.
Few good points to be highlighted about the Father of the Nation.
b) Recognize the colours, two at a time in one week
Red and Green
White and Black
Blue and Yellow
c) Concept of a happy family and members in a family
Mention about Grandparents (use pictures and flannel board)
d) Talk about helpers in the household (servants, tailor, washerman)
e) Dispersal of seeds
The seed of a mango left in the courtyard and lawn will sprout, cotton seeds are blown away in
the air, thistles are carried on the fur of animals
f) Experiences with liquids and gases
When there is air in the balloon, it is round. When the air goes out, it is flat.
The pump forces air into tyres.
The boat floats; it is lighter than water. The stone sinks; it is heavier than water.
National Anthem on every Saturday

SEPTEMBER
1. School Prayer / School Pledge
2. Marching in a line with knowledge of Right and Left. Flying like a bird, on a line
3. Nursery Rhymes with actions
4. Inspection of personal hygiene by the teachers
5. Activities:
a) Recognition of colours : Blue, Black and White (make use of pictures or flannel board)
b) God’s Gift of nature : Moon, sun, stars, trees, birds, animals, fish, etc. (make use of the flannel
board or pictures)
c) To handle objects of different weights, wooden blocks and cardboard boxes, lifting hammers
and pieces of wood and paper (introduce the concepts of heavy and light)
d) Group story telling by acting/using a frieze
e) General knowledge development through computer/IWB (to show pictures of some great men)
National Anthem on every Saturday

OCTOBER
1. School Prayer / School Pledge
2. Speak about God, how He loves good children and His concern about naughty children.
3. Muscle Exercises :
a) Flap your arms like a bird
b) Jump like a frog
c) Nursery Rhymes with actions
d) Inspection of personal hygiene by the teachers

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3. Activities:
a) Talk about the Father of the Nation - Mahatma Gandhi’s picture to be shown.
b) Rules for crossing a road : Use red and green for stop and go. Yellow should be introduced later.
c) Concept of presence of God within you : Speak about lovely things God has created for us; they
come with His presence to us every time.
d) Story telling competition on Saturday
e) Talk about Diwali and relate it with victory of good over evil; distribute sweets, etc.
f) Experience with light :
We do not see the moon or stars in the day time because the Sun is so very bright.
The mirror reflects the sunlight. We can see through clear glass as it is transparent.
National Anthem on every Saturday

NOVEMBER
1. School Prayer / School Pledge
2. Warming up exercises
(i) Jogging (ii) Rolling of arms in right and left direction
3. Nursery Rhymes with actions
4. Inspection of personal hygiene by the teachers
5. Activities:
a) Developing general knowledge through computer/IWB/flannel board; use pictures of few
familiar animals and birds
Talk about their food and shelter.
b) Keeping uniform and other accessories ready for school
Show them a dress hanger, shoe brush, shoe polish and teach them how to keep their bag ready
for the next day.
c) Experiences with weather :
Weather affects many of the child’s activities. In summers, the child has to stay inside the
room because of the heat outside. In the rainy season, it becomes difficult to come to school.
In winters, children need to wear woollen clothes.
d) The Christmas story
National Anthem on every Saturday

DECEMBER
1. School Prayer / School Pledge
2. Warming up exercises
(i) Jogging (ii) Raising body on tip toes with breathing exercises
3. Nursery Rhymes with actions
4. Inspection of personal hygiene by the teachers
5. Activities:
a) Using computer/IWB, introduce a globe and countries, specially India
b) Experience of plant life
(This includes usefulness of plants and trees)
Use of trees, leaves, fruits and vegetables
c) Recognition of National Flag and its colours
d) Father of the Nation : Place his picture in the classroom and ask children what they would like to
say about him.
e) Introduce to the students the various means of transport through pictures and Flannel Board.
National Anthem on Saturdays.

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 JANUARY
1. School Prayer / School Pledge
2. Breathing Exercises
3. Nursery Rhymes/Story telling
4. Inspection of personal hygiene by the teachers
5. Activities:
a) Introduce them to hand exercises through clapping, cutting, spraying
(it should be a demonstration).
b) Recognition of the National Flag
c) Articles related to different shapes along with their names should be put on a flannel board or
on a table.
d) Cold season : Dresses, eatables and role of the sun during this season
e) Winter Flowers : Some names which are very common
National Anthem on every Saturday

FEBRUARY
1. School Prayer / School Pledge
2. Breathing Exercises
3. Nursery Rhymes with actions
4. Inspection of personal hygiene by the teachers
5. Activities:
a) Festivals celebrated : Religious, social and national
b) To introduce good eating habits through pictures and flannel board
c) Pictures of National Leaders
d) Clothes worn during different seasons
(A fashion show could be organised)
e) Oneness of mankind through globalisation; dresses/holding hands around a globe/different
names of countries through wearing arm bands
National Anthem on every Saturday

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 MORAL TEACHING, GOOD MANNERS AND HYGIENE

When I wake up in the morning I must wish my Mummy and Daddy.

I must wish people who visit us.
I must always help my parents, younger brother and sister.
I must keep things in their proper places.
I must say 'Please', Thank you' and 'Sorry' whenever necessary.
I must always obey my Mummy and Daddy and elders.
I must stand up and wish the teacher when she enters the class.
I must not talk when the teacher is teaching in the class.
I must not stand on the benches and desks.
I must throw bits of paper, which make the place untidy, in the waste paper basket.
I must help to keep my class neat and clean.
I must say 'Thank you' to the teacher, when she leaves the class.
I must not waste water.

Good and Clean habits

I must brush my teeth everyday.
I must have a bath everyday.
I must comb my hair and wear clean clothes.
I must cut my nails.
I must go to school on time.
I must study my lessons everyday.
I must wash my hands before and after eating.
I must not drop food while eating.
I must eat slowly.

Tiffin Time
Wash hands before and after meals, dry hands with the towel, avoid wastage of water.
Prayer before and after meals. We should thank God for all that He has given us and not to waste food.
Use of place mat and napkins
Good eating habits
a) to use napkins to wipe fingers and lips, etc.
b) to eat properly
c) to share with others (especially when any child is without tiffin)
d) not to spill food while eating
e) not to talk with food in the mouth (choking)
f) not to open mouth while eating
g) to clear up the table after eating
Use of the dustbin
Use of ‘Thank you’ and ‘Please’

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 LIST OF NURSERY RHYMES

1. Hickory Dickory Dock Number Work Time Rhymes

2. Mary had a little lamb One and one make two they say
3. Little Bo-Beep has lost her sheep And two and two make four
4. Here we go round the mulberry bush When Bingo has a bun for tea
5. Old King Cole He always begs for more.
6. Jack and Jill If you have three and I have three
7. Humpty Dumpty Then you and I'll have six
8. Ring a ring O’ roses Mee-Mee's such a naughty chimp
9. London bridge is falling down He's always up to tricks
10. Hot Cross Buns You can catch four and I can catch four
11. Simple Simon - Met a Pieman Together we catch eight,
12. Little Miss Muffet Hurry up Oh' hurry up !
13. Johny Johny Yes Papa For supper we will be late.
14. Mary Mary quite contrary Five and five make ten, they say
15. Hop a little jump a little Ten fingers and ten toes
16. One two buckle my shoe Tommy's such a clever boy
17. Ten little Indians His number work he knows and
18. Oh dear ! What can the matter be Even says has fingers ten
19. Chubby Cheeks Are equal to his toes.
20. Ba Ba Black Sheep
21. Ding Dong Bell Off to the Zoo
22. Pussy Cat Pussy Cat Have you been to the zoo
23. Ten little fingers And seen a Kangaroo ?
24. Wee Willy Winkie The little cub will encrouch
25. Twinkle twinkle little star Within a little pouch
26. Old McDonald
27. Georgie Porgie The tiger in a rage
28. Yankee Doodle Will prowl within its cage
29. Goosey Goosey Gander The monkeys on a tree
30. The Farmer in the den Will mimic you with glee
31. Polly put the kettle on
32. If you're happy and you know it The little baby bear
33. My red balloon With furry wurry hair
34. How does the corn go Will poke his nose around
35. Two little dickie birds At each and every sound
36. Found a peanut
Hindi So let us go away
37. Ek Madari Laya Bhalu On one delightful day
38. Ek Meri Almari Away to the zoo
39. Bandar Ki Shadi Just me and you.

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 LIST OF STORIES
Classics
1. Little Red Riding Hood
2. Three Little Pigs
3. Snow White
4. Goldilocks
5. Jack and the Bean Stalk
6. Puss in the Boots

Moral
1. Greedy Dog
2. The Hare And The Tortoise
3. The Lion And The Mouse
4. The Crow Who Pretended
5. The Fox And Crow
6. The Cap Seller

Hindi
1. Panchatantra ki Kahaniyan
2. Amar Chitra Kathaon Se

GAMES FOR PHYSICAL DEVELOPMENT

1. Throw a ball across the circle

2. Throwing a ball across the line
3. Standing on a line - passing the ball over the head
4. Tunnel ball
5. Jump high ten times
6. Touch the ground on the right on the left and walk 1, 2, 3
7. Walk on tip toes
8. Hop, skip and jump
9. Walking with music / drumbeat
10. Quick steps with fast music

INDOOR GAMES
To help the children develop the concept of :-
1. Colours
2. Shapes
3. Numbers - Dominoes
Dice and Beads
4. Addition/subtraction
5. Geometrical designs
6. Language Development - Phonic Games
Word building games

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 ACTIVITIES FOR DEVELOPING LANGUAGE SKILLS - ENGLISH

1. Oral questions and answers

2. Vocabulary development; identification of new words and learning the spellings
3. Word cards and sentences - Talk about the picture
4. Rhymes
5. Story telling / reading from prescribed book, story books, magazines and newspaper
6. Fill in the blanks with No and Yes
7. Use of a, an, this, that, these and those
8. Use of in, on, under, over, infront and besides
9. Make sentences by using she, he, it, you and me
10. One and Many / opposites
11. Tick the right sentences - cross the wrong ones
12. Action words; rhyming words
13. Yesterday, today and tomorrow
14. Days of the week and months of the year
15. Colours
16. Dictation
17. Interaction with peer groups and adults

14
ENGLISH Prescribed Books
Book 1 (i) Fitzroy Readers [ Stories 1X - 5X]
(ii) Fitzroy Readers [ Stories 6X - 10X]
Saar Books Publications Pvt. Ltd.
Book 2 (i) Fitzroy Word Skills (1X - 5X)*
(ii) Fitzroy Word Skills (6X - 10X)*
Saar Books Publications Pvt. Ltd.
Book 3 (i) Let’s Write Level 1
(ii) Let’s Write Level 2
A & T Publications

Term I
Normalisation (Settling down, wishing the teacher, joining hands for prayer, closing eyes, following instructions, laying
mats to eat tiffin, taking out the tiffin, washing and wiping hands, putting tiffin back, forming a line, walking in a straight
line with hands at the back, putting things back after use, waiting for their turn, cleaning up a mess made, etc.)

Months Book & Page Nos Content

March Book 1(i) pg 1-16 Ann and Mal (1 X)
Book 2(i) pg 2-8 1 XA -1 XG : Read and copy 'a' sound words, Composition, Word Find,
Special words, Comprehension, Drawing
Book 3(i) pg 2-8 Match, Vowels, 3 letter words (a,e)

April/May Book 1(i) pg 17-32 Tom Cat and Jim Rat (2 X)

Book 2(i) pg 9-15 2 XA-2 XG : Sound and Write, Special Words, Plurals, Word Find,
Comprehension, Composition, Drawing
Book 3(i) pg 9-25 3 letter words (i, o, u), Concept of ‘a’ and ‘an’, Picture Composition,
This/That ; One and Many, Dictation

July Book 1(i) pg 33-48 The Mud Hut (3 X)

Book 2(i) pg 16-22 3 XA-3 XG : Sound and Write, Special Words, Comprehension,
Composition, Word Find, Drawing
Book 3(i) pg 26-41 Make sentences, Concept of ‘in, on, under’, Opposite words, He and
She, Picture Composition, Colours

August Book 1(i) pg 49-64 Ants at the Camp (4 X)

Book 2(i) pg 23-29 4 XA-4 XG : Basic Vowels , Special Words, Comprehension,
Composition, Word Find, Drawing
Book 3(i) pg 42-52 Picture Composition, These / Those , -ing words, Dictation, Practice
Page

September Book 1(i) pg 65-80 The Big Mess (5 X)

Book 2(i) pg 30-36 5 XA-5 XG : Completing Words, Special Words, Double Consonants,
Comprehension, Composition, Word Find, Drawing
Book 3(ii) pg 3-9 Tracing Patterns, Cursive Writing

Term II
Months Book & Page Nos Content
October Book 1(ii) pg 81-96 The Sick Dog (6 X)
Book 2(ii) pg 2-8 6 XA- 6 XG : Completing Words, Special Words, Writing with spaces ,
Making words, Word find, Comprehension, Drawing
Book 3(ii) pg 10-20 Cursive writing

15
ENGLISH Prescribed Books
Book 1 (i) Fitzroy Readers [ Stories 1X - 5X]
(ii) Fitzroy Readers [ Stories 6X - 10X]
Saar Books Publications Pvt. Ltd.
Book 2 (i) Fitzroy Word Skills (1X - 5X)*
(ii) Fitzroy Word Skills (6X - 10X)*
Saar Books Publications Pvt. Ltd.
Book 3 (i) Let’s Write Level 1
(ii) Let’s Write Level 2
A & T Publications

Months Book & Page Nos Content

November Book 1(ii) pg 97-112 The Land of Zond (7 X)
Book 2(ii) pg 9-15 7 XA-7 XG : Sound and Write, Making Words, Special Words,
Listening, Word Find, Comprehension, Drawing
Book 3(ii) pg 21-30 Cursive writing

December Book 1(ii) pg 113-128 The Bus Stop (8 X)

Book 2(ii) pg 16-22 8 XA-8 XG : Completing Words, Special Words, Making Words, Text
Comprehension, Word Find, Drawing
Book 3(ii) pg 31-38 Cursive writing

January Book 1(ii) 129-144 The Billabong (9 X)

Book 2(ii) pg 23-29 9 XA-9 XG : Completing Words, Special Words, Making Words, Text
Comprehension, Word Find, Drawing
Book 3(ii) pg 39-45 Months in a year, Make Sentences, Dictation

February Book 1(ii) pg 145-160 Cat and Kitten (10 X)

Book 2(ii) pg 30-36 10 XA-10 XG : Completing Words, Special Words , Categories,
Listening, Word Find, Drawing,
Book 3(ii) pg 46-56 Days of the week, Fill in the day/date, Picture Composition, Practice
Pages

* Question answers in the following pages to be done orally:

Pages 7, 14, 21, 28 and 35 of Book 2(i), Pages 7, 14, 21, 28 and 35 of Book 2(ii)

GENERAL GUIDELINES
• Flash cards / picture cards to be used related to each lesson in English eg: pictures of animals, objects seen
on the road, pictures on opposites, people who help us, pictures of action words, pictures of equipments
used in the garden, etc.
• Eight stories to be done in each term. Children may be encouraged to narrate the stories.
• Rhymes to be done along with English Lessons.
• General conversation to be taken up every day in the morning. Riddles may be asked every Saturday.
• Class library to be maintained in each class. Story books / picture books must be there in the book case /
book rack.
• Practice may be given to develop the pre writing skills of the learners before beginning with the written
work.

16
MATHEMATICS Prescribed Books
Book 1(i) Hands On Maths C Part - 1
(ii) Hands On Maths C Part - 2
Saar Education (I) Pvt. Ltd.
Book 2(i) My Number Book Level - I
(ii) My Number Book Level - II
A & T Publications

Term I
Months Book & Page Nos Content

March [Written and Oral work to be done]

Book 1(i) pg 5-18 Number Caterpillar, Small, Medium and Large, Story Time, Long,
Longer, Longest, More or Less
Book 2(i) pg 3-8 Numbers 1 - 100

April/May Book 1(i) pg 19-34 Greater than, Less than and Equal to, Numerals Maze, Numerals 1 to
50, After, Before and in between numbers, Backward Counting,
Counting Practice, Number Recap, Ones and Tens

Book 2(i) pg 9-18 Missing Numbers, Write number names 1-10, Before and After
numbers, Count and Write, Practice Pages
(Use Number Rods)

July Book 1(i) pg 35-45 Numerals and Number Names 1 to 10, Revise Tens and Ones,
Numerals 1 to 50, Number Concepts, Shapes

Book 2(i) pg 19-26 Count by 2s upto 20, Addition, Count by 10s upto 100,
Number Names 11-12, Shapes, Revision Page
(Use Wooden Shapes, Number Rods and Spindle Boxes)

August Book 1(i) pg 46-57 Smallest and Biggest, Ascending and Descending Order, Addition

Book 2(i) pg 27-36 Number names 13, 14, 15, Count and Match, Backward Counting,
Count by 5s upto 50, Ring the smallest number, Table of 2, Write in
Numbers, What number comes in between

September Book 1(i) pg 58-64, Numerals and Number Names (11-40)

Book 2(i) pg 37-60 Numbers (101 - 120), Dodging of Table of 2, Write the number
names, Fill in the missing numbers, Add by drawing tally lines,
Count by 2s and 5s, What comes before and after, Put the correct
sign >, < or =, Backward Counting, Write in Numbers, Shapes,
Revision

17
MATHEMATICS Prescribed Books
Book 1(i) Hands On Maths C Part - 1
(ii) Hands On Maths C Part - 2
Saar Education (I) Pvt. Ltd.
Book 2(i) My Number Book Level - I
(ii) My Number Book Level - II
A & T Publications

Term II
Months Book & Page Nos Content

[Written and Oral work to be done]

October Book 1(ii) pg 3-7, 14-20 Numerals and Number Names 31-50, Positional Vocabulary,
Story Time, Near and Far,
Book 2(ii) pg 3-8 Numbers 121-150, Number Names, Table of 3, Dodging of Tables,

November Book 1(ii) pg 21-34 Sequence, Numerals 51-100, Number concepts, Tens and
Hundreds
Book 2(ii) pg 9-19 Numbers 151 to 200
Write number names 21 - 50
Table of 4, Dodging of Tables of 2, 3, 4, Revision sheets

December Book 1(ii) pg 8-13, Subtraction, Working in Tens, Number Names (51-100), Let's Revise
35-48 Number Bonds
Book 2(ii) pg 20-28 Write number names 51-100
Subtract by drawing tally lines,
Dodging of Tables
Revision Sheet

January Book 1(ii) pg 49-54 Ordinal numbers

Book 2(ii) pg 29-30 Table of 5, Add or Subtract by drawing tally lines,
(Use Number Rods, Dice, Beads)

February Book 1(ii) pg 55-64 Numerals 1-100, Recap 1-100, Revision, Activities
Book 2(ii) pg 31-40 Multiplication
Tell the time
Recognition of Coins and Currency Notes

18
HINDI Prescribed Books
Book 1 (i) Peek-a-boo fgUnh Magic Vol. I
(ii) Peek-a-boo fgUnh Magic Vol. II
Rachna Sagar Pvt. Ltd.
Book 2 (i) Hkk’kk Kku Hkkx 1
(ii) Hkk’kk Kku Hkkx 2
A & T Publications
Book 3 (i) esjh ubZ 'kCn lqys[k Hkkx 1
(ii) esjh ubZ 'kCn lqys[k Hkkx 2
Newman Publishing House
Term I
Months Book & Page Nos Content
March Book 1(i) pg 8-11
¼v & vk½
Book 2(i) pg 3-4

April/May Book 1(i) pg 12-35 ¼b & v%½

Book 2(i) pg 5-19 ¼b & v%½] dfork ¼o.kZekyk½] Jqrys[k
Book 3(i) pg 2-5 ¼v & _½

July Book 1(i) pg 36-55 ¼d & ´½

Book 2(i) pg 20-35 ¼d & ´½ dfork ¼o.kZekyk½] fp= igpku dj igyk v{kj fyf[k,] Jqrys[k]
dfork ^lSj*
Book 3(i) pg 6-9 ¼d & ´½

August Book 1(i) pg 56-72 ¼V & .k] M+] <+½] dfork] i<+ks vkSj Loj fy[kks] i<+ks vkSj O;atu fy[kks
Book 1(ii) pg 8-17, ¼r & u] J½
50-51
Book 2(i) pg 36-52 ¼V & u½ dfork ¼o.kZekyk½] [kkyh txg esa v{kj Hkfj,] vH;kl dk;Z
Book 2(ii) pg 27 ¼J] M+] <+½
Book 3(i) pg 10-13
¼V & u½

September Book 1(ii) pg 18-37 ¼i & “k½

Book 2(ii) pg 3-18 ¼i & “k½] vH;kl dk;Z] dfork&t; fgUn] [kkyh txg Hkfj,]
dfork ¼o.kZekyk½
Book 3(i) pg 14-17 ¼i & “k½

Term II
Months Book & Page Nos Content
October Book 1(ii) ¼’k & K½] Loj vkSj O;atu fy[kks] nks v{kj ds “kCn
pg 38-49, 52-56
Book 2(ii) ¼’k & K½ dfork ¼o.kZekyk½] d & K fyf[k,]
pg 19-26, 28-34 nks v{kj ds “kCn] fp= igpku dj 'kCn fyf[k,] Jqrys[k
Book 3(i) pg 18-20 ¼’k & K½] ¼v & K½

19
HINDI Prescribed Books
Book 1 (i) Peek-a-boo fgUnh Magic Vol. I
(ii) Peek-a-boo fgUnh Magic Vol. II
Rachna Sagar Pvt. Ltd.
Book 2 (i) Hkk’kk Kku Hkkx 1
(ii) Hkk’kk Kku Hkkx 2
A & T Publications
Book 3 (i) esjh ubZ 'kCn lqys[k Hkkx 1
(ii) esjh ubZ 'kCn lqys[k Hkkx 2
Newman Publishing House

Months Book & Page Nos Content

November Book 3(ii) pg 21-30 nks v{kj ds “kCn

Book 2(ii) pg 35-41 rhu v{kj ds “kCn] Jqrys[k
Book 1(ii) pg 57 rhu v{kj ds “kCn

December Book 3(ii) pg 31-39 nks vkSj rhu v{kj ds “kCn

Book 1(ii) pg 58 pkj v{kj ds “kCn
Book 2(ii) pg 42-49 pkj v{kj ds “kCn] Jqrys[k

January Book 3(ii) pg 40-44 pkj v{kj ds “kCn

Book 1(ii) pg 59-60 o.kZekyk xhr] nks@rhu@pkj o.kZ okys “kCnksa ds okD;
Book 2(ii) pg 50-56 vk dh ek=k ds “kCn] dfork lh[kks

February Book 1(ii) pg 61-64 nks@rhu@pkj v{kj ds “kCn] nks@rhu@pkj o.kZ okys “kCnksa ds okD;
Book 3(ii) pg 45-51 nks@rhu@pkj o.kZ okys “kCnksa ds okD;

Note: Practice may be given to develop the pre writing skills of the learners before beginning with
the written work.

20
SCIENCE Prescribed Book
Book 1 (i) Creative Science (Introductory)
(FK Publication)
(ii) Creative Science (Introductory)
(FK Publication)

Phase I
Months Book & Page Nos Content

March Book 1 (i) pg 5-16 *Our Body

to *Body Parts
September *Healthy Body

*Food
*Home

Book 1(i) pg 17-38 *A Garden

*Leaves
*Seeds
*Our Green Friends

*Domestic Animals
*Wild Animals
*Animals and their Babies
*Animal Homes

Term II
Months Book & Page Nos Content

October Book 1(ii) pg 5-7 *Birds and Insects

to
February
Book 1(ii) pg 8-30 *Living and Non - Living Things

*Air
*Water
*Weather
*Sun, Moon and Stars

*Transport
*Safety on the road

Oral work may be done related to the prescribed topics.

Note: Follow the web chart for the activities to be done related to the topics.

21
CHARACTER BUILDING
Prescribed Book
Hidden Gems: Early Childhood Character Building level III (KG)
Term I March - September
Lesson No. Page N0. Name of the Lesson
1 1 The train that would not stay on the tracks
2 2-4 The Secret
3 5 I love everyone and like to make them feel welcome
4 6-7 Serving others makes me happy
5 8 The Wind and the Sun
6 9 A clean body and a clean mind help us grow strong and healthy

Term II October - February

Lesson No. Page N0. Name of the Lesson
7 10 Our tongue should speak the truth and our heart should be pure
8 11 Self respect and dignity makes us feel good
9 12 Anand, The Little Boy With A Very Big Heart
10 13 Cooperation helps us be united and happy
11 14 It is so wonderful to see greatness in others
12 15 The Fox’s Tale, Look for the good points
13 16 We should desire for others what we desire for ourselves

ART & CRAFT Prescribed Books

Book 1 Art is Fun Book B
(Aman Publishing House)
Book 2 Art Utsav
(Pristine Education Pvt. Ltd.)
Term I
Months Book & Page Nos Content

Book 1 pg 1-9
March
to Book 2 pg 3-15
September
Book 1 pg 10-16

Term II
Months Book & Page Nos Content
Book 2 pg 16-21
October
to Book 1 pg 17-24
February
Book 2 pg 22-31

22
List of Activities to be
done Term wise
Term I
Months Exercises of Practical Life Sensorial Apparatus Mathematics

March 1 How to sit on a chair and get 1 Red Rods 1 Spindle Boxes
to up from the chair 2 Colour Tablet Box II 2 Wooden Shapes
September 2 How to enter the classroom 3 Fabric Box 3 Number Rods
(wipe feet on the door mat) 4 Knobless Cylinder 4 Seguin Board
3 Dusting the furniture Blocks
4 Sweep the floor with the 5 Constructive
broom Triangles (all three
5 How to pour water in a glass boxes)
and place it on the tray and
walk gracefully to offer it to
the guest
6 Wipe hands and face with a
clean towel

Term II
Months Exercises of Practical Life Sensorial Apparatus Mathematics

October 1 Laying the table for lunch 1 Geometrical Solids 1 Number Cards for
to 2 Tie and untie shoe laces 2 Sound Box addition and
February 3 Wearing a dress and shoes 3 Stereognostic Bag subtraction
4 Shoe polishing 2 Number cards and
5 Brass polishing beads
6 Washing activity 3 Beads and dice
Washing a napkin, 4 Colour bead bars
socks and handkerchief

COMPUTER PLAY
• Parts of a Computer
• Names of the Keys
• Paint and Tools of Paint Brush
• Tux Paint
• Typing

23
RHYMES AND STORIES
Term I
Months Stories Rhymes

March 1 The Red Hen 1 If You Are Happy And You Know It
to 2 The Rabbit And The Lion 2 Yankee Doodle
3 Lallu And Pilu 3 Hop A Little, Jump A Little
September 4 The Wise Goat 4 Are You Sleeping Brother John?
5 Little Red Riding Hood (in English, Hindi, French, Spanish)
6 The Honest Boy 5 Found A Peanut
6 Old Mc Donald

Term II
Months Stories Rhymes
October 1 The Enormous Turnip 1 Simple Simon Met A Pie Man
to 2 The Three Little Fish 2 Ten Little Ducks Went Out to Play
3 The Farmer And The Donkey 3 Ten Little Indians
February 4 The Capseller And The Monkey 4 Little Bo Beep
5 The Ginger Bread Man 5 Old King Cole
6 The Farmer In The Den

Note: Rhymes from the book 'Melodies in Rhymes' should be recited in the class regularly.

CO-OPERATIVE GAMES
Term I
Months Co-operative Games
March 1 Jump Jump
to 2 Wheel game
3 All of us all at once
September 4 Animal acting
5 Back to back
6 Hello, But I am gone

Term II
Months Co-operative Games
October 1 Pinning the pencils
to 2 Follow the leader
3 In between
February 4 Popcorn ball
5 Catch the tail
6 Nature acting

Note: More suitable games may be taken up from the Co-operative games book.

24
 Plants
AUGUST

My Home Animals
JULY
SEPTEMBER

(a) Our Body

(b) Food Birds and Insects
MARCH/APRIL/ OCTOBER
MAY

ME AND MY WORLD
ENVIRONMENTAL
STUDIES AND
GENERAL KNOWLEDGE

Weather The Sky

DECEMBER JANUARY

(a) Living and Non Living

Things
(b) Air and Water
NOVEMBER

(a) Transport
(b) Safety on the Road
FEBRUARY

Prescribed Book : 'Creative Science - Introductory' to be used according to

topics given in the web chart

25
 Our Body
March
To stay healthy we should
Things required to keep our body clean
study and play on time.
e.g. Tooth paste, tooth brush, towel, Parts of the body
shampoo, soap, hair oil, comb, etc. Recognition of parts of the body
To keep the body clean a daily bath, Names of parts of the body
regular brushing of teeth, trimming
nails, combing hair, wearing clean
clothes, eating, clean and nutritious
food and physical exercises are
necessary.

Name our sense organs.

Our Exercise to be done given in the syllabus
Development of muscles running, jogging,
Creative Art Body jumping, hopping, skipping, standing,
Draw pictures of your face showing sitting, bending, stretching, imitating the
hair, eyes, nose, ears, lips, etc. Paste movement of animals, etc.
pictures of a whole body in the
scrapbook.

Activities
Smell of various soaps, perfume, oil, flowers,
fruits, etc, taste of fruits and other eatables
Experiences of hot, cold and Texture of various clothes and objects around
humid weather us by touching/feeling
Different clothes we wear in Talk to the children about the uses of the 5
different seasons sense organs.

26
 BASIC SKILLS TO BE DEVELOPED

Topic: Our Body

Basic Skills

Language Development
Talk on 'Myself'
Different parts of the body

Rhymes
Chubby Cheeks
These are my hands
One little, Two little, Three little Indians

Study Skills
Count parts of the body which are in pairs and those which are single, shapes.
Creative and Imaginative Expression
Conversation, Dramatization, Clay Modelling, Drawing, Colouring, Pasting, etc.
Collection and classification of pictures of different parts of the body
Classifying those parts that are in pairs and those which are single
Experiment-Looking into a mirror and asking yourself “Am I smart?”
Comparing oneself with other children-boy/girl-height/weight, etc.

Social Skills
Good habits and basic manners
Keeping oneself clean, helping others, sharing things with others
To thank God for a healthy body

27
 April/May Food
Different types of food
Different types of fruits and
vegetables
Name of the meals taken
everyday e.g. breakfast, lunch
and dinner, your favourite fruit
and vegetables, favourite meals.
Need for food Why do we need Use cut outs, charts and flash
food? What are healthy foods? cards.
(e.g. milk, butter, chapati, rice,
vegetables, fruits, eggs, etc.)

Tiffin time.
Prayer before and after meal
Talk to the children about healthy food
Food and its importance.
Thank God, our creator for the Good eating habits, eat fresh and
food we eat. healthy food
Sharing and helping at home
and school

Shape and colour of each fruit and

vegetable, taste of each fruit e.g. juicy fruits,
fibrous fruits
Different colours of vegetables e.g. tomato,
Visit to a fruit and vegetable shop Capsicum is of different colours - green,
Visit to a grocer shop yellow and red.
Drawing fruits, vegetables, draw your favourite Talk about different types of food.
meal, making fruit salad, making vegetable salad Different meals - breakfast, lunch, dinner
by cutting cucumber, onion, tomato, carrot, etc.
Serving the salad in the class
Show real objects in the classroom. (fruit + veg)

28
 SKILLS TO BE DEVELOPED

FOOD AND HEALTHY HABITS

Basic Skills

1. Recognition of different types of food, meal, etc. with the help of pictures / cut-outs / actual things
2. Types of food and how we get them
3. Talking about different type of food at breakfast, lunch and dinner

Experimentation

How dry (atta) wheat flour, turns into dough - by adding little water and chapatis are made by rolling out the dough.

Social Skills
Prayer before and after meals to thank God for the food we eat.

29
 July My Home
Home gives us shelter from rain,
heat and cold.
CONVERSATION
Matching things in different rooms of We all live in a house.
a home e.g. We call it our home.
Living Room - sofa set, television,
dining set, etc.
Bedroom - Cot, pillows, etc.
Kitchen - Gas stove, pots, pans, etc.
Talk to the children about the other
household things in the kitchen and
other things found in the house. Several rooms of a home;
- Living room - It is a combined sitting
My and dining room
- Bedroom - The place where we
Home sleep and take rest
- Kitchen - The place where food is
cooked.
- Store room - Where the extra or
unused household things are kept
- Washroom - We brush our teeth,
Helping, have a bath and wash ourselves in
Sharing, the washroom.
Working in groups. Write the several parts of a home
and use of each room.
Tiffin Time - Talk about home and parents.
Activities
Dressing the doll, drawing, colouring, flower
arrangement
Helping the mother in the kitchen
Helping the father in the garden
Draw the face of your mother, father, brother
and sister.

30
 SKILLS TO BE DEVELOPED
TOPIC: MY HOME
Basic Skills
1. Role Play
2. Sharing
3. To develop language skills through conversation
4. Imagination is developed
5. Self-expression
6. Drawing
7. Music and all forms of creative arts
8. Dramatization
9. Reading and writing captions

Study Skills
1. Collecting and classifying pictures of different types of homes
2. Dates like birthdays in the family can be marked on a calendar at home

Social Skills
1. Working in groups
2. Co-operation with others
3. Good manners and courtesy
4. Tolerance and respect for the opinion of others
5. Proper care of others’ property
6. Sharing

31
 August Plants
Plants
Parts of the plant
seed, shoot, root
Drawing a plant and labelling the stem, leaf, flower, fruit. Types of plants
diagram small plants,
Medium sized plants
big plants - trees,
climbers.
Types of leaves

A trip to a park, zoo and

garden
Show the children trees, Things we get from plants -
shrubs, herbs, climbers, etc. Plants vegetables, fruits, flowers, medicine,
Seeds wood, rubber, oil, cotton, tea, etc.
Some fruits have one seed,
Some fruits have many seeds.

What plants need to grow -

Sunlight
Air
Equipments Soil and
Used in the garden: Water
Watering can, Hose Pipe,
Spade, Making a scrapbook “My Garden”
Garden trowel for digging grass, Stories about flowers, rhymes on plants, seeds, etc.
Lawn Mower and watering the garden pots
Garden Scissors Collection of leaves
Leaf impression
A project on germination
(Sowing seeds and observing them grow into plants).

32
 SKILLS TO BE DEVELOPED

TOPIC : PLANTS
Basic Skills

1. Conversation on plants
2. Big plants, small plants
3. Naming the parts of a plant
4. Plants need soil, air, water and light to grow properly.

Creative work

1. Making things out of plants for eg. mats, brooms

2. Drawing fruits, flowers, big and small plants
3. Gathering information on kinds of plants

Study Skills

1. Collecting leaves and pressing them

2. Encourage children to ask questions about plants and trees.
3. Collecting pictures of big, small and medium sized plants/trees
4. Making a scrapbook on ‘My Garden’

Social Skills

1. To talk politely in groups

2. Care and concern for the parks and gardens that are visited

33
 September Animals
Pet animals Domestic animals Wild animals

Pet animals are those animals Wild animals

which we keep at home. e.g. Live in the jungle, we can see wild
dog, cat, rabbit, fish, parrot, etc animals at the zoo. Lion is the king
are pet animals. of the jungle. Tiger is our national
animal. We go to see them at the
national park also.

Food of pet animals.

Cats like milk and fish. Dogs
like to eat meat, rice and Domestic animals live on a farm.
biscuits. Parrot eats grain, Animals We tame them because they are
cereals and chillies, rabbits useful to us.
like to eat carrots and
spinach.

Domestic animals
Live in a farm, names of domestic animals
Food of wild animals. The animals which carry load for us are
Many of the wild animals are flesh horse, ox, camel, donkey, etc. Things we get
eating animals like lion, tiger. from the animals - Cow gives us milk. Hen
Zebra, monkey, deer, etc. eat gives us eggs. We get wool from the sheep.
leaves, grass, fruits found in the We get honey from the honey bees. Name
Activities the animals and their babies. Different
jungle. Scrapbook on animals sounds of the animals, homes of animals
Wild, domestic and farm animals. Paste the Their homes have special names.
pictures and write the names under each
animal. Make separate pages for each type
of animals. Drawing, colouring, paper
tearing, collage, etc. to be done.

34
 SKILLS TO BE DEVELOPED

TOPIC : ANIMALS
Basic Skills
1. Discussion on pets in the school and at home
2. Talking about the habits, names, types, colours of different animals
3. Captions for charts/flash cards, friezes, folders, etc. of animals
4. Play dough models, little cardboard cages, homes, zoos, etc.
5. Collage made with furs or feathers
6. Mimicry, eurythmics, animal acting

Study Skills
1. Collecting pictures or snaps of pets. Post-card collection of animals or stamps (wild)
2. Fur, feathers, scales, shells, etc.
3. Classifying types of pets
4. Homes
5. Food habits

Social Skills
1. Kindness to animals
2. Respect for other people’s pets or others’ aversion to pets, care and cleanliness of pets
3. Preservation of natural environment for animals

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 Birds and Insects
October Different types of birds
Flesh eating birds - eagle, vulture,
etc. Grains / fruit eating birds -
pigeon, sparrow, etc. Birds have two wings.
Birds fly in the sky with the help of
Insects are tiny animals like their wings. All birds have two legs.
housefly, honey bee, mosquito, Recognition of different types of
lady birds, wasp, louse, birds, big birds, small birds, singing
bedbugs. They have six legs. birds (nightingale), water birds like
Some insects have wings. They crane, swans, ducks, etc.
can fly and crawl.

Birds Talk on what the birds eat - seeds,

Insects are mostly seen in the worms, plants, berries, nuts,
garden. Honey bees suck and nectar and flesh.
nectar from the flowers.
Insects

Sound of birds, colours,

parts of the body of a bird, food
birds eat like grains, cereals, fruit,
Peacock is our national bird. flesh, etc. useful birds - crow,
When does the peacock dance ? Female duck, hen, etc.
peacock is called peahen. Peahen doesn't
dance.
Some birds can't fly e.g. - Emu, Ostrich etc. Colouring the picture of a bird
A bird that can talk - (parrot) Visit to a zoo, pet shop, touching birds,
Small birds are sparrows, parakeets, etc. feeling the soft feathers, paper folding,
The smallest bird is the humming bird. finger printing, collecting different types of
Some birds live in water, for example feathers, matching pictures of water birds,
crane. pet birds, feeding and taking care of their
Dove bird is a symbol of peace. babies

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 BASIC SKILLS TO BE DEVELOPED

Topic: Birds and Insects

Language Development

1. Recognition of different birds with the help of pictures,

flash cards, charts, etc.

Creative and Imaginative Expression

1. Drawing, Colouring, Paper folding, Finger Printing, Paper Tearing, Dramatization, etc.
Study Skills

1. Touch the birds, feel the soft feathers.

2. Classification of things soft and hard, feather is light and soft.
3. Matching pictures of water birds, pet birds, etc. Collection of pictures of birds
Experimentation

1. Light things float, heavy things go down in water.

Social Skills

1. Visit to a Zoo, pet shop, be kind to birds

2. Feeding and taking care of the birds

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 November Living things and Non Living Things

Things which do not have life Living things

are called non living things. Man Living thing is one that has life in
made things are non living it.
things e.g. Living things are of many kinds;
motor car, plants, animals and human beings
aeroplane, are living things.
computer, A baby is born, grows into a child,
flower pots, a child grows into a man because
water tap, it is a living thing.
table, chair, etc.
Living Things
and
Non Living Things

Main features of living things-

living things grow,
living things breathe,
living things feel,
Activities living things reproduce,
What is the difference between living and living things eat food,
non living things ? Show real objects like a living things die.
bird and a cage in the classroom. Non living things do not grow and
A lion can jump but a tree cannot jump. Ask do not die.
the children to act like a lion and some
children to stand still like a tree.

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 BASIC SKILLS TO BE DEVELOPED
Topic: Living and Non Living Things
Basic Skills
1. Understanding the concept of living and non living things, conversation on living and non living things
2. They can collect and paste pictures from their surroundings and make a scrap book.

Creative Work
1. They can differentiate the living and non living things.
2. They can gather information from the surrounding about living and non living things.

Social Skills
1. Children can discuss about living and non living things in a group, care and concern about living and non living things in our
environment.

Study Skills
1. Collecting pictures of living things and samples of non living things
2. Encourage children to ask questions on living and non living things.

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 November Air and Water
We need air and water to live.
We must not waste water.

Air is all around us. Sources of water

We all need air to breathe. We We get water from various sources
cannot see air but can feel air like rain, river, tube well, lake, well,
when it moves. Animals and etc.
plants also need air to live.
Moving air is called wind.

Air
and
Water

Uses of water
We need water at every step of life.
Water is used for drinking, cooking,
washing clothes, washing utensils,
Activities watering the plants and putting out
Make a fan with paper and hold it high. See fire.
how it moves. Plants cannot live without water.
All living things need water regularly. Plants Animals also need water to live.
that are not watered will dry up. Always drink fresh and clean water.

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 BASIC SKILLS TO BE DEVELOPED

Topic: Water
Language Development
1. Recognition of water animals, sources of water and uses of water with the help of a chart,
flash cards, overhead projectors, etc.

Creative and Imaginative Expression

1. Collection and classification of pictures - sources of water, water animals, etc.
2. Matching pictures

Experimentation
1. Filtration, floating boat

Social Skills
1. Thanking God for giving us water
2. Whatever God has given us should be used with care.

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 December Weather
Weather
Weather changes from day to day.
Type of weather - Rainy Types of weather
On a rainy day it rains and some hot, warm, cold, sunny, cloudy, rainy, foggy Type of weather - hot
times we hear thunder/see Types of clothes - We wear light cotton
lightning. clothes during summer and hat/cap in
Type of clothes - We wear hot/sunny weather.
raincoats, gum boots and rain caps We eat ice cream, mangoes, fruit salad and
and use umbrellas on a rainy day. watermelon.
Days are humid. Nights are Drink fresh lime juice, juice, cold drink and
pleasant. milk shake.
We use fan, cooler and air conditioner.
We sweat a lot and feel very thirsty.
Weather

Activities
Make paper boats and sail them in puddles. Activities
Draw umbrella, raincoat, frog, etc. Play under the shady trees.
Paper folding- paper boat Draw a scene of a sunny day.
Rhyme-I hear thunder Play indoor games such as ludo, carrom,
Observe the rain drops, birds and animals. etc.
Paste the pictures of rainy day.
Type of weather - Cold
Observe how frogs jump and snails move. Winter days are cold. Nights are very cold.
Listen to the sound of a frog. Types of Clothes - We wear warm/woollen clothes
Draw 'A rainy day'. like caps, gloves and mufflers, etc. on a cold day.
We use blankets, quilts when we sleep.
Children go for picnics, field trips, etc.
We drink hot milk, tea, coffee, hot soup, etc.

Activities
Play all outdoor games in the sun.
Make a weather chart in your class.
Use a Scrapbook.

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 BASIC SKILLS TO BE DEVELOPED

Topic: Weather
Basic Skills

Language Development
1. Make them aware of different weather condition like sunny, rainy, windy, cloudy and cold.
2. Talk about weather using picture cards, flash cards.
3. During which season would you usually see a particular event?

Creative and Imaginative Expression

1. Drawing, Colouring, Paper folding

Study Skills
1. Collecting and classifying pictures of fruits, vegetables and flowers
2. Experiment : Floating paper boats in water
3. Matching activity based on weather

Social Skills
1. Respect for the environment
2. Respect for what God has given to us
3. Make scrapbook on each type of weather.

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 January The Sky
The things we see in the sky
Sun, Moon and Stars
Observe the night sky.
Night sky- Colour of the sky
Things we see during the
the night sky: Things we see in the day sky:
Moon -the Moon shines at night. Sun (it is a big ball of fire),
clouds, birds, aeroplane, kites,
helicopter, etc.

The Moon The Sun - we get sunlight from

It is cool and bright. The Sky the Sun. It is very useful for us.
It gives us light at night. Plants need sunlight to grow, animals
We see stars at night, also get heat from the sunlight.
they are countless.

Talk to the children about full

moon, half moon and new moon. We see a rainbow in the sky after it has rained.
Talk to the children about a rainbow. Tell the
children about the colours of a rainbow.

Activities
Draw a day sky.
Draw a night sky.
Draw a rainbow and colour it. Tell the
children the concept of 'VIBGYOR'.

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 BASIC SKILLS TO BE DEVELOPED

Topic: Things We See In The Sky

Basic Skills

Language Development
1. Recognition of things we see in the sky with the help of pictures, flash cards, cutouts, etc.

Creative and Imaginative Expression

1. Collection and classification of pictures we see in the sky during day and at night
2. Word building with pictures
3. Colour of the sky during day and at night
4. Classification of things into one and many

Social Skills
1. Prayer to thank God for all that He has given us

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 February Transport
The different ways we travel
Road, Air, Water and Rail
Railways
Trains,
Express, Airways
Mail, Passenger train and Aeroplane,
Goods train Helicopter, Air Bus, Hot Air Balloons
Listen to the sound of the train and Glider
and imitate it.

Safety Rules Safety

While travelling by railways and Transport Rules - while travelling
roadways by air and waterways

Waterways
Boats, Dinghy,
Roadways Small narrow boats,
buses, double decker, Sailing boats for sports,
cars, Steam Ship and
scooters, House boat (shikara).
trucks, Listen to sounds of the ship.
rickshaws, Activities
bullock carts, Singing Rhymes
bicycle, Colouring the picture of means of transport
road rollers and Craft-toys
trams. Use pictures to make a scrapbook
Listen to the sounds of Road - bus
different vehicles and Sky - aeroplane
imitate them. Water - ship
Railway track - train, etc.
Enactment of different modes of transport
with their sounds.
Paste pictures of different types of transport
in the scrapbook.

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 BASIC SKILLS TO BE DEVELOPED

Topic: Transport
Basic Skills
1. Counting and writing the number of things you see on the road while coming to school.
2. Labelling charts of pictures of transport
3. Drawing and tracing simple modes of transport, eg. car, van, bus, cycle, etc.
4. Models of types of transport
5. Learn rhymes on transport.
Study Skills
1. When do we see a lot of traffic on the road ?
2. Kinds of aeroplanes, kinds of boats, types of buses (double decker), cars, etc.
3. Kinds of trains
Questionnaire on a visit to –
1. Airport
2. Railway station
3. Bus station
Prepare questions to ask a driver of a car or a rickshaw puller e.g. How he spends his day.
Social Skills

1. Avoid writing on buses, railway coaches, etc. Avoid throwing stones at others' vehicles.
2. Learning to stand in a queue

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 February Safety on the Road
Use Zebra crossing

Walk carefully on the road.

Always use zebra crossing
to cross the road.

Walk on the pavements.

Follow the rules when you Never play on the road.
board a bus, an Never lean out of a moving bus.
autorickshaw or a taxi. Do not put your hand out of a
moving vehicle.
Always look to the left then right
and again to the left and then
cross the road.

Safety on
the Road

Draw and colour the traffic light.

Learn the poem
Twinkle twinkle traffic light
Round the corner shining bright
Red means stop
Green means go
Yellow means very, very slow. Activities
Labelling the pictures of transport on the chart
Learn the rhymes on transport and safety on the road.
Draw a zebra crossing on the floor.
Put a traffic light in the centre.
Let the children play with cycle or motor cars. Follow the
traffic light while playing the game.

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 BASIC SKILLS TO BE DEVELOPED

Topic: Safety on the Road

Basic Skills
1. Observing and understanding the safety rules on the road
2. Recognise the colours of traffic lights and road signals in the form of songs and rhymes.

Study Skills
1. Drawing the traffic lights
2. Collect and paste different signals in the scrap books.

Social Skill
1. Dramatization in groups and learning to respect traffic rules to avoid accidents

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 Recommended Style of Writing

1. Numbers from 1 - 10
2. Capital letters
3. Small letters (lower case letters)
4. Cursive letters
5. Hindi Alphabet

I 2 3 5 7 8 I0

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