Teacher In-Charge: Rose Principal'S Signature: Miss Eunice

Teacher In-charge: ROSE
Eunice
Principals Signature: Miss
NURSERY TWO WEEKLY PLAN INQUIRY BASED LEARNING

WEEK: 1 - 10
Inquiry Process
Tuning In
1. Activating children
prior knowledge
Guiding Question (s):
What does
family mean to
you?
Week/
Duration/
Days
Week 1
Knowledge
1.
2.
4 Jan 8 Jan
Definition of family
Things to learn
about families
Unit Goals
The children will be able

to :
1.
1.
1.
3.
1.
Guiding Question (s):

What are different
types of families?
What are the
different roles in
the family?
Week 2 Week
3
11 Jan 22 Jan
Every Monday,
Wednesday and
Friday
Types of family
extended family,
single-parent,
nuclear family
2. Key words: family,
people, roles
3. People in my family
and their roles
People parents,
grandparents,
brother, sisters,
helpers
Roles
breadwinner,
homemaker,
elders (take
care of us),
helper (help in
the housework)
4. My role and
responsibility in the
family
2015 AGAPE LITTLE UNI. Page 1
Learning Dispositions
The children will be

able to:
4.
Finding Out / Sorting

Out
1. Line of Inquiry (1):
Types of Families
People in my family
and their roles
Learning Objectives

able to:
2.
Every Monday,
Wednesday and
Friday
TERM: 1
Explain what family

mean to them
Recognise and read
the key words from
sources of data.
Identify key words
related to family
Formulate
questions related
to family.
2.
Speak in sentences
that are
understood by
others
Make simple
predictions about a
story

able to:

able to:
1.
1.
2.
3.
4.
5.
Identify the
different types of
families
Identify the
different roles in a
family?
Sort and classify
data of what make
a good friend
Use a variety of
sources to support
and confirm
inferences
Identify the
characteristics of a
family
2.
3.
Speak in sentences
that are
understood by
others
Represent
thoughts through
drawing
Name scribbles
Make a point clearly

and concise (R)
2. Generate or create a
new idea/thing from
imagination (I)
3. Ask questions to seek
understandings of a
thinking /event (SW)
4. Participate actively in a
discussion (E)
Main Activities
Closure
1.Read the story What is a family by Rebecca

Rissman
2. Brainstorm the story
What is a family?
Who are the people in a family?

3.Echo read the key words
4.Read the questions on the question label and
sort them to what, why, how, when, where
columns
Children to recall
verbally what a family
is by naming the
people in the family.
Week 2
1.Sing the song Family Fingers
2.Watch video on youtube entitled Family
Structures
https://www.youtube.com/watch?v=ZUqkJFBkW_c
3.Discussion on the video
What are the different types of family?

(nuclear, extended, inter-racial, divorce, single
parent, adopted)
What does a family consist of?
What type of family do you belong?

4.Draw their own family members
https://www.pinterest.com/pin/2907637196654576
91/
Week 2
Show & Tell on

their drawings
Children to
identify and
name the
different types
of family.
Week 3
Show & tell on

their family
journal
Week 3
1.Show and tell their family photo
2. Create a family journal
Paste photo of the different family

members
Children to identify the words such as

mother, father, brother, sister
Children to bring home the journal for

parents to fill up their roles in the family;
including childrens role
3.Role-play the different roles in the family
Children to identify the things that they do

at home as a family
Teacher to discuss and create with children

the cleaning roster

Eunice
Inquiry Process
Finding Out /
Sorting Out
Family culture
Guiding Question
(s):
How is my
family different
from others?
Week/ Duration/
Days
Week 4 Week 6

to:
Learning/Lesson
Objectives
to:
Learning
Dispositions
able to :
1.
1.
1.
Knowledge
1.
18 Jan - 12 Feb
Every Monday,
Wednesday and
Friday
2.
Family culture
religion, rules
and regulations,
food, ethnicity,
travel
Key words: race,
culture, religion,
food, rules,
travel, home,
celebrate
Unit/Term Goals
2.
3.
4.
5.
Sequence events
systematically
Identify key words
that are related to the
process of friendship.
Plan and conduct an
investigation
collaboratively with
others to find the
answer to a question.
Use knowledge of
phonics to read
unfamiliar words.
Complete assigned
task within a time
frame.
2.
3.
4.
Observe and
compare the
similarities and
differences of family
culture.
Compare objects,
process or events to
identify similarities
and differences of a
family.
Ask simple
questions to find out
more information on
family.
Speak in sentences
that are understood
by others.
2.
3.
Make a point
clearly and
concisely (R)
Ask question to
seek understanding
of a thinking or
event. (SW)
Participate actively
in discussion (E)
Main Activities
Week 4
1. Brainstorm the question:
How is my family different from others in

terms of examples: ethnic group, family size,
language, celebrations, religion, food)
Make a table to sort out the key words from

the brainstorm web.
2. Chinese family culture
Watch video
https://www.youtube.com/watch?v=CbNwdEqZQJY
Discussion on the video and Ask questions:
Can you name the ethnic group that was

shown in the video?
What celebrations do Chinese celebrate?
What is their rule during meal time?

3. Invite parents to school to teach a Chinese song
and make a Chinese cuisine (example: dumpling)
Week 5
1. Indian Family culture
Watch video
https://www.youtube.com/watch?v=qtW1beaWGAs

shown in the video?
What celebrations do Indian celebrate?
What is their traditional food?

2. Invite parents to school to teach a Indian dance
and make a Indian cuisine (example: Chapatti)
3. Malay Family culture
https://www.youtube.com/watch?v=aD-0-0sy75s

shown in the video?
What celebrations do Malay celebrate?
What are their traditional games?

2. Teacher to introduce and play Malay traditional
games such as: 5 stones, Chapteh and Congkak
Week 6
1. Home visits to 3 different ethnic group houses.
Each day 1 house. Teacher to group the children
accordingly as different group will visit different
houses.
2. Post trip discussion:
What do you see in a Malay, Chinese and

Indian houses?
What are their house rules?
Closure
1.
2.
3.
Children to be
able to identify
their ethnic
group.
Home project:
Create family
rules
Paste family
photo in the
journal and
children to label
names on family
members on how
they address
their family
members
according to
their own
languages.

Eunice
What are their similarities and differences?

What language do they communicate at
home? (Mandarin, Malay, Tamil)
Inquiry Process
Finding Out /
Sorting Out
Maintaining
relationships in
the family
Week/ Duration/
Days
Week 7 Week 8

to:
Learning/Lesson
Objectives
to:
Learning
Dispositions
able to:
1.
1.
1.
Knowledge
1.
15 Feb - 26 Feb
Every Monday,
Wednesday and
Friday
Guiding Question:
How do I show
my love to my
family?
2.
3.
4.
Maintaining
relationships in
the family, e.g.
Respect and
help one
another
Ways to show
appreciation
for what my
parents and
elders have
done for us
Have a pair of
listening years
Positive words
and gestures
Obedience
Conflict resolution
Key words:
respect, help,
together, conflicts
Communication
Verbal and
body and
languages
Unit/Term Goals
2.
3.
4.
5.
6.
7.
Communicate
information, ideas and
solutions orally and in
written form.
Generate ideas and
methods to resolve
conflicts.
Describe personal
feelings about an
event / situation.
Formulate questions
to find out more about
a problem
Represent findings in
a variety of ways
Construct a
reasonable
explanation of a
problem
Retell a story
2.
3.
4.
Use positive words

to communicate
with others.
Identify the feelings
and perspectives of
others.
Speak in sentences
that are understood
by others.
Make simple
predictions about
the story.
2.
3.
4.
Compare and
contrast behavior
or outcomes of an
event. (R)
Generate new
strategies to solve
a problem. (I)
Find more than one
solutions to a
question or task.
(S)
4. Apply new
strategy in a real
life situation. (E)
Main Activities
Closure
Week 7
1. Brainstorm based on the story Im important
too! written by Jen Green. Illustrated by Mike
Gordon.
2. Echo read the key words
3. Read the questions on the question label and
sort them to what, why, how, when,
where columns
4. Discussion on the story (conflict)
o How did the family help each other?
o How did Rachel feel about having a baby
brother?
o How did Rachel cope with changes?
1. Children to
recognize the
different types of
emotions and
behavior.
2. Children to be
able to differentiate
acceptable and nonacceptable behavior.
3. Children to be
able to verbalize the
different ways of
showing love for
their family.
5. Children to watch video/teacher to role play and

do case study on conflicts.
6. discussion:
Talking about emotions and behaviour.
Acceptable behaviour vs non acceptable
behaviour.
Week 8
1. Discussion on how can I show my love for my
family?
How can I help my family?
What are the different ways to show love

in my family?
2. The little helpers week.
Introduce household chores such as

sweeping, wiping, folding, cleaning,
serving.
3. parental involvement
Parent to come out a family slogan
Parents to share pictures of their children

doing their household chores at home and
paste them in their journal book.
Inquiry Process
Going Further
Do I have new questions
pertaining to the unit of
inquiry?
What are my new
learnings?
Week /Duration/
Days
Knowledge
Week 9
1.
29 Feb 4 March
Every Monday,
Wednesday and
Friday
2.
REVISION:
Family culture religion,
rules and regulations,
food, ethnicity, travel
Key words: race, culture,
religion, food, rules,
travel, home, celebrate
Unit/Term Goals
Learning/Lesson Objectives
The children will be able to:
1.
1.
2.
Obtain information from

various texts or media.
Use knowledge of
phonics to decode
unfamiliar words.
Recall what they have learnt

from the different Family
culture religion, rules and
regulations, food, ethnicity,
travel
Learning Disposition
1. Make a point clearly and
concisely (R)
2. Compare and contrast
behaviour or outcomes of
an event (R)
3. Ask for opinions to improve
Main Activities
1. Search for information online
independently.
2. Simple note taking activity

Eunice

3.
3.
Making Conclusion
What have I learnt?
What is the Central Idea?
What does family mean
to me now?
Taking Actions
How do I present my
learnings?
How does my learning
contribute to the
class/school/ community?
Record observations and

findings in written forms.
1.
1.
2.
3.
Week 10
7 Mar 11 Mar
Every Monday,
Wednesday and
Friday
1.
Ways to present
learnings to an audience.
Use new phrases or

words in spoken
language.
Use knowledge of
phonics to read
unfamiliar words.
Write or copy a sentence
or more composition
using taught words.
the effectiveness of a
strategy (E)
Recall what they have learnt

travel
1.
1.
Explain an event in a
sequential and
systematic manner.
2.
Explain what they have learnt

travel
1.
2.
3.
1.
2.
3.
4.
Encourage children to articulate

the central idea in their own
words.
Retell the process of family
Creative writing What family
mean to me now.
Mini Family Talk:

Invite other class from other
level.
Ask the children to explain to
them what they have learnt.
Share to the other children on
how to love their famiy.

Eunice
NURSERY TWO WEEKLY PLAN NUMERACY

10
Strand
Week /Duration/ Days
Term Goals
1.
Week 1
Shape &
Space
Recognise and name the basic

shapes of varying colours and sizes.
1.
Sort objects by one attribute.
1.
Recognise and name the basic

shapes (square, triangle, circle,
and rectangle).
Recognise and name varying
colour (red, green, blue, white).
Recognise and name varying
sizes (big, small and medium).
Sort objects by one attribute.
11 Jan 15 Jan
Every Monday, Tuesday & Thursday
Week 3
Number
1.
3.
Data
handling
2.
4 Jan 8 Jan
Week 2
TERM: 1
1.
2.
18 Jan 22 Jan
Rote count up to 12.

Count up to a set of 12 objects
at any starting point.
1.
2.
Describe the properties of basic

shapes.
Draw recognizable shapes.
1.
Order numerals 1-12 in sequence.

Identify odd one out in a set of
object.
1.
Learning
Disposition / Social
Emotional
1. Maintain
concentration
over time on a
task or a set of
instructions
despite
distractions and
interruptions (P)
2. Apply new
strategy in reallife situation (E)
WEEK: 1 -
Main Activities
1.
2.
2.
3.
4.
Closure
Introduction of basic shapes. colours and sizes using

picture cards.
Create a collage of the different shapes varying in
colours and sizes.
Identifying different
shapes, colours and sizes
around the environment.
Introduction of basic shapes. colours and sizes using

picture cards.
Object hunt
Sort objects according to:- shapes/ colours /sizes.
Sort blocks according to:

-shapes/ colour/ size.
Rote count up to 12.

Count up to a set of 12
objects at any starting point.
1.
2.
3.
Introduction of number 1-12 through number cards.

Rote count 12 objects.
1.
Count up to a set of 12 objects at any starting

point.
Rote count 12
objects.
2.
Count up to a set
of 12 objects at
any starting point.
Describe the properties of basic

shapes (number of sides).
Draw recognizable shapes.
3.
4.
5.
6.
Make a shape with their

bodies.
Order numerals 1-12 in

sequence.
Identify odd one out in a set of
object.
1.
2.
Revisit the different shapes (e.g. Square)

Describe properties of the square.
Count the number of sides of the square.
Draw a square.
*Shapes introduced will depend on childrens learning
ability.
Rote count to 12.
Provide each child with a number card and get them to
rearrange themselves in sequence.
Identify odd one out in a set of object. (e.g. 66766
[number cards])
Compare the length and height

of up to 3 objects (e.g. tall,
taller tallest, long, longer,
longest and short, shorter,
shortest).
2.
Show picture cards of objects of different length and

height.
Introduce the words: tall, taller, tallest and, long, longer,
longest and short, shorter, shortest.
Create 3 towers of different heights and arrange them
according to their height.
Get the children to bring tree branches and compare the
length. Sort the branches by length
1.
Rote count from 1-12

Match numerals cards to the correct number of object in
each group.
Trace the numeral 1 to 12 on dotted lines.
Write the numeral to

match the corresponding
picture cards
Re-introduce the words: tall, taller, tallest and, long,

longer, longest and short, shorter, shortest.
Outdoor Activity: Use comparatives to describe the size
with height and length (eg, taller than, longer than and
shorter than) E.g. Tree A is taller than Tree B
Order days of the week in sequence orderly.
Order 3 things according to length and label them
accordingly (Long, longer, longest)
Get the children to

compare things in the
classroom
Introduce the word between and show the placement

of the object to describe the word.
1.
Shape &
Space
Week 4
1.
25 Jan 29 Jan
2.
2.

Week 5
Pattern &
Function
1.
2.
2.
1 Feb 5 Feb
3.
1.
2.

1.
Week 6
Measurement
Compare the length and height of

up to 3 objects.
1.
8 Feb 12 Feb
Number
Measurement
Pattern &
Function
Measurement
1.
15 Feb 19 Feb
2.

Week 8
1.
Match numerals to a quantity of 12

objects.
Trace the numeral 1 to 12 on dotted
lines.
1.
Use comparatives to describe the

size with height and length.
1.
2.
22 Feb 26 Feb
1.
2.
29 Feb 4 Mar
Week 10
4.
5.
Week 7

Week 9
3.
1.
Order 3 things according to length.

Order days of the week in sequence
orderly.
1.
Use the word between to describe

the position of an object.
1.
2.
Match numerals to a quantity of

12 objects.
Trace the numeral 1 to 12 on
dotted lines.
1.
2.
Use comparatives to describe

the size with height and length
(e.g., taller than, longer than
and shorter than).
2.
Order 3 things according to

length.
Order days of the week in
sequence orderly.
1.
2.
Use the word between to

describe the position of an
1.
3.
2.
2.
Number Game Hop

according to number
sequence
Number Game Give
children repeated
number cards with an
odd one out.
Get the children to
arrange themselves
according to height
Get the children to
rearrange themselves
by the length of their
hair.
Provide 3 strings of
different length and label
it accordingly.
Draw a circle in
between 2 squares

Eunice
7 Mar 11 Mar

object.
2.
Position Game: Using instructions get children to

position themselves in between 2 objects.
2.
What is the number

between 7 and 9?

Eunice
NURSERY TWO WEEKLY PLAN READING PROGRAMME

10
Book Title
Week 1
4 Jan 8 Jan
Every Tuesday &
Thursday
Knowledge
Content words:
great, enormous,
hamburger, meat,
sauce, lettuce,
tomato, onion
Term Goals
1.
2.
3.
Sight words:
the, put, on, it, some,
now, up
1.
Week 2
Phonics:
m (meat)
n (now)
2.
Make simple predictions

about a story.
Speak in sentences of 45 words through picture
talk.
Speak in sentences that
are understood by
others.
1.
Read from left to right,

top to bottom.
are understood by
others.
1.
2.
11 Jan 15 Jan
TERM: 1
2.
3.
3.
4.
Predict the content of the reader

book.
Speak in sentences during picture
talk.
Share their thoughts and ideas related
to the reader book.
Read from left to right, top to bottom.

Identify and read sight words such as
put, some, the, on, it, now, up.
Share what they would like to have in
their burger.
Read orally by pointing to one word at
a time.
1.
2.
3.
Set an achievable
goal and follow
through on plan (P)
Maintain
concentration over
time on a task or a
set of instructions
despite distractions
and interruptions
(P)
Apply new strategy
in real-life situation
(E)
Main Activities
1.
2.
3.
1.
2.
3.
4.
Every Tuesday &

Thursday
The Great,
Enormous
Hamburger
By
Jillian
Cutting
WEEK: 1 -
5.
1.
Week 3
Listen and identify the

first letter sounds in
words.
1.
2.
Identify pictorial content words

through game, Musical Words.
Follow verbal instructions.
1.
2.
18 Jan 22 Jan
3.
Every Tuesday &

Thursday
4.
5.
1.
Week 4
2.
25 Jan 29 Jan

top to bottom.
Trace letters a-h on
dotted lines
1.
2.
3.
Share about different ingredients for

their burgers.
Trace the word hamburger using an
implement
1.
2.
3.
4.
Every Tuesday &

Thursday
5.
1.
Week 5
2.
1 Feb 5 Feb
Every Tuesday &
Thursday
Book Title
Knowledge

top to bottom.
words
Term Goals
1.
2.
3.
Read orally by pointing to one word at

a time.
Prepare their own burger according to
their ingredient list.
Speak in sentences that are
understood by others
1.
2.
3.
4.
5.
Closure
Show cover of book, The Great Enormous

Hamburger for children to predict what
the story is about.
Discussion:
Where can you find hamburgers?
What is inside a hamburger?
How do you eat a hamburger?
Read story to children, pausing for them to
use illustrations to predict and read
content words.
Read title of book and book together.
Point to the words from left to right when
reading.
Children to point out sight words such as
put, some, the, on, it, now, up as they read
through the book again.
Children to share what the children in the
story did when they finished making the
hamburger.
Talk through the last page
Why do you think the girl is
happy?
What do you say when something
tastes good?
Introduce pictorial content words such as
great, enormous, hamburger, meat, sauce,
lettuce, tomato, onion, pickle, eat.
Play the game Musical Word. Scatter word
cards on the floor.
Children walk round the word cards as the
music is being played.
Music stops and teacher calls out a word,
Children have to pick the word card
accordingly.
Continue with the game till all words are
picked.
Children to read the book together.
Have children compare hamburgers they
have eaten with the one in the story.
Children to share what they would like to
put in their hamburger.
Record their contributions in preparation
for the language experience activity.
Trace the word hamburger.
Look through the book to see

what are the ingredients used
to make the enormous
hamburger.
Read story with children.

Do a pictorial ingredient list according to
the list recorded.
Make a hamburger with children.
Use language from story as you proceed.
Provide buns and prepare ingredients that
children would like to have in their burgers.
Talk about their experience

preparing their own burger.
Main Activities
Get children to read orally by

pointing to one word at a time
from left to right.
Identify the content words.
Compare the differences of

the ingredients they would
like to use for their hamburger
to their friends.
Closure

Eunice
Week 6
Content words:
shadow, run, runs,
jump, jumps, hop,
hops, skip, skips,
wave, waves, eat,
eats, stop, stops

1.
2.
3.
8 Feb 12 Feb
Every Tuesday &
Thursday
Sight words:
My, when, I, it

about a story.
Speak in sentences of 45 words through picture
talk.
are understood by
others.
1.
2.
3.
Predict the content of the reader

book.
Speak in sentences during picture
talk.
Share their thoughts and ideas related
to the reader book.
1.
2.
3.
Phonics:
i (it)
m (my)
1.
Week 7
2.
15 Feb 19 Feb
Read orally, point to one

word at a time.
words.
1.
2.
3.

Identify sight words: my, when, I, it
Listen and identify the first letter
sounds in words.
Set an achievable
goal and follow
through on plan (P)
Maintain
concentration over
time on a task or a
set of instructions
despite distractions
and interruptions
(P)
Apply new strategy
in real-life situation
(E)
1.
2.
3.
4.
1.
2.
3.
4.
Every Tuesday &

Thursday
5.
1.
Week 8
My Shadow
By Jillian
Cutting
2.
Read orally, point to one

word at a time
about a story.
1.
2.
Read orally, point to one word at a

time
Share their thoughts and ideas in
relation to the reader book.
3.
1.
22 Feb 26 Feb
Every Tuesday &
Thursday
1.
Week 9
2.

words.
dotted lines
1.
2.
29 Feb 4 Mar
Identify content words such as

shadow, run, runs, jump, jumps, hop,
hops, skip, skips, wave, waves, eat,
eats, stop, stops
Trace the words run, eat, stop with
an implement (dotted lines).
1.
2.
3.
4.
Every Tuesday &

Thursday
5.
1.
2.
Week 10

are understood by
others.
1.
2.
Identify the object based on the

shadows pose.
Talk about experiences after playing
the game.
6.
1.
2.
3.
7 Mar 11 Mar
4.
5.
Every Tuesday &

Thursday
6.
7.
Show cover of book, My Shadow for

children to predict what the story is about.
Discussion:
What is happening in the picture?
What is the girl doing?
What do you know about
shadows?
What happens to your shadow
when you move?
What might happen to the girl
when she stretches or bends
over?
Read the title, author and illustrator.
Read the story to the children, pausing for
them to use illustrations to predict and
read the content words.
Give each child a copy of the book and
read together.
Emphasize to children that they need to
point to each word as they read and from
left to right.
Introduce sight words my, when, I, it.
Emphasize on the sound i(it) and m(my)
sound.
Encourage children to say words with
these beginning sounds.
Read the story with children, ensure that
they point to one word at a time as they
read.
Discussion:
What is this word?
Can we find a clue in the picture?
When can we see our shadow?
Can we see our shadow at night?
What happens to our shadow
when we move?
1.
Share their thoughts and

ideas related to the
reader book.
1.
Get children to read orally

by pointing to one word
at a time from left to
right.
Get children to emphasise
the first letter sounds in
words.
Introduce content words such as shadow,

run, runs, jump, jumps, hop, hops, skip,
skips, wave, waves, eat, eats, stop, stops
Play the game Musical Word. Scatter word
cards on the floor.
Children walk round the word cards as the
music is being played.
Music stops and teacher calls for a word,
Children have to pick the word card
accordingly.
Continue with the game till all words are
picked.
Have the children trace the words
Read story with children.
Play a game Shadow Posing.
In a dark area, use a torchlight or overhead
projector to create shadows.
Have a volunteer pose in various positions.
Children pose in small groups of 4-5. Get
them to observe their shadows as they
pose.
Children to share their experiences after
the game.
Trace the words run, eat, stop with an
implement (dotted lines).
1.
Identify the content words
1.
Record their contributions

and display it.
2.
1.
2.
Get children to read orally

by pointing to one word
at a time from left to
right.
Share their thoughts and
ideas related to the
reader book.

Eunice
NURSERY TWO WEEKLY PLAN VISUAL ARTS

THEME
Knowledge
Week 1
Form
Colours
Shape
Lines
Texture
4 Jan 8 Jan
Paper Plate
Design
Every Friday
Week 2
Term Goals
1.
2.
3.
Explore elements of art using a variety

of tools and techniques
Name the types of lines and shapes in
a piece of drawing
Express likes or dislikes about a piece
of artwork
1.
2.
Create lines and shape

patterns on a paper plate with
paints and brushes
Name the types of lines and
shapes their work
Every Friday
18 Jan 22 Jan
Famous
Artist: Eric
Carle
(Collage)
1.
2.
3.
11 Jan 15 Jan
Week 3
4.
Colours
Space
Form
Every Friday
1.
2.
3.
4.
Explore elements of art using variety of

tools and techniques
Name the types of lines and shapes in
a piece of drawing
Cut along a curved line with control
Express likes or dislikes about a piece
of artwork
1.
2.
3.
Week 4
Explore elements of art using a

variety of tools and techniques
through Eric Carles book, The
Tiny Seed
Cut-out the shape of flower
petals, leaves and stem with
control
Put the cut-outs together to
form a flower
5.
Maintain concentration over

time on a task or a set of
instructions despite distractions
and interruptions (P)
Give constructive feedback
about a piece of work using
positive words (A)
Express views and opinions in a
variety of ways, e.g. graph,
from observations
Participate actively in a
discussion (E)
Generate or create a new
idea/thing from imagination (I)
Main Activities
1.
2.
1.
2.
3.
25 Jan 29 Jan
4.
Every Friday
Week 5
Space
Texture
2.
1 Feb 5 Feb
Chinese New
Year
Lanterns Patterns
(Printing)
1.

Put things together to create a 3D
artwork
5.

Draw recognisable pictures
Tell the story behind their artwork
1.
6.
Create a pattern with shape

sponges
Make a decorative lantern for
CNY
1.
Use drawings to share their

experiences
Explain the significance behind
their work
1.
2.
Every Friday
Week 6
Provide each child with a big

empty paper plate.
Have the children design
their paper plate with
different tools and materials.
Closure
1.
Get the children to describe

the lines and patterns on
their work.
4.
Talk about what they like

and do not like about their
work.
Look at Eric Carles

illustration in the book and
highlight the characteristics
of his artwork (collage)
Provide children with paint to
create lines an patterns on a
piece of paper to create a
collage.
Get children to cut out the
shape of petals, leaves and
stem
Get the children to put the
pieces together to form a
flower
Create patterns on a A4
paper using sponges of
different shapes
Get the children to create a
lantern using the patterned
paper., some strings, and
other materials such as
beads, etc.
1.
Get the children to describe

the colours they have used
1.
The children will talk about

the artwork that they like
the most
1.
Children will describe the

differences about each
others work
Children will be asked to

draw what they experience
over the CNY weekend
(people, food, decorations,
etc.)
Children will use a cotton
bud to colour their drawings
1.
Children will share with the

class what they have drawn
4.
Children will describe the

differences about each
others work
Children will be asked to look

around the classroom/
centre/outdoors to identify
different shapes/ lines/
colours/ forms
Children will use different
coloured paper and cut out
different shapes and lines
that they have observed in
their centre
1.
Children will share with the

class what they saw in the
classroom, outside of the
classroom, outdoor etc.
9.
Children will describe and

share with their class about
their artwork
8 Feb 12 Feb
Every Friday
Week 7
15 Feb 19 Feb
Every Friday
Drawing and
painting
Form
Colours
Lines
Texture
Shape
1.
2.
3.
2.
2.
Week 8
22 Feb 26 Feb
Every Friday
Shapes
Collage
Week 9
29 Feb 4 Mar
Shapes
Lines
Colours
Form
Every Friday
Week 10
7 Mar 11 Mar
1.
2.
Identity elements of art in the

environment
Cut along a curved line with control
1.
2.
3.
Identify elements of art in the

classroom/ outdoors
Identify elements of around
them
Portray what they have seen in
their artwork
1.
2.

Eunice
Every Friday

3.
They will paste the cut-outs

on a paper

Eunice
NURSERY TWO WEEKLY PLAN MOTOR SKILLS DEVELOPMENT

WEEK: 1 - 10
Main Skill

Week 1
4 Jan 8 Jan
Walk/Balancing/Thro
wing
Every Tuesday & Thursday

Week 2
Term Goals /Lesson Objectives
18 Jan 22 Jan
Jumping/Hopping
Walk in a straight/zigzag line.

Balance an object on body parts.
Throw an object with both hands.
Trace on dotted lines using an implement with control.
Cut along a straight/curved line.
1.
2.
3.
4.
Jump in different directions at ground level.

Hop with either foot with control.
Put on clothes independently.
Button one button or more.
1. Fun with Shapes:
Cut out different shapes/colours and paste on the floor.
Teachers to shout out one shapes/colours.
Children to jump/hop to the shapes/colours according to instructions.

2. Practice wearing their own uniform.
3. Practice buttoning their own uniform.
1.
2.
3.
4.
5.
Hop with either foot with control.

Throw an object using the underarm-throwing technique.
Trace on dotted lines using an implement with control.
Colour within outline of the pictures.
Cut along a straight/curved line.
1. Hopscotch:
Construct a hopscotch with either numbers/letters/family words (mother,

father etc)
Have the child to throw the beanbag on either boxes, the child needs to
call out the numbers/letters/family words (mother, father etc) before
hopping.
2. Write on dotted lines with control
3. Colouring activities.
4. Cut along curved or straight line.

Week 4
1.
2.
Set an achievable
goal and follow
through on plan (P)
Participate actively
in a discussion (E)
Main Activities
1.
2.
3.
4.
5.
11 Jan 15 Jan
Week 3
TERM: 1
1. Relay:
Use a tape to make a straight line or zigzag line.
Place a beanbag on the childs head to balance and walk on the line to
the other end.
Child to throw the beanbag with both hands into the hula hoops.
2. Practice putting on their uniform.
3. Practice buttoning their uniform.
25 Jan 29 Jan
Week 5
1 Feb 5 Feb
Hopping/Throwing

Week 6
8 Feb 12 Feb
Week 7
15 Feb 19 Feb
Jumping/Striking/Kick
ing
1.
2.
3.
4.
5.
Jump vertical and reach for an object.

Strike a stationary object with either hand (horizontal striking).
Kick a ball to a person.
Exhibit cooperative behaviour.
Follow rules.
Week 8
22 Feb 26 Feb
1. Relay:
Tie a balloon with a string and teacher to hold it high (may want to hang
on a ceiling if its low ceiling)
Child to jump to the end.
Child to jump vertically to hit the balloon with either hand.
Once they hit the balloon, the child to take the ball inside the hula hoop
and kick it to his/her friend.
2. During relay play.
.

Week 9
29 Feb 4 Mar
1.
2.
3.
4.
Kicking/Sliding
Week 10
7 Mar 11 Mar
Kick ball towards a target.

Slide from one end to another end.
Exhibit cooperative behaviour.
Follow rules.
1.
2.
3.
4.
5.
Place the cones in a zigzag formation.

Get the children to kick the ball in zigzag to the end.
Child to kick the ball into a target. (create a goal post)
Child to take the ball and slide back to the starting and pass it to next friend.
During relay play.

Eunice
NURSERY TWO WEEKLY PLAN MUSIC & MOVEMENT

Week /Duration/
Days
Week 1
4 Jan 8 Jan
Every Monday
Term Goals
2.
3.
4.
5.
Lesson Objectives
Sing songs that have repetitive text or phrase.

Distinguish aurally between a singing voice and
speaking voice.
Make sounds with a variety of musical
instruments.
Move to a beat while in motion.
The children will be able to :

1. Sing and dramatize the following songs:
I Love My Family
The Finger Family Song

2. Distinguish between a singing and speaking voice.
3. Make sound pattern ( AB ) using body percussion
4. Move according to a beat while in motion.
Sing simple songs independently, or in a group.

Perform all songs with good intonation and
tempo.
Make sounds with a variety of musical
instruments.
Move to a beat while in motion.

1. Sing the song Do Re Me with good intonation.
2. Identify a singing or speaking voice
3. Ask or answer a question in a singing voice or
speaking voice.
4. Make sound pattern (AB pattern) with a variety of
percussion instruments.
5. Move according to a beat while in motion.
Distinguish aurally between a speaking and a

singing voice.
Listen to music of various cultures.
Malay, Indian, Chinese
Express likes and dislikes about a piece of
music.
4. Perform free movement in place and space.

1. Sing the song Do Re Me with good intonation.
2. Listen to excerpts of cultural music
- Malay( Rabbana/ Kompang)
- Indian ( Tabla)
- Chinese ( Guzheng)
3. Express their likes and dislikes about the excerpts.
4. Perform / Move freely to the selected musical
music.
1.
Distinguish aurally between a speaking and a

singing voice.
Listen to music of various genres and cultures.
music.
Perform free movement in place and space.

1. Sing the songs Do Re Me, I Love My Family ,
The Finger Family Song with good intonation.
2. Listen to two excerpts of classical music
3. by Beethoven and Bach
4. Express what they like or dislike about the two
excerpts.
5. 4. Move freely to the selected musical music.
1.
Week 2
1.
Generate or create a
new movement from
imagination (I)
2. Participate actively
in an activity (E)
11 Jan 15 Jan
Every Monday
Week 3
1.
2.
18 Jan 22 Jan
Every Monday
Week 4
3.
4.
Main Activities
25 Jan 29 Jan
1.
Sing and dramatize the songs

I Love My Family
The Finger Family Song
2. Have the children answer and ask questions in singing and
speaking voices.
3. Move according to the tempo of the beats.
4. Make AB patterns using body percussions,
E.g. Tap on shoulders, clap hands, tap on shoulders, clap
hands.
Website for the above songs:
5. https://www.youtube.com/watch?v=4p4kP8Cn4U&list=RD4p4k-P8Cn4U#t=0
1. Introduction of the song Do Re Me.
2. Get the children to work in pair to practice both the speaking
and singing voice to communicate with each other.
3. Make AB sound patterns using percussion instruments.
4. Move according to the tempo of the beats.
5. Website for the above song:
https://www.youtube.com/watch?v=ps52qEFiLbg
Every Monday
Week 5
1.
1 Feb 5 Feb
2.
3.
4.
Every Monday
Week 6
8 Feb 12 Feb
5.
Get the children to pair up and perform Do Re Me

according to their speaking voice and then their singing voice.
2. Make loud and soft sounds using the percussion instruments.
3. Move freely according to the cultural excerpts of the cultural
music.
https://www.youtube.com/results?
search_query=asia+cultural+music
Every Monday
Week 7
1.
15 Feb 19 Feb
2.
3.
Every Monday
4.
Week 8
22 Feb 26 Feb
6.
Get the children to form groups of threes and perform the

three songs using their speaking voices and their singing
voices.
2. Make loud and soft sounds using the percussion instruments.
3. Move freely according to the classical music of Beethoven and
Bach.
4. Move freely according to the classical music.
Website for the music:
https://www.youtube.com/watch?v=jgpJVI3tDbY
Every Monday
Week 9
1.
29 Feb 4 Mar
2.
Every Monday
3.
Perform all songs with good intonation and

tempo.
music.
Perform free movement in place and space.
Week 10
7 Mar 11 Mar
Every Monday

1. Sing the songs Do Re Me, I Love My Family
and The Finger Family Song with good
intonation.
2. Identify a singing or speaking voice.
3. Move to a beat while in motion.
1.
2.
3.
Get the children to form groups of threes and perform the

three songs according to their speaking and singing voice.
Make loud and soft sounds using the percussion instruments.
Move freely according to the beats in the songs while in
motion.

Eunice

Eunice
NURSERY TWO WEEKLY PLAN LETTERLAND

WEEK: 1 - 10
Letter
Knowledge
Term Goals
1.
Content words:
apple, acrobat, arrow,
aeroplane, action
2.
3.
Week 1
Annie
Apple
Aa
Say the sound of each

letter a-h
words
dotted lines
1.
2.

letter a-h
words
dotted lines
1.
2.

letter a-h
words
dotted lines
1.
2.

letter a-h
words
1.
2.
3.
Say the sound /a/

Listen and identify the first
letter sound /a/ in words
Trace letters a on dotted lines
1.
2.
3.
3.
Say the sound /b/

letter sound /b/ in words
Trace letters b on dotted lines
Every Tuesday &

Thursday
1.
2.
3.
Week 3
3.
Say the sound /c/

letter sound /c/ in words
Trace letters c on dotted lines
18 Jan 22 Jan
Week 4
25 Jan 29 Jan
Content words:
duck, dog, dance,
door, dig
Every Tuesday &
1.
2.
Maintain
concentration over
time on a task or a set
of instructions despite
distractions and
interruptions (P)
Participate actively in
a discussion or
activity (E)
Tuning In:
1. Sing Letterland Theme Song
2. Introduction to the story of Annie Apple
Closure
1.
2.
Main Activity:
1. Identify the words which begin in letter a
from the story Annie Apple
2. Present word cards (content words) and
pictures associated with Annie Apple.
3. Allow the children to connect the words with
the corresponding picture
4. Present a group of the words and let the
children read and identify the words which
begin in letter /a/
5. Allow children to practice tracing the letter
shape (dotted lines) of Annie Apple
Tuning In:
2. Introduction to the story of Bouncy Ben
1.
2.
Tuning In:
2. Introduction to story of Clever Cat
1.
2.
Main Activity:
1. Identify the words which begin in letter c
from the story Clever Cat
pictures associated with Clever Cat.
begin in letter /c/
shape (dotted lines) of Clever Cat
Every Tuesday &

Thursday
Dippy Duck
Dd
1.
Main Activities
Main Activity:
1. Identify the words which begin in letter a
from the story Bouncy Ben
pictures associated with Bouncy Ben.
begin in letter /b/
shape (dotted lines) of Bouncy Ben
11 Jan 15 Jan
Content words:
cat, car, cup, cake,
cap, cot
2.
Every Tuesday &

Thursday
Week 2
Clever Cat
Cc
4 Jan 8 Jan
Content words:
ball, balance, bike,
book, butterfly
Bouncy
Ben
Bb
TERM: 1
3.
Say the sound /d/

letter sound /d/ in words
Trace letters d on dotted lines
Tuning In:
2. Introduction to story of Dippy Duck
Main Activity:
1.
2.
Present word cards (content

words) and pictures
associated with Annie Apple.
Invite the children to match
the words with the
corresponding picture

words) and pictures
associated with Bouncy Ben.
the words with the

words) and pictures
associated with Clever Cat.
the words with the

words) and pictures
associated with Dippy Duck.
the words with the

Eunice

3.

dotted lines
1.
2.
3.
4.
Thursday
5.
Content words:
elephant, elbow, egg,
eggplant
1.
2.

letter a-h
words
dotted lines
1.
2.

letter a-h
words
dotted lines
1.
2.
3.
Say the sound /e/

letter sound /e/ in words
Trace letters e on dotted lines
Every Tuesday &

Thursday
1.
2.
3.
Week 6
Golden Girl
Gg

letter a-h
words
dotted lines
1 Feb 5 Feb
Content words:
fire, fish, finger, fox,
farm, face
Firefighter
Fred
Ff
2.
3.
Week 5
Eddy
Elephant
Ed
1.
3.
Say the sound /f/

letter sound /f/ in words
Trace letters f on dotted lines
8 Feb 12 Feb
Every Tuesday &
Thursday
Week 7
15 Feb 19 Feb
Content words:
goat, gate, go, girl,
green, grapes
Every Tuesday &

Thursday
1.
2.
3.
3.
Say the sound /g/

letter sound /g/ in words
Trace letters g on dotted lines
Identify the words which begin in letter d

from the story Dippy Duck
Present word cards (content words) and
pictures associated with Dippy Duck.
Allow the children to connect the words with
Present a group of the words and let the
begin in letter /d/
Allow children to practice tracing the letter
shape (dotted lines) of Dippy Duck
Tuning In:
2. Introduction to story of Eddy Elephant
1.
Main Activity:
1. Identify the words which begin in letter e
from the story Eddy Elephant
pictures associated with Eddy Elephant.
begin in letter /e/
shape (dotted lines) of Eddy Elephant
2.
Tuning In:
2. Introduction to story of Firefighter Fred
1.
Main Activity:
1. Identify the words which begin in letter f
from the story Firefighter Fred
pictures associated with Firefighter Fred.
begin in letter /f/
shape (dotted lines) of Firefighter Fred
2.
Tuning In:
2. Introduction to story of Golden Girl
1.
2.
Main Activity:
1. Identify the words which begin in letter g
from the story Golden Girl
pictures associated with Golden Girl.
begin in letter /g/
shape (dotted lines) of Golden Girl

words) and pictures
associated with Eddy
Elephant.
the words with the

words) and pictures
associated with Firefighter
Fred.
the words with the

words) and pictures
associated with Golden Girl.
the words with the

Eunice
Content words:
hat, house, hands,
horse, hops,
1.
2.
3.
Week 8
Hairy Hat
Man
Hh
1.
2.

letter a-h
words
dotted lines
1.
2.
3.
Say the sound /h/

letter sound /h/ in words
Trace letters h on dotted lines
22 Feb 26 Feb
Every Tuesday &
Thursday
2.
Revision of letter
a-d
1.
2.
Week 9
Revision

letter a-h
words
dotted lines
3.
29 Feb 4 Mar
3.
Say the sound /a/ to /d/

letter sound /a/ to /d/ in words
Trace letters a to d on dotted
lines
Revision of letter
e-h
Week 10
Revision
7 Mar 11 Mar
Every Tuesday &
Thursday
1.
2.
3.

letter a-h
words
dotted lines
1.
Main Activity:
1. Identify the words which begin in letter h
from the story Hairy Hat Man
pictures associated with Hairy Hat Man.
begin in letter /h/
shape (dotted lines) of Hairy Hat Man
2.
Tuning In:
2. Recall the story of Annie Apple, Bouncy Ben,
Clever Cat, Dippy Duck
1.
2.
Main Activity:

words) and pictures
associated with Hairy Hat
Man.
the words with the

words) and pictures
associated with letter a-d
the words with the
3.
Every Tuesday &

Thursday
3.
Tuning In:
2. Introduction to story of Hairy Hat Man
1.
2.
3.
Say the sound /e/ to /h/

letter sound /e/ to in words
Trace letters e to h on dotted
lines
Letter Flashcard game

1. Scattered the letter flashcards on the floor.
2. Children will pick up the beginning letter of the
word that the teacher will say.
3.
Tuning In:
2. Recall the story of Eddie Elephant, Fire
Fighter Fred, Golden Girl, Harry Hat man.
Main Activity:
Letter Flashcard game
1. Scattered the letter flashcards on the floor.
2. Children will pick up the beginning letter of the
word that the teacher will say.
1.

words) and pictures
associated with letter e-h
children to match the words
with the corresponding
picture

Teacher In-Charge: Rose Principal'S Signature: Miss Eunice

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Teacher In-Charge: Rose Principal'S Signature: Miss Eunice

Hochgeladen von

Copyright:

Verfügbare Formate

Teacher In-charge: ROSE

Principals Signature: Miss

NURSERY TWO WEEKLY PLAN INQUIRY BASED LEARNING

The children will be able

Guiding Question (s):

2015 AGAPE LITTLE UNI. Page 1

The children will be

Finding Out / Sorting

The children will be

Explain what family

The children will be

The children will be

Make a point clearly

1.Read the story What is a family by Rebecca

Who are the people in a family?

What are the different types of family?

What does a family consist of?

What type of family do you belong?

Show & Tell on

Show & tell on

Paste photo of the different family

Children to identify the words such as

Children to bring home the journal for

Children to identify the things that they do

Teacher to discuss and create with children