G3N
GES · 56 topics

Kindergarten

G3N tutors you through the full GES Kindergarten syllabus offline — from STRAND 1: ALL ABOUT ME — I am a wonderful and Unique creation, Strand 1: ALL About ME — the Parts of the Human Body and Their Functions, Strand 1: ALL About ME — Caring for the Parts of MY Body and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

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Syllabus

What you’ll cover in Kindergarten.

The complete topic outline G3N teaches, mapped to the GES curriculum.

KG 1

27 topics
STRAND 1: ALL ABOUT ME — I am a wonderful and Unique creation
  • Demonstrate
    • Identify and talk in simple sentences, about the features of our body that make us unique and different from other God's creation. E.g. animals
    • Sing an action song that helps learners name the parts of the body and point to them
    • Recognize and talk about the different parts of book, (the front/ cover page of a book and back of a book) and relate the
    • Use new and positive expressions/vocabulary related to the parts of the body
    • L am fair
  • Sing songs about the body parts and the letters of the
    • My head, my shoulders, my knees, my toe Have learners sing Alphabet song and follow the sequence of the letters as it is written on the wall
  • 6 Draw a beautiful picture of themselves and scribble
    • Create sets of human parts that are similar and represent them with numbers up to 5
Strand 1: ALL About ME — the Parts of the Human Body and Their Functions
  • Demonstrate
    • Using a conversation poster of body parts, learners talk about the functions of the parts of the human body that we can see
    • E.g. "... what can the eyes do? They can see, they can see Post a Conversational poster showing the human body parts that we can see. Ask them if they can tell you some parts of the human parts that are inside us and that we cannot see. Give it to them as a project for the future. Have them repeat two of the songs that teach the functions of the body parts. Have learners perform different activities to enable them to identify the functions of the body parts, E.g. Activity 1. Blindfold learners and let them search for objects e.g. ball, 2. Cover their mouth and ask them to sing or talk or eat. 3. Fold their arms and ask them what they would do if they are to pick something from the floor. WP1
    • Use visual information to aid comprehension before during and after reading a text on functions of the parts of the human body
  • Learn and use new /vocabulary related to what they do
    • Count the number of the names of the body parts in songs through clapping on the rhythm Learners sing three different songs, clap on the rhythm and count the number of parts they hear in the songs. E.g. My head, my shoulder, my knee. (3 names). Help them understand that the last number names is the number of object or items counted. CA2.1
  • Colour an outline of a part of the body used in
    • A boy running to school. Have learners talk about their art work with friends
    • Compare lines and other shapes that are same and different
Strand 1: ALL About ME — Caring for the Parts of MY Body
  • Demonstrate
    • Sing songs and recite rhymes about how we take care of each part of the body and demonstrate how to do it. e.g. This is the way we wash our face
    • L brush my teeth, l cut my fingernails short, etc
    • Watch a short video clip and talk about how to care for the various parts of the body
    • Show and explain why learners' books are open from right to left
    • Stress the words that show caring for the body as learners sing songs about personal care of the body parts and clap hands on the rhythm of the songs E.g. wash, brush, cut nails
    • Match the parts of the body to the tools we use in caring for the body and colour them with same colour. E.g. soap matched with the hand and brush with the teeth
    • An outline of soap, toothbrush, toothpaste, etc
    • Use number names to count, find out how many and match body parts with other part with same number (1- 5)
STRAND 1: ALL ABOUT ME — K.1.1.4 Keeping my Body healthy by eating good food and taking my vaccination
  • Demonstrate the understanding that eating good food and taking all my childhood vaccinations will keep me growing healthy and strong
    • Learners talk about different types of food they eat at home and classify those that can make them grow healthy. (Body building food, energy giving food etc.)
    • Tell their own short stories about pictures in the Big book to be read
    • Listen attentively, respond to an information text about foods we eat to keep healthy and use new content words learnt to create simple sentence (orally) on how to keep healthy
    • Count and clap the keywords in songs about types of food
    • Sing Alphabet song about food and identify the beginning letter of the most common food item in season in the environment. E.g. Banana begins with /b/
    • Draw a picture of any food item that has its name beginning with the letter B and write the letter underneath
    • Sort and classify different food items under the six food groups and sort the food items that keep the body healthy into shapes
    • Sing and dance to traditional songs about foods
Strand 1: ALL About ME — MY Environment and MY Health
  • Demonstrate
    • Talk about how we can keep our environment clean in order to avoid getting sick
    • Some ideas can be: when we throw papers/rubbish about, bushy and gutters are choked., Animals walking through rivers, learners walking in the garbage area, people washing in the rivers. etc. Create more situations of a dirty village WP 1
    • Washing hand with soap and water, put rubbish or unwanted papers and rubbish in bins, etc
    • Recognize that written symbols in books carry important information about the pictures
    • Listen attentively to the read aloud text and share what they have learnt about diseases we can get from dirty environments
    • Compose their stories about pictures in the book to be read to enable them to understand that important messages are hidden in books
    • Sing alphabet songs that contain the letter of the week
    • Begin to write letters of the alphabet
STRAND 1: ALL ABOUT ME — Protecting ourselves from home and road accidents
  • Demonstrate
    • Talk about possible accidents we can have at home and at school and safety measures we can take to avoid them
    • Recognize that spoken words are represented in written language in books
    • Listen and respond to a read aloud text about keeping safe in the environment
    • Clap and count syllables in longer words
    • E.g. water and understand (2 syllables + 3 syllables = 5 syllables). Extend the activity to include other objects
    • Use vocabulary learnt to express and demonstrate how to protect themselves from hurt, harm, strangers, sharp objects, electricity and water
    • Describe the attributes of 3-D objects and sort objects into planes and 3-D objects
    • Draw and colour five harmful objects that can cause accidents
STRAND 2: MY FAMILY — K1.2.1 Types and members of my Family
  • Demonstrate
    • Discuss different types of family they have at home their roles and responsibilities
    • Demonstrate that print matches with illustration in a book
    • Listen, interact actively in a read aloud session on a story about families, and use the new vocabulary learnt to describe the roles and responsibilities of their family members
    • Identify the names and words with similar beginning sounds
    • Talk about the basic concepts of writing, from left to right, and top to bottom
    • Introduce the concept "more than" to learners and solve some word puzzles with the concept
    • Role-play the responsibilities of family members
STRAND 2: MY FAMILY — K1.2.2 Origin and History of my Family
  • Demonstrate
    • Listen and tell stories about origin and history of their family members
    • Demonstrate that print matches with illustration in a book
    • Listen, interact actively in a read aloud session on a story about the origin and history of a child's family
    • Identify the names and words with similar beginning sounds
    • Talk about the basic concepts of writing: write from left to right, and top to bottom
    • Use comparative language/phrases "more than", "less than", or "same as" to describe relationship between quantities
    • Draw a family tree that includes Grandpa and Grandma
Strand 2: MY Family — Family Celebrations and Festivals
  • Demonstrate the knowledge of celebrations and festivals that the individual families celebrate
    • Talk about some special family days and activities e.g birthdays, naming, festivals, etc
    • Demonstrate the proper way to handle a book
    • Listen, interact actively in a read aloud session on a story about families, and use the new vocabulary learnt to describe the roles and responsibilities of their family members
    • Talk about the basic concepts of writing: from left to right, and top to bottom
    • Use comparative language "more than"," less than" or "same as" to show relation between quantities/numbers
    • Create special birthday cards for loved ones using different writing and drawing tools
Strand 2: MY Family — MY School Rules and Regulations
  • Demonstrate understanding of the rules and regulations that governs the members of the school
    • Talk about the members of the school, activities they do and create rules and regulations that should govern their classroom
    • Demonstrate that print matches with illustration in a book
    • Use the vocabulary acquired in the read aloud session to prepare rules and regulations to govern your school. WP
    • Identify and look for more rhyming words in different rhymes related to school
    • Recognize and identify the target letter name for the week in given words related to the school
    • Solve story problems using comparative language "more than", "less than", or "same as" to show relation between quantities/numbers
Strand 3: Values and Beliefs — OUR Family Values
  • Demonstrate
    • Identify the good manners our families value and how it can change our personal likes and dislikes
    • E.g Abofra y somak a WP3
    • Demonstrate that spoken words are represented in written words/print
    • Listen to a story on importance of exhibiting good manners in our everyday life and role-play how to use simple daily greetings with different people in the society
    • Recognise that spoken words are made up of individual speech sounds and letters that can be written down
    • ABCD -F-G... Write some words on the board or manila cards, assist learners say the words slowly stretching them using a rubber band and have learners count the sounds they hear in the word. Repeat the activity with the names of some objects in the classroom and have learners say each of the words slowly, stretching them to hear the individual sounds, and count them. Highlight the sounds learners will be able to identify and assist learners to select the letter(s) that represent the sounds. Using phonics game, assist learners to replace different sound/letter at the beginning of some selected words to create new words e.g. /pin/ /sin/, /tin/, /bin/, /fin/etc. /tan/, /man/, /pan/, /fan/, etc. Have leaners count the number of words they can create and represent their answer visually arranging bottle tops, empty cans, cut out shapes, etc. or board illustrations with different colours of chalk or markers. Repeat these activities with different objects
    • Recognize details in shapes and height of the letter for the week and write it legibly and correctly
    • Show the time of the day using clock faces
Strand 3: Values and Beliefs — MY Culturalvalues
  • Talk about some important cultural values and good
    • Talk about some important cultural values and good manners that promote respect and politeness
    • Saying "please, and "thank you", asking permission before doing everything, e.g. saying "may I go out" etc.. Create a scenario for learners to tell the appropriate polite words/phrases that they will use and why? Have learners role play some of the scenarios
    • Recognize the basic components of a book using the Big Book on Showing respect
    • Use positive words learnt from the teacher-read-aloud of the Big Book to talk about how to show respect to teachers and peers at school
    • Identify the location of individual sounds in a given word (beginning or end of a word)
    • Practice using the more than and less than concept and their signs to compare different items that learners like and don't like
Strand 3: Values and Beliefs — OUR Religious Values
  • Demonstrate understanding of the religious and moral values and virtues we need to exhibit as good Christians and Muslims
    • Recite rhymes and talk about religious values and how to show it
    • Handle books correctly and with care
    • Interact actively with peers during a teacher-read aloud session about religious and moral values, use visual information to understand the unfamiliar words when reading and use new vocabulary acquired to create short sentences
    • Stretch and count the number of sounds in a word and blend them together
    • Write letters legibly and boldly
    • Write numeral 1 to 5 and represent them with different objects in the church, number of letters in a word etc
Strand 3: Values and Beliefs — OUR Beliefs
  • Demonstrate
    • Talk about God as the Creator of all things and discuss different ways that people worship him
    • Handle their religious scriptures (book) appropriately
    • Interact actively with peers during a teacher-read aloud session about religious beliefs, use visual information to understand the unfamiliar words when reading and use new vocabulary acquired to talk about their beliefs
    • Draw one activity that we do when worshipping God and label it with one or two words. CA5.3
    • Play different musical instrument, sing religious songs and dance on the music
Strand 4: MY Local Community — Knowing the Special Places in MY Local Community
  • Visit and talk about some special places in our
    • Look at pictures or a short video (or look outside from a window with a grown-up) and talk about some special places in our community
    • Use visual information (illustrations) when reading
    • Listen attentively and interact with peers during a teacher-read-aloud session about special places in our community
    • Find as many words in the community in which we can find the new letter-sound for the week
    • Colour nicely a scene from the community and label it
    • Demonstrate their understanding of the concept of addition by combining people and objects and finding how many altogether
Strand 4: MY Local Community — Knowing (who) the Important People / Occupation in MY Community
  • Demonstrate
    • Talk about who the neighbours are, the work they do and how important their profession are in the community
    • Demonstrate that sentences are made of words and that words are separated in print
    • Interact with resource people from different occupation
    • Recognize the letter-sound learnt in the previous week in words
    • Write boldly and legibly the target letter for the week and add a name of a friend to it
    • Draw themselves in the uniform of their aspired future job, colour it nicely and write the name of the job underneath
    • Demonstrate their understanding of the concept of subtraction as separating and finding out how many is left
  • Demonstrate understanding and knowledge of the special leaders and their roles in our communities
    • Talk about and describe the traditional and religious leaders in our community
    • Listen attentively to an informational read aloud text on who our special leaders are and respond by sharing what they have learnt about the different ways they support the community
    • Sing traditional songs, play rattle and shakers, clap and dance on the correct rhythm
    • Recognize and identify target letter name and the sound in items and names of words in the home
    • Role play the various leaders and what they do in the community
    • Demonstrate their understanding of the concept of subtraction as separating and finding out how many is left
Strand 5: MY Nation Ghana — K1.5.1: History and Celebration of Ghana's Independence
  • Demonstrate
    • Locate their home regions on an outline map of Ghana and talk about the history behind their festivals
  • Learners retell the story about Ghana's independence
    • Show peers that sentences are made of words and that words are separated in print
    • Listen attentively and interact with peers during a teacher-read-aloud session about the Independence Day of Ghana
    • Demonstrate respect for the symbols and songs of our nation
    • Sing Alphabet song and point to the letters of the alphabet in the classroom
    • Create and perform dance movements and music inspired by Ghanaian history and other cultures
    • Compose and decompose numbers up to ten
    • E.g. 6 (2 and 4, 3 and 3, 5 and 1), 7(2 and 5, 3 and 4, 6 and 1), etc
    • E.g. 5 (3 and 2, 4 and 2) N2 N2.2 LL
Strand 6: ALL Around US — K1.6.1: Living and Non-living Things
  • Demonstrate
    • Talk about different types of things around us and classify them into living things and non-living things
    • Participate actively in an Interactive Read Aloud story about living and non-living things
    • Blend letter sounds to form words related to the theme
    • /c//a//t/, /b//oo//k/ Classify and count the words used in the activity according to syllables and use comparative language to describe the groups e.g. One syllable word e.g. book, tree, cat, etc. Two syllable word e.g. bucket, table, etc. Extend the activity to include their drawing, things in the classroom, community, etc. Write at least two words each for living things and non-living things
    • Identify and write initial sounds of the objects
    • Identify and describe objects by colour names and size
    • E.g Sound 2,3,2 (clap, clap-snap, snap, snap-clap,clap) Have learners in pairs form simple repeated patterns according to a given pattern and extend it. You can let learners do this activity individually. N3
Strand 6: ALL Around US — K1.6.2: Living Things Animals (domestic and Wild)
  • Handle a book correctly e.g. hold the book upright and
    • Tap or clap and count the syllables of the names of animals and identify the initial sound of the animal names
    • Review list of letter sounds learnt and use letter sounds to list and match the pictures of domestic animals
    • Identify and describe objects by colour names and size
    • Recognise, sort, classify, describe and extend non numerical patterns
Strand 6: ALL Around US — Water
  • Demonstrate
    • Talk about where we get water from and its uses
    • Listen and interact with teacher and peers as they listen to a read aloud text on the uses
    • Recognise letter sounds and names which begin words that describe how human beings and animals use water
    • Use a variety of new vocabulary learnt about the sources of water to make simple sentences orally
    • Design, make, exhibit, and respond to own or others art works (2-dimensional and 3-dimensional)
    • Describe the position of objects
    • And K1.6.3.1.5. Extend the activities to include other objects/items CA2.2
Strand 6: ALL Around US — AIR
  • Demonstrate understanding of the presence of air and tell its importance
    • Share their understanding and describe the presence of air through experimentation
    • Use visual information to help them understand the text they read
    • Recognize the position of the target sounds in words either at the initial, middle or the ending of the words related to the theme
    • Use a variety of new vocabulary learnt about importance of air to make simple sentence orally
    • Derive meaning and make judgment about artworks using the senses according to its beauty
    • Describe the position of objects
Strand 6: ALL Around US — Plants -1
  • Demonstrate
    • Sing and talk about parts of a plants and their functions
    • Talk about the cover page of the book and point to individual words while listening to the teacher read aloud
    • Blend individual sounds and decode simple words which relates to the theme
    • Use a variety of new vocabulary learnt about plants to make simple sentences, draw and write the initial letter sounds
    • Make art works with the elements of art
    • Describing the position and motion of objects in relation to others
Strand 6: ALL Around US — Plants 2
  • Demonstrate
    • Talk about and discuss how plants and what human should do to enhance the growth process
    • "Plants can grow". Have learners identify the key things said about plants in the rhyme. Using pictures, discuss with learners how plants grow; emphasizing on the things plants need in order to grow well (water, air, good soil). Have learners use the treated keywords form sentences on how plants grow. Using LEA, have learners compose simple story on a manila card about how plant grow. Have learners illustrate their composed story
    • Talk about the cover page and identify how plants grow in a read aloud story
    • Identify the initial and ending letter sounds of objects and blend letter sounds to form words
    • Use vocabulary learnt to form simple meaningful sentences
    • Identify, observe and talk about art in the immediate
    • Classify objects and count the number of objects in each category up to 9
Strand 6: ALL Around US — Gardening
  • Demonstrate
    • Talk about different types of soil and which one is best used for gardening
    • Sandy, clayey and loamy soil Using different types of soil in separate containers, have learners watch and feel the types of soil (make sure learners wash their hands well after this activity) Discuss with learners how to make soil fertile for a successful gardening. You can guide learners plant seed in the three types of soil and observe them daily for a class project (Let them water them daily)
    • Point to individual words to track reading
    • Use a variety of new vocabulary learnt about soil to make simple sentences about it
    • Recognise and create words with given sounds and make art works with the elements of art
    • Oil: /s//oi//l/ (soil), /f//o//i//l/ (foil), etc
    • Arm: /f//a//r//m/ (farm), /b//a//r//m/ (barm), /s//w//a//r//m// (swarm) Have learners use clay to mould objects e.g. farm tool and paint once it is dry and discuss their art works using positive language Representing art works with counters, have learners sort and group their art works according to colour and/or size. Have learners count the number in each group. You can extend the activity with addition, subtraction, or comparison activities
    • Classify objects and count the number of objects in each category up to 9
Strand 6: ALL Around US — Light DAY and Night
  • Demonstrate understanding of the sources of light for day and night
    • Recite rhymes/poems and talk about the different sources of light
    • Use pictures and other text features to aid understanding as they listen to a read aloud informational text on sources light
    • Recognise the beginning sound of the letters in relation to the types of light and write in their books
    • Use a variety of new vocabulary learnt about light to form sentences orally
    • Identify, observe and talk about art in the immediate natural and manmade environment
    • 1 Use number names, counting sequences and how to count to find out "how many"? (up to 9)
Strand 6: ALL Around US — Changing Weather Conditions
  • Demonstrate
    • Sing and talk about the weather condition in Ghana
    • Identify the cover page and illustrations and listen and respond to a read aloud text on changes in the weather condition
    • Identify initial letter-sounds of weather and write them under the appropriate pictures
    • Use the vocabulary learnt to talk about the weather
    • Identify, observe and talk about art in the immediate
Strand 6: ALL Around US — MY Global Community
  • Demonstrate
    • Using pictures, talk about the various means by which we connect with the international community-Transportation
    • Talk about the various means by which we connect with the international community-Trade
    • Identify and cover and back page of a book and read aloud a simple sentence
    • E.g. types/size/colours of transports, number of people (learners/adults) types of items being sold, etc. Have learners count the number in each group. Extend the activity to include other items or counters. You can have learners do simple additions and/or subtractions on the collected data
    • Blend individual sounds to decode words which relates to the theme and write the words in their books
    • Use vocabulary leant to form simple sentences in real life situation

KG 2

29 topics
Strand 1: ALL About ME — K2.1.1 I AM a Wonderful and Unique Creation
  • Demonstrate the understanding that all learners are wonderful and have unique body features that make them different from other people and other God's creation in the environment
    • Identify and describe in simple sentences (using home language), the wonderful features of our body that make us unique and different from other God's creation, e.g. animals
    • What is your name? age? Gender? height? What are your likes and dislikes? etc. OWOP
STRAND 1: ALL ABOUT ME — K2.1.1 I am a wonderful and unique creation
  • Demonstrate the understanding that all learners are wonderful and have unique body features that make them different from other people and other God's creation in the environment
    • Recognize and describe the different parts of book (the front/ cover page of a book and back of a book) and relate the content of the text to our body parts
    • Use positive words learnt from the Shared reading of the Big Book to talk about how wonderful and unique they are
Strand 1: ALL About ME — (k2.1.1): I AM a Wonderful and Unique Creation
  • Demonstrate the understanding that all learners are wonderful and have unique body features that make them different from other people and other God's creation in the environment
    • Identify and recognize individual letter-sounds in words related to the theme and write the words in their books
    • Draw any two parts of the body that you like and write the names underneath
    • Create sets of human parts that have same number and represent them with numbers up to 5
Strand 1: ALL About ME — (k2.1.2): the Parts of the Human Body (both External and Internal) and Their
  • Demonstrate
    • Using a conversational poster of body parts, learners talk about the parts of the human body that we can see and cannot see
  • Demonstrate
    • Identify and share the function of the invisible parts of the body as learners listen attentively to the Teacher-read- aloud text
    • Apply new words acquired from the read aloud text to own life
  • Demonstrate
    • Sing an action song that helps you name the parts of the body and point to them
    • Draw themselves and label the parts of the body
    • The Lungs helps us to breathe
    • Compare objects and numerals between 1 to 20
Strand 1: ALL About ME — Personal Hygiene and Caring for the Parts of the Body
  • Learners use simple language to describe and engage in
    • Learners use simple language to describe and engage in conversation about how to care for different part of their bodies
    • L brush my teeth twice a day
    • Talk about the visual information on the cover page and respond to a read aloud text about caring of the human body
    • Identify the rhyming sounds at the end of words and create more rhyming end of words
    • L have two ears to hear Point to the ears I have two eyes to see Point to the eyes One nose, one mouth. Point to the nose and mouth
    • Begin to learn the letter of the alphabet, randomly recognize the individual letters in their names and match it with another pair
    • Begin to learn and Identify individual letter-sound of the alphabet in key words related to the theme and write the letters and key words legibly in their books
    • Draw and colour items we use in caring for parts of the body and copy their functions boldly and legibly underneath the drawing
Strand 1: ALL About ME — Eating Good Food and Taking MY Vaccinations to Keep MY Body Healthy
  • Demonstrate
    • Talk about how to keep our bodies healthy by eating balanced meal and look at pictures or a video of the hospital for our vaccinations
    • Answer questions during and after listening to the interactive read aloud on the theme and show how the visual information help readers understand print
  • Demonstrate
    • Identify and use more sight words found in the text of the six killer diseases and write simple sentences with them in their books
  • Demonstrate
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Draw and colour different food items that keep our body healthy and label them using invented spelling
    • Compare the sizes and weight of different food items that we can eat to keep us healthy
Strand 1: ALL About ME — MY Environment and MY Health That Help ME
  • Take a walk in the environment, discuss and point to
    • Look at pictures or a short video (or look outside from a window with a grown-up) in the environment, discuss and point to things that are safe and unsafe to play with
    • Learners ask questions and find answers to them as they listen attentively to the text read aloud to them
    • Identify the initial and ending sounds of names of objects in the environment; clap the syllables on selected words related to harmful objects around us
    • Blend letter-sounds learnt to form simple words related to the topic and copy the word in their books
    • Draw and label some dangerous objects in the environment
    • Classify objects according to their shape and colour
Strand 1: ALL About ME — Protecting Ourselves From Road Accidents and Harmful Strangers
  • Demonstrate
    • Role-play, sing songs and discuss some of the safety measures to protect ourselves in the environment
    • Role-play on how to handle pointed objects, sharp objects, hot objects that can hurt or burn (cooking pot), cutlass, hoe, etc
    • Identify the basic components, show and explain why learners' books are open from right to left and respond to a shared reading of a book related to the theme. Protect ourselves from harm, hurt, sharp objects, electricity and water and strangers. WP
  • Demonstrate
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Draw and colour an object that can hurt, harm, have a sharp edge, etc. and legibly write/scribe the name under it
  • Demonstrate
    • Sort out objects by their length, colours and shapes and compare their numbers using words such as more than, less than, equal to
Strand 2: MY Family — Types and Members of MY Family
  • Say a poem about the family, talk about and discuss
    • Say a poem about the family, talk about and discuss the rights and roles of the members
    • Talk about the important roles and responsibilities of every family member and practice proper way of opening books from right to left
    • Identify the initial sounds in the name of every family member and clap the syllables in the names of the family members and other key words
  • K2.2.1
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Design a collage or family tree using pictures and follow basic concepts of writing, from left to right and top to bottom to write the names of family members
    • Solve word problems related to family using the concept of addition to find sums up to 10
Strand 2: MY Family — Origin and Family History
  • Demonstrate
    • Sing indigenous songs, talk about and discuss the origin and history of the learners' family
    • Identify who an author, illustrator and title is and answer "wh" questions during and after listening to the read aloud text on the history of a family to learners
    • Read level appropriate sight words relating to the origin and history of a family
    • Say and clap syllables of the various tribes and languages
  • Demonstrate
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Tell a story and dramatize the history of different families
    • Comparing length and distance from their school to their homes and hometowns using non-standard and standardised measures
Strand 2: MY Family — Family Celebrations and Festivals
  • Demonstrate
    • Discuss importance of activities we engage in during festivals and family celebrations and sing folk tunes and religious songs
    • Use the cover page and title to predict what happens in a story, listen and answer simple "wh" questions on the read aloud text about the theme (The story of Easter and Eid- al Fitr)
    • Read level appropriate sight words relating to celebration and festival of a family automatically
    • Focus on another five sight words for the week, practise until they become automatic by the end of the week and then they can have a spelling check on Friday
    • Identify the initial sounds, clap and count the number of syllables in different words related to festivals and celebrations
  • Demonstrate
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Recognize and create paper and rubber beads according to simple patterns in the environment
    • Prepare a shopping list, use money to shop for ingredients for the festival special meal
Strand 2: MY Family — MY School Family
  • Talk about and discuss the rules and regulations that
    • Talk about and discuss the rules and regulations that guide us to live as good friends in the school family
    • Use visual information (illustrations) and title of Big book to make predictions and answer simple "wh" questions about the text
    • Use vocabulary acquired to form sentences related to the theme
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Trace, colour and label a picture of an object in the school which communicates rules
    • Comparing length of items and height of learners in the school using non-standard and standardised measures
Strand 3: Values and Beliefs
  • Demonstrate
    • Engage in a conversation about what we like and don't like with our friends and discuss more cultural values that should influence the way we live among people
    • Use illustrations on the cover page and title of Big book to make predictions and answer simple "wh" questions about the text
  • Demonstrate
    • Randomly identify letters of the alphabet and recognize them in words and names related to the theme and clap the syllables
    • Write or copy words related to the theme in a self dictionary or journal
    • Explore with simple tools and materials to create and communicate ideas
    • Compose and decompose numbers up to 10 using concrete materials
    • They can break the 10 counters into 5 and 5 or 4 and 6, or 9 and 1. Ask them to put the piles together and check how many they get altogether. Give different numeral cards to small groups of learners and ask them to identify and count objects/counters to match the number. CA LL CA N1 N.1
Strand 3: Values and Beliefs — MY Cultural Values
  • Demonstrate
    • Recognize and use appropriate facial expressions gestures and body language that convey meaning to accompany greetings
    • Use illustrations on the cover page and title of Big book to make predictions and answer simple story map questions on the text
    • What is the setting of the story? who are the characters? what is the problem in the story? what did the character(s) do to solve WP
  • Demonstrate
    • Randomly identify letters of the alphabet and recognize them in words and names related to the theme and clap the syllables
    • Read, use and copy daily greetings and some culturally appropriate and polite language in their self-dictionary/note book
  • Demonstrate
    • Talk about how others make their art work to project good manners in the society
Strand 3: Values and Beliefs — MY National and Civic Values
  • Demonstrate
    • Brainstorm good behaviours and acceptable practices that we should exhibit as Ghanaian learners
    • Use illustrations on the cover page and title of Big book to make predictions and answer simple story map questions about the text
    • What is the setting of the story? who are the characters? what is the problem in the story? what did the character(s) do to solve the problem? How was the problem solved? WP
  • Demonstrate
    • Use new vocabulary acquired to create their own drama on how to show themselves as patriotic citizens of their country
    • How a police man caught a thief; Hardworking citizen in a factory; On truthfulness; how someone found and gave back an amount of money to the owner. Ask learners why we should respect the National Anthem and the pledge
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Recognize and talk about some national art works of our country
    • Recognize and describe some simple repeating non numerical patterns (up to a repetition of 3, 1, 2 pattern)
Strand 3: Values and Beliefs — OUR Beliefs
  • Demonstrate
    • Describe why and how to relate well with everyone regardless of their culture, language or belief
    • Use illustrations in a Big book to make predictions and answer simple story map questions about the text
    • Read level-appropriate sight words from the big book
    • Connect spoken words and sounds to letters in a playful way
  • Demonstrate
    • Play different musical instruments and dance to religious songs
    • Recognise and describe some simple repeating non numerical patterns (up to a repetition of 3, 1, 2 pattern)
Strand 4: MY Local Community — Knowing the Special Places in MY Community
  • Demonstrate
    • Talk about familiar, places, things and events with prompting and support
    • Listen attentively to a read aloud of an informational text about special places and participate actively in the KWL reading technique asking and answering one's own questions
    • Read level-appropriate sight words from the big book
  • 5 Identify the letter-sound learnt for the week in words
    • Talk about the ideas expressed in one's own art and that of others
    • Create simple patterns with more than one shape colour, size
Strand 4: MY Local Community — Knowing (who) the Important People / Occupation in MY Community
  • Demonstrate
    • Talk about and discuss the various occupations in our community
    • Listen attentively to the teacher-read-aloud of the big book which relates to the theme, track words and share lessons learnt on the theme of the week
    • This is a police officer. He works at the Police Station Have learners draw their chosen profession and match it with the sentence related to it
    • Use vocabulary acquired from the week to compose oral composition about their future profession and write simple sentences which relates to the theme in their word bank
  • Demonstrate
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Create simple patterns with more than one of shape colour, size, sounds or movements
  • Demonstrate
    • Talk about and describe the roles of the political traditional and religious leaders in our community
    • Muslins Imam, Christians-Pastors, Catholic Father, Bishops etc
    • Listen attentively to the teacher-read-aloud of the big book (The Chief) which relates to the theme, track words and share lessons learnt on the roles of the chiefs
  • Demonstrate
    • Use key words about the theme to create meaningful sentences in real life situation
    • Blend individual letter-sound to form one syllabic words
  • Demonstrate
    • Create art works inspired by places in our culture and country
    • Compare objects based on length and weight of various items and objects
Strand 5: MY Nation Ghana — History and Celebrations of Ghana
  • Interact actively with teacher during the Shared reading of
    • To involve the learners actively in the shared reading K Ask learners what they know about 6th March celebration WP
    • Use the new vocabulary learnt about the Independence Day celebration to construct simple sentences and copy them correctly into their journal or self-dictionary of pictures and words
    • Identify the beginning and ending rhyming sounds in words, delete and replace the rhyming sounds to get another rhyming pair
    • Connect letters to spoken words and identify letters in print
    • Prepare an artwork related to the Independence Day and use it for the Kiddies Independence Day celebration
    • Identify Ghanaian coins and money by name and use it to buy and sell in the classroom store
Strand 6: ALL Around US — Living and Non-living Things
  • Demonstrate
    • Talk about different types of living and non-living things around us
    • Participate actively in the shared reading of the big book which relates to the theme, and share more lessons learnt on the theme of the week. WP
    • Keep record of sight words and new content vocabulary learnt from the reading text on the theme
  • Demonstrate
    • Recognize at least 75% of letter sounds in words
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Identify, draw and colour two items each under living and non-living things
    • Tell the position and motion of objects in space. Using words such as below, to the right, behind etc
    • E.g. Sesi is behind Neni. Scaffold learners to understand that object as well as humans can change their position any time moving from position to position in space. CA N
Strand 6: ALL Around US — Living Things Domestic and Wild Animals
  • Demonstrate
    • Talk about different types of animals that live at home and in the bush and how human being care for domestic animals
    • Listen to a shared reading on a traditional story on how some animals became domestic animals
    • Create an informational text on different types of animals using a variety of new vocabulary learnt from the conversational poster on domestic animals
    • There are different kinds of animals
    • Tap and clap and count the syllables of the names of animals and lines of the song
    • Identify the letter-sound learnt for the week in words related to the theme and write the letter and key word boldly and legibly in their books
    • Observe, identify and talk about images, items and performances in artworks of everyday life
    • Compare the size and height of different animals using the phrases, bigger than, taller than
Strand 6: ALL Around US — Water
  • Demonstrate
    • Discuss where we get water from, its importance to living things and how to care for water sources
  • 2 Participate actively in the shared reading of the big
    • Use a variety of new vocabulary learnt about the sources and importance of water to all living things to create a text for reading using LEA
    • Good Water is clear and colourless. Animals drink water to live Plants need water to grow. Teacher can add few sentences. Give the text a title. Ask learners to add illustrations to the text
  • Demonstrate
    • Blend the letter-sounds learn so far into syllables, read and write the syllables boldly and legibly in their books
    • Draw and colour different sources of water
    • Measure, estimate and compare the capacity of different containers of water
Strand 6: ALL Around US — AIR
  • Demonstrate understanding that air is all around us and it is an important and beneficial natural resource for all living things
    • Share their ideas with teacher and peers about the presence and importance of air to human being, animals and plants as they listen to a read aloud using an informational text
    • E.g. we breathe, air makes things burn
    • Use a variety of new vocabulary learnt about importance of air to create an informational text for reading using LEA
    • Participate actively in the teacher-read-aloud of the text on Air, share lessons learnt on the theme of the week and demonstrate that words have spaces in a sentence
    • Recognise and read 25% of sight words instantly and automatically
  • Demonstrate understanding of the presence and importance of air
    • Blend the letter-sounds learnt so far into syllables read and write the syllables boldly and legibly in their books
    • Prepare and fly kites and other paper aeroplanes outside the classroom
    • Classify objects in the environment according to those that have weight and heavy and those without weight and less heavy, count the number of objects in each category up to 20
Strand 6: ALL Around US — Plants - 1
  • Demonstrate understanding of the knowledge that there are different parts of plants and are important sources of food and medicine for other living things
    • Talk freely about different parts of a plants and their uses
    • Use a variety of new vocabulary learnt about plants to create an informational text for reading using LEA
    • Participate actively in the teacher-read-aloud of the LEA text which relates to the theme, and share lessons learnt from the text
    • Recognise and read 25% of sight words instantly and automatically
    • Blend the letter-sound learnt so far into syllables, read and write the syllables boldly and legibly in their books
  • Demonstrate
    • Draw and label the parts of a plant
    • Classify different food items into the parts of the plant from which we get it from
Strand 6: ALL Around US — Plants -2
  • Demonstrate
    • Share ideas about the things (Nutrients) plants need to grow well
    • Use a variety of new vocabulary learnt about plants to create an informational text for reading using LEA
  • Blend the letter-sounds learn so far into syllables, read
    • Create a leaf album using different types of leaves
    • Classify different types of food items according to categories and count the number of objects in each category up to 20
Strand 6: ALL Around US — Types of Soil and Gardening
  • Demonstrate
    • Talk about different types of soil we find around us and which one is best used for gardening
    • Participate actively in the teacher-read-aloud of the big book which relates to the theme, count words in a sentence and answer inferential questions on the text
    • Use a variety of new vocabulary learnt about soil to create an informational text for reading using LEA
    • Identify the beginning sounds in words and practise creating new words through phoneme substitution
    • Draw and colour at least four items that are made out of clay soil
    • Clay for building, pot, loamy soil for gardening, sand for building blocks. Display learners work for appreciation
    • Prepare beds outside for Gardening by measuring the length and breadth of the land
Strand 6: ALL Around US — Natural and Man-made (artificial) Sources of Light
  • Demonstrate
    • Talk about the natural and artificial sources of light and what each is best used for
  • 2 Participate actively in the teacher-read-aloud of the big
    • Use a variety of new vocabulary learnt about the theme to create an informational text for reading using LEA
    • Recognize instantly at least 75% of letter sounds in names of items in the environment by playing Letter Bingo games
    • Use individual letter-sounds to form simple mono syllabic content and sight words
    • Identify and describe the elements of art in the environment and create their own artwork
    • Tell the position and motion of objects in space. Using words such as below, to the right, behind etc
    • E.g. Sesi is behind Neni. Scaffold learners to understand that object as well as human being can change their position any time moving from position to position in space. The sun moves from the east to the west so does the CA
Strand 6: ALL Around US — Changing Weather Conditions
  • Demonstrate
    • Identify and describe the elements the different weather conditions
    • Participate actively in the shared reading of the big book which relates to the theme and answer simple questions on the text
    • Use a variety of new vocabulary learnt about the theme to create an informational text for reading using LEA
    • Read level appropriate content sight words and use them to form sentences and also copy them in their books
    • Recognize and identify most letter names and their sounds in different names of people from other cultures
    • Role play how changing weather conditions affect the clothes we wear
    • Collect and handle data on learner's preference of weather conditions
Strand 7: MY Global Community — Connecting and Communicating with the Global Community (k2.7.1)
  • Demonstrate
    • Participate actively in the shared reading of the big book which relates to the theme and answer simple questions on the text
    • Use a variety of new vocabulary learnt about the theme to create an informational text for reading using LEA
    • Identify sounds of letters and be able to write them
    • Identify letter-sounds in key words about the theme and be able to write them in their books
  • 6 Sing songs from different cultures and languages
    • Talk about the colours of the flags of other countries and other art work and music that they have
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