Children in Nursery 1 are usually not interested in writing properly so getting them to stay focused might be quite difficult. But this is why you have this NAPPS scheme of work for Handwriting.
The aims of this NAPPS Nursery 1 Handwriting scheme of work are to:
i. Foster a love for writing early
ii. Build the confidence necessary for future writing tasks.
The scheme of work includes topics that will develop basic writing skills in young children. They will be taught how to hold a pencil and basic strokes
Children will practice tracing, and copying, and will eventually learn to write letters, numbers, and simple words. All this will be taught using a writing book, pencil, and an eraser.
| Source | NAPPS | |||
| Class | NURSERY 1 | |||
| Subject | HANDWRITING | |||
| Term | FIRST TERM | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | Pre-writing skills (Free writing) | i. Teacher encourages pupils without any form of coercion or manipulation to scribble freely on sand trays, and their books. | i. Pupils scribble on sand trays and their notebooks. | Sand trays Writing book |
| 2 | Pre-writing skills (Free writing) | i. Teacher encourages pupils without any form of coercion or manipulation to scribble freely on sand trays, and their books. | i. Pupils scribble on sand trays and their notebooks. | Sand trays Writing book |
| 3 | VERTICAL LINES – Writing vertical lines | | | | | | | | | | | | | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 4 | VERTICAL LINES – Writing vertical lines | | | | | | | | | | | | | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 5 | HORIZONTAL LINES – Writing horizontal lines – – – – – – – – – | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 6 | HORIZONTAL LINES – Writing horizontal lines – – – – – – – – – | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 7 | Writing of slanting lines e.g. \ \ \ \ \ \ \ \ \ | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 8 | Writing of slanting lines e.g. \ \ \ \ \ \ \ \ \ | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 9 | Writing of slanting lines e.g. / / / / / / / / / | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 10 | Writing of slanting lines e.g. / / / / / / / / / | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Second Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | REVISION | Revision of first term’s work | ||
| 2 | LINES IN DOUBLE FORMATION – – – – – – | i. Teacher encourages pupils without any form of coercion or manipulation to scribble freely on sand trays, and their books. | i. Pupils scribble on sand trays and their notebooks. | Sand trays Writing book |
| 3 | LINES IN DOUBLE FORMATION – – – – – – | i. Teacher encourages pupils without any form of coercion or manipulation to scribble freely on sand trays, and their books. | i. Pupils scribble on sand trays and their notebooks. | Sand trays Writing book |
| 4 | INTERSECTING SLANT LINES > > > > > > | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 5 | INTERSECTING SLANT LINES > > > > > > | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 6 | INTERSECTING SLANT LINES > > > > > > | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 7 | INTERSECTING SLANT LINES < < < < < < | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 8 | INTERSECTING SLANT LINES < < < < < < | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 9 | CIRCLES | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 10 | CIRCLES | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Third Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | REVISION | Revision of last term’s work | ||
| 2 | TWO-LETTER WORDS – Writing and reading the following words: it, if, in, is | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 3 | TWO-LETTER WORDS – Writing and reading the following words: it, if, in, is | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 4 | TWO-LETTER WORDS – Writing and reading the following words: at, an, am, as | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 5 | TWO-LETTER WORDS – Writing and reading the following words: at, an, am, as | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 6 | TWO-LETTER WORDS – Writing and reading the following words: on, ox, of, or | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 7 | TWO-LETTER WORDS – Writing and reading the following words: on, ox, of, or | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 8 | TWO-LETTER WORDS – Writing and reading the following words: lo, no, go, so | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 9 | TWO-LETTER WORDS – Writing and reading the following words: lo, no, go, so | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 10 | TWO-LETTER WORDS – Writing and reading the following words: he, me, we, be | i. The teacher demonstrates and guides pupils to take a proper sitting position and grip their pencils properly. ii. The teacher demonstrates, encourages, and supervises pupils as they strive to copy the given patterns. | i. Pupils attempt to perfectly copy given strokes or lines. | Writing book Pencil Eraser |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
