The NAPPS Nursery 2 Creativity scheme of work is designed to nurture and enhance the creative abilities of young learners. With topics like drawing, coloring, storytelling, and craft making,
Young learners are taught how to express their feelings on a piece of paper or cardboard.
The aim of this subject is to:
i. Develop creative thinking in young learners early in life
ii. Teach children how to think outside the box and communicate their ideas, feelings, and thoughts,
iii. Help children build confidence in their artistic abilities.
Aside from arts and crafts, children are also taught music and its importance. They may practice simple dance steps too as they sing alongside their teacher.
Teaching Creativity to Nursery 2 children helps them receive a well-rounded education that prepares them for personal success. Who knows, you just might train the next Picasso.
| Source | NAPPS | |||
| Class | NURSERY 2 | |||
| Subject | CREATIVITY | |||
| Term | FIRST TERM | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | COLOURING A SHIRT | i. The teacher provides picture of an uncoloured shirt for the pupils. ii. The eacher guides pupils to identify a shirt and to colour a shirt red and blue. | i. Pupils identify a shirt and red and blue crayons. ii. Pupils grip crayon properly and colour the shirt with red and blue crayon. ASSESSMENT: Open class activities will give feedback on the extent learners have understood the lesson. Individual work on colouring a car will provide evidence on the extent to which each learner can apply their knowledge. | Picture of a car. Red and blue crayon |
| 2 | FRE EXPRESSION | i. The teacher encourages learners to be self-dependent and to draw and colour anything of their choice. | i. Pupils draw any object or shape of their choice independently and they colour nicely. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain learner’s knowledge on free expression. Individual work to draw any object of their choice will provide each learner’s understanding of the lesson. | Scrap book Drawing book Pencil Eraser Crayon |
| 3 | COLOURING A LEAF | i. The teacher provides picture of an uncoloured leaf for the pupils. ii. The teacher guides pupils to identify a leaf and to colour it green. | i. Pupils identify a leaf and green crayon. ii. Pupils grip a green crayon properly and colour the leaf. ASSESSMENT: Open class activities will give feedback on the extent learners have understood the lesson. Individual work on colouring a car will provide evidence on the extent to which each learner can apply their knowledge. | Picture of a leaf. Green crayon |
| 4 | THUMB PRINT | i. The teacher guides pupils to identify different colours, to identify a thumb, to mix different colours and to dip their thumbs into the poster colour and print. | i. Pupils identify different colours. To identify their thumbs. To dip their thumbs into the poster colour and print. ASSESSMENT: Whole class activity will give feedback on the extent learners have ascertained the lesson. Individual work will prove each learner’s ability to identify their thumb and to thumb print. | Scrap book Poster colour Pupils’ thumb |
| 5 | FREE EXPRESSION | i. The teacher guides pupils and encourage learner’s self-dependent to draw and colour anything of their choice. | i. Pupils draw any object of their choice independently. To colour nicely. ASSESSMENT: Whole class work will provide evidence on the extent to which learners can draw different objects. Individual work on drawing any object will give feedback of learners’ level of assimilation of the topic. | Scrap book Pencil Crayon Eraser |
| 6 | HAND PRINT | The teacher guides pupils on how: i. To identify different colours. ii. To identify their hands. iii. To mix the colours. iv. To dip their hands into the poster colour and print. | Students try: i. To identify different colours. ii. To identify their hands. iii. To dip their hands into the poster colour and print. ASSESSMENT: An open class discussion to ascertain the learner’s knowledge on hand print. An individual activity to print hands. | Scrap book, Poster colours hands |
| 7 | COLOURING A RABBIT | The teacher guides pupils on how: i. To identify a rabbit. ii. To colour a rabbit with brown and black crayons. | Students proceed: i. To identify a rabbit. ii. To colour a rabbit nicely with brown and black crayons. ASSESSMENT: An open class activity will give evidence on the extent to which learners have understood the lesson. Individual work will provide evidence on the extent to which each learner can identify and colour a rabbit nicely. | Scrap book Picture barney Purple and green crayons |
| 8 | COLOURING A PIG | The teacher guides pupils on how: i. To identify a pig. ii. To make the sound of a pig. iii. To colour a pig with peach crayon. | Pupils learn how: i. To identify a pig. ii. To colour a pig nicely with peach crayon. ASSESSMENT: Open class discussion at the beginning of the class to ascertain the learner’s knowledge on colouring. Individual activity for learners to identify and colour a pig. | Plasticine |
| 9 | TRACING AND COLOURING A SHOE | The teachers explains how: i. To identify a straw. ii. To cut the straw with scissor. | Students learn how: i. To identify a straw. ii. To identify a rubber thread. iii. To put the straw into the thread. ASSESSMENT: Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learners to put the straw into the thread. | Poster colours, paint brush, plate, etc. |
| 10 | TRACING AND COLOURING A SHOE | The teachers explains how: i. To identify a straw. ii. To cut the straw with scissor. | Students learn how: i. To identify a straw. ii. To identify a rubber thread. iii. To put the straw into the thread. ASSESSMENT: Open class discussion at the beginning of the class to ascertain the learner’s knowledge on the topic. Individual activity for learners to put the straw into the thread. | Poster colours, paint brush, plate, etc. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Second Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | COLOURING AN UMBRELLA | The teacher explains how: i. To identify an umbrella. ii. To identify different colours. iii. To colour an umbrella correctly. | Students practice how: i. To identify an umbrella. ii. To identify different colours. iii. To colour the umbrella correctly. ASSESSMENT: Whole class work at the beginning of the lesson will provide evidence on the extent to which learners understand the topic. Individual work will provide evidence on the extent to which each learner is able to apply his/her knowledge of colours. | Picture of an umbrella, crayon |
| 2 | VEGETABLE PRINT | The teacher explains how: i. To identify onions as a vegetable. ii. To cut the onions iii. To dip the onions into paint. | Students learn: i. To identify onions as a vegetable. ii. To cut the onions and to dip the onions into paint, and then print it on the scrap book. ASSESSMENT: Whole class activity at the beginning of the lesson will provide evidence on the extent to which learners can apply their knowledge. Individual work of printing the vegetable on their books will ascertain each learner’s understanding of the topic. | Onions, poster colour, plates, knife. |
| 3 | PLASTICINE | The teacher explains how: i. To identify plasticine. ii. To mould different objects with plasticine. | Students learn to: i. To identify plasticine. ii. To mould different objects with plasticine. ASSESSMENT: An open class discussion at the beginning of the class will ascertain learner’s knowledge on the topic. Individual activity to spot the difference will prove each learner’s ability to apply their knowledge on the topic. | Plasticine |
| 4 | MAKING/DESIGNING A HAND FAN | The teacher explains how: i. To identify a paper. ii. To fold the paper forward/ backward. iii. To design the fan with permanent marker. | Students learn: i. To identify a paper. ii. To fold the paper forward/ backward. iii. To design the fan with permanent marker. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain learners understanding. Individual work on folding the forward and backward paper will provide evidence on the extent to which each learner can apply their knowledge. | Paper and marker |
| 5 | COLOUR SPLASH | The teacher explains how: i. To identify different colours. ii. To identify a paint brush. | Student learn: i. To identify different colours. ii. To identify a paint brush. iii. To dip the brush in the paint and splash. ASSESSMENT: An open class activity at the beginning of the lesson will give feedback on the extent to which learners have understood the lesson. Individual work will provide evidence on the extent which each leaner can splash the colours. | Poster colours, paint brush, plate etc. |
| 6 | SPIKY HEDHODGE | The teacher explains how: i. To identify a hedgehog. ii. To cut the broom into small size. iii. To put the broom on the hedgehog using bond gum. | Students learn: i. To identify a hedgehog. ii. To cut the broom into small sizes. iii. To colour some parts of the hedgehog. To put the broom on the hedgehog using bond gum. ASSESSMENT: Whole class work at beginning of the lesson will provide evidence on the extent to which learners understand the topic. Individual work will provide evidence on the extent to which each learner can put the broom on the body of the hedgehog. | Brooms, picture of a hedgehog, bond gum. |
| 7 | FREE EXPRESSION | The teacher: i. Encourages learners to be self-dependent. ii. To draw and colour anything of their choice. | Students learn: i. To draw any object of their choice independently. ii. To colour nicely. ASSESSMENT: A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability and confidence to draw anything. | Paper, pencil and crayon. |
| 8 | PAPER COLLAGE | The teacher explains how: i. To identify flora dress. ii. To colour some parts of flora’s dress and body. iii. To cut different cardboard in pieces and paste on flora’s dress. | Students learn: i. To identify flora dress. ii. To colour some parts of flora’s dress and body. iii. To paste different colours of cardboard on the flora’s body using bond gum. ASSESSMENT: Whole class activity at the beginning of the lesson will ascertain learners’ understanding of the topic. Individual work will provide evidence on the extent to which each learn can paste on flora’s dress. | Different colours of cardboard, bond gum, picture of flora. |
| 9 | FRIENDSHIP TREE | The teacher explains how: i. To identify a tree. ii. To write pupils’ names on cardboard. | Students learn: i. To identify a tree. ii. To paste their names on the tree using masking tape. ASSESSMENT: An open class activity to ascertain learners’ knowledge on length. Individual work will prove each learner’s understanding on the topic. | Scissor, cardboard, pen |
| 10 | MAKING JEWELRIES | The teacher explains how: i. To identify a straw. ii. To cut the straw with scissors | Students learn: i. To identify a straw. ii. To identify the rubber thread. iii. To put the straw into the thread. ASSESSMENT: Open class discussion at the beginning of the class to ascertain the learners’ knowledge on the topic. Individual activity for learners will prove their grasp of the topic. | Straw, scissor, rubber thread. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Third Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | COLOURING A HOUSE | The teacher explains how: i. To identify a house. ii. To colour a house drawn on paper with a crayon. | Students learn to: i. To identify a house. ii. To apply crayon and colour the drawing very beautifully. ASSESSMENT: An open class discussion at the beginning of the class will ascertain learners’ knowledge on the topic. Individual activity to use crayon to colour will prove each learner’s ability to apply their knowledge of the topic. | Plasticine |
| 2 | RABBIT COLLAGE | The teacher explains how: i. To identify a rabbit and cotton wool. ii. To colour some parts of the rabbit. iii. To paste the cotton wool on the rabbit. | Students learn how: i. To identify a rabbit and cotton wool. ii. To colour some parts of the rabbit. iii. To paste the cotton wool on the rabbit. ASSESSMENT: An open class activity will prove learners’ understanding of the topic. An individual activity to paste cotton wool on the rabbit will give feedback on each learner’s ability to apply their knowledge. | Picture of a rabbit, cotton wool |
| 3 | SAND COLLAGE | The teacher explains how: i. To identify sand and a donkey. ii. To sieve the sand. iii. To put the sand on the donkey using bond gum. | Students learn: i. To identify sand and a donkey. ii. To sieve the sand. iii. To put the sand on the donkey using bond gum. ASSESSMENT: An open class activity will prove learners’ ability to identify sand and donkey. An individual activity will ascertain each learner’s ability to put the sand on the donkey. | Sand, picture of a donkey |
| 7 | FREE EXPRESSION | The teacher: i. Encourages learners to be self-dependent. ii. To draw and colour anything of their choice. | Students learn: i. To draw any object of their choice independently. ii. To colour nicely. ASSESSMENT: A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability and confidence to draw anything. | Paper, pencil and crayon. |
| 5 | DESIGNING A PAPER PLATE | The teacher explains how: i. To identify a paper plate. ii. To mix the colours using poster colour. iii. To design the plates | Students learn: i. To identify a paper plate. ii. To mix the colours using poster colour. To design the plates. ASSESSMENT: Whole classwork will ascertain learners’ knowledge of the topic. Individual work will give evidence on the extent to which each learner is able to apply his/her knowledge of the lesson. | Paper plates, poster colours, paint brush. |
| 6 | DESIGNING A CONE HAT | The teacher explains how: i. To identify a cardboard. ii. To cut the cardboard in a triangular shape. iii. To fold it into a cone shape and design it. | Students learn: i. To identify a cone shape. ii. To fold and design the cone hat. ASSESSMENT: Whole class work will provide feedback on learners’ level of assimilation of the topic. Individual work will ascertain each learner’s ability to apply their knowledge. | Cardboard, different colours, scissor, bond gum |
| 7 | FREE EXPRESSION | The teacher: i. Encourage learners to be self-dependent and to draw anything of their choice. | Students learn: i. To draw any object of their choice independently. ii. To colour nicely. ASSESSMENT: A whole class activity will ascertain learner’s knowledge on the lesson. An individual activity will give each learner ability and confidence to draw anything. | Paper, pencil and crayon. |
| 8 | MAKING CARDS | The teacher demonstrates how: i. To identify card board and cut it. ii. To make a card. | Students learn: i. To make a card. ii. To write on the card. ASSESSMENT: Open class activity at the beginning of the class will ascertain learners’ knowledge on making a card. Individual work will prove each learner’s ability to apply the knowledge. | Cardboard, scissors, pencils and markers. |
| 9 | COLOUR SPLASH | The teacher explains how: i. To identify different colours. ii. To identify a paint brush. | Students learn: i. To identify different colours. ii. To identify a paint brush. iii. To dip the brush in the paint and splash. ASSESSMENT: An open class activity at the beginning of the lesson will give feedback on the extent to which learners have understood the lesson. Individual work will provide evidence on the extent which each leaner can splash the colours. | Poster colours, paint brush, plate etc. |
| 10 | FEATHER | The teacher explains how: i. To identify the feathers and chicken. ii. To paste the feathers on the body of the chicken. | Students learn how: i. To identify the feathers and chicken. ii. To paste the feathers on the body of the chicken. ASSESSMENT: Open class discussion at the beginning of the class to ascertain the learners’ knowledge of the topic. Individual activity for learners to paste the feathers. | Feathers, chicken, bond gum |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
