This Nursery 3 Creativity Scheme of Work is designed to inspire young minds to explore and express their imagination. It includes a variety of activities that encourages children to think creatively and develop their artistic skills.
Children in Nursery 3 will learn more about drawing, painting, and crafting, using different materials and techniques. These activities will help them express their ideas and feelings in a unique and colorful way.
Music and dance are also important parts of the creativity curriculum. Singing songs, playing simple instruments, and moving to music will allow children to enjoy and create rhythms and melodies.
Storytelling and role-playing are included to enhance their creative thinking. Children will create and act out stories, helping them develop their language skills and imagination.
This subject promotes collaboration and teamwork. By engaging in group projects, children will learn to work together, share ideas, and appreciate each other’s contributions.
By the end of the year, children in Nursery 3 will be more confident in their abilities to create and share their ideas with others.
| Source | National Association of Proprietors of Private Schools | |||
| Class | NURSERY 3 | |||
| Subject | CREATIVITY | |||
| Term | FIRST TERM | |||
| Week | Topic | Content | Key Skills – Assessment | Learning Resources |
| 1 | COLORING A CAR | i. The teacher guides learners to identify a car. ii. The teacher demonstrates how to colour the car with red and yellow. | Pupils go on to: i. Identify a car. ii. Grip a crayon properly. iii. Colour the car with red and yellow 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 yellow crayon |
| 2 | FREE EXPRESSION | i. The teacher encourage learners to be self-dependent. ii. The teacher encourages students to draw and colour anything of their choice. | Pupils go on to: i. Draw any object of their choice independently. ii. 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 | PLASTICINE | i. The teacher guides pupils to identify plasticine. ii. The teacher demonstrates how to mould different objects with plasticine. | Pupils go on to: i. Identify plasticine. ii. Mould different objects with plasticine. ASSESSMENT: An open class activity on moulding objects with plasticine will ascertain learner’s knowledge on the topic. Individual work on moulding objects with plasticine will give feedback on each learner’s understanding of the topic. | Plasticine |
| 4 | THUMB PRINT | i. The teacher guides pupils to identify different colours. ii. The teacher demonstrates how to identify a thumb. iii. The teacher demonstrates how to mix different colours. iv. The teacher demonstrates how to dip their thumbs into the poster colour and print. | Pupils go on to : i. Identify different colours. ii. Identify their thumbs. iii. 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 encourages learners to be self-dependent. ii. The teacher guides pupils to draw and colour anything of their choice. | Pupils go on: i. Draw any object of their choice independently. ii. 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 | HANDPRINT | i. The teacher guides pupils to identify different colours. ii. The teacher guides pupils to identify their hands and mix the colours. iii. The teacher guides pupils to dip their hands into the poster colour and print. | Pupils go on to: i. Identify different colours. ii. Identify their hands. iii. 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 | COLORING OF BARNEY | The teacher guides pupils to : i. Identify Barney. ii. Colour a barney with purple and green crayon. | Pupils go on to: i. Identify barney. ii. Colour barney nicely with green and purple crayon. 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 barney nicely. | Scrap book Picture barney Purple and green crayons |
| 8 | COLORING A PIG | The teacher guides pupils to: i. Identify a pig. ii. Make the sound of a pig. iii. Colour a pig with peach crayon. | Pupils go on to: i. Identify a pig. ii. 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 | STRAW JEWELRY | The teacher guides pupils to : i. Identify a straw. ii. Cut the straw with scissor. | Pupils go on to: i. Identify a straw. ii. Identify a rubber thread. iii. 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 | STRAW JEWELRY | The teacher guides pupils to : i. Identify a straw. ii. Cut the straw with scissor. | Pupils go on to: i. Identify a straw. ii. Identify a rubber thread. iii. 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 | Content | Key Skills – Assessment | Learning Resources |
| 1 | COLORING AN UMBRELLA | The teacher guides pupils: i. To identify an umbrella. ii. To identify different colours. iii. To colour an umbrella correctly. | Pupils go on: 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 guides pupils: i. To identify onions as a vegetable. ii. To cut the onions iii. To dip the onions into paint. | Pupils go on: 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 guides pupils: i. To identify plasticine. ii. To mould different objects with plasticine. | Pupils go on: 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 guides pupils : i. To identify a paper. ii. To fold the paper forward/ backward. iii. To design the fan with permanent marker. | Pupils go on: 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 | COLOR SPLASH | The teacher guides pupils: i. To identify different colours. ii. To identify a paint brush. | Pupils go on: 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 guides pupils: i. To identify a hedgehog. ii. To cut the broom into small size. iii. To put the broom on the hedgehog using bond gum. | Pupils go on: i. To identify a hedgehog. ii. To cut the broom into small sizes. iii. To colour some parts of the hedgehog. iv. 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 guides pupils: i. To be self-dependent. ii. To draw and colour anything of their choice. | Pupils go on: 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 guides pupils: 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. | Pupils go on: 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 guides pupils: i. To identify a tree. ii. To write pupils’ names on cardboard. | Pupils go on: 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 guides pupils: i. To identify a straw. ii. To cut the straw with scissors. | Pupils go on: 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 | Content | Key Skills – Assessment | Learning Resources |
| 1 | PLASTICINE | The teacher guides pupils: i. To identify plasticine. ii. To mould different objects with plasticine. | Pupils go on: i. To identify plasticine. ii. To mould different objects with plasticine. ASSESSMENT: An open class discussion at the beginning of the class will ascertain learners’ knowledge on the topic. Individual activity to spot the difference will prove each learner’s ability to apply their knowledge of the topic. | Plasticine |
| 2 | RUBBER COLLAGE | The teacher guides pupils: 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. | Pupils go on: i. To identify a rabbit and cotton wool. ii. To colour some parts of the rabbit. ii. 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 guides pupils: i. To identify sand and a donkey. ii. To sieve the sand. iii. To put the sand on the donkey using bond gum. | Pupils go on: 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 |
| 4 | FREE EXPRESSION | The teacher guides pupils: i. To encourage learners to be confident. ii. To draw and colour anything of their choice. | Pupils go on: i. To draw any object of their choice independently. ii. To colour nicely. ASSESSMENT: An open class activity will prove learners’ ability to draw. An individual activity will ascertain each learner’s ability to colour neatly | Paper, pencils, crayon. |
| 5 | DESIGNING A PAPER PLATE | The teacher guides pupils: i. To identify a paper plate. ii. To mix the colours using poster colour. iii. To design the plates. | Pupils go on: i. To identify a paper plate. ii. To mix the colours using poster colour. iii. 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 guides pupils: 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. | Pupils go on: 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 guides pupils: i. To encourage learners to be self-dependent and to draw anything of their choice. | Pupils go on: i. To draw any object of their choice independently. ii. To colour nicely. ASSESSMENT: Whole classwork will prove learners’ knowledge on drawing. Individual work will provide evidence on the extent to which leaner understands the topic. | Paper, table, crayon, pencil, etc. |
| 8 | MAKING CARDS | The teacher guides pupils: i. To identify card board and cut it. ii. To make a card. | Pupils go on: 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 | COLOR SPLASH | The teacher guides pupils: i. To identify different colours. ii. To identify a paint brush. | Pupils go on: 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 guides pupils: i. To identify the feathers and chicken. ii. To paste the feathers on the body of the chicken. | Pupils go on: 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 | |||
