The Nursery 3 Handwriting Scheme of Work is designed to help children develop their writing skills in a fun and engaging way. This subject focuses on teaching the basics of letter formation, and proper writing techniques.
Children in Nursery 3 will begin by learning how to hold a pencil correctly. This is necessary so they can be able to write comfortably.
They will be taught how to trace and copy words, letters and numbers. They will also practice forming letters and numbers.
The curriculum also includes activities that strengthen fine motor skills. Tasks like drawing lines, connecting dots, and coloring within the lines improve hand-eye coordination and control.
Teachers will use a variety of tools and materials to make handwriting practice enjoyable. Things like; Worksheets, sand trays, and interactive games to keep children engaged and excited about learning to write.
By the end of the year, children in Nursery 3 will have developed basic handwriting skills. They will be able to write simple letters and numbers with confidence.
| Source | National Association of Proprietors of Private Schools | |||
| Class | NURSERY 3 | |||
| Subject | HANDWRITING | |||
| Term | FIRST TERM | |||
| Week | Topic | Content | Key Skills – Assessment | Learning Resources |
| 1 | TRACING AND WRITING LETTERS – a, b | The teacher helps: i. To guide learners in tracing “a” and “b”. ii. To guide learners to form the sounds “a” and “b”. | Pupils go on: i. To grip pencil with the tripod finger. ii. To trace a and b. iii. To form the sounds a and b. ASSESSMENT: Open class activity on formation of the letters will provide evidence on the extent to which learners understand the lesson. | Handwriting book and pencil. Chart on single sounds. |
| 2 | TRACING AND WRITING LETTERS – c, d | The teacher helps: i. To guide learners to form the sounds “c” and “d”. ii. To guide learners to trace “c” and “d”. iii. To guide learners to write the letters “c” and “d”. | Pupils go on: i. To identify the sounds c and d. ii. To trace and form the sounds c and d. iii. To look and copy the sounds c and d. ASSESSMENT: An open class activity at the beginning of the lesson will give feedback on the extent to which learners understand tracing. | Handwriting book and pencil. Chart on single sounds. |
| 3 | TRACING AND WRITING LETTERS – e, f | The teacher helps: i. To identify the sounds e and f. ii. To trace and form the sounds e and f. iii. To look and copy the sounds e and f. ASSESSMENT: An open class activity at the beginning of the lesson will give feedback on the extent to which learners understand tracing. | Pupils go on: i. To identify the sounds e and f. ii. To trace and form the sounds e and f. iii. To look and copy the sounds e and f. ASSESSMENT: A whole class activity at the beginning of the lesson will prove learners’ understanding of the topic. Individual activity to form, trace the letters. | Handwriting book and pencil. Chart on single sounds. |
| 4 | TRACING AND WRITING LETTERS – g, h | The teacher helps: i. To lead learners to identify the sounds g and h. ii. To guide learners to form the letters g and h. iii. To guide learners to trace and write g and h. | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds g and h. iii. To form and trace sounds g and h. iv. To look and copy g and h. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 5 | TRACING AND WRITING LETTERS – i, j, k | The teacher helps: i. To lead learners to identify the sounds i, j and k. ii. To guide learners to form the letters i, j and k. iii. To guide learners to trace and write i , j and k. | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds i, j and k. iii. To form and trace sounds i , j and k. iv. To look and copy i, j and k. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 6 | TRACING AND WRITING LETTERS – l, m, n | The teacher helps: i. To lead learners to identify the sounds l,m and n. ii. To guide learners to form the letters l, m and n. iii. To guide learners to trace and write l, m and n. | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds l, m and n. iii. To form and trace sounds l, m and n. iv. To look and copy l, m and n. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 7 | TRACING AND WRITING LETTERS – o, p, q | The teacher helps: i. To lead learners to identify the sounds o, p and q. ii. To guide learners to form the letters o, p and q. iii. To guide learners to trace and write o, p and q | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds o, p and q. iii. To form and trace sounds o, p and q. iv. To look and copy o, p and q. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 8 | TRACING AND WRITING LETTERS – r, s, t | The teacher helps: i. To lead learners to identify the sounds r, s and t. ii. To guide learners to form the letters r, s and t iii. To guide learners to trace and write r, s and t. | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds r, s and t. iii. To form and trace sounds r, s and t. iv. To look and copy r, s and t. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 9 | TRACING AND WRITING LETTERS – u, v, w | The teacher helps: i. To lead learners to identify the sounds u, v and w. ii. To guide learners to form the letters u, v and w. iii. To guide learners to trace and write u, v and w. | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds u, v and w. iii. To form and trace sounds u, v and w. iv. To look and copy u, v and w. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 10 | TRACING AND WRITING LETTERS – x, y, z | The teacher helps: i. To lead learners to identify the sounds x, y and z. ii. To guide learners to form the letters x, y and z. iii. To guide learners to trace and write x, y and z. | Pupils go on: i. To grip with the tripod finger. ii. To identify the sounds x, y and z. iii. To form and trace sounds x, y and z. iv. To look and copy x, y and z. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic. An individual work on writing and tracing. | Handwriting book and pencil. Chart on single sounds. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Second Term | |||
| Week | Topic | Content | Key Skills – Assessment | Learning Resources |
| 1 | WRITING NUMBERS 1 TO 10. | The teacher helps: i. To guide learners to look and copy numbers 1-10. | Pupils go on: i. To grip with tripod fingers. ii. To look and copy numbers 1-10. ASSESSMENT: Open class activity on look and copy will provide evidence on the extent to which learners understand the lesson. | Handwriting book, pencil, eraser. |
| 2 | WRITING NUMBERS 1 TO 20 | The teacher helps: i. To guide learners to write numbers 1 – 20. ii. To guide learners to look and copy number 1 – 20. iii. Guide pupils to write from memory numbers 1-20. | i. To grip with tripod fingers. ii. To look form and copy numbers 1-20 iii. To write from memory numbers 1-20. ASSESSMENT: An open class activity at the beginning of the lesson will give feedback on the extent to which learners understood the lesson. Individual work on writing from memory. | Handwriting book, pencil, eraser. |
| 3 | TRACING AND WRITING SOUNDS – ‘a, b’ | The teacher helps:, i. To guide learners to identify the sounds. ii. To guide learners to form the letters a, b. iii. To guide learners to trace and write “a” and “b”. | Pupils go on: i. To grip with the tripod fingers. ii. To trace and b. iii. To form the sounds a and b. ASSESSMENT: A whole class activity at the beginning of the lesson will prove learners’ understanding of the topic. Individual activity to form, trace the letters. | Handwriting book, pencil, eraser. |
| 4 | LOOK AND COPY – “IN, AT, IS, IT” | The teacher helps: i. To guide learners to blend the words. ii. To guide learners to form two letter words. iii. To look and copy: “in, at, is, it”, | Pupils go on: i. To build and blend two letter words. ii. To look and copy two letter words. iii. To read two letter words. iii. To listen and write two letter words. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation of the topic An individual work to look and copy. | Handwriting book, pencil, eraser. |
| 5 | IDENTIFY AND COPY THE TALL SOUNDS – (h, b, d, f) | The teacher helps: i. To guide learners to identify the tall sounds. ii. To guide learners to form and write the tall sounds. iii. To guide learners to look and copy: “h, d, b, f” | Pupils go on: i. To identify tall sounds. ii. To form and write tall sounds. iii. To look and copy tall sounds. ASSESSMENT: Open class work at the beginning of the lesson on formation of letters will prove learners’ knowledge of topic. Individual work to look and copy letters will give feedback on learners’ ability to write. | Handwriting book, pencil, eraser. |
| 6 | IDENTIFY AND COPY THE SOUNDS WITH LEGS: – ( g, p, j, q, y ) | The teacher helps: i. To guide learners to identify the sounds. ii. To guide learners to form the sounds withleg. iii. To look and copy: g, p, j, q, y. | Pupils go on: i. To identify sounds with leg. ii. To form the sounds with leg. iii. To look and copy the sounds with leg: g, p, j, q, y. ASSESSMENT: Open class work at the beginning of the lesson on formation of letters will prove learners’ knowledge of topic. Individual work to look and copy will give evidence on each learner’s ability to write. | Handwriting book, pencil, eraser. |
| 7 | READ AND COPY: – “of, me, my, we.” | The teacher helps: i. To guide learners to read and memorize the sight words. ii. To guide learners to look and copy: “Of, Me. My, We.” | Pupils go on: i. To read and memorize sight words me, my, we. ii. To look and copy sight words. ASSESSMENT: An open class work at the beginning of the class will provide feedback of learners’ understanding of the topic. An individual activity to read and copy words will prove each learner’s reading ability. | Handwriting book, pencil, eraser. |
| 8 | READ AND COPY: – “fat, dog, pig ,box” | The teacher helps: i. To guide learners to blend the words. ii. To guide learners to look and copy: “fat, dog, pig, box.”. iii. To guide learners to read the words. | Pupils go on: i. To build and blend 3-letter words. ii. To look and copy 3-letter words. iii. To read three letter words. iv. To listen and write three letter words. ASSESSMENT: An open class work to prove learners understanding on the lesson. Individual work on look and copy, fat, dog, pig, box. | Handwriting book, pencil, eraser. |
| 9 | LOOK AND COPY: – 1 – 20 | The teacher helps: i. To guide learners to count numbers: 1 – 20. ii. To guide learners in forming numbers 1 – 20. iii. To direct learners to look and copy 1 – 20. | Pupils go on: i. To count from number 1 – 20. ii. To form and copy numbers 1 – 20. iii. To write numbers 1 – 20 from memory. ASSESSMENT: Whole class activity at the beginning of the class will give feedback on learners’ understanding of the topic. Individual work will prove each learner’s knowledge on writing. | Handwriting book, pencil, eraser. |
| 10 | REVIEW ALL SOUNDS WITH LEGS | The teacher helps: i. To guide learners to identify these sounds. ii. To direct learners to form the sounds: g, p, j, q, y. iii. To guide learners to read and copy these sounds. iv. To direct learners to write all the letters with leg sounds. | Pupils go on: i. To identify all the sounds with legs. ii. To look and copy the sounds with leg. iii. To listen and write the sounds with leg. ASSESSMENT: An open class activity will give understanding of learner’s level of assimilation of the topic. Individual activity to write the sounds will ascertain each learner’s ability to write. | Handwriting book, pencil, eraser. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Third Term | |||
| Week | Topic | Content | Key Skills – Assessment | Learning Resources |
| 1 | LOOK AND COPY TALL SOUNDS | The teacher helps: i. To guide learners to identify the tall sounds. ii. To direct learners to form the tall sounds. iii. To guide learners to look and copy tall sounds: d, b, h, f, t, f, l, k. | Pupils go on: i. To identify all the tall sounds. ii. To form, look and copy all the tall sounds. iii. To listen and write all the tall sounds. ASSESSMENT: Open class activity on look and copy will provide evidence on the extent to which learners understand the lesson. Individual activity to form letters correctly. | Handwriting book, pencil, eraser. |
| 2 | LOOK AND COPY SOUNDS WITH LEGS | The teacher helps: i. To guide learners to identify the sounds with leg. ii. Guide learners to form the sounds with legs. iii. To guide learners to look and copy, g, q, p, y. | Pupils go on: i. To identify the sounds with leg. ii. To form, look and copy sounds with leg. iii. To listen and write sounds with leg. ASSESSMENT: An open class activity at the beginning of the lesson will give feedback on the extent to which learners understood the lesson. Individual work on writing letters with legs. | Handwriting book, pencil, eraser. |
| 3 | LOOK AND COPY SHORT SOUNDS | The teacher helps: i. To guide learners to identify the short sounds. ii. To guide learners to form the letters a, c, e, i, m, n, o, r, s, u, v, w, z, x. iii. To guide learners to look and copy the short sounds. | Pupils go on: i. To identify all the short sounds. ii. To look and copy the short sounds. iii. To listen and write all the short sounds. ASSESSMENT: A whole class activity at the beginning of the lesson will prove learners’ understanding of the topic. Individual activity to form the letters. | Handwriting book, pencil, eraser. |
| 4 | LOOK AND COPY THREE LETTER WORDS | The teacher helps: i. To guide learners to build and blend three letter words. ii. To guide learners to read three letter words. iii. To direct learners to look and copy three letter words: Ant, sat, log, leg. | Pupils go on: i. To build and blend three letter words. ii. To read three letter words. iii. To look and copy three letter words. iv. To listen and write three letter words. ASSESSMENT: An open class activity at the beginning of the class will give understanding of learners’ level of assimilation on the topic An individual work to look and copy. | Handwriting book, pencil, eraser. |
| 5 | LOOK AND COPY FOUR LETTER WORDS | The teacher helps: i. To guide learners to build and blend four letter words. ii. To lead learners to read four letter words. iii. To direct learners to look and copy four letter words. Pink, frog, sing, swam. | Pupils go on: i. To build and blend three letter words. ii. To read four letter words. iii. To look and copy four letter words. iv. To listen and write four letter words. ASSESSMENT: Open class work at the beginning of the lesson on writing these words will prove learners’ knowledge of topic. Individual work to look and copy words will give feedback on learners ability to write. | Handwriting book, pencil, eraser. |
| 6 | LOOK AND COPY FIVE LETTER WORDS | The teacher helps: i. To guide learners to build and blend five letter words. ii. To direct learners to read five letter words. iii. To guide learners to look and copy, brush, queen, broom. | Pupils go on: i. To build and blend five letter words. ii. To read five letter words. iii. To look and copy five letter words. iv. To listen and write five letter words. ASSESSMENT: Open class work at the beginning of the lesson reading this word will prove learners’ knowledge on topic. Individual work to look and copy will give evidence on each learner’s ability to write. | Handwriting book, pencil, eraser. |
| 7 | COPY THIS SENTENCE “THE DOOR IS SHUT” | The teacher helps: i. To guide learners to construct and read sentences. ii. To direct learners to look and copy: The door is shut. | Pupils go on: i. To construct and read sentences. ii. To look and copy sentence: The door is shut. iii. To listen and write the door is shut. ASSESSMENT: An open class work at the beginning of the class will provide feedback on learners’ understanding of the topic. An individual activity to read and copy sentences will prove each learner’s reading ability | Handwriting book, pencil, eraser. |
| 8 | COPY THIS SENTENCE “Mum can cook” | The teacher helps: i. To guide learners to build and read the sentence. ii. To direct learners to look and copy; mum can cook. | Pupils go on: i. To construct and read sentences. ii. To look and copy sentence (Mum can cook). iii. To listen and write mum can cook. ASSESSMENT: An open class work to prove learners understanding on the lesson. Individual work on look and copy, mum can cook. | Handwriting book, pencil, eraser. |
| 9 | COPY THIS SENTENCE “I like mum and dad” | The teacher helps: i. To guide learners to build and read the sentence. ii. To direct learners to look and copy; I like mum and dad. | Pupils go on: i. To construct and read sentences. ii. To look and copy sentence (I like mum and dad). iii. To listen and write: I like mum and dad. ASSESSMENT: Whole class activity at the beginning of the class will give feedback on learners’ understanding of the topic. Individual work on writing the sentence will prove each learner’s knowledge on writing | Handwriting book, pencil, eraser. |
| 10 | COPY THIS SENTENCE “Duck can swim” | The teacher helps: i. To guide learners to construct and read the sentence. To guide learners on the sound the duck makes. ii. To guide learners to look and copy; Duck can swim. | Pupils go on: i. To construct and read sentences. ii. To make the sound the duck makes. iii. To look and copy sentence. The duck can swim. ASSESSMENT: An open class activity will prove leaner’s knowledge on the topic. Individual work on read and copy will provide evidence on each learner’s writing ability. | Handwriting book, pencil, eraser. |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
