Teaching children healthy habits at a young age is important. It helps them become aware of the things that could cause them harm and those that could help them and this subject titled “Health Habits” is exactly what they need.
This NAPS Pre-Nursery Health Habits Syllabus is designed to teach essential health and hygiene practices to young learners. The syllabus covers topics like personal hygiene, healthy eating, and care of the body amongst others
In this subject, children get to learn the importance of washing hands, brushing their teeth, eating nutritious foods, and staying active. The lessons in the subject are to be made fun and interactive, so the children can understand and adopt these healthy habits in their daily routines.
The major aim of this NAPPS Pre-Nursery Health Habits Syllabus is to promote a healthy lifestyle in children from an early age.
| Term | Second Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | REVISION | i. Teacher revises first-terms works with pupils | i. Pupils revise first-term works with the teacher’s guidance. | Charts Video clips |
| 2 | CARE OF THE SKIN – Bathing regularly – Applying body cream – Materials used to take care of the skin | i. Teacher uses charts and video clips to explain in simple terms how to take care of the skin e.g. bathing regularly, using clean body towel to dry the body after bathing, applying body cream, wearing proper clothes, etc. ii. Teacher identifies materials needed to take care of the skin. iii. Teacher demonstrates how to care for the skin and guides pupils to imitate. | i. Pupils identify how to take care of their skin and the materials needed. ii. Pupils demonstrate methods of taking care of the skin as guided by the teacher. | Charts Video clips Body cream Hair cream |
| 3 | CARE OF THE SKIN – Bathing regularly – Applying body cream – Materials used to take care of the skin | i. Teacher uses charts and video clips to explain in simple terms how to take care of the skin e.g. bathing regularly, using clean body towel to dry the body after bathing, applying body cream, wearing proper clothes, etc. ii. Teacher identifies materials needed to take care of the skin. iii. Teacher demonstrates how to care for the skin and guides pupils to imitate. | i. Pupils identify how to take care of their skin and the materials needed. ii. Pupils demonstrate methods of taking care of the skin as guided by the teacher. | Charts Video clips Body cream Hair cream |
| 4 | CARE OF THE MOUTH AND TEETH – Brushing twice daily. – Using mouth wash. – Materials used to take care of the mouth and teeth. | i. Teacher uses charts and video clips to explain in simple terms how to take care of the mouth and the teeth e.g. using mouthwash, brushing the teeth at least twice daily, etc. ii. Teacher identifies materials needed to take care of the mouth and teeth e.g. toothbrush, mouthwash, toothpaste, etc. iii. Teacher demonstrates how to wash the mouth and the teeth with toothbrush and toothpaste. | i. Pupils identify how to wash their mouth and teeth. ii. Pupils identify the materials needed to take care of their mouth and teeth. | Charts Video clips Body cream Hair cream |
| 5 | CARE OF THE MOUTH AND TEETH – Brushing twice daily. – Using mouth wash. – Materials used to take care of the mouth and teeth. | i. Teacher uses charts and video clips to explain in simple terms how to take care of the mouth and the teeth e.g. using mouthwash, brushing the teeth at least twice daily, etc. ii. Teacher identifies materials needed to take care of the mouth and teeth e.g. toothbrush, mouthwash, toothpaste, etc. iii. Teacher demonstrates how to wash the mouth and the teeth with toothbrush and toothpaste. | i. Pupils identify how to wash their mouth and teeth. ii. Pupils identify the materials needed to take care of their mouth and teeth. | Charts Video clips Body cream Hair cream |
| 6 | THE ENVIRONMENT – Clean Environment – Dirty Environment | i. Teacher explains in simple terms the meaning of “environment” and uses charts and video clips to guide pupils to identify and describe an environment. ii. Teacher guides pupils to identify and differentiate clean and dirty environments. | i. Pupils describe their environment. ii. Pupils say if their school and home environments are clean or dirty environments. | Video clips Charts |
| 7 | THE ENVIRONMENT – Clean Environment – Dirty Environment | i. Teacher explains in simple terms the meaning of “environment” and uses charts and video clips to guide pupils to identify and describe an environment. ii. Teacher guides pupils to identify and differentiate clean and dirty environments. | i. Pupils describe their environment. ii. Pupils say if their school and home environments are clean or dirty environments. | Video clips Charts |
| 8 | CLEAN ENVIRONMENT – Things found in clean environments. – How to make our environments clean. – Materials used to make the environment clean | i. Teacher uses charts and video clips to guide pupils to understand what a clean environment is all about and to identify it and to also identify the objects found in it. ii. Teacher demonstrates how to keep our environment clean and to identify the materials needed to keep the materials clean. | i. Pupils list things found in a clean environment. ii. Pupils identify the materials needed to keep their environments clean. | Charts Video clips Broom Dustpan |
| 9 | CLEAN ENVIRONMENT – Things found in clean environments. – How to make our environments clean. – Materials used to make the environment clean | i. Teacher uses charts and video clips to guide pupils to understand what a clean environment is all about and to identify it and to also identify the objects found in it. ii. Teacher demonstrates how to keep our environment clean and to identify the materials needed to keep the materials clean. | i. Pupils list things found in a clean environment. ii. Pupils identify the materials needed to keep their environments clean. | Charts Video clips Broom Dustpan |
| 10 | DIRTY ENVIRONMENT – Things found in dirty environments – How to make a dirty environment become clean | i. Teacher uses charts and video clips to guide pupils to understand what a clean environment is all about and to identify it and to also identify the objects found in it. ii. Teacher demonstrates to the pupils how to make dirty environment become clean. | i. Pupils demonstrate how to make their classroom clean whenever it is dirty. | Charts Video clips Broom Dustpan |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
| Term | Third Term | |||
| Week | Topic | Teachers Activities | Pupil Activities | Learning Resources |
| 1 | REVISION | Teacher revises second-term’s works with pupils. | Pupils revise first-term works with the teacher’s guidance. | Charts Video clips |
| 2 | CLEAN AND DIRTY ENVIRONMENTS – Causes and Effects of Dirty Environments – Importance of Clean Environment | i. Teacher revises the meaning of clean environment and dirty environment with the pupils. ii. Teacher guides pupils to identify reasons some environments are dirty and the effects of dirty environments. iii. Teacher mentions the importance of clean environments. | i. Pupils mention why they need to keep their environment clean. i. Pupils mention what they would do to keep their classroom and environment clean. | Video clips Charts Broom Dustpan |
| 3 | CLEAN AND DIRTY ENVIRONMENTS – Causes and Effects of Dirty Environments – Importance of Clean Environment | i. Teacher revises the meaning of clean environment and dirty environment with the pupils. ii. Teacher guides pupils to identify reasons some environments are dirty and the effects of dirty environments. iii. Teacher mentions the importance of clean environments. | i. Pupils mention why they need to keep their environment clean. i. Pupils mention what they would do to keep their classroom and environment clean. | Video clips Charts Broom Dustpan |
| 4 | PERSONAL HYGIENE – Meaning of Personal Hygiene – Importance of Personal Hygiene – How to maintain good personal hygiene | i. The teacher explains the meaning of “personal hygiene” in simple terms as “one’s cleanliness” using charts, posters and video clips of people with good personal hygiene. ii. Teacher mentions the importance of good personal hygiene and tells the pupils that it helps people to look good, smell well, have self-confidence and loved by people. iii. Teacher identifies and demonstrates how to maintain good personal hygiene to the pupils e.g. bathing twice daily, brushing the teeth twice daily, using perfumes and body spray, etc. | i. Pupils mention how they to maintain good personal hygiene. ii. Pupils mention the importance of good personal hygiene. | Video clips Charts Posters |
| 5 | PERSONAL HYGIENE – Meaning of Personal Hygiene – Importance of Personal Hygiene – How to maintain good personal hygiene | i. The teacher explains the meaning of “personal hygiene” in simple terms as “one’s cleanliness” using charts, posters and video clips of people with good personal hygiene. ii. Teacher mentions the importance of good personal hygiene and tells the pupils that it helps people to look good, smell well, have self-confidence and loved by people. iii. Teacher identifies and demonstrates how to maintain good personal hygiene to the pupils e.g. bathing twice daily, brushing the teeth twice daily, using perfumes and body spray, etc. | i. Pupils mention how they to maintain good personal hygiene. ii. Pupils mention the importance of good personal hygiene. | Video clips Charts Posters |
| 6 | GOOD HEALTH – Meaning of good health. – How to have good health e.g. good food, exercise, enough rest or sleep. | i. Teacher explains using simple terms the meaning of good health and uses charts and video clips to guide pupils to identify people who have good health. ii. Teacher describes to the pupils the various ways people can have and maintain good health e.g. engaging in body exercises, eating good food and resting well. | i. Pupils describe what it means for a person to be in good health. ii. Pupils tell if a sick person has good health or | Video clips Charts Posters |
| 7 | GOOD HEALTH – Meaning of good health. – How to have good health e.g. good food, exercise, enough rest or sleep. | i. Teacher explains using simple terms the meaning of good health and uses charts and video clips to guide pupils to identify people who have good health. ii. Teacher describes to the pupils the various ways people can have and maintain good health e.g. engaging in body exercises, eating good food and resting well. | i. Pupils describe what it means for a person to be in good health. ii. Pupils tell if a sick person has good health or | Video clips Charts Posters |
| 8 | BODY EXERCISES – How to exercise the body – Importance of exercise | i. Teacher uses simple terms to describe body exercise to the pupils and uses charts and video clips to guide pupils through identification of simple body exercises. ii. Teacher leads pupils to demonstrate some simple body exercises. iii. Teacher lists the importance of body exercises e.g. for fitness and good health. | i. Pupils demonstrate simple body exercises as guided by the teacher. ii. Pupils mention why exercise is good for the body. iii. Pupils mention if body exercises give good health or causes sickness? | Video clips Charts Posters |
| 9 | GOOD FOOD – Meaning of good food – clean and nutritious food. | i. Teacher uses simple terms to describe the meaning of “good food” to the pupils. ii. Teacher uses charts and video clips to guide pupils through identification of good foods or healthy foods. iii. Teacher leads pupils to understand that good foods are prepared in clean environments and they make the body healthy. iv. Teacher lists the importance of good foods e.g. for good health i.e. to prevent sickness. | i. Pupils identify good foods and where to make good foods. ii. Pupils mention why good foods are good for the body. iii. Pupils mention if good food gives us good health or causes sickness? | Video clips Charts Posters |
| 10 | REST – Meaning of rest – How to rest – Times to sleep | i. Teacher guides pupils to understand the meaning of rest and uses charts and videos to aid pupils’ understanding. ii. Teacher helps pupils to identify the importance of rest to body. iii. Teacher demonstrates to the pupils how to rest at home and in the classroom. iv. Teacher mentions to the pupils the times or moments to rest at home and school. | i. Pupils identify and demonstrate how to rest at home and school. ii. Pupils tell if rest makes the body sick or healthy. | Video clips Charts Posters |
| 11 | REVISION | |||
| 12 | EXAMINATION | |||
