Lower Morvant Government Primary School

Teacher:
S. JOHNSON
Class: 2014-2015
Infant Year 2
Scheme of Work
Term 2
Curriculum Topic:

My Sense of Belonging

TERM TWO
SCHEME OF WORK
(2014 - 2015)
WEEK
1

SUBJECT

STRAND

TOPIC
Revision

2
3
4

SOCIAL
STUDIES

Understanding
My World

Location.

Places

Littering

VAPA

Art: Lines

OBJECTIVES
Correct first terms test papers
Revise and recall the information that was covered in the
first term.
Describe the location of their homes in relation to the school
and other significant buildings in the community.
Investigate reasons for the importance of a landmark.
Identify the simple cardinal points.
Locate the school on the sketch map.
Map of the streets around the school.
Compare the features of a town with those of a village.
Appreciate the benefits of different settlements (towns and
villages).
Use a graphic organizer to compare and contrast three or
four features of a town or village.
Discuss proper methods of garbage disposal in the
classroom and in the community.
Work collaboratively to keep the environment clean.
Become environment conscious.
Recognise that shapes are made up of lines.
Use any combination of 2 drawing media (pencils,
coloured pencils, crayons) to illustrate one familiar
building in the community.
Understand that lines and shapes can be used to create

Dance: Sequences

Drama: Emotion

Music: Composing
music

SCIENCE

Living things

Food

MATH

Number

drawings.
Continue to develop appropriate dance sequences based on
selected theme/ idea/ story line.
Collaborate in small groups to develop and present more
complex 1-minute dance sequences of 6-8 steps based on
selected theme/idea or storyline.
Given 2-3 specific scenarios, use appropriate facial
expressions and hand gestures to communicate feelings
of joy, sadness, anger, excitement and surprise.
Develop composition skills.
Add new words or phrases to simple familiar nursery
rhymes or songs.
Compose new lyrics for short, simple familiar melodies.
Locate the position of the heart in the body.
Explain what happens to the heart rate before and after
exercise.
Draw a red spot on an outline drawing of a boy/girl
identifying the location of the heart.
State that we eat a variety of foods to be healthy.
Develop food groupings Food that make you go, glow, and
grow.
Plan a meal incorporating food from the three groups.
Discuss consequences of eating unhealthy foods.
Count the number of objects in a given set ( 1-19)
Number name/numerals in sequence (oral) counting sets up
to 19
Numeral recognition to 19 ( 1-19)
Recognition of word names
Matching number names with numerals and with sets of

Counting
SPANISH

Fruits

Colours

AGRI. SCI.

Plant Produce

V.C.C.E

Respect

PHYSICAL
EDUCATION

Loco-motor Skills

objects
Writing number names to 19
Writing numerals. to 19
Express numbers to 20 in
groups of 2's, 5's and l0's
State the colour of different fruits.
State their preferences.
Matching fruits with appropriate colours.
Show and Tell using pictures of fruits on palette sticks
Identify the different colours in Spanish.
Link the colour to the type of fruit e.g. banana yellow
Recite and recall the Spanish word names for 6 of 11
colours. (red, yellow, blue, green, black, white, grey, brown,
orange, purple, pink).
Understand the handling and preparation of plant produce.
Describe at least two handling and two preparation practices
that contribute to high quality produce.
Simulate the handling of plant produce to maintain high
quality.
Point out at least two responsible behaviours in handling
produce as observed in real/virtual exercises.
Distinguish between their personal space and that of another
person.
Demonstrate respect for the personal space of others.
Describe orally, in writing, through drama or drawing two
(2) ways in which the rights of others can be respected while
using public spaces.
Explain basic technique in running and jumping.
Demonstrate basic technique in running and jumping.
Participate willingly in physical activities.

LANGUAGE
ARTS

5Ws+H questions

Comprehensio
n
Main Idea
Grammar

The verb to do

Vocabulary

1st, 2nd, 3rd person

plural (We do, You
do, They do)
Listening vocabulary

Phonics

Initial sounds

Ending sounds

Demonstrate running and jumping with improved technique.

Use comprehension strategies taught to gain meaning from
texts.
Know how to use the 5Ws+H to gain meaning from
audio-visual texts, through guided questioning.
Generate one content relevant question about text presented.
Answer two literal and two inferential questions about texts.
Indicate the main idea.
Give one main idea from simple audio-visual texts.
Make short sentences using the 1st, 2nd, 3rd person plural
orally & written with a noun, adverbial phrase and adjective.
(1st, 2nd, person singular
I do, You do)
State a short sentences using the 3rd person singular orally
& written with a noun, adverbial phrase and adjective.
Recite the do, does verb.
Input a wide variety of effectively used words and phrases in
students listening vocabulary by storytelling and oral
reading of enjoyable quality literature.
Expand the use of dictionaries in each of the language
components and particularly to ensure growth in the
speaking vocabulary of the student.
Recognize the initial letters and their sounds.
Select words beginning with specified letters.
Use letters to form simple words.
Construct sentences with words formed.
State the letter and sound that is found at the end of the
word.
Choose the correct letter to complete words.

Writing
process

Reading
readiness

Spell words correctly using the appropriate letter.

Medial Sounds
(same as above)
Consonant Diagraphs Recognize consonant diagraphs: ch, sh, th ( voiced),
th (voiceless) wh, ngph/f/, gh/g/
Determine what is a consonant diagraph
Associate consonant diagraphs with the unique sound
produced by certain combined letters.
Supply word containing consonant diagraphs and use them
in sentences.
Full stops and
Write using level-appropriate punctuation and capitalization.
question marks
Use a capital letter for: the first letter in names, days of the
week, months of the year and the first letter of sentences.
Use the full stop and question mark at the end of sentences.
Inflectional
Identify and use words ending with ing
endings
Add ing to given words ending with e
Develop the rule for adding ing to words ending with e
Construct sentences using words ending with ing
Add ing to the verbs
Read words ending with ed
State the three sounds of ed at the end of the word (t, d, id
as in played, boxed and pouted)
Construct sentences using words ending with ed
Add ed to the verbs
Word Attack Skills Apply phonic skills to reading.
Apply word attack skills.
Discriminate between short and long vowel sounds.
Be confident in developing reading fluency skills.
Alphabetical Order Arrange the letters of the English alphabet in sequence using
the first letter.

Identify the beginning letters in a set of complex words.

Place the words in the correct order orally, giving reasons
for their answers.
Complete a worksheet by placing the complex words in
alphabetical order.
WEEK
5
6
7
8

SUBJECT
SOCIAL
STUDIES

STRAND
Understanding
My World

TOPIC
Food

Valentines Day
Carnival

VAPA

Art: Patterns

Dance: Sequences

OBJECTIVES
Name foods that they eat daily.
Discuss efforts involved in food preparation for meals.
Examine ways they can contribute towards the preparation
of meals.
Make suitable food choices a balanced meal.
Explain in two or three sentences the benefits of proper diet
and exercise.
Name the food groups (Go, Glow and Grow)
Explain the significance of celebrating Valentines Day and
Carnival.
Discuss how these celebrations came about.
Identify ways we celebrate these events.
Make a carnival costume / Valentines day card
Experiment with paints, fruits and vegetables to create
simple prints.
Work in small groups to create 2 simple patterns using
fruit and vegetable prints.
Continue to develop appropriate dance sequences based on
selected theme/ idea/ story line.
Collaborate in small groups to develop and present more
complex 1-minute dance sequences of 6-8 steps based on
selected theme/idea or storyline.

Drama: Body
language

Music:

SCIENCE

Food

Energy

MATH

Number

3D Shapes

Use facial expressions and hand gestures to communicate

feelings.
Become aware of the use of facial expressions and hand
gestures in communicating feelings.
Develop composition skills.
Add new words or phrases to simple familiar nursery
rhymes or songs.
Compose new lyrics for short, simple familiar melodies.
Distinguish healthy foods from non-healthy foods based on
Caribbean Food Groups.
Exhibit confidence in making responsible eating choices.
Group basic foods using the Caribbean Food Groups.
Recognize that not all items prepared for eating are healthy.
Show concern for/sensitivity to others who make unhealthy
eating choices.
Discuss who to buy food from in the street.
Explain that energy is conserved and converted into other
form(s) in devices.
Show concern for energy conservation.
Identify the forms of energy before and after conversion in
given devices/appliances.
Explain the need to switch off toys, appliances and lights
when not in use.
Count the number of objects in a given set ( 0-20)
Number name/numerals in sequence (oral) counting sets up
to 20
Numeral recognition to 20
Recognition of word names up to twenty.
Develop an understanding of classification of solids.

Mass / Weight

SPANISH

Places

AGRI. SCI.

Plant Produce

Describe solids and plane shapes using appropriate

vocabulary related to geometric attributes (e.g.size, shape,
position).
Make connections of lines to various shapes using different
manipulative.
Construct simple models using solids and plane shapes.
Classify solids and plane shapes (e.g. size, shape), according
to one or more common attributes including students
criteria, and explain reasons for classification (e.g. colour,
size, shape, function).
Solve problems involving solids
Demonstrate familiarity with the comparison of the
mass/weight of objects using appropriate vocabulary.
Compare the masses/weights of objects by using an equal
arm balance (including small heavy objects and light big
objects).
Demonstrate confidence when measuring.
State where they live in Spanish. Where do you live?
(Dnde vives?) I live in _____. (Vivo en ____ .)
Display a sense of belonging to their community.
Give appropriate response in Spanish to the question Where
do you live?
State the name of their school in Spanish. (Mi escuela es
___. )
Identify selected areas on their school compound in Spanish.
Qu lugar es? (la clase, la oficina, la cantina, el patio, la
biblioteca, el bao).
Understand the handling and preparation of plant produce.
Describe at least two handling and two preparation practices

V.C.C.E

Respect

PHYSICAL
EDUCATION

Manipulative Skills

LANGUAGE
ARTS

Non-verbal
Communication

Comprehensio
n
Common Courtesies

that contribute to high quality produce.

Simulate the handling of plant produce to maintain high
quality.
Point out at least two responsible behaviours in handling
produce as observed in real/virtual exercises.
Display increased level of self-restraint when angry or upset.
Demonstrate basic understanding of the ways in which
respect for self and others can be displayed during conflicts
and other interactions.
Speak in a moderate tone and use non-aggressive and nondismissive language when talking out problems.
Listen to the views of others when trying to resolve
conflicts.
Explain basic technique in throwing, catching, striking.
Practise using equipment appropriately.
Apply skills in simple game situations.
Perform two-hand underhand throw with controlled
technique.
Stop a rolling ball using the feet.
Can make a two-hand underhand catch with some measure
of control.
Use appropriate facial expression, gestures, paralinguistics
(volume), body language and posture, proxemics, haptics
and eye contact when communicating.
Communicate ideas using oral expression and non-verbal
language.
Demonstrate the use of common courtesies when interacting
with a variety of audiences.
Speak with competence in using the Standard English form
to greet peers and adults, in exchanging common courtesies

in the school, and discussing topics in the classroom.

Grammar

Past tense did

The verb to go

Vocabulary

Speaking Vocabulary

Phonics

Vowel sounds
(ai, ay, a-e)
(ee, ea, y, e-e)
(ie, igh, y, i-e)
(ow, oa, oo, o-e)
(ew, ui, ue, u-e)

Use did correctly in a sentence.

Understand that the use of did means that is has happened
already.
Make short sentences using the 1st and 2nd person singular
orally, written with a noun, adverbial phrase and adjective.
(1st, 2nd, person singular I go, You go)
Increase their understanding that word choice can shape
ideas, feelings and actions.
Know that two main English Language forms co-exist in
Trinidad and Tobago.
Speak freely in classroom discussions and conversations in
either English Creole or Standard English.
Convert commonly used English Creole language to
Standard English.
Differentiate between English Creole and Standard English.
Know basic skills in pronunciation.
Speak Standard English in the classroom setting with
attention to Standard English pronunciation.
Note the long vowel silent e principle.
Pronounce words with the short / long vowel sound.
Recognize a change in pronunciation and meaning of words
from the short to long sound.
Use words with the long vowel sound in a sentence.
Pronounce words with the short / long vowel sound.
State a change in pronunciation and meaning of words from
the short to long sound.

Writing
process

Exclamation Mark

Comma

Inflectional
endings
Reading
readiness

WEEK
9
10
11
12

SUBJECT
SOCIAL
STUDIES

VAPA

Alphabetical Order

STRAND
Understanding
My World

TOPIC
National Pride

Art: Texture

Use words with the long vowel sound in a sentence.

Identify the exclamation mark.
Use the exclamation mark at the appropriate points in a
sentence.
State that the exclamation mark is to be used when the
words are being used with force e.g. a shout or a cry (waaa!)
Place the comma in the appropriate points in a sentence.
Read the comma correctly.
Define the comma as a pause between words.
Observe words with ed and ing endings
State the rule for the doubling of the last letter.
Practice making words with the doubling of the last letter.
Point out that the first letter is the same.
Understand that the second letter must now be used to place
the words in order.
Organize flash cards with simple words in alphabetical
order. (group work)
OBJECTIVES
Recognize national emblems: Anthem.
Demonstrate appropriate behavior when the National
Anthem is being played or sung.
Explain how one should behave when the National Anthem
is played or sung.
Sing and recite the words of the National Anthem
Demonstrate a sense of loyalty and national pride.
Recognise texture in a variety of materials.
Produce a collage.
Tear and paste a variety of materials and pictures to

Dance: Motion
Drama: Roll-play

Music:

SCIENCE

Habitat

MATH

Subtraction

create a collage.
Explore the body in stillness and motion.
Create movement sequences involving stillness and motion.
Role-play the varied effects of consuming healthy and
unhealthy foods.
Use appropriate actions to depict 3-4 effects of
consuming selected healthy or unhealthy foods.
Understand the musical concepts of duration (time) and
tempo (speed).
Demonstrate through movement, the concepts of slow, fast,
gradually getting slower and gradually getting faster.
Compare aquatic and terrestrial habitats based on their
components. (World Water Day, March 22nd; Earth Day,
April 22nd)
Construct a table of characteristic features of a particular
habitat.
Differentiate between aquatic and terrestrial habitats.
Create a model or picture of an aquatic and terrestrial
habitat.
Solve real-life problems involving subtraction (concrete,
pictorial and symbolic modes).
Demonstrate a conceptual understanding of subtraction.
Solve problems presented in horizontal and vertical
arrangements.
Record subtraction pictorially and symbolically using
number sentences (words and symbols) e.g. 15 take away 2
equals 13, 15 2 = 13.
Associate subtraction to backward counting, and use the
count back strategy and the count on strategy.

Statistics

SPANISH

Places

AGRI. SCI.

Transportation

Use the number line to solve subtraction problems.

Create number stories involving subtraction using
appropriate vocabulary (including the language of money).
Collect and classify data to make decisions based on a reallife situation or problem.
Demonstrate an understanding about the features of graphs.
Demonstrate the ability to collect, classify, organize,
represent and interpret data.
Demonstrate an understanding about the features of
charts/graphs.
Classify pictures into groups and sub-groups using different
criteria.
Identify selected areas on their school compound in Spanish.
Qu lugar es? (la clase, la oficina, la cantina, el patio, la
biblioteca, el bao).
Recall the Spanish words for selected English words.
Orally supply the Spanish word names for 6 selected places
in their school. (classroom, office, canteen, yard, library,
toilet).
Understand the modes of transportation of food, locally and
internationally.
Map the journey of a local food from the farm to the home.
Map the journey of food produced in a foreign country to
home.
Explain the various modes of transportation used in moving
food locally and internationally, from the places of
production to the home.
Explain drawings done, models made or pictures observed,
of various modes of transportation, mapping the journey of a

V.C.C.E

Caring

PHYSICAL
EDUCATION

Gymnastic Skills

LANGUAGE
ARTS

Speaking

Comprehensio
n
Grammar

1st, 2nd, 3rd person

plural (We go, You
go, They go)
Past tense went

Vocabulary

Reading Vocabulary

local food from the farm to home.

Define the term caring.
Demonstrate a basic understanding of the term caring.
List ways to show concern for self and others.
Describe orally, in writing, through drama or drawing 2-3
ways of showing concern for 1) themselves 2) others and 3)
their immediate environment (a. the classroom, b. the school
compound and c. the environs of the community).
Work and play safely (avoid activity that can cause injury).
List ways to be considerate of others at home, school and
work.
Explain Stork Stand, side roll.
Demonstrate the Stork Stand, side roll.
Perform skills in gymnastics.
Execute the stork stand and side- roll with correct form.
Know English Creole and Standard English adjacency pairs
commonly used at that level.
Differentiate between English Creole and Standard English.
Speak Standard English in the classroom setting.
Use Standard English in conversations.
State a short sentence using the 3rd person singular orally &
written with a noun, adverbial phrase and adjective.
Recite the go, goes verb.
Use went correctly in a sentence.
Understand that the use of went means that is has
happened already.
Develop their ability to use words tastefully and
appropriately in speech both spontaneous and prepared.
Show willingness to express thoughts and feelings, in
written form, through meaningful symbols of

pictures/drawings and words, or word communications.

Word meaning

Phonics

Word Attack Skills

Writing
process

Spelling

Suffix

Demonstrate recall of high-frequency words and apply

vocabulary knowledge in speaking, reading and writing.
Experiment with familiar vocabulary explicitly taught to
deepen and widen understanding of a variety of texts.
Use illustrations and picture cues to gain meaning of texts.
Identify letter-sound correspondence and apply knowledge
of one-to-one letter-sound correspondence to blend simple
word parts.
Use onset and rime, and phonograms to form new words and
to read words.
Discriminate between long and short vowel sounds in
spoken single-syllable words.
Blend words with long and short sounds and apply
knowledge to form new words.
Recall correct spelling of high frequency words.
Spell high frequency words across content areas.
Write simple sentences using high frequency words.
Be self-sufficient in writing.
Define a suffix
Bring about change in meaning of words by adding the
suffix ly or less
State the root words contained in words with the suffix ly
or less
Use the words with the suffix ly or less appropriately in
simple sentences
Locate the root in the given words.

Reading
readiness

Alphabetical Order

Point out that the first letter is the same.

Understand that the second letter must now be used to place
the words in order.
Organize flash cards with complex words in alphabetical
order. (group work)