| Objectives | Students will be able to: (1) define a community as a place where people live, work and play; (2) name places in their community; (3) draw a simple map showing three community places. |
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| Materials | Large community picture, blank map template, crayons, word cards (church, shop, school). |
| Key vocabulary | community, neighbour, church, shop, school, playfield |
| Engage (starter) | (10 min) Show a busy picture of a local community (market, school, church). I-spy game: “I spy a place where we post letters. What is it?” |
| Develop (main) | (35 min) 1. Define community together: where we live, work and have fun. 2. Brainstorm places children know and record on board. 3. Discuss how they are part of their community. 4. Give each child a blank template; draw and label at least 4 community places (e.g., my house, shop, church, school). 5. Pair share: describe your community picture to a partner. |
| Plenary (close) | (10 min) Sing “People in Your Community”. Two volunteers present their maps. |
| Assessment | Map includes at least 3 correctly labelled community places. |
| Teacher notes | Connect to Grade 1 “My Home” – community is made of many homes and buildings. |
| Objectives | Students will be able to: (1) name at least three community helpers; (2) describe the job of each; (3) match helper to the tool or uniform. |
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| Materials | Picture cards of helpers (firefighter, police, nurse, postman, teacher) and tools, dress-up items (hats). |
| Key vocabulary | firefighter, police officer, nurse, postman, tool, uniform |
| Engage (starter) | (10 min) Mystery bag: pull out a tool (hose, stethoscope, letter), children guess the helper. |
| Develop (main) | (35 min) 1. Discuss each helper with pictures, talk about where they work. 2. Match helper to workplace (hospital, fire station). 3. Game: “Who am I?” – a child picks a helper card, class asks questions to guess. 4. Draw your favourite community helper and write a sentence: “A ___ helps us by ___.” 5. If possible, watch a short video or invite a community helper to speak. |
| Plenary (close) | (10 min) Class book: combine all drawings into “Our Community Helpers” book. Read it together. |
| Assessment | Matching activity (helper-tool) and sentence writing with correct helper name. |
| Teacher notes | Emphasise gratitude; extend to less visible helpers (waste collectors, farmers). |
| Objectives | Students will be able to: (1) explain what a market is; (2) name items sold at a market; (3) role-play a market buying and selling scene. |
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| Materials | Play money, real/plastic fruits and vegetables, baskets, vendor aprons. |
| Key vocabulary | market, vendor, buyer, goods, money, bargain |
| Engage (starter) | (10 min) Display a basket of fruits and vegetables. Ask: Where can we buy these? What happens there? |
| Develop (main) | (35 min) 1. Discuss types of markets: open-air market, farmers’ market, supermarket. 2. List goods that can be bought. 3. Set up market stalls: assign vendors and buyers, use play money. Practise polite language: “Good morning, how much is the mango?” 4. Discuss why markets are important for community (fresh food, supporting farmers). 5. Draw a market scene and label at least three items. |
| Plenary (close) | (10 min) Share one thing you “bought” and how much it cost. Reflect on how bargain feels. |
| Assessment | Participation in role-play; labelled drawing with at least 3 market items. |
| Teacher notes | If possible, plan a visit to a local market or invite a vendor parent to class. |
| Objectives | Students will be able to: (1) name different types of transportation; (2) classify as land, water, air; (3) draw a vehicle and explain its use. |
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| Materials | Toy vehicles, transportation classification chart (land/water/air), picture cards. |
| Key vocabulary | transportation, bus, taxi, bicycle, boat, plane |
| Engage (starter) | (10 min) Sound game: play sounds of bus, boat, bicycle bell, aeroplane. Children guess and name the vehicle. |
| Develop (main) | (35 min) 1. Brainstorm vehicles and sort into land, water, air on chart. 2. Discuss how they travel to school; create a bar graph of transport used. 3. Safety rules for walking and crossing the road – role-play with pedestrian crossing. 4. Draw and label a favourite vehicle; write its use (e.g., A bus carries many people.). 5. Talk about how transport helps the community (delivering goods, emergency). |
| Plenary (close) | (10 min) Sing “The Wheels on the Bus” with actions. Choose a few drawings to share. |
| Assessment | Sorting activity correct; drawing includes vehicle and a descriptive sentence. |
| Teacher notes | Include local transport terms (Coaster bus, robot taxi, donkey cart) to value community knowledge. |
| Objectives | Students will be able to: (1) explain why a clean community is important; (2) identify ways to keep the community clean; (3) make a poster promoting cleanliness. |
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| Materials | Pictures of clean vs littered areas, poster paper, markers, garbage bag (for demo). |
| Key vocabulary | clean, dirty, litter, garbage, recycle |
| Engage (starter) | (10 min) Show two pictures: a clean park with families, and a littered park. Ask: Which would you rather play in? Why? |
| Develop (main) | (35 min) 1. Discuss health risks (rats, sickness) and how litter hurts animals. 2. Brainstorm ways to help: pick up trash, use bins, recycle, not littering. 3. Clean-up walk around the school yard (with gloves); discuss findings. 4. Create a poster with a slogan and picture: “Keep our community clean – put trash in the bin!” 5. Pledge: each child signs a class promise to be a community cleaner. |
| Plenary (close) | (10 min) Poster gallery walk. Children give one compliment to another’s poster. |
| Assessment | Poster has a clear message and picture; can state 2 ways to keep community clean. |
| Teacher notes | Extend to home: challenge children to practise one clean habit at home and report back. |