Meaning and Importance of School and Class Rules for Pre-School Level 3

Class: Pre-School Level 3
Term: First Term
Week: 6
Age: 4 years
Duration: 30 minutes
Subject: Personal Development
Curriculum Theme: Personal Development
Previous Lesson: My Name, Teacher and Friend’s Name
Topic: SCHOOL AND CLASS RULES
Subject Matter: Meaning and importance of school and class rules.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Define “rules” in simple terms.
• Identify examples of school rules.
• Identify examples of class rules.
• State one reason why rules are important.

Affective Domain

• Appreciate the need for rules in school and the classroom.
• Show willingness to obey school and class rules.

Psychomotor Domain

• Demonstrate simple class rules like sitting properly or raising a hand.
• Participate in a song about rules.

Social Domain

• Participate in discussions about good behaviour.
• Take turns when speaking about rules.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 3
• Relevant Early Childhood Care and Education resources

Instructional Materials

• Pictures showing children following rules (e.g., sitting quietly, sharing, lining up).
• Charts displaying simple school and class rules with drawings.
• Storybooks about good behaviour or rules.
• Real objects (e.g., a chair for sitting, a book for sharing).
• Audio player for song.

Rationale for the Lesson

Understanding school and class rules is fundamental for 4-year-olds as it helps them navigate their learning environment safely and respectfully. This lesson fosters a sense of order, cooperation, and responsibility, which are crucial for effective learning and positive social interactions within the school community.

Prerequisite/Previous Knowledge

Pupils are familiar with basic greetings and understand simple instructions given by the teacher. They also have some experience with rules at home, such as “don’t touch the stove” or “clean up your toys.”

Lesson Content/Board Summary

Meaning and Importance of School and Class Rules

What are Rules?

• Rules are like special instructions that tell us what to do and what not to do.
• They help us stay safe, happy, and learn well.

School Rules:

• These are rules for everyone in the whole school.
• Examples:
  • Come to school on time.
  • Greet your teachers and friends.
  • Don’t run in the corridors.
  • Keep the school compound clean.

Class Rules:

• These are special rules just for our classroom.
• Examples:
  • Listen to the teacher.
  • Raise your hand to speak.
  • Share toys and materials.
  • Sit properly on your chair.
  • Walk, don’t run, inside the classroom.
  • Be kind to your friends.

Why are Rules Important?

• Rules keep us safe from harm.
• Rules help us learn without disturbance.
• Rules help us make friends and play nicely.
• Rules make our school and classroom a happy place.

Key Words

• Rule – A special instruction to follow.
• School – The place where we learn.
• Class – Our special learning room.
• Obey – To follow the rules.
• Safe – Not in danger.

Our Rules Song

Tune: Mary Had a Little Lamb

Lyrics:

Rules for school, rules for class,
Rules for class, rules for class.
Rules for school, rules for class,
Help us learn and play.

Listen well and raise your hand,
Raise your hand, raise your hand.
Listen well and raise your hand,
That’s a rule we obey.

Share our toys and be so kind,
Be so kind, be so kind.
Share our toys and be so kind,
Happy children we find.

Actions: Point to ears for “listen,” raise hand for “raise your hand,” make sharing motion for “share toys,” hug self for “be so kind,” clap hands for “happy children.”

Watch and Learn About Rules

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Storytelling
• Picture Talk
• Question and Answer
• Role-play
• Repetition

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Greeting

Teacher’s Activity: The teacher greets the pupils warmly and leads them in a short “Good Morning” song. The teacher then asks pupils what they do when they come to school (e.g., greet, sit down).

Pupils’ Activity: Pupils respond to greetings, sing along, and share simple actions they do upon arriving at school.

Learning Point: Pupils are settled and ready for the lesson, recalling familiar school routines.

Step 2: Introducing Rules

Time: 5 minutes

Teaching Skill: Explanation/Concept Building

Teacher’s Activity: The teacher introduces the word “rules” using simple examples from home (e.g., “At home, Mummy says ‘don’t play with fire.’ That’s a rule!”). The teacher explains that rules help us stay safe and happy.

Pupils’ Activity: Pupils listen, share simple rules from home, and repeat the word “rules.”

Learning Point: Pupils understand that rules are instructions that keep us safe and happy.

Step 3: Exploring School Rules

Time: 5 minutes

Teaching Skill: Visual Aid/Discussion

Teacher’s Activity: The teacher shows pictures or charts of school rules (e.g., coming on time, greeting teachers, not running in corridors). The teacher explains each rule and why it is important for everyone in the school.

Pupils’ Activity: Pupils look at the pictures, listen to the explanations, and identify some school rules.

Learning Point: Pupils recognise common school rules and understand their purpose.

Step 4: Exploring Class Rules

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher focuses on rules specifically for the classroom. Using charts, the teacher explains rules like “listen to the teacher,” “raise your hand to speak,” “share toys,” and “sit properly.” The teacher demonstrates some actions (e.g., raising hand) and asks pupils to imitate.

Pupils’ Activity: Pupils observe the charts, listen, and practice demonstrating class rules like raising their hands or sitting straight.

Learning Point: Pupils identify and practice specific rules for their classroom.

Step 5: Importance of Rules

Time: 4 minutes

Teaching Skill: Question and Answer/Reinforcement

Teacher’s Activity: The teacher asks pupils, “Why do we need rules?” The teacher guides them to understand that rules help us learn, play nicely, and keep our classroom tidy and safe.

Pupils’ Activity: Pupils offer simple reasons why rules are important (e.g., “to be safe,” “to learn”).

Learning Point: Pupils understand the benefits of having and following rules.

Step 6: Song and Video Reinforcement

Time: 3 minutes

Teaching Skill: Creative Expression/Audio-Visual Learning

Teacher’s Activity: The teacher leads the pupils in singing the “Our Rules Song” with actions. Then, the teacher plays the short video about classroom rules, encouraging pupils to watch and identify rules.

Pupils’ Activity: Pupils sing the song with actions and watch the video, pointing out rules they recognise.

Learning Point: Pupils reinforce their understanding of rules through song and visual aids.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. What is a rule? (e.g., “something we follow”)
2. Show me how you raise your hand to speak.
3. Is it good to run inside the classroom? Why or why not?
4. Is bullying bad? Why?

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summary/Encouragement

Teacher’s Activity: The teacher summarises that rules help us all have a happy and safe school. The teacher encourages pupils to always remember and obey the rules.

Pupils’ Activity: Pupils listen and nod, promising to follow the rules.

Learning Point: Pupils are encouraged to apply what they have learned.

Lesson Keywords

• Rules – Instructions that tell us what to do and what not to do.
• School Rules – Rules for everyone in the school.
• Class Rules – Rules for our classroom.
• Obey – To follow what the rules say.
• Safe – Protected from harm.

Differentiation

Support: For pupils who need extra help, the teacher can use larger pictures, repeat explanations more slowly, and provide hand-over-hand guidance for demonstrating actions like raising a hand. Focus on identifying just one or two key rules. Use peer support where a stronger pupil can model behaviour.

Extension: For pupils who grasp the concept quickly, the teacher can ask them to name another rule they know at home or in the community. They can also be asked to role-play a scenario where a rule is followed or broken, and discuss the consequences.