Revision of First-Term Personal Development for Pre-School Level 4

Class: Pre-School Level 4

Term: Second Term

Week: 1

Age: 5 years

Duration: 30 minutes

Subject: Personal Development

Curriculum Theme: Personal Development

Previous Lesson: Pupils previously learned various aspects of personal development in the first term.

Topic: Revision of First-Term Personal Development

Subject Matter: Revision. Weekly focus: Revision of First-Term Personal Development.

Specific Objectives

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

Cognitive Domain

• Recall and state their full name and age.
• Identify and name important people like their parents and teacher.
• Recall and state common greetings.

Affective Domain

• Show willingness to participate in revision activities.
• Demonstrate good manners by saying “Please” and “Thank you.”

Psychomotor Domain

• Demonstrate simple greetings through role-play.
• Point to themselves when asked “Who are you?”

Social Domain

• Interact politely with the teacher and peers during revision.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 4
• Relevant Early Childhood Care and Education resources
• A suitable early-years Personal Development workbook

Instructional Materials

• Pupils’ notebooks (for reference, if any first-term work was recorded)
• Name tags or cards with pupils’ names
• Pictures of children greeting each other
• Pictures of families (parents and children)
• A picture of the class teacher
• Flashcards with words like “Hello,” “Please,” “Thank you”

Rationale for the Lesson

This lesson is important for Pre-School Level 4 pupils as it reinforces foundational personal development concepts learned in the first term. Revisiting these topics helps to solidify their understanding of self-identity, good manners, and recognising important people, which are crucial for their social and emotional growth and successful integration into school and community life.

Prerequisite/Previous Knowledge

Pupils have previously learned about their names, ages, family members, common greetings, and polite words like “Please” and “Thank you” during the first term.

Lesson Content/Board Summary

Revision of First-Term Personal Development

Today, we are revising what we learned about ourselves and good manners in the first term. It’s important to remember these things!

Who Am I?

• My Name: (Pupils state their full name)
• My Age: (Pupils state their age)

Good Manners

• Greetings:
  • When we meet people, we say “Hello,” “Good morning,” “Good afternoon.”
  • It shows respect and kindness.
• Polite Words:
  • When we ask for something, we say “Please.”
  • When someone gives us something or helps us, we say “Thank you.”

Important People

• Parents: Mummy and Daddy (or guardians) who care for us at home.
• Teacher: The person who teaches us in school.

Key Words

• Name – What we are called.
• Age – How old we are.
• Hello – A way to greet someone.
• Please – A polite word to use when asking.
• Thank you – A polite word to use when receiving.
• Parents – Our mother and father.
• Teacher – The person who teaches us.

What the Teacher Should Show or Draw

• Display name tags or cards for pupils to identify their names.
• Show pictures of children greeting each other (e.g., shaking hands, waving).
• Show pictures of families (mother, father, child).
• Point to themselves and then to the class teacher.

Revision Song: “Who Am I and What Do I Say?”

Tune: “Are You Sleeping, Brother John?”

Who am I? Who am I?
I know my name, I know my name.
I am (Pupil’s Name), I am (Pupil’s Name),
And I am (Pupil’s Age) years old.

What do I say? What do I say?
“Hello,” “Please,” and “Thank you” too.
“Hello,” “Please,” and “Thank you” too,
Good manners for me and you!

Actions:

• For “Who am I?”: Point to self.
• For “I know my name, I know my name”: Nod head confidently.
• For “I am (Pupil’s Name)”: Pupils say their own name.
• For “And I am (Pupil’s Age) years old”: Hold up fingers to show age.
• For “What do I say?”: Shrug shoulders.
• For “Hello,” “Please,” “Thank you”: Make appropriate gestures (wave, praying hands, thumbs up).
• For “Good manners for me and you!”: Point to self and then to others.

How to use the rhyme: Sing the song together, encouraging pupils to fill in their own names and ages. Repeat several times to reinforce the concepts and actions.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils warmly and explains that today they will revisit some important things they learned last term to make sure they remember them well. The teacher might start with a simple “Hello” song.

Pupils’ Activity: Pupils respond to greetings and participate in the welcome song.

Learning Point: Pupils are prepared for the lesson and understand the idea of revision.

Step 2: Revisiting Self-Identity (Name and Age)

Time: 5 minutes

Teaching Skill: Questioning/Identification

Teacher’s Activity: The teacher asks pupils, “Who are you?” and “What is your name?” and “How old are you?” The teacher shows name tags and encourages each pupil to state their name and age. The teacher guides them to say their full name.

Pupils’ Activity: Pupils respond by stating their names and ages. They point to their name tags if displayed.

Learning Point: Pupils recall and state their personal information (name and age).

Step 3: Revisiting Good Manners (Greetings)

Time: 5 minutes

Teaching Skill: Demonstration/Role-play

Teacher’s Activity: The teacher asks, “What do we say when we meet someone in the morning?” and “What about in the afternoon?” The teacher demonstrates saying “Good morning” and “Good afternoon” and asks pupils to practice. The teacher uses pictures of children greeting.

Pupils’ Activity: Pupils repeat greetings after the teacher and practice greeting each other or the teacher.

Learning Point: Pupils recall and practice common greetings.

Step 4: Revisiting Good Manners (Please and Thank You)

Time: 5 minutes

Teaching Skill: Modelling/Practice

Teacher’s Activity: The teacher presents simple scenarios, e.g., “If you want a crayon, what do you say?” and “If I give you a crayon, what do you say?” The teacher models using “Please” and “Thank you” and encourages pupils to use flashcards with the words.

Pupils’ Activity: Pupils respond with “Please” and “Thank you” in the given scenarios and repeat the words.

Learning Point: Pupils recall and practice using “Please” and “Thank you.”

Step 5: Reinforcement Song

Time: 3 minutes

Teaching Skill: Reinforcement/Engagement

Teacher’s Activity: The teacher leads the class in singing the “Who Am I and What Do I Say?” song, encouraging pupils to perform the actions and fill in their personal details.

Pupils’ Activity: Pupils sing along, perform the actions, and say their names and ages in the song.

Learning Point: Concepts of self-identity and good manners are reinforced through song and actions.

Step 6: Revisiting Important People

Time: 4 minutes

Teaching Skill: Identification/Association

Teacher’s Activity: The teacher asks, “Who takes care of you at home?” and shows pictures of families. The teacher then asks, “Who teaches you in school?” and points to herself, showing a picture of the teacher if available.

Pupils’ Activity: Pupils identify their parents in pictures and point to the teacher when asked.

Learning Point: Pupils recall and identify important people in their lives (parents and teacher).

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 your name?”
2. “How old are you?”
3. “Show me how you say ‘Good morning’.”
4. “What do you say when you ask for something?”
5. “Who is your teacher?”

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: Summarising

Teacher’s Activity: The teacher praises the pupils for remembering their first-term lessons and encourages them to continue practicing good manners at home and in school. The teacher reminds them that these are important things to know.

Pupils’ Activity: Pupils listen and acknowledge the importance of the lesson.

Learning Point: Pupils understand the value of the revised topics.

Lesson Keywords

• Name – What someone is called.
• Age – How many years old someone is.
• Hello – A friendly way to greet people.
• Please – A polite word to use when asking for something.
• Thank you – A polite word to use when someone helps you or gives you something.
• Teacher – The person who teaches children in school.

Differentiation

• Support: For pupils who struggle to recall, the teacher can provide more direct prompts, use visual cues (e.g., pointing to their name tag), or ask them to repeat after a peer. One-on-one interaction and hand gestures can also help.
• Extension: For pupils who quickly recall, the teacher can ask them to state their full name and surname, or demonstrate how to greet an elder versus a friend. They could also be asked to identify other important people in their family (e.g., siblings, grandparents).

Note for teachers using this lesson plan

Before the lesson, ensure you have prepared all instructional materials, especially name tags for each pupil, and clear pictures for greetings and families. The key to revision is active recall and repeated practice. Encourage every child to participate, even if it’s just repeating words or making gestures. Be patient and use positive reinforcement to build confidence. Observe how pupils respond to questions and demonstrations; their actions and verbal responses will show their level of understanding. The song is a great tool for reinforcing multiple concepts in a fun, memorable way. Repeat it often throughout the week if needed.