The Primary 6 English Studies First Term Scheme of Work serves as a vital roadmap for educators, students, and parents. It ensures that pupils in their final year of primary school are well-grounded in grammar, reading, writing, comprehension, and vocabulary. Aligned with the NERDC-approved national curriculum, this scheme builds the foundational language skills needed for success in future assessments.
This term strategically introduces pupils to a wide range of language features, such as correct pronunciation, sentence rhythm, guided writing, and effective comprehension. Each week targets specific aspects of language learning, encouraging mastery through structured practice. From learning how to construct a narrative to understanding formal writing formats, students progressively develop essential communication skills.
In addition to classroom instruction, dictation and vocabulary development are emphasized weekly. These components not only improve spelling and pronunciation but also expand pupils’ understanding of new and practical words. Furthermore, by revising key topics in the final weeks, the scheme strengthens exam readiness and builds confidence.
Whether you’re a teacher planning your lessons, a parent monitoring progress, or a pupil aiming for academic success, this scheme offers a reliable guide. It promotes clear milestones in language learning and supports consistent improvement throughout the term.
Here’s the full breakdown of topics for each week in the first term:
Primary 6 English Studies First Term Scheme of Work
| Week | Topics | Subtopics |
|---|---|---|
| Week 1 | Speech Work | Intonation Practice – stress patterns, sentence rhythm |
| Structure | Verb forms – finite/infinite, regular/irregular | |
| Reading | Vocabulary-focused passages | |
| Writing | Narrative composition: “How I Spent My Last Holiday” | |
| Dictation | Grapes, zealous, core, reprimand, bacterial, eradicate, hygiene, absorbent | |
| Week 2 | Speech Work | Aural Discrimination – /t:/ vs /t/, /a:/ vs /ɔ/ |
| Structure | Dictionary use – alphabetical order, guide words | |
| Reading | Comprehension of non-fiction texts | |
| Writing | Introduction paragraphs – paraphrasing, sentence structure | |
| Dictation | Pandemic vocabulary: isolation, synergy, virtual, remote, contaminate | |
| Week 3 | Speech Work | Aural Discrimination – /s/ vs /ʃ/, /l/ vs /r/ |
| Structure | Synonyms – definition, usage | |
| Reading | Selected narrative stories – inference and vocabulary | |
| Writing | Body paragraphs – topic and supporting sentences | |
| Dictation | Destination, organic, healthy, environment, household | |
| Week 4 | Speech Work | Intonation in question types |
| Structure | Adjectives – types and comparative forms | |
| Reading | Identifying main ideas in paragraphs | |
| Writing | Descriptive essay: “My Best Friend” | |
| Dictation | Adventurous, honesty, laughter, curious, guardian | |
| Week 5 | Speech Work | Syllables and stress |
| Structure | Pronouns – personal, relative, reflexive | |
| Reading | Fiction comprehension – summary and answers | |
| Writing | Expository writing: “How to Keep the Environment Clean” | |
| Dictation | Civic, exercise, togetherness, healthy, solution | |
| Week 6 | Speech Work | Stress in compound words |
| Structure | Prepositions – usage in space and time | |
| Reading | Summarising nonfiction text | |
| Writing | Expository essay: “Duties of a Good Pupil” | |
| Dictation | Diligence, cooperation, knowledge, boldness | |
| Week 7 | Speech Work | Intonation in commands and requests |
| Structure | Conjunctions – types and usage | |
| Reading | Reading for specific details | |
| Writing | Formal letter: “Requesting a New School Library” | |
| Dictation | Imagination, responsibility, appointment, honesty | |
| Week 8 | Speech Work | Stress and word class changes |
| Structure | Articles – definite and indefinite | |
| Reading | Story elements – plot, character, setting | |
| Writing | Story writing: “The Day I Got Lost” | |
| Dictation | Unusual, discover, envelope, guardian, journey | |
| Week 9 | Speech Work | Emphatic stress |
| Structure | Tenses – past, present, future | |
| Reading | Identifying author’s purpose | |
| Writing | Argumentative writing: “Pupils Should Wear Uniforms” | |
| Dictation | Victory, discipline, mischief, tolerate, fairness | |
| Week 10 | Speech Work | Revision of phonemes and stress |
| Structure | All parts of speech revision | |
| Reading | Mixed comprehension passages | |
| Writing | Summary writing techniques | |
| Dictation | Selected from previous weeks | |
| Week 11 | Speech Work | Practice and reinforcement |
| Structure | Practice tests in grammar | |
| Reading | Review of previously taught reading passages | |
| Writing | Practice test in continuous and guided writing | |
| Dictation | Full revision list | |
| Week 12 | Revision | General revision of all topics |
| Mock exams and final assessments |
Importance of the Scheme of Work
This scheme of work offers clear benefits for pupils, teachers, and parents. First, it aligns perfectly with the national curriculum developed by the NERDC. This alignment guarantees a unified approach to language education across all Nigerian schools.
Secondly, it improves learners’ overall language proficiency. Weekly activities sharpen essential communication skills, listening, speaking, reading, and writing. Through repeated practice, pupils become confident in expressing themselves and understanding others.
Thirdly, the scheme supports exam readiness. Each topic, whether it focuses on comprehension or structured writing, is designed to build toward success in Common Entrance and promotional assessments. Pupils learn in progressive stages that reflect exam standards.
Also, vocabulary development plays a critical role. Weekly dictation enriches word knowledge while strengthening correct pronunciation and spelling. With each new word, students expand their reading comprehension and usage.
Finally, the scheme strengthens independent writing. It moves gradually from basic paragraph writing to full essays, encouraging creativity and critical thinking. Pupils are guided to write clearly, revise their work, and apply grammar accurately.
By following this scheme consistently, all stakeholders can ensure measurable learning outcomes. Teachers teach with confidence, parents stay engaged, and pupils gain the tools for academic growth.
How to Use the Scheme of Work Effectively
This scheme works best when everyone; teachers, pupils, and parents, plays their part.
For Teachers:
Plan lessons each week using the suggested breakdown. Start each class with speech practice and dictation. Then, link structure and reading activities with the week’s writing focus. Use interactive strategies like role-play and peer feedback to build confidence.
For Pupils:
Practice speaking every day. Read aloud, mimic speech patterns, and use new vocabulary in writing. Write regularly, narratives, letters, descriptions and revise for clarity. Also, study dictation words and apply them in daily conversation.
For Parents:
Monitor homework weekly. Ask your child to read and explain passages or dictate words to you. Provide books and listen as your child reads aloud. Encourage discussion to strengthen spoken English.
With everyone actively involved, the scheme supports success at every level.
Conclusion
The Primary 6 English Studies First Term Scheme of Work is more than a timetable—it’s a learning map that empowers teachers to deliver lessons strategically and prepares pupils for future academic success. Use this guide weekly to maintain instructional focus and raise confident, competent English users.
