WEEKLY SCHEME OF LEARNING- WEEK

ONE BASIC ONE

Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 10TH JAN. 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.[Link] B1.[Link]
B1.[Link].
Performance Indicator Learners can segment syllables/words into sounds
Learners can write words using both capital and small letters
Learners can use the p resent tense of verbs to
express the present state of things or situations
Learners can read a variety of age – appropriate books and texts
from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing [Link] What have we learnt
letters
songs and recite familiar and words
Revise the sounds of today?
learners
rhymes
have learnt. Ask learners to summarize the
• Demonstrate syllable main points in the lesson
segmentation by breaking
two-syllable words. Break
two syllable words into
syllables. e.g.
pencil = pen-cil
baby = ba-by
mother = mo-ther
 • Let learners read the
words and use them in sentences
Assessment: Let learners use the
words pencil, baby and mother in
sentences
and lower cases.

Wednesday Engage learners C. WRITING What have we learnt

to sing • Write words in upper today?
songs and recite
familiar rhymes • Model pronunciation of target Ask learners to summarize
words for learners to repeat. the main points in the
• Let learners copy the words lesson
from the board. Encourage
learners to space out letters
appropriately in the words.
Let group leaders help
other learners (who are not able
to write some letters correctly).
. Assessment:
Let learners copy the words
from the board

Thursday Engage learners [Link] What have we learnt

to sing CONVENTIONS AND today?
songs and recite GRAMMAR USAGE
familiar rhymes Ask learners to
• Introduce the activity summarize the main points
and demonstrate it in the lesson
• Guide learners with questions to
describe the state of given things or
situations, e.g. My bag is red

Assessment: use the present tense

of verbs to express the present
state of things in the classroom

Friday Engage learners [Link] READING What have we learnt

to sing Using book tease or book today?
songs and recite talk, introduce the reading/
familiar rhymes library time.
 • Have a variety of age Ask learners to
appropriate books for summarize the main
learners to make a choice points in the lesson
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners
. • Encourage them to read
individually and in pairs, and
provide support and
encouragement

Assessment: Guide
learners to select books
for readings
Week Ending 10TH JAN. 2025
Class One
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can Use relationship between addition and
subtraction to demonstrate understanding of equality for
numbers within 20
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division)
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Sing songs like: Demonstrate an Review the lesson with
understanding of the Learners
I’m counting one, what relationship between
is one addition and subtraction
1 - One is one alone, by: transforming a Assessment: have
alone it shall be. subtraction as an learners to practice with
2 - Two pair, two pair equivalent addition and more examples
come pair let us pair vice versa (For example,
subtracting eight from 10
(10 – 8) is the same as
identifying the number
that must be added to 8 to
make 10)
10 − 8 = What?
Means 8 + What? = 10

Wednesday Sing songs like: Demonstrate an Review the lesson with

understanding of the Learners
I’m counting one, what relationship between
is one addition and subtraction
by: transforming a
 1 - One is one alone, subtraction as an Assessment: have
alone it shall be. equivalent addition and learners to practice with
2 - Two pair, two pair vice versa (For example, more examples
come pair let us pair subtracting eight from 10
(10 – 8) is the same as
identifying the number
that must be added to 8 to
make 10)
10 − 8 = What?
Means 8 + What? = 10

Thursday Sing songs like: Demonstrate an Review the lesson with

understanding of the Learners
I’m counting one, what relationship between
is one addition and subtraction
1 - One is one alone, by: transforming a Assessment: have
alone it shall be. subtraction as an learners to practice with
2 - Two pair, two pair equivalent addition and more examples
come pair let us pair vice versa (For example,
3 - Turn around subtracting eight from 10
4 - Follow me (10 – 8) is the same as
5 - Fire identifying the number
that must be added to 8 to
make 10)
10 − 8 = What?
Means 8 + What? = 10

Friday Sing songs like: Demonstrate an Review the lesson with

understanding of the Learners
I’m counting one, what relationship between
is one addition and subtraction
1 - One is one alone, by: transforming a Assessment: have
alone it shall be. subtraction as an learners to practice with
2 - Two pair, two pair equivalent addition and more examples
vice versa (For example,
subtracting eight from 10
(10 – 8) is the same as
identifying the number
that must be added to 8 to
make 10)
10 − 8 = What?
Means 8 + What? = 10
Week Ending 10TH JAN. 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can Observe the disappearance of mist and
pools of water after it rains
Strand : CYCLES
Sub strand EARTH SCIENCE
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Thursday Engage learners to sing • Let learners observe the What have we learnt
songs and recite familiar disappearance of mist and today?
rhymes run-off water after it rains
and come and talk about it in Ask learners to
class. (Note: This summarize the important
activity is to be carried out points of the lesson
when it rains).
• Engage learners to
predict where mist and
run-off water go after
rains and assist them to
understand that they
evaporate.

Assessment: where does

mist and run-off water go
after rains?
Week Ending 10TH JAN. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can explain why, in the past, Ghana was
known as the Gold Coast
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Explain how the name was What have we learnt
songs and recite familiar changed from Gold Coast to today?
rhymes Ghana
Discuss the English Ask learners to
Why did the country translation of the Portuguese summarize the main
name Costa da mina - Gold
change its name from points in the lesson
Coast.
the Gold Coast to
Ghana? Who proposed
Assessment: Explain why, in
the change of name? Why the past, Ghana was known
was the new name as the Gold Coast
proposed?

Thursday Engage learners to sing Explain how the name was What have we learnt
songs and recite familiar changed from Gold Coast to today?
rhymes Ghana Discuss the
English translation of the Ask learners to
Portuguese name Costa da summarize the main
mina - Gold Coast.
points in the lesson

Assessment:
Explain how the name was
changed from Gold Coast to
Ghana
Week Ending 10TH JAN. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.2.3.1. 1.
Performance Indicator Learners can Identify the cardinal points

Strand ALL AROUND US

Sub strand Map Making and Land Marks
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners talk about the What have we learnt
songs and recite familiar cardinal points e.g. North, today?
rhymes South, East and West.
Ask learners to
Learners sketch the summarize the main
cardinal points and label
points in the lesson
them

Assessment: Learners
sketch the cardinal points
and label them

Thursday Engage learners to sing Learners sketch the What have we learnt
them. points and label
songs and recite familiar cardinal today?
rhymes
Learners stretch their Ask learners to
arms sideways to summarize the main
demonstrate the cardinal points in the lesson
points e.g. in front of me is
North, to the right is East,
to the left is West and to
my back is South.

Assessment: let Learners

stretch their arms
sideways to demonstrate
the cardinal points
Week Ending 10TH JAN. 2025
Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B2 [Link]
Performance Indicator Learners can think about and describe the different
visual artworks that are produced or found in the local
community
Strand Visual Arts
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar about visual artworks today?
rhymes (including drawings, clay
pots, posters, wood Ask learners to
carvings, calendars) they summarize the main
know of or have seen in points in the lesson
the community;

pictures that show

artworks in books,
catalogues, magazines
and identify them by
name or what they are
made of or used for;

about different kinds of

visual artworks that are
produced or found in the
local community;

visual artist (graphic

designer making prints on
Tshirts, pottery artist
making clay pots, textile
artist weaving Kente,
sculptor making cement
statue, etc.) to observe, ask
questions, make notes and
learn about their

knowledge gained for

planning own visual
artworks

Assessment:
describe the different
visual artworks that are
found in the local
community
Week Ending 10TH JAN. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]:
Performance Indicator Learners can name the three main types of worship in
Ghana
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning) among the three main
Friday Engage learners to sing Show pictures, video clips What have we learnt
songs and recite familiar of people worshipping today?
rhymes
religions in Ghana. Ask learners to
- Christian worship, summarize the main
- Islamic worship and points in the lesson
- Traditional worship

Assessment:
Name the three main
types of worship in Ghana
Learning Indicator (s) (Ref. No.) B1.[Link] Discuss the correct terms for the various
categories of people.
B1.[Link] Describe themselves
Performance Indicators • The learner should discuss the correct
terms for the various categories of people.
• The learner should describe themselves

Week Ending 10TH JAN. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Discuss with learners, What have we learnt
songs and recite various terms for greeting. today?
familiar rhymes • Demonstrate greetings of
various categories of
people using the correct
terms.
• Assist learners to
recognise the correct
terms of greeting the
various categories of
people.

Review the lesson with

learners
Assessment: let learners
mention the correct terms
for the various categories of
people.
Engage leaners to sing • Put learners into groups What have we learnt
songs and recite and let learners talk about today?
familiar rhymes themselves.
• Call learners individually to
talk about themselves to the
class. E.g. Their names, age
and where they live etc.

Assessment: let learners

describe themselves Review the lesson with
individually learners

Engage leaners to sing • Put learners into groups What have we learnt
songs and recite and let learners talk about today?
familiar rhymes themselves.
• Call learners individually to
talk about themselves to the
class. E.g. Their names, age
and where they live etc.

Assessment: let learners

describe themselves
individually
Review the lesson with
learners
 WEEKLY SCHEME OF LEARNING- WEEK TWO
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 17TH JAN.

2025
Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link] B1.[Link] B1.[Link]
B1.[Link] B1.[Link].
Performance Indicator Learners can talk about their school and places in the
school
Learners can use alphabetic knowledge to decode
known words
Learners can write words using both capital and small
letters Learners can use the present tense of verbs to
express the present state of things or situations Learners
can read a variety of age – appropriate books and texts
from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Use the Community Circle today?
rhymes Time Strategy.
• Show pictures of their Ask learners to
school and places in the summarize the main
school (the library, the points in the lesson
computer lab, the
headmaster’s office, the
playing field etc.)
• Have learners think-pair-
share ideas/views about
 the pictures in pairs and
then with the large group.
• Have learners talk about the
activities that go on in these places
and their importance to the individual.

Assessment: let learners talk about

the activities that go on in their
school and places in the school

Tuesday Engage [Link] What have we learnt

learners to sing • Let learners sing an today?
songs and alphab
recite familiar et
rhymes song.
• Put them into groups and write Ask learners to
sentences containing some new summarize the
words for learners to decode by main points in the
segmentation. e.g. This is a mango. lesson
This is my sister.
• Have learners read similar words
from the word charts

Assessment: let learners read words

from the word charts

Wednesday Engage C. WRITING What have we learnt

learners to sing today?
songs and • Write words in upper
recite familiar and lower cases. Ask learners to
rhymes • Model pronunciation of target summarize the
words for learners to repeat. main points in the
• Let learners copy the words from lesson
the board. Encourage learners to
space out letters appropriately in
the words.
 Let group leaders help
other learners (who are not
able to write some letters
correctly).

Assessment: let learners

write words using both
capital and small
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
• Introduce the activity summarize the
and demonstrate it. main points in
• Guide learners with the lesson
questions to describe the
state of given things or
situations, e.g. My bag is red

Assessment: let learners use

the present tense of verbs to
express the present state of
things or situations

Friday Engage learners to sing [Link] READING What have we learnt

songs and recite familiar talk, introduce the
rhymes Using book tease or book today?

reading/ library time. Ask learners to

• Have a variety of age summarize the
appropriate books for main points in
learners to make a choice the lesson
from.
• Introduce picture or
wordless books, pop-up and
flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs, and
provide support and
encouragement

Assessment: Guide
learners to select books
for readings
Week Ending 17TH JAN. 2025
Class One
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can generate and solve word problem
situations when given a number sentence involving
addition and subtraction of numbers within 20
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Write addition and Review the lesson with
subtraction problems, Learners
I’m counting one, what learners in their groups
discuss and generate word Assessment: have
is one
problems to match the
1 - One is one alone, number sentences learners to practice with
alone it shall be. more examples

Tuesday Sing songs like: Write addition and Review the lesson with
subtraction problems, Learners
I’m counting one, what learners in their groups
discuss and generate word
is one
problems to match the
1 - One is one alone, Assessment: have
number sentences
alone it shall be. learners to practice with
more examples
Wednesday Sing songs like: Write addition and Review the lesson with
subtraction problems, Learners
I’m counting one, what learners in their groups
is one discuss and generate word
problems to match the
number sentences

1 - One is one alone, Assessment: have

alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Write addition and Review the lesson with
subtraction problems, Learners
I’m counting one, what learners in their groups
is one discuss and generate word Assessment: have
1 - One is one alone, problems to match the learners to practice with
alone it shall be. number sentences more examples

Friday Sing songs like: Write addition and Review the lesson with
subtraction problems, Learners
I’m counting one, what learners in their groups
is one discuss and generate word
1 - One is one alone, problems to match the Assessment: have
number sentences
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending 17TH JAN. 2025
Class One
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify sources and uses of water in the
home and at school
Strand CYCLES
Sub strand EARTH SCIENCE
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Ask learners where they What have we learnt
songs and recite familiar get water (sources of today?
rhymes water) at the home,
community and school. Ask learners to
• In a participatory manner, summarize the important
learners come out with points of the lesson
sources of water in the
home and at school
• Show or draw pictures
depicting different sources of
water such as bore- holes,
rivers, wells and the sea.
• Discuss the various uses of
water at their homes,
school and community.
• Learners demonstrate
several uses of water, e.g.
washing of face and hands,
drinking and preparing
beverages,
 rinsing of utensils,
watering of flowers.

Assessment: let learners identify

sources and uses of water in the home
and at school water in an outdo

Thursday Engage • Use local materials to What have we learnt

learners to create different sources of today?
sing
songs and activity. E.g. artificial wells, rivers, Ask learners to
recite rainfall and tap. summarize the
familiar important points of
rhymes the lesson
Assessment: let learners Identify
sources of water in the home and at
school
Week Ending 17TH JAN. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]:
Performance Indicator Learners can name the three main types of worship in
Ghana
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Show pictures, video clips What have we learnt
songs and recite familiar of people worshipping today?
rhymes among the three main
religions in Ghana. - Christian Ask learners to
worship, - Islamic worship summarize the main
and - Traditional worship points in the lesson

Assessment: let learners

name the three main types
of worship in Ghana
Week Ending 17TH JAN. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can use the internet to locate ancient Ghana
empire and the Akan forest regions of Ghana
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Use the internet to locate What have we learnt
songs and recite familiar ancient Ghana empire and today?
rhymes the Akan forest regions of
Ghana Ask learners to
summarize the main
Assessment: let learners
points in the lesson
use the internet to locate
ancient Ghana empire
Thursday Engage learners to sing Use the internet to locate What have we learnt
songs and recite familiar ancient Ghana empire and today?
rhymes the Akan forest regions of
Ghana Ask learners to
summarize the main
Assessment: let learners use
points in the lesson
the internet to locate the
Akan forest regions of
Ghana
Week Ending 17TH JAN. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can describe the population structure of their
class and the need to respect one another
Strand ALL AROUND US
Sub strand Population and Settlement
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners in groups What have we learnt
songs and recite familiar describe the structure of today?
rhymes population in their class by
sex and age. Learners Ask learners to
group the population in summarize the main
their class by age and by points in the lesson
sex in their class.

NB: Teacher to represent

each age by sex on the
chalk/white board with a
rectangular block, starting
with the youngest age at
three bottom and building
on with older boys and girls.
Size of box will be
determined in each case by
number of learners in each
age group.

Example of the Age

Structure.
 8 years

6 years

Assessment: let learners

describe the population
structure of their class

Thursday Engage learners to sing Learners talk about the What have we learnt
songs and recite familiar need to respect one today?
rhymes another regardless
of age
and sex as responsible Ask learners to
citizens. summarize the main
points in the lesson

Assessment: let learners

Explain why we need to
respect one another
Week Ending 17TH JAN. 2025
Class One
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can think about and describe the different
performing artworks that are produced or performed in
the local community
Strand PERFORMING ARTS
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes artworks (music, dance,
drama, poetry) they know of Ask learners to
or have seen produced or summarize the main
performed in the local points in the lesson
community

pictures or watch videos that

show different music, dance
and drama performances
and identify them by name
or talk about how these
performing artworks are
produced or used for in
the community

Assessment: let learners

describe the different
performing artworks that
are produced in the local
community
Wednesday Engage learners to sing Learners are to What have we learnt
songs and recite familiar share and act familiar today?
rhymes music, dance and drama in
the local community; Ask learners to
summarize the main
about different kinds of points in the lesson
performing artworks

Assessment: let learners

describe the different
performing artworks that
are performed in the local
community
Learning Indicator (s) (Ref. No.) B1.[Link] Describe their family.
B1.[Link] Describe their classmates
Performance Indicators • The learner should describe their
family.
• The learner should describe their
classmates

Week Ending 17TH JAN. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Call learners out one by What have we learnt
songs and recite one to stand in front of the today?
familiar rhymes class to talk about their
mothers, fathers and
siblings.
• Write a few of the said
sentences on the board

for learners to copy into

their books after reading
them aloud. E.g. their
names, where they live,
and where they come
from. Review the lesson with
learners
Assessment: let learners
describe their family
Engage leaners to sing • Describe a friend or What have we learnt
songs and recite colleague to learners. today?
familiar rhymes • Ask learners to tell you
what they heard.
• Call learners out one by
one to stand in front of the
class to talk about
their classmates. E.g. their
names, where they live, and
where they come from.

Review the lesson with

Assessment: let learners learners
should describe their
classmates

Engage leaners to sing • Describe a friend or What have we learnt

songs and recite colleague to learners. today?
familiar rhymes • Ask learners to tell you
what they heard.
• Call learners out one by
one to stand in front of the
class to talk about
their classmates. E.g. their
names, where they live, and
where they come from.

Assessment: let learners

should describe their
friends Review the lesson with
learners
 WEEKLY SCHEME OF LEARNING- WEEK THREE
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 24TH JAN. 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.[Link]. B1.[Link]. B1.[Link]
B1.[Link].
Performance Indicator Learners can use a wide variety of words to describe
different situations and events
Learners can use common rhyming endings to decode
simple words
Learners can draw simple pictures of peers or various
objects and use invented spelling to write about oneself
Learners can use the present tense of verbs to express the
present state of things or situations
Learners can read a variety of age – appropriate books and
texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Use a conversational today?
rhymes poster on different
situations/events. Ask learners to
• Have learners think-pair- summarize the main
share, looking at the various
points in the lesson
illustrations on the poster.
• Have them use
expressions learnt and
other new ones to
 describe the situations
and events.
Have learners, working in
groups, role-play the
situations and events on the
poster.

Assessment: let learners

use a wide variety of
words to describe
different situations and
events

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Introduce learners to today?
rhymes simple word
formation
using the phonic slide to Ask learners to
change the sound at the summarize the main
initial, medial and final points in the lesson
positions of words, e.g.
pat, mat, fat.
• Have learners build on
these rhyming endings.
• In groups, let learners
read out their words.
• Have learners form
sentences with these
rhyming words.

Assessment: let learners

use common rhyming
endings to decode simple
words

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar Have a picture of a friend today?
rhymes
or anybody and
write at

least three lines about the Ask learners to

person. summarize the main
Paste this in a corner of points in the lesson
the class.
Have a chart of various
objects labelled (e.g.
objects at home in, the
 environment etc.) and
post them on the walls of
the classroom.
• Have learners go round
to observe the pictures.
• In groups, let learners
share their observations.
.
Assessment: let learners
draw and label three
objects of their choice.

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
• Introduce the activity summarize the main
and demonstrate it. points in the lesson
• Guide learners with
questions to describe the
state of given things or
situations, e.g. My bag is
red

Assessment: let learners

use the present tense of
verbs to express the
present state of things or
situations

Friday Engage learners to sing [Link] READING What have we learnt

songs and recite familiar Usingintroduce
talk, theor book
book tease today?
rhymes
reading/ library time. Ask learners to
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 24TH JAN. 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can use strategies for solving basic addition
facts (and related subtraction fact) to10
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Naming the number that Review the lesson with
is 1 more, 2 more, 1 less, or Learners
I’m counting one, what 2 less than a number given
by the teacher or another Assessment: have
is one
pupil (for numbers up to 20
1 - One is one alone, only) learners to practice with
alone it shall be. more examples

Tuesday Sing songs like: Naming the number that Review the lesson with
is 1 more, 2 more, 1 less, or Learners
I’m counting one, what 2 less than a number given
by the teacher or another
is one
pupil (for numbers up to 20
1 - One is one alone, Assessment: have
only)
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Wednesday Sing songs like: Naming the number that Review the lesson with
is 1 more, 2 more, 1 less, or Learners
I’m counting one, what 2 less than a number given
by the teacher or another Assessment: have
is one
pupil (for numbers up to 20
1 - One is one alone, only) learners to practice with
alone it shall be. more examples
Thursday Sing songs like: Naming the double of a Review the lesson with
number to 10 Learners
I’m counting one, what
is one Assessment: have
learners to practice with
more examples

Friday Sing songs like: Naming the double of a Review the lesson with
number to 10 Learners
I’m counting one, what
is one Assessment: have
1 - One is one alone, learners to practice with
alone it shall be. more examples
2 - Two pair, two pair
Week Ending 24TH JAN. 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can demonstrate the existence of air in the
environment
Strand DIVERSITY OF MATTER
Sub strand CYCLES
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing • Engage learners in a What have we learnt
songs and recite familiar number of games/ fun today?
rhymes activities that
demonstrate the existence of Ask learners to
air, e.g. waving a piece of summarize the important
paper across the face, leaving points of the lesson
inflated balloons in an open
space, watching a hoisted
flag, observing the leaves of a
plant in the school, closing
their mouths and then taking
a deep breath, asking
learners to fan themselves or
sit in front of a working fan.
• Learners talk about their
observations in each case,

Assessment: let learners

explain what causes the
leaves and hoisted flag to
move.
Thursday Engage learners to sing Ask learners to outline What have we learnt
songs and recite familiar uses of air in their lives. e.g. today?
rhymes whistling, blowing of
trumpets, flying kites, sailing Ask learners to
of boats, breathing, etc. summarize the important
Summarise the lesson by points of the lesson
explaining to learners that
air is everywhere

Assessment: let learners

demonstrate the existence of
air in the environment
Week Ending 24TH JAN. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]:
Performance Indicator Learners can name the three main types of worship in
Ghana
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Let learners role play the What have we learnt
songs and recite familiar act of worship in the three today?
rhymes main religions in Ghana
Ask learners to
summarize the main
points in the lesson
Assessment: let learners
name the three main types
of worship in Ghana
Week Ending 24TH JAN. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can explain role of Dr J. B. Danquah in linking
the civilisations of the ancient Ghana Empire to the
Akan of the forest region of Ghana
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Discuss the role of Dr J. B. What have we learnt
songs and recite familiar Danquah in linking the today?
rhymes civilisations of the ancient
Ghana Empire to the Akan of Ask learners to
the forest region of Ghana summarize the main
points in the lesson

Assessment: let learners

describe the role of Dr J. B.
Danquah
Thursday Engage learners to sing Discuss the role of Dr J. B. What have we learnt
songs and recite familiar Danquah in linking the today?
rhymes civilisations of the ancient
Ghana Empire to the Akan of Ask learners to
the forest region of Ghana summarize the main
points in the lesson

Assessment: let learners

describe role of Dr J. B.
Danquah in linking the
civilisations of the ancient
Ghana Empire to the Akan of
the forest region of Ghana
Week Ending 24TH JAN. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can explore the main types of worship in
Ghana
Strand OUR BELIEFS AND VALUES
Sub strand Worship
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Show pictures, video clips, What have we learnt
songs and recite familiar etc. of people today?
rhymes worshipping, among the
three main religions in Ask learners to
Ghana summarize the main
- Christian worship
points in the lesson
- Islamic worship
- Traditional worship

Assessment:
Learners role play the act
of worship in the three
main religions in Ghana.

Thursday Engage learners to sing Learners sing and recite What have we learnt
songs and recite familiar texts from the three main today?
rhymes religions.
- The Lord’s Prayer, Psalm Ask learners to
23 (Christian) summarize the main
- Al-Fathiha (Islamic) points in the lesson
- Any recital from the
traditional religion-sacred
myths, riddle, proverbs, etc.
(Traditional)
Assessment: let learners
recite texts from the three
main religions.
Week Ending 24TH JAN. 2025

Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can develop ideas for making own visual
artworks that express own understanding of visual
artworks produced or found in the local community
Strand VISUAL ARTS
Sub strand Planning, Making and Composing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes the nature of visual
artworks produced or found Ask learners to
in the local community (e.g. summarize the main
clay pots, baskets, carvings,
points in the lesson
beads);

tools, materials and visual

arts making methods that
are suitable for making
those artworks;

Assessment: let learners

mention their ideas for
making own visual
artworks

Wednesday Engage learners to sing Learners are to What have we learnt

song plan how the choice of today?
s and recite familiar artworks will be made to
rhymes express the history and Ask learners to
culture/way of life of summarize the main
people in the local points in the lesson
community;
doodles/
scribbles/outlines to
define the choice of
artworks they have in
mind.

Assessment: let learners

mention their ideas for
making own visual
artworks
Learning Indicator (s) (Ref. No.) B1.[Link] Produce what the story is about and answer
simple questions on the story
B1.1.9. 1.1. Recognise and use the question words “what”
and “who”.
B1.[Link] Recognise and use the question words “where”
and “when”.

Performance Indicators • The learner should produce what the story

is about and answer simple questions on the story
• The learner should recognise and use the
question words “what” and “who
• The learner should recognise and use the
question words “where” and “when”.

Week Ending 24TH JAN. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

10 (New Learning Including 10MINS
MINS Assessment) (Learner And Teacher)
(Preparing The Brain
For Learning)
Engage leaners to • Show a movie to learners. What have we learnt
sing songs and recite • Lead learners through today?
familiar rhymes discussion to tell them what
the story is about.
• Tell learners an interesting
story.
• Ask learners questions about
the story and let them answer.
• Write some of the key
words in the story on the
board and some of the
answers also on the board.
• Read them aloud for
learners.

Review the lesson with

Assessment: learners
 What is the story about?
Mention a character in a story.

Engage • Engage a learner in a What have we learnt

leaners
sing songstoand conversation using the question today?
recite words “who” and “what.”
familiar rhymes • Let learners also converse in pairs
using the question tags “who” and
“what.”
• Ask learners questions to find out if
they can recognise when to use
question word. E.g. “What?” and
“who?”

Review the lesson with

learners
Assessment: let learners use the
question words “what” and “who” in
sentences

Engage • Engage a learner in a What have we learnt

leaners
sing songstoand conversation using the question today?
recite word “who” and “what.”
familiar rhymes • Let learners also converse in
pairs using the question words
/ tags “who” and “what.”

• Ask learners questions to find out if

they can recognise when to use
question word. “What?” and “who?” Review the lesson with
learners

Assessment: Ask learners to say a

sentence each using the question
words.
 WEEKLY SCHEME OF LEARNING- WEEK FOUR
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 31ST JAN. 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link] B1.[Link] B1.[Link]. B1.[Link]
B1.[Link].
Performance Indicator Learners can engage in collaborative conversation
Learners can read level-appropriate sight words and use many of them in
meaningful sentences
Learners can draw simple pictures of peers or various objects and use
invented spelling to write about oneself
Learners can use the present tense continuous form of verbs
Learners can read a variety of age – appropriate books and texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite Let learners, working in groups, today?
familiar rhymes talk about some common places
in the school (e.g. canteen, head Ask learners to summarize the
teacher’s office, library, etc.). main points in the lesson
• Lead learners, with
questions, to talk about

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team
 the places and their
importance.
• Let learners identify the
importance of the places
listed above.

Assessment: let learners

engage in conversations
on specific topics.
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar • Introduce the today?
rhymes appropriate sight words
beginning with the Ask learners to
commonest. Write them summarize the main
on the board, e.g. chair, points in the lesson
table, child, etc.
• Use the word “tree” to
teach the sight words.
• Have learners repeat
the words aloud.
Have learners use the
sight words in meaningful
sentences.
• Tell a story and have
learners identify sight
words in the story.
• Have learners use the
sight words in meaningful
sentences, e.g.
determiners - the: The boy
is my friend.

Assessment: let learners

read level-appropriate
sight words and use many
of them in meaningful
sentences
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Have each learner choose today?
rhymes and draw a peer and write
a line or two about that Ask learners to
person. summarize the main
• Assist learners with points in the lesson
spelling where necessary.
 • Have learners share
their work with their
partners.

Assessment: let learners ,

let learners draw pictures
of themselves and write a
sentence or two about the
pictures.
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Guide learners to use the Ask learners to
present tense continuous summarize the main
form of verbs points in the lesson

Assessment: let learners

use the present tense
continuous form of verbs
in sentences
Friday Engage learners to sing [Link] READING What have we learnt
songs and recite familiar Using book tease or book today?
rhymes talk, introduce the
reading/ library time. Ask learners to
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 31ST JAN. 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can use strategies for solving basic addition
facts (and related subtraction fact) to10
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Identifying 10 more or less Review the lesson with
than a number between 0 Learners
I’m counting one, what and 20, and eventually
between 0 and 100
is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples

Tuesday Sing songs like: Identifying 10 more or less Review the lesson with
than a number between 0 Learners
I’m counting one, what and 20, and eventually
between 0 and 100
is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples

Wednesday Sing songs like: Identifying 10 more or less Review the lesson with
than a number between 0 Learners
I’m counting one, what and 20, and eventually
between 0 and 100
is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Identifying combinations Review the lesson with
to 5 or 10 (i.e., given a Learners
I’m counting one, what number, quickly identify
is one how many more must be Assessment: have
1 - One is one alone, added to get 5 or 10) learners to practice with
alone it shall be. more examples

Friday Sing songs like: Identifying combinations Review the lesson with
to 5 or 10 (i.e., given a Learners
I’m counting one, what number, quickly identify
is one how many more must be
1 - One is one alone, added to get 5 or 10) Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending 31ST JAN. 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.2. 2.1.1
Performance Indicator Learners can examine the structure of plants

Strand CYCLES
Sub strand LIFE CYCLES OF ORGANISMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Assist learners to uproot What have we learnt
songs and recite familiar young plants from the today?
rhymes school environment and
bring them to class Ask learners to
• Learners examine the summarize the important
external parts of the plants
points of the lesson
(using hand lens if
available),
• Draw the external parts
and display drawings for
discussion.

Assessment: let learners

describe the external parts of
the plants

Thursday Engage learners to sing Create weed albums using What have we learnt
songs and recite familiar leaves of different plants. today?
rhymes
Ask learners to
Assessment: let learners summarize the important
create weed albums using points of the lesson
leaves of different plants
Week Ending 31ST JAN. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]:
Performance Indicator Learners can name the three main types of worship in
Ghana
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Let learners role play the What have we learnt
songs and recite familiar act of worship in the three today?
rhymes main religions in Ghana
Ask learners to
summarize the main
points in the lesson
Assessment: let learners
name the three main types
of worship in Ghana
Week Ending 31ST JAN. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can recall when the name Ghana came into
formal use
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Discuss the sequence of What have we learnt
songs and recite familiar events leading to the today?
rhymes change of name.
How was the name Ask learners to
changed? In which year summarize the main
was the name changed? Assessment: let learners points in the lesson
recall when the name
Ghana came into formal
use

Thursday Engage learners to sing Discuss the sequence of What have we learnt
songs and recite familiar events leading to the today?
rhymes change of name.
Ask learners to
summarize the main
Assessment: let learners points in the lesson
recall when the name
Ghana came into formal
use
Week Ending 31ST JAN. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can describe religious festivals in Ghana

Strand OUR BELIEFS AND VALUES

Sub strand Festivals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners mention festivals What have we learnt
songs and recite familiar celebrated in the three today?
rhymes religions in Ghana:
i. Christian – Christmas, Ask learners to
Easter, etc. summarize the main
ii. Islamic – Eid-ul-Fitr, Eid-
points in the lesson
ul-Adha, etc.
iii. African Traditional
Religion (ATR) – Odwira,
Damba, Homowo,
Hogbetsotso, Fetu AfahyƐ,
etc.

Assessment: let learners

mention festivals
celebrated in the three
religions in Ghana
Thursday Engage learners to sing Learners role play What have we learnt
songs and recite familiar religious tolerance e.g. today?
rhymes prayers at the Independence
Day celebrations, Ask learners to
celebrations of major summarize the main
religious festivals (Christmas, points in the lesson
Eid-ul-Adha, ban on
drumming
preceding the Homowo
Festival)

Assessment: let learners

describe religious festivals in
Ghana
Week Ending 31ST JAN. 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can develop ideas for making own artworks
that express own understanding of performing artworks
produced or performed in the local community

Strand PERFORMING ARTS

Sub strand Planning, Making and Composing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes nature of performing
artworks (music, dance Ask learners to
and drama) produced or summarize the main
performed in the local points in the lesson
community

instruments, resources
and techniques that are
suitable for making these
performing artworks

Assessment: let learners give

ideas for making own
artworks

Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar plan how the choice today?
rhymes performing artworks will be
made to express the history
and culture or way
of life of people in the Ask learners to
local community. summarize the main
points in the lesson
the choice of artworks
they have in mind

Assessment: let learners give

ideas for making own
artworks
Learning Indicator (s) (Ref. No.) B1.[Link] Segment syllables and words into sounds and
words.
B1.[Link]. Listen and say and read words with identical
sounds from list of words.
B1.[Link] Listen, say and recognise rhyming words in
poems

Performance Indicators • The learner should segment syllables and

words into sounds and words.
• The learner should listen and say and read
words with identical sounds from list of words.
• The learner should listen, say and recognise
rhyming words in poems

Week Ending 31ST JAN. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3:

MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For Learning) (Learner And
Teacher)

Engage leaners to sing • Revise sounds and syllables with What have we learnt
songs and recite learners. today?
familiar rhymes • Write some words on the board and
lead learners to segment the words
into syllables and sounds.
• Ask learners to write a word and
divide it into syllables and then into
the sounds. E.g. Pencil = /pen/ +
/sil/, Pen = /p/ + /e/ + /n/, cil = /s/ +
/i/ + /l/ Review the lesson
with learners

Assessment: let learners segment

syllables and words into sounds and
words
Engage leaners to sing • Write words with identical sounds What have we learnt
songs and recite on a flashcard. today?
familiar rhymes • Mention the words for learners to
listen.
• Lead learners to say words with
identical sounds from the list of
words one by one.
• Allow learners to write two words
with identical sounds and read to the
class.
• Play an audio with identical words in
them and talk about the words in the
audio.
• Write words with identical sounds
on a flashcard/board.
• Read the words for learners to
listen.

Review the lesson

with learners
Assessment: let learners read words with
identical sounds from the list of words
one by one
Engage leaners to sing • Explore a poem. What have we learnt
songs and recite • Invite a resource person explore a today?
familiar rhymes poem to learners.
• Learners to listen and say rhyming
words in the poems.
• Write the identified rhyming words
on the board.
• Explain some of the rhyming
words.

Assessment: let learners identify and say Review the lesson

rhyming words in poems with learners
 WEEKLY SCHEME OF LEARNING-
WEEK FIVE BASIC
ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi
Week Ending 7TH FEB. 2025
Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.[Link] B1.[Link]
B1.[Link] B1.[Link].
Performance Indicator Learners can talk about likes and dislikes: food,
animals, toys, etc
Learners can ask questions to find out the meaning of new
words
Learners can make a list of objects in the school Learners
can use the present tense continuous form of verbs
Learners can read a variety of age – appropriate books and
texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)

Monday Engage learners to sing A. ORAL LANGAUGE

likes and What have we learnt
songs and recite familiar dislikes:
Let food,
learners, Talk about today?
rhymes
animals, toys, etc Ask learners to
summarize the main
points in the lesson
Assessment: let learners
talk about likes and
dislikes: food, animals,
toys, etc
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar As learners listen today?
rhymes
twice. Ask learners to
Let learners answer summarize the main
questions based on the points in the lesson
story.
• Have them mention
words they hear in the
story.
• Let learners tell the
meanings of some of the
words.

questions to talk about

Assessment: let learners
make their own simple
sentences using the key
words.
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Guide learners with today?
rhymes
the various areas or places Ask learners to
in the school e.g. head summarize the main
teacher’s office, canteen points in the lesson
etc.
• Put learners into groups.
Let each group choose a
name for their group and
an area or place they want
to work on.
• Let each group list the
objects found in the place
of their choice.
.

Assessment: let learners

make a list of objects in
the school
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Guide learners to use the Ask learners to
present tense continuous summarize the main
form of verbs points in the lesson
 Assessment: let learners
use the present tense
continuous form of verbs
to form sentences
Friday Engage learners to sing [Link] READING What have we learnt
songs and recite familiar Using book tease or book today?
rhymes talk,
introducelibrary time.
reading/ Ask learners to
the
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 7TH FEB. 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can Use counting on, counting down and
missing addend strategies for adding and subtracting
within 20
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: . Relating counting to Review the lesson with
addition (i.e., recognizing Learners
I’m counting one, what that adding 2 is the same as
counting on 2)
is one
Assessment: have
learners to practice with
more examples
Tuesday Sing songs like: . Relating counting to Review the lesson with
addition (i.e., recognizing Learners
I’m counting one, what that adding 2 is the same as
counting on 2)
is one
1 - One is one alone, Assessment: have
learners to practice with
more examples
Wednesday Sing songs like: Counting on (i.e., Review the lesson with
for 5 + 3, start at 5 and count Learners
I’m counting one, what on 3 places… 6, 7, 8. The
answer is 8.)
is one
1 - One is one alone, Assessment: have
learners to practice with
more examples
Thursday Sing songs like: Counting on (i.e., for 5 + Review the lesson with
3, start at 5 and count on 3 Learners
I’m counting one, what places… 6, 7, 8. The
is one answer is 8.)
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples

Friday Sing songs like: Counting on (i.e., for 5 + Review the lesson with
3, start at 5 and count on 3 Learners
I’m counting one, what places… 6, 7, 8. The
answer is 8.)
is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending 7TH FEB. 2025
Class One
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.2. 2.1.2.
Performance Indicator Learners can observe different kinds of seeds

Strand CYCLES
Sub strand LIFE CYCLES OF ORGANISMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
(e.g. orange, pawpaw,
For Learning)
Monday Engage learners to sing Provide learners with What have we learnt
songs and recite familiar different kinds of seeds today?
rhymes
mango, bean seeds, shea Ask learners to
nut). summarize the important
• Learners examine the points of the lesson
external parts of different
seeds, draw and display
them for discussion

Assessment: let learners

draw the external parts of
different seeds
Thursday Engage learners to sing Through a matching game, What have we learnt
songs and recite familiar learners identify different today?
rhymes fruits and their seeds.
Ask learners to
Assessment: let learners summarize the important
match different fruits and
points of the lesson
their seeds
Week Ending 7TH FEB. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can recite religious passages and sing religious
songs
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing • Show pictures, video What have we learnt
songs and recite familiar clips, etc. of songs and today?
rhymes recitations from the three
main religions. Ask learners to
• Let learners sing and recite summarize the main
texts from the three main points in the lesson
religions: 1. The Lord’s
Prayer, Psalm 23 (Christian),
2. Al- Fãtihah (Islamic) and 3.
any recital from the
traditional religion-sacred
myths, riddle, proverbs, etc.
(Traditional).

Assessment: let learners

recite religious passages
and sing religious songs
Week Ending 7TH FEB. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can recall when the name Ghana came into
formal use
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Discuss the role of played What have we learnt
songs and recite familiar by parliament and other today?
rhymes individuals in the change
of name from Gold Coast to Ask learners to
Ghana summarize the main
points in the lesson
Assessment: let learners
narrate how the name
Ghana came into formal
use
Thursday Engage learners to sing Discuss the role of played What have we learnt
songs and recite familiar by parliament and other today?
rhymes individuals in the change
of name from Gold Coast to Ask learners to
Ghana summarize the main
points in the lesson

Assessment: let learners

narrate how the name
Ghana came into formal
use
Week Ending 7TH FEB. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can explain basic human needs and rights of
self and others
Strand OUR BELIEFS AND VALUES
Sub strand Basic Human Rights
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Engage learners with What have we learnt
songs and recite familiar games/storytelling, today?
rhymes rhymes to talk about
human needs and rights. Ask learners to
summarize the main
Human needs: food,
points in the lesson
shelter. Clothing. Human
rights: right to life,
freedom of association,
right to movement,
personal liberty, right to
fair trial, etc.

Assessment: let learners

explain basic human needs

Thursday Engage learners to sing Engage learners with What have we learnt
songs and recite familiar games/story telling, today?
rhymes rhymes to talk about
human needs and rights. Ask learners to
summarize the main
points in the lesson
Human needs: food,
shelter. Clothing. Human
rights: right to life,
freedom of association,
right to movement,
personal liberty, right to
fair trial, etc.

Assessment: let learners

explain basic human rights
Week Ending 7TH FEB. 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can create own artworks from imagination to
express own ideas of the visual artworks produced or found
in the local community that reflect the natural and
manmade environments
Strand VISUAL ARTS
Sub strand Planning, Making and Composing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes produced or found in the
local community that were Ask learners to
made from natural and summarize the main
manmade objects or things
points in the lesson
(e.g. clay pots, ceramic
ware, cane or plastic
baskets, fabrics, wood
carvings, glass or

prints or line drawings of

available visual artworks
and use them to
create patterns.

Assessment: let learners

create own artworks from
imagination to express

own ideas of the visual

artworks
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes produced or found in the
local community that were Ask learners to
made from natural and summarize the main
manmade objects or things
points in the lesson
(e.g. clay pots, ceramic
ware, cane or plastic
baskets, fabrics, wood
carvings, glass or

prints or line drawings of

available visual artworks
and use them to
create patterns.

Assessment: let learners

create own artworks from
imagination to express own
ideas of the visual artworks
Learning Indicator (s) (Ref. No.) B1.[Link] Listen and say diagraphs correctly.
B1.[Link] Read two-syllable words
B1.[Link] Recognise and say consonants in a
language
Performance Indicators • The learner should listen and say
diagraphs correctly.
• The learner should read two-syllable
words
• The learner should recognise and say
consonants in a language

Week Ending 7TH FEB. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Write list of words that What have we learnt
songs and recite consist of both diagraphs today?
familiar rhymes and non-diagraphs on the
board.
• Discuss the words and
explain diagraphs to
learners.
• Write some of the
diagraphs on a manila
card. Example...
• Read the diagraphs Review the lesson with
aloud for learners to learners
listen.

Assessment:
Call learners one by one
to pronounce the

diagraphs correctly in
words
Engage leaners to sing • Write some two-syllable What have we learnt
songs and recite words on a manila card today?
familiar rhymes and display the card on
the board.
• Lead learners to read Review the lesson with
the words. learners
• Call learners one by one to
read the two syllable words.
• Use some of the words to
form sentences and ask
learners also to form
sentences with some of the
words.

Assessment: let learners

should read two-syllable
words

Engage leaners to sing • Write the consonants What have we learnt

songs and recite on flashcards. today?
familiar rhymes • Show it to learners and
lead them to say the
consonants in a group.
• Call learners one by one to
recognise and mention the
consonants.
• Let learners write some
consonants in their books

Assessment: let learners

Identify and say consonants
in a language. Review the lesson with
learners
 WEEKLY SCHEME OF LEARNING- WEEK SIX
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 14TH FEB. 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.[Link] B1.[Link]
B1.[Link] B1.[Link].
Performance Indicator Learners can listen to and reproduce narrative texts
Learners can use words acquired through talk and
reading in conversation
Learners can make a list of objects in the school Learners
can use the present tense continuous form of verbs
Learners can read a variety of age – appropriate books and
texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar − Activate the previous today?
rhymes knowledge of the learners
by making them think- Ask learners to
pair-share with their summarize the main
friends, the cover points in the lesson
illustrations and pictures
accompanying the story.
− Have them predict the
story.
• During Reading − Read a
story. Pause at vantage
 points and have learners
talk about the content of
the text.
• After Reading − Have the
learners answer simple
questions based on the
text. − Have them role-
play the events in the
story

Assessment: let learners

listen to and reproduce
narrative texts
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar today?
rhymes In groups, let learners
engage in conversation Ask learners to
using familiar and high summarize the main
frequency words on given points in the lesson
topics. e. g. My Classroom

Assessment: let learners

use words acquired
through talk and reading
in conversation
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Guide learners with today?
rhymes questions to
thetalk aboutareas or places
various Ask learners to
in the school e.g. head summarize the main
teacher’s office, canteen points in the lesson
etc.
• Put learners into groups.
Let each group choose a
name for their group and
an area or place they want
to work on.
• Let each group list the
objects found in the place
of their choice.
• Have a big chart on the
wall and copy their lists on
 the chart. Let groups take
turns to edit their work.
• Let learners copy the
edited words into their
books.
.
Assessment: let learners
make a list of objects in
the school
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
Guide learners to use the summarize the main
present tense continuous points in the lesson
form of verbs

Assessment: let learners

use the present tense
continuous form of verbs
talk,
to formintroduce the
sentences
Friday Engage learners to sing [Link] READING What have we learnt
songs and recite familiar Using book tease or book today?
rhymes
reading/ library time. Ask learners to
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 14TH FEB. 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can use counting on, counting down and
missing addend strategies for adding and subtracting
within 20
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: "Making 10s" (i.e., if 7 + 2 Review the lesson with
+ 3, do 7 + 3 = 10 first then Learners
is one add 2. The answer is 12.
I’m counting one, what
Or if given 7 + 2 + 3,
1 - One is one alone, change the order of the
addends to 7 + 3 + 2 to
alone it shall be. Assessment: have
produce combinations that
2 - Two pair, two pair learners to practice with
add to 10; Or if given 2 + 6
come pair let us pair more examples
+ 4, add the two last
3 - Turn around
addends first to produce 2
4 - Follow me + 6 + 4 = 2 + 10 = 12 Or if
5 - Fire given 8 + 3, change
question to 8 + 2 + 1 = 10 +
1 = 11
Tuesday Sing songs like: "Making 10s" (i.e., if 7 + 2 Review the lesson with
+ 3, do 7 + 3 = 10 first then Learners
I’m counting one, what add 2. The answer is 12.
is one Or if given 7 + 2 + 3,
change the order of the
addends to 7 + 3 + 2 to
 1 - One is one alone, produce combinations that Assessment: have
alone it shall be. add to 10; Or if given 2 + 6 learners to practice with
2 - Two pair, two pair + 4, add the two last more examples
come pair let us pair addends first to produce 2
+ 6 + 4 = 2 + 10 = 12 Or if
given 8 + 3, change question
to 8 + 2 + 1 = 10 +
1 = 11

Wednesday Sing songs like: "Making doubles" (i.e., if 5 Review the lesson with
+ 4, do 4 + 4 = 8 then add Learners
I’m counting one, what 1. The answer is 9. Or if
is one given 6 + 7, change
question to 6 + 6, which
1 - One is one alone, Assessment: have
give 12 then add 1. The
alone it shall be. answer is 13). learners to practice with
more examples
Thursday Sing songs like: "Making doubles" (i.e., if 5 Review the lesson with
+ 4, do 4 + 4 = 8 then add Learners
I’m counting one, what 1. The answer is 9. Or if
is one given 6 + 7, change
question to 6 + 6, which
1 - One is one alone, Assessment: have
give 12 then add 1. The
alone it shall be. answer is 13). learners to practice with
more examples

Friday Sing songs like: "Making doubles" (i.e., if 5 Review the lesson with
+ 4, do 4 + 4 = 8 then add Learners
I’m counting one, what 1. The answer is 9. Or if
is one given 6 + 7, change
question to 6 + 6, which
1 - One is one alone, Assessment: have
give 12 then add 1. The
alone it shall be. answer is 13). learners to practice with
2 - Two pair, two pair more examples
Week Ending 14TH FEB. 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify the external human body parts by
their appropriate names
Strand SYSTEMS
Sub strand THE HUMAN BODY SYSTEMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Use songs to get learners What have we learnt
songs and recite familiar to name the parts of their today?
rhymes bodies e.g., “my head, my
shoulders, my knees and Ask learners to
toes” or “show me your
summarize the important
head, show me your eyes”.
points of the lesson
• Use realia, videos or
charts/pictures to guide
learners identify the
external parts of the
human body.
• Learners draw a human
body and use a colour of
their choice to colour their
drawing

Assessment: let learners

identify the external human
body parts by their
appropriate names
Thursday Engage learners to sing Learners can trace an What have we learnt
songs and recite familiar outline of the human body today?
rhymes on a cardboard or paper.
• Learners display their Ask learners to
work for discussion summarize the important
points of the lesson
Assessment: let learners
identify the external human
body parts by their
appropriate names
Week Ending 14TH FEB. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can recite religious passages and sing religious
songs
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing • Show pictures, video What have we learnt
songs and recite familiar clips, etc. of songs and today?
rhymes recitations from the three
main religions. Ask learners to
• Let learners sing and recite summarize the main
texts from the three main points in the lesson
religions: 1. The Lord’s
Prayer, Psalm 23 (Christian),
2. Al- Fãtihah (Islamic) and 3.
any recital from the
traditional religion-sacred
myths, riddle, proverbs, etc.
(Traditional).

Assessment: let learners

recite religious passages
and sing religious songs
Week Ending 14TH FEB. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can recall when the name Ghana came into
formal use
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Dramatise a scene in What have we learnt
songs and recite familiar parliament in changing the today?
rhymes name Gold Coast to
Ghana. Ask learners to
summarize the main
points in the lesson
Assessment: let learners
recall when the name
Ghana came into formal
use
Thursday Engage learners to sing Dramatise a scene in What have we learnt
songs and recite familiar parliament in changing the today?
rhymes name Gold Coast to
Ghana. Ask learners to
summarize the main
points in the lesson
Assessment: let learners
recall when the name
Ghana came into formal
use
Week Ending 14TH FEB. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can explain basic human needs and rights of
self and others
Strand OUR BELIEFS AND VALUES
Sub strand Basic Human Rights
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Engage learners with What have we learnt
songs and recite familiar games/storytelling, today?
rhymes rhymes to talk about
human needs and rights. Ask learners to
summarize the main
Human needs: food,
points in the lesson
shelter. Clothing. Human
rights: right to life,
freedom of association,
right to movement,
personal liberty, right to
fair trial, etc.

Assessment: let learners

explain basic human needs

Thursday Engage learners to sing Engage learners with What have we learnt
songs and recite familiar games/storytelling, today?
rhymes rhymes to talk about
human needs and rights. Ask learners to
summarize the main
Human needs: food, points in the lesson
shelter. Clothing. Human
rights: right to life,
freedom of association,
right to movement,
personal liberty, right to
fair trial, etc.

Assessment: let learners

explain basic human rights
Week Ending 14TH FEB. 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can create own performing artworks to
express own views, knowledge and understanding of
artworks that reflect topical issues in the local community

Strand PERFORMING ARTS

Sub strand Planning, Making and Composing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing What have we learnt
songs and recite familiar own music, dance and today?
rhymes drama that reflect the
identified topical issues in Ask learners to
the local community summarize the main
points in the lesson
Assessment: let learners
create own performing
artworks to express own
views
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes dance and drama that
reflect the identified Ask learners to
topical issues in the local summarize the main
community
points in the lesson

Assessment: let learners

create own performing
artworks to express own
views
Learning Indicator (s) (Ref. No.) B1.[Link]. Match pictures or objects with words.
B1.[Link] Read labelled objects and pictures. B1.[Link]
Recognise and read simple words on cards
Performance Indicators • The learner should match pictures or
objects with words.
• The learner should read labelled
objects and pictures.
• The learner should recognise and read
simple words on cards
Week Ending 14TH FEB. 2025
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Draw some objects on What have we learnt
songs and recite the board and write their today?
familiar rhymes names beside them.
• Lead learners to match
pictures or objects with
their names.
• Draw more objects on
the board and provide
their names.
• Call learners one by one to
match the pictures with the
names written.

Assessment: let learners Review the lesson with

match pictures or objects learners
with words.
Engage leaners to sing • Draw some objects on What have we learnt
songs and recite the board and write their today?
familiar rhymes names under them.
• Lead learners to read the
names written under the
pictures.
• Draw more objects on
the board and provide
their names.
• Call learners one by one to
read what is written under
the pictures.

Review the lesson with

Assessment: let learners learners
read labelled objects and
pictures.

Engage leaners to sing • Write some simple What have we learnt

songs and recite words on cards and today?
familiar rhymes display it on the board.
• Lead learners to read
the words on the card. Review the lesson with
• Call learners one by one to learners
read the words as you point
them (the words).

Assessment: let learners

read simple words on
cards
 WEEKLY SCHEME OF LEARNING- WEEK SEVEN
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 21ST FEB. 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.2. 7.1.1. B1.[Link]
B1.5. 5.1.1. B1.[Link].
Performance Indicator Learners can recognise and relate the sequence of
events in a narrative text
Learners can use illustrations, text clues (title, headings) and
context to make inferences and predictions
Learners can write simple familiar words
Learners can identify adjectives and use them to describe oneself
and other people
Learners can read a variety of age – appropriate books and texts
from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Read a narrative text today?
rhymes aloud to learners.
• Put learners in Ask learners to
pairs/groups to identify and summarize the main
talk about the parts of the points in the lesson
story (e.g. beginning, middle
and ending).
 Assessment: let learners
mention the sequence of
events in a narrative text

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar today?
rhymes Let learners use
illustrations, text and Ask learners to
context clues to make summarize the main
predictions before, during points in the lesson
and after reading to
enhance comprehension
of text.

Assessment: let learners

use illustrations, text clues
(title, headings) and
context to make
inferences and predictions

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar Let learners mention their today?
rhymes favourite dishes
• Letorlearners
food. select one Ask learners to
food and talk about the summarize the main
ingredients used in its points in the lesson
preparation, e.g. Jollof.
• Let learners mention the
ingredients as teacher
writes them on the board.

Assessment: let learners

write simple familiar
words

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Have learners read level- Ask learners to
appropriate texts summarize the main
describing people. points in the lesson
 • Put learners in groups
to discuss the texts read.
Provide questions to help
them identify the
descriptive words.
• Have learners write
simple sentences to
describe themselves,
using the descriptive
words identified.

Assessment: let learners

identify adjectives and use
them to describe oneself
and
talk,other people
introduce the
Friday Engage learners to sing [Link] READING What have we learnt
songs and recite familiar Using book tease or book today?
rhymes
reading/ library time. Ask learners to
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 21ST FEB. 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can Use counting on, counting down and missing
addend strategies for adding and subtracting within 20
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

10 (New Learning Including 10MINS
MINS Assessment) (Learner And
(Preparing The Brain Teacher)
For Learning)
Monday Sing songs like: 5. Relating subtraction to Review the lesson
comparison or finding the with Learners
I’m counting one, difference (Recognizing that
subtracting 5 from 8 is the same as ‘
what is one Assessment: have
5 is how many less than 8; or
1 - One is one alone, ‘8 is how many more than 5; learners to practice
alone it shall be. with more examples

Tuesday Sing songs like: 5. Relating subtraction to Review the lesson

comparison or finding the with Learners
I’m counting one, difference (Recognizing that
what is one subtracting 5 from 8 is the same as ‘ Assessment: have
5 is how many less than 8; or
1 - One is one alone, ‘8 is how many more than 5; learners to practice
with more examples
Wednesday Sing songs like: "Using addition to subtract" or Review the lesson
re-writing as addition sentence and with Learners
finding the missing addend (i.e., if
I’m counting one, given 7 - = 5, change the question
what is one to the addition 5 +
1 - One is one alone, = 7. The answer is 2, so 7
alone it shall be. - 2 = 5.
 2 - Two pair, two pair Assessment: have
come pair let us pair 7 − = 5 learners to practice
What?
with more examples

means 5 +

What? = 7

What? means 6 What?

+
and finding the missing addend

8− 6 == 8
Thursday Sing songs like: "Using addition to subtract" or Review the lesson
re-writing as addition sentence with Learners
I’m counting
come one,
pair let us pair (i.e., if given 7 - = 5, change
what is one the question to the addition 5 +
1 - One is one alone, = 7. The answer is 2, so 7 Assessment: have
alone it shall be. - 2 = 5. learners to practice
2 - Two pair, two pair with more examples

3 - Turn around 7−= What? 5

4 - Follow me
5 - Fire
means 5 +

What? = 7

What? means 6 What?

+

8− 6 == 8
Friday Sing songs like: "Using addition to subtract" or Review the lesson
re-writing as addition sentence with Learners
and finding the missing addend
I’m counting one,
(i.e., if given 7 - = 5, change
what is one the question to the addition 5 +
1 - One is one alone, = 7. The answer is 2, so 7 Assessment: have
alone it shall be. - 2 = 5. learners to practice
2 - Two pair, two pair with more examples
7−= What? 5

means 5 +

What? = 7

What? means 6 What?

+

8− 6 == 8
Week Ending 21ST FEB. 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can know the places where living things live
(land, air, and water)
Strand SYSTEMS
Sub strand ECOSYSTEM
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing • Learners observe What have we learnt
songs and recite familiar different habitats around today?
rhymes the school, e. g. a tree
which houses some birds Ask learners to
and insects, a bush or a summarize the important
pond. points of the lesson
• Observe videos or
pictures of places where
living things live e.g. a
marshy area, forest, a
pond etc.
• Display pictures of air,
water and land habitats
with different organisms.
• Learners come out with
the names of the living
things found in the three
habitats (living places) in
the video, pictures or
through the nature walk.
 Assessment: let learners
identify the places where
living things live
Thursday Engage learners to sing Engage learners to draw What have we learnt
songs and recite familiar organisms in their natural today?
rhymes homes.
Ask learners to
summarize the important
Assessment: let learners points of the lesson
draw organisms in their
natural homes.
Week Ending 21ST FEB. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can recite religious passages and sing religious
songs
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing • Show pictures, video What have we learnt
songs and recite familiar clips, etc. of songs and today?
rhymes recitations from the three
main religions. Ask learners to
• Let learners sing and recite summarize the main
texts from the three main points in the lesson
religions: 1. The Lord’s
Prayer, Psalm 23 (Christian),
2. Al- Fãtihah (Islamic) and 3.
any recital from the
traditional religion-sacred
myths, riddle, proverbs, etc.
(Traditional).

Assessment: let learners

recite religious passages
and sing religious songs
Week Ending 21ST FEB. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can recall when the name Ghana came into
formal use
Strand My Country Ghana
Sub strand How Ghana Got Its Name
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Explain how similarly a What have we learnt
songs and recite familiar new independent country today?
rhymes can take on a new name, a
new flag, a new leader in a Ask learners to
story form. (A resource summarize the main
person could be invited).
points in the lesson

Assessment: let learners

explain when the name
Ghana came into formal
use
Thursday Engage learners to sing Explain how similarly a What have we learnt
songs and recite familiar new independent country today?
rhymes can take on a new name, a
new flag, a new leader in a Ask learners to
story form. (A resource summarize the main
person could be invited).
points in the lesson

Assessment: let learners

explain when the name
Ghana came into formal
use
Week Ending 21ST FEB. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.3.4.1. 1.
Performance Indicator Learners can narrate the stories of the birth of religious
leaders
Strand OUR BELIEFS AND VALUES
Sub strand Being a Leader
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Show pictures and video What have we learnt
songs and recite familiar clips depicting the birth of today?
rhymes the religious leaders:
Christian, Islam and Ask learners to
African Traditional summarize the main
Religion (ATR).
points in the lesson
Learners tell stories about
the birth of the religious
leaders.

Assessment: let learners

narrate the stories of the
birth of religious leaders

Thursday Engage learners to sing Show pictures and video What have we learnt
songs and recite familiar clips depicting the birth of today?
rhymes the religious leaders:
Christian, Islam and African Ask learners to
Traditional summarize the main
Religion (ATR). points in the lesson
Learners tell stories about
the birth of the religious
leaders.

Assessment: let learners

narrate the stories of the
birth of religious leaders
Week Ending 21ST FEB. 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can exhibit own artworks to share own
creative experiences of visual artworks that reflect the
natural and manmade environments of the local community

Strand VISUAL ARTS

Sub strand Displaying and Sharing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes visual artworks to educate
and inform the public on the Ask learners to
natural and manmade summarize the main
environments of the local points in the lesson
community

Assessment: let learners

exhibit own artworks

Wednesday Engage learners to sing What have we learnt

songs and recite familiar portfolio of own visual today?
rhymes artworks to educate and
inform the public on the Ask learners to
natural and manmade summarize the main
environments of the local points in the lesson
community
Assessment: let learners
exhibit own artworks
Learning Indicator (s) (Ref. No.) B1.[Link] Write lower and upper-case letters
B1.[Link] Copy and trace letters and words from
given letter cards on the board.
Performance Indicators • The learner should write lower and
upper-case letters
• The learner should copy and trace
letters and words from given letter cards on the
board.

Week Ending 21ST FEB. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Write the lower and What have we learnt
songs and recite upper case letters on the today?
familiar rhymes board.
• Talk about the letters
written on the board.
• Say the sounds of the
letters aloud to the
learners.
• Lead learners to write the
lower- and upper-case
letters correctly.

Review the lesson with

Assessment: let learners learners
write lower and upper-
case letters

Engage leaners to sing • Provide learners with What have we learnt

songs and recite letter cards. today?
familiar rhymes
 • Lead learners to trace
the letters on the cards.
• Charge learners to write
the letters without
tracing.
NB: Teacher to go around to
monitor this activity.

Review the lesson with

Assessment: let learners learners
should copy and trace
letters and words from
given letter cards on the
board.

Engage leaners to sing • Provide learners with What have we learnt

songs and recite letter cards. today?
familiar rhymes • Lead learners to trace
the letters on the cards.
• Charge learners to write
the letters without
tracing.
NB: Teacher to go around to
monitor this activity.

Assessment: let learners

should copy and trace
letters and words from Review the lesson with
given letter cards on the learners
board.
 WEEKLY SCHEME OF LEARNING- WEEK EIGHT
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 28TH FEB. 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.2. 7.1.1. B1.[Link]
B1.5. 5.1.1. B1.[Link] .
Performance Indicator Learners can recognise and relate the sequence of
events in a narrative text
Learners can use illustrations, text clues (title, headings) and
context to make inferences and predictions
Learners can write simple familiar words
Learners can identify adjectives and use them to describe
oneself and other people.
Learners can read a variety of age – appropriate books and
texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar today?
rhymes Read a narrative text
aloud to learners. Ask learners to
• Put learners in summarize the main
pairs/groups to identify and points in the lesson
talk about the parts of the
story (e.g. beginning, middle
and ending).
 ASSESSMENT: let learners
mention the sequence of
events in a narrative text

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar today?
rhymes Let learners use
illustrations, text and Ask learners to
context clues to make summarize the main
predictions before, during points in the lesson
and after reading to
enhance comprehension
of text.

ASSESSMENT: let learners

use illustrations, text and
context clues to make
predictions before reading

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar Let learners mention their today?
rhymes favourite dishes or food.
• Let learner’s select one Ask learners to
food and talk about the summarize the main
ingredients used in its points in the lesson
preparation, e.g. Jollof.
• Let learners mention the
ingredients as teacher
writes them on the board.
• Let them then work as
individuals, choose their
own special food or dish
and write the ingredients.
• Let learners do peer
editing.

ASSESSMENT: let learners

write simple familiar
words

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
 Ask learners to
Have learners read level- summarize the main
appropriate texts points in the lesson
describing people.
• Put learners in groups to
discuss the texts read.
Provide questions to help
them identify the
descriptive words.
• Have learners write
simple sentences to
describe themselves,
using the descriptive
words identified.
• Have learners write
parallel sentences to
describe their friends

ASSESSMENT: let learners

identify adjectives and use
them to describe oneself
and other people

Friday Engage learners to sing [Link] READING What have we learnt

songs and recite familiar Using book tease or book today?
rhymes talk, introduce the
reading/ library time. Ask learners to
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement

ASSESSMENT: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 28TH FEB. 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can solve one-step word problems involving
addition and subtraction within 20 using a variety of
strategies
Strand NUMBER
Sub strand Number Operations (Addition, Subtraction,
Multiplication and Division
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: . Use a variety of Review the lesson with
strategies (objects, drawings, Learners
I’m counting one, what mental strategies, counting
is one on, doubles etc.) to solve
addition word problems to
1 - One is one alone,
20 involving adding to,
alone it shall be. Assessment: have
putting together – and
2 - Two pair, two pair with unknowns in all learners to practice with
come pair let us pair positions. - Ama has 10 more examples
3 - Turn around mangoes and receives 3
4 - Follow me more mangoes. How many
5 - Fire mangoes does she have
altogether?

Tuesday Sing songs like: Use a variety of strategies Review the lesson with
(objects, drawings, mental Learners
I’m counting one, what strategies, counting on,
is one doubles etc.) to solve
addition word problems to
 1 - One is one alone, 20 involving adding to, Assessment: have
alone it shall be. putting together – and with learners to practice with
2 - Two pair, two pair unknowns in all positions. - more examples
come pair let us pair Ama has 10 mangoes and
receives 3 more mangoes.
How many mangoes does she
have altogether?

Wednesday Sing songs like: Use a variety of strategies Review the lesson with
(objects, drawings, mental Learners
I’m counting one, what strategies, counting down,
etc.) to solve subtraction
is one
word problems to 20
1 - One is one alone, Assessment: have
involving taking from, taking
alone it shall be. apart and comparing – and learners to practice with
2 - Two pair, two pair with unknowns in all more examples
come pair let us pair positions.
- Kojo has 15 pencils. He
gave 7 to Ato. How many
pencils are left?
- Kafui had 5 pencils. Kwame
had 3 pencils. How many
more pencils did Kafui have
than Kwame?

Thursday Sing songs like: Use a variety of strategies Review the lesson with
(objects, drawings, mental Learners
I’m counting one, what strategies, counting down,
is one etc.) to solve subtraction
1 - One is one alone, word problems to 20 Assessment: have
involving taking from, taking
alone it shall be. learners to practice with
apart and comparing – and
2 - Two pair, two pair more examples
with unknowns in all
come pair let us pair
positions.
3 - Turn around
- Kojo has 15 pencils. He
4 - Follow me
gave 7 to Ato. How many
5 - Fire
pencils are left?
- Kafui had 5 pencils. Kwame
had 3 pencils. How many
more pencils did Kafui have
than Kwame?
Friday Sing songs like: Use a variety of strategies Review the lesson with
(objects, drawings, mental Learners
I’m counting one, what strategies, counting down,
is one etc.) to solve subtraction
1 - One is one alone, word problems to 20 Assessment: have
involving taking from, taking
alone it shall be. learners to practice with
apart and comparing – and
2 - Two pair, two pair more examples
with unknowns in all
positions.
- Kojo has 15 pencils. He
gave 7 to Ato. How many
pencils are left?
- Kafui had 5 pencils. Kwame
had 3 pencils. How many
more pencils did Kafui have
than Kwame?
Week Ending 28TH FEB. 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can understand energy and give examples of
its uses
Strand FORCES AND ENERGY
Sub strand SOURCES AND FORMS OF ENERGY
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing • Learners talk about why What have we learnt
songs and recite familiar they eat food every day today?
rhymes • Guide learners to
undertake activities that Ask learners to
involve the use of energy. summarize the important
E.g. clapping of hands, points of the lesson
lighting of a candle or torch,
or switching on the light in
the classroom.
• Assist learners to come-
out with the meaning of
energy

ASSESSMENT: let learners

explain energy and give
examples of its uses

Thursday Engage learners to sing Ask learners to brainstorm What have we learnt
songs and recite familiar on what happens when a today?
rhymes car runs short of fuel.
• Summarise the
learners’ responses by
explaining to them that Ask learners to
energy is what enables us to summarize the important
do work. points of the lesson

ASSESSMENT: let learners

explain energy and give
examples of its uses
Week Ending 28TH FEB. 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1 2.1.1
Performance Indicator Learners can recite religious passages and sing religious
songs
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Show pictures, video clips, What have we learnt
songs and recite familiar etc. of songs and recitations today?
rhymes from the three main
religions. Ask learners to
• Let learners sing and recite summarize the main
texts from the three main points in the lesson
religions: 1. The Lord’s
Prayer, Psalm 23 (Christian),
2. Al- Fãtihah (Islamic) and 3.
any recital from the
traditional religion-sacred
myths, riddle, proverbs, etc.
(Traditional).

ASSESSMENT: let learners

recite religious passages and
sing religious songs
Week Ending 28TH FEB. 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify Ghanaians of diverse fields who
have contributed significantly to national development
including Theodosia Okoh (National flag). Amon Kotei (Coat
of Arms). Baba Yara (Football), Ephraim Amu (Music), Kofi
Antubam (Art and craft), Kow Ansah (Film) etc.

Strand My Country Ghana

Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Identify Ghanaians of What have we learnt
songs and recite familiar diverse professions who today?
rhymes. have contributed
Which individuals have significantly to national Ask learners to
contributed to Ghana’s development. summarize the main
development? How have points in the lesson
they contributed to ASSESSMENT: let learners
Ghana’s development identify Ghanaians of
diverse fields who have
contributed significantly to
national development

Thursday Engage learners to sing Identify Ghanaians of What have we learnt

songs and recite familiar diverse professions who today?
rhymes have contributed
significantly to national Ask learners to
development. summarize the main
points in the lesson
ASSESSMENT: let learners
identify Ghanaians of
diverse fields who have
contributed significantly
to national development
Week Ending 28TH FEB. 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.3.4.1. 1.
Performance Indicator Learners can narrate the stories of the birth of religious
leaders
Strand OUR BELIEFS AND VALUES
Sub strand Being a Leader
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners role play the What have we learnt
songs and recite familiar birth of the religious today?
rhymes leaders.
Ask learners to
Project Work Learners to summarize the main
consult their parents and points in the lesson
record:
i. their dates of birth ii.
town of birth

ASSESSMENT: let learners

narrate the stories of the
birth of religious leaders

Thursday Engage learners to sing Learners role play the What have we learnt
songs and recite familiar birth of the religious today?
rhymes leaders.
Ask learners to
summarize the main
ASSESSMENT: let learners points in the lesson
narrate the stories of the
birth of religious leaders
Week Ending 28TH FEB. 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) Displaying and Sharing
Performance Indicator Learners can perform own artworks to share own
creative experiences of performing artworks that reflect the
natural and manmade environments in the local community

Strand PERFORMING ARTS

Sub strand Displaying and Sharing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes music, dance and drama to
share, educate and inform Ask learners to
the target audience on summarize the main
things that reflect the points in the lesson
natural and manmade
environments in the local
community

ASSESSMENT: let learners

perform own artworks to
share own creative
experiences of performing
artworks

Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar plan to present some of today?
rhymes the music, dance and
drama performed in the Ask learners to
local community summarize the main
points in the lesson
ASSESSMENT: let learners
perform own artworks to
share own creative
experiences of performing
artworks
Learning Indicator (s) (Ref. No.) B1.[Link] Trace from a given templates.
B1.[Link] Combine strokes to form shapes of the
letters of the alphabets correctly.
Performance Indicators • The learner should trace from a given
templates.
• The learner should combine strokes to
form shapes of the letters of the alphabets
correctly.

Week Ending 28TH FEB. 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Provide learners with What have we learnt
songs and recite templates with objects today?
familiar rhymes drawn on them.
• Put learners into groups
and lead them to trace the
objects on the templates.

ASSESSMENT: let learners

should trace from a given
templates.
Review the lesson with
learners
Engage leaners to sing • Draw strokes on papers What have we learnt
songs and recite and give them to learners. today?
familiar rhymes • Ask learners to combine
the strokes on the papers.
• Let learners show their
work to the class and
discuss it with them.
• Draw the strokes on the
board and call learners to
 combine them to form
letters of the alphabet.

ASSESSMENT: let learners

combine strokes to form Review the lesson with
shapes of the letters of the learners
alphabets correctly.

Engage leaners to sing • Draw strokes on papers What have we learnt

songs and recite and give them to learners. today?
familiar rhymes • Ask learners to combine
the strokes on the papers.
• Let learners show their
work to the class and
discuss it with them.
• Draw the strokes on the
board and call learners to
combine them to form
letters of the alphabet.

ASSESSMENT: let learners

combine strokes to form Review the lesson with
shapes of the letters of the learners
alphabets correctly.
 WEEKLY SCHEME OF LEARNING- WEEK NINE
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 7TH MARCH 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.2. 7.1.2. B1.[Link].
B1.5. 5.1.1. B1.[Link].
Performance Indicator Learners can recognise and discuss characters in a
story
Learners can ask and answer factual and inferential and
applicative questions about level-appropriate texts
Learners can use basic descriptive words in writing simple
sentence
Learners can identify adjectives and use them to describe
oneself and other people
Learners can read a variety of age – appropriate books and
texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Read a story aloud to today?
rhymes learners.
• Have them discuss, in Ask learners to
pairs/small groups, the main summarize the main
and minor characters in the points in the lesson
story.
• Have groups/pairs share their
views with the whole class
 Assessment: let learners
identify discuss characters
in a story

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Have learners read level today?
rhymes appropriate texts
independently, with Ask learners to
minimal support from summarize the main
peers/teacher. points in the lesson
• Encourage them to ask
and answer factual and
inferential questions
about the texts to
enhance comprehension

Assessment: let learners

answer factual and
inferential and applicative
questions about level-
appropriate texts

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar today?
rhymes • Have learners identify
objects in the classroom, Ask learners to
e. g. tables, chairs, bags, summarize the main
etc. points in the lesson
• Let learners tell the
sizes, shapes and colours
of the objects. Explain
simply to them that the
words talk about objects.
• Have learners work in
pairs to write simple
sentences, describing
objects in the classroom,
e. g. My classroom is big.

Assessment: let learners

use basic descriptive
 words in writing simple
sentence

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
Have learners read level- summarize the main
appropriate texts points in the lesson
describing people.
• Put learners in groups to
discuss the texts read.
Provide questions to help
them identify the
descriptive words.
• Have learners write
simple sentences to
describe themselves,
using the descriptive
words identified.
• Have learners write
parallel sentences to
describe their friends

Assessment: let learners

use adjectives to describe
oneself and other people
Friday Engage learners to sing [Link] READING What have we learnt
songs and recite familiar Using book tease or book today?
rhymes talk, introduce the
reading/ library time. Ask learners to
• Have a variety of age summarize the main
appropriate books for points in the lesson
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs,
and provide support and
encouragement
Assessment: let learners
read a variety of age –
appropriate books and
texts from print
Week Ending 7TH MARCH 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can Understand the fraction one-half as the
quantity obtained by taking 1 part when a whole is
partitioned into two equal parts
Strand NUMBER
Sub strand Fractions
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Use concrete objects to Review the lesson with
explain the fraction half as Learners
I’m counting one, what the quantity obtained by
is one taking 1 part when a
1 - One is one alone, whole object is partitioned
into two equal parts
alone it shall be. Assessment: have
E.g. 2. Use pictorial
2 - Two pair, two pair learners to practice with
representations to explain
come pair let us pair more examples
the fraction half as the
3 - Turn around quantity obtained by
4 - Follow me taking 1 part when a
5 - Fire whole object is partitioned
into two equal parts

One whole one half

Tuesday Sing songs like: Use pictorial Review the lesson with
representations to help Learners
learners sort fractions into
 I’m counting one, what those that are halves and
is one those that are not halves Assessment: have
1 - One is one alone, learners to practice with
alone it shall be. more examples
2 - Two pair, two pair
come pair let us pair

Wednesday Sing songs like: Use pictorial Review the lesson with
representations to help Learners
I’m counting one, what learners sort fractions into
is one those that are halves and
1 - One is one alone, those that are not halves Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Thursday Sing songs like: Use pictorial Review the lesson with
representations to help Learners
I’m counting one, what learners sort fractions into
is one those that are halves and
1 - One is one alone, those that are not halves Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Friday Sing songs like: Use pictorial Review the lesson with
representations to help Learners
I’m counting one, what learners sort fractions into
is one those that are halves and
1 - One is one alone, those that are not halves Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending 7TH MARCH 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can explain the terms hot and cold

Strand FORCES AND ENERGY

Sub strand SOURCES AND FORMS OF ENERGY
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Ask learners: What types What have we learnt
songs and recite familiar of things are usually hot? today?
rhymes What types of things are
usually cold? Ask learners to
• Display substances that summarize the important
are hot or cold (e.g. hot tea, points of the lesson
ice cream, ice block, hot
water, water at room
temperature, cold water.
• Learners sort the items
into hot and cold in groups.
• Show learners a hot item
(learners should not
touch) to differentiate it
from warm items.
Learners compare the
samples in terms of
warmth (by
touching/feeling the
provided samples).

Assessment: let learners

explain the terms hot and
cold
Thursday Engage learners to sing • Learners talk about how What have we learnt
songs and recite familiar we keep hot things hot and today?
rhymes cold things cold for a long
time. Ask learners to
• What will happen if an summarize the important
object is placed in the points of the lesson
sun?
Tell how substances
placed in a fridge feel
when touched,
• Learners explore other
ways of making things warm
(For example, putting them
in the sun, touching a phone
that has just been charged).

Assessment: let learners

explain the terms hot and
cold
Week Ending 7TH MARCH 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can explain the terms hot and cold

Strand Religious Practices and their Moral Implications

Sub strand Religious Festivals in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing • Guide learners to What have we learnt
songs and recite familiar mention festivals celebrated today?
rhymes in the three religions. -
Christian: Christmas, Easter, Ask learners to
etc. - Islamic: Eid-ul-Fitr, Eid- summarize the main
ul- Adha, etc. - African points in the lesson
Traditional Religion (ATR):
Odwira, Damba, Homowo,
Hogbetsotso, FetuAfahyƐ,
etc.

Assessment: let learners

explain the terms hot and
cold
Week Ending 7TH MARCH 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify Ghanaians of diverse fields who
have contributed significantly to national development
including Theodosia Okoh (National flag). Amon Kotei (Coat
of Arms). Baba Yara (Football), Ephraim Amu (Music), Kofi
Antubam (Art and craft), Kow Ansah (Film) etc.

Strand My Country Ghana

Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Match individuals with What have we learnt
songs and recite familiar their achievements e. g today?
rhymes Theodosia Okoh (national
flag), Amon Kotei (coat of Ask learners to
arms), Baba Yara (football), summarize the main
Ephraim Amu
points in the lesson
(music), Kofi Antubam (art
and craft), Kow Ansah (Film)
etc

Assessment: let learners

identify Ghanaians of
diverse fields who have
contributed significantly to
national development

Thursday Engage learners to sing Match individuals with What have we learnt
songs and recite familiar their achievements e. g today?
rhymes Theodosia Okoh (national
flag), Amon Kotei (coat of Ask learners to
arms), Baba Yara (football), summarize the main
Ephraim Amu (music), Kofi points in the lesson
Antubam (art and craft), Kow
Ansah (Film) etc

Assessment: let learners

identify Ghanaians of
diverse fields who have
contributed significantly to
national development
Week Ending 7TH MARCH 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can mention the characteristics of a
responsible citizen
Strand OUR NATION GHANA
Sub strand Being a Citizen
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners talk about who a What have we learnt
songs and recite familiar responsible citizen is, e.g. today?
rhymes obeying parents and
school rules, respecting Ask learners to
people, taking care of summarize the main
school property, keeping
points in the lesson
the environment tidy,
being polite, keeping the
environment tidy, loving
your country etc

Assessment: let learners

mention the
characteristics of a
responsible citizen
Thursday Engage learners to sing Learners talk about who a What have we learnt
songs and recite familiar responsible citizen is, e.g. today?
rhymes obeying parents and school
rules, respecting people, Ask learners to
taking care of school
summarize the main
property, keeping the
points in the lesson
environment tidy, being
polite, keeping the
environment tidy, loving
your country etc
Assessment: let learners
mention the
characteristics of a
responsible citizen
Week Ending 7TH MARCH
2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link] B1 [Link]
Performance Indicator Learners can agree on guidelines for viewing and
expressing feelings and thoughts about own and
others’ displayed visual artworks
Learners can agree on guidelines for viewing and
expressing feelings and t and
others’ displayed performing artworks
Strand VISUAL ARTS PERFORMING ARTS
Sub strand Appreciation and Appraisal
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar agree to the guidelines today?
rhymes to view, examine and
come out with meaning Ask learners to
from visual artworks; summarize the main
express own feelings and points in the lesson
ideas about own and
others’ displayed artworks

Assessment: let learners

agree on guidelines for
viewing and expressing
feelings and thoughts
about own and others’
displayed visual artworks
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar agree on guidelines for today?
rhymes use to view, examine and
come out with meaning
from music, dance and
drama to express own Ask learners to
feelings and ideas of own summarize the main
and others’ performed points in the lesson
artworks

Assessment: let learners

agree on guidelines for
viewing and expressing
feelings and thoughts
about own and others’
displayed performing
artworks
Learning Indicator (s) (Ref. No.) B1.[Link] Combine strokes to form shapes of the
lower-case letters.
Performance Indicators • The learner should combine strokes to
form shapes of the lower-case letters.

Week Ending 7TH MARCH 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Draw strokes on papers What have we learnt
songs and recite and give them to learners. today?
familiar rhymes • Ask learners to combine
the strokes on the papers.
• Let learners show their
work to the class and
discuss it with them.
• Draw the strokes on the
board and call learners to
combine them to form
shapes of the lower-case
letters.

Assessment: let learners

combine strokes to form Review the lesson with
shapes of the lower-case learners
letters

Engage leaners to sing • Draw strokes on papers What have we learnt

songs and recite and give them to learners. today?
familiar rhymes • Ask learners to combine
the strokes on the papers.
• Let learners show their
work to the class and
discuss it with them.
• Draw the strokes on the Review the lesson with
board and call learners to learners
combine them to form
 shapes of the lower-case
letters.

Assessment: let learners

combine strokes to form
shapes of the lower-case
letters

Engage leaners to sing • Draw strokes on papers What have we learnt

songs and recite and give them to learners. today?
familiar rhymes • Ask learners to combine
the strokes on the papers.
• Let learners show their
work to the class and
discuss it with them.
• Draw the strokes on the
board and call learners to
combine them to form
shapes of the lower-case
letters.

Assessment: let learners

combine strokes to form
shapes of the lower-case Review the lesson with
letters learners
 WEEKLY SCHEME OF LEARNING WEEK TEN

BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 14TH MARCH 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link]. B1.2. 7.1.2. B1.[Link].
B1.[Link] B1.[Link].
Performance Indicator Learners can recognise and discuss characters in a
story
Learners can ask and answer factual and inferential and
applicative questions about level-appropriate texts
Learners can use basic descriptive words in writing simple
sentence
Learners can identify and use prepositions in oral and written
language to indicate position
Learners can read a variety of age – appropriate books and texts
from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite Read a story aloud to today?
familiar rhymes learners.
• Have them discuss, in Ask learners to
pairs/small groups, the main summarize the main
and minor characters in the points in the lesson
story.
 • Have groups/pairs share
their views with the whole
class

Assessment: let learners

discuss characters in a
story

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar today?
rhymes Have learners read level
appropriate texts Ask learners to
independently, with summarize the main
minimal support from points in the lesson
peers/teacher.
• Encourage them to ask
and answer factual and
inferential questions about
the texts to enhance
comprehension

Assessment: let learners

answer factual and
inferential and applicative
questions about level-
appropriate texts

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar today?
rhymes • Have learners identify
objects in the classroom, e. Ask learners to
g. tables, chairs, bags, etc. summarize the main
• Let learners tell the sizes, points in the lesson
shapes and colours of the
objects. Explain simply to
them that the words talk
about objects.
• Have learners work in
pairs to write simple
sentences, describing
objects in the classroom, e.
g. My classroom is big. The
board is long and white.
The doors and windows are
big.
 Encourage learners to
write two simple
sentences each
(Exceptional learners
should write four simple
sentences).

Assessment: let learners

use basic descriptive
words in writing simple
sentence
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
• State the position of summarize the main
various classroom objects points in the lesson
using simple prepositions.
• Give sample sentences
(on sentence cards) to
learners. e.g. Mary is in the
room. Aba is sitting on the
chair.
• Let learners identify the
words in, on, etc. as words
that show position.
• Pair up learners and have
them use the prepositions
identified in simple and
meaningful sentences.

Assessment: let learners

identify and use
prepositions in oral and
written language to
indicate position

Friday Engage learners to sing [Link] READING What have we learnt

songs and recite familiar Using book tease or book today?
rhymes talk, introduce the
reading/ library time.
 • Have a variety of age Ask learners to
appropriate books for summarize the main
learners to make a choice points in the lesson
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs, and
provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 14TH MARCH 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can count in halves using concrete and
pictorial representations of halves
Strand NUMBER
Sub strand Fractions
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Show several halves of Review the lesson with
concrete objects (like half Learners
I’m counting one, what oranges, half piece of stick,
is one half piece of card, etc. and
have them count them in
1 - One is one alone,
halves (using the language
alone it shall be. Assessment: have
one-half, two-halves, three-
2 - Two pair, two pair halves, etc.) learners to practice with
come pair let us pair more examples
3 - Turn around
4 - Follow me
5 - Fire

Tuesday Sing songs like: Show several halves of Review the lesson with
concrete objects (like half Learners
I’m counting one, what oranges, half piece of stick,
half piece of card, etc. and
is one
have them count them in
1 - One is one alone, Assessment: have
halves (using the language
alone it shall be. one-half, two-halves, three- learners to practice with
2 - Two pair, two pair halves, etc.) more examples
come pair let us pair
Wednesday Sing songs like: Show several halves of Review the lesson with
concrete objects (like half Learners
I’m counting one, what oranges, half piece of stick,
half piece of card, etc. and
is one
have them count them in
1 - One is one alone, Assessment: have
halves (using the language
alone it shall be. one-half, two-halves, three- learners to practice with
2 - Two pair, two pair halves, etc.) more examples
come pair let us pair

Thursday Sing songs like: Show several halves of Review the lesson with
concrete objects (like half Learners
I’m counting one, what oranges, half piece of stick,
half piece of card, etc. and
is one
have them count them in
1 - One is one alone, Assessment: have
halves (using the language
alone it shall be. one-half, two-halves, three- learners to practice with
2 - Two pair, two pair halves, etc.) more examples
come pair let us pair
3 - Turn around
4 - Follow me
5 - Fire

Friday Sing songs like: Show several halves of Review the lesson with
concrete objects (like half Learners
I’m counting one, what oranges, half piece of stick,
half piece of card, etc. and
is one
have them count them in
1 - One is one alone, Assessment: have
halves (using the language
alone it shall be. one-half, two-halves, three- learners to practice with
2 - Two pair, two pair halves, etc.) more examples
Week Ending 14TH MARCH 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can know the importance of electricity and
identify common household appliances that require
electricity to work
Strand : FORCES AND ENERGY
Sub strand ELECTRICITY AND ELECTRONICS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing • Learners mention items What have we learnt
songs and recite familiar in their homes that use today?
rhymes electricity.
• Alternatively show them Ask learners to
videos/drawings of items summarize the important
that use electricity. points of the lesson
• Put learners into groups
and give each group
flashcards of items that use
electricity and those that do
not.
• Assist learners to sort the
items into two groups i.e,
‘uses electricity’ and
‘does not use electricity’.
• Let learners match the
items mentioned with
their functions, e.g.
washing machine is the
item used for washing, the
 item used to play music is
the sound system, etc.
• Guide learners through
questioning to understand
why all such appliances
are connected to a source
of electricity.

Assessment: let learners

identify common
household appliances that
require electricity to work
Thursday Engage learners to sing • Learners brainstorm on What have we learnt
songs and recite familiar how daily living without today?
rhymes electricity will affect our
homes, schools and Ask learners to
industries. summarize the important
• Summarise lesson by points of the lesson
explaining that electricity
is a form of energy thus it
enables electrical items to
work.
• Learners talk about the
importance of electricity
in the home.

Assessment: let learners

mention the importance
of electricity
Week Ending 14TH MARCH 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can describe religious festivals in Ghana

Strand Religious Practices and their Moral Implications

Sub strand Religious Festivals in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing What have we learnt
songs and recite familiar • Guide learners to mention today?
rhymes festivals celebrated in the
three religions. - Christian: Ask learners to
Christmas, Easter, etc. - summarize the main
Islamic: Eid-ul-Fitr, Eid-ul- points in the lesson
Adha, etc. - African
Traditional Religion (ATR):
Odwira, Damba, Homowo,
Hogbetsotso, FetuAfahyƐ,
etc.

Assessment: let learners

describe religious festivals in
Ghana
Week Ending 14TH MARCH 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify Ghanaians of diverse fields who
have contributed significantly to national development
including Theodosia Okoh (National flag). Amon Kotei (Coat
of Arms). Baba Yara (Football), Ephraim Amu (Music), Kofi
Antubam (Art and craft), Kow Ansah (Film) etc.

Strand My Country Ghana

Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary of significant today?
rhymes individuals.
Ask learners to
summarize the main
Assessment: let learners points in the lesson
identify Ghanaians of
diverse fields who have
contributed significantly to
national development

Thursday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary of significant today?
rhymes individuals.
Ask learners to
Assessment: let learners summarize the main
identify Ghanaians of points in the lesson
diverse fields who have
contributed significantly to
national development
Week Ending 14TH MARCH 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can mention the characteristics of a
responsible citizen
Strand OUR NATION GHANA
Sub strand Being a Citizen
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners role play on What have we learnt
songs and recite familiar some of the today?
rhymes characteristics of a
responsible citizen. Ask learners to
summarize the main
points in the lesson
Assessment: let learners
mention the
characteristics of a
responsible citizen

Thursday Engage learners to sing Learners role play on What have we learnt
songs and recite familiar some of the today?
rhymes characteristics of a
responsible citizen. Ask learners to
summarize the main
points in the lesson
Assessment: let learners
mention the
characteristics of a
responsible citizen
Week Ending 14TH MARCH 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link] B1 [Link]
Performance Indicator Learners can examine the displayed performing
artworks and make decisions on the beauty and usefulness
of each artwork based on the agreed guidelines
Learners can examine the displayed performing artworks
and make decisions on the beauty and usefulness of each
artwork based on the agreed guidelines

Strand Visual Arts Performing Arts

Sub strand Appreciating and Appraising
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing What have we learnt
songs and recite familiar and make informed today?
rhymes decisions on agreed
guidelines by using the Ask learners to
summarize the main
assess based on established points in the lesson
guide for judging artworks
by using the theme, subject
matter, media,

recognise the characteristics

of own and others’ displayed
visual

usefulness of the
 displayed visual artworks;

modifications that can be

made to enhance the
usefulness

Assessment: let learners

examine the displayed
performing artworks and
make decisions on the
beauty and usefulness of
each artwork

Wednesday Engage learners to sing What have we learnt

songs and recite familiar on agreed guidelines today?
rhymes assess the value and
recognise the Ask learners to
summarize the main
based on established points in the lesson
guidelines for judging
performing artworks by
using the theme, subject
matter, media,

express own likes and

dislikes about the music,
dance and drama

suggestions for developing

own and others’ music,
dance and drama artworks

Assessment: let learners

examine the displayed
performing artworks and
make decisions on the
beauty and usefulness of
each artwork
Learning Indicator (s) (Ref. No.) B1.[Link] Write a sentence with an action word
correctly.
B1.[Link]. Recognise adjectives in sentences. B1.[Link]
Recognise comparative words/adjectives in short
sentences

Performance Indicators • The learner should write a sentence

with an action word correctly.
• The learner should recognise adjectives in
sentences.
• The learner should recognise
comparative words/adjectives in short
sentences
•

Week Ending 14TH MARCH 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Write a simple sentence What have we learnt
songs and recite on the board. The today?
familiar rhymes sentence must have an
action word already
treated.
• Discuss the action word
with learners.
• Let learners write the
sentences with an action
word in their exercise
books.

Review the lesson with

Assessment: let learners learners
write a sentence with an
action word correctly.
Engage leaners to sing • Show some concrete What have we learnt
songs and recite objects to learners with today?
familiar rhymes different colours and size.
• Discuss the objects with
them and ask them to
describe the objects.
• Write down the
qualifying words that
learners mention on the

board.
• Write group of words on
flashcards and show it to
learners.
• Lead learners to read the
words and recognise the
adjectives in the group of
words.
• Help learners to Review the lesson with
recognise adjectives. learners
E.g. Colours: red, yellow,
blue, etc.
Sizes: small, big, etc.

Assessment: let learners

identify adjectives in
sentences.

Engage leaners to sing • Write simple sentences What have we learnt

songs and recite on flashcards and show it to today?
familiar rhymes learners.
• Lead learners to read
the sentences.
• Lead learners to recognise
the adjectives in the
sentences

Assessment: let learners

Identify comparative
words/adjectives in short Review the lesson with
sentences learners
 WEEKLY SCHEME OF LEARNING- WEEK ELEVEN
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 21ST MARCH 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link] B1.[Link] B1.[Link].
B1.[Link] B1.[Link].
Performance Indicator Learners can listen to and produce descriptions of
pictures and objects (e.g. vehicles, animals)
Learners can retell level-appropriate texts in own words
Learners can use basic descriptive words in writing simple
sentence
Learners can identify and use prepositions in oral and written
language to indicate position
Learners can read a variety of age – appropriate books and
texts from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite today?
familiar rhymes Show pictures of common
objects and animals to Ask learners to
learners. summarize the main
• Have learners think-pair- share points in the lesson
what they see in the picture.
Have them describe, in
groups/pairs, the pictures to
one another in turns.
 Assessment: let learners
produce descriptions of
pictures and objects (e.g.
vehicles, animals)

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Use the Simple Herring today?
rhymes Bone strategy to guide
learners to retell the story Ask learners to
in their own words summarize the main
points in the lesson
when?
who? what?

why?

Assessment: let learners

retell level-appropriate
texts in own words

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar today?
rhymes • Have learners identify
objects in the classroom, Ask learners to
e. g. tables, chairs, bags, summarize the main
etc. points in the lesson
• Let learners tell the
sizes, shapes and colours
of the objects. Explain
simply to them that the
words talk about objects.
• Have learners work in
pairs to write simple
sentences, describing
objects in the classroom,
e. g. My classroom is big.
The board is long and
white. The doors and
windows are big.
Encourage learners to
write two simple
 sentences each
(Exceptional learners
should write four simple
sentences).

Assessment: let learners

use basic descriptive
words in writing simple
sentence

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
• State the position of Ask learners to
various classroom objects summarize the main
using simple prepositions. points in the lesson
• Give sample sentences (on
sentence cards) to learners.
e.g. Mary is in the room. Aba
is sitting on the chair.
• Let learners identify the
words in, on, etc. as words
that show position.
• Pair up learners and have
them use the prepositions
identified in simple and
meaningful sentences.
• Let each learner write
two sentences describing
the position of objects in
the classroom.

Assessment: let learners

identify and use
prepositions in oral and
written language to
indicate position

Friday Engage learners to sing [Link] READING What have we learnt

songs and recite familiar Using book tease or book today?
rhymes talk, introduce the
reading/ library time.
 Have a variety of age Ask learners to
appropriate books for summarize the main
learners to make a choice points in the lesson
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs, and
provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 21ST MARCH 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can count in halves using concrete and
pictorial representations of halves
Strand NUMBER
Sub strand Fractions
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Show learners several Review the lesson with
pictorial representations of Learners
I’m counting one, what halves and have them count
is one (using the language one-
half, two-halves, three-
1 - One is one alone,
halves, etc.)
alone it shall be. Assessment: have
learners to practice with
more examples

Tuesday Sing songs like: Show learners several Review the lesson with
pictorial representations of Learners
I’m counting one, what halves and have them count
(using the language one-
is one
half, two-halves, three-
1 - One is one alone, Assessment: have
halves, etc.)
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Wednesday Sing songs like: Show learners several Review the lesson with
pictorial representations of Learners
I’m counting one, what halves and have them count
is one (using the language one-
half, two-halves, three-
1 - One is one alone,
halves, etc.)
alone it shall be.
 2 - Two pair, two pair Assessment: have
come pair let us pair learners to practice with
more examples

Thursday Sing songs like: Show learners several Review the lesson with
pictorial representations of Learners
I’m counting one, what halves and have them count
is one (using the language one-
half, two-halves, three-
1 - One is one alone, Assessment: have
halves, etc.)
alone it shall be. learners to practice with
more examples

Friday Sing songs like: Show learners several Review the lesson with
pictorial representations of Learners
I’m counting one, what halves and have them count
(using the language one-
is one
half, two-halves, three-
1 - One is one alone, Assessment: have
halves, etc.)
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending 21ST MARCH 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can know examples of common electronic
devices and their uses
Strand FORCES AND ENERGY
Sub strand ELECTRICITY AND ELECTRONICS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing • Display real or pictures What have we learnt
songs and recite familiar of electronic devices such today?
rhymes as mobile phones, wrist
watches, cameras and Ask learners to
torches. summarize the important
• Let learners identify the points of the lesson
devices displayed.
• Engage learners in an
activity to match the
devices with their uses.

Assessment: let learners

mention examples of
common electronic
devices and their uses

Thursday Engage learners to sing Assist learners to model What have we learnt
songs and recite familiar any one electronic device today?
rhymes of their choice using
appropriate materials (Blu Ask learners to
tack, clay or cardboard). summarize the important
points of the lesson
Assessment: let learners
model any one electronic
device
Week Ending 21ST MARCH 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can describe religious festivals in Ghana

Strand Religious Practices and their Moral Implications

Sub strand Religious Festivals in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Guide learners to What have we learnt
songs and recite familiar mention festivals celebrated today?
rhymes in the three religions. -
Christian: Christmas, Easter, Ask learners to
etc. - Islamic: Eid-ul-Fitr, Eid- summarize the main
ul- Adha, etc. - African points in the lesson
Traditional Religion (ATR):
Odwira, Damba, Homowo,
Hogbetsotso, FetuAfahyƐ,
etc.

Assessment: let learners

describe religious festivals in
Ghana.
Week Ending 21ST MARCH 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify Ghanaians of diverse fields who
have contributed significantly to national development
including Theodosia Okoh (National flag). Amon Kotei (Coat
of Arms). Baba Yara (Football), Ephraim Amu (Music), Kofi
Antubam (Art and craft), Kow Ansah (Film) etc.

Strand My Country Ghana

Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Guide learners to study What have we learnt
songs and recite familiar about these individuals today?
rhymes using the internet
Ask learners to
Assessment: let learners summarize the main
identify Ghanaians of points in the lesson
diverse fields who have
contributed significantly to
national development

Thursday Engage learners to sing Guide learners to study What have we learnt
songs and recite familiar about these individuals today?
rhymes using the internet
Ask learners to
Assessment: let learners summarize the main
identify Ghanaians of points in the lesson
diverse fields who have
contributed significantly to
national development
Week Ending 21ST MARCH 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link].
Performance Indicator Learners can identify people who have power and
authority and respect them, as a responsible citizen
Strand OUR NATION GHANA
Sub strand Authority and Power
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners identify the What have we learnt
songs and recite familiar national symbols and today?
rhymes appreciate them:
i. National Flag ii. National Ask learners to
Anthem iii. National summarize the main
Pledge iv. Coat of Arms,
points in the lesson
etc.

Assessment: let learners

identify people who have
power and authority and
respect them, as a
responsible citizen

Thursday Engage learners to sing Learners identify the What have we learnt
songs and recite familiar national symbols and today?
rhymes appreciate them: National
Flag ii. National Anthem iii. Ask learners to
National Pledge iv. Coat of
summarize the main
Arms, etc.
points in the lesson
Assessment: let learners
identify people who have
power and authority and
respect them, as a
responsible citizen
Week Ending 21ST MARCH 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can plan a display of own artworks to share
own creative experiences based on performing artworks
that reflect the history and culture or way of life of the
people
Strand PERFORMING ARTS
Sub strand Displaying and Sharing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes live performances that
reflect the history and Ask learners to
culture of the people in summarize the main
Ghana points in the lesson

displaying portfolio of own

performing artworks

Assessment: let learners

display own artworks to
share own creative
experiences

Wednesday Engage learners to sing Learners are to What have we learnt

songs and recite familiar plan a display of portfolio of today?
rhymes own music, dance and
drama compositions to Ask learners to
share, educate and inform summarize the main
the public on the history points in the lesson
and culture of people in
the local community

Assessment: let learners

display of own artworks to
share own creative
experiences
Learning Indicator (s) (Ref. No.) B1.[Link] Use comparative words/adjectives in
sentences
B1.[Link] Use postposition such as in, on, into in
context.
Performance Indicators • The learner should use comparative
words/adjectives in sentences
• The learner should use postposition
such as in, on, into in context.
Week Ending 21ST MARCH 2025
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Write the adjectives on What have we learnt
songs and recite a flashcard and show it to today?
familiar rhymes learners.
• Lead them to read the
words aloud.
• Form simple sentences
with the adjectives.
• Ask learners to also use
the adjectives to form short
sentences

Review the lesson with

Assessment: let learners
learners
use comparative
words/adjectives in
sentences

Engage leaners to sing • Place some objects at What have we learnt

songs and recite locations in the class and today?
familiar rhymes discuss with the learners
these locations.
 • Write the postpositions
mentioned during the
discussion on the board.
• Write the postpositions
on a flashcard/board.
• Lead learners to read
them.
• Form simple sentences
with the postpositions.
Review the lesson with
• Let learners form their
learners
own sentences with the
postpositions

Assessment: let learners

use postposition such as in,
on, into in context.

Engage leaners to sing • Place some objects at What have we learnt

songs and recite locations in the class and today?
familiar rhymes discuss with the learners
these locations.
• Write the postpositions
mentioned during the
discussion on the board.
• Write the postpositions

on a flashcard/board.
• Lead learners to read
them.
• Form simple sentences
with the postpositions.
• Let learners form their
own sentences with the
postpositions Review the lesson with
learners

Assessment: let learners

use postposition such as in,
on, into in context.
 WEEKLY SCHEME OF LEARNING- WEEK TWELVE
BASIC ONE
Name of School: St. Joseph R/C Primary School
Name of Teacher: Rachel Adu-Gyamfi

Week Ending 28TH MARCH 2025

Class 0ne
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B1.[Link] B1.[Link] B1.[Link].
B1.[Link] B1.[Link].
Performance Indicator Learners can listen to and produce descriptions of
pictures and objects (e.g. vehicles, animals)
Learners can retell level-appropriate texts in own words
Learners can use basic descriptive words in writing simple
sentence
Learners can identify and use prepositions in oral and written
language to indicate position
Learners can read a variety of age – appropriate books and texts
from print

Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to A. ORAL LANGAUGE What have we learnt
sing today?
songs and recite Show pictures of common
familiar rhymes objects and animals to Ask learners to
learners. summarize the main
• Have learner’s think- pair-share points in the lesson
what they see in the picture.
Have them describe, in
groups/pairs, the pictures to one
another in turns.
 Assessment: let learners
produce descriptions of
pictures and objects

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Use the Simple Herring today?
rhymes Bone strategy to guide
learners to retell the story Ask learners to
in their own words summarize the main
points in the lesson
when?
who? what?

why?

Assessment: let learners

retell level-appropriate
texts in own words

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar today?
rhymes • Have learners identify
objects in the classroom, Ask learners to
e. g. tables, chairs, bags, summarize the main
etc. points in the lesson
• Let learners tell the
sizes, shapes and colours
of the objects. Explain
simply to them that the
words talk about objects.
• Have learners work in
pairs to write simple
sentences, describing
objects in the classroom,
e. g. My classroom is big.
The board is long and
white. The doors and
windows are big.
Encourage learners to
write two simple
sentences each
 (Exceptional learners
should write four simple
sentences).

Assessment: let learners

use basic descriptive
words in writing simple
sentence

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
• State the position of summarize the main
various classroom objects points in the lesson
using simple prepositions.
• Give sample sentences (on
sentence cards) to learners.
e.g. Mary is in the room. Aba
is sitting on the chair.
• Let learners identify the
words in, on, etc. as words
that show position.
• Pair up learners and have
them use the prepositions
identified in simple and
meaningful sentences.
• Let each learner write
two sentences describing
the position of objects in the
classroom.

Assessment: let learners

identify and use
prepositions in oral and
written language to
indicate position

Friday Engage learners to sing [Link] READING What have we learnt

songs and recite familiar today?
rhymes
Using book tease or book Ask learners to
talk, introduce the summarize the main
reading/ library time. points in the lesson
• Have a variety of age
appropriate books for
learners to make a choice
from.
• Introduce picture or
wordless books, pop-up
and flip-the-page texts to
learners.
• Encourage them to read
individually and in pairs, and
provide support and
encouragement

Assessment: let learners

read a variety of age –
appropriate books and
texts from print
Week Ending 28TH MARCH 2025
Class one
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can Recognise Ghanaian coins by name,
including one pesewa, five pesewas, ten pesewas, twenty
pesewas, fifty pesewas and one cedi by value and describe
the relationship among the
Strand NUMBER
Sub strand Money
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: . Display the various coins Review the lesson with
currently being used for Learners
I’m counting one, what transaction in Ghana and
is one initiate discussion on the
need for monetary
1 - One is one alone,
transaction. Learners touch
alone it shall be. Assessment: have learners
feel and say the features of
2 - Two pair, two pair each coin to practice with more
come pair let us pair examples
3 - Turn around
4 - Follow me
5 - Fire

Introduce the one pesewa,

five pesewas, ten pesewas,
twenty pesewas, fifty
pesewa and guide learners
learn to identify and
recognize the money by
name and value

Tuesday Sing songs like: State the relationship Review the lesson with
between 2p and 10p; 5p Learners
 I’m counting one, what and 10p; 2p and 20p; 1p
is one and ¢1, 10p and ¢1 Assessment: have
1 - One is one alone, learners to practice with
alone it shall be. more examples
2 - Two pair, two pair
come pair let us pair

Wednesday Sing songs like: State the relationship Review the lesson with
between 2p and 10p; 5p Learners
I’m counting one, what and 10p; 2p and 20p; 1p
is one and ¢1, 10p and ¢1
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Thursday Sing songs like: State the relationship Review the lesson with
between 2p and 10p; 5p Learners
I’m counting one, what and 10p; 2p and 20p; 1p
is one and ¢1, 10p and ¢1
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair co more examples

Friday Sing songs like: State the relationship Review the lesson with
between 2p and 10p; 5p Learners
I’m counting one, what and 10p; 2p and 20p; 1p
is one and ¢1, 10p and ¢1
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending 28TH MARCH 2025
Class One
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can describe religious festivals in Ghana

Strand Religious Practices and their Moral Implications

Sub strand Religious Festivals in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing • Guide learners to What have we learnt
songs and recite familiar mention festivals today?
rhymes celebrated in the three
religions. Ask learners to
- Christian: Christmas, summarize the main
Easter, etc. points in the lesson
- Islamic: Eid-ul-Fitr, Eid-
ul-Adha, etc.
- African Traditional
Religion (ATR): Odwira,
Damba, Homowo,
Hogbetsotso, FetuAfahyƐ,
etc.

Assessment: let learners

describe religious festivals in
Ghana
Week Ending 28TH MARCH 2025
Class one
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can know examples of common electronic
devices and their uses
Strand FORCES AND ENERGY
Sub strand ELECTRICITY AND ELECTRONICS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing • Display real or pictures What have we learnt
songs and recite familiar of electronic devices such today?
rhymes as mobile phones, wrist
watches, cameras and Ask learners to
torches. summarize the important
• Let learners identify the points of the lesson
devices displayed.
• Engage learners in an
activity to match the
devices with their uses.

Assessment: let learners

mention examples of
common electronic
devices and their uses
Thursday Engage learners to sing Assist learners to model What have we learnt
songs and recite familiar any one electronic device today?
rhymes of their choice using
appropriate materials (Blu Ask learners to
tack, clay or cardboard). summarize the important
points of the lesson
Assessment: let learners
model any one electronic
device
Week Ending 28TH MARCH 2025
Class One
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can identify what they want to be in future

Strand My Country Ghana

Sub strand Some Selected Individuals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Role play what learners What have we learnt
songs and recite familiar want to be in future today?
rhymes
Ask learners to
summarize the main
Assessment: let learners points in the lesson
mention what they want to
be in future

Thursday Engage learners to sing Role play what learners What have we learnt
songs and recite familiar want to be in future today?
rhymes
Ask learners to
summarize the main
points in the lesson
Assessment: let learners
mention what they want to
be in future
Week Ending 28TH MARCH 2025
Class One
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can mention how national symbols can be
preserved
Strand OUR NATION GHANA
Sub strand Authority and Power
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners, in groups/pairs, What have we learnt
songs and recite familiar tell how these national today?
rhymes symbols can be preserved,
e.g. pay attention to the Ask learners to
National Anthem, protect the summarize the main
national symbols, report
points in the lesson
people who destroy the
national symbols.

Assessment: let learners

mention how national
symbols can be preserved

Thursday Engage learners to sing Learners, in groups/pairs, What have we learnt

songs and recite familiar tell how these national today?
rhymes symbols can be preserved,
e.g. pay attention to the Ask learners to
National Anthem, protect the summarize the main
national symbols, report
points in the lesson
people who destroy the
national symbols.

Assessment: let learners

mention how national
symbols can be preserved
Week Ending 28TH MARCH 2025
Class one
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B1 [Link]
Performance Indicator Learners can plan a display of own artworks to share
own creative experiences based on performing artworks
that reflect the history and culture or way of life of the
people
Strand PERFORMING ARTS
Sub strand Displaying and Sharing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes live performances that
reflect the history and Ask learners to
culture of the people in summarize the main
Ghana points in the lesson

displaying portfolio of own

performing artworks

Assessment: let learners

display own artworks to
share own creative
experiences

Wednesday Engage learners to sing Learners are to What have we learnt

songs and recite familiar plan a display of portfolio of today?
rhymes own music, dance and
drama compositions to Ask learners to
share, educate and inform summarize the main
the public on the history points in the lesson
and culture of people in
the local community

Assessment: let learners

display of own artworks to
share own creative
experiences
Learning Indicator (s) (Ref. No.) B1.[Link] Read simple sentences of about three to
four words.
Performance Indicators The learner should read simple sentences of about
three to four words.

Week Ending 28TH MARCH 2025

Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Write sentences made What have we learnt
songs and recite up of three or four words today?
familiar rhymes on the board.
• Lead learner to read the
sentences.
• Call learners to read the
sentences one by one.
Review the lesson with
Assessment: let learners read learners
simple sentences of about
three to four words.
Engage leaners to sing • Write sentences made What have we learnt
songs and recite up of three or four words today?
familiar rhymes on the board.
• Lead learner to read the
sentences.
• Call learners to read the
sentences one by one. Review the lesson with
learners
Assessment: let learners read
simple sentences of about
three to four words.
Engage leaners to sing • Write sentences made What have we learnt
songs and recite up of three or four words today?
familiar rhymes on the board.
• Lead learner to read the
sentences.
• Call learners to read the
sentences one by one.

Assessment: let learners read Review the lesson with

simple sentences of about learners
three to four words.