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Second Term Lesson Plan Basic Six

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0% found this document useful (0 votes)

3 views266 pages

Second Term Lesson Plan Basic Six

Uploaded by

kbrightusa

We take content rights seriously. If you suspect this is your content, claim it here.

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Download as DOCX, PDF, TXT or read online on Scribd

SECOND TERM LESSON PLAN BASIC SIX (6)

BASIC SIX
SECOND TERM SCHEME – ENGLISH LANGUAGE
CONTENT
INDICATOR
WEEKS STRAND SUB STRANDS STANDAR RESOURCES
S
D

Oral
Poems B6.1.3.1 B6.[Link]
Language

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral
Conversation B6.1.6.1 B6.[Link].
Language

Word Families and

Reading B6.2.3.1 B6.[Link]
Common Digraphs
Word cards,
sentence
Grammar Nouns B6.3.1.1 B6.[Link] cards,
letter
2 Paragraph cards,
Writing B6.4.6.1 B6.[Link] handwriting
Development
on a manila
Writing card and a
Conventions class library
Using Punctuation B6.5.2.1 B6.[Link]
& Grammar
Usage

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading
Oral Dramatization and
B6.1.5.2 B6.[Link]
Language Role Play

Oral B6.1.10.2.
Presentation B6.1.10.2
Language 2

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral
Conversation B6.1.6.2 B6.[Link]
Language Word cards,
sentence
Reading Diphthongs B6.2.4.1 B6.[Link] cards,
letter
5 cards,
Grammar Pronouns B6.3.3.1 B6.[Link] handwriting
on a manila
card and a
class library
Writing Narrative Writing B6.4.9.3 B6.[Link]
Writing
Conventions
Using Action Words B6.5.4.1 B6.[Link]
& Grammar
Usage
Extensive Building the love and
B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Listening B6.[Link]-

B6.1.7.1
Language Comprehension 2

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

Oral B6.1.10.3.
Presentation B6.1.10.3
Language 1.

Oral Word cards,

Conversation B6.1.6.2 B6.[Link] sentence
Language
8 cards,
Blends and letter
Reading B6.2.5.1 B6.[Link] cards,
Consonant Clusters
Grammar Verbs B6.3.5.1 B6.[Link].

B6.4.15.1.
Writing Letter Writing B6.4.15.1
1
Writing
Conventions handwriting
Using Adverbs B6.5.6.1 B6.[Link] on a manila
& Grammar
Usage card and a
class library
Extensive Building the love and
B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Listening
B6.1.7.1 B6.[Link]
Language Comprehension

Extensive Building the love and

B6.6.1.1 B6.[Link]
Reading culture of reading

10 Word cards,
Oral B6.1.10.3.
Presentation B6.1.10.3 sentence
Language 2
cards,
letter
Reading Silent Reading B6.2.8.1 B6.[Link] cards,
handwriting
on a manila
Grammar Idiomatic Expressions B6.3.7.1 B6.[Link] card and a
class library

B6.4.12.1.
Writing Descriptive Writing B6.4.12.1
1
Writing Using Conjunctions B6.5.8.1 B6.[Link]
Conventions
& Grammar
Usage
Extensive Building the love and
B6.6.1.1 B6.[Link]
Reading culture of reading

Oral Asking and Answering

B6.1.8.1 B6.[Link]
Language Questions

Oral B6.1.10.3.
Presentation B6.1.10.3
Language 3

B6.2.10.1.
Reading Summarizing B6.2.10.1
1 Word cards,
sentence
Grammar Modals B6.3.9.1 B6.[Link] cards,
letter
cards,
12
Argumentative/ B6.4.13.2. handwriting
Writing B6.4.13.2
Persuasive Writing 2 on a manila
card and a
Writing class library
Conventions B6.5.10.1.
Spelling B6.5.10.1
& Grammar 1
Usage
Extensive Building the love and
B6.6.1.1 B6.[Link]
Reading culture of reading
SECOND TERM SCHEME – MATHEMATICS
CONTENT
WEEK
STRAND SUB STRANDS STANDAR INDICATORS RESOURCES
S
D

Counting & Representation B6.[Link] Counters,

1 Number B6.1.1.1
(Skip counting) B6.[Link] bundle and
loose straws
Counting & Representation B6.[Link] base ten cut
2 Number B6.1.1.1
(Roman Numerals) B6.[Link] square

Patterns And Relationship

5 Number B6.2.1.1 B6.[Link]
(Finding pattern rule) Counters,
Patterns And Relationship bundle and
6 Number B6.2.1.1 B6.[Link] loose straws
(Finding pattern rule) base ten cut
Patterns And Relationship square
7 Number B6.2.1.1 B6.[Link]
(Finding pattern rule)

Algebraic Expressions Counters,

8 Number (Demonstrate understanding of
B6.2.2.1 B6.[Link] bundle and
algebraic expressions) loose straws

Variables And Equations

9 Algebra B6.2.3.1 B6.[Link] Counters,
(Solve problems involving
single-variable) bundle and
loose straws
Variables And Equations base ten cut
10 Algebra (Solve problems involving
B6.2.3.1 B6.[Link] square
single-variable)

Lines And Shapes

Patterns
11 Algebra B6.3.1.1 B6.[Link]
(Demonstrate understanding made from
of prisms) Manila
Lines And Shapes cards,
Bundle of
12 Data (Demonstrate understanding
B6.3.1.1 B6.[Link]
sticks
of prisms)
SECOND TERM SCHEME – SCIENCE
WEEKS STRAND SUB STRANDS CONTENT INDICATOR RESOURCES
STANDAR S
D

1 The Human Body System

Systems (functions of organs in the B6.3.1.1 B6.[Link] Learners,
excretory system of pictures,
humans) videos,
2 The Human Body System paper,
pencils,
Systems (functions of organs in the B6.3.1.1 B6.[Link] crayons
excretory system of
humans)

3 The Solar System

Systems B6.3.2.1 B6.[Link]
(the motion of bodies in the Model
solar system) shapes of
4 The Solar System sun, moon
and stars
Systems (the motion of bodies in the
B6.3.2.1 B6.[Link]
solar system)

5 Ecosystem
Systems B6.3.3.1 B6.[Link] Trees, birds,
(interactions in an
ecosystem) insects,
pond,
6 Ecosystem pictures,
Systems (interactions in an
B6.3.3.1 B6.[Link] videos
ecosystem)

7 Sources And Forms Of Candle,

Forces And Energy torch,
B6.4.1.1 B6.[Link]
Energy (renewable and non- hot tea, ice
renewable sources of
cream, ice
energy)
block,
8 Sources And Forms Of
Forces And hot water,
Energy B6.4.1.2 B6.[Link]
Energy room
(temperature) temperature,

9 Electricity And Electronics Light

Forces And
(Construct an electric
B6.4.2.1 B6.[Link] switches,
Energy
circuit) flashcards,
sound
10 Electricity And Electronic system,
Forces And
(components of electrical
B6.4.2.1 B6.[Link] paper,
Energy
circuit) pencils,
local
11 Forces And Electricity And Electronic B6.4.2.1 B6.[Link] electrical
Energy
(conductors, semi- appliances,
conductors and insulators) common
electrical
12 Electricity And Electronic
devices
Forces And
(functions and assemblage B6.4.2.2 B6.[Link]
Energy of basic electronic
components)

SECOND TERM SCHEME – OUR WORLD OUR PEOPLE

WEEKS STRAND SUB STRANDS CONTENT INDICATOR RESOURCES
STANDAR S
D

1 Map Making And Land

All Around Marks Map of
B6.2.3.1 B6.[Link]
Us Ghana,
(political regions of Ghana) atlas,
2 Map Making And Land Pictures,
All Around Marks Charts,
B6.2.3.1 B6.[Link]
Us Video Clips
(political regions of Ghana)

3 Population And
All Around Settlement
B6.2.4.1 B6.[Link] Map of
Us (internal migration in Ghana,
Ghana) atlas,
4 Population And Pictures,
Settlement Charts,
All Around
B6.2.4.1 B6.[Link] Video Clips
Us (internal migration in
Ghana)

5 Worship
Our Beliefs
(importance of prayer in our
B6.3.1.1 B6.[Link]
And Values
lives) Pictures,
Charts,
6 Worship Video Clips
Our Beliefs
(importance of prayer in our
B6.3.1.1 B6.[Link]
And Values
lives)

7 Festivals
Our Beliefs
(significance of celebrations
B6.3.2.1 B6.[Link]
And Values
in Ghana) Pictures,
Charts,
8 Festivals Video Clips
Our Beliefs
(significance of celebrations
B6.3.2.1 B6.[Link]
And Values
in Ghana)

9 Our Beliefs Basic Human Rights B6.3.3.1 B6.[Link] Pictures,

And Values (fundamental human rights)
Charts,
10 Our Beliefs Basic Human Rights
B6.3.3.1 B6.[Link] Video Clips
And Values (fundamental human rights)

11 Being A Leader
Our Beliefs
(latter lives of the leaders
B6.3.4.1 B6.[Link]
And Values
of the major religions) Pictures,
Charts,
12 Being A Leader Video Clips
Our Beliefs
(latter lives of the leaders
B6.3.4.1 B6.[Link]
And Values
of the major religions)
SECOND TERM SCHEME – RELIGIOUS & MORAL EDUCATION
WEEKS STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
STANDAR
D

1 Religiou Religious Festivals Wall Charts,

s Wall
(significance of religious
B6 2.2.1 B6 [Link] Words,
Practice
festivals) Posters, etc.
s

2 Religiou Religious Festivals Wall Charts,

s Wall
(significance of religious
B6 2.2.1 B6 [Link] Words,
Practice
festivals) Posters, etc.
s

3 Religiou Religious Festivals Wall Charts,

s Wall
(moral lessons from the
B6 2.2.1 B6 [Link] Words,
Practice
festivals) Posters, etc.
s

4 Religiou Religious Festivals Wall Charts,

s Wall
(moral lessons from the
B6 2.2.1 B6 [Link] Words,
Practice
festivals) Posters, etc.
s

5 Religiou Ministry and Latter Lives

Wall Charts,
Wall
s of Leaders of the Three B6 3.4.1 B6 [Link] Words,
Leaders Major Religions in Ghana Posters, etc.

6 Religiou Ministry and Latter Lives

Wall Charts,
Wall
s of Leaders of the Three B6 3.4.1 B6 [Link] Words,
Leaders Major Religions in Ghana Posters, etc.

7 Religiou Ministry and Latter Lives

Wall Charts,
Wall
s of Leaders of the Three B6 3.4.1 B6 [Link] Words,
Leaders Major Religions in Ghana Posters, etc.

8 Religiou Ministry and Latter Lives

Wall Charts,
Wall
s of Leaders of the Three B6 3.4.1 B6 [Link] Words,
Leaders Major Religions in Ghana Posters, etc.

9 The
Commitment to the God Wall Charts,
Family
Wall
and (the need to be committed
B6 4.1.1 B6 [Link] Words,
commun to the community) Posters, etc.
ity

10 The Commitment to the God B6 4.1.1 B6 [Link] Wall Charts,

Family Wall
Words,
and
(the need to be committed
commun to the community)
Posters, etc.
ity

11 The
Commitment to the God Wall Charts,
Family
Wall
and (the need to be committed
B6 4.1.1 B6 [Link] Words,
commun to the community) Posters, etc.
ity

12 The
Commitment to the God Wall Charts,
Family
Wall
and (the need to be committed
B6 4.1.1 B6 [Link] Words,
commun to the community) Posters, etc.
ity

SECOND TERM SCHEME – HISTORY

WEEK STRAND SUB STRANDS CONTENT INDICATOR RESOURCES
S STANDAR S
D

1 Journey to
Formation of Wall charts,
Independen B6.5.2.1 B6.[Link]
Political Parties wall
ce
words,
2 Journey to posters,
Formation of
Independen B6.5.2.1 B6.[Link] video clip, etc.
Political Parties
ce

3 Journey to
Formation of Wall charts,
Independen B6.5.2.1 B6.[Link]
Political Parties wall
ce
words,
4 Journey to posters,
Formation of
Independen B6.5.2.1 B6.[Link] video clip, etc.
Political Parties
ce

5 Journey to
Formation of Wall charts,
Independen B6.5.2.1 B6.[Link]
Political Parties wall
ce
words,
6 Journey to posters,
Formation of
Independen B6.5.2.1 B6.[Link] video clip, etc.
Political Parties
ce

7 Journey to Wall charts,

Ghana Gains
Independen B6.5.4.1 B6.[Link] wall
Independence
ce words,
posters,
8 Journey to Ghana Gains B6.5.4.1 B6.[Link] video clip, etc.
Independen Independence
ce

9 Journey to
Ghana Gains Wall charts,
Independen B6.5.4.1 B6.[Link]
Independence wall
ce
words,
10 Journey to posters,
Ghana Gains
Independen B6.5.4.1 B6.[Link] video clip, etc.
Independence
ce

11 Journey to
Ghana Gains Wall charts,
Independen B6.5.4.1 B6.[Link]
Independence wall
ce
words,
12 Journey to posters,
Ghana Gains
Independen B6.5.4.1 B6.[Link] video clip, etc.
Independence
ce
SECOND TERM SCHEME – CREATIVE ARTS
CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD

1 Thinking and
Visual Exploring Ideas Photos,
CSE 1 B6. [Link]
Arts videos, art
(Visual Arts) paper,
2 Thinking and colors and
Performin Exploring Ideas traditional
CSE 1 B6. [Link]
g Arts art tools,
(Performing Arts)

3 Planning, Making
Visual B6.[Link] Photos,
and Composing CSE 2&3
Arts B6.[Link] videos, art
(Visual Arts) paper,
4 Planning, Making colors and
Performin B6.[Link] traditional
and Composing CSE 2&3
g Arts B6.[Link] art tools,
(Performing Arts)

5 Displaying and
Visual B6.[Link] Photos,
Sharing CSE 4&5
Arts B6.[Link] videos, art
(Visual Arts) paper,
6 Displaying and colors and
Performin B6.[Link] traditional
Sharing CSE 4&5
g Arts B6.[Link] art tools,
(Performing Arts)

7 Appreciating and
Visual B6.[Link] Photos,
Appraising CSE 6&7
Arts B6.[Link] videos, art
(Visual Arts) paper,
8 Appreciating and colors and
Performin B6.[Link] traditional
Appraising CSE 6&7
g Arts B6.[Link] art tools,
(Performing Arts)

9 Photos,
Thinking and videos, art
Visual & Exploring Ideas B6.1.1.1 paper,
Performin CSE 1
School based B6.2.1.1 colors and
g Arts
project traditional
art tools,

10 Visual & Planning, Making CSE 2&3 Photos,

Performin and Composing videos, art
g Arts paper,
School based
colors and
project
traditional
art tools,

11 Photos,
Displaying and videos, art
Visual & Sharing paper,
Performin CSE 4&5
School based colors and
g Arts
project traditional
art tools,

12 Photos,
Appreciating and videos, art
Visual & Appraising paper,
Performin CSE 6&7
School based colors and
g Arts
project traditional
art tools,
SECOND TERM SCHEME – GHANAIAN LANGUAGE
WEEK STRAND SUB STRANDS CONTENT INDICATOR RESOURCES
S STANDAR S
D

4 Comprehensio B6.[Link]- Word cards,

Reading B6.2.6.1
n 3 sentence
5 B6.[Link].- cards, letter
Reading Silent Reading B6.2.7.1 cards
2

11 Building the
Extensive Love and
Reading/Child B6.[Link]-
Culture of Word cards,
ren B6.6.2.1 5
Reading sentence
Literature/Libr B6.[Link] cards, letter
ary Read Aloud
cards,
with Children
handwriting
12 Extensive Reading on a manila
Reading/Child Texts, Poems card, a class
B6.[Link]-
ren Narratives B6.6.3.1 library
3
Literature/Libr and Short
ary Stories
SECOND TERM SCHEME – PHYSICAL EDUCATION
WEEK STRAND SUB STRANDS CONTENT INDICATORS RESOURCES
S STANDAR
D

1 Motor Skill
And Locomotive Pictures and
B6.1.6.1 B6.[Link]
Movement Skills Videos
Patterns

2 Motor Skill
And Locomotive Pictures and
B6.1.7.1 B6.[Link]
Movement Skills Videos
Patterns

3 Motor Skill
And Manipulative Pictures and
B6.1.8.1 B6.[Link]
Movement Skills Videos
Patterns

4 Motor Skill
And Manipulative Pictures and
B6.1.8.1 B6.[Link]
Movement Skills Videos
Patterns

5 Motor Skill
And Rhythmic Pictures and
B6.1.8.1 B6.[Link]
Movement Skills Videos
Patterns

6 Movement Pictures and

Relations B6.2.3.2 B6.[Link]
Concepts, Videos

7 Movement Body Pictures and

B6.2.4.2 B6.[Link]
Concepts, Management Videos

8 Physical Pictures and

Endurance B6.3.3.3 B6.[Link]
Fitness Videos

9 Physical Pictures and

Flexibility B6.3.4.3 B6.[Link]
Fitness Videos

10 Physical
Safety And Pictures and
Fitness B6.4.2.4 B6.[Link]
Injuries Videos
Concepts,

11 Values And
Pictures and
Psycho-Social Substances B6.4.3.4 B6.[Link]
Videos
Concepts,
12 Values And
Self- Pictures and
Psycho-Social B6.5.1.5 B6.[Link]
Responsibility Videos
Concepts,
SECOND TERM SCHEME – COMPUTING
WEEK STRAND SUB STRANDS CONTENT INDICATOR RESOURCES
S STANDAR S
D

1 Introduction To Images of
Word Databases, B6.[Link]- clipboard,
B6.3.1.1
Processing Algorithm And 3 styles, fonts,
Programming paragraph
2 Introduction To and editing in
Word Databases, B6.[Link]- in the Home
B6.3.1.1 Tab of
Processing Algorithm And 6
Programming MS –Word.

3 Introduction To
Word Databases, B6.[Link]-
B6.5.1.1
Processing Algorithm And 9
Programming
Pictures or
4 Programmin
Introduction To B6.[Link]- projected
g And B6.5.1.1
Spreadsheet 3 images
Databases

5 Programmin
Introduction To B6.[Link]-
g And B6.5.1.1
Spreadsheet 5
Database

6 Programmin
Introduction To B6.[Link]-
g And B6.5.3.1
Spreadsheet 7
Databases
Pictures or
7 Programmin
Network B6.[Link]- projected
g And B6.5.3.1
Overview 4 images
Databases

8 Internet And Web Browsers B6.[Link]-

B6.5.3.1
Social Media And Webpages 4

9 Internet And Web Browsers B6.[Link]-

B6.6.1.1
Social Media And Webpages 7 Pictures or
10 Surfing The projected
Internet And B6.[Link]- images
Worldwide B6.6.1.1
Social Media 3
Web

11 Surfing The Pictures or

Internet And B6.[Link]-
Worldwide B6.6.2.1 projected
Social Media 5
Web images

12 Internet And Favorite Places B6.6.2.1 B6.[Link]-

Social Media And Search 4
Engines
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 1
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Poems
Content Standard: Indicator: Lesson:
B6.1.3.1: Appreciate poems and B6.[Link] Compose eight-line
other pieces of literary materials poems 1 of 1
Core Competencies:
Performance Indicator:
Communication and
Learners can compose eight-line poems
Collaboration, Personal Dev.
Key words
References: English Language Curriculum For Primary Schools Pg. 153

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary
for their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new
words.

Share performance indicators and introduce

the lesson
PHASE 2: NEW Engage learners to recite some familiar Word cards,
LEARNING poems. sentence cards,
letter cards,
Discuss the process of poem composition and handwriting on
lead learners to write a “class” poem. a manila card

Have learners work in groups to write some

meaningful lines on a given topic.

Guide learners to put the lines or sentences

together to constitute a meaningful eight-line
poem. Have groups recite/perform their
poems to the class.
Personal
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Phonics
Content Standard: Indicator:
Lesson:
B6.2.2.1: Connect sounds to B6.[Link] Read ccvcc, cccvc words
letters; and blend letters/syllables and multisyllabic words when reading
1 of 1
in order to read and write continuous texts
Performance Indicator:
Core Competencies:
Learners can read ccvcc, cccvc words and
Communication and Collaboration,
multisyllabic words when reading continuous
Personal Development
texts
Keywords
References: English Language Curriculum For Primary Schools Pg. 168

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Provide texts having multisyllabic words for regular Word cards,
LEARNING practise by learners. sentence
cards, letter
Model the production of the ccvcc and the cccvc cards,
words. handwriting
on a manila
Ask learners to repeat the ccvcc and the cccvc card
words after you while you check in correct
discrepancies in the pronunciation of the words
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Nouns
Content Standard:
Indicator: Lesson:
B6.3.1.1: Apply knowledge of
B6.[Link] Use "- ing" nouns and
different types of nouns in
noun phrases to refer to activities 1 of 2
communication
Performance Indicator: Core Competencies:
Learners can use "- ing" nouns and Communication and Collaboration, Personal
noun phrases to refer to activities Development
References: English Language Curriculum Pg. 181

Phase/Duration Learners Activities Resources

PHASE 1: Ask pupils to give examples of words to
STARTER describe people. (Example answers: tall,
friendly, funny, smart, handsome)

The words that we use to describe people are

called adjectives.

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Guide learners to use "- ing" nouns and noun Word cards,
LEARNING phrases to refer to activities paper, letter
E.g. I enjoy singing. cards,
I like swimming
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Penmanship
Content Standard: Indicator: Lesson:
B6.4.2.1: Copy and rewrite B6.[Link] Write complex sentences
sentences correctly clearly and correctly 1 of 1
Core Competencies:
Performance Indicator:
Communication and
Learners can write complex sentences clearly and
Collaboration, Personal
correctly
Development
References: English Language Curriculum Pg. 196

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Revise simple and compound sentences. Word cards,
LEARNING sentence cards,
Introduce the complex sentence structure by letter cards,
combining pairs of simple sentences. handwriting on
E.g. You will come. a manila card
We will go.
When you come, we will go.

Elicit several such sentences from learners.

Put learners into groups to identify complex

sentences from texts they have read.

Have learners copy complex sentences into

their exercise books.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Capitalization
Content Standard:
Indicator: Lesson:
B6.5.1.1: Use capital letters to
B6.[Link] follow appropriate
start the first word in direct
mechanical convention 1 of 2
speech
Performance Indicator:
Core Competencies:
 Learners can follow appropriate mechanical
Communication and
convention
Collaboration, Personal
 Learners can read a variety of age- and level
Development
appropriate books
References: English Language Curriculum Pg. 209

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW In a guided composition, ask individual learners to Word cards,
LEARNING write a formal letter each on a given topic, paying sentence cards,
attention to correct use of capital letters, the full letter cards,
stop, comma, question mark, exclamation mark, handwriting on
quotation marks, apostrophe, hyphen etc. a manila card
Engage learners in the “popcorn reading”
game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Week Ending: DAY: Subject: Mathematics

Duration: 60mins per lesson Strand: Number
Sub Strand: Counting, Representation
Class: B6 Class Size:
And Cardinality
Content Standard: Indicator:
B6.1.1.1 Demonstrate an B6.[Link] /B6.[Link] Lesso
understanding of quantities and Skip count forwards and backwards in 5000s, n:
place value for multi-digit 10,000s etc. up to and from 1,000,000 and
numerals up to 1,000, 000,000 or recognize roman numerals system up to c (i.e. 1 OF 1
1 billion 100)
Performance Indicator:
Learners can skip count forwards and backwards in 5000s, Core Competencies:
Problem Solving skills; Critical
10,000s etc. up to and from 1,000,000 and recognize roman Thinking;
numerals system up to c
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 123

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to sing Put learners into convenient Ask learners to talk about
the song groups. A learner mentions a what they have learnt.
number and another makes
WE CAN COUNT skip count in 5000s or 10000s
We class five to include the fifth count. For Let learners solve more
We can count instance. examples
We count 1,2,3,4,5
We count 6,7,8,9,10 Learner 1: Shout out “287940”
We class five can count Learner 2: 292940, 297940,
very well. 312940, 317940, etc.

Learner 3; Shout out “827685”

Learner 4; 817685, 807685,
797685, 787685,
777685….etc.

Skip count forwards and

backwards by 5000s and
between 10000 and 100000,
but make an error or leave out
a number. Challenge learners
to identify or correct error
Engage learners to sing Display roman numeral charts Ask learners to tell you
the song (1-100) arranged in sequential what they have learnt
order and lead learners to and what they will like to
WE CAN COUNT identify the numerals. learn in the next lesson
We class five
We can count Learners identify the main
We count 1,2,3,4,5 characters of the roman Give learners individual
We count 6,7,8,9,10 numerals used to build the or home task
We class five can count table up to 30 i.e. I, II, III, IV, V,
very well. X, L and C.

Call out a numeral and have

learners point at it from the
chart
Engage learners to Have learners match the Ask learners to tell you
solve this number Roman numerals to the Hindu- what they have learnt
pattern Arabic numerals for instance I and what they will like to
= 1; V= 5: IX= 9, XV= 15, XXX learn in the next lesson
If: 2+2=44 = 30, XL = 40, LVI = 56, XCIX
3+3=96 = 99.
4+4=168 Give learners individual
5+5=2510 Mention some numerals or home task
randomly and have learners
Then: 6+6=? point at it on the chart.

Answer: 3612
Tell learners a few Learners read the chart Ask learners to tell you
jokes to get their sequentially forwards and what they have learnt
attention. backwards, vertically (up and and what they will like to
down), zig-zag, diagonally and learn in the next lesson
Call two learners to randomly without pointing to
share their jokes as the numbers. Invite 2-3
well learners to read to the class. Give learners individual
or home task
Call a Roman numeral and ask
learners to write it.
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Systems
Sub Strand: The Human Body
Class: B6 Class Size:
System
Content Standard:
Indicator:
B6.3.1.1 Recognise that different Lesson:
B6.[Link] explain the functions of
parts of the human body work
organs in the excretory system of
interdependently to perform a specific 1 OF 1
humans
function
Performance Indicator: Core Competencies:
Learners can explain the functions of organs in Problem Solving skills; Critical Thinking;
the excretory system of humans Justification of Ideas;
Teaching/ Learning
Learners, pictures, videos, paper, pencils, crayons
Resources
New words
References: Science Curriculum Pg. 37

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to Learners explain the need for Ask learners series of
review the functions of activities such as breathing, questions to review
some human organs. urinating and sweating. their understanding of
the lesson
Show videos, pictures With the aid of videos, charts Example: what is the
and models of the or models, assist learners to importance of the
excretory system. identify the organs of the respiratory system?
excretory system of humans
e.g. kidneys Ask learners to tell
how they are apply
Explain to learners the what they have learnt
functions of the various in real life situation.
organs in the excretory
system.
Example:
kidneys: they are responsible
for getting rid of waste
products etc.

Assessment: In groups, let

Learners to observe learners find out the excretory
and talk about the process involving the kidney.
pictures
Start the lesson with a With the aid of videos, charts Ask learners to talk
debate. or models, assist learners to about what they have
identify the organs of the
Teacher chooses a excretory system of humans
topic or allow learners e.g. lungs
to choose their own
topic. Explain to learners the
e.g. "should children functions of the various
under 18 be allowed to organs in the excretory
vote?". system.
Example:
Elaborate on learners Lungs takes oxygen from the
points and summarise environment and transfer it
the debate into the blood stream etc.
learnt.
Assessment: In groups, let
learners find out the excretory
process involving the lungs.
Use a series of Draw a diagram of the Ask learners to talk
questions to review the excretory system and cut out about what they
understanding of the various parts of the enjoyed most during
learners in the previous system into flash cards the lesson
lesson
Assessment: Learners match
the parts of the excretory Have learners to use
system with their excretory clay moulds to mould
products. the kidney and lungs
of humans
Learners explain some
biological terms, such as urea,
kidneys, lungs and excretion
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Sub Strand: Map Making And Land
Class: B6 Class Size:
Marks
Content Standard: Indicator: Lesson:
B6.2.3.1. Demonstrate understanding B6.[Link]. Identify the political
of the map of Ghana regions on a sketch map of Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can Identify the political regions Communication and Collaboration Critical
on a sketch map of Ghana Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 51

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to Learners talk about the Ask learners to talk

solve the riddles political regions of Ghana e.g. about what they have
the sixteen regions, their learnt.
1. It likes food, but names and capitals.
water kills it. What is REGION CAPITALS Call learners to
it? S mention the regions of
Oti Dambai their home town and
2. what’s full of holes Bono techiman the regional capital.
but can still hold East
water? Ahafo Goaso
Bono Sunyani
North Nalerigu
East
Answers: 1. Fire
Savanna Damango
2. sponge h

Assessment: Learners role

play with the sixteen regions
in Ghana using flash cards
e.g. learner raises her flash
card and shouts ”I am Oti
region, and my capital is
Dambai” etc.
Use questions and Learners show the locations of Teacher goes round to
answers to review the the political regions on a monitor the progress
previous lesson sketch map of Ghana of learners based on
Example: what is the task given them
regional capital of
savannah region?
Learners to match
How many regions are political regions with
in Ghana? their regional capitals
using flash cards.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B6 Class Size: Sub Strand: Festivals
Lesso
Content Standard: Indicator:
n:
B6 2.2.1. Discuss the significance B6 [Link]. gather and record data on
of religious festivals religious festivals
1 OF 1
Performance Indicator: Core Competencies:
Learners can gather and record data on religious Cultural Identity, Sharing
festivals. Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 47

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Ask everyone to Aid learners to list the festivals Ask learners to talk
imagine two birds. One celebrated in Ghana: Damba, about what they have
named “prr” and the Tedudu, Christmas, Easter, learnt.
other named “Pukutu”. Eid-ul-Fitr, Eid-ulAdha, etc.
Call learners to
If you call out ‘prr’, the Use pictures, charts, video mention some
students need to stand clips, etc. to demonstrate how Ghanaian festivals and
on their toes and move various festivals in Ghana are the people that
their elbows out celebrated. celebrate them
sideways.
In groups, let learners
When you call out describe how festivals are
‘pukutu’ the students celebrated.
have to stay still and
may not move. Assessment: Let learners write
essays on how festivals are
If a student moves, he celebrated and read their
is disqualified. essays to the class.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Formation of Political
Class: B6 Class Size:
Parties
Content Standard:
Indicator:
B6.5.2.1. Appreciate the role Lesson:
B6.[Link] describe the role played by
played by the leadership of
the leaders of the two major political
political parties in the struggle for 1 OF 1
parties (UGCC and CPP)
independence from 1947 to 1957
Performance Indicator: Core Competencies:
Learners can describe the role played by the leaders Learners to become critical
of the two major political parties (UGCC and CPP) thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 42

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Help learners to define a Ask learners to tell

the “Crossword” game political party you what they have
learnt
Write a word on the Brainstorm learners the
board crossword-style. definition of a political party
Let learners read and
Invite each student to Write learners ideas on the spell the keywords
the board to create a board for further discussions written on the board
new word stemming
from the letters that Learners defined a political
are already available party with guided key words
Example: a political party is a
group of people with the same
ideology, similar political goals
and opinions.
Let learners sing songs Discuss the formation of the Ask learners to tell
to stimulate their United Gold Coast Convention you what they have
interest (UGCC) in 1947. learnt

Use questions and The UGCC was founded by J.

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Learners sing songs Let learners generate ideas Learners talk about
and recite rhymes from the artworks of Ibrahim what was interesting
about work. Mahama and made meaning to
them in the lesson.
Ibrahim Mahama, born in 1987
Learners mention some and based in Tamale is Learners retell the
visual artworks Ghanaian artist who obtained history of Ibrahim
produced in Ghana. a master of fine arts in Mahama in groups
painting and sculpture in
2013. He uses old jute sacks,
stitching them together and
draping them over
architectural units.
Some of his works include; A
friend, Odo Nti, fragments of
white cube etc.
Call learners to recall Show pictures of his artworks Ask learners to tell
some history facts to learners for them to you what they have
about Ibrahim generate their own ideas. learnt and what they
Mahama. will like to learn in the
next lesson
Use series of questions
to review their Teacher moves round
understanding in the the classroom to
previous lesson monitor the progress
of learners based on
the task given them

Learners display their

artworks for
appreciation
Assessment: learners to use
ideas generated to create
their own artworks
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Class: B6 Class Size: Sub Strand: Conversation
Indicator:
Content Standard:
B6.[Link]-2 Tell a story of about eight Lesson:
B6.1.5.1: Demonstrate an
to ten characters, and recognize the
understanding of how to change a
characters, setting, costumes and the 1 OF 1
story into a drama
stage
Performance Indicator: Core Competencies:
Learners can Tell a story of about eight to ten Creativity and innovation,
characters, and recognize the characters, setting, Communication and collaboration,
costumes and the stage Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 69

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners find the Discuss a story line with Ask learners to talk
rhyming pairs for these learners. about what they
words. First enjoyed most during
unscramble the words Let a learner tell a story and the lesson
lead learners to recognize the
1. RBAE & HREAS storyline.
2. WNRODED &
UTRHNDE Write out the story line on the
3. TUGHAT & HBTUGO board.
4. ODULC & ODOG
Guide learners to recognize
Answers: Bare & Share the characters, setting,
Wonder & costumes and of a play shown
Thunder to them.
Taught & Bought
Could & Good Let the learners write the
characters identified on the
board and discuss their role in
the story
Tell learners a few Allow learners to read a story. Ask learners to talk
jokes to get their about what they
attention. Guide learners to re-tell the enjoyed most during
story. the lesson
Call two learners to
share their jokes as Let learners identify the
well characters and suggest
costumes for the characters
where necessary.

Let learners discuss the

setting for the story read.

Discuss with learners some

processes and key
considerations in changing a
story into a drama.

Direct learners to perform the

drama
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Strand: Motor Skill And Movement
Duration: 60mins
Patterns
Class: B6 Class Size: Sub Strand: Manipulative Skills
Content Standard:
Lesso
Demonstrate competence in the Indicator:
n:
motor skills and movement patterns B6.[Link] strike a tossed ball with the
needed to perform a variety of hands above the forehead
1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can strike a tossed ball with the
endurance, aerobic capacity, and
hands above the forehead
coordination
Teaching/ Learning Ball and stick
Resources
References: PE Curriculum Pg. 71

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Take learners through Group learners into two Organize a game for
general and specific teams. learners to experience
warm ups the skill in real-life
Demonstrate to learners how situation.
to strike a tossed ball with the
hands above the forehead End the lesson with a
cool down
Learners toss a ball and strike
it with the palm or fist
(overhead) to a target base on
their ability.

Learners practice over hanged

net (optional) by striking a
tossed ball over it to the
target for mastery of tennis
serve.

Learners play mini volleyball

starting with tennis serve.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Programming And Databases
Class: B6 Class Size: Sub Strand: Introduction To Databases
Indicator:
Content Standard: B6.[Link]-3 Describe Databases, Lesson:
B6.5.1.1. Demonstrate how to manipulate Identify databases and data
data in Databases structures and Explain 1 OF 1
Fundamental Database concepts
Performance Indicator:
Learners can Describe Databases, Identify databases Core Competencies:
Creativity and innovation. 2. Communication
and data structures and Explain Fundamental and collaboration.
Database concepts
Teaching/ Learning Computer set up, Pictures or projected images
Resources
References: Computing Curriculum Pg. 39

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a Guide learners through Ask learners to talk about
trending news on discussion in groups, to list what they have learnt.
twitter, Facebook, and describe databases.
YouTube and other Pose questions to
social media handles. Guide learners to identify learners to review their
Discuss what is databases structures. i.e. understanding of the
trending and invite database structure is the lesson.
learners to share their collection of record type and
opinions on them. field type definitions that
comprises of the database.

Guide learners apply the

fundamental database
concepts to a sample
database in a class discussion
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 2
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Conversation
Content Standard: Indicator:
Lesson:
B6.1.6.1: Explore certain culturally B6.[Link] describe/talk about
acceptable language for objects/personalities/ events in the
1 of 1
communication country and the world
Performance Indicator:
Core Competencies:
Learners can describe/talk about
Communication and
objects/personalities/ events in the country and the
Collaboration, Personal Dev.
world
Key words
References: English Language Curriculum For Primary Schools Pg. 157

Phase/Duration Learners Activities Resources

Share performance indicators and introduce

the lesson
PHASE 2: NEW Revise previous discussions on the following: Word cards,
LEARNING i. Objects – objects found in class, at home sentence cards,
etc. letter cards,
ii. Dates – dates of birth. handwriting on
iii. Time – various times at school in the day a manila card
e.g. break time.
iv. Names of regions – Central, Ashanti,
Northern, etc.

Lead a discussion on: i. Personalities – e.g. role

models, MPs, head of institution ii. Event –
festivals, games, special occasions e.g.
Christmas

Guide learners to use appropriate vocabulary

in the discussion.

Encourage learners to ask and answer

questions for clarification of other learners'
opinions.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: Tuesday Subject: English Language

Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Word Families
Content Standard: Indicator: Lesson:
B6.2.3.1: Identify minimal pairs B6.[Link] use common minimal pairs
and common digraphs to decode words 1 of 1
Performance Indicator: Core Competencies:
Learners can use common minimal pairs to Communication and Collaboration,
decode words Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 168

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Give examples of minimal pairs Word cards,
LEARNING sentence
Using “think-pair-share”, let learners come up with cards, letter
more examples of minimal pairs. cards,
handwriting
on a manila
card

Introduce and revise these and other similar

spelling patterns using examples (two or three
patterns at a time).
Drill the pronunciation of the sounds.

Have learners read several words having the

spelling pattern.

Let learners also read the words in context.

PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: WEDNESDAY Subject: English Language

Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Nouns
Content Standard: Indicator:
Lesson:
B6.3.1.1: Apply knowledge of B6.3.1.1. 4 Identify and use
different types of nouns in abstract nouns to refer to concepts
1 of 2
communication and ideas
Performance Indicator: Core Competencies:
Learners can Identify and use abstract Communication and Collaboration, Personal
nouns to refer to concepts and ideas Development
References: English Language Curriculum Pg. 183

Phase/Duration Learners Activities Resources

PHASE 1: Ask pupils to give examples of words to
STARTER describe people. (Example answers: tall,
friendly, funny, smart, handsome)

The words that we use to describe people are

called adjectives.

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Revise abstract nouns with learners Word cards,
LEARNING paper, letter
Have learners identify abstract nouns in texts cards,
and these nouns in sentences
e.g. intelligence, knowledge, idea, patience
i. I admire Ama because of her patience.
[Link] appears to have a good knowledge.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Sub Strand: Paragraph
Class: B6 Class Size:
Development
Content Standard:
Indicator:
B6.4.6.1: Develop, organise and
B6.[Link] Elaborate on, explain Lesson:
express ideas cohesively in
and/or justify the main ideas of a
writing and representing for a
paragraph by providing relevant 1 of 1
variety of purposes, audience, and
details and examples
contexts
Performance Indicator: Core Competencies:
Learners can elaborate on, explain and/or justify the Communication and
main ideas of a paragraph by providing relevant Collaboration, Personal
details and examples Development
References: English Language Curriculum Pg. 198

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Display a model paragraph. Word cards,
LEARNING sentence cards,
By way of revision, have learners identify the letter cards,
main idea and supporting ideas. handwriting on
a manila card
Think-Pair-Share: Have pairs of learners
discuss why a main idea in a paragraph needs
elaboration, explanation or examples and
share their views with peers and the whole
class.

Give learners a topic sentence for them to

elaborate on by providing details
(explanation/examples).
E.g. Topic sentence: Kofi is a good child
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Punctuation
Content Standard: Indicator:
Lesson:
B6.5.2.1: Show understanding B6.[Link] use the comma, quotation
of how punctuations are used marks to indicate direct speech and
1 of 2
appropriately in writing apostrophe to show plural possession
Performance Indicator:
 Learners can use the comma, quotation marks to Core Competencies:
indicate direct speech and apostrophe to show Communication and
plural possession Collaboration, Personal
 Learners can read a variety of age- and level Development
appropriate books
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Give out samples of relevant texts to groups Word cards,
LEARNING of learners to identify the punctuation marks sentence cards,
used. letter cards,
handwriting on
Write a text on the board, leaving out the a manila card
punctuation marks.

Have the whole class punctuate it.

Have them study unpunctuated texts

individually for a few minutes and then re-
write the texts using appropriate punctuation
marks where they have been omitted

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Sub Strand: Counting, Representation
Class: B6 Class Size:
And Cardinality
Indicator:
Content Standard:
B6.[Link]/B6.[Link] Lesso
B6.1.1.2 Demonstrate
count and convert Hindu Arabic numbers to Roman n:
understanding of
numerals up to 100 (C) and vice versa and determine
Roman Numerals up to
the HCF and the LCM of two or three numbers using 1 OF 1
C
prime factors
Performance Indicator:
Learners can count and convert Hindu Arabic numbers to Core Competencies:
Roman numerals up to 100 (C) and vice versa and determine Problem Solving skills; Critical
the HCF and the LCM of two or three numbers using prime Thinking;
factors
Teaching/ Learning Counters, bundle and loose straws base ten cut square
Resources
Key
words
References: Mathematics Curriculum Pg. 122

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Tell learners a few Learners read the chart Ask learners to tell you
jokes to get their sequentially forwards and what they have learnt
attention. backwards, vertically (up and and what they will like to
down), zig-zag, diagonally and learn in the next lesson
Call two learners to randomly without pointing to
share their jokes as the numbers. Invite 2-3
well learners to read to the class. Give learners individual
or home task
Call a Roman numeral and ask
learners to write it.
Call out 5 roman Give learners a numeral in the Ask learners to tell you
numerals and have Hindu Arabic system and have what they have learnt
learners write its learners convert to roman and what they will like to
Hindu-Arabic numerals. numeration and vice versa for learn in the next lesson
I =? instance XXIV = 24, LX = 60,
X =? XCIV = 94, CCCXXXIII = 333,
C =? etc. Give learners individual
V =? or home task
L =?
Call out numbers and Challenge learners to find Ask learners to tell you
let learners convert to missing numbers in addition what they have learnt
roman numerals and subtraction sentences and what they will like to
involving roman numerals. learn in the next lesson
Ask learners to write similar
puzzles for their friends to Give learners individual
solve. or home task
Engage learners in the Have learners revise the use Give learners task to
“Jump Counting” game of the factor tree method to complete while you go
Have learners count determine prime factors of round the class to
while jumping with any given whole number. support those who might
each count. need extra help.
Challenge them to For example the prime factors
count by twos, fives, or of 24. For instance, from the
tens! figure: 24 = 2×2×2×3 so 2
and 3 are the prime factors of
24.

Ask learners to list the factors

of two or more given whole
numbers using the factor tree;
for 36 and 48 we have
36= 2×3×2×3 =2×2×3×3
and

48= 2×3×2×2×2 =
2×2×2×2×3.
Let learners draw a Guide learners to determine Give learners task to
picture of a favorite the highest common factor of complete while you go
place in the world. given numbers. round the class to
Then write five or more support those who might
words that remind For example: 15 and 20 need extra help.
them of that place. 15={1,3,5,15}
20={1,2,4,5,10,20}
Have learners to paste
their drawings on the The common factors={1,5}
classroom wall to Hence HCF={5}
create a gallery.
Learners use the prime
factorization by inspection to
determine the HCF by
underlining the common
factors in each product
36=2×2×3×3 48=
2×2×2×2×3 → which is
2×2×3=12;

Assessment: have learners to

practice with more examples.
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Systems
Sub Strand: The Human Body
Class: B6 Class Size:
System
Content Standard:
Indicator:
B6.3.1.1 Recognise that different Lesson:
B6.[Link] explain the functions of
parts of the human body work
organs in the excretory system of
interdependently to perform a 1 OF 1
humans
specific function
Performance Indicator: Core Competencies:
Learners can explain the functions of organs in Problem Solving skills; Critical Thinking;
the excretory system of humans Justification of Ideas;
Teaching/ Learning
Learners, pictures, videos, paper, pencils, crayons
Resources
New words
References: Science Curriculum Pg. 37

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to Learners explain the need for Ask learners series of
review the functions of activities such as breathing, questions to review
some human organs. urinating and sweating. their understanding of
the lesson
Show videos, pictures With the aid of videos, charts Example: what is the
and models of the or models, assist learners to importance of the
excretory system. identify the organs of the respiratory system?
excretory system of humans
e.g. kidneys Ask learners to tell
how they are apply
Explain to learners the what they have learnt
functions of the various in real life situation.
organs in the excretory
system.
Example:
Kidneys: they are responsible
for getting rid of waste
products etc.

Assessment: In groups, let

Draw a diagram of the

excretory system and cut out
the various parts of the
system into flash cards

Assessment: Learners match

the parts of the excretory
system with their excretory
products.

Learners explain some

biological terms, such as urea,
kidneys, lungs and excretion
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Sub Strand: Map Making And Land
Class: B6 Class Size:
Marks
Content Standard:
Indicator: Lesson:
B6.2.3.1.
B6.[Link]. Identify the political
Demonstrate understanding of the map
regions on a sketch map of Ghana 1 OF 1
of Ghana
Performance Indicator: Core Competencies:
Learners can Identify the political regions Communication and Collaboration Critical
on a sketch map of Ghana Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 51

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Use questions and Learners show the locations of Teacher goes round to
answers to review the the political regions on a monitor the progress
previous lesson sketch map of Ghana of learners based on
Example: what is the task given them
regional capital of
savannah region?
Learners to match
How many regions are political regions with
in Ghana? their regional capitals
using flash cards.

Use questions and Observe a map of Africa and Ask learners to talk
answers to review the write out the countries, which about what they
previous lesson border Ghana to the North, enjoyed most during
East and West. the lesson

Compose a song that locates

the position of Ghana in
relation to other countries
along the Coast of West Africa.
“From Senegal to Gambia…
Benin to Nigeria”
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B6 Class Size: Sub Strand: Festivals
Lesso
Content Standard: Indicator:
n:
B6 2.2.1. Discuss the significance B6 [Link] explain the need for celebrating
of religious festivals various festivals
1 OF 1
Performance Indicator: Core Competencies:
Learners can explain the need for celebrating various Cultural Identity, Sharing
festivals. Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 51

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Write down a couple of Let learners mention the Ask learners to talk
words on cards. Make festivals celebrated in Ghana. about what they have
sure learners are learnt.
familiar with the words. Lead learners to talk about
Divide the class in to why festivals are celebrated: Call learners to
groups. One person teaches about love and mention some
from each group comes sacrifice, promote unity and Ghanaian festivals and
up in front to pick and brotherliness, etc. the people that
act the word. celebrate them
The group to get the In groups, let learners to
highest score wins! dramatize a festival of their
choice, showing important
activities like sharing,
reconciliation, unity and
brotherliness, etc.

Let leaners write essays on

the need for celebrating
festivals.

Lead learners to discuss their

essays for suggestions and
corrections.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Formation of Political
Class: B6 Class Size:
Parties
Content Standard:
Indicator:
B6.5.2.1. Appreciate the role Lesson:
B6.[Link] describe the role played by
played by the leadership of
the leaders of the two major political
political parties in the struggle for 1 OF 1
parties (UGCC and CPP)
independence from 1947 to 1957
Performance Indicator: Core Competencies:
Learners can describe the role played by the leaders Learners to become critical
of the two major political parties (UGCC and CPP) thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 42

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners sing songs Discuss the formation of the Ask learners to tell
to stimulate their United Gold Coast Convention you what they have
interest (UGCC) in 1947. learnt

Use questions and The UGCC was founded by J.

answers to review what B. Danquah in August 4, 1947. Learners role play
they learnt in the The aim of the party was to some of the
previous lessons bring about Ghanaian characters in party
independence from their formation
British colonial masters after
the second world war. It was Let learners read and
led by Paa Grant etc. spell the keywords
written on the board
Assessment: learners discuss
the aims of creating the
political parties
Let learners sing songs Discuss the role played by the Ask learners to tell
to stimulate their leaders of the UGCC and CPP you what they have
interest in the struggle for learnt
independence
Use questions and
answers to review what Learners map out specific Learners role play
they learnt in the roles by leaders such as some of the
previous lessons Kwame Nkrumah, J.B. characters in party
Danquah, Obetsebi Lamptey, formation
Ako Adjei, William Ofori Atta
and Edward Akuffo Addo. Let learners read and
spell the keywords
written on the board
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Sub Strand: Thinking and Exploring
Class: B6 Class Size:
Ideas
Indicator:
Content Standard: B6 [Link]. Brainstorm and generate Lesso
Demonstrate understanding of how designs for creating own visual artworks n:
to generate own ideas for artistic that reflect the physical and social
expressions environments of some communities in the 1 OF 1
world
Performance Indicator:
Learners can brainstorm and generate designs for creating Core Competencies:
Decision Making Creativity,
own visual artworks that reflect the physical and social Innovation
environments of some communities in the world
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Learners sing songs Play one of Bob Marely video Learners talk about
and recite rhymes clips for learners to watch and what was interesting
about work. listen and made meaning to
them in the lesson.
Bob Marley was born on 6th
Learners mention some February 1945 in nine mile Learners retell the
performing artworks saint Ann Parish in Jamica. His history of Bob Marley
produced in Ghana. full name is Robert Nesta in groups
Marley etc.

Let pupils listen attentively to

the instrumentations and the
patterns

Discuss the performance style

with learners
Call learners to recall Guide pupils to develop Ask learners to tell
some history facts rhythmic motives from the you what they have
about Bob Marley instrumental patterns learnt and what they
will like to learn in the
Use series of questions Guide pupils to create and next lesson
to review their expand the motives
understanding in the
previous lesson Let learners create music with Learners watch the
the motives recorded performance
and appreciate their
Record performance of own artworks
learners
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Class: B6 Class Size: Sub Strand: Conversation
Content Standard: Indicator:
Lesson:
B6.1.6.1: Exhibit knowledge of the B6.[Link]-3 explore and say the
names of some towns, cities and names of towns, villages and cities in
1 OF 1
villages and rivers in Ghana Ghana
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can explore and say the names of towns,
Communication and collaboration,
villages and cities in Ghana Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 70

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners find the Show learners a current map Ask learners to talk
rhyming pairs for these of Ghana and mention some of about what they
words. First the capital towns. enjoyed most during
unscramble the words the lesson
Let learners point to and
1. RBAE & HREAS mention the names of cities
2. WNRODED & on the map.
UTRHNDE
3. TUGHAT & HBTUGO Discuss some of the locations
4. ODULC & ODOG of the cities.

Answers: Bare & Share

Wonder &
Thunder
Taught & Bought
Could & Good
Tell learners a few Ask learners to mention Ask learners to talk
jokes to get their names of towns and villages about what they
attention. they know. enjoyed most during
the lesson
Call two learners to Assist learners to mention the
share their jokes as names of some towns and
well villages in Ghana.

Let learners discuss the

locations of these towns and
villages.

Ask learners to tell which

villages they come from.
Engage learners to play Ask learners to mention the Ask learners to talk
the “What letter am I sources of the water that flow about what they
writing” game. in the taps or boreholes in enjoyed most during
Put learners into community. the lesson
groups of two.
The teacher writes a Let learners point to the rivers
letter in the air. indicated on the map.
Learners makes the
letter sound and tell Lead learners to mention the
the teacher the sound major rivers in Ghana after
that has been written looking at the map.

Week Ending: DAY: Subject: PHYSICAL EDUCATION

Strand: Motor Skill And Movement
Duration: 60mins
Patterns
Class: B6 Class Size: Sub Strand: Manipulative Skills
Content Standard:
Indicator: Lesso
Demonstrate competence in the
B6.[Link]: strike a gently tossed ball n:
motor skills and movement patterns
with a bat, using a forehand and
needed to perform a variety of
backhand movement pattern 1 OF 1
physical activities
Performance Indicator: Core Competencies:
Learners can strike a gently tossed ball with Learners develop flexibility, cardiovascular
a bat, using a forehand and backhand endurance, aerobic capacity, and
movement pattern coordination
Teaching/ Learning Ball and stick
Resources
References: PE Curriculum Pg. 71

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Take learners through Organize learners with table Organize a game for
general and specific tennis balls and bats. learners to experience
warm ups the skill in real-life
Learners stand with one foot situation.
forward behind table tennis
board, knees bent and trunk End the lesson with a
slightly leaning forward, cool down
holding bat with one hands
and swing the bat from the
side to strike the ball to the
target.

Learners practice,
striking/service at different
heights, whiles you give them
the feedback to correct the
errors.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Programming And Databases
Class: B6 Class Size: Sub Strand: Introduction To Databases
Content Standard: Indicator: Lesson:
B6.5.1.1. Demonstrate how to manipulate B6.[Link]-6 describe the basics of
data in Databases relational data model 1 OF 1
Performance Indicator:
Learners can describe the basics of relational data Core Competencies:
Creativity and innovation. 2. Communication
model and identify the basics of logical database and collaboration.
design
Teaching/ Learning Computer set up, Pictures or projected images
Resources
References: Computing Curriculum Pg. 39

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a Lead learners to describe the Ask learners to talk about
trending news on basics of Relational Data what they have learnt.
twitter, Facebook, model. i.e. rows and columns
YouTube and other Pose questions to
social media handles. Guide learners to list the learners to review their
basics of logical database understanding of the
Discuss what is design and develop sample lesson.
trending and invite database design.
learners to share their
opinions on them. Guide learners apply the
basics of relational algebra in
a sample database
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 3
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 ClassSize: Sub Strand: Dramatization
Content Standard: Indicator: Lesson:
B6.1.5.2: Appreciate key issues in B6.[Link] write plays out of a
stories/sketches story and perform them 1 of 1
Performance Indicator: Core Competencies:
Learners can write plays out of a story and Communication and
perform them Collaboration, Personal Dev.
Key words
References: English Language Curriculum For Primary Schools Pg. 153

Phase/Duration Learners Activities Resources

PHASE 1: Write some sight words on the board and
STARTER cover parts with smileys for learners to guess
the word
e.g.
E L E P H A N T

W I N D O W

T E L EVISI O N

Share performance indicators and introduce

the lesson
PHASE 2: NEW Learners read out a story from textbooks or Word cards,
LEARNING readers. sentence cards,
letter cards,
Through discussion, guide learners to tell the handwriting on
plot of the story. Show a sample, and guide a manila card
learners to write a play with the story told.

Have learners produce the written play around

the identified themes and values.

Have learner discuss a sketch observed.

Learners say what to look for to identify key
issues in a sketch.

Learners talk about lessons in the sketch.

PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: Tuesday Subject: English Language

Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Vocabulary
Content Standard:
B6.2.6.3: Demonstrate a rich Indicator:
Lesson:
vocabulary that supports the B6.[Link] deduce meaning of
development of listening, reading, words from how they relate to one
1 of 1
speaking, writing and presentation another
skills
Performance Indicator: Core Competencies:
Learners can deduce meaning of words from Communication and Collaboration,
how they relate to one another Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 168

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Explain and demonstrate that the meaning of a Word cards,
LEARNING word can be deduced from other words in its sentence
environment. cards, letter
E.g. i. Philip is glad. cards,
ii. He is really happy. handwriting
iii. Aku is tall but her brother is short. on a manila
card
Put learners in groups. Let them read a text and
give the contextual meaning of selected words from
the text.

Engage learners in activities such as:

− Matching words with their
meanings/synonyms/antonyms.
− Reading a text and finding replacements for
certain words in the text.
Using other strategies such as the synonym or
antonym tree or synonym or antonym ‘bingo’, have
learners build a portfolio of antonyms and
synonyms.

Have learners use the vocabulary tree and mother

to child to build words using hyponyms and
meronyms.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: WEDNESDAY Subject: English Language

Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Determiners
Content Standard: Indicator:
Lesson:
B6. 3.2.1: Apply knowledge of B6.[Link] Identify and use
different types of determiners in possessive pronouns to show
1 of 2
communication possession
Performance Indicator: Core Competencies:
Learners can Identify and use possessive Communication and Collaboration, Personal
pronouns to show possession Development
References: English Language Curriculum Pg. 182

Phase/Duration Learners Activities Resources

PHASE 1: Ask pupils to give examples of words to
STARTER describe people. (Example answers: tall,
friendly, funny, smart, handsome)

The words that we use to describe people are

called adjectives.

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Introduce possessive pronouns in context. E.g. Word cards,
LEARNING i. I gave my book to Mary. ii. She sold her paper, letter
phone. cards,

Learners listen to or read a passage

containing several possessives (my, your, his,
hers, its).

Ask them to identify words that show or

indicate possession.

List words on the board and elicit others.

Have learners play a game e.g. the “Fishing

Game” with cards bearing possessive
pronouns. They read the word on the card and
use it in a sentence
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Writing as a Process
Content Standard:
Indicator:
B6.4.9.1: Apply the skills and
B6.[Link] Select a topic of choice on Lesson:
strategies for idea generation,
a national issue or from different
selection, development,
learning areas, brainstorm ideas and 1 of 1
organisation and revision in
organize them before writing
writing
Performance Indicator: Core Competencies:
Learners can select a topic of choice on a national Communication and
issue or from different learning areas, brainstorm Collaboration, Personal
ideas and organize them before writing Development
References: English Language Curriculum Pg. 200

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the ball game.
STARTER Write vocabulary words on a ball. Throw the
ball to learners in turns to form sentences with
the word which has their right thumb on.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Scaffold the writing process. i. Pre-writing Word cards,
LEARNING sentence cards,
Have learners select and discuss a national letter cards,
issue with their partners. handwriting on
Have learners brainstorm to generate as many a manila card
ideas as possible about the topic.

Have them organize the ideas into a writing

plan using an outline, a chart or an
appropriate graphic organizer.
E.g. line diagram
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Punctuation
Content Standard:
Indicator: Lesson:
B6.5.3.1: Apply knowledge of
B6.[Link] Identify and use: proper
different types of nouns in
nouns 1 of 2
communication
Performance Indicator: Core Competencies:
 Learners can Identify and use: proper nouns Communication and
 Learners can read a variety of age- and level appropriate Collaboration, Personal
books Development
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Provide learners with opportunities to further Word cards,
LEARNING practice using these nouns. E.g. a. Learners sentence cards,
take their reading books and identify and letter cards,
make a list of these nouns, use them in handwriting on
sentences and present their work to the class a manila card
for feedback.

b. Use language drills and games to help

learners to practice. e.g. a pair drill for
singular/plural nouns − Learner “A” gives a
noun – mango − Learner “B” gives its plural
form “mangoes” and uses it in a sentence – I
love mangoes.

Provide further practice activities to build on

learners' knowledge on nouns.

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Class: B6 Class Size: Sub Strand: Number Operations
Content Standard: Indicator:
Lesso
B6.1.2.5 Translate word B6.[Link] /B6.[Link]
n:
problems into solve multi step word problems involving the four basic
mathematical sentences operations and locate, compare and order sets of
1 OF 1
and solve integers using the number line and symbols "< or >"
Performance Indicator:
Learners can solve multi step word problems involving the four Core Competencies:
Problem Solving skills; Critical
basic operations and locate, compare and order sets of integers Thinking;
using the number line and symbols "< or >"
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 127

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Call out a number Learners model mathematical Give learners task to

between 1and 15. statements from a given word complete while you go
Example 3. Learners problem involving addition round the class to
must call out the and multiplication and solve support those who might
double(2x) of that using the strategies learnt need extra help.
number. In this case 6
is the answer.
Engage learners in the Learners model mathematical Give learners task to
“Jump Counting” game statements from a given word complete while you go
Have learners count problem involving division and round the class to
while jumping with subtraction and solve using support those who might
each count. the strategies learnt need extra help.
Challenge them to
count by twos, fives, or
tens!
Let learners draw a Learners role play a given Give learners task to
picture of a favorite word problem involving complete while you go
place in the world. addition and multiplication round the class to
Then write five or more and solve support those who might
words that remind need extra help.
them of that place. Learners role play a given
word problem involving
Have learners to paste subtraction and division and
their drawings on the solve
classroom wall to
create a gallery.
Call out a number Learners model mathematical Give learners task to
between 1and 15. statements from a given word complete while you go
Example 3. Learners problem involving division and round the class to
must call out the multiplication and solve using support those who might
double(2x) of that the strategies learnt. need extra help.
number. In this case 6
is the answer. The relationship between
operations and the use of
calculator and spreadsheet to
assess the reasonableness of
answers should be stressed
Engage learners to sing Use number line to help Give learners task to
the song learners to identify integers as complete while you go
opposites of whole numbers round the class to
WE CAN COUNT by answering the following support those who might
We class six questions: need extra help.
We can count i. Which integer is at the point
We count 1,2,3,4,5 marked B1?
We count 6,7,8,9,10 ii. Which integer is larger than B1
We class six can count and which is smaller?
iii. How many steps away from B
very well. is B1?
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B6 Class Size: Sub Strand: The Solar System
Content Standard: Indicator:
Lesson:
B6.3.2.1 Show understanding of the B6.[Link]: explain the difference
motion of bodies in the solar between a star, a planet and a
1 OF 1
system satellite
Performance Indicator: Core Competencies:
Learners can explain the difference between a Problem Solving skills; Critical Thinking;
star, a planet and a satellite Justification of Ideas;
Teaching/ Learning
Model shapes of sun, moon and stars
Resources
New words
References: Science Curriculum Pg. 38

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Teacher brings a bag Show videos, models or Ask learners to talk

into the classroom that pictures of the solar system about what they have
contains an object that and engage learners to learnt.
has a connection to the identify the planets in the
lesson. Then it is system. Through questions and
passed around and answers review
learners try to Draw the solar system on the learners
determine what is in board, using different colors to understanding of the
the bag just by feeling illustrate the different bodies. lesson
it.
The student who guess
right wins, and hence
introduce the lesson.

Have learners form a Learners tell what they see Ask learners to talk
circle and stand at the when they view the sky during about what they have
center with a ball. All the night and during day time? learnt.
you have to do is to
name a planet and Based on their answers, use Through questions and
pass the ball to the the chart to explain that a star answers review
student. Let them toss is a heavenly body that learners
it to another as they produces its own light and is understanding of the
name a planet. stationary (does not move). lesson
If they repeat a word or
cannot say any more
words, they need to sit
down. The last man
standing wins!
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Sub Strand: Population And
Class: B6 Class Size:
Settlement
Content Standard: Indicator: Lesson:
B6.2.4.1. Show understanding of B6.[Link]. describe internal
internal migration in Ghana migration in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe internal migration in Communication and Collaboration Critical
Ghana Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 52

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Write a word on the Learners explain migration as Ask learners to talk

board crossword-style. the movement of people from about what they have
Invite each student to one place to another with the learnt.
the board to create a intention of settling there.
new word stemming Migration may be individual, Through questions and
from the letters that family units or large groups. answers review
are already available learners
Learners in groups discuss the understanding of the
patterns of internal migration lesson
in Ghana e. g. movement from
the north to the south,
movement from the south to
the north, movement to
commercial and industrial
towns, movement to cash crop
farming areas.
write a word on the Learners brainstorm the Ask learners to talk
board crossword-style. reasons for migration Ghana about what they have
Invite each student to e.g. better living conditions, to learnt.
the board to create a find work, for marriage,
new word stemming Inadequate road networks, Through questions and
from the letters that lack or inadequate social answers review
are already available amenities (hospital, portable learners
drinking water, schools and understanding of the
electricity). lesson
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B6 Class Size: Sub Strand: Festivals
Lesso
Content Standard: Indicator:
n:
B6 2.2.1. Discuss the significance B6 [Link] explain the need for celebrating
of religious festivals various festivals
1 OF 1
Performance Indicator: Core Competencies:
Learners can explain the need for celebrating various Cultural Identity, Sharing
festivals. Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 51

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Sing songs and recite Let learners mention the Ask learners to talk
rhymes in relation to festivals celebrated in Ghana. about what they have
the lesson learnt.
Lead learners to talk about
why festivals are celebrated: Through questions and
Play spelling games to teacher about love and answers review
get learners attention sacrifice, promote unity and learners
brotherliness, etc. understanding of the
lesson
In groups, let learners to
dramatize a festival of their
choice, showing important
activities like sharing,
reconciliation, unity and
brotherliness, etc.

Assessment: Let leaners write

essays on the need for
celebrating festivals.

Lead learners to discuss their

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Show pictures of some Learners map out specific Ask learners to talk
leaders of political roles in formation of the about what they
parties in Ghana. political party by leaders such enjoyed in the lesson.
as
Let learners relate to Kwame Nkrumah,(give a brief Learners in turns
the pictures and recall history about him and his summarize what they
what they remember in contribution) learnt.
the 2016 presidential
and parliamentary J.B. Danquah, Obetsebi Assessment: Read out
elections. Lamptey, Ako Adjei, William excerpts from
Ofori Atta, Edward Akuffo speeches made by
Addo. important individuals
(give a brief history about him in the country. Let
and his contribution) learners relate to the
speeches and share
ideas on such
speeches
show pictures ‘the Big Learners explain how these Learners in turns
Six to learners leaders became known as ‘the summarize what they
Big Six. learnt.

Learners tell which of

the personality
Learners to role play the roles influences them
and contributions of the big
six in the history of Ghana .

Help learners to
identify the names of
personalities in the
picture
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Sub Strand: Planning, Making and
Class: B6 Class Size:
Composing
Indicator:
Content Standard: Lesso
B6 [Link] /B6 [Link] brainstorm and
Demonstrate understanding of how n:
generate designs for creating own visual
to generate own ideas for artistic
artworks that reflect the physical and
expressions 1 OF 1
social environments
Performance Indicator:
Learners can brainstorm and generate designs for creating Core Competencies:
Decision Making Creativity,
own visual artworks that reflect the physical and social Innovation
environments
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Learners are to explore the Ask learners to talk
games and sing songs local environment to select about what they have
to get them ready for available materials and tools learnt.
the lesson. that are good for making
artworks. Through questions and
answers review
Learners gather materials and learners
tools available in their understanding of the
community based on artworks lesson
they wish to create. Example:
how to make a recycled
cardboard guitar.

Guide learners to make a

simple cardboard guitar
Read out excerpts from Allow learners to practice in Ask learners to talk
speeches made by groups following the steps about what they have
important individuals in learnt.
the country. Let 1. cut out 4 guitar shapes
learners relate to the leaving one without a hole for Through questions and
speeches and share the back answers review
ideas on such 2. paint the front and back of learners
speeches. your guitar understanding of the
3. cut 5 length of strings. lesson
Make holes in the front section
of guitar.
4. poke the string through and
secure with sticky tape at the
back.

Learners to discuss and

compare their artworks to the
artworks studied.
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Oral Language
Sub Strand: Talking about
Class: B6 Class Size:
oneself family people and places
Indicator:
Content Standard:
B6.[Link]-3 identify the nuclear Lesson:
B6.1.7.1: Demonstrate knowledge on
family, extended family and Use
the differentiation between the
appropriate terms to describe 1 OF 1
nuclear and extended families
families.
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can identify the nuclear family, extended
Communication and collaboration,
family and Use appropriate terms to describe families. Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 71

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Read out excerpts from Ask learners to mention the Ask learners to talk
speeches made by family members they live with. about what they have
important individuals in learnt.
the country. Discuss who a nuclear family
Let learners relate to comprises of. Through questions and
the speeches and answers review learners
share ideas on such Display a picture of a family. understanding of the
speeches lesson
Aid learners to recognize the
nuclear family and mention
the members in it.
Get a tall list of action Display a picture or watch a Ask learners to talk
words on it. Select a clip of an extended family in about what they have
student to stand at the class. learnt.
front of the room and
act out a word from Discuss the members of the Through questions and
your list (no speaking family seen in the video. answers review learners
allowed). understanding of the
The rest of the class Explain the concept of the lesson
must then guess what extended family to learners.
the student is
attempting to portray. Aid learners to recognize the
Whoever guesses extended family and mention
correctly can act the some members in it.
next word
write a word vertically With flashcards, write terms Ask learners to talk
on the board. used in describing members of about what they have
Each student must the family. learnt.
come up with a word
starting with each Discuss the terms used to Through questions and
letter of the vertical describe members with answers review learners
word. learners. understanding of the
lesson
Ask the learners to talk about
their family using the
appropriate terms.
In groups, ask learners to act
like a family and let learners
use the appropriate terms to
describe the families.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Strand: Motor Skill And Movement
Duration: 60mins
Patterns
Class: B6 Class Size: Sub Strand: Manipulative Skills
Content Standard:
Indicator: Lesso
Demonstrate competence in the
B6.[Link]: Throw and catch a ball with n:
motor skills and movement patterns
a partner while both partners are
needed to perform a variety of
moving 1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can throw and catch a ball with a
endurance, aerobic capacity, and
partner while both partners are moving
coordination
Teaching/ Learning Ball and stick
Resources
References: PE Curriculum Pg. 72

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Take learners through Demonstrate to learners with End the lesson with a
general and specific a ball to stand with the foot cool down
warm ups opposite the throwing hand
forward.

Let them stretch their hands

backward but below the
shoulder by bending the trunk
sideways towards the
stretched hand.

Instruct them to swing the

stretched arm with the ball
forcefully and throw the ball to
the target by moving the trunk
briskly up and pointing non-
throwing hand towards the
direction of throw.

After throwing, encourage the

learners to move the hind leg
forward for recovery/balance.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Programming And Databases
Class: B6 Class Size: Sub Strand: Introduction To Databases
Content Standard: Indicator: Lesson:
B6.5.1.1. Demonstrate how to manipulate B6.[Link]-9 operate basics SQL:
data in Databases querying and manipulating data 1 OF 1
Performance Indicator: Core Competencies:
Learners can operate basics SQL: querying and Creativity and innovation. 2. Communication
manipulating data and collaboration.
Teaching/ Learning Computer set up, Pictures or projected images
Resources
References: Computing Curriculum Pg. 40

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a Guide learners apply the Ask learners to talk about
trending news on basics of relational algebra in what they have learnt.
twitter, Facebook, a sample database
YouTube and other Pose questions to
social media handles. Guide learners to write simple learners to review their
queries to retrieve specific understanding of the
Discuss what is names of students from a lesson
trending and invite database of the names of all
learners to share their students in class database
opinions on them. design. e.g. CREATE
DATABASE , SELECT and
UPDATE

Guide learners to write simple

queries to retrieve specific
names of students from a
database of the names of all
students in class. e.g CREATE
TABLE, DELETE and INSERT
INTO,
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 4
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Presentation
Content Standard:
B6.1.10.2: Demonstrate the ability Indicator: Lesson:
to communicate with accurate B6.[Link] Read aloud clearly, at a
pronunciation and appropriate good pace and with expression 1 of 1
intonation
Performance Indicator: Core Competencies:
Learners can read aloud clearly, at a good pace Communication and
and with expression Collaboration, Personal Dev.
Key words
References: English Language Curriculum For Primary Schools Pg. 164

Phase/Duration Learners Activities Resources

PHASE 1: Write some sight words on the board and
STARTER cover parts with smileys for learners to guess
the word
e.g.
E L E P H A N T

W I N D O W

T E L EVISI O N

Share performance indicators and introduce

the lesson
PHASE 2: NEW Give a model reading by reading a short texts Word cards,
LEARNING aloud. sentence cards,
letter cards,
Have pupils read aloud in pairs and in small handwriting on
groups. a manila card

Let them write and read out short speeches on

given topics in groups. Groups may read out
their speeches to the class
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Comprehension
Indicator:
Content Standard: Lesson:
B6.[Link] Read level-appropriate
B6.2.7.1: Process and comprehend
texts silently and closely for
level appropriate texts 1 of 1
comprehension
Performance Indicator: Core Competencies:
Learners can read level-appropriate texts Communication and Collaboration,
silently and closely for comprehension Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 175

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Guide learners to read level-appropriate texts Word cards,
LEARNING silently and closely for comprehension sentence
cards, letter
Give frequent and regular practice in silent and cards,
close reading using the Directed Reading Activity handwriting
(DRA) strategy. on a manila
card
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Determiners
Content Standard:
Indicator: Lesson:
B6. 3.2.1: Apply knowledge of
B6.[Link] Identify and use
different types of determiners in
demonstratives 1 of 2
communication
Performance Indicator: Core Competencies:
Learners can Identify and use Communication and Collaboration, Personal
demonstratives Development
References: English Language Curriculum Pg. 183

Phase/Duration Learners Activities Resources

PHASE 1: Ask pupils to give examples of words to
STARTER describe people. (Example answers: tall,
friendly, funny, smart, handsome)

The words that we use to describe people are

called adjectives.

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Briefly revise nouns and articles by having Word cards,
LEARNING learners identify them in sentences. paper, letter
cards,
Provide a text having the demonstratives with
emphasis on the demonstratives (this, that,
these, those). Read it out.

List the demonstratives and have learners

read out and observe the use of the
demonstratives in the sentences. Working in
small groups, each group writes a number of
sentences with each of the demonstratives
introduced.

Assessment
Have learners to underline the past continuous
verbs

i. I was watching football match on TV when

he called.

ii. The earthquake was scaring all of us.

iii. We were eating when our friends showed

up.

iv. The police were chasing the man while you

were talking.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: THURSDAY Subject: English Language

Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Writing as a Process
Content Standard: Indicator: Lesson:
B6.4.9.3: Apply strategies for B6.[Link] Review, and revise the
improving drafts for publishing draft to produce a coherent piece 1 of 1
Core Competencies:
Performance Indicator:
Communication and
Learners can review, and revise the draft to produce
Collaboration, Personal
a coherent piece
Development
References: English Language Curriculum Pg. 200

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Have learners review their first draft by Word cards,
LEARNING reading it slowly and critically several times to sentence cards,
identify words/expressions that need to be letter cards,
cancelled. handwriting on
a manila card
Guide learners with the questions below:
i. Are your ideas in order and easy to
understand?
ii. Are all the sentences talking about the main
idea of the paragraph?
iii. Are all the paragraphs talking about the
topic?

Have learners read their partners’ draft and

offer suggestions.

Encourage learners to make as many changes

as are necessary to improve their drafts.
Have learners make a clean draft for
publishing
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Punctuation
Content Standard:
Indicator: Lesson:
B6.5.3.1: Apply knowledge of
B6. [Link] Use the "-ing" nouns to
different types of nouns in
refer to activities 1 of 2
communication
Performance Indicator:
Core Competencies:
 Learners can use the "-ing" nouns to refer to
Communication and
activities
Collaboration, Personal
 Learners can read a variety of age- and level
Development
appropriate books
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Guide learners to use the "-ing" nouns to refer Word cards,
LEARNING to activities. sentence cards,
e.g. I enjoy singing. letter cards,
I like swimming. handwriting on
a manila card
Engage learners in the “popcorn reading”
game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Week Ending: DAY: Subject: Mathematics

Duration: 60mins per lesson Strand: Number
Class: B6 Class Size: Sub Strand: Number Operations
Lesso
Content Standard: Indicator:
n:
B6.1.2.6 Demonstrate an B6.[Link]-3 solve simple addition and
understanding of integers subtraction problems involving integers
1 OF 1
Performance Indicator: Core Competencies:
Learners can solve simple addition and subtraction problems Problem Solving skills; Critical
involving integers Thinking;
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 128

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to sing Use number line to help Give learners task to
songs and recite learners to do the following complete whiles you go
rhymes types (addition) round to guide those who
Tooting tutors (1) 9 + -4 = _____ don’t understand.
A tutor who tooted a (2) -8 + 4 = _____
flute (3) -3 + -5 = _____ Give remedial learning to
Tried to tutor two (4) 1 + -3 = _____ those who special help.
tooters to toot (5) -6 + 5 = _____
Said the two to their (6) 6 + -2 = _____
tutor, (7) -6 + 8 = _____
Is it harder to toot or (8) -2 + 9 = ______
To tutor two tooters to
toot? Assessment: Have learners
practice with more examples
Engage learners to sing Use number line to help Give learners task to
songs and recite learners to do the following complete whiles you go
rhymes types (addition) round to guide those who
Sleet slitters (1) 9 + -4 = _____ don’t understand.
I slit a sheet, a sheet I (2) -8 + 4 = _____
slit (3) -3 + -5 = _____ Give remedial learning to
And on a slitted sheet I (4) 1 + -3 = _____ those who special help.
sit (5) -6 + 5 = _____
I slit a sheet, a sheet I (6) 6 + -2 = _____
sit. (7) -6 + 8 = _____
The sheet I slit, that (8) -2 + 9 = ______
sheet was it
Assessment: Have learners
practice with more examples
Engage learners to sing Learners do the following Give learners task to
songs and recite types (subtraction) complete whiles you go
rhymes (9) -5 – 1 = ___ round to guide those who
Pease Porridge Hot (10) -2 – 1 = ___ don’t understand.
Pease porridge hot. (11) 8 – 7) = ___
Pease porridge cold, (12) 2 – 6) = _____ Give remedial learning to
Pease porridge in the (13) -1 – 7 = ___ those who special help.
pot, nine days old: (14) -5 – 7) = ___
Some like it hot, some (15) -8 – 8 = ___
like it cold (16) 4 – 6 = ____
Some like it in the pot,
nine days old.

Engage learners to sing Guide learners to solve word Give learners task to
songs and recite problems; complete whiles you go
rhymes e.g. (i) Some number added to round to guide those who
"Itsy Bitsy Spider" 5 is equal to -11. Find the don’t understand.
The itsy bitsy spider number.
crawled up the water Give remedial learning to
spout. (ii) Ben and Cam are diving. those who special help.
Down came the rain, Ben is 15.8 meters below the
and washed the spider surface of the water. Cam is
out. 4.2 meters above Ben. What is
Out came the sun, and Cam's position relative to the
dried up all the rain surface of the water?
and the itsy bitsy
spider went up the
spout again"

Engage learners to sing Learners to perform simple Give learners task to

songs and recite multiplication with integers complete whiles you go
rhymes round to guide those who
"It's Raining, It's Guide them to use number don’t understand.
Pouring line to help learners to
It's raining: it's pouring. multiply integers; learners Give remedial learning to
The old man is snoring. should always start from zero those who special help.
He bumped his head on and skip/hop to the left or
the top of the bed, write on the number line.
And couldn't get up in
the morning. For instance, to multiply 3 by
(-2), have learners start from
zero and hop to the left 3times
in an interval of 2.
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B6 Class Size: Sub Strand: The Solar System
Content Standard: Indicator:
Lesson:
B6.3.2.1 Show understanding of the B6.[Link]: explain the difference
motion of bodies in the solar between a star, a planet and a
1 OF 1
system satellite
Performance Indicator: Core Competencies:
Learners can explain the difference between a Problem Solving skills; Critical Thinking;
star, a planet and a satellite Justification of Ideas;
Teaching/ Learning
Model shapes of sun, moon and stars
Resources
New words
References: Science Curriculum Pg. 38

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to sing Using the solar system as an Ask learners questions
rhymes example, guide learners to to review their
understand that a planet is a understanding of the
I SEE THE MOON body that moves around a star lesson.
I see the moon, (e.g. the earth and the other Example: name the all
And the moon sees me, planets move around the sun). eight planets we have.
God bless the moon,
And God bless me. Similarly, explain to learners
that a satellite is a smaller Learners in turns,
body that moves around a summarize the lesson.
Play games with bigger one, e.g. the moon is a
learners to begin the satellite of the earth.
lesson
Use questions to Engage learners in a game Learners in turns tell
review learners that mimics the solar system what they enjoyed
understanding in the (e.g. place a chair at the most in the lesson.
previous lesson center of the football field with
one learner to represent the Review the lesson by
sun. engaging learners to
sing songs
Now ask 8 learners to go
around the chair in circles to
represent the planets).
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All About Us
Sub Strand: Population And
Class: B6 Class Size:
Settlement
Content Standard: Indicator: Lesson:
B6.2.4.1. Show understanding of B6.[Link]. describe internal
internal migration in Ghana migration in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe internal migration in Communication and Collaboration Critical
Ghana Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 52

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners sing songs Learners show the migration Ask learners to tell the
to stimulate their pattern on a sketch map of class what they have
interest Ghana. learnt.

Use questions and Learners brainstorm and come Call learners in turns
answers to review what out with challenges associated summarize the lesson
they learnt in the with urban settlements:
previous lessons a) poor sanitation
b) environmental pollution
c) traffic congestion
Divide the class into In groups discuss measures Ask learners to tell the
groups. Share pieces of that can be taken to solve class what they have
papers to each group. challenges associated with learnt.
Each group is supposed rural and urban settlements.
to write three E.g. provision of social Call learners in turns
questions on the amenities in the rural areas, summarize the lesson
previous lesson. creation of job opportunities
for both rural and urban areas.
Have the group’s
exchange the papers
and solve the questions
on them. The first
group to get every
question correct wins!
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Practices
Class: B6 Class Size: Sub Strand: Festivals
Lesso
Content Standard: Indicator:
n:
B6 2.2.1. Discuss the significance B6 [Link] discuss moral lessons from the
of religious festivals festivals
1 OF 1
Performance Indicator: Core Competencies:
Cultural Identity, Sharing
Learners can discuss moral lessons from the festivals. Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 51

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Teacher writes an Help learners recall the Ask learners series of

answer to a question. importance of festivals. questions to review
Students see the their understanding of
answer on the board, Guide learners to discuss the the lesson
perhaps a picture of moral lessons from festivals: -
object on the board. generosity, - hard work, -
kindness, - endurance, - Have learners to read
The students must sacrifice, - reconciliation, - and spell the key
come up with questions forgiveness, - bravery, - words written on the
in which the answer perseverance, - gratitude and board
could be the thanksgiving, etc.
object/number on the
board. let learners dramatize
activities within festivals to
show how the moral lessons in
festivals reflect in their lives.

In groups, let learners write

essays on moral lessons in
festivals and present their
works for suggestions and
corrections.
Communication
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Formation of Political
Class: B6 Class Size:
Parties
Content Standard:
Indicator:
B6.5.2.1. Appreciate the role Lesson:
B6.[Link] describe the role played by
played by the leadership of
the leaders of the two major political
political parties in the struggle for 1 OF 1
parties (UGCC and CPP)
independence from 1947 to 1957
Performance Indicator: Core Competencies:
Learners can describe the role played by the leaders Learners to become critical
of the two major political parties (UGCC and CPP) thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 42

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Read out excerpts from Show and discuss a Ask learners to tell the
speeches made by documentary on the class what they have
important individuals in independence eve rally by the learnt.
the country. CPP.
Call learners in turns
Let learners relate to Discuss the events that took summarize the lesson
the speeches and place during the night.
share ideas on such
speeches. Replay the speech of dr.
Kwame Nkrumah for learners
to listen.

Put learners into groups to

analyze the speech and
present their findings to the
whole class.
Get a viral picture, a Have learners role play the Ask learners to tell the
trending news on events on the independence class what they have
twitter, Facebook, eve rally by the CPP. learnt.
YouTube and other
social media handles. Observe the drama and Call learners in turns
Discuss what is provide feedback where summarize the lesson
trending and invite necessary.
learners to share their
opinions on them.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Sub Strand: Planning, Making and
Class: B6 Class Size:
Composing
Indicator:
Content Standard: B6.[Link]/B6.[Link] brainstorm and Lesso
Demonstrate understanding of how generate ideas for creating own n:
to generate own ideas for artistic performing artworks that reflect the
expressions physical and social environments of some 1 OF 1
communities in the world
Performance Indicator:
Learners can brainstorm and generate ideas for creating Core Competencies:
Decision Making Creativity,
own performing artworks that reflect the physical and social Innovation
environments of some communities in the world
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

show pictures of people Show learners a video or Ask learners to talk

performing the Indlamu pictures of the Bamaaya about what they
dance to learners’ dance. enjoyed most during
the lesson
Let learners observe BAMAAYA DANCING TROUPE.
and talk about the Bamaaya, meaning “the valley
pictures. is wet”, is the most popular
social music or dance among
the inhabitants of Dagbon of
Northern Ghana. The history
of his classic dance which
started as a religious musical
performance underscores the
philosophy and culture of the
Dagombas towards women.

Learners to observe the

composition of the ensemble
in the dance
Review the previous Let learners observe the roles Learners observe and
lesson with questions played the drummers, flute appreciate the
and answers players, the singers, as well as performance of others
the dancers

Learners to study and talk

about their costume.

Demonstrate how the dance

movements are made and
learners dance too.

Organize with other members

in the class and perform the
Bamaaya dance.

Week Ending: Subject: Ghanaian Language

Duration: 60mins per lesson Strand: Reading
Class: B6 Class Size: Sub Strand: Comprehension
Indicator:
Content Standard: B6.[Link]-3 Explain the meaning Lesson:
B6.2.6.1: Exhibit the ability to answer
of unfamiliar words within their
questions based on texts presented 1 OF 1
context.
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can explain the meaning of unfamiliar
Communication and collaboration,
words within their context Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 75

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Have learners play Give learners text to read. Learners to tell what
“Pick and Read” game. was interesting about
Call learners in turns to the lesson.
Have learners pick read a paragraph each.
word cards, blend the Engage learners to play
sounds and read one the phonic games.
syllable words. Then Let learners recognize
the two write the word unfamiliar words from the
on the board. passage.

Write the words on the

board and read out the
words aloud.

Let learners explain the

meaning of unfamiliar
words from their context.

Call learners in turns to use

the unfamiliar words to
form sentences.
Tell learners a few Give learners text to read. Learners to tell what
jokes to get their was interesting about
attention. Ask learners some factual the lesson.
questions and call learners
Call two learners to Have learners to read
to answer orally.
share their jokes as and spell the key words
well written on the board.
Let learners answer factual
and inferential questions
from a given text.
Tell learners a few Give learners the text to Learners to tell what
jokes to get their read again. was interesting about
attention. the lesson.
Discuss how to make
Call two learners to Have learners to read
predictions from a passage.
share their jokes as and spell the key words
well written on the board.
Assist learners to make
predictions from the given
text

Week Ending: DAY: Subject: PHYSICAL EDUCATION

Strand: Motor Skill And Movement
Duration: 60mins
Patterns
Class: B6 Class Size: Sub Strand: Manipulative Skills
Content Standard:
Indicator: Lesso
Demonstrate competence in the
B6.[Link] show how to adjust body n:
motor skills and movement patterns
position to catch a ball thrown off-
needed to perform a variety of
center 1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can show how to adjust body
endurance, aerobic capacity, and
position to catch a ball thrown off-center
coordination
Teaching/ Learning Ball and stick
Resources
References: PE Curriculum Pg. 72

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Take learners through Demonstrate the correct hand, End the lesson with a
5 minutes jogging to arm, body, feet position in the cool down
warm the body up catching.

Learners relax their arms by

sides and keep their forearms
in front.

Feet in a balanced stride

position and eyes track the
object throughout the catching
action.

Learners practice the skill at

their own pace base on their
capabilities and progress at
their own pace.

Learners adjust their

performance base on the
feedback from teacher and
peers
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Programming And Databases
Sub Strand: Introduction To Electronic
Class: B6 Class Size:
Spreadsheet
Indicator:
Content Standard: Lesson:
B6.[Link]-3 demonstrate how to
B6.5.3.1. Demonstrate how to use
use the ribbons under the home
Spreadsheet 1 OF 1
ribbons
Performance Indicator:
Learners can demonstrate how to use the ribbons Core Competencies:
Creativity and innovation. 2. Communication
under the home ribbons and create basic worksheets and collaboration.
using Microsoft excel 2016
Teaching/ Learning Computer set up, Pictures or projected images
Resources
References: Computing Curriculum Pg. 40

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a Guide learners to do a Ask learners to talk about

trending news on presentation on the use of the what they have learnt.
twitter, Facebook, ribbons under the home
YouTube and other button. Pose questions to
social media handles. learners to review their
Guide learners to develop understanding of the
Discuss what is worksheet consisting of list of lesson
trending and invite names i.e. teachers, students,
learners to share their friends, families, etc.
opinions on them.
Guide learners to develop
worksheet that will help in
calculating multiplication,
addition and subtraction
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 5
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Conversation
Content Standard:
Indicator:
B6.1.6.2:Demonstrate positive Lesson:
B6.[Link] view and listen attentively
listening and viewing attitudes and
and for a sustained period and record
behaviour by showing 1 of 1
the key issues in the discussion
attentiveness and understanding
Performance Indicator:
Core Competencies:
Learners can view and listen attentively and for a
Communication and
sustained period and record the key issues in the
Collaboration, Personal Dev.
discussion
Key words
References: English Language Curriculum For Primary Schools Pg. 157

Phase/Duration Learners Activities Resources

PHASE 1: Write some sight words on the board and
STARTER cover parts with smileys for learners to guess
the word
e.g.
E L E P H A N T

W I N D O W

T E L EVISI O N

Share performance indicators and introduce

the lesson
PHASE 2: NEW Introduce and explain the activity. Word cards,
LEARNING sentence cards,
Demonstrate the activity/show or play it on letter cards,
the tape /video handwriting on
a manila card
Have groups/pairs converse on given topics as
others observe and critique/ask questions for
clarification

Encourage participants in a conversation to

listen attentively and maintain eye contact.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: Tuesday Subject: English Language

Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Diphthongs
Indicator:
Content Standard: Lesson:
B6.[Link] Use words with centering
B6.2.4.1: Identify and use
diphthongs to make meaningful
diphthongs to decode texts 1 of 1
sentences
Performance Indicator: Core Competencies:
Learners can use words with centering Communication and Collaboration,
diphthongs to make meaningful sentences Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 170

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW In a discussion have learners talk about diphthongs. Word cards,
LEARNING sentence
Give several examples and elicit examples from cards, letter
them. /iǝ/ - fear, ear, near, clear /eǝ/ - prepare, cards,
there, stairs /Ʊǝ/ - pure, secure handwriting
on a manila
Have learners use words with diphthongs in card
meaningful sentences
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Pronouns
Content Standard:
Indicator: Lesson:
B6.3.3.1: Apply knowledge of
B6.[Link] Identify and use
different types of pronouns in
pronouns 1 of 2
communication
Core Competencies:
Performance Indicator:
Communication and Collaboration, Personal
Learners can Identify and use pronouns
Development
References: English Language Curriculum Pg. 184

Phase/Duration Learners Activities Resources

PHASE 1: Call learners in turns and have them say the
STARTER color of each word!
Don’t say the word
black white yellow
green

red blue yellow red

black green white red

white green red black

yellow green black

white

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Introduce reflexive pronouns with examples in Word cards,
LEARNING sentences. paper, letter
cards,
Discuss the reflexive pronouns with learners.

Provide a passage and group learners to

identify reflexive pronouns, and use the
pronouns identified in sentences.

Repeat the procedure to teach relative and

reciprocal pronouns.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Narrative Writing
Indicator:
Content Standard: Lesson:
B6.[Link] edit/proofread draft,
B6.4.9.3: Apply strategies for
checking capitalization, usage,
improving drafts for publishing 1 of 1
punctuation and spelling
Core Competencies:
Performance Indicator:
Communication and
Learners can edit/proofread draft, checking
Collaboration, Personal
capitalization, usage, punctuation and spelling
Development
References: English Language Curriculum Pg. 203

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to play the ball game.
STARTER Write vocabulary words on a ball. Throw the
ball to learners in turns to form sentences with
the word which has their right thumb on.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Have learners pick up their narratives and Word cards,
LEARNING check for conventions. sentence cards,
E.g. errors in capitalization, punctuation and letter cards,
spelling. handwriting on
a manila card
Take learners through the writing process

Learners to rewrite the narrative taking notice

of all the corrections made.

Learners to complete the writer’s reflection

worksheet.

My piece of writing is about?

My favorite part of my writing is……

Something I found difficult was…………

PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: FRIDAY Subject: English Language

Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Action Words
Indicator:
Content Standard:
B6.[Link] Differentiate between how Lesson:
B6.5.4.1: Demonstrate
the simple past and the present
understanding of verbs in
perfect tense forms are used in 1 of 2
everyday language
speech and in writing
Performance Indicator:
 Learners can differentiate between how the simple past Core Competencies:
and the present perfect tense forms are used in speech Communication and
and in writing Collaboration, Personal
 Learners can read a variety of age- and level appropriate Development
books
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Distribute copies of a sample story and let Word cards,
LEARNING them identify the simple past verbs, how they sentence cards,
are used in sentences and identify modals letter cards,
used. Use this as a guide to let learners write handwriting on
a story using the simple past. a manila card

Learners in pairs write their own stories

making sure they use both tense forms.

Prepare a grid containing all that could be

needed to guide the pairs to do their own
editing paying attention to the correct use
both tense.

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Sub Strand: Patterns and
Class: B6 Class Size:
relationships
Content Standard: Indicator: Lesso
B6.2.1.1 Determine the pattern n:
B6.[Link] represent a given pattern
rule to make predictions about
subsequent elements visually to verify predictions 1 OF 1
Performance Indicator: Core Competencies:
Learners can represent a given pattern visually to verify Problem Solving skills; Critical
predictions Thinking;
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 138

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage leaners in Have leaners to understand Review lesson with

the ‘double up game’ that some patterns are leaners by giving them
Call out a number repeating and some are task to solve in their
between 1and 6. sequential. workbooks.
Example 3. Learners
must call out the Leaners identify a
double (2x) of that consistent element of
number. repetition in a repeating
In this case 6 is the pattern
answer. Example.
Try out more
numbers.
The base element of
repetition consists of four
counters red, blue, blue,
yellow in that order.

Assessment: Have leaners

to explore and make
different patterns using
their colored counters
Engage learners to Using model color blocks, Review lesson with
sing have leaners to explore leaners by giving them
I’m counting one, sequential or growth patterns task to solve in their
what is one where there is a consistent workbooks.
element of growth from one
• 1 - One is one
term in the pattern to the
alone, alone it shall next.
be. Example:
• 2 - Two pair, two
pair come pair let us
pair
• 3 - Turn around
• 4 - Follow me
• 5 - Fire Leaners to identify the way a
• 6 - Sister sequential pattern is growing.
Have leaners to use the
• 7 - Saviour
growth element to extend the
• 8 - Eat more fruits pattern
• 9 - Nana Yaw
• 10 - Thank your Assessment: Leaners to
God explore and create their own
sequential patterns
Engage leaners to Ask learners to examine the Review lesson with
sing pattern made with match leaners by giving them
We class six task to solve in their
We can count workbooks.
We count 1,2,3,4,5
We count 6,7,8,9,10
We class six can
count very well sticks below.

Have learners to identify

the type of object created
by the arrangement of the
match sticks.

Assessment: Have leaners

to create different patterns
with the match sticks.

Have leaners to solve Ask learners to examine the Review lesson with
for the missing pattern in the table below leaners by giving them
numbers in the which shows the number of task to solve in their
empty cells match sticks used in making a workbooks.
pattern of squares.

+ 1 2 3 Pattern 1 2 3 4
1 2 4 no.
2 4 Match 3 6
sticks in
3 4 the
perimet
er
Match 0 3
sticks
enclosed
in the
pattern

Ask learners to use match

sticks to make the patterns of
triangles and complete the
table. Guide learners
to describe the relationship
Assessment: have leaners
to copy and complete the
table in their work books
Engage leaners to Play Ask learners to write questions Review lesson with
show me a number based on number or geometric leaners by giving them
game with learners (up patterns for their friends to task to solve in their
to 10), with fingers. find answers to; workbooks.
Teacher mentions the E.g. how many match sticks
number from (1 to 10). will be used for the 9th
Learners then show pattern of triangles? How
their fingers up to show many matchsticks will be used
the number for the 8th pattern of squares?

Guide leaners to answer

questions they find difficulty in
answering.

NO. 1 2 3 4
of
tria
ngl
es
Mat 7 12
ch
stic
ks

Assessment: have leaners

to copy and complete the
table in their work books
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B6 Class Size: Sub Strand: Ecosystem
Content Standard: Indicator:
Lesson:
B6.3.2.1 Show understanding of the B6.[Link] investigate various
motion of bodies in the solar interactions in an ecosystem and the
1 OF 1
system effect on humans
Performance Indicator: Core Competencies:
Learners can investigate various interactions in Problem Solving skills; Critical Thinking;
an ecosystem and the effect on humans Justification of Ideas;
Teaching/ Learning
Trees, birds, insects, pond, pictures, videos
Resources
New words
References: Science Curriculum Pg. 39

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners sing songs Guide learners to brainstorm Ask learners to tell the
to stimulate their the meaning of ecosystem. class what they have
interest learnt.
Ecosystem is a place where
Use questions and living and non-living thing Call learners in turns
answers to review what interact. summarize the lesson
they learnt in the
previous lessons Learners to identify the
various types of ecosystem.
e.g. forest ecosystem, small
bush ecosystem, pond
ecosystem, grassland
ecosystem and dessert
ecosystem.

Show learners pictures of

different ecosystems.
Get a viral picture, a Learners observe different Ask learners to tell the
trending news on ecosystems in the field such class what they have
twitter, Facebook, as a forest. learnt.
YouTube and other
social media handles. Call learners in turns
Discuss what is summarize the lesson
trending and invite
learners to share their
opinions on them.

Engage learners to brainstorm

to come out with possible
interactions (hunting, farming,
predation) that occur in the
given ecosystem.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Worship
Content Standard:
Indicator: Lesson:
B6.3.1.1. Demonstrate understanding
B6.[Link]. describe the
of the importance of prayer, worship
importance of prayer in our lives 1 OF 1
and other acts of worship
Performance Indicator: Core Competencies:
Learners can describe the importance of Communication and Collaboration Critical
prayer in our lives Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 53

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Group learners Learners discuss the meaning Ask learners to tell the
according to the of prayer: a communication class what they have
religion they belong between the worshipper and learnt.
the object of worship.
Have each group sing Call learners in turns
songs and perform any Learners talk about the types summarize the lesson
act of worship of that of Christian prayer:–
religion thanksgiving, intercession,
supplication, confession, etc.
Let learners sing songs Learners talk about the types Ask learners to tell the
to stimulate their of Islam prayer class what they have
interest - Salat: This is the five daily learnt.
compulsory prayers of lslam
Use questions and (Fajr, Salat, Asr, Maghrib and Call learners in turns
answers to review what Isha), summarize the lesson
they learnt in the
previous lessons -Congregational Ju`mah
prayer: Is a prayer that
muslims hold every Friday,
just after noon instead of the
Zuhr prayer.

Learners talk about the types

of Traditional prayer
-Libation: It is the ritual of
pouring liquor to an object of
worship. The most common
liquor used are water and
wine. Etc.

-Sacrifice: An act of
slaughtering an animal or
person as offering to the
object of worship.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Latter Lives of Religious
Class: B6 Class Size:
Leaders
Content Standard: Lesso
Indicator:
B6 [Link] the latter lives of n:
B6 [Link] narrate the story of the latter
the leaders of the three major
lives of the leaders of the major religions
religions in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can narrate the story of the latter lives of the Cultural Identity, Sharing
leaders of the major religions Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 52

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Learners listen to some Guide learners to talk about Ask learners series of
bible stories the latter lives Jesus Christ. questions to review
-Triumphant entry to their understanding of
e.g. Jesus fed 5000 Jerusalem (Palm Sunday), the lesson
people with 5 loaves of -Last Supper,
bread and 2 fish. -Prayer at Gethsemane, Have learners to read
-Arrest And Trial, and spell the key
-Crucifixion, Death and words written on the
Resurrection. board

Show pictures or video clips

on the latter lives of Jesus
Christ to learners.

Let learners dramatize the

latter lives of the Jesus Christ.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Formation of Political
Class: B6 Class Size:
Parties
Content Standard:
Indicator:
B6.5.2.1. Appreciate the role Lesson:
B6.[Link] describe the role played by
played by the leadership of
the leaders of the two major political
political parties in the struggle for 1 OF 1
parties (UGCC and CPP)
independence from 1947 to 1957
Performance Indicator: Core Competencies:
Learners can describe the role played by the leaders Learners to become critical
of the two major political parties (UGCC and CPP) thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 42

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

show learners pictures Revise with learners the Ask learners to tell the
from the events that sequence of events that took whole class what they
took place on the eve place on the eve of 1957. have learnt.

First president Kwame Learners tell what

Nkrumah delivered the first they will like to learn
independence speech on
march 6, 1957 to hundreds of
participants including
of 1957. representatives from the
British monarch.
“At long last, the battle has
Let learners observe ended! And thus Ghana our
and talk about the beloved country is free
pictures forever! We have won the
battle and again rededicate
ourselves,” he had said,
adding “Our independence is
meaningless unless it is linked
up with the total liberation of
Africa.”

Learners recall and write some

the quotes by Kwame
Nkrumah in his speech and
present it in groups.
Ask learners questions Show pictures or videos of Use series of
to review their past independence day questions and answers
understanding in the to review learners
previous lesson. understanding of the
lesson.
Engage learners to sing
some patriotic songs to Call learners in turns
stimulate their interest. to summarize the
e.g. “God bless our lesson
home land Ghana” celebration in Ghana.
“Yen ara ya saase ne”
etc. Learners recount an
Independence Day celebration
in their community

Week Ending: DAY: Subject: Creative Arts

Duration: 60mins per lesson Strand: Visual Arts
Class: B6 Class Size: Sub Strand: Displaying and Sharing
Indicator:
Content Standard: B6.[Link] /B6.[Link] exhibit own visual Lesso
Demonstrate understanding of artworks to share creative experiences based n:
how to generate own ideas for on ideas, knowledge and understanding of
artistic expressions the physical and social environments of some 1 OF 1
communities in the world
Performance Indicator:
Learners can exhibit own visual artworks to share creative Core Competencies:
experiences based on ideas, knowledge and understanding Decision Making Creativity,
of the physical and social environments of some Innovation
communities in the world
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Learners are to watch a Art exhibition may present or Ask learners to tell the
short video or pictures showcase paintings, drawings, whole class what they
on an exhibition or visit drama, music, dance have learnt.
an exhibition Centre, performance by individuals
preferably during the artists, groups of artists. Learners tell what
circuit, district or they will like to learn
regional cultural Guide learners to plan for the
festival. exhibition by:
- fixing a date
Ask learners to talk - selecting a venue
about parts of the - inviting an audience
video or pictures that
interest them. Brainstorm to agree on a
theme for the exhibition (e.g.
Our Environment);

Select works for the exhibition

by considering factors such as
creativity and originality,
finishing and decoration,
relevance of the works to the
theme, social and cultural
importance
Ask learners questions Decide on mode of display, Use series of
to review learners e.g. hanging, draping, questions and answers
understanding in the spreading; to review learners
previous lesson. understanding of the
Plan the layout of the lesson.
exhibition hall, prepare labels
for the works (e.g. title, name Call learners in turns
of artist, date); to summarize the
lesson
Clean and prepare the hall
and its environment and make
it ready for the exhibition;

Plan for post exhibition

activities such as cleaning,
appreciation, evaluation,
reporting, etc.

Week Ending: Subject: Ghanaian Language

Duration: 60mins per lesson Strand: Reading
Class: B6 Class Size: Sub Strand: Silent Reading
Indicator:
Content Standard: Lesson:
B6.[Link].-2 summarize a given
B6.2.7.1: Demonstrate knowledge on
story/text and retell the story
reading for comprehension 1 OF 1
sequentially.
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can summarize a given story/text and retell
Communication and collaboration,
the story sequentially. . Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 82

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Have learners play Give learners a text to read. Learners to tell what
“Pick and Read” game. was interesting about
Let learners read a paragraph the lesson.
Have learners pick silently.
word cards, blend the Engage learners to
sounds and read one Discuss how to do summary play the phonic games.
syllable words. Then with the learners.
the two write the
word on the board.
Tell learners a few Ask a learner to summarize Learners to tell what
jokes to get their the paragraph read to the was interesting about
attention. class. the lesson.

Call two learners to Make learners summarize a Have learners to read

share their jokes as given short text and discuss and spell the key words
well the summary made from written on the board.
groups.

Tell learners a few Give learners an interesting Learners to tell what

jokes to get their text to read. was interesting about
attention. the lesson.
Let learners retell the story in
Call two learners to the text in groups and then to Have learners to read
share their jokes as the class. and spell the key words
well written on the board.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Strand: Motor Skill And Movement
Duration: 60mins
Patterns
Class: B6 Class Size: Sub Strand: Rhythmic Skills
Content Standard: Indicator:
Lesso
Demonstrate competence in the B6.[Link] catch a flying ball above
n:
motor skills and movement patterns the head, below the waist, and away
needed to perform a variety of from the body while jogging and
1 OF 1
physical activities running
Performance Indicator: Core Competencies:
Learners can catch a flying ball above the Learners develop flexibility, cardiovascular
head, below the waist, and away from the endurance, aerobic capacity, and
body while jogging and running coordination
Teaching/ Learning Ball and stick
Resources
References: PE Curriculum Pg. 72

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners jog within Learners bounce ball on floor Learners cool-down to
a demarcated area to with their dominant hands and end the lesson
warm up their bodies catch with two hands at the
waist level.
Show learners pictures
or videos depicting the Toss ball in the air with the
skill to be learnt. dominant hand and catch with
two hands overhead.

Learners in pairs practice

varied form of throwing
(above the head, below the
waist) whiles jogging or
running to catch.

Learners progress at their own

pace base on their
capabilities.

Learners play mini handball or

basketball based on the
materials used in practicing
the skill.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Programming And Databases
Sub Strand: Introduction To Electronic
Class: B6 Class Size:
Spreadsheet
Indicator:
Content Standard: B6.[Link]-5 modify an MS-Excel Lesson:
B6.5.3.1. Demonstrate how to use worksheet and modify the
Spreadsheet appearance of data within a 1 OF 1
worksheet.
Performance Indicator: Core Competencies:
Learners can modify an MS-Excel worksheet and Creativity and innovation. 2. Communication
modify the appearance of data within a worksheet. and collaboration.
Teaching/ Learning Computer set up, Pictures or projected images
Resources
References: Computing Curriculum Pg. 40

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a Guide learners to modify Ask learners to talk about
trending technology on worksheet by adding the age of what they have learnt.
twitter, Facebook, learners in the class to the list of
YouTube and other learners created in an earlier Pose questions to
class.
social media handles. learners to review their
Show examples of modified data understanding of the
Discuss what is in (a) worksheet(s), either on lesson
trending and invite projected screens or pictures.
learners to share their
opinions on them. Guide learners to modify the
appearance of data within a
worksheet.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 6
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Sub Strand: Listening
Class: B6 Class Size:
Comprehension
Indicator:
Content Standard: B6.[Link] employ think aloud and Lesson:
B6.1.7.1: Use appropriate skills
visualization strategies to make
and strategies to process meaning
meaning from level-appropriate 1 of 1
from texts
texts
Performance Indicator:
Core Competencies:
Learners can employ think aloud and
Communication and
visualization strategies to make meaning from
Collaboration, Personal Dev.
level-appropriate texts
Key words
References: English Language Curriculum For Primary Schools Pg. 160

Phase/Duration Learners Activities Resources

PHASE 1: Write a simple word vertically on the board.
STARTER E.g. P
E
N
Invite learners to come up with a word starting
with each letter of the vertical word.

Share performance indicators and introduce

the lesson
PHASE 2: NEW Have learners listen to teacher-read texts or Word cards,
LEARNING video/audio recording on familiar topics. sentence cards,
letter cards,
Model the visualization strategy to make handwriting on
meaning from texts heard. a manila card

Encourage learners to practice constructing

meaning from the texts or play.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Vocabulary
Content Standard:
Indicator: Lesson:
B6.2.6.4: Use words appropriately
B6.[Link] recognize how words are
for purpose, audience, context and
formed through compounding 1 of 1
culture
Performance Indicator: Core Competencies:
Learners can recognize how words are formed Communication and Collaboration,
through compounding Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 173

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Have learners refresh their knowledge on affixes – Word cards,
LEARNING prefixes and suffixes – , acronyms and blending sentence
using examples. cards, letter
cards,
Learners choose words with given affixes and use handwriting
them appropriately in sentences. on a manila
card
Introduce compound words in context and have
learners identify their components. E.g. breakfast =
break, fast; classroom = class, room.

Put learners into groups to build more compound

words
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Adjectives
Indicator:
Content Standard: Lesson:
B6.[Link] Use comparatives forms
B6.3.4.1: Apply the knowledge of
of regular and irregular adjectives
adjectives in communication 1 of 2
to make comparisons
Performance Indicator:
Core Competencies:
Learners can use comparatives forms of
Communication and Collaboration, Personal
regular and irregular adjectives to make
Development
comparisons
References: English Language Curriculum Pg. 185

Phase/Duration Learners Activities Resources

PHASE 1: Call learners in turns and have them say the
STARTER color of each word!
Don’t say the word
black white yellow
green

red blue yellow red

black green white red

white green red black

yellow green black

white

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Use practical activities to guide learners to Word cards,
LEARNING change the positive forms of regular paper, letter
adjectives into comparative forms by adding - cards,
er.
E.g. Compare the heights of two learners: i.
Musah is tall. Safianu is short. ii. Musah is
taller than Safianu

Guide learners to form the superlative forms

of regular adjectives by adding -est. E.g. Ali is
the tallest.

Provide a text containing irregular forms of

adjectives. Start with those that have different
spelling for comparative and superlative. e.g.
good better best

Provide a text for learners to identify the

examples. Learners use the irregular forms of
adjectives in sentences
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: THURSDAY Subject: English Language

Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Narrative Writing
Content Standard: Indicator:
Lesson:
B6.4.9.2: Develop and express B6.[Link] edit/proofread draft,
ideas coherently and checking capitalization, usage,
1 of 1
cohesively in writing punctuation and spelling
Core Competencies:
Performance Indicator:
Communication and
Learners can edit/proofread draft, checking
Collaboration, Personal
capitalization, usage, punctuation and spelling
Development
References: English Language Curriculum Pg. 203

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

Learners to rewrite the narrative taking notice

of all the corrections made.

Learners to complete the writer’s reflection

worksheet.

My piece of writing is about?

My favorite part of my writing is……
Something I found difficult was…………
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Action Words
Content Standard: Indicator:
Lesson:
B6.5.4.1: Demonstrate B6.[Link] Explore the use of the
understanding of verbs in simple past verb form and participle
1 of 2
everyday language form
Performance Indicator:
Core Competencies:
 Learners can explore the use of the simple past verb
Communication and
form and participle form
Collaboration, Personal
 Learners can read a variety of age- and level appropriate
Development
books
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Let learners write a story. Word cards,
LEARNING E.g. about what happened after school on sentence cards,
Monday. letter cards,
handwriting on
Discuss the essay topic with learners and use a manila card
the webbing strategy to help them write on
the chosen topic. Learners write individually.

Learners exchange their work for editing as

teacher guides by focusing on the past verb
form and participle form.

Assist those whose essays are only in the

simple past to some in the past participle
tense.

Learners rewrite their essays incorporating the

corrections.

Have learners write on another topic

individually using the simple past verb form as
well as the past participle form

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Sub Strand: Patterns and
Class: B6 Class Size:
relationships
Content Standard: Lesso
Indicator:
B6.2.1.1 Determine the pattern n:
B6.[Link] write a rule in words and in
rule to make predictions about
algebra to represent a given pattern
subsequent elements 1 OF 1
Performance Indicator: Core Competencies:
Learners can write a rule in words and in algebra to represent a Problem Solving skills; Critical
given pattern Thinking;
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 140

DAY PHASE 1: PHASE 2: MAIN PHASE 3:

STARTER PLENARY

Review learners Ask learners to state the rules in Ask learners to tell you
understanding in the words and in algebra to represent what they have learnt
previous lesson using a given increasing linear patterns.
questions and Give learners
answers RUL
RULE individual or home
E
INPU FOR
FOR task
1 2 3 N IN
T N IN
ALGE
WOR
Engage learners to DS
BRA.
play games and sing Outp 7 1 2 7
times
7n
songs to begin the ut A
4 1 n

lesson. Outp 0 4 8 4
times
4(n-1)
ut B one
less n
Outp 4 7 1 1 more 1+
than 3
ut C 3n
0 times
n
Outp 5 9 1
ut D
3
Outp 5 1 1
ut E
1 7

Assessment: Let learners solve

several examples
Review learners Ask learners to state the rules in Ask learners to tell you
understanding in the words and in algebra to represent what they have learnt
previous lesson using a given increasing linear patterns.
questions and Give learners
answers RUL individual or home
E RULE
FOR FOR task
INPU
1 2 3 (n) (n) IN
T(n)
IN ALGE
Engage learners to WOR BRA.
play games and sing DS
songs to begin the Outp 7 1 2 7 7n
times
lesson. ut A 4 1 n

Outp 0 4 8 4
times
ut B one 4(n-1)
less n
Outp 4 7 1 1 more
than 3 1+
ut C
0 times
n
3n
Outp 5 9 1
ut D
3
Outp 5 1 1
ut E
1 7

Assessment: Let learners solve

several examples
Review learners This table shows the pattern of Ask learners to tell you
understanding in the cost of boxed lunches for students what they have learnt
previous lesson using on a field trip.
questions and Give learners
answers No. of 1 2 3 4 ? individual or home
students task
Cost of 3 6 9 12 15
lunch in
Engage learners to cedis
play games and sing
songs to begin the
lesson.
Ask learners to:
(i) explain the pattern of how the
cost of lunches changes as more
students go on the trip;
(ii) use the pattern to determine
how many students went on the
trip if the cost of lunches is
GHC90.
Review learners This table shows the pattern of Ask learners to tell you
understanding in the cost of boxed lunches for students what they have learnt
previous lesson using on a field trip.
questions and Give learners
answers No. of 1 2 3 4 ? individual or home
student task
s
Cost of 3 6 9 1 15
Engage learners to lunch in 2
play games and sing cedis
songs to begin the
lesson. Ask learners to:
(i) explain the pattern of how the
cost of lunches changes as more
students go on the trip;
(ii) use the pattern to determine
how many students went on the
trip if the cost of lunches is
GHC90.
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Systems
Class: B6 Class Size: Sub Strand: Ecosystem
Content Standard:
Indicator:
B6.3.3.1 Show understanding of Lesson:
B6.[Link] investigate various
ecosystems, interdependency of
interactions in an ecosystem and the
organisms in an ecosystem and 1 OF 1
effect on humans
appreciate the interactions
Performance Indicator: Core Competencies:
Learners can investigate various interactions in Problem Solving skills; Critical Thinking;
an ecosystem and the effect on humans Justification of Ideas;
Teaching/ Learning
Trees, birds, insects, pond, pictures, videos
Resources
New words
References: Science Curriculum Pg. 39

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Send learners out on a Learners work in groups to Ask learners to talk

field trip to observe the draw or design different about what they have
various ecosystem in ecosystems in the classroom. learnt.
the community.
Learners observe each of the Use questions to
Let learners talk about ecosystems and identify some review learners
what they observed in possible interactions that can understanding of the
the community take place within each lesson.
ecosystem they have
designed.
Learners in turns
summarize the lesson
to the whole class.
Put students into Guide learners to discuss the Ask learners to talk
groups of three 3 and effects of interactions about what they have
number them 1-3. (hunting, farming and learnt.
Put three number predation) on humans and
statements up to the other living things within a Use questions to
white board and ask given ecosystem. review learners
students to explain the understanding of the
corresponding lesson.
statements to their
group.
The group who Learners in turns
explains well wins. summarize the lesson
to the whole class.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Worship
Content Standard:
Indicator: Lesson:
B6.3.1.1. Demonstrate understanding
B6.[Link]. describe the
of the importance of prayer, worship
importance of prayer in our lives 1 OF 1
and other acts of worship
Performance Indicator: Core Competencies:
Learners can describe the importance of Communication and Collaboration Critical
prayer in our lives Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 53

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to sing Learners discuss the Call learners in turns

songs and recite importance of prayer: to summarize the
rhymes • brings us closer to God important points of
• It shows our the lesson
dependence on God, etc.
Engage learners to sing Put learners into groups and Call learners in turns
songs and recite let them demonstrate how to summarize the
rhymes prayer is done in the three important points of
major religions. the lesson
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Latter Lives of Religious
Class: B6 Class Size:
Leaders
Content Standard: Lesso
Indicator:
B6 [Link] the latter lives of n:
B6 [Link] narrate the story of the latter
the leaders of the three major
lives of the leaders of the major religions
religions in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can narrate the story of the latter lives of the Cultural Identity, Sharing
leaders of the major religions Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 52

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners sing songs Guide learners to talk about Ask learners series of
to stimulate their the latter lives of The Holy questions to review
interest Prophet Muhammad, sallallahu their understanding of
alayhi wa salaam(S.A.W.S) the lesson
Use questions and
answers to review what - triumphant entry into Have learners to read
they learnt in the Makkah, - farewell message, and spell the key
previous lessons - sickness and death. words written on the
board
Show pictures or video clips
on the latter lives of The Holy
Prophet Muhammad to
learners.

Let learners dramatize the

latter lives of The Holy Prophet
Muhammad.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Formation of Political
Class: B6 Class Size:
Parties
Content Standard:
Indicator:
B6.5.2.1. Appreciate the role Lesson:
B6.[Link] describe the role played by
played by the leadership of
the leaders of the two major political
political parties in the struggle for 1 OF 1
parties (UGCC and CPP)
independence from 1947 to 1957
Performance Indicator: Core Competencies:
Learners can describe the role played by the leaders Learners to become critical
of the two major political parties (UGCC and CPP) thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 42

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Ask learners questions revise with learners to recount Use series of

to review their an Independence Day questions and answers
understanding in the celebration in their community to review learners
previous lesson. understanding of the
lesson.
Engage learners to sing
some patriotic songs to Call learners in turns
stimulate their interest. to summarize the
e.g. “God bless our lesson
home land Ghana”
“Yen ara ya saase ne”
etc.
Put students into Enact the declaration of Ask learners series of
groups of three 3 and independence by Kwame questions to review
number them 1-3. their understanding of
Put three number the lesson
statements up to the
white board and ask Call learners in turns
students to explain the to summarize the
corresponding lesson
statements to their
Nkrumah.
group.
The group who
Share roles to learners to role
explains well wins.
the declaration of
independence by Kwame
Nkrumah
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Performing Arts
Class: B6 Class Size: Sub Strand: Displaying and Sharing
Indicator:
Content Standard: B6.[Link] /B6.[Link] stage a display of own Lesso
Demonstrate understanding of performing artworks to share creative n:
how to generate own ideas for experiences of the physical and social
artistic expressions environments of some communities in the 1 OF 1
world
Performance Indicator:
Learners can stage a display of own performing artworks to Core Competencies:
Decision Making Creativity,
share creative experiences of the physical and social Innovation
environments of some communities in the world
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Show pictures and Select and rehearse some Use questions to

videos of the artwork previous songs, drama or review their
to exhibit. dance learnt. understanding of the
lesson
Select a suitable date for the
Engage learners to sing performance Ask learners to
songs about work. summarize what they
Decide and choose a suitable have learnt
venue.
Learners to read and
Draw the audience from the spell the key words on
school the board
Show pictures and Organize the place for the Use questions to
videos of the artwork exhibition. review their
to exhibit. understanding of the
Invite other teachers to lesson
witness the artwork. Set the
Engage learners to sing stage for learners to perform Ask learners to
songs about work. their artwork. summarize what they
have learnt
Evaluate individual roles
played in the dance and allow Learners to read and
pupils to talk about them in spell the key words on
the form of appraisal. the board
Discuss the moral lessons in
the song.
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Class: B6 Class Size: Sub Strand: Descriptive writing
Content Standard:
Indicator: Lesson:
B6.4.3.1: Exhibit the ability to
B6.[Link]-3 write a descriptive
understand, and write short
composition on a given object. 1 OF 1
descriptive stories.
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can write a descriptive composition on a
Communication and collaboration,
given object. Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 82

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Play games and sing Show an object to learners. Use questions to review
songs to get learners their understanding of
ready for the lesson Pass the object round for the lesson
learners to touch it.
Ask learners to
Call learners in turns to summarize what they
describe the object. have learnt

Discuss with learners how to Learners to read and

write descriptive composition. spell the key words on
the board
Let learners write a
descriptive composition on a
given object.
Split learners into 2 Discuss with learners Use questions to review
teams. Taking turns, situations that can occur in their understanding of
learners from each the home or school or the lesson
team come up and community.
chose a vocabulary Ask learners to
word. Learners to draw Let learners describe any of summarize what they
something on the the situations in groups and have learnt
board while only their say to the class.
tries to guess the word Learners to read and
Discuss with learners how to spell the key words on
write descriptive composition. the board

Lead learners to compose a

descriptive essay about a
situation.
Have learners share Discuss with learners Use questions to review
what is going on in processes in doing things like their understanding of
their lives. You and cooking, installing a chief, etc. the lesson
your learners can talk
about plans for the Ask a learner the process and Ask learners to
weekend. describe it to the class. summarize what they
have learnt
Assist learners to write a
descriptive composition on a Learners to read and
certain process. spell the key words on
the board

Week Ending: DAY: Subject: PHYSICAL EDUCATION

Duration: 60mins Strand: Movement Concepts
Class: B6 Class Size: Sub Strand: Dynamics
Content Standard: Indicator:
Lesso
Demonstrate competence in the B6.[Link] Illustrate how the intended
n:
motor skills and movement patterns direction of an object is affected by the
needed to perform a variety of angle of the implement or body part at
1 OF 1
physical activities the time of contact.
Performance Indicator: Core Competencies:
Learners can Illustrate how the intended direction of Learners develop flexibility,
an object is affected by the angle of the implement or cardiovascular endurance, aerobic
body part at the time of contact. capacity, and coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 75

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners jog within Let learners toss and catch for Use questions to
a demarcated area to accuracy. review their
warm up their bodies understanding of the
Let them toss and catch at lesson
Show learners pictures high and low level.
or videos depicting the Ask learners to
skill to be learnt. Let learners catch different summarize what they
positions. have learnt
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Programming And Databases
Sub Strand: Introduction To Electronic
Class: B6 Class Size:
Spreadsheet
Indicator:
Content Standard: Lesson:
B6.[Link]-7 manage Excel
B6.5.3.1. Demonstrate how to use
workbooks and print the content of
Spreadsheet 1 OF 1
an MS-Excel worksheet
Performance Indicator: Core Competencies:
Learners can manage Excel workbooks and print the Creativity and innovation. 2. Communication
content of an MS-Excel worksheet and collaboration.
Teaching/ Learning Computer set up, Pictures or projected images
Resources
References: Computing Curriculum Pg. 42

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Get a viral picture, a Guide learners to properly Ask learners to talk about
trending technology on name MS-Excel workbooks what they have learnt.
twitter, Facebook, and store them in folders for
YouTube and other retrieval later. Pose questions to
social media handles. learners to review their
Guide learners to adjust understanding of the
Discuss what is margins to suit the A4 paper lesson
trending and invite size for printing in landscape
learners to share their and portrait.
opinions on them.
NB. This is to help the learner
with software knowledge such
as in office applications
(Electronic spreadsheet
application).
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 7
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Presentation
Content Standard: Indicator:
Lesson:
B6.1.10.3: Plan and present B6.[Link] Research and deliver
information and ideas for a variety speeches on given informational
1 of 1
of purposes topics
Performance Indicator: Core Competencies:
Learners can research and deliver speeches on Communication and
given informational topics Collaboration, Personal Dev.
Key words
References: English Language Curriculum For Primary Schools Pg. 160

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to sing songs and recite
STARTER familiar rhymes

LITTLE POLLY FLINDERS

Little Polly flinders
Sat among the cinders
Warming her pretty little toes!
Her mother came and caught her,
And whipped her little daughter,
For spoiling her nice new clothes.

Share performance indicators and introduce

the lesson
PHASE 2: NEW Have learners select topics of interest from Word cards,
LEARNING informational texts read. sentence cards,
letter cards,
Help learners to identify the purpose and handwriting on
audience of sample speeches. a manila card

Have learners visit the library to research and

plan their speeches.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Comprehension
Content Standard: Indicator:
Lesson:
B6.2.7.2: Apply critical reading, B6.[Link] Respond to a text with
implied meaning, higher order reason, simple judgment and
1 of 1
thinking, judgment and evaluation personal interpretations
Performance Indicator: Core Competencies:
Learners can respond to a text with reason, Communication and Collaboration,
simple judgment and personal interpretations Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 176

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Have learners read a short text. Word cards,
LEARNING sentence
Learners create a mental image from the text read. cards, letter
(This visualisation will help bring life to the text for cards,
learners to interpret and give their opinion and handwriting
personal interpretation to the write up). on a manila
card
Lead a discussion of each text read with questions.
Questions should elicit : − Factual information −
Implied meaning − Judgment − Evaluation −
Personal Response
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: verbs
Content Standard: Indicator: Lesson:
B6.3.5.1: Apply the knowledge of B6.[Link] use the simple present
verbs in communication form of verbs in sentences 1 of 2
Performance Indicator: Core Competencies:
Learners can use the simple present Communication and Collaboration, Personal
form of verbs in sentences Development
References: English Language Curriculum Pg. 184

Phase/Duration Learners Activities Resources

PHASE 1: Call learners in turns and have them say the
STARTER color of each word!
Don’t say the word
black white yellow
green

red blue yellow red

black green white red

white green red black

yellow green black

white

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Revise the simple present in context. Word cards,
LEARNING paper, letter
Present an on-going situation to learners for cards,
them to report on it.
E.g. A football game/match.

Present similar situations for learners to

describe using the simple present, in groups.

Groups may write and present their work to

the class.

Use texts/sentences to introduce the use of

the simple present for:
− scheduled future actions E.g. The bus
leaves early tomorrow.
− future possibilities or plans e.g. If he doesn't
come early, we shall go without him.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: THURSDAY Subject: English Language

Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Letter Writing
Indicator:
Content Standard: Lesson:
B6.[Link] write to friends to
B6.4.15.1: Write informal letters
express their views on given topics
on given topics 1 of 1
using appropriate letter formats.
Core Competencies:
Performance Indicator:
Communication and
Learners can write to friends to express their views
Collaboration, Personal
on given topics using appropriate letter formats.
Development
References: English Language Curriculum Pg. 203

Phase/Duration Learners Activities Resources

PHASE 1: Play games and recite rhymes that learners
STARTER are familiar with to begin the lesson.

Ask learners questions to review their

understanding in the previous lesson

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Discuss the features of informal letters with Word cards,
LEARNING learners. sentence cards,
letter cards,
Give examples of formal letters to them and handwriting on
let them talk about the similarities and a manila card
differences between formal and informal
letters.

Brainstorm to guide learners generate topics

they would want to write on and let each
group choose a topic.

Learners identify purpose and audience and

make a mind map to guide the writing.

Each group writes an informal letter and edits

it. The letters are passed round the groups for
editing.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Action Words
Content Standard: Indicator:
Lesson:
B6.5.4.1: Demonstrate B6.[Link] Explore the use of the
understanding of verbs in simple past verb form and participle
1 of 2
everyday language form
Performance Indicator:
Core Competencies:
 Learners can explore the use of the simple past verb
Communication and
form and participle form
Collaboration, Personal
 Learners can read a variety of age- and level appropriate
Development
books
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

Learners exchange their work for editing as

teacher guides by focusing on the past verb
form and participle form.

Assist those whose essays are only in the

simple past to some in the past participle
tense.

Learners rewrite their essays incorporating the

corrections.

Have learners write on another topic

individually using the simple past verb form as
well as the past participle form

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Sub Strand: Patterns and
Class: B6 Class Size:
relationships
Content Standard: Indicator: Lesso
B6.2.1.1 Determine the pattern B6.[Link] Describe the relationship in a n:
rule to make predictions about given table or chart, using a mathematical
subsequent elements expression 1 OF 1
Performance Indicator: Core Competencies:
Learners can describe the relationship in a given table or chart, Problem Solving skills; Critical
using a mathematical expression Thinking;
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 140

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners Ask learners to state the rules Ask learners to tell you
understanding in the in words and in algebra to what they have learnt
previous lesson using represent a given increasing
questions and answers linear patterns. Give learners individual
or home task
RUL
RULE
E
Engage learners to play INPU FOR
FOR
1 2 3 N IN
games and sing songs T N IN
ALGE
WOR
to begin the lesson. DS
BRA.
Outp 7 1 2 7 7n
times
ut A
4 1 n

Outp 0 4 8 4 4(n-1)
times
ut B one
less n
Outp 4 7 1 1 more 1+
than 3
ut C 3n
0 times
n
Outp 5 9 1
ut D
3
Outp 5 1 1
ut E
1 7

Assessment: Let learners

solve several examples
Review learners Ask learners to state the rules Ask learners to tell you
understanding in the in words and in algebra to what they have learnt
previous lesson using represent a given increasing
questions and answers linear patterns. Give learners individual
or home task
RUL
E RULE
Engage learners to play FOR FOR
INPU
games and sing songs T(n)
1 2 3 (n) (n) IN
IN ALGE
to begin the lesson. WOR BRA.
DS
Outp 7 1 2 7
ut A times 7n
4 1 n
Outp 0 4 8 4
times
ut B one 4(n-1)
less n
Outp 4 7 1 1 more
than 3 1+
ut C
0 times
n
3n
Outp 5 9 1
ut D
3
Outp 5 1 1
ut E
1 7

Assessment: Let learners

solve several examples
Review learners This table shows the pattern Ask learners to tell you
understanding in the of cost of boxed lunches for what they have learnt
previous lesson using students on a field trip.
questions and answers Give learners individual
No 1 2 3 4 ? or home task
.
of
Engage learners to play st
games and sing songs ud
to begin the lesson. en
ts
Co 3 6 9 12 15
st
of
lu
nc
h
in
ce
di
s

Ask learners to:

(i) explain the pattern of how
the cost of lunches changes as
more students go on the trip;
(ii) use the pattern to
determine how many students
went on the trip if the cost of
lunches is GHC90.
Review learners This table shows the pattern Ask learners to tell you
understanding in the of cost of boxed lunches for what they have learnt
previous lesson using students on a field trip.
questions and answers Give learners individual
No 1 2 3 4 ? or home task
.
of
Engage learners to play st
games and sing songs ud
to begin the lesson. en
ts
Co 3 6 9 12 15
st
of
lu
nc
h
in
ce
di
s

Ask learners to:

(i) explain the pattern of how
the cost of lunches changes as
more students go on the trip;
(ii) use the pattern to
determine how many students
went on the trip if the cost of
lunches is GHC90.
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Sub Strand: Sources And Forms
Class: B6 Class Size:
Of Energy
Content Standard:
B6.4.1.1 Demonstrate understanding of the Indicator: Lesson:
B6.[Link] compare renewable
concept of energy, its various forms and
and non-renewable sources of
sources and the ways in which it can be energy 1 OF 1
transformed and conserved
Performance Indicator: Core Competencies:
Learners can compare renewable and non- Problem Solving skills; Critical Thinking;
renewable sources of energy Justification of Ideas;
Teaching/ Learning Candle, torch, hot tea, ice cream, ice block, hot water, room
Resources temperature,
New words
References: Science Curriculum Pg. 40

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Have learners write on a Show pictures and videos of Ask learners questions
sheet of paper the different sources of energy such to review their
following as the sun, batteries, food and understanding of the
water. lesson
(1) what is energy?
(2) Where does energy Learners work in groups to
come from? identify sources of energy and Learners to tell what
sort them into sources that are was interesting about
Introduce the lesson not depleted when used (solar, the lesson.
based on the answers wind and hydro sources) and
from learners. those that are depleted after use Have learners to read
(firewood, batteries, food, and spell the key
gasoline, diesel, kerosene, etc.). words written on the
board
Learners present their responses
on flashcards for a general
discussion in class.
Get a viral picture, a Assist learners to build their Ask learners questions
trending news on vocabulary by introducing and to review their
twitter, Facebook, explaining the terms, “renewable” understanding of the
YouTube and other and “non-renewable” sources of lesson
energy and give examples of such
social media handles. sources.
Learners to tell what
Discuss what is Renewable energy sources was interesting about
trending and invite They energy sources that cannot the lesson.
learners to share their be exhausted or used but are
opinions on them replaced by natural means. Have learners to read
Examples are wind energy, solar and spell the key
energy and hydro energy. words written on the
board
Non renewable energy sources
They are energy sources that
cannot be replaced when used
up. Examples are charcoal, food,
petroleum products etc.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Festivals
Content Standard: Indicator: Lesson:
B6.3.2.1. Demonstrate knowledge of B6.[Link]. Identify two ways of
the significance of celebrations in making festivals beneficial to the
communities
1 OF 1
Ghana
Performance Indicator: Core Competencies:
Learners can Identify two ways of making Communication and Collaboration Critical
festivals beneficial to the communities Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 54
Key words:

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Learners talk about ways of Ask learners questions
games and sing songs to making celebrations of festivals to review their
begin the lesson beneficial to the communities understanding of the
e.g. use festival occasions to plan lesson
for development, encourage
youth participation, gender and
inclusivity, Learners to tell what
settle disputes, honor was interesting about
hardworking people, showcasing the lesson.
the culture of the people
Show learners pictures of Learners draw a durbar of chiefs Ask learners questions
people involved in festival during festival celebrations. to review their
celebration. understanding of the
lesson
Ask learners questions
to review their Learners to tell what
understanding in the was interesting about
previous lesson the lesson.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Latter Lives of Religious
Class: B6 Class Size:
Leaders
Content Standard: Lesso
Indicator:
B6 [Link] the latter lives of n:
B6 [Link] narrate the story of the latter
the leaders of the three major
lives of the leaders of the major religions
religions in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can narrate the story of the latter lives of the Cultural Identity, Sharing
leaders of the major religions Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 52

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners sing songs Guide learners to talk about Ask learners series of
to stimulate their the latter lives of Traditional questions to review
interest leader Okomfo Anokye. their understanding of
the lesson
Use questions and THE LIFE OF OKOMFO ANOKYE
answers to review what Okomfo Anokye was not the Have learners to read
they learnt in the founder of an African traditional and spell the key
previous lessons religion. He was the greatest words written on the
traditional fetish priest in the
history of traditional religion in
board
Ghana. his real name was Kwame
Agyei Frimpong. He was born
around the year 1640 at
Awukugua in Akuapem in the
Eastern Region of Ghana. His
father’s name was Agya Annor
and mother’s name was Maame
Nkobea. Okomfo Anokye stayed
with a king called Nana Ansah
Sasraku where he learnt a lot of
things.

Learners talk about some of

the achievements of Okomfo
Anokye.

Show pictures or video clips

on the latter lives of Okomfo
Anokye to learners.

Let learners dramatize the

latter lives of Okomfo Anokye.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Ghana Gains
Class: B6 Class Size:
Independence
Content Standard:
B6.5.4.1. Demonstrate an Indicator: Lesson:
understanding of the course of B6.[Link] explain post World War II
events leading to independence developments in the Gold Coast 1 OF 1
from 1948 to 1957
Performance Indicator: Core Competencies:
Learners can explain post World War II developments Learners to become critical
in the Gold Coast thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 43

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Discuss the establishment of Ask learners questions

games and sing the Watson Commission to review their
familiar rhymes to understanding of the
begin the lesson. THE ACCRA RIOTS lesson
The riots started on 28th
Ask learners questions February 1948 in Accra after a Learners to tell what
to review their protest march by unarmed ex- was interesting about
understanding in the service men was broken up by the lesson.
previous lesson the police, leaving several
leaders of the group dead.
Among those killed were
sergeant Nii Adjetey, Corporal
Attipoe and Private Odartey
Lamptey. The ex-service men
were veterans from the word
war II. The British Head of
Police, superintendent Imray
was responsible for the
shooting of the ex-service
men, etc.

The Watson commission was

set up by the British colonial
government to examine the
circumstances surrounding the
riots.
Engage learners to play The commission of enquiry Ask learners questions
games and sing into disturbances in the Gold to review their
familiar rhymes to Coast was appointed in march understanding of the
begin the lesson. 1948 under the chairmanship lesson
of Aiken Watson, to enquire
into the disturbances which Learners to tell what
Ask learners questions occurred in the Gold Coast in was interesting about
to review their February and March 1948. The the lesson.
understanding in the terms of reference was to
previous lesson enquire into and report on the
recent disturbances in Gold
Coast and their underlying
causes; and to make
recommendations on any
matter arising from the
enquiry.

Guide learners to report on

the findings of the
Commission in the form of a
paper, performance or role
play etc.

 high prices of imported

goods
 slow development of
educational facilities
 the shortage of housing,
particularly in the towns
and the low standards of
houses for Africans
 unfair allocation and
distribution of goods in
short supply by the
importing firms.
 neglect of the ex-service
men who had returned from
the world war II
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Sub Strand: Appreciating and
Class: B6 Class Size:
Appraising
Indicator:
Content Standard: B6.[Link] /B6.[Link] analyze and appreciate Lesso
Demonstrate understanding of own or others’ performing artworks and n:
how to generate own ideas for present reports as feedback on artworks that
artistic expressions reflect the physical and social environments 1 OF 1
of some communities in the world
Performance Indicator:
Learners can analyze and appreciate own or others’ Core Competencies:
performing artworks and present reports as feedback on Decision Making Creativity,
artworks that reflect the physical and social environments of Innovation
some communities in the world
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to sing Appreciating in art is the Use questions to

songs and play games ability of people to look at a review their
to begin the lesson. work of art and understand understanding of the
how the work was made. lesson

Explain to learners the Ask learners to

guidelines and have them summarize what they
agree to it. have learnt
 Description of the work: this
stage involves describing Learners to read and
what the work is made of, spell the key words on
size of the work and the board
materials used.
 The subject matter: this
stage talks about the
meaning of the work.
 Appraisal: this stage talks
of the use of the artwork.
 Experience to share: this
stage talks about the
design process
Show pictures or Using the steps in Use questions to
videos to learners on appreciating and appraisal, review their
the process of guide learners to write a note understanding of the
producing the artwork. on a previous artwork lesson
produced or performed in
class. Ask learners to
summarize what they
E.g. an artwork produced by have learnt
Ibrahim Mahama
 Description of the work: the
artwork are made from old
jute bags by stitching them
together
 The subject matter: His art
seeks to interpret the global
movement of goods.
 Appraisal: it can be used for
decoration.
 Experience to share: talk
about how the artwork is
done.
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Class: B6 Class Size: Sub Strand: Persuasive Writing
Content Standard: Indicator: Lesson:
B6.4.4.1: Exhibit knowledge and B6.[Link]-3 Write a persuasive
understanding of persuasive essays essay on a given topic. 1 OF 1
Performance Indicator: Core Competencies:
Learners can write a persuasive essay on a given Creativity and innovation,
Communication and collaboration,
topic. Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 82

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Ask learners questions Discuss ways that Use questions to review

to review their persuasion can be their understanding of
understanding in the achieved. the lesson
previous lesson.
Ask learners to
Discuss some vocabularies
Engage learners to play summarize what they
games and sing that are used in persuasion have learnt
familiar rhymes to and write some on the
begin the lesson. board.

Discuss with learners how

to write persuasive essays
by looking at structure and
content.

Let learners write a

persuasive essay on a
given topics.
Engage learners to play Discuss with learners Use questions to review
the “What letter am I situations that can occur in their understanding of
writing” game. the home or school or the lesson
Put learners into community.
groups of two. Ask learners to
The teacher writes a summarize what they
letter in the air. Let learners describe any of have learnt
Learners makes the the situations in groups and
letter sound and tell say to the class.
the teacher the sound
that has been written Discuss with learners how
to write descriptive
composition.

Lead learners to compose a

descriptive essay about a
situation
Ask learners questions Discuss with learners Use questions to review
to review their processes in doing things their understanding of
understanding in the like cooking, installing a the lesson
previous lesson. chief, etc.
Ask learners to
Engage learners to play summarize what they
Ask a learner the process
games and sing have learnt
familiar rhymes to and describe it to the class.
begin the lesson. Assist learners to write a
persuasive composition on
a certain process

Week Ending: DAY: Subject: PHYSICAL EDUCATION

Duration: 60mins Strand: Movement Concepts
Class: B6 Class Size: Sub Strand: Relationship
Content Standard:
Indicator: Lesso
Demonstrate competence in the
B6.[Link]: explain the role of the legs, n:
motor skills and movement patterns
shoulders, and forearm in the forearm
needed to perform a variety of
pass 1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can explain the role of the legs,
endurance, aerobic capacity, and
shoulders, and forearm in the forearm pass
coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 76

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Let learners swing their arms Use questions to
games and sing songs in preparation. review their
to begin the lesson. understanding of the
Shoulder move forward lesson
horizontally as it extends.
Ask learners to
Forearm rotation through hips, summarize what they
legs and shoulders drop have learnt
slightly.

All together produce the final

force to move the ball to the
target.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Class: B6 Class Size: Sub Strand: Network Overview
Indicator:
Content Standard: Lesson:
B6.[Link]-4 give examples of facilities the
B6.6.1.1. Demonstrate how to
internet offers and describe the types of
Network computers 1 OF 1
information available on the Internet
Performance Indicator:
Learners can give examples of facilities the internet Core Competencies:
Creativity and innovation. 2. Communication
offers and describe the types of information available and collaboration.
on the Internet
Teaching/ Learning Images of examples of various web browsers and
Resources webpages of a website
References: Computing Curriculum Pg. 43

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Show learners pictures Guide learners to give Use questions to review

or short videos on examples of internet facilities their understanding of
current trends of i.e. e-mail, FTP’s, www, etc. for the lesson
technology in the presentation.
world. Ask learners to
Guide learners to identify and summarize what they
Discuss what is describe the types of have learnt
trending and invite Information available on the
learners to share their Internet.
opinions on them. E.g. Educational, Financial,
entertainment, etc. Group
learners into groups to do this
task

Display list of names of

learners on the board and ask
them to identify the
duplicated data.

Encourage learners to bring

any device or pictures of
devices that are needed. E.g.
desktop computers, Laptop
computers, Mobile phones,
etc.

NB: This is to help the learner

with fundamental principle of
problem solving skills and
creativity in computing and
computer science.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 8
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Conversation
Content Standard:
Indicator:
B6.1.6.2:Demonstrate positive Lesson:
B6.[Link] listen and view for the
listening and viewing attitudes and
entire duration of
behaviour by showing 1 of 1
text/speech/presentation/video etc.
attentiveness and understanding
Performance Indicator: Core Competencies:
Learners can listen and view for the entire duration Communication and
of text/speech/presentation/video. Collaboration, Personal Dev.
Key words
References: English Language Curriculum For Primary Schools Pg. 158

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to sing songs and recite
STARTER familiar rhymes

LITTLE POLLY FLINDERS

Little Polly flinders
Sat among the cinders
Warming her pretty little toes!
Her mother came and caught her,
And whipped her little daughter,
For spoiling her nice new clothes.

Share performance indicators and introduce

the lesson
PHASE 2: NEW Together with learners choose a text from Word cards,
LEARNING their readers which has already been read. sentence cards,
letter cards,
Discuss the text e.g. title, characters, simple handwriting on
literary terms. a manila card

Guide learners to discuss the character traits

of some characters and role-play them.

Pause to ask learners questions in the process,

e. g. Why do you think the characters said
that?
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: Tuesday Subject: English Language

Duration: 50mins Strand: Reading
Sub Strand: Blends and Consonant
Class: B6 Class Size:
Clusters
Content Standard: Indicator:
Lesson:
B6.2.5.1: Identify and use B6.[Link] Use the spelling-sound
consonant blends and clusters in correspondences for common
1 of 1
reading consonant digraphs
Performance Indicator:
Core Competencies:
Learners can use the spelling-sound
Communication and Collaboration,
correspondences for common consonant
Personal Development
digraphs
Keywords
References: English Language Curriculum For Primary Schools Pg. 176

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Guide learners to use the spelling-sound Word cards,
LEARNING correspondences for common consonant digraphs sentence
cards, letter
In a discussion, talk about digraphs as a whole cards,
class, group and in pairs. handwriting
on a manila
Have learners try to establish some rules in forming card
and spelling words having digraphs.
E.g. ch as in church sh as in shirt gh as in tough
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: verbs
Content Standard: Indicator: Lesson:
B6.3.5.1: Apply the knowledge of B6.[Link] use the simple present
verbs in communication form of verbs in sentences 1 of 2
Performance Indicator: Core Competencies:
Learners can use the simple present Communication and Collaboration, Personal
form of verbs in sentences Development
References: English Language Curriculum Pg. 184

Phase/Duration Learners Activities Resources

PHASE 1: Call learners in turns and have them say the
STARTER color of each word!
Don’t say the word
black white yellow
green

red blue yellow red

black green white red

white green red black

yellow green black

white

Share performance indicators and introduce

Present similar situations for learners to

describe using the simple present, in groups.

Groups may write and present their work to

the class.

Use texts/sentences to introduce the use of

Week Ending: DAY: THURSDAY Subject: English Language

Phase/Duration Learners Activities Resources

PHASE 1: Play games and recite rhymes that learners
STARTER are familiar with to begin the lesson.

Ask learners questions to review their

understanding in the previous lesson

Share the performance indicators and

Brainstorm to guide learners generate topics

they would want to write on and let each
group choose a topic.

Learners identify purpose and audience and

make a mind map to guide the writing.

Each group writes an informal letter and edits

it. The letters are passed round the groups for
editing.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Action Words
Content Standard:
Indicator: Lesson:
B6.5.6.1: Understand and use
B6.[Link] use adverbs to express
adverbs correctly in speech
degree and reason 1 of 2
and in writing
Performance Indicator: Core Competencies:
 Learners can use adverbs to express degree and reason Communication and
 Learners can read a variety of age- and level appropriate Collaboration, Personal
books Development
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW An Adverb is a word that describes a verb, an Word cards,
LEARNING adjective, or another adverb. sentence cards,
letter cards,
Revise adverbs of time and manner in context: handwriting on
Adverbs can tell; a manila card
How: We did our homework carefully-(manner)

When: They often play together-(time)

Assessment: Have learners listen to and read

several sentences containing adverbs of time
and manner

Give learners individual or home task to

underline the adverbs
 When he was called on, peter read his
speech loudly.
 He spoke clearly.
 He arrived here very late.
 Henry thought he did a very good job after
all

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.
Have learners read books of their choice
independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Class: B6 Class Size: Sub Strand: Algebraic Expression
Indicator:
Content Standard: B6.[Link] demonstrate understanding of algebraic Lesso
B6.2.2.1 Demonstrate n:
expressions as mathematical phrases that can
understanding of
algebraic expressions contain letters which represent ordinary numbers 1 OF 1
and operators
Performance Indicator:
Learners can demonstrate understanding of algebraic Core Competencies:
Problem Solving skills; Critical
expressions as mathematical phrases that can contain Thinking;
letters which represent ordinary numbers and operators
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 141

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to Write algebraic expressions Ask learners to tell you

play the “I for word problems: what they have learnt
have…..Who has” 1) Sum of 8 and s 2) Take away and what they will like to
4 from m learn in the next lesson
game. 3) 9 times the 4) Subtract 4
sum of 8 and q from 7 times
g
Give out number 5) One-sixth of n 6) Three- Give learners individual
cards (from 1-20) to is added to the fourths of the or home task
learners at random. product of 9 and sum of c
y and 2
7) 8 divided by r 8) 8 times the
Leaners are to sum of c and
identify numbers 7
based on tally marks,
Assessment: have learners
frames, dice, fingers
to solve several examples
etc.
Engage learners to Write algebraic expressions Ask learners to tell you
sing songs and recite for the perimeter of the what they have learnt
some familiar following shapes and what they will like to
rhymes they know learn in the next lesson
ONE POTATO, TWO
POTATOES Give learners individual
One potato, two or home task
potatoes, three
potatoes, four Assessment: have
learners to solve several
Five potatoes, six examples
potatoes, seven
potatoes, more.
Engage learners in Write algebraic expressions Ask learners to tell you
the “Counting Down” for the area of the following what they have learnt
game shapes and what they will like to
learn in the next lesson
Example explain that
to subtract 12-2, the
Give learners individual
learner starts at 12
or home task
and count down to 2.
That is
12,11,10,9,8,7,6,5,4, Assessment: have
3..................(2). learners to solve several
Let students know examples
that, the
subtracting number
is excluded from
the count down.
Engage leaners to Simplify basic algebraic Ask learners to tell you
Play show me a expressions by grouping like what they have learnt
number game with terms. E.g. and what they will like to
learners (up to 10), 1) 5 + 4 z – 1 + 2 z 2) 10s – learn in the next lesson
with fingers. 1+3–5s
3) –6t – 7 – 2 – 3 t 4) 2 – z –
1+4z Give learners individual
Teacher mentions or home task
5) –9 c + 7 c + 8 – 3 c 6) –
the number from (1
5p + 3px – 7 – 5px + 10x
to 10).
Learners then show Assessment: have
their fingers up to learners to solve several
show the number examples
Engage learners to Substitute a value for an Ask learners to tell you
sing songs and recite unknown into an expression what they have learnt
familiar rhymes and correctly calculate the and what they will like to
answer. E.g. Find learn in the next lesson
the values of these algebraic
I AM COUNTING ONE
expressions using the values
• I’m counting one, given in the following: Give learners individual
what is one 1) z + 7d use z = 7 and d = or home task
• 1 - One is one 4 2) 8k + d use k = 2 and d
alone, alone it shall =3
be. 3) 7(5f - 3n) - 8 use n = 3
• 2 - Two pair, two and f = 7 4) 7d - 2f + 9 use
pair come pair let us d = 2 and f = 5
pair 5) -5f + 8b + 4 - 9 use f = 9
• 3 - Turn around and b = 3 6) -6(2x - 7h) use
• 4 - Follow me h = 2 and x = 4
• 5 - Fire
• 6 - Sister (ii) If Sena used 13 match
• 7 - Saviour sticks in making next pattern
• 8 - Eat more fruits squares,
• 9 - Nana Yaw (i) Write a mathematical
• 10 - Thank your sentence that represents the
God. matchsticks.
(ii) How may match sticks will
she need to make the pattern
with 10 squares?
how may squares did she
make if she used 64 match
sticks?

Assessment: have
learners to solve several
examples
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Sub Strand: Sources And Forms
Class: B6 Class Size:
Of Energy
Content Standard:
Indicator:
B6.4.1.2 Show understanding of the Lesson:
B6.[Link] measure the
concept of heat energy in terms of its
temperature of a body using a
importance, effects, sources and transfer 1 OF 1
thermometer
from one medium to another
Performance Indicator: Core Competencies:
Learners can measure the temperature of a body Problem Solving skills; Critical Thinking;
using a thermometer Justification of Ideas;
Teaching/ Learning
Pictures of thermometer
Resources
New words
References: Science Curriculum Pg. 40

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Start the lesson with a Assist learners to reflect on Ask learners questions
debate. their previous knowledge on to review their
heat and temperature understanding of the
Teacher chooses a (temperature refers to the lesson
topic or allow learners degree of hotness of a body).
to choose their own Learners to tell what
topic. Provide clinical and laboratory was interesting about
e.g. "should children thermometers or show the lesson.
under 18 be allowed to pictures of different types of
vote?". thermometers. Have learners to read
and spell the key
Elaborate on learners Learners identify the words written on the
points and summarise equipment and where and board
the debate when it is used.
Engage learners to play Guide learners, in groups, to Ask learners questions
games and sing songs produce their own improvised to review their
to begin the lesson. thermometers using plastic understanding of the
bottles, plastic straws, dyes lesson
Use questions to and water.
review learners Learners to tell what
understanding in the Some learners share was interesting about
previous lesson. experiences of how their body the lesson.
temperatures were measured
on a visit to a health center. Have learners to read
and spell the key
Learners demonstrate the use words written on the
of thermometers to measure board
temperature of their bodies
and that of warm water
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Festivals
Content Standard: Indicator: Lesson:
B6.3.2.1. Demonstrate knowledge of B6.[Link]. Identify two ways of
the significance of celebrations in making festivals beneficial to the
communities
1 OF 1
Ghana
Performance Indicator: Core Competencies:
Learners can Identify two ways of making Communication and Collaboration Critical
festivals beneficial to the communities Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 54

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Learners talk about ways of Ask learners questions
games and sing songs to making celebrations of festivals to review their
begin the lesson beneficial to the communities understanding of the
e.g. use festival occasions to plan lesson
for development, encourage
youth participation, gender and
inclusivity, Learners to tell what
settle disputes, honor was interesting about
hardworking people, showcasing the lesson.
the culture of the people
Show learners pictures of Learners draw a durbar of chiefs Ask learners questions
people involved in festival during festival celebrations. to review their
celebration. understanding of the
lesson
Ask learners questions
to review their Learners to tell what
understanding in the was interesting about
previous lesson the lesson.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: Religious Leaders
Sub Strand: Latter Lives of Religious
Class: B6 Class Size:
Leaders
Content Standard: Lesso
Indicator:
B6 [Link] the latter lives of n:
B6 [Link] Identify the moral lessons from
the leaders of the three major
the latter lives of the religious leaders
religions in Ghana 1 OF 1
Performance Indicator: Core Competencies:
Learners can identify the moral lessons from the latter Cultural Identity, Sharing
lives of the religious leaders Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 52

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Let learners sing songs Guide learners to discuss the Ask learners series of
to stimulate their moral lessons from the latter questions to review
interest lives of the religious leaders. their understanding of
the lesson
Use questions and Put learners into groups to
answers to review what explore virtues they have Have learners to read
they learnt in the learnt from the latter lives of and spell the key
previous lessons the religious leaders and words written on the
present to class. board

Let each group list the virtues

they have explored about the
latter lives of the religious
leaders: - humility,
forgiveness, faithfulness,
obedience, perseverance,
patriotism, etc.

Lead learners to dramatize or

role play the virtues they have
listed.

Let learners talk about how

they can apply the virtues in
their lives.
Respect
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Ghana Gains
Class: B6 Class Size:
Independence
Content Standard:
B6.5.4.1. Demonstrate an Indicator: Lesson:
understanding of the course of B6.[Link] explain post World War II
events leading to independence developments in the Gold Coast 1 OF 1
from 1948 to 1957
Performance Indicator: Core Competencies:
Learners can explain post World War II developments Learners to become critical
in the Gold Coast thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 43

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Recount lessons learnt from Ask learners questions
games and sing the Watson Commission’s to review their
familiar rhymes to report. understanding of the
begin the lesson. e.g. i. The principal lesson
recommendation from the
Ask learners questions commission was that a Learners to tell what
to review their constitution be drafted as a was interesting about
understanding in the possible prelude to eventual self- the lesson.
previous lesson rule
ii. recommendation to set up the
Coussey Committee.
iii. Recognition of gold coast ex-
service union
iv. Release of prisoners
v. That the British government to
open more schools, especially
secondary and agricultural
schools in the country.
vi. An African must head the civic
service.
Engage learners to play Discuss the main Ask learners questions
games and sing recommendation in the to review their
familiar rhymes to Coussey Committee Report. understanding of the
begin the lesson. lesson
The Coussey Committee was
formed by sir Charles Norble Learners to tell what
Ask learners questions Clarke, chaired by Henley was interesting about
to review their Coussey to plan on how to the lesson.
understanding in the implement the
previous lesson recommendation of the
Watson commission and
suggest a new constitution
which will involve more
Ghanaians in the government
of the country. Etc.

It advised that the local

government should be in the
hands of the chiefs.

The voting age was fixed at

twenty five years

The executive council should

be made up of mostly
Ghanaians. Etc.

Week Ending: DAY: Subject: Creative Arts

Duration: 60mins per lesson Strand: Performing Arts
Sub Strand: Appreciating and
Class: B6 Class Size:
Appraising
Content Standard: Indicator: Lesso
Demonstrate understanding of B6.[Link] /B6.[Link] develop guidelines for n:
how to generate own ideas for appreciating and appraising own and others’
artistic expressions compositions and performances 1 OF 1
Performance Indicator: Core Competencies:
Learners can develop guidelines for appreciating and Decision Making Creativity,
appraising own and others’ compositions and performances Innovation
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Use questions and The easiest way to understand Use questions to

answers to review the and appreciate a performance review learners
previous lesson with is to develop a relevance and understanding of the
learners. appropriate criteria or lesson.
checklist.
Engage learners to play Ask learners to tell the
games and sing songs Guide learners to create a class what they have
to begin the lesson checklist or criteria for learnt.
appreciating and appraising a
performance; Call learners to
 Creative process summarize the main
 Subject matter points of the lesson.
 Selection and use of
instruments and elements
 Styles and techniques
 Originality or creativity
 Use of space
 Selection and use of
costumes
 Symbolism and cultural
relevance
 Aesthetic qualities
 suitability
Call learners to recall Lead a discussion to explain Use questions to
some history facts the criteria with learners. review learners
about Bob Marley understanding of the
Now let learners use the lesson.
Use series of questions checklist to appreciate and
to review their appraise a previous art Ask learners to tell the
understanding in the performed in class. class what they have
previous lesson e.g. creating and performing learnt.
music excerpts from Bob
Marley. Call learners to
summarize the main
Put learners into groups and points of the lesson.
let them create and perform
music excerpts from Bob
Marley as others observe.

Set up a three member judge

to use the checklist or criteria
to appraise the performance
of each group.
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Composition Writing
Sub Strand: Argumentative
Class: B6 Class Size:
Writing
Content Standard: Indicator:
Lesson:
B6.4.5.1: Exhibit knowledge and B6.[Link]-3 write a persuasive essay
understanding of good argumentative about education, on a given topic and
1 OF 1
essays by writing on national issue
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can write a persuasive essay about
Communication and collaboration,
education, on a given topic and on national issue Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 81

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Let learners find the Discuss ways that persuasion Use questions to review
rhyming pairs for these can be achieved. their understanding of
words. First the lesson
unscramble the words Discuss some vocabularies
that are used in persuasion Ask learners to
1. RBAE & HREAS and write some on the board. summarize what they
2. WNRODED & have learnt
UTRHNDE Discuss with learners how to
3. TUGHAT & HBTUGO write persuasive essays by
4. ODULC & ODOG looking at structure and
content.
Answers: Bare & Share
Wonder & Let learners write a persuasive
Thunder essay on a given topics.
Taught & Bought
Could & Good
Engage learners to play Discuss with learners Use questions to review
the “What letter am I situations that can occur in their understanding of
writing” game. the home or school or the lesson
Put learners into community.
groups of two. Ask learners to
The teacher writes a Let learners describe any of summarize what they
letter in the air. the situations in groups and have learnt
Learners makes the say to the class.
letter sound and tell
the teacher the sound Discuss with learners how to
that has been written write descriptive composition.

Lead learners to compose a

descriptive essay about a
situation.
Tell learners a few Discuss with learners Use questions to review
jokes to get their processes in doing things like their understanding of
attention. cooking, installing a chief, etc. the lesson
Call two learners to Ask a learner the process and Ask learners to
share their jokes as describe it to the class. summarize what they
well have learnt
Assist learners to write a
persuasive composition on a
certain process.

Week Ending: DAY: Subject: PHYSICAL EDUCATION

Duration: 60mins Strand: Physical Fitness
Class: B6 Class Size: Sub Strand: Strength
Content Standard:
Lesso
Demonstrate competence in the Indicator:
n:
motor skills and movement patterns B6.[Link] perform three set of 15
needed to perform a variety of continuous push-ups.
1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can perform three set of 15
endurance, aerobic capacity, and
continuous push-ups.
coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 77

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Take learners through Learners after general and End lesson with a
specific and general specific warm-ups, learners lie cool down
warm ups. on the ground face down.

Engage learners to play Learners with their palms flat

games and sing songs on the ground by their side,
to begin the lesson. extend their arms to move
their trunk up and flex the
arms again to move the body
back to lying position.

Learners continue the process

for a number of base on their
ability in a set.

Learners repeat the second

and third set after rest base
on their ability and progress at
their own pace.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Sub Strand: Web Browsers And
Class: B6 Class Size:
Webpages
Indicator:
Content Standard: Lesson:
B6.[Link]-4 identify the address or links
B6.6.2.1. Demonstrate the use
window and recognize the status bar and list
of a Web Browser 1 OF 1
its use
Performance Indicator: Core Competencies:
Learners can identify the address or links window and Creativity and innovation. 2. Communication
recognize the status bar and list its use and collaboration.
Teaching/ Learning Images of examples of various web browsers and
Resources webpages of a website
References: Computing Curriculum Pg. 44

DAY PHASE 1: PHASE 2: MAIN PHASE 3:

STARTER PLENARY

Show learners Guide learners to identify the address Use questions to

pictures or short or links window on phones other review their
videos on current electronic gadgets with browsers, understanding of the
trends of lesson
technology in the
world. Ask learners to
summarize what they
Discuss what is have learnt
trending and invite
learners to share
their opinions on
them.

Engage learners to Bring a picture of a window that has

play games and the status bar and ask the learners to
sing songs to point out the status and mention its
begin the lesson functions

Guide learners to do an activity you

have not tackle in class and ask them
to use the help button to navigate and
find the steps involved. Guide learners
to carry out the stated steps.

WEEKLY SCHEME OF LEARNING – BASIC SIX

WEEK 9
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Sub Strand: Listening
Class: B6 Class Size:
Comprehension
Content Standard: Indicator:
Lesson:
B6.1.7.1: Use appropriate skills B6.[Link] ask relevant questions to
and strategies to process meaning improve on understanding of moral
1 of 1
from texts lesson in text
Performance Indicator: Core Competencies:
Learners can ask relevant questions to improve Communication and
on understanding of moral lesson in text. Collaboration, Personal Dev.
Key words
References: English Language Curriculum For Primary Schools Pg. 160

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to sing songs and recite
STARTER familiar rhymes

LITTLE POLLY FLINDERS

Little Polly flinders
Sat among the cinders
Warming her pretty little toes!
Her mother came and caught her,
And whipped her little daughter,
For spoiling her nice new clothes.

Share performance indicators and introduce

the lesson
PHASE 2: NEW Revise the sequence of events in a familiar Word cards,
LEARNING story/drama/text with learners. sentence cards,
letter cards,
Together with learners, identify the handwriting on
characters/the settings and moral lessons in a manila card
the story/drama/text read.

Discuss the roles of characters, setting and

the moral values in the text.
Ask relevant questions to improve
understanding of elements in the texts.
Encourage learners to also ask question.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: Tuesday Subject: English Language

Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Vocabulary
Content Standard: Indicator:
Lesson:
B6.2.6.4: Use words appropriately B6.[Link] recognize the playful use
for purpose, audience, context and of words in spoken and written
1 of 1
culture language
Performance Indicator: Core Competencies:
Learners can recognize the playful use of words Communication and Collaboration,
in spoken and written language Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 173

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Demonstrate the use of playful words in spoken and Word cards,
LEARNING written language sentence
e.g. jokes, riddles, puns cards, letter
cards,
Introduce these one at a time. handwriting
on a manila
Provide and discuss examples. card

Learners play games with the activity in

pairs/groups.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Idiomatic Expressions
Content Standard:
Indicator: Lesson:
B6.3.7.1: Understand and use
B6.[Link] identify, explain and use
idiomatic expressions appropriately
idiomatic expressions correctly 1 of 2
in speech and in writing
Performance Indicator: Core Competencies:
Learners can identify, explain and use Communication and Collaboration, Personal
idiomatic expressions correctly Development
References: English Language Curriculum Pg. 184

Phase/Duration Learners Activities Resources

PHASE 1: Call learners in turns and have them say the
STARTER color of each word!
Don’t say the word
black white yellow
green

red blue yellow red

black green white red

white green red black

yellow green black

white

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Revise idiomatic expressions in context to Word cards,
LEARNING guide learners identify their meanings. paper, letter
E.g. i. Take after (to resemble). cards,
ii. To pull down (to destroy the reputation of
someone).

Together with learners, identify and write

some familiar/common idiomatic expressions
from learners’ culture.

Then introduce other idiomatic expressions

from the native language.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Letter Writing
Indicator:
Content Standard: Lesson:
B6.[Link] write to friends to
B6.4.15.1: Write informal letters
express their views on given topics
on given topics 1 of 1
using appropriate letter formats.
Core Competencies:
Performance Indicator:
Communication and
Learners can write to friends to express their views
Collaboration, Personal
on given topics using appropriate letter formats.
Development
References: English Language Curriculum Pg. 209

Phase/Duration Learners Activities Resources

PHASE 1: Play games and recite rhymes that learners
STARTER are familiar with to begin the lesson.

Ask learners questions to review their

understanding in the previous lesson

Share the performance indicators and

Brainstorm to guide learners generate topics

they would want to write on and let each
group choose a topic.

Learners identify purpose and audience and

make a mind map to guide the writing.

Each group writes an informal letter and edits

it. The letters are passed round the groups for
editing.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Prepositions
Content Standard:
B6.5.7.1: Apply the Indicator: Lesson:
knowledge of prepositions B6.[Link] use prepositions to convey
in oral and written a variety of meanings 1 of 2
communication
Performance Indicator:
Core Competencies:
 Learners can use prepositions to convey a variety of
Communication and
meanings
Collaboration, Personal
 Learners can read a variety of age- and level appropriate
Development
books
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW A preposition is a word, which shows the Word cards,
LEARNING relationship between one object and the other. sentence cards,
letter cards,
Write examples of sentences to illustrate this. handwriting on
e.g. i. The book is on the desk a manila card
ii. keep this book in your desk.
iii. students should put their bags under their
desk
Have learners identify common prepositions
(on, in, near, under) in sentences.

Let them use these prepositions in sentences

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.
Encourage them to visit the local library to
read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Class: B6 Class Size: Sub Strand: Variables and Equations
Content Standard: Indicator:
Lesso
B6.2.3.1 Solve problems involving B6.[Link] identify the unknown in a problem;
n:
single-variable, one-step represent the problem with an equation; and
equations with whole number solve the problem concretely, pictorially or
1 OF 1
coefficients symbolically
Performance Indicator:
Learners can identify the unknown in a problem; represent the Core Competencies:
Problem Solving skills; Critical
problem with an equation; and solve the problem concretely, Thinking;
pictorially or symbolically
Teaching/ Learning Resources Counters, bundle and loose straws base ten cut square
Key
words
References: Mathematics Curriculum Pg. 143

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage leaners to Algebra is a way to work out Review the lesson with
Play show me a problems with unknown learners
number game with values.
learners (up to 30),
with fingers. Look at this question 5+? =8
We already know the answer,
Teacher mentions but only know one part of the
the number from (1 question, the other is
to 10). unknown.
Learners then show
their fingers up to We are already used to “blank
boxes” and “dashes” for
show the number
representing the unknown
number.
.
But in algebra, it is replaced
with a variable such as (a, b,
c, x, y etc.)
Hence this how the question
will be written
5+a=8
We call this an equation. A
mathematical question which
involves two parts with an
equal sign in between.

Let’s see how we can solve

problems using algebra.
E.g. A farmer cultivates apples
on a large scale of land. He
plucks them when they ripped
for sale.
On a particular tree, he
plucked 15 ripped apples and
8 apples were left on the tree.
So how many apples were
there on the tree?
Let’s use the letter “a” to
represent the total number of
apples on the tree.
Thus

Assessment: Give similar

problems for learners to
write the mathematical
equation statements of the
problem
Engage learners to Revise with learners how to Review the lesson with
sing songs and recite write mathematical learners
rhymes in relation to equation statements for
the lesson problems.
I AM COUNTING ONE
• I’m counting one, On the previous scenario; a-15=8
what is one (a-15) is on one side of the
• 1 - One is one equal sign and the other side
alone, alone it shall 8 as the answer.
be. To work out for “a”, we need
to isolate “a”, so that is on its
• 2 - Two pair, two
own.
pair come pair let us Have learners to get rid of the
pair (-15). So we add the inverse of
• 3 - Turn around (-15), that is (+15) to both
• 4 - Follow me side of the equation.
• 5 - Fire a-15+15=8+15
• 6 - Sister
• 7 - Saviour a-15+15=8+15
• 8 - Eat more fruits
• 9 - Nana Yaw a=8+15
• 10 - Thank your
a= 23
God. Have learners to conclude that
the total number of apples on
the tree was 23. So if the
farmer pluck 15, it will be left
with 8.

Assessment: have learners

to solve for unknown variables
in word problems
Engage leaners to Revise with learners to solve Review the lesson with
Play show me a for unknown variables in word learners
number game with problems.
learners (up to 30),
Guide learners to solve for x in
with fingers.
simple equations
e.g. x+3=6
Teacher mentions x+1+5=7
the number from (1
to 10). Assessment: have learners
Learners then show to practice with more
their fingers up to examples
show the number
Engage leaners to Revise with learners to solve Review the lesson with
sing the song for unknown variables in word learners
WE CAN COUNT problems.
We class six
Guide learners to solve for x in
We can count
simple equations
We count 1,2,3,4,5 e.g. x+3=6
We count 6,7,8,9,10 x+1+5=7
We class six can
count very well. Assessment: have learners
to practice with more
examples

Week Ending: Subject: Science

Duration: 60mins per lesson Strand: Forces And Energy
Sub Strand: Electricity And
Class: B6 Class Size:
Electronics
Content Standard:
Indicator:
B6.4.2.1 Demonstrate knowledge of Lesson:
B6.[Link] construct an electric
generation of electricity, its
circuit and know the functions of its
transmission and transformation 1 OF 1
components
into other forms
Performance Indicator: Core Competencies:
Learners can construct an electric circuit and Problem Solving skills; Critical Thinking;
know the functions of its components Justification of Ideas;
Teaching/ Learning
Light switches, flashcards, sound system, paper, pencils,
Resources
New words
References: Science Curriculum Pg. 41

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Review learners Guide learners to explain what Ask learners series of

understanding in the an electrical circuit is questions to review
previous lesson using An electrical circuit is a their understanding of
questions and answers. continuous path of wires the lesson
through which electric current
flows easily. Ask learners to
summarize what they
Engage learners to play Engage learners to discuss the have learnt
games and sing songs basic components of an
to begin the lesson. electric circuit. Learners to read and
spell the key words on
Note that the basic the board.
components are the battery
(dry cell), bulb, connecting
wire, switch/key, etc.
Learners mention the roles of
the components of the electric
circuit.
Review learners Learners, in groups, provide Ask learners series of
understanding in the them with the electrical questions to review
previous lesson using components and assist them their understanding of
questions and answers. to construct a functional the lesson
simple electric circuit.
Ask learners to
summarize what they
Engage learners to play have learnt
games and sing songs
to begin the lesson. Learners draw the circuits Learners to read and
they have constructed spell the key words on
the board.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Basic Human Rights
Content Standard: Indicator: Lesson:
B6.3.3.1. Demonstrate understanding B6.[Link]. Identify sources of
of fundamental human rights help 1 OF 1
Performance Indicator: Core Competencies:
Communication and Collaboration Critical
Learners can identify sources of help Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 54

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Review learners Learners discuss human rights Ask learners series of

understanding in the abuses against children. questions to review
previous lesson using e.g. -neglect, their understanding of
questions and answers. -emotional abuse the lesson
-physical and sexual abuse
Engage learners to play -child labor, etc. Ask learners to
games and sing songs summarize what they
to begin the lesson. have learnt
Review learners Learners discuss how to get Ask learners series of
understanding in the help in case of abuse. questions to review
previous lesson using e.g. -responsible adults, their understanding of
questions and answers. -police (DOVVSU), the lesson
-Social Welfare,
Engage learners to play -CHRAJ Ask learners to
games and sing songs summarize what they
to begin the lesson. have learnt
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family and Community
Sub Strand: Commitment to the
Class: B6 Class Size:
God
Lesso
Content Standard: Indicator:
n:
B6 4.1.1 Discuss the need to be B6 [Link]: demonstrate ways they can
committed to the community commit themselves to the community
1 OF 1
Performance Indicator: Core Competencies:
Learners can demonstrate ways they can commit Cultural Identity, Sharing
themselves to the community Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 53

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Review learners Guide learners to explain Ask learners series of

understanding in the commitment. questions to review
previous lesson using Commitment is being bound their understanding of
questions and answers emotionally or intellectually to the lesson
a course of action or to
another person or persons. Ask learners to
Engage learners to play summarize what they
games and sing songs Through discussion, let have learnt
to begin the lesson. learners identify ways they
can show commitment to the Learners to read and
society: spell the key words on
- communal labor, the board.
- clean-up exercises,
- reporting crime,
- protecting public property,
etc.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Ghana Gains
Class: B6 Class Size:
Independence
Content Standard:
Indicator:
B6.5.4.1. Demonstrate an Lesson:
B6.[Link] explain how Ghana gained
understanding of the course of
independence through constitutional
events leading to independence 1 OF 1
means
from 1948 to 1957
Performance Indicator: Core Competencies:
Learners can explain how Ghana gained Learners to become critical
independence through constitutional means. thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 43

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Review learners Discuss the first general Ask learners series of

understanding in the elections held in 1951. questions to review
previous lesson using their understanding of
questions and answers Guide learners to identify the the lesson
political parties that took part
in the 1951 general elections. Ask learners to
Engage learners to play summarize what they
games and sing songs The first general election in have learnt
to begin the lesson. Ghana was held on 8th
February, 1951 with two major Learners to read and
political parties and some spell the key words on
independent candidates. the board.

The United Gold Coast

Convention Party
The UGCC was founded by J.
B. Danquah in August 4, 1947.
The aim of the party was to
bring about Ghanaian
independence from their
British colonial masters after
the second world war. It was
led by Paa Grant etc.

Learners to search the

internet to find out more
about the United Gold Coast
Convention Party.
Review learners Guide learners to identify the Ask learners series of
understanding in the political parties took part in questions to review
previous lesson using the 1951 general elections. their understanding of
questions and answers the lesson
The Convention Peoples Party
The CPP was formed on 12th Ask learners to
Engage learners to play June 1949 by Dr. Kwame summarize what they
games and sing songs Nkrumah as a breakaway have learnt
to begin the lesson. party from the UGCC. It was
the second major political Learners to read and
party to be formed in Ghana. spell the key words on
The motto of the party was the board.
“self-government now” etc.

Learners to search the

internet to find out more
about the Convention Peoples
Party.

Although some independent

candidates took part in the
general elections, the names
of the political parties and
their names were not
identified.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Sub Strand: Thinking and Exploring
Class: B6 Class Size:
Ideas
Content Standard: Indicator: Lesso
Demonstrate understanding of B6.1.1.1 /B6.2.1.1 generate own ideas for n:
how to generate own ideas for creating own artworks from international
artistic expressions artworks 1 OF 1
Performance Indicator: Core Competencies:
Learners can generate own ideas for creating own artworks Decision Making Creativity,
from international artworks Innovation
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Learners to sing songs In our last visual arts lesson, Use questions to
and play games to get we learnt how to make a review their
them ready for the recycled cardboard guitar understanding of the
lesson using materials in the local lesson
community.
Show pictures of visual Ask learners to
artworks to learners for Learners gather materials and summarize what they
them to observe and tools available in their have learnt
talk about them community based on artworks
they wish to create. Example:
how to make a recycled
cardboard guitar.

Demonstrate and guide

learners to make a simple
recycled cardboard guitar.

Allow learners to practice in

groups following the steps
provided

Learners to discuss and

compare their artworks to the
artworks studied.
Review learners In our last performing arts Use questions to
understanding in the lesson, we learnt how to review their
previous lesson using create our own dance moves understanding of the
questions and answers based on the Bamaaya dance. lesson

Learners assumed the roles of Ask learners to

Engage learners to play drummers, flute players, summarize what they
games and sing songs singers, as well as the dancers have learnt
to begin the lesson.
Guide learners to determine
the style and plan the dance.

Show learners a video or

pictures of the dance you
want to teach.

Demonstrate the dance moves

to learners as they observe.

Have learners practice the

moves in a formation dance
Week Ending: Subject: Ghanaian Language
Strand: Writing Conventions/
Duration: 60mins per lesson
Usage
Class: B6 Class Size: Sub Strand: Use Of Postpositions
Indicator:
Content Standard: Lesson:
B6.[Link]-2 Recognize and use
B6.5.5.1: Demonstrate the use of
postpositions in writing paragraphs
postpositions 1 OF 1
appropriately.
Performance Indicator: Core Competencies:
Learners can recognize and use postpositions in Creativity and innovation,
Communication and collaboration,
writing paragraphs appropriately. Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 89

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners Talk to learners about Use questions to review

understanding in the positions of objects in a their understanding of
previous lesson using particular location. the lesson
questions and answers
Ask learners to
Put a book on a table or
summarize what they
Engage learners to play under a chair. have learnt
games and sing songs
to begin the lesson. Discuss the location of the
book with learners and
write out the postpositions
used by learners on the
board.

Write other postpositions

and allow learners to use
them to form sentences.
Engage learners to sing Write a paragraph of about Use questions to review
the alphabets song ten to twelve sentences their understanding of
and ask learners to identify the lesson
A B C SONG the postpositions in them.
A,B,C,D,E,F,G,H,I,J,K,L, Ask learners to
M summarize what they
N,O,P,Q,R,S,T,U,V,W,X, Write some postposition have learnt
Y,Z. words on the board.
Now I know my ABC’s
Next time won’t you Ask learners in turns to
sing with me write a paragraph on a
topic using some of the
postpositions
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness
Class: B6 Class Size: Sub Strand: Endurance
Content Standard:
Lesso
Demonstrate competence in the
Indicator: n:
motor skills and movement patterns
B6.[Link]: perform trunk rotation
needed to perform a variety of
1 OF 1
physical activities
Core Competencies:
Performance Indicator: Learners develop flexibility, cardiovascular
Learners can perform trunk rotation endurance, aerobic capacity, and
coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 77

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners in a After warm ups, learners sit End the lesson with a
general and specific with their right leg straight, cool down.
warm ups. left leg bent and crossed over
the right knee.
Show pictures of the
intended skill to Learners keep left hand on the
learners. floor and turn their trunks as
far as possible to the right but
at their ability level.

Learners repeat the action to

the left for holistic
development.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Sub Strand: Web Browsers And
Class: B6 Class Size:
Webpages
Indicator:
Content Standard: Lesson:
B6.[Link]-7 recognize internet explorer
B6.6.2.1. Demonstrate the use
speed keys and recognize Uniform Resource
of a Web Browser 1 OF 1
Locators
Performance Indicator: Core Competencies:
Learners can recognize internet explorer speed keys Creativity and innovation. 2. Communication
and recognize Uniform Resource Locators and collaboration.
Teaching/ Learning
Computer sets, modem and Pictures
Resources
References: Computing Curriculum Pg. 45

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Have learners play Ask learners to use the speed Ask learners to
games and recite keys to open a new browser, summarize what they
familiar rhymes to make font size bigger in a have learnt.
begin the lesson browser, etc.
Let learners say 5 words
Using questions and This is to help the learner with they remember from the
answers, review their fundamental principle of lesson.
understanding of the problem solving skills and
previous lesson. creativity in computing and
computer science.

Guide learners to discuss the

properties of URLs, their uses
and where they are located.
Learners can practice how to
enter URLs in a browser.

Guide the learners to navigate

using the back button to go to
a previous page.

Guide learners to search for

items using the search
textbox.

Back
Search Textbox
Button
Have learners to practice
navigating web pages using
the back button.

WEEKLY SCHEME OF LEARNING – BASIC SIX

WEEK 10
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Presentation
Content Standard: Indicator: Lesson:
B6.1.10.3: Plan and present B6.[Link] draw on prior knowledge to
information and ideas for a identify subject matter and organizational
structure of speech 1 of 1
variety of purposes
Performance Indicator: Core Competencies:
Learners can draw on prior knowledge to identify Communication and
subject matter and organizational structure of speech Collaboration, Personal Dev.
Key words Auxiliaries, positive, negative
References: English Language Curriculum For Primary Schools Pg. 166

Phase/Duration Learners Activities Resources

Share performance indicators and introduce

the lesson
PHASE 2: NEW Help learners to draw on their prior knowledge Word cards,
LEARNING about speech making. For instance, ensure sentence cards,
that learners know the roles of participants, letter cards,
facilitators, advisors and time-keepers in the handwriting on
group. a manila card

Learners must be conversant with subject

matter and the (organizational) structure of
their speech.
Guide learners to choose their own topics for a
speech.

Guide the learners to download important

speeches from the internet. Discuss the
organizational structure of the speeches with
them.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: Tuesday Subject: English Language

Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Silent Reading
Content Standard: Indicator: Lesson:
B6.2.8.1: construct meaning from B6.[Link] find meaning of words as used
text read in context 1 of 1
Performance Indicator: Core Competencies:
Learners can find meaning of words as used in Communication and Collaboration,
context Personal Development
Keywords diphthongs
References: English Language Curriculum For Primary Schools Pg. 178

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Have learners play vocabulary games that involve Word cards,
LEARNING meaning and usage of words. E.g. Lucky Dip, Fishing. sentence
cards, letter
cards,
handwriting
on a manila
card
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Next Lesson: use words with centering diphthongs

Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: idiomatic expressions
Content Standard:
Indicator: Lesson:
B6.3.7.1: Understand and use
B6.[Link] identify, explain and use
idiomatic expressions appropriately idiomatic expressions correctly
1 of 2
in speech and in writing
Performance Indicator: Core Competencies:
Learners can identify, explain and use Communication and Collaboration, Personal
idiomatic expressions correctly Development
References: English Language Curriculum Pg. 190

Phase/Duration Learners Activities Resources

PHASE 1: Ask pupils to give examples of words to
STARTER describe people. (Example answers: tall,
friendly, funny, smart, handsome)

The words that we use to describe people are

called adjectives.

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Idiomatic expression are a type of informal Word cards,
LEARNING language that have meaning different from paper, letter
the meaning of the words in the expression. cards,
Example: i. It’s raining cats and dogs- It’s
raining heavily
ii. Hold your tongue- you shouldn’t talk, etc.

Provide a few idiomatic expressions and let

learners interpret them.

Have groups of learners write idioms and their

meanings on manila cards to hang in the
classroom for a while

Let learners identify and give meaning to

idiomatic expression.
1. She was tickled pink by the good news-
made very happy

2. You are hands down the best player on the

team-there was no competition

3. I feel sick as a dog.-very sick

4. rise and shine!-wake up and be happy

PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?

Week Ending: DAY: THURSDAY Subject: English Language

Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Descriptive Writing
Content Standard: Indicator:
B6.[Link] use descriptive words/sound Lesson:
B6.4.12.1: Demonstrate
devices/ figurative language to describe
knowledge of descriptive events/situations/places/personal 1 of 1
words/expressions in writing experiences and events
Performance Indicator: Core Competencies:
Learners can use descriptive words/sound devices/ Communication and
figurative language to describe Collaboration, Personal
events/situations/places/personal experiences and events Development
References: English Language Curriculum Pg. 206

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Revise descriptive writing with learners Word cards,
LEARNING sentence cards,
Have learners select a topic e.g. “A Day I will letter cards,
never forget”. handwriting on
a manila card
Provide a sample text. Guide learners to
identify the descriptive words and
expressions:

Discuss the descriptive words and expressions

with learners.

Put learners into groups and guide them

through the writing process to describe events
of their choice and personal experiences.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Using Naming Words
Content Standard:
Indicator: Lesson:
B6.5.8.1: Apply the knowledge
B6.5.8.1.1dentify and use
of conjunctions in speech and
conjunctions 1 of 2
in writing
Performance Indicator: Core Competencies:
 Learners can identify and use conjunctions Communication and
 Learners can read a variety of age- and level Collaboration, Personal
appropriate books Development
References: English Language Curriculum Pg. 215

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Revise the use of conjunctions learners have Word cards,
LEARNING learnt. sentence cards,
e.g. and, but, or, nor, so that, letter cards,
when, while, if, unless etc. to express purpose, handwriting on
time, condition etc. a manila card

Learners write stories on topics of their choice

using the conjunctions to link ideas in their
sentences.

Have learners peer-edit one another’s work.

Ask learners to read the list of conjunctions below

and choose one conjunction to join together each
set of sentences.
Since
and
While but
so then
if [Link] went to the toy store…..
bought a stuffed animal.

[Link] went to the movies……. out to dinner.

3.I baked cookies……they burned in the oven

[Link] flew our kite…….the wind blew.

5.I will eat my vegetables……..I can have a cookie for

dessert.

6.I can go out to play………..I finished all of my

homework.

[Link] brought a pail and shovel to the beach………he

could build a sandcastle.

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Algebra
Class: B6 Class Size: Sub Strand: Variables and Equations
Content Standard: Lesso
Indicator:
B6.2.3.1 Solve problems involving single- n:
B6.[Link] create a problem for a given
variable, one-step equations with whole
equation
number coefficients 1 OF 1
Performance Indicator: Core Competencies:
Problem Solving skills; Critical
Learners can create a problem for a given equation Thinking;
Teaching/ Learning Counters, bundle and loose straws base ten cut square
Resources
Key
words
References: Mathematics Curriculum Pg. 143

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Review learners Guide learners to create word Ask learners to tell you
understanding in the problems for equations. what they have learnt
previous lesson using e.g. Jenny has 7 marbles and
questions and answers ken has 5. How many do they Give learners individual
have together? or home task.
a. 1+15=9+x
Engage learners to play The quantities here are b. 8+x=3+12
games and sing songs Jenny’s marbles, ken’s c. 4+5=11-x
to begin the lesson. marbles and total marbles. d. 3+x=13-2
The relationship between the
three is
Jenny’s Marbles + Ken’s Marbles =
Total Marbles
7 + 5 =
____
Let learners solve several
examples
Review learners Let learners now consider this Ask learners to tell you
understanding in the problem; what they have learnt
previous lesson using e.g. jenny and ken together
questions and answers have 37 marbles, and ken has Give learners individual
15. How many does jenny or home task
have? a. 13-x=1+3
Engage learners to play b. 13-6=15-x
games and sing songs The relationship between the c. 14-x=15-7
to begin the lesson. quantities is the same as the d. 7+9=x+8
above.
Jenny’s Marbles + Ken’s Marbles =
Total Marbles

____ + 15 =
37
The problem requires we find
jenny’s marbles which we
don’t know.
So we represent jenny’s
marbles as ”a”

Guide learners to solve the

equation.

Give learners similar problems

to solve in their work books.
Review learners Introduce learners to more Ask learners to tell you
understanding in the complex word problems. what they have learnt
previous lesson using Consider this example:
questions and answers Peny, Keny And Peny together Give learners individual
have 51 marbles. Keny has or home task
double as many marbles as a. X+9=7+10
Engage learners to play Jenny has, and Peny has 12. b. 4+5=x-2
games and sing songs How many does Jenny have? c. x-5=1+3
to begin the lesson. The relationship between the d. 11-2=x-5
quantities is the same as the
above. However we need to
denote the number of Jeny’s
and Keny’s marbles with
something. Jenny’s marbles
are unknown, so we can
denote that with the variable
“n”. then Keny has 2n
marbles.
Jenny’ Ken’s Peny’s Total
s + + =
Marbl marbl Marbl
Marbl es es
n + 2n + 12 = es
es
51
Guide learners to solve the
equation.

Give learners similar problems

to solve in their work books.
Review learners Ask learners to describe Ask learners to tell you
understanding in the stories that the equation 14 − what they have learnt
previous lesson using x = 9 could represent.
questions and answers Give learners individual
That is: henry has 14 oranges or home task.
in his bag. He gave some of a. 1+15=9+x
Engage learners to play the oranges to his friends. He b. 8+x=3+12
games and sing songs now has 9 oranges left. How c. 4+5=11-x
to begin the lesson. many oranges did he give to d. 3+x=13-2
his friends?

Let learners describe stories to

represent the following
equations.
a. 1+15=9+x
b. 8+x=3+12
c. 4+5=11-x
d. 3+x=13-2
Review learners Ask learners to solve puzzle in Ask learners to tell you
understanding in the the figure, by solving the what they have learnt
previous lesson using equations in each line;
questions and answers Give learners individual
or home task
a. 13-x=1+3
Engage learners to play b. 13-6=15-x
games and sing songs c. 14-x=15-7
to begin the lesson. d. 7+9=x+8

Assessment: let learners solve

several of this examples

Week Ending: Subject: Science

Duration: 60mins per lesson Strand: Forces And Energy
Sub Strand: Electricity And
Class: B6 Class Size:
Electronics
Content Standard:
Indicator:
B6.4.2.1 Demonstrate knowledge of Lesson:
B6.[Link] identify the symbols used
generation of electricity, its
in representing various components
transmission and transformation 1 OF 1
in a given circuit diagram
into other forms
Performance Indicator:
Learners can identify the symbols used in Core Competencies:
Problem Solving skills; Critical Thinking;
representing various components in a given Justification of Ideas;
circuit diagram
Teaching/ Learning
Light switches, flashcards, sound system, paper, pencils,
Resources
New words
References: Science Curriculum Pg. 41

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Review learners Identify and match basic Use questions to

understanding in the components of an electric review their
previous lesson using circuit with their symbols. understanding of the
questions and answers lesson
Components of an electrical
Engage learners to play circuit include; Ask learners to
games and sing songs  Battery- a battery is the summarize what they
to begin the lesson. source of electrical energy have learnt
in a circuit represented
by

 Wire- they carry electric

current round the circuit
represented by straight
lines

 Switch- a device used to

turn electric current ON or
OFF, represented by

 Load/Bulb- the load

converts electrical energy
to other forms of energy,
like the light energy. It is
represented by

Review learners Learners, in groups, draw Use questions to

understanding in the simple circuit diagrams using review their
previous lesson using symbols of the components understanding of the
questions and answers (switch, connecting wires, lesson
battery, electrical bulb).
Engage learners to play Ask learners to
games and sing songs summarize what they
to begin the lesson. have learnt
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Basic Human Rights
Content Standard: Indicator: Lesson:
B6.3.3.1. Demonstrate understanding B6.[Link]. Identify sources of
of fundamental human rights help 1 OF 1
Performance Indicator: Core Competencies:
Communication and Collaboration Critical
Learners can identify sources of help Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 54

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Activate the previous Learners discuss how to speak Use questions to

knowledge of the e.g. speak out and not keep review their
learners by making quiet over an abuse understanding of the
them answer questions lesson
on the previous lesson. Learners create posters
speaking against child abuse Ask learners to
Engage learners to play and also show where to go for summarize what they
games and sing songs help in case of have learnt
to begin the lesson abuse.

Activate the previous Learners discuss how to speak Use questions to

abuse.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family and Community
Sub Strand: Commitment to the
Class: B6 Class Size:
God
Lesso
Content Standard: Indicator:
n:
B6 4.1.1 Discuss the need to be B6 [Link]: demonstrate ways they can
committed to the community commit themselves to the community
1 OF 1
Performance Indicator: Core Competencies:
Learners can demonstrate ways they can commit Cultural Identity, Sharing
themselves to the community Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 53

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Activate the previous Revise with learners on Use questions to

knowledge of the identifying ways they can review their
learners by making show commitment to the understanding of the
them answer questions society: lesson
on the previous lesson. - communal labor,
- clean-up exercises, Ask learners to
Engage learners to play - reporting crime, summarize what they
games and sing songs - protecting public property, have learnt
to begin the lesson etc.

Let learners dramatize ways of

showing commitment to the
society.

Let learners write group

essays on commitment to the
society for class discussions.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Ghana Gains
Class: B6 Class Size:
Independence
Content Standard:
Indicator:
B6.5.4.1. Demonstrate an Lesson:
B6.[Link] explain how Ghana gained
understanding of the course of
independence through constitutional
events leading to independence 1 OF 1
means
from 1948 to 1957
Performance Indicator: Core Competencies:
Learners can explain how Ghana gained Learners to become critical
independence through constitutional means. thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 43

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Read out excerpts from Discuss the first general Use questions to
speeches made by elections held in 1951. review their
important individuals in understanding of the
the country. Let The first general election in lesson
learners relate to the Ghana was held on 8th
speeches and share February, 1951, which was Ask learners to
ideas on such based on the 1950 summarize what they
speeches. constitution. Based on that have learnt
constitution, 38 members out
Engage learners to play of the 84 members of
games and sing songs parliament were to be elected
to begin the lesson directly by the people.
The UGCC, the CPP and some
independent candidates stood
for the election.
Read out excerpts from Discuss the outcome of the Use questions to
speeches made by 1956 elections. review their
important individuals in understanding of the
the country. Let The CPP won 34 seats, the lesson
learners relate to the UGCC won three and the
speeches and share remaining one was won by an Ask learners to
ideas on such independent candidate. Dr. summarize what they
speeches. Kwame Nkrumah himself have learnt
stood for the Accra central
Engage learners to play seat while he was in prison
games and sing songs and won massively. Because
to begin the lesson the CPP won the elections the
governor released Nkrumah
from prison. Nkrumah was
given the post leader of
government business and
later the prime minister in
march 1952.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Sub Strand: Planning, Making and
Class: B6 Class Size:
Composing
Content Standard: Indicator: Lesso
Demonstrate understanding of B6.1.2.2 /B6.1.2.3 creating own artworks that n:
how to generate own ideas for reflect the physical and social environments
artistic expressions of some communities in the world 1 OF 1
Performance Indicator: Core Competencies:
Learners can create own artworks that reflect the physical Decision Making Creativity,
and social environments of some communities in the world Innovation
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Activate the previous Engage learners to make a Use questions to

knowledge of the simple beadwork using review their
learners by making materials in the local understanding of the
them answer questions community. lesson
on the previous lesson.
Learners gather materials and Ask learners to
Engage learners to play tools available in their summarize what they
games and sing songs community. have learnt
to begin the lesson
Demonstrate and guide
learners to make a simple
beadwork.

Allow learners to practice in

groups following the steps
provided

Learners to discuss and

compare their artworks to the
artworks studied.
Show learners pictures In our last performing arts Use questions to
of the dance for them lesson, we learnt how to review their
to talk about it. create our own dance moves. understanding of the
lesson
Guide learners to pick a piece
of music for the dance. Ask learners to
e.g. Adowa dance summarize what they
have learnt
Guide learners to determine
the style and plan for the
dance.
Show learners a video or
pictures of the dance.
Demonstrate the dance moves
to learners as they observe.

Have learners practice the

moves in a formation dance

Week Ending: Subject: Ghanaian Language

Strand: Writing Conventions/
Duration: 60mins per lesson
Usage
Sub Strand: Use Of Qualifying
Class: B6 Class Size:
Words
Content Standard:
Indicator: Lesson:
B6.5.4.1: Demonstrate knowledge on
B6.[Link]-3 explore the use of
the use of adjectives and adverbs
adjectives in sentences 1 OF 1
appropriately
Core Competencies:
Performance Indicator: Creativity and innovation,
Learners can explore the use of adjectives in sentences Communication and collaboration,
Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg. 88

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous Revise lesson on qualifying Use questions to review

knowledge of the words with learners. their understanding of
learners by making the lesson
them answer questions Let learners mention some
on the previous lesson. adjectives and write them on Ask learners to
the board. summarize what they
Engage learners to play have learnt
games and sing songs Call learners in turns to use
to begin the lesson the adjectives written on the
board to form sentences.

Write the sentences on the

board and call a learner to
read them aloud.

Give other sentences with

adjectives on the board.

Call learners to come to the

board and underline the
adjectives in the sentences.
Split learners into 2 Mention a famous personality Use questions to review
teams. Taking turns, in the community. their understanding of
learners from each the lesson
team come up and Ask learners to talk about the
chose a vocabulary person and write out the Ask learners to
word. Learners to draw adjectives that come up in the summarize what they
something on the description. have learnt
board while only their
tries to guess the word Show to learners a manila
card on which a short
description of a person is
written.

Discuss the description on the

manila card with learners and
ask learners to recognise the
adjectives used in the
description.

Ask learners to write a short

description of their friends and
read some aloud.

Have learners share Let a learner do an action or Use questions to review

what is going on in activity such as walking or their understanding of
their lives. You and talking. the lesson
your learners can talk
about plans for the Ask learners to describe the Ask learners to
weekend. action done by the learner. summarize what they
have learnt
Introduce the adverb and
Engage learners to play explain to learners what it is.
games and sing songs
to begin the lesson Ask learners to mention some
adverbs and use them to form
sentences.

Ask a learner to identify the

adverbs and discuss the types
of adverbs with learners.

Give the different types and

allow learners to use them in
sentences.

Let learners read out their

sentences on the board.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Physical Fitness Concepts,
Class: B6 Class Size: Sub Strand: Safety And Injuries
Content Standard:
Lesso
Demonstrate competence in the Indicator:
n:
motor skills and movement patterns B6.[Link] identify ways to minimize
needed to perform a variety of injuries when using PE equipment
1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can identify ways to minimize
endurance, aerobic capacity, and
injuries when using PE equipment
coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 77

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Activate the previous Learners develop guidelines Use questions to

knowledge of the for equipment use. review their
learners by making  Wear protective gear, such understanding of the
them answer questions as helmets, protective lesson
on the previous lesson. pads, etc.
 Warm up and cool down. Ask learners to
Engage learners to play  Know the rules of the game. summarize what they
games and sing songs  Watch out for others. have learnt
to begin the lesson  Don’t play when you’re
injured.

They observe ample space

between peers when working
in groups,

Throw/serve balls in the same

directions, retrieve balls,
equipment at the same time,
etc.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Sub Strand: Surfing The Worldwide
Class: B6 Class Size:
Web
Indicator:
Content Standard: Lesson:
B6.[Link].-5 recognize and
B6.6.3.1. Demonstrate Surfing The World
explore with resource locators
Wide Web 1 OF 1
(URLs).
Performance Indicator: Core Competencies:
Learners can recognize and explore with resource Creativity and innovation. 2. Communication
locators (URLs). and collaboration.
Teaching/ Learning
Computer sets, modem and Pictures
Resources
References: Computing Curriculum Pg. 46

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put learners into 2 Guide learners to identify what Use questions to review
teams. Let each team URLs is. Group learners into their understanding of
present a player who is groups of five or less, to the lesson
very good in playing explore on how to recognize
the Zuma game. URLs so as to aid learners to Ask learners to
locate a resource on the web. summarize what they
The first person to have learnt
finish a level wins. Give learners a project on how
Teams must bring out to jump directory to URLs.
a new player for each
level. Guide learners to investigate
how to return to a URL.

Guide learners to discuss on

how to find items on a page.
Guide learners present their
ideas or findings to class.

Guide learners on how to print

pages e.g. selected pages,
only selected pages etc.

NB: This is to help the learner

with fundamental principle of
problem solving skills and
creativity in computing and
Computer Science.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 11
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Sub Strand: Asking and Answering
Class: B6 Class Size:
Questions
Content Standard: Indicator:
Lesson:
B6.1.8.1: Demonstrate B6.[Link] answer “yes” or “no”
understanding in asking and questions correctly using the
1 of 1
answering questions correctly expressions that show the future
Performance Indicator:
Core Competencies:
Learners can answer “yes” or “no” questions
Communication and
correctly using the expressions that show the
Collaboration, Personal Dev.
future.
Key words
References: English Language Curriculum For Primary Schools Pg. 162

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to sing songs and recite
STARTER familiar rhymes

LITTLE POLLY FLINDERS

Little Polly flinders
Sat among the cinders
Warming her pretty little toes!
Her mother came and caught her,
And whipped her little daughter,
For spoiling her nice new clothes.

Share performance indicators and introduce

the lesson
PHASE 2: NEW Through discussion, let learners identify an Word cards,
LEARNING activity they will perform at a future time, e.g. sentence cards,
tomorrow, next month etc. letter cards,
handwriting on
Ask questions to elicit “Yes” or “No” answers a manila card
e.g. Will you come to school tomorrow?
Yes/No; Yes, I will/No, I won’t.

Introduce drills e.g. Questions and Answers

Drill, for learners to practice asking and
answering “Yes” or “No” Questions.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Fluency
Content Standard: Indicator: Lesson:
B6.2.9.1: Read fluently to enhance B6.[Link] read grade-level text with
comprehension meaning 1 of 1
Core Competencies:
Performance Indicator:
Communication and Collaboration,
Learners can read grade-level text with meaning
Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 178

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Have learners prepare adequately and read texts Word cards,
LEARNING and provide adequate follow-up activities. sentence
cards, letter
Use who, what, where, when, why and how of an cards,
event organizer to guide learners to adequately handwriting
discuss the text and respond to questions on it. on a manila
card
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Modals
Content Standard: Indicator: Lesson:
B6.3.9.1: Apply the knowledge of B6.[Link] use modals to express a
modals in speech and in writing variety of meanings 1 of 2
Performance Indicator: Core Competencies:
Learners can use modals to express a Communication and Collaboration, Personal
variety of meanings Development
References: English Language Curriculum Pg. 192

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to solve this riddle
STARTER
There are three houses. One is red, one is blue
and one is white. If the red house is to the left
of the house in the middle, and the blue house
is to the right of the house in the middle,
where is the white house?

Share performance indicators and introduce

the lesson.
PHASE 2: NEW Auxiliary verbs are used before infinitives to Word cards,
LEARNING add a different meaning. Examples are; can, paper, letter
could, would, should, ought to, will, shall, may, cards,
might and must

will and would (would is past tense of will)

We use will and would when you are asking
someone to do something.
e.g. i. Will you please stop making that noise?
ii. Would you pass me that book, please?
We may also use will and would to offer
something or to suggest something
e.g. i. Will I hold this end of the rope.
ii. Would you like another drink.

Illicit the modals in speech and let learners

practice as well.

With examples, assist learners to use the

modals in sentences to convey specific
meanings.

Assessment
Provide sentences and let learners identify the
modals used.

i. Will you please stop making that noise?

ii. Would you pass me that book, please?
iii. Please, will you close the door
iv. Will I hold this end of the rope?
v. Will I carry the bag for you?
vi. Would you like another drink?
vii. Which cake would you like
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Class: B6 Class Size: Sub Strand: Descriptive Writing
Indicator:
Content Standard: B6.[Link] use descriptive
Lesson:
B6.4.12.1: Demonstrate words/sound devices/ figurative
knowledge of descriptive language to describe
1 of 1
words/expressions in writing events/situations/places/personal
experiences and events
Performance Indicator:
Core Competencies:
Learners can use descriptive words/sound devices/
Communication and
figurative language to describe
Collaboration, Personal
events/situations/places/personal experiences and
Development
events
References: English Language Curriculum Pg. 206

Phase/Duration Learners Activities Resources

PHASE 1: Play games and recite rhymes that learners
STARTER are familiar with to begin the lesson.

Ask learners questions to review their

understanding in the previous lesson

Share the performance indicators and

Discuss the descriptive words and expressions

with learners.

Put learners into groups and guide them

through the writing process to describe events
of their choice and personal experiences.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Sub Strand: Using Simple and
Class: B6 Class Size:
Compound Sentences
Content Standard:
Indicator: Lesson:
B6.5.9.1: Apply knowledge of
B6.[Link] construct complex
grammatical rules to form
sentences correctly 1 of 2
words, phrases and sentences
Performance Indicator: Core Competencies:
 Learners can construct complex sentences correctly Communication and
 Learners can read a variety of age- and level appropriate Collaboration, Personal
books Development
References: English Language Curriculum Pg. 219

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Review the use of coordinators in sentences. Word cards,
LEARNING Learners write examples of sentences sentence cards,
containing coordinators. letter cards,
handwriting on
Let learners join pairs of simple sentences into a manila card
compound ones.

Introduce complex sentences with several

examples.

Elicit similar sentences from learners

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.

Encourage them to visit the local library to

read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Geometry and Measurement
Class: B6 Class Size: Sub Strand: Lines and shapes
Indicator: Lesso
Content Standard:
B6.[Link] identify examples of rectangular n:
B6.3.1.1 Demonstrate
and triangular prisms in the classroom and the
understanding of prisms
community 1 OF 1
Performance Indicator: Core Competencies:
Learners can identify examples of rectangular and triangular Problem Solving skills; Critical
prisms in the classroom and the community Thinking;
Teaching/ Learning Resources Cut out shapes, blocks etc.
Key
words
References: Mathematics Curriculum Pg. 144

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to Give learners models of 3-D Review the lesson with
play games or sing shapes made from cardboard learners
songs to get them to examine and describe their
ready for the class cross sections (i.e. the surface
or shape exposed by making a
Assessment: have
straight cut through
something, especially at right learners to practice
angles to an axis). with more examples
Engage learners to Ask learners to draw and Review the lesson with
play games or sing complete the table for learners
songs to get them the description of the cross
ready for the class sections of the 3-D objects
Assessment: have
learners to practice
with more examples

Engage learners to Ask learners to draw and Review the lesson with
play games or sing complete the table for learners
songs to get them the description of the cross
ready for the class sections of the 3-D objects
Assessment: have
learners to practice
with more examples

Engage learners to Ask learners to sort 3-D Review the lesson with
play games or sing shapes with uniform cross learners
songs to get them sections; these are prisms and
ready for the class they are named after their
uniform cross sections.
Assessment: have
Ask them to identify and name learners to practice
the following prisms with more examples
Engage learners to Ask learners to sort 3-D Review the lesson with
play games or sing shapes with uniform cross learners
songs to get them sections; these are prisms and
ready for the class they are named after their
uniform cross sections.
Assessment: have
Ask them to identify and name learners to practice
the following prisms with more examples
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Sub Strand: Electricity And
Class: B6 Class Size:
Electronics
Content Standard:
B6.4.2.1 Demonstrate knowledge of Indicator: Lesson:
generation of electricity, its B6.[Link] know conductors, semi-
transmission and transformation conductors and insulators 1 OF 1
into other forms
Performance Indicator: Core Competencies:
Learners can know conductors, semi-conductors Problem Solving skills; Critical Thinking;
and insulators Justification of Ideas;
Teaching/ Learning
Light switches, flashcards, sound system, paper, pencils,
Resources
New words
References: Science Curriculum Pg. 41

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Learners form two Gather items such as bulbs, Use questions to

circles such that a battery, electric wires. review their
small circle is within a understanding of the
bigger circle. Brainstorm with learners on lesson
the meaning of the terms
Members in the small “conductors”, “semi- Ask learners to
circle face members in conductors” and “insulators” summarize what they
the bigger circle, and with examples. have learnt
ask them questions to
answer on the previous  Conductors are materials
lessons that allows electric current
to pass them through
easily.
e.g. steel, brass, metals,
copper, aluminum etc.

 semi-conductors are
materials that partially
allows electric current to
pass them.
e.g. silicon etc.

 insulators are materials

which do not allow electric
current to flow through
them. E.g. wood, paper,
plastic etc.

Learners are provided the

following materials (spoons,
foils, drinking straw, plastic
materials, piece of wood, glass
rod, leather, nails, keys,
pencils, pens, LEDs, diodes,
etc.) for an activity.
Learners form two Guide learners to connect a Use questions to
circles such that a simple electrical circuit (an review their
small circle is within a open circuit) using a bulb, understanding of the
bigger circle. battery and connecting wire. lesson

Members in the small Learners use the open circuit Ask learners to
circle face members in to classify the materials summarize what they
the bigger circle, and provided as conductors, have learnt
ask them questions to semiconductors and
answer on the previous insulators.
lessons
Learners explain why the
electrical wires in their homes
are coated with plastics
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Being A Leader
Content Standard: Indicator:
Lesson:
B6.3.4.1. Demonstrate understanding B6.[Link]. narrate the story of
of the latter lives of the leaders of the the latter lives of the leaders of
1 OF 1
three major religions in Ghana the major religions
Performance Indicator: Core Competencies:
Learners can narrate the story of the latter Communication and Collaboration Critical
lives of the leaders of the major religions Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 55

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Put students into Learners discuss the latter Use questions to

groups of three 3 and lives of the religious leaders: review their
number them 1-3. understanding of the
Put three number i. Jesus Christ– triumphant lesson
statements up to the entry to Jerusalem (Palm
white board and ask Sunday), Last Supper, Prayer Ask learners to
students to explain the at Gethsemane, arrest and summarize what they
corresponding trial, crucifixion, death and have learnt
statements to their resurrection
group.
The group who ii. The Holy Prophet
explains well wins. Muhammad (S.A.W.) –
triumphant entry into Makkah,
farewell message, sickness
and death

Show pictures on the latter

lives of Jesus Christ and
Prophet Muhammad
Have learners share Learners discuss the latter Use questions to
what is going on in lives of the religious leaders: review their
their lives. You and understanding of the
your learners can talk i. Traditional leader (e.g. lesson
about plans for the Okomfo Anokye)–priesthood,
weekend. miracles and other activities Ask learners to
and death summarize what they
Engage learners to play have learnt
games and sing songs Show pictures on the latter
to begin the lesson lives of some traditional
leaders.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family and Community
Sub Strand: Commitment to the
Class: B6 Class Size:
God
Lesso
Content Standard: Indicator:
n:
B6 4.1.1 Discuss the need to be B6 [Link]: explain the need to be
committed to the community committed members of the community.
1 OF 1
Performance Indicator: Core Competencies:
Learners can explain the need to be committed Cultural Identity, Sharing
members of the community. Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 53

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Have learners share In groups, let learners talk Use questions to

what is going on in about the need to be a review their
their lives. You and committed citizen. understanding of the
your learners can talk lesson
about plans for the Let learners list the need to be
weekend. committed to the society: Ask learners to
- It attracts material and summarize what they
Engage learners to play spiritual blessings. have learnt
games and sing songs - It ensures peace and
to begin the lesson harmony. - It leads to progress
and development, etc.

Through drama, let learners

show how they can be
committed citizens.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: Journey to Independence
Sub Strand: Ghana Gains
Class: B6 Class Size:
Independence
Content Standard:
Indicator:
B6.5.4.1. Demonstrate an Lesson:
B6.[Link] explain how Ghana gained
understanding of the course of
independence through constitutional
events leading to independence 1 OF 1
means
from 1948 to 1957
Performance Indicator: Core Competencies:
Learners can explain how Ghana gained Learners to become critical
independence through constitutional means. thinkers and digital literates
Teaching/ Learning Wall charts, word cards, posters, video clip, etc.
Resources
New words
References: History Curriculum Pg. 43

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Read out excerpts from Discuss the first general Use questions to
speeches made by elections held in 1951. review their
important individuals in understanding of the
the country. Let The first general election in lesson
learners relate to the Ghana was held on 8th
speeches and share February, 1951, which was Ask learners to
ideas on such based on the 1950 summarize what they
speeches. constitution. Based on that have learnt
constitution, 38 members out
Engage learners to play of the 84 members of
games and sing songs parliament were to be elected
to begin the lesson directly by the people.
The UGCC, the CPP and some
independent candidates stood
for the election.
Read out excerpts from Discuss the outcome of the Use questions to
speeches made by 1956 elections. review their
important individuals in understanding of the
the country. Let The CPP won 34 seats, the lesson
learners relate to the UGCC won three and the
speeches and share remaining one was won by an Ask learners to
ideas on such independent candidate. Dr. summarize what they
speeches. Kwame Nkrumah himself have learnt
stood for the Accra central
Engage learners to play seat while he was in prison
games and sing songs and won massively. Because
to begin the lesson the CPP won the elections the
governor released Nkrumah
from prison. Nkrumah was
given the post leader of
government business and
later the prime minister in
march 1952.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Class: B6 Class Size: Sub Strand: Displaying and Sharing
Content Standard: Lesso
Indicator:
Demonstrate understanding of n:
B6.2.3.4. /B6.2.3.5 stage a display of own
how to generate own ideas for
artworks to share creative experiences
artistic expressions 1 OF 1
Performance Indicator: Core Competencies:
Learners can stage a display of own artworks to share Decision Making Creativity,
creative experiences Innovation
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Show pictures and Guide learners to plan an Teacher moves round

videos of the artwork arrangement of own artworks the class to monitor
to exhibit. to share, educate and inform the progress of
the public on topical issues of learners in their
the local community. sketches.
Engage learners to sing
songs about work. Learners should select a Encourage learners to
theme for their art. E.g. go come out with good
green or save trees. sketches.

Give out manual

invitations cards to
learners to be given to
their parents.

Learners should plan their art

in a sketch form.
Show pictures and Organize a place for the Appreciate and thank
videos of the artwork exhibition. parents for their
to exhibit. presence.
Invite other teachers to
witness the artwork. Set the Let learners organize
Engage learners to sing stage for learners to display themselves to clean
songs about work. their artwork. up the place after the
exhibition.
Evaluate individual art and
allow pupils to talk about them
in the form of appraisal.

Discuss the moral lessons in

the song.
Week Ending: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Extensive Reading
Sub Strand: Read Aloud with
Class: B6 Class Size:
Children
Content Standard: Indicator: Lesson:
B6.6.1.1: Exhibit knowledge of B6.[Link]-5 Write and publish
understanding and appreciating
magazines articles in the class magazine. 1 OF 1

Performance Indicator: Core Competencies:

Creativity and innovation,
Learners can read short texts, narratives or stories and
Communication and collaboration,
answer questions that are based on the passage Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg.92

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Activate the previous Let learners read some of Use questions to review
knowledge of the the articles in class. their understanding of
learners by making the lesson
them answer questions Assist learners to publish
on the previous lesson. Ask learners to
the article in the class
summarize what they
Engage learners to play magazine. have learnt
games and sing songs
to begin the lesson Show the class magazine
with the articles published
in it.

Let learners talk about the

articles and appreciate
them
Split learners into 2 Read whole passage with Use questions to review
teams. Taking turns, correct tone. their understanding of
learners from each the lesson
team come up and Read a whole passage with
chose a vocabulary Ask learners to
correct intonation to
word. Learners to draw summarize what they
something on the learners have learnt
board while only their
tries to guess the word Ask learners to read a
paragraph each of the
passage in turns.

Call learners to read the

whole passage in groups
and individually
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Strand: Values And Psycho-Social
Duration: 60mins
Concepts
Class: B6 Class Size: Sub Strand: Social Interaction
Content Standard:
Indicator: Lesso
Demonstrate competence in the
B6.[Link] identify and agree on a n:
motor skills and movement patterns
common goal when participating in a
needed to perform a variety of
cooperative physical activity. 1 OF 1
physical activities
Performance Indicator: Core Competencies:
Learners can identify and agree on a Learners develop flexibility, cardiovascular
common goal when participating in a endurance, aerobic capacity, and
cooperative physical activity. coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 81

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Activate the previous Cooperative learning Use questions to

knowledge of the strategies can be used to limit review their
learners by making the negative experiences felt understanding of the
them answer questions in physical education class, lesson
on the previous lesson. and is good preparation for
the future. Ask learners to
Engage learners to play Cooperative learning is an summarize what they
games and sing songs instructional format in which have learnt
to begin the lesson learners work together in
small, structured groups to
master the content of a
lesson.

Engage learners in a
cooperative activity and let
appreciate each individual’s
strengths, weaknesses and
contributions in group settings
to appreciate different
cultures around the globe.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Sub Strand: Surfing The Worldwide
Class: B6 Class Size:
Web
Indicator:
Content Standard: Lesson:
B6.[Link].-5 recognize and
B6.6.3.1. Demonstrate Surfing The World
explore with resource locators
Wide Web 1 OF 1
(URLs).
Performance Indicator: Core Competencies:
Learners can recognize and explore with resource Creativity and innovation. 2. Communication
locators (URLs). and collaboration.
Teaching/ Learning
Computer sets, modem and Pictures
Resources
References: Computing Curriculum Pg. 46

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Guide learners to discuss on

how to find items on a page.
Guide learners present their
ideas or findings to class.

Guide learners on how to print

pages e.g. selected pages,
only selected pages etc.

NB: This is to help the learner

with fundamental principle of
problem solving skills and
creativity in computing and
Computer Science.
WEEKLY SCHEME OF LEARNING – BASIC SIX
WEEK 12
Name of School: ……………………………………………………………………………….……..
Name of Teacher: ……………………………………………………………………………………

Week Ending: DAY: MONDAY Subject: English Language

Duration: 60mins Strand: Oral Language
Class: B6 Class Size: Sub Strand: Presentation
Content Standard: Indicator:
Lesson:
B6.1.10.3: Plan and present B6.[Link] draw on prior knowledge
information and ideas for a variety to identify subject matter and
1 of 1
of purposes organizational structure of speech
Performance Indicator:
Core Competencies:
Learners can draw on prior knowledge to identify
Communication and
subject matter and organizational structure of
Collaboration, Personal Dev.
speech.
Key words
References: English Language Curriculum For Primary Schools Pg. 162

Phase/Duration Learners Activities Resources

PHASE 1: Engage learners to sing songs and recite
STARTER familiar rhymes

LITTLE POLLY FLINDERS

Little Polly flinders
Sat among the cinders
Warming her pretty little toes!
Her mother came and caught her,
And whipped her little daughter,
For spoiling her nice new clothes.

Share performance indicators and introduce

Learners must be conversant with subject

matter and the (organizational) structure of
their speech.

Guide learners to choose their own topics for a

speech.
Guide the learners to download important
speeches from the internet. Discuss the
organizational structure of the speeches with
them.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Tuesday Subject: English Language
Duration: 50mins Strand: Reading
Class: B6 Class Size: Sub Strand: Fluency
Content Standard: Indicator: Lesson:
B6.2.10.1: Read and summarize B6.[Link] summarize level-
passages read appropriate passages/text orally 1 of 1
Performance Indicator: Core Competencies:
Learners can summarize level-appropriate Communication and Collaboration,
passages/text orally Personal Development
Keywords
References: English Language Curriculum For Primary Schools Pg. 178

Phase/Duration Learners Activities Resources

PHASE 1: Put learners into two groups. Call out some
STARTER vocabulary and let them search the dictionary for
their meanings.
The group to read first wins.
 Did you enjoy the game?
 What new words have you learn?
 Form two sentences with your new words.

Share performance indicators and introduce the

lesson
PHASE 2: NEW Learners identify the most important ideas and Word cards,
LEARNING restate them in their own words. sentence
cards, letter
Begin from sentences and short paragraphs. E.g. cards,
Sentence: This is the boy who killed the snake. handwriting
Summary: The boy killed the snake. on a manila
card
Lead learners with questions to do this. E.g. What
did you learn from this text?
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the lesson.
2. Tell the class how you will use the knowledge
they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: WEDNESDAY Subject: English Language
Duration: 60mins Strand: Grammar
Class: B6 Class Size: Sub Strand: Modals
Content Standard: Indicator: Lesson:
B6.3.9.1: Apply the knowledge of B6.[Link] use modals to express a
modals in speech and in writing variety of meanings 1 of 2
Performance Indicator: Core Competencies:
Learners can use modals to express a Communication and Collaboration, Personal
variety of meanings Development
References: English Language Curriculum Pg. 192

Phase/Duration Learners Activities Resources

Share performance indicators and introduce

will and would (would is past tense of will)

Illicit the modals in speech and let learners

practice as well.

With examples, assist learners to use the

modals in sentences to convey specific
meanings.

Assessment
Provide sentences and let learners identify the
modals used.

i. Will you please stop making that noise?

ii. Would you pass me that book, please?
iii. Please, will you close the door
iv. Will I hold this end of the rope?
v. Will I carry the bag for you?
vi. Would you like another drink?
vii. Which cake would you like
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: THURSDAY Subject: English Language
Duration: 60mins Strand: Writing
Sub Strand: Argumentative
Class: B6 Class Size:
Writing
Indicator:
Content Standard: Lesson:
B6.[Link] use words, phrases, and
B6.4.13.1: Support an opinion in
clauses to clarify the relationships
writing 1 of 1
among claim(s) and reasons
Core Competencies:
Performance Indicator:
Communication and
Learners can use words, phrases, and clauses to
Collaboration, Personal
clarify the relationships among claim(s) and reasons
Development
References: English Language Curriculum Pg. 206

Phase/Duration Learners Activities Resources

PHASE 1: Play games and recite rhymes that learners
STARTER are familiar with to begin the lesson.

Ask learners questions to review their

understanding in the previous lesson

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Lead learners to discuss appropriate language Word cards,
LEARNING for arguments e. g. use of adjectives in their sentence cards,
various forms. letter cards,
handwriting on
You may read out model argumentative a manila card
essays to guide learners
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: FRIDAY Subject: English Language
Strand: Writing Conventions/ Extensive
Duration: 60mins
Reading
Class: B6 Class Size: Sub Strand: Spelling
Content Standard: Indicator: Lesson:
B6.5.10.1: Spell words B6.[Link] check pieces of literary
accurately work for spelling 1 of 2
Performance Indicator: Core Competencies:
 Learners can check pieces of literary work for spelling Communication and
 Learners can read a variety of age- and level appropriate Collaboration, Personal
books Development
References: English Language Curriculum Pg. 211

Phase/Duration Learners Activities Resources

PHASE 1: Have learners recite familiar rhymes.
STARTER  Would you love to sing more songs?
 What words did you hear in the song?
 Write some of the words you heard.

Share the performance indicators and

introduce the lesson.
PHASE 2: NEW Give learners an extract containing wrongly Word cards,
LEARNING spelt words. Guide them to correct the sentence cards,
spellings. letter cards,
handwriting on
Have learners read a short story and write a a manila card
continuation of the story. E.g. Cinderella wore
the shoes and she was taken away to marry
the prince.

Learners write their stories in groups and as

individuals.

Guide learners to create additional groups to

correct spellings of words

Engage learners in the “popcorn reading”

game. One student starts reading aloud and
then calls out "popcorn" when they finish. This
prompts the next student to pick up where the
previous one left off.

Have learners read books of their choice

independently during the library period.

Let learners write a one-page critical

commentary based on the books read. Invite
individuals to present their work to the class
for feedback.
Encourage them to visit the local library to
read and borrow books

Assessment
 Learners think-pair-share their stories with
peers.
 Ask each learner to write a-two-paragraph
summary of the book read.
PHASE 3: Ask learners to do the following by ways of
REFLECTION reflecting on the lesson:
1. Tell the class what you learnt during the
lesson.
2. Tell the class how you will use the
knowledge they acquire during the lesson.
3. Which aspects of the lesson did you not
understand?
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Geometry and Measurement
Class: B6 Class Size: Sub Strand: Lines and shapes
Lesso
Content Standard: Indicator:
n:
B6.3.1.1 Demonstrate B6.[Link] Construct rectangular and
understanding of prisms triangular prisms from their nets
1 OF 1
Performance Indicator: Core Competencies:
Learners can construct rectangular and triangular prisms from Problem Solving skills; Critical
their nets Thinking;
Teaching/ Learning Resources Cut out shapes, blocks etc.
Key
words
References: Mathematics Curriculum Pg. 144

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage leaners to sing Give the learners rectangular Review the lesson with
the song and triangular prisms made learners
from cardboard by yourself (or
WE CAN COUNT cardboard packing cases from Assessment: Have
We class four shops) to open and examine
learners to practice
We can count their nets
We count 1,2,3,4,5 with more examples
We count 6,7,8,9,10
We class four can
count very well.
Have learners sing Give the learners some Review the lesson with
songs and recite cardboard or manila card to learners
rhymes in relation to draw a net of a square prism
the lesson whose cross section is a Assessment: Have
square with sides 10cm by
learners to practice
ONCE I CAUGHT A FISH 10cm and height 10cm. After
ALIVE drawing add tabs so that it with more examples
One, two, three, four, can be folded so that the tabs
five are
Once I caught a fish glued
alive inside
Six, seven, eight, nine,
ten
Then I let it go again
Why did you let it go?
Because it bit my
finger so
Which finger did it bite?
This little finger on my
right.
Engage learners to Give the learners some Review the lesson with
play the “double cardboard or manila card to learners
down game”. draw a net of a rectangular
prism whose cross section is a Assessment: Have
square with sides 10cm by
Put learners into 10cm and height 15cm. After learners to practice
pairs. Give out two drawing add tabs so with more examples
dice to each pair. that it can be folded so that
Have learners to roll the tabs are glued inside
their dice in turns.
Each partner writes
down the numbers
displayed by the dice
on their recording
sheet. E.g. 2+3.
This is done for a
minute.
When time is up, add
up all the sums on
the recording sheet.
The player with the
highest total wins the
game
Have learners sing Give the learners some Review the lesson with
songs and recite cardboard or manila card to learners
rhymes in relation to draw a net of a triangular
the lesson prism whose cross section is Assessment: Have
an equilateral triangle with
learners to practice
side 10cm and height
ONE, TWO, BUCKLE 10 cm. After drawing add tabs with more examples
MY SHOES so that it can be folded so that
One, two, buckle my the tabs are glued inside
shoes
Three, four
Shut the door
Five, six
Pickup sticks
Seven, eight
Lay them straight
Nine, ten
A big fat hen

Engage learners to Give the learners some Review the lesson with
sing songs and recite cardboard or manila card to learners
some familiar draw a net of a triangular
rhymes they know prism whose cross section is Assessment: Have
an equilateral triangle with
learners to practice
side 10cm and height 10 cm.
ONE POTATO, TWO After drawing add tabs so that with more examples
POTATOES it can be folded so that the
One potato, two tabs are glued inside
potatoes, three
potatoes, four

Five potatoes, six

potatoes, seven
potatoes, more.
Week Ending: Subject: Science
Duration: 60mins per lesson Strand: Forces And Energy
Sub Strand: Electricity And
Class: B6 Class Size:
Electronics
Content Standard: Indicator:
Lesson:
B6. 4.2.2 Know the functions and B6.[Link] construct an electronic
assemblage of basic electronic circuit using battery, connecting wire
1 OF 1
components and LED
Performance Indicator: Core Competencies:
Learners can construct an electronic circuit using Problem Solving skills; Critical Thinking;
battery, connecting wire and LED Justification of Ideas;
Teaching/ Learning
Light switches, flashcards, sound system, paper, pencils,
Resources
New words
References: Science Curriculum Pg. 41

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Teacher introduces the Put learners into mixed ability Ask learners questions
lesson to learners. groups for this activity. to review their
Students are to list all understanding of the
the words they Provide learners with lesson.
associate with the topic connecting wires, LED and
to be treated. battery. Have learners write 3
Ask them to put words facts of the lesson on
together to form a Learners, in their groups, a sheet of paper and it
definition connect a series circuit in their pockets and
comprising an LED, 3V learn it on their way
battery, a switch, to light the home.
LED.
Teacher writes and lets Learners discuss what they did Ask learners questions
students see the to light the LED. to review their
answer on the board, understanding of the
perhaps a picture of Learners are tasked to draw lesson.
object on the board. the electronic circuit and label
the parts. Have learners write 3
The students must facts of the lesson on
come up with questions Build a stock of electronic a sheet of paper and it
in which the answer components from discarded in their pockets and
could be the object on electronic gadgets such as learn it on their way
the board. radio and TV sets, phone home.
chargers and flashlights
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: Our Beliefs And Values
Class: B6 Class Size: Sub Strand: Being A Leader
Content Standard: Indicator:
Lesson:
B6.3.4.1. Demonstrate understanding B6.[Link]. narrate the story of
of the latter lives of the leaders of the the latter lives of the leaders of
1 OF 1
three major religions in Ghana the major religions
Performance Indicator: Core Competencies:
Learners can narrate the story of the latter Communication and Collaboration Critical
lives of the leaders of the major religions Thinking
Teaching/ Learning Pictures, Charts, Video Clips
Resources
New words
References: OWOP Curriculum Pg. 55

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Play games and sing Show pictures or video clips Ask learners questions
songs to begin the on the latter lives of Jesus to review their
lesson. Christ and a traditional leader understanding of the
to learners lessson.
Using questions and
answers, review the Learners in groups explore Give learners task to
understanding of moral lessons in the latter do whiles you go
learners of the previous lives of the religious leaders round to guide those
lesson which they can relate to their who need help.
lives in nation building e.g.
humility, forgiveness,
faithfulness, obedience,
perseverance, patriotism.
Play games and sing Revise with learners on the Ask learners questions
songs to begin the remarkable lives of the to review their
lesson. religious leaders and their understanding of the
moral lessons. lessson.
Using questions and
answers, review the Learners role play the moral Give learners task to
understanding of lessons they have learnt in the do whiles you go
learners of the previous latter lives of the religious round to guide those
lesson leaders who need help.
Week Ending: DAY: Subject: REL & MORAL EDUCATION
Duration: 60mins Strand: The Family and Community
Sub Strand: Commitment to the
Class: B6 Class Size:
God
Lesso
Content Standard: Indicator:
n:
B6 4.1.1 Discuss the need to be B6 [Link]: explain the need to be
committed to the community committed members of the community.
1 OF 1
Performance Indicator: Core Competencies:
Learners can explain the need to be committed Cultural Identity, Sharing
members of the community. Reconciliation, Togetherness,
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 53
`
DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:
PLENARY

Have learners share In groups, let learners talk Use questions to

Through drama, let learners

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Read out excerpts from Discuss the first general Use questions to
speeches made by elections held in 1951. review their
important individuals in understanding of the
the country. Let The first general election in lesson
learners relate to the Ghana was held on 8th
speeches and share February, 1951, which was Ask learners to
ideas on such based on the 1950 summarize what they
speeches. constitution. Based on that have learnt
constitution, 38 members out
Engage learners to play of the 84 members of
games and sing songs parliament were to be elected
to begin the lesson directly by the people.
The UGCC, the CPP and some
independent candidates stood
for the election.
Read out excerpts from Discuss the outcome of the Use questions to
speeches made by 1956 elections. review their
important individuals in understanding of the
the country. Let The CPP won 34 seats, the lesson
learners relate to the UGCC won three and the
speeches and share remaining one was won by an Ask learners to
ideas on such independent candidate. Dr. summarize what they
speeches. Kwame Nkrumah himself have learnt
stood for the Accra central
Engage learners to play seat while he was in prison
games and sing songs and won massively. Because
to begin the lesson the CPP won the elections the
governor released Nkrumah
from prison. Nkrumah was
given the post leader of
government business and
later the prime minister in
march 1952.
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts & Performing Arts
Sub Strand: Appreciating and
Class: B6 Class Size:
Appraising
Content Standard: Indicator: Lesso
Demonstrate understanding of B6.1.4.6 /B6.2.4.7 use the agreed guidelines n:
how to generate own ideas for to examine and derive meaning from own
artistic expressions artworks 1 OF 1
Performance Indicator: Core Competencies:
Learners can use the agreed guidelines to examine and Decision Making Creativity,
derive meaning from own artworks Innovation
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools
Resources
References: Creative Arts Curriculum Pg. 100

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Engage learners to play Let learners use their senses Assessment: Present
games and sing songs to appreciate and appraise learners with different
to begin the lesson. their own artworks. artworks for them to
use the guidelines in
Review learners Make decisions on agreed appreciating and
understanding in the guidelines to appreciate and appraising.
previous lesson using appraise an artwork.
questions and answers E.g. a painting
Summarize lesson
activities with
learners.

Have learners to talk about

the painting.
i. what’s going on in the
painting
ii. what do you see that makes
you say that?
iii. what more can we find?
Engage learners to play Performing artworks include Review the lesson
games and sing songs dance, music and drama. activities through
to begin the lesson. questions and
Let learners use their senses answers.
to appreciate and appraise
their own artworks.

Make decisions on agreed

guidelines to appreciate and
appraise an artwork. E.g.
Agbadza dance

Let learners talk about the

theme, gestures, makeup,
costume, stage use and stage
setting as they watch the
video or pictures of the dance.
Review learners
understanding in the
previous lesson using
questions and answers
Week Ending: 03-02-
Subject: Ghanaian Language
2023
Duration: 60mins per lesson Strand: Extensive Reading
Class: B6 Class Size: Sub Strand: Reading Texts
Content Standard: Indicator:
B6.2.4.1: Demonstrate the ability B6.[Link]-3 Read short texts, Lesson:
to listen and pronounce words with narratives or stories and answer
identical sounds from a list of questions that are based on the 1 OF 1
words passage
Performance Indicator: Core Competencies:
Creativity and innovation,
Learners can read short texts, narratives or stories and
Communication and collaboration,
answer questions that are based on the passage Critical thinking
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card
References: Ghanaian Language Curriculum Pg.93

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Engage learners to sing Bring to class another material Ask learners questions
songs and recite other than the class reader to review their
rhymes and ask learners to read. understanding of the
lessson.
Hot Cross Buns Read a short text material
Hot cross buns! aloud to learners. Give learners task to do
Hot cross buns! whiles you go round to
One ha' penny. Two ha' Let learners read short text, guide those who need
penny. narratives or stories from help.
Hot cross buns! other materials with correct
If you have no intonation to one another.
daughters.
Give them to your sons Call individual learners to read
One ha' penny, Two ha' the text to the class.
penny.
Hot Cross Buns!
Have learners play Explain unfamiliar words in the Ask learners to
games and recite passage to learners. summarize what they
familiar rhymes to have learnt.
begin the lesson Ask questions based on the
text read. Let learners say 5
Using questions and words they remember
answers, review their Allow learners to answer from the lesson.
understanding of the questions on the passage
previous lesson. read.

Engage learners to sing Read a passage aloud for Ask learners to

songs and recite learners to listen. summarize what they
rhymes have learnt.
Round and Round the Make learners read
Garden paragraphs in turns Let learners say 5
Round and round the words they remember
garden Allow learners to read from the lesson.
Like a teddy bear. passages and stories of
One step. Two step, different texts at a reasonable
Tickle you under there. speed as a game.

Week Ending: DAY: Subject: PHYSICAL EDUCATION

Strand: Values And Psycho-Social
Duration: 60mins
Concepts
Class: B6 Class Size: Sub Strand: Self-Responsibility
Content Standard:
Lesso
Demonstrate competence in the Indicator:
n:
motor skills and movement patterns B6.[Link] Evaluate individual
needed to perform a variety of responsibility in group efforts
1 OF 1
physical activities
Core Competencies:
Performance Indicator:
Learners develop flexibility, cardiovascular
Learners can evaluate individual
endurance, aerobic capacity, and
responsibility in group efforts.
coordination
Teaching/ Learning Pictures and charts
Resources
References: PE Curriculum Pg. 81

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

PLENARY

Have learners play Evaluate individual learners’ Ask learners to

games and recite responsibility in group efforts summarize what they
familiar rhymes to and encourage them to do have learnt.
begin the lesson better.
Let learners say 5
Using questions and Engage learners in group words they remember
answers, review their activities and invite each from the lesson.
understanding of the group to perform in front of
previous lesson. the class.

Encourage learners to use

non-verbal forms of
appreciation.
Week Ending: DAY: Subject: Computing
Duration: 60mins Strand: Internet And Social Media
Sub Strand: Favorite Places And
Class: B6 Class Size:
Search Engines
Content Standard: Indicator: Lesson:
B6.6.4.1. Demonstrate searching for B6.[Link]-4 Show how to create
information on the Web and delete a favorite link. 1 OF 1
Performance Indicator: Core Competencies:
Learners can show how to create and delete a Creativity and innovation. 2. Communication
favorite link. and collaboration.
Teaching/ Learning
Computer sets, modem and Pictures
Resources
References: Computing Curriculum Pg. 47

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY

Put learners into 2 Guide learners to create an Use questions to review

teams. Let each team Internet favorite link. their understanding of
present a player who is the lesson
very good in playing Guide learners to delete a
the Zuma game. favorite link they have Ask learners to
created. summarize what they
The first person to have learnt
finish a level wins. Guide learners to create a
Teams must bring out favorite folder or subfolder.
a new player for each
level. Help learners by aiding them
through the necessary steps
Teacher can choose to create a favorite folder.
other games that
improves Mousing or Guide learners to use the links
keyboarding skills toolbar.

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Second Term Lesson Plan Basic Six

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Second Term Lesson Plan Basic Six

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SECOND TERM LESSON PLAN BASIC SIX (6)

Reading Phonics B6.2.2.1 B6.[Link]

Extensive Building the love and

Word Families and

Extensive Building the love and

Reading Vocabulary B6.2.6.3 B6.[Link]

Reading Comprehension B6.2.7.1 B6.[Link]

Extensive Building the love and

Oral Listening B6.[Link]-

Reading Vocabulary B6.2.6.4 B6.[Link] Word cards,

Extensive Building the love and

Reading Comprehension B6.2.7.2 B6.[Link] Word cards,

Oral Word cards,

Reading Vocabulary B6.2.6.4 B6.[Link]

Extensive Building the love and

Oral Asking and Answering

Reading Fluency B6.2.9.1 B6.[Link]

Counting & Representation B6.[Link] Counters,

Number Operations B6.[Link].

Patterns And Relationship

Algebraic Expressions Counters,

Variables And Equations

Lines And Shapes

1 The Human Body System

3 The Solar System

7 Sources And Forms Of Candle,

9 Electricity And Electronics Light

SECOND TERM SCHEME – OUR WORLD OUR PEOPLE

1 Map Making And Land

9 Our Beliefs Basic Human Rights B6.3.3.1 B6.[Link] Pictures,

1 Religiou Religious Festivals Wall Charts,

2 Religiou Religious Festivals Wall Charts,

3 Religiou Religious Festivals Wall Charts,

4 Religiou Religious Festivals Wall Charts,

5 Religiou Ministry and Latter Lives

6 Religiou Ministry and Latter Lives

7 Religiou Ministry and Latter Lives

8 Religiou Ministry and Latter Lives

10 The Commitment to the God B6 4.1.1 B6 [Link] Wall Charts,

SECOND TERM SCHEME – HISTORY

7 Journey to Wall charts,

10 Visual & Planning, Making CSE 2&3 Photos,

1 Oral Dramatization B6.[Link]-

4 Comprehensio B6.[Link]- Word cards,

6 Composition Descriptive B6.[Link]-

9 Writing Use Of B6.[Link]-

6 Movement Pictures and

7 Movement Body Pictures and

8 Physical Pictures and

9 Physical Pictures and

8 Internet And Web Browsers B6.[Link]-

9 Internet And Web Browsers B6.[Link]-

11 Surfing The Pictures or

12 Internet And Favorite Places B6.6.2.1 B6.[Link]-

Week Ending: DAY: MONDAY Subject: English Language

Phase/Duration Learners Activities Resources

Share performance indicators and introduce

Have learners work in groups to write some

Guide learners to put the lines or sentences

Phase/Duration Learners Activities Resources

Share performance indicators and introduce the

Phase/Duration Learners Activities Resources

The words that we use to describe people are

Share performance indicators and introduce

Phase/Duration Learners Activities Resources

Share the performance indicators and

Elicit several such sentences from learners.

Put learners into groups to identify complex

Have learners copy complex sentences into

Phase/Duration Learners Activities Resources

Share the performance indicators and

Have learners read books of their choice

Let learners write a one-page critical

Encourage them to visit the local library to

Week Ending: DAY: Subject: Mathematics

DAY PHASE 1: STARTER PHASE 2: MAIN PHASE 3: PLENARY