SCHEME OF LEARNING- WEEK

5 BASIC ONE
Name of School……………………………………………….……………………….
…………………

Date: DAY: Subject: English Language

Duration: Core Competencies:
Reading and Writing Skills Personal Development
Class: B1 Class Size: and Leadership and Collaboration
Indicato Lesson:
Content Standard: r: B1.2.2.1. B1.[Link].
B1.1. 6.1 B1.2.2.1 B1.4.3.1 B1.6.1.1 B1.1. 2. 1 OF 1
B1.5.4.1 6.1.1. B1.[Link]
B1.5.4.1. .
2
Performance Indicator:
A. Learners can use appropriate greetings for different times of the day
B. Learners can recognize and produce letter names and sounds randomly
C. Learners can match lower and upper case letters
D. Learners can use the present tense of verbs to express the present state of things or situations
E. Learners can read a variety of age – appropriate books and texts from print
References: English Language Curriculum Pg.

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

Monday Engage learners to sing [Link] LANGUAGE Give learners task to

songs complete
and recite rhymes Revise daily greetings by while you go round the
having learners identify greeting class to support those who
Row, Row, Row Your times in the day. e.g. might need extra help.
Boat" Row, row, row your Morning-Good morning,
boat, Gently down the Afternoon-Good afternoon, Have learners to read and
stream. Evening-Good evening. spell some of the keywords
Merrily, merrily, merrily, in the lesson
merrily, Discuss the correct responses
Life is but a dream. to these greetings.
Let learners take turns to
demonstrate greetings at
different times of the day and also
practice the appropriate
responses.
Discuss the importance of
greetings.
Tuesday Engage learners to sing [Link] Give learners task to
songs complete
and recite rhymes Have learners play alphabet while you go round the
games to practice recognition of class to support those who
Round and Round the letter names at random. might need extra help.
Garden e.g. Lucky Dip game, Treasure
Round and round the Hunt. Have learners to read and
garden Like a teddy bear. spell some of the keywords
One step. Two step, Let learners use letter cards to in the lesson
Tickle you under there. order the letters of the alphabet.
Have learners find out which letter
 comes before the other, among
a given set of letters.
Select letters whose sound you
intend to teach, e.g. two letters at
a time.
Say each sound first in context and
then in isolation, e.g. ants-a
Wednesda Engage learners to sing [Link] Give learners task to
y songs complete
and recite rhymes Show a chart of letters (small while you go round the
and capital). e.g. A B C D E… class to support those who
Sea shells a b c d e… might need extra help.
She sells seashells by
the seashore Place letter cards (small and capital Have learners to read and
letters) on teacher’s table. spell some of the keywords
The shells she sells
in the lesson
are surely seashells
Put learners into groups and ask
So if she sells shells on the representatives of the groups to
seashore, take turns to pick and match the
I am sure she sell letter cards to the letters on the
seashore shells chart.
Those who are able to match
them correctly win points for
their groups and receive stars.

Let learners write the letters in

their books.
Thursday Engage learners to sing [Link] Give learners task to
songs CONVENTIONS & complete
and recite rhymes GRAMMAR USAGE while you go round the
class to support those who
Row, Row, Row Your Introduce the activity and might need extra help.
Boat" Row, row, row your demonstrate it.
boat, Gently down the Have learners to read and
stream. Guide learners with questions to spell some of the keywords
Merrily, merrily, merrily, describe the state of given things in the lesson
merrily, or situations,
Life is but a dream. e.g. My bag is red.
Friday Have a variety of age [Link] READING Have learners to read and
appropriate books for spell
learners to make a choice Using book tease or book talk, the key words on the board
from. introduce the reading/ library time. Learners to draw parts of the
story they read
Introduce picture or wordless
books, pop-up and flip-the-
page texts to learners.

Encourage them to read

individually and in pairs, and
provide support and
encouragement.
Week Ending: DAY: Subject: Mathematics
Duration: 60mins per lesson Strand: Number
Class: B1 Class Size: Sub Strand: Number Operations
Content Standard: Indicator: Lesson:
B1.1.2.1 Develop a conceptual B1.[Link] Demonstrate understanding of
understanding of addition and addition and subtraction 1 OF 1
subtraction
Performance Indicator:
Core Competencies:
Learners can demonstrate understanding of
Problem Solving skills; Critical Thinking; Justification of Ideas;
addition and subtraction
Teaching/ Learning Counters, bundle and loose straws base ten cut square
Resources
New words
References: Mathematics Curriculum Pg. 6

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

REFLECTION

Monday Have learners to form a big Present given story problems orally Review the lesson by
circle. to giving
Everyone takes turns saying learners. learners several examples
a number starting with 1, For to solve
2, 3 and so on. instance,
At every number with a 4 - Sena has 8 bottle caps. She Give learners task to
in it or a multiple of 4, that takes 5 more bottle caps from Kofi. solve at home.
person needs to say How many bottle caps does Sena
BUZZ instead of the now have?
number.
The next person just
continues the series.
For example; 1-2-3-buzz-5-
6-7- buzz-9-10-11-buzz-
13-14-15-
buzz etc.
5 bottles caps
You can choose any 8 bottles caps
number that might be
relevant and replace the Assessment: Have learners to
buzz with another word. practice with more examples.
Tuesday Learners to play the “Ten Present given story problems orally Review the lesson by
green bottles sitting on the to giving
wall” game. learners. learners several examples
For to solve
Draw each number on instance,
separate cards, starting - Sena has 8 bottle caps. She Give learners task to
with the number 1 and takes 5 more bottle caps from Kofi. solve at home.
ending with the number of How many bottle caps does Sena
the children available to now have?
play, and hang them on
each child so they all can
see it.
The children will dance
in a circle, holding hands
singing the lyrics of the
 song.
5 bottles caps
They will have to fall down
one by one until all of
them will lay down, each Assessment: Have learners to
time they say the verse practice with more examples.

Wednesda Engage learners to sing Present given story problems orally Review the lesson by
y the to giving
song learners. learners several examples
For to solve
WE CAN COUNT instance,
- Kojo has 15 pencils. He gave 7 to Give learners task to
We class
Ato. How many pencils are solve at home.
one We left?
can count
We count 1,2,3,4,5
We count 6,7,8,9,10
We class one can
count very well.

Assessment: Have learners to

practice with more examples.
Thursday Teacher calls out numbers Read out a number of story Review the lesson by
from 1 to 20 problems giving
to learners. learners several examples
Have learners to write to solve
number patterns in the air. Guide learners to indicate if the
scenario in a story problem Give learners task to
Randomly call learners to represents an addition or a solve at home.
write a said number on the subtraction and justifying the
board. answer
Friday Teacher calls out numbers Create a story problem for Review the lesson by
from 1 to 20 subtraction giving
or addition or for a given number learners several examples
Have learners to write sentence (+ and – within 20) to solve
number patterns in the air.
- Daniel’s family have 6 electric bulbs Give learners task to
Randomly call learners to in the house. Two of the bulbs solve at home.
write a said number on the are not working.
board. How many bulbs can Daniel’s
family use?

8 bottles caps
Week Ending: DAY: Subject: Science
Duration: 60mins per lesson Strand: Diversity of matter
Class: B1 Class Size: Sub Strand: Materials
Content Standard:
Indicator: Lesson:
B1.1.2.1 Recognize materials as
B1.[Link] Identify and name a variety of everyday
important resources for providing
materials in their immediate environment 1 OF 1
human needs
Performance Indicator: Core Competencies:
Learners can identify and name a variety of everyday materials in their Problem Solving skills; Critical Thinking;
immediate environment Justification of Ideas;
Teaching/ Learning Metals, woods plastics soil stones paper pencil crayons
Resources
New words
References: Science Curriculum Pg. 22

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

Review learners Engage learners to go on nature Ask learners questions to

understanding walk review
in the previous lesson using and observe and collect their understanding of the
questions and answers materials present in their lessson.
environment.
E.g. metals, wood, plastics, soil, glass, textiles, Give learners task to do
Engage learners to play water and stone whiles you go round to guide
games and sing songs to those who need help.
begin the lesson. In groups, learners observe, sort,
identify and name materials collected.

Guide learners to explain the basis

of their classification.
Review learners Engage learners to go on nature Ask learners to summarize what
understanding walk they have learnt.
in the previous lesson using and observe and collect
questions and answers materials present in their Let learners say 5 words they
environment. remember from the lesson.
E.g. metals, wood, plastics, soil, glass, textiles,
Engage learners to play water and stone
games and sing songs to
begin the lesson. In groups, learners observe, sort,
identify and name materials collected.

Guide learners to explain the basis

of their classification.
Review learners Revise with learners to mention Ask learners to summarize what
understanding other they have learnt.
in the previous lesson using examples of materials found in
questions and answers their environment. Let learners say 5 words they
remember from the lesson.
Reflect on what they have learnt
Engage learners to play and relate the lesson to
games and sing songs to everyday uses of the
begin the lesson. materials.

Let learners draw and color some

of the materials they have
identified in their books.
Week Ending: DAY: Subject: OWOP
Duration: 60mins per lesson Strand: All about us
Class: B1 Class Size: Sub Strand: My family and the community
Content Standard:
B1.1.3.1. Demonstrate understanding Indicator: Lesson:
B1.[Link]. Identify persons closely
of one’s relationship with others and the 1 OF 1
related us and the need to relate well
need for good interpersonal with others
relationships
Performance Indicator:
Core Competencies:
Learners can recognize individual characteristics as the
Communication and Cultural Identity
basis of one’s uniqueness
Teaching/ Learning Pictures, Charts, Video Clips
Resources
Keywords
References: OWOP Curriculum Pg. 3

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

Engage learners to sing songs Learners mention the names of Ask learners questions to
and those review
recite rhymes who are closely related to them, their understanding of
"If wishes were e.g. parents, brothers, sisters, the lessson.
horses If wishes friends and teachers.
were horses Beggars Give learners task to do
would ride: Learners in groups, talk about whiles you go round to guide
If turnips were watches the importance of interpersonal those who need help.
Would wear one by my relationships and the need to
side. And if if's and and's accept everyone, irrespective of
were pots and pans, where the person comes from.
The tinker would never work!
Learners role play healthy
relationship with family and friends.
Engage learners to sing songs Learners mention the names of Ask learners to summarize
and those what
recite rhymes who are closely related to them, they have learnt.
Hot Cross e.g. parents, brothers, sisters,
Buns Hot cross friends and teachers. Let learners say 5 words they
buns! Hot cross remember from the lesson.
buns! Learners in groups, talk about
One ha' penny. Two ha'
the importance of interpersonal
penny. Hot cross buns!
If you have no daughters. relationships and the need to
Give them to your sons accept everyone, irrespective of
One ha' penny, Two ha' where the person comes from.
penny. Hot Cross Buns!
Learners role play healthy
relationship with family and friends.
Week Ending: DAY: Subject: RELIGIOUS & MORAL EDUCATION
Duration: 60mins Strand: God his creation and attributes
Class: B1 Class Size: Sub Strand: God the Creator
Content Standard: Lesson:
Indicator:
B1. 1.1.1. Explain who the Creator is B1.[Link] Examine some attributes of
1 OF 1
God.
Performance Indicator: Core Competencies:
 Learners can mxamine some attributes of God. Cultural Identity, Sharing Reconciliation, Togetherness, Unity
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
New words
References: RME Curriculum Pg. 2

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

Engage learners to sing songs In groups, guide learners to talk Ask learners questions to
and about review their understanding
recite rhymes the attributes of God. of the lessson.
Ezekiel cried, "Dem dry
bones! Engage learners with pictures, Give learners task to do
Ezekiel cried, "Dem dry charts, songs and role play to whiles you go round to
bones! Ezekiel cried, "Dem demonstrate attributes of God guide those who need
dry bones! "Oh, hear the
word of the Lord
showing: love to one another, help.
truthfulness, kindness, patience,
The foot bone connected to the leg mercy, etc. at home, school and
bone, community.
The leg bone connected to the
knee bone Let learners role play the following
The knee bone connected to the activities:
thigh bone. - home: family members
The thigh bone connected to the caring for one another,
back bone.
The back bone connected to the
neck bone, - school: teachers and
The neck bone connected to the learners demonstrate care
head bone, and love among themselves
Oh, hear the word of the Lord! and

- community: visits to the

hospital and orphanage, etc.
Week Ending: DAY: Subject: History
Duration: 60mins per lesson Strand: History as a Subject
Class: B1 Class Size: Sub Strand: Why & How We Study History
Content Standard: Indicator:
B1.1.1.1. Demonstrate understanding Lesson:
B1.[Link] Describe how sources of
of what history is about and how it is historical evidence help us find out
1 OF 1
part of everyday life. about past human activities
Performance Indicator:
Core Competencies:
 Learners can describe how sources of
Learners to become critical thinkers and digital
historical evidence help us find out about past
literates
human activities
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
References: History Curriculum Pg. 2

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

Engage learners to play Sing songs or recite rhymes related to Ask learners questions to
games, celebrations such as birthdays, review their understanding
sing songs and recite festivals and weddings as part of of the lessson.
rhymes to begin the history.
lesson. Give learners task to do
Sketch a scene depicting a birthday whiles you go round to
Using questions and celebration. guide those who need
answers review learners help.
on the previous lesson.

Have learners to relate to the picture

or sketch and talk about it.

Explain to learners that as they relate

they are talking about History (Past
Events)

Guide learners to build an album

of themselves and family members,
starting with earlier pictures and
photographs to resent ones
Week Ending: DAY: Subject: Creative Arts
Duration: 60mins per lesson Strand: Visual Arts
Class: B1 Class Size: Sub Strand: Displaying and Sharing
Content Standard: Indicator:
Demonstrate understanding of how to B1.[Link]/B1.[Link] Plan a display of own artworks Lesson:
generate own ideas for artistic that reflect the history and culture or way of life of
1 OF 1
expressions on the people people in the local community.
Performance Indicator: Core Competencies:
 Learners can plan a display of own artworks that reflect the Decision Making Creativity, Innovation
history and culture or way of life of people in the local Communication
community.
Photos, videos, art paper, colors and traditional art tools, other materials available in the
Teaching/ Learning community
Resources
References: Creative Arts Curriculum Pg. 5

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

REFLECTION
Engage learners to play games, Learners are to watch pictures on Ask learners to tell the whole
sing songs and recite rhymes an class what they have learnt.
to begin the lesson. exhibition that was held previously
in their circuit. Learners tell what they will
Using questions and like to learn
answers review learners on
the previous lesson.

Engage learners to discuss the need

for displaying portfolio of own
visual artworks.

Plan a display of own portfolio of

visual artworks to share, educate
and inform the public on the
history and culture of people in
the local community.
Engage learners to play games, Guide learners to make artworks on Use series of questions and
sing songs and recite rhymes their own. It may include paintings, answers to review learners
to begin the lesson. collage, paper work, drawings etc. understanding of the lesson.

Using questions and Go round the class to ensure Call learners in turns to
answers review learners on that learners are following the right summarize the lesson
the previous lesson. orders.

Learners to display portfolio of

own visual artworks to educate
and inform the public on the history
and culture of people in the local
community
Week Ending: DAY: Subject: Ghanaian Language
Duration: 60mins per lesson Strand: Reading
Class: B1 Class Size: Sub Strand: Print concept
Content Standard: Lesson:
Indicator:
B1.2.2.1: Demonstrate knowledge B1.[Link]-2 Handle a book appropriately
1 OF 1
Performance Indicator: Core Competencies:
 Learners can handle a book appropriately Creativity and innovation, Communication and collaboration,
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila card
Resources
References: Ghanaian Language Curriculum Pg. 40

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

Flash letter cards to learners Demonstrate to learners how to Use questions to review their
for them to make its handle understanding of the lesson
sounds. Ask pupils to write books appropriately.
some letters in the air as Ask learners to summarize
you mention them Discuss with learners some of the what they have learnt
inappropriate ways of handling a
book. Example: folding a book,
soiling the book with food, putting
in water, etc.

Let learners come out with reasons to

handle books with care.
Example: folding a book may break
the spine
Have learners to write letter Revise with learners the previous Use questions to review their
patterns in the air. lesson understanding of the lesson
by telling them not to fold a book
which may break the spine. Ask learners to summarize
Engage learners to sing what they have learnt
songs and dance to it Discuss with learners how to keep
the print material neat.
For instance, by not writing/ drawing
in the book.

Invite learners in turns to

demonstrate how to handle books
with care.
Flash letter cards to learners Demonstrate how reading is done Use questions to review their
for them to make its holding the book appropriately for understanding of the lesson
sounds. Ask pupils to write learners to observe.
some letters in the air as Ask learners to summarize
you mention them Learners demonstrate how reading what they have learnt
is done holding the book
correctly.
Week Ending: DAY: Subject: PHYSICAL EDUCATION
Duration: 60mins Strand: Motor skills and movement pattern
Class: B1 Class Size: Sub Strand: Rhythmic skills
Content Standard:
Demonstrate knowledge of Indicator: Lesson:
movement concepts, principles, and B1.[Link] walk with the arms or hands stretched
strategies that apply to the learning and by sides 1 OF 1
performance of physical activities
Performance Indicator:
 Learners can walk with the arms or hands Core Competencies:
Creativity and innovation, Communication and collaboration
stretched by sides
Teaching/ Learning Pictures and Videos
Resources
References: PE Curriculum Pg. 13

DAYS PHASE 1: STARTER PHASE 2: MAIN PHASE 3:

REFLECTION
Learners jog within Demonstrate to learners how to walk Take learners through cool
demarcated with arms stretched sideways from down to end the lesson
area with their hands one point to the other.
stretched sideways to
imitate a flying bird to Guide learners to walk with their
warm their body up. hands stretched sideways as
individuals and in a group but
progress at their own pace.

Observe them practice and give

them feedback for motivation
and correct mastery of skill.

Assessment: Mark lines on the

ground and let learners walk on
them, make the active challenging
and to prevent boredom.