PACe MATHEMATICS (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY THREE)

WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 3: SUB-STRAND 3: B3.3.3.1 Demonstrate an understanding of a B3.[Link] Model and describe the relationship between the units metre
1 GEOMETRY AND MEASUREMENT – LENGTH, MASS, metre and centimetre (cm, m) units for and centimetre.
MEASUREMENT TIME measuring length B3.[Link] Select and justify referents for metre and centimetre.
MEASUREMENT – LENGTH, MASS, B3.3.3.1 Demonstrate an understanding of a B3.[Link] Estimate lengths, heights and perimeter of regular and
2 TIME metre and centimetre (cm, m) units for irregular shapes using referents and verify by measuring, using a ruler
measuring length or tape.
MEASUREMENT – LENGTH, MASS, B3.3.3.2 Demonstrate an understanding of B3.[Link] Model and describe the relationship between the units
TIME kilogram and gram (Kg, g) unit for measuring Kilogram and gram as well as litres and millilitres
3
mass and millitre and litre (ml, l) for measuring
capacity
MEASUREMENT – LENGTH, MASS, B3.3.3.3Demonstrate an understanding of time B3.[Link] Use arbitrary units to measure time taken to complete
TIME taken by events in days, weeks and months. simple events.
4 B3.[Link] Estimate masses and volumes using referents and verify by
measuring, using a pan balance and weights, calibrated measuring
cans.
MEASUREMENT – LENGTH, MASS, [Link] an understanding of time B3.[Link] Use arbitrary units to measure time taken to complete
TIME taken by events in days, weeks and months. simple events.
5 B3.[Link] Read dates on the calendar, order dates of events and count
days, weeks, months and years taken by given events.
MEASUREMENT – LENGTH, MASS, [Link] an understanding of time B3.[Link] Relate the number of seconds to a minute, minutes to an
6 TIME taken by events in days, weeks and months. hour and days to a month in a problem-solving context.

STRAND 4: SUB-STRAND 1: B3.4.1.1 B3.[Link] Gather and record Data

DATA DATA COLLECTION, Collect first-hand data and organize it using
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ORGANISATION, PRESENTATION, tallies, checkmarks, charts, lists or line plots to
INTERPRETATION AND ANALYSIS answer and pose questions
DATA DATA COLLECTION, B3.4.1.1 B3.[Link] Gather and record Data
ORGANISATION, PRESENTATION, Collect first-hand data and organize it using
8
INTERPRETATION AND ANALYSIS tallies, checkmarks, charts, lists or line plots to
answer and pose questions
DATA DATA COLLECTION, B3.4.1.2 B3.[Link] Draw and interpret concrete graphs and pictographs to solve
9 ORGANISATION, PRESENTATION, Construct and interpret concrete graphs and problems.
INTERPRETATION AND ANALYSIS pictographs to solve problems
DATA DATA COLLECTION, B3.4.1.2 B3.[Link] Draw and interpret concrete graphs and pictographs to solve
10 ORGANISATION, PRESENTATION, Construct and interpret concrete graphs and problems.
INTERPRETATION AND ANALYSIS pictographs to solve problems
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 PACe CREATIVE ARTS (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY THREE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 1: SUB-STRAND 3: B3 1.3.4 Demonstrate understanding of how to plan a display/presentation of a portfolio B3 [Link] Plan a display of own visual artworks to share creative
1 VISUAL ARTS Displaying and of own artworks by identifying, and preparing a venue, selecting and grouping of artworks experiences based on ideas that reflect the history and way of life
Sharing and inviting target audience for the planned display/performance. of people in other African communities
SUB-STRAND 3: B3 1.3.4 Demonstrate understanding of how to plan a display/presentation of a portfolio B3 [Link] Plan for a display of own artworks to share creative
2 Displaying and of own artworks by identifying, and preparing a venue, selecting and grouping of artworks experiences based on ideas that reflect the natural and manmade
Sharing and inviting target audience for the planned display/performance. environments in other African communities
STRAND 2: SUB-STRAND 3: B3 2.3.4 Demonstrate understanding of how to plan a display/presentation of a portfolio B3 [Link] Plan a display of own performing artworks to share
3 PERFORMING Displaying and of own artworks by identifying and preparing a venue, selecting and grouping artworks creative experiences based on ideas that reflect the history and
ARTS Sharing and inviting target audience for the planned display/performance. culture of people in other African communities
STRAND 1: SUB-STRAND 3: B3 1.3.5 Demonstrate understanding of how to display/present a portfolio of art works B3 [Link] Display own visual artworks to share creative
VISUAL ARTS Displaying and that share own knowledge, concepts, ideas and experiences with audience through experiences based on ideas that reflect the history and culture of
4
Sharing display/ presentation; and using senses/manual/digital applications where necessary, to people in other African communities
record for reporting on the events.
STRAND 2: SUB-STRAND 3: B3 2.3.5 Demonstrate understanding of how to display/present a portfolio of art works B3 [Link] Perform own artworks to share creative experiences
Performing Arts Displaying and that share own knowledge, concepts, ideas and experiences with audience through based on ideas that reflect the history and culture of people in
5
Sharing display/ presentation; and using senses/manual/digital applications where necessary, to other African communities
record for reporting on the events.
STRAND 1: SUB-STRAND 4: B3 1.4.6 Demonstrate understanding of how to analyse, appreciate, appraise/critique and B3 [Link] Agree on guidelines for viewing artworks and
VISUAL ARTS Appreciating and present report on own works and that of others based on established guide for judging expressing own feelings and thoughts about own and others’
6 artworks (the theme, subject matter, media, techniques, elements and principles of design,
Appraising displayed visual artworks as representations of artworks
social, aesthetic, cultural and functional values), the recordings and reports
produced or found in other African communities
STRAND2: SUB-STRAND 4: B3 2.4.6 Demonstrate understanding of how to analyse, appreciate, appraise/critique and B3 [Link] Agree on guidelines for viewing performing artworks
PERFORMING Appreciating and present report on own works and that of others based on established guide for judging and expressing own feelings and thoughts about own and others’
7 artworks (the theme, subject matter, media, techniques, elements and principles of design,
ARTS Appraising performances as representations of artworks produced or found
social, aesthetic, cultural and functional values), the recordings and reports
in other African communities
STRAND 1: SUB-STRAND 4: B3 1.4.7 Demonstrate understanding of how to make informed decisions about displays, B3 [Link] Use the agreed guidelines to make decisions on the
VISUAL ARTS Appreciating and presentations, performances, recordings and/or reports based on an established guide for beauty and usefulness of the displayed visual artworks as
8 Appraising judging artworks (the theme, subject matter, media, techniques, elements and principles representations of artworks produced or found in other African
of design, social, aesthetic, cultural and functional values) for correlation, correction and
communities
future modifications
STRAND 2: SUB-STRAND 4: B3 2.4.7 Demonstrate understanding of how to make informed decisions on displays, B3 [Link] Use agreed guidelines to make informed decisions
Performing Arts Appreciating and presentations, performances, recordings and/or reports based on an established guide for about the value and functions of own and others’ music, dance
9 Appraising judging artworks (the theme, subject matter, media, techniques, elements and principles and drama performances that express own views of people in
of design, social, aesthetic, cultural and functional values) for correlation, correction and
other African communities
future modifications

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 ENGLISH LANGUAGE (THIRD TERM) WEEKLY SCHEME OF WORK PRIMARY ONE (B.S. 3)
ENGLISH LANGUAGE
WE
EK WRITING CONVENTIONS
READING GRAMMAR LISTENING AND SPEAKING WRITING AND COMPOSITION
/GRAMMAR USAGE
Strand 2: Reading Sub-strand 7: Preposition Strand 1: Oral Language Strand 4: Sub-strand 7: Using Simple Prepositions
Sub-strand 4: Diphtongs Apply the knowledge of Sub-strand 8: Asking and Answering Sub-strand 12: Descriptive Writing. Apply the knowledge of simple prepositions in
1 Use diphthongs to build words simple preposition Questions. Use appropriate pronunciation and Demonstrate knowledge of description oral and written communication.
intonation in asking and answering in writing
Sub-strand 5: Blends and Sub-strand 7: Preposition Wh-questions Sub-strand 12: Descriptive Writing. Sub-strand 7: Using Simple Prepositions
2 Consonant. Use consonant blends to Sub-strand 8: Asking and Answering Demonstrate knowledge of description Apply the knowledge of simple prepositions in
build words. Questions. in writing oral and written communication.
Sub-strand 5: Blends and Sub-strand 7: Preposition Sub-strand 9: Giving and Responding to Sub-strand 12: Descriptive Writing. Sub-strand 7: Using Simple Prepositions
3 Consonant. Use consonant blends to Commands/Instructions and Making Demonstrate knowledge of description Identify preposition in sentences to indicate
build words. Requests in writing directions and means, e.g. by bus
Sub-strand 6: Vocabulary Sub-strand 7: Preposition Demonstrate understanding in commands, Sub-strand 12: Descriptive Writing. Sub-strand 7: Using Simple Prepositions
4 Understanding word meaning and instructions, directions and requests. Demonstrate knowledge of description Identify preposition in sentences to indicate
usages Give and respond to commands. in writing directions and means, e.g. by bus
Sub-strand 6: Vocabulary Sub-strand 9: Using Simple Demonstrate understanding in commands, Sub-strand 13: Persuasive/ Sub-strand 9: Using Simple and Compound
5 Understanding word meaning and and Compound sentences instructions, directions and requests. Argumentative Writing Sentences. Demonstrate understanding of
usages Give and respond to commands. Support an opinion in writing compound sentences in
Sub-strand 7: Comprehension. Sub-strand 9: Using Simple Demonstrate understanding in commands, Sub-strand 13: Persuasive/ Writing. Identify and use coordinating
Use knowledge skills and techniques and Compound sentences instructions, directions and requests. Argumentative Writing conjunctions to join similar ideas or contrasting
6 of reading to Give respond to commands, instructions and Support an opinion in writing ideas in sentences.
directions
understand and interpret text Sub- Sub-strand 9: Using Simple Sub-strand 10: Presentation Sub-strand 13: Persuasive/ Sub-strand 9: Using Simple and Compound
7 strand 7: and Compound sentences Plan and Present information and ideas for a Argumentative Writing Sentences. Demonstrate understanding of
Comprehension variety of purposes. Support an opinion in writing compound sentences in
Connect characters, ideas and Sub-strand 9: Using Simple Sub-strand 10: Presentation Sub-strand 13: Persuasive/ Writing. Identify and use coordinating
information within text and Compound sentences Plan and Present information and ideas for a Argumentative Writing conjunctions to join similar ideas or contrasting
8 variety of purposes. Present ideas logically. Write a short paragraph to support an ideas in sentences.
opinion or claims.
Sub-strand 9: Fluency Sub-strand 10: Spelling Sub-strand 10: Presentation Sub-strand 14: Informative/ Sub-strand 10: Spelling
Read texts fluently. Read long texts Use phonics knowledge to Plan and Present information and ideas for a Academic Writing. Write on the events Use phonics knowledge to spell words.
9 with good pace, accuracy and spell words. variety of purposes. of the day. Write picture events using Spell phonically irregular words correctly.
expression simple sentences
Sub-strand 9: Fluency Sub-strand 10: Spelling Sub-strand 10: Presentation Sub-strand 14: Informative/ Sub-strand 10: Spelling
Recognize more than two hundred Use phonics knowledge to Use appropriate verbal and non-verbal cues to Academic Writing. Write on the events Use phonics knowledge to spell words.
10 high frequency words with spell words. convey meaning while speaking e.g. smiling of the day. Write picture events using Spell phonically irregular words correctly.
automaticity. using gestures, etc. simple sentences
Sub-strand 9: Fluency Sub-strand 10: Spelling Sub-strand 10: Presentation Sub-strand 14: Informative/ Sub-strand 10: Spelling
Recognize more than two hundred Use phonics knowledge to Use appropriate verbal and non-verbal cues to Academic Writing. Write on the events Use phonics knowledge to spell words.
11 high frequency words with spell words. convey meaning while speaking e.g. smiling of the day. Make a radio/TV Spell phonically irregular words correctly.
automaticity. using gestures, etc. presentation/performances
Sub-strand 9: Fluency Sub-strand 10: Spelling Sub-strand 10: Presentation Sub-strand 14: Informative/ Sub-strand 10: Spelling
Use self-correction strategy to make Use phonics knowledge to Use appropriate verbal and non-verbal cues to Academic Writing. Write on the events Use phonics knowledge to spell words.
12 meaning from texts (repeated) spell words. convey meaning while speaking e.g. smiling of the day. Make a radio/TV Spell phonically irregular words correctly.
using gestures, etc. presentation/performances
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 GHANAIAN LANGUAGE (THIRD TERM) WEEKLY SCHEME OF WORK PRIMARY THREE (B.S. 3)
GHANAIAN LANGUAGE
WEEK EXTENSIVE READING /
ORAL LANGUAGE WRITING
READING WRITING CHILDRENS LITERATURE /
(LISTENING AND SPEAKING) CONVENTIONS/USAGE
LIBRARY
Strand 1: Oral Language Strand 2: Reading STRAND 3: Writing STRAND 5: Writing Strand 6: Extensive
Sub-Strand 9: Asking and Answering Sub-Strand 7: Silent Reading Sub-Strand 4: Copying/Writing Simple Conventions/Usage Reading/Children’s Literature/
Questions Sentences with Correct Spacing Sub-Strand 6: Integrating Library
1
Grammar in Written Sub-Strand 1: Building the Love
Language (Use of Simple and and Culture of Reading
Compound Sentences)
B3.1.9.1 Demonstrate knowledge on B3.2.7.1 Demonstrate knowledge B3.3.4.1 Exhibit knowledge of writing B3.5.6.1 Exhibit knowledge B3.6.1.1 Demonstrate knowledge
understanding and answering of on reading for comprehension simple sentences with correct word of recognising features of by reading short stories with
2
questions correctly by the use of spacing. compound sentence in correct intonation.
question words. writing.
B3.[Link]. Answer questions on, ‘who”, B3.[Link] Read longer sentences. B3.[Link] Write correct sentences with B3.[Link] Recognise B3.[Link] Read short stories
“what”, “where” and” when” correct spacing from substitution table. conjunctions in compound aloud correctly.
3
B3.[Link] Recognise and tell when to use sentences.
the question words “how” and “why”
SUB-STRAND 10: Giving and Following B3.[Link] Read short B3.[Link] Write correct sentences with B3.[Link] Use conjunctions B3.[Link] Read short stories
Commands/Instructions passages/text. correct spacing from substitution table. to form compound aloud correctly.
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sentences from simple
sentences.
B3.1.10.1 Exhibit knowledge of B3.[Link] Read short B3.[Link] Write correct sentences with B3.[Link] Use conjunctions B3.[Link] Read short stories
understanding and listening attentively passages/text. correct spacing from substitution table. such as but and because in aloud correctly.
5
to simple instructions and directions and forming compound
carrying them out. sentences.
B3.[Link] Understand instructions and Sub-Strand 8: Fluency B3.[Link] Use upper case or lower-case Sub-Strand 7: Integrating SUB-STRAND 2: Read Aloud with
carry them out. B3.2.8.1 Exhibit knowledge by letters correctly in sentences with correct Grammar in Written Children
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B3.[Link] Give directions accurately. reading aloud with minimal spacing. Language (Spelling)
mistakes.
Sub-Strand 11: Presentation B3.[Link] Read short passages of B3.[Link] Use upper case or lower-case B3.5.7.1 Exhibit knowledge B3.6.2.1 Demonstrate knowledge
7 about six to ten sentences aloud letters correctly in sentences with correct of recognising and spelling by reading short stories with
using correct tone. spacing. words correctly. correct intonation.
B3.1.11.1 Demonstrate knowledge on B3.[Link] Read short passages of B3.[Link] Use upper case or lower-case B3.[Link] Write four and B3.[Link] Read short stories
8 the days of the week and say the time by about six to ten sentences aloud letters correctly in sentences with correct five letter words correctly. aloud correctly.
the hour and minutes. using correct tone. spacing.
B3.[Link] Say the time by the hour and B3.[Link] Read short passages of B3.[Link] Use upper case or lower-case B3.[Link] Write five and six B3.[Link] Read short stories
half hour. about six to ten sentences aloud letters correctly in sentences with correct letter words correctly. aloud correctly.
9 B3.[Link] Say the time by the hour and using correct tone. spacing. B3.[Link] Write more than
minutes. five and six letter words
correctly.
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 PACe HISTORY (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY THREE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 2: SUB-STRAND 2: B3 2.2.1. Demonstrate knowledge of how B3 [Link] Discuss the nature of exchanges among the
1 MY COUNTRY GHANA INTER-GROUP RELATIONS intergroup alliances, conflicts and other ethnic groups.
exchanges
B3 2.2.1. Demonstrate knowledge of how B3.[Link] Name some of the items exchanged among
2 intergroup alliances, conflicts and other the various groups.
exchanges
B3 2.2.1. Demonstrate knowledge of how B3.[Link] Describe the conflicts and alliances that
3 intergroup alliances, conflicts and other existed among the ethnic groups in Ghana.
exchanges
STRAND 3: SUB-STRAND 1: B3.3.1.1. Show understanding of the B3.[Link] Describe how the Europeans settled on the
4 EUROPEANS IN GHANA ARRIVAL OF EUROPEANS interactions between the local people and Gold Coast, including forming alliances with the local
early settlers. chiefs.
ARRIVAL OF EUROPEANS B3.3.1.1. Show understanding of the B3.[Link] Describe how the Europeans settled on the
5 interactions between the local people and Gold Coast, including forming alliances with the local
early settlers. chiefs.
SUB-STRAND 4: B3.2.4.1. Demonstrate knowledge of the B3.[Link] Identify the forts and castles built along the
6 MAJOR HISTORICAL LOCATIONS forts and castle built in Ghana. coast of Ghana.

MAJOR HISTORICAL LOCATIONS B3.2.4.1. Demonstrate knowledge of the B3.[Link] Identify the forts and castles built along the
7 forts and castle built in Ghana. coast of Ghana.
MAJOR HISTORICAL LOCATIONS B3.2.4.1. Demonstrate knowledge of the B3.[Link] Identify the forts and castles built along the
8 forts and castle built in Ghana. coast of Ghana.

MAJOR HISTORICAL LOCATIONS B3.2.4.1. Demonstrate knowledge of the B3.[Link] Identify the forts and castles built along the
9 forts and castle built in Ghana. coast of Ghana.

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 PACe OUR WORLD OUR PEOPLE (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY THREE)
10 STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 4: SUB-STRAND 3: B3.4.3.1. Demonstrate knowledge of B3.4.3.1. 1. Explain ways of conserving energy
1 OUR NATION GHANA RESPONSIBLE USE OF RESOURCES responsible use of energy Learners talk about the importance of conserving energy in the
home.
RESPONSIBLE USE OF RESOURCES B3.4.3.1. Demonstrate knowledge of B3.4.3.1. 1. Explain ways of conserving energy
2 responsible use of energy Learners identify positive attitudes towards energy conservation
e.g. switch off light when not in use,
RESPONSIBLE USE OF RESOURCES B3.4.3.1. Demonstrate knowledge of B3.4.3.1. 1. Explain ways of conserving energy
3 responsible use of energy Learners role play how energy can be conserved in the community.
SUB-STRAND 4: B3.4.4.1. Show understanding of B3.4.4.1. 1. Identify Ghanaian agricultural products
FARMING IN GHANA Ghana’s agricultural products Learners talk about agricultural products in Ghana and the need to
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eat our local foods e.g. Ghana chocolate, yam, cocoyam, poultry,
rice
FARMING IN GHANA B3.4.4.1. Show understanding of B3.4.4.1. 1. Identify Ghanaian agricultural products
5 Ghana’s agricultural products Learners watch videos and pictures of Ghanaian agricultural
products
STRAND 5: SUB-STRAND 1: B3.5.1.1. Demonstrate knowledge of B3.5.1.1. 1. Describe the location of Ghana and her neighbouring
MY GLOBAL OUR NEIGHBOURING COUNTRIES Ghana’s neighbours countries.
6
COMMUNITY Learners watch Ghana’s neighbouring countries on a map or the
globe.
SUB-STRAND 2: B3.5.2.1. Demonstrate an B3.[Link]. Identify the parts of the computer and how they work.
7 INTRODUCTION TO COMPUTING understanding of the parts of a Learners identify the bottom row, Caps Lock and Tab keys on the
computer real keyboard or by the use of pictures.
SUB-STRAND 3: B3.5.3.1. Demonstrate understanding B3.[Link]. Demonstrate sending and sharing information
8 SOURCES OF INFORMATION of sources of information Learners talk about where one can receive or send information,
e.g. letter writing, posters, newspapers, telephones calls, SMS etc.
SOURCES OF INFORMATION B3.5.3.1. Demonstrate understanding B3.[Link]. Demonstrate sending and sharing information
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of sources of information Ask learners to role-play a telephone conversation.
SUB-STRAND 4: B3.5.4.1. Demonstrate understanding B3.[Link]. Identify the importance of technology in
TECHNOLOGY IN of the use of technology in the communication
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COMMUNICATION community (communication) Learners talk about ways of communicating with others e.g.
Storytelling, conversations, gesturing etc.
TECHNOLOGY IN B3.5.4.1. Demonstrate understanding B3.[Link]. Identify the importance of technology in
COMMUNICATION of the use of technology in the communication
11 community (communication) Learners talk about the importance of technology in
communication, e.g. it is faster, it is saves money, It makes us
contact people easily.
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 PACe SCIENCE (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY THREE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 4: SUB-STRAND 3: B3.4.3.1 Know that movement is caused by B3.[Link] Explain force and demonstrate how it causes movement
1 FORCES AND FORCES AND MOVEMENT applied forces due to the release of stored Review previous lesson on forces and their effects with learners from
ENERGY energy B2.
FORCES AND MOVEMENT B3.4.3.2 Recognize some simple machines B3.[Link]. Demonstrate how to maintain and care for simple
used for making work easier, analyze their machines
2
advantages and know their uses. e.g. Assemble simple machines commonly used in the community such as a
levers, inclined planes and pulleys pair of scissors, knife, bottle opener, tin cutter, and hammer.
STRAND 5: SUB-STRAND 1: B3.5.1.1 Recognize the importance of B3.[Link] Describe ways of keeping the environment clean
HUMANS AND PERSONAL HYGIENE AND personal hygiene Provide samples of common cleaning equipment such as brooms,
3
THE SANITATION mops, dusters and detergents.
ENVIRONMENT
PERSONAL HYGIENE AND B3.5.1.1 Recognize the importance of B3.[Link] Describe ways of keeping the environment clean
4 SANITATION personal hygiene Begin by asking learners this question: What do you do to keep the
home and school clean?
HUMANS AND SUB-STRAND 2: DISEASES B3.5.2.1 Know common diseases of B3.[Link] Know how common skin diseases can be prevented
5 THE humans, causes, symptoms, effects and Ask learners to pantomime or act out how they bath and talk about
ENVIRONMENT prevention. how regular bathing can prevent skin diseases.
DISEASES B3.5.2.1 Know common diseases of B3.[Link] Explain the term air-borne diseases and give examples
6 humans, causes, symptoms, effects and Begin the lesson with a song, rhyme or poem on air-borne diseases, e.g.
prevention. I have a little cough Sir.
HUMANS AND SUB-STRAND 3: SCIENCE B3.5.3.2 Exhibit knowledge of food B3.[Link] Describe the ways foods get spoiled
THE AND INDUSTRY processing and preservation Learners watch pictures and videos on ways by which food get spoilt.
7
ENVIRONMENT Demonstrate an activity to show how food gets spoilt. E.g. bread,
kenkey fish etc.
SCIENCE AND INDUSTRY B3.5.3.2 Exhibit knowledge of food B3.[Link] Describe the ways foods get spoiled
8 processing and preservation Learners in groups to discuss ways by which food gets spoilt.
Engage learners to present their ideas in groups to the whole class.
HUMANS AND SUB-STRAND 4: B3.5.4.1 Know that climate change is one B3.[Link] Identify human activities that pollute the atmosphere
THE CLIMATE CHANGE of the most important environmental Learners watch pictures and videos on human activities that pollute
9 ENVIRONMENT issues facing the world today and is a long- the atmosphere.
term change in the pattern of average Tell stories or talk about scenarios that pollute the atmosphere i.e.
weather of a specific region of the earth. burning of waste and bush, exhaust fumes from moving cars etc.
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PACe RELIGIOUS AND MORAL EDUCATION (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY THREE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 4: SUB- STRAND 1: B3.4.1.1 Appreciate the role of the family and B3.[Link]: Discuss God’s promises to humankind.
1 THE FAMILY AND THE ROLES AND RELATIONSHIPS the community in their relationship with God.
COMMUNITY
ROLES AND RELATIONSHIPS B3.4.1.1 Appreciate the role of the family and B3.[Link]: Discuss God’s promises to humankind.
2 the community in their relationship with God.

ROLES AND RELATIONSHIPS B3.4.1.1 Appreciate the role of the family and B3 [Link]: Identify the benefits of responding to
3 the community in their relationship with God God’s call.

ROLES AND RELATIONSHIPS B3.4.1.1 Appreciate the role of the family and B3 [Link]: Identify the benefits of responding to
4 the community in their relationship with God. God’s call.

ROLES AND RELATIONSHIPS B3.4.1.1 Appreciate the role of the family and B3. [Link]: Identify moral lessons learnt from
5 the community in their relationship with God. responding to God’s call.

THE FAMILY AND THE SUB-STRANDS 2: B3.4.2.1. Explain the role of the family members B3.[Link]: Explain the need to live in harmony with
6 COMMUNITY PERSONAL SAFETY IN THE in living safely with each other. one another.
COMMUNITY
PERSONAL SAFETY IN THE B3.4.2.1. Explain the role of the family members B3.[Link]: Explain the need to live in harmony with
7 COMMUNITY in living safely with each other. one another.
PERSONAL SAFETY IN THE B3.4.2.1. Explain the role of the family members B3.[Link]: Explain the need to live in harmony with
8 COMMUNITY in living safely with each other. one another.

PERSONAL SAFETY IN THE B3.4.2.1. Explain the role of the family members B3.[Link]: Explain the need to live in harmony with
9 COMMUNITY in living safely with each other. one another.

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