SCHEME OF LEARNING- WEEK 1

BASIC SIX
Name of School:
Week Ending : 09 – 05 - 2025
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.[Link]. B6.[Link]. B6.[Link]. B6.[Link]
B6.[Link]. B6.[Link]
Performance Indicator [Link] can engage in collaborative conversation with
unfamiliar audience
[Link] can recognize how words are formed through
compounding
C. Learners can use the imperative form of verb to give
warning and express prohibitions
D. Learners can use words, phrases, and clauses to clarify
the relationships among claim(s) and reasons.
E. Learners can identify and use conjunctions
F. Learners can read and critique a variety of age- and level
appropriate books and present a one-page critical
commentary based on a set of criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards and a class library
Core Competencies: Reading and Writing Skills Personal Development and Leadership and Collaboration

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

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Monday Engage learners to help the [Link] LANGUAGE Give learners task to
farmer in his daily works. (Conversation. Pg. 158) complete while you go
round the class to
Show a video of a talk show support those who might
or introduce a talk show by need extra help.
drawing on learners’
background knowledge of Have learners to read
such activities on TV. and spell some of the
keywords in the lesson
Identify an interesting topic
e.g.
“Children should not do
WhatsApp”. Initiate a
conversation using
questions. Learners take
turns to contribute to the
conversation.

Put learners in groups and let

them choose topics for
conversation. Go round to
ensure learners take turns,
use facial expressions
appropriately and maintain
eye contact when in
conversation
Tuesday Put learners into groups. [Link] Give learners task to
Have learners role-play one (Vocabulary. Pg173) complete while you go
of their best adverts on TV. round the class to
Have learners refresh their support those who might
Sit down and have fun. The knowledge on affixes – need extra help.
group with the best shows prefixes and suffixes – ,
wins. acronyms and blending Have learners to read
using examples. and spell some of the
keywords in the lesson

Learners choose words with

given affixes and use them
appropriately in sentences.

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
Wednesd Ask learners to find as [Link] Give learners task to
ay many words they can (Verbs. Pg. 188) complete while you go
from the crossword puzzel round the class to
below. An imperative form of verb is support those who might
one that tells someone to do need extra help.
something,
so that the sentence it is Have learners to read
in becomes an order or and spell some of the
command. E.g. finish your keywords in the lesson
work.

Guide learners to give

Have learners read their examples of sentences
word list to the whole class. demonstrating their
knowledge of imperative
form of verb.
e.g. Break the glass, and you
will pay for it.

Imperative form of verbs

doesn’t give room for further
questions.
Thursday Begin a story for one minute [Link] Give learners task to
and let your learners finish (argumentative writing. Pg. complete while you go
the story on their own 207) round the class to
support those who might
Lead learners to discuss need extra help.
appropriate language for
arguments e. g. use of Have learners to read
adjectives in their various and spell some of the
forms. keywords in the lesson

You may read out model

argumentative essays to
guide learners
Friday Have learners to sing songs [Link] CONVENTIONS Ask learners to read the
and recite some familiar & GRAMMAR USAGE list of conjunctions
 rhymes. (Using Conjunctions) below and choose one
Example: Revise the use of conjunction to join
Peter Piper" conjunctions learners together each set of
Peter Piper picked a peck sentences.
have learnt.
of pickled peppers e.g. and, but, or, nor, so Since
A peck of pickled peppers that, and While
[Link]
Peter Piper picked; but so
when, while, if, unless etc. went
then if
If Peter Piper picked a to express purpose, time, to the
peck of pickled pepper s. toy store….. bought a
condition etc. stuffed animal.
Where's the peck of
pickled peppers Peter Learners write stories on [Link] went to the
Piper picked? topics of their choice movies…….
using the conjunctions to out to dinner.
link ideas in their
sentences. 3.I baked cookies……they
burned in the oven

Have learners peer-edit [Link] flew our kite…….the

one another’s work. 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.

[Link] READING

Have learners read books of

Engage learners in the their choice independently Encourage them to visit
“popcorn reading” game during the library period. the
local library to read and
The rules are simple: One Let learners write a one-page borrow books
student starts reading aloud critical commentary based on
and then calls out "popcorn" the books read
when they finish. This
prompts the next student to Invite individuals to present
pick up where the previous their work to the class for
one left off. feedback.

Vetted by: ……………………………………………Signature: …………………………………… Date: ……………………

Week Ending : 09 – 05 - 2025
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 122
Learning Indicator(s) B6.[Link]
Performance Indicator Learners can determine the HCF and the LCM of two or
three numbers using prime factors
Strand Number
Sub strand Counting, Representation & Cardinality
Teaching/ Learning Counters, bundle and loose straws base ten cut square,
Resources patterns made from Manila cards, Bundle of sticks
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative
Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning REFLECTION 10MINS
(Preparing The Brain Including (Learner And
For Assessment) Teacher)
Learning)
Monday Engage learners in the Have learners revise the Give learners task to
“Jump use of the factor tree complete while you go
Counting” game method to determine round the class to
Have learners count prime factors of any support those who
while jumping with given whole number. might need extra help.
each count.
For example the prime
Challenge them to
factors of 24. For
count by twos, fives, instance, from the figure:
or tens! 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.
Tuesday Let learners draw a picture Guide learners to Give learners task to
of a favorite place in the determine the highest complete while you go
world. Then write five or common factor of given round the class to
more words that remind numbers. support those who
them of that place. might need extra help.
For example: 15 and 20
Have learners to paste 15={1,3,5,15}
their drawings on the 20={1,2,4,5,10,20}
classroom wall to create
a gallery. The common
factors={1,5}
Hence HCF={5}

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.
Wednesda Engage learners to cut out Guide Learners to use the
y some 2D shapes at your prime factorization by
start signal. inspection to determine the
LCM and underlining the
Have learners to paste the largest number of factors in
cut each product
outs on the classroom wall 36=2×2×3×3
48= 2×2×2×2×3 → which
is
2×2×2×2×3×3=144
Thursday Give learners brain teasers Guide Learners to use the Give learners task to
to solve. prime factorization by complete while you go
1. A teacher is inspection to determine the round the class to
preparing for a field trip. LCM and underlining the support those who
She assigns 81 students largest number of factors in might need extra help.
to 3 different buses. How each product
many students are on 36=2×2×3×3
each bus? 48= 2×2×2×2×3 → which
is
2. Ms. Alvarez’s 2×2×2×2×3×3=144
class has 33 students.
She wants to have 3
equal groups for the
activity. How many
students are in each
group?
Friday Have learners to create Learners place factors in a Give learners task to
patterns of two objects to Venn diagrams to find the complete while you go
making meaning. HCF and LCM of 36 and 48. round the class to
i.e. the HCF is product of support those who
factors in both circles might need extra help.
→2×2×3=12; and the LCM
is product of factors in the
diagram →3×2×2×3×2×2
=144

Vetted by: …………………………………………… Signature: …………………………………… Date: ……………………

Week Ending : 09 – 05 - 2025
Class Six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.[Link]
Performance Indicator Learners can measure the temperature of a body using a
thermometer
Strand Forces And Energy
Sub strand Forces & Movements
Teaching/ Learning Balls, tables, chairs, plants, balloons, bottle, bottle opener
Resources
Core Competencies: Problem Solving skills; Critical Thinking; Justification of Ideas; Collaborative
Learning; Personal
Development and Leadership Attention to Precision

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain Assessment) (Learner And
For Teacher)
Learning)
Engage learners to dance Assist learners to Have learners to write
in moves you instruct them reflect on their some interesting facts
to do Example: previous knowledge on or terms on a sheet of
i. Dance as slowly as heat and temperature paper, put it in their
you can while still moving (temperature refers to pockets and learn it on
your body for the entire the degree of hotness their way home.
song. of a body).
Call learners at
ii. who can do the Provide clinical and random to
most jumping jacks (or laboratory thermometers summarize the
jumps) for the duration of or show pictures important points of
the song. The winner of different types of the lesson.
chooses the next move! thermometers.
Give learners task to
Learners identify the complete at home.
equipment and where and
when it is used.
 Play games and sing songs Guide learners, in groups, Write 8 to 10 words on
to begin the lesson. to produce their own the board and have
improvised thermometers learners find a
Using questions and using plastic bottles, connection between
answers, review learners plastic straws, dyes and them. Example:
understanding of the water.
previous lesson. Thermometer
Some learners share Hotness
experiences of how their Coldness
body temperatures were Temperature
measured on a visit to a Health center
health center.

Learners demonstrate the

use of thermometers to
measure temperature of
their bodies and that of
warm water.

Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending : 09 – 05 - 2025

Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 56
Learning Indicator(s) B6.[Link].
Performance Indicator Learners can describe skills for resolving conflict in the
school, family and community
Strand All Around Us
Sub strand Being A Citizen
Teaching/ Learning Pictures, Charts, Video Clips
Resources
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving
Cultural Identity and
Global Citizenship

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

MINS (New Learning REFLECTION 10MINS
(Preparing The Brain Including (Learner And
For Assessment) Teacher)
Learning)
Engage learners in the Learners explain domestic Ask learners to tell you
design challenge game. violence and conflict. what they have learnt.

Give each learner a piece Learners discuss the Let learners

 of paper to create causes of domestic summarize the main
something with the paper. violence and conflict in the points of the lesson.
Encourage learners to family.
display their final art for Give learners task to
appreciation and Learners share complete at home.
appraising. experiences of domestic
violence and conflict in the
community.
Let learners share their Discuss the effects of Ask learners to tell you
opinions on the debate domestic violence on the what they have learnt.
topic “technology has family.
done more good than Let learners
harm to education” Learners role play summarize the main
peaceful resolution of points of the lesson.
conflict in the school,
family and community. Give learners task to
complete at home.

Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending : 09 – 05 - 2025

Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 [Link]
Performance Indicator Learners can identify the role of children in promoting
harmony with other family members.
Strand The Family, Authority & Obedience
Sub strand Authority & Obedience
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
Core Competencies: Cultural Identity, Sharing Reconciliation, Togetherness, Unity
Communication and Collaboration,
Critical Thinking Creativity and Innovation Digital Literacy

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

MINS (New Learning REFLECTION 10MINS
(Preparing The Brain Including (Learner And
 For Assessment) Teacher)
Learning)
Create a competition and Revise with learners the Let learners write on a
lets learners recite a roles they can play to piece of paper the
tongue twister without a promote harmony in following;
mistake Example: the family:
Peter Piper 3 things they
Peter Piper picked a peck Let learners, in pairs or in remember in the
of pickled peppers groups, list roles other lesson
A peck of pickled peppers family members can play 2 questions they would
Peter to ensure harmony in the their partner to answer. 1
family: relatives must be
Piper picked; interesting fact of the
respectful, obedient,
If Peter Piper picked a lesson.
caring, protective,
peck of pickled peppers.
defensive, humble, etc.
Where's the peck of
pickled peppers Peter
Piper picked? Ask learners to dramatize
or role-play the duties of
their grandparents,
uncles, cousins, aunts,
etc., in molding their
character.

Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending : 09 – 05 - 2025

Class Six
Subject HISTORY
Reference History curriculum Page 44
Learning Indicator(s) B6.[Link]
Performance Indicator Learners can describe the events leading to the emergence of
the Fourth Republic
Strand Independent Ghana
Sub strand The Republics
Teaching/ Learning Wall charts, wall words, posters, video clip, etc.
Resources
Core Competencies: The use of evidence to appreciate the significance of historical locations
help learners to become critical thinkers and digital literates

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

MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For (Learner And
Learning) Teacher)
Create a competition Ghana’s fourth republic begun Ask learners to tell
and lets learners recite in 1992 when a new what they have learnt.
a tongue twister constitution was introduced.
without a mistake This constitution came into Let learners write a
Example: effect on January 7 1993. summary of the lesson
Sea shells to a class mate who
She sells seashells by Using pictures and charts, list was absent from school.
the the names of all the Presidents
seashore of the Fourth Republics and their Give learners task to
dates of tenure. complete at home.
The shells she sells are
surely seashells
So if she sells shells on JOHN AGYEKUM KUFOUR
the seashore, John Agyekum Kufour as the
I am sure she sell second president of the republic
seashore shells of Ghana was on 8th December
1938. He had his tertiary
education in UK, London and
Exeter College, Oxford. After his
return from the united
kingdoms, he once became the
chairman of the Kumasi Asante
Kotoko football club. He also
represented the Atwima
Nwabiagya in parliament in the
second and third republics. He
stood for the presidential
candidate of the NPP against the
ruling government NDC led by J.J
Rawlings and won the 2000
general elections. John Agyekum
Kufour become the second
president of the fourth republic
and ruled the country for eight
years (2001-2008).
Engage learners to play Ghana’s fourth republic begun What have we learnt
the ball game. in 1992 when a new today?
Write some new words in constitution was introduced.
the lesson on a ball. This constitution came into Presidents of the Fourth
Throw the ball to effect on January 7 1993. Republics.
learners in turns to form
sentences with the word Using pictures and charts, list Learners must say or
which has their right the names of all the Presidents write 10 words to
of the Fourth Republics and their express their thoughts
thumb on.
dates of tenure. of the lesson.

PROFESSOR JOHN EVANS ATTA Give learners task to

MILLS complete at home.
 Professor John Evans Atta Mills
was born on 21st July 1944 in
Tarkwa in the Western Region of
Ghana. He had his secondary
education at the Achimota
school and then to the university
of Ghana, Legon where he
obtained a law degree LLB in
1967. Professor John Evans Atta
Mills was appointed by J.J
Rawlings to be his running mate
in the 1996 elections. He
became the presidential
candidate for the NDC after
Rawlings had served all his
terms. He won the 2008 general
elections to become the third
president of the fourth republic.
He remains the only president to
have died whiles in office in the
history of Ghana’s politics.

Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending : 09 – 05 - 2025
Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.[Link].
Performance Indicator Learners can study how the artworks of the international
performing artists studied reflect the physical and social
environments of some communities in the world
Strand Performing Arts
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools, other
Resources materials available in the community
Core Competencies: Decision Making Creativity, Innovation Communication Collaboration Digital
Literacy

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

MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For (Learner And
Learning) Teacher)
Learners sing songs and Get learners to study and Learners talk about
recite rhymes about explore some performing what was interesting
work. artworks of international and made meaning to
artist. them in the lesson.
Example: Fela Anikulapo Kuti
Learners mention Learners retell the
some performing Fela Anikulapo Kuti was a history of
artworks produced Nigerian popular musician who Fela Anikulapo Kuti in
in Ghana. played many instruments and groups
who used many instruments in
his music. He was composer, a
performer and a dance. He was
also a human rights activist and
which reflected in most of his
songs. While in school he
formed koola Lobitos band. His
songs were mostly sung in
Nigerian pidgin English.

Play one of Fela Anikulapo video

clips for learners to watch and
listen

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 you
some history facts rhythmic what they have learnt
about Fela motives from the instrumental and what they will like
Anikulapo Kuti patterns to learn in the
next lesson
Use series of questions Guide pupils to create and
to review their expand the motives.
understanding in the Learners watch the
 previous lesson Let learners create music with recorded performance
the motives. and appreciate their
own artworks
Record performance of learners

Week Ending : 09 – 05 - 2025

Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 72
Learning Indicator(s) B6.[Link]-3
Performance Indicator Learners can recognize and use landmarks to give
directions to your school and home
Strand Oral Language
Sub strand Giving & Following Commands
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a
Resources manila card

Core Competencies: Creativity and innovation, Communication and collaboration, Critical

thinking

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

MINS (New Learning Including REFLECTION 10MINS
(Preparing The Brain Assessment) (Learner And
For Teacher)
Learning)
Lead learners to sing a Explain to learners what Use questions to
song. landmarks are. review their
understanding of the
Engage learners to play A landmark is an object or lesson
the feature of a place that is
crossword game easily seen and recognized Ask learners to
from a distance, especially summarize what they
one that enables someone have learnt
Write a word on the board to establish their location.
crossword-style. Invite
each student to the board
Ask learners to mention
to create a new word
some landmarks that they
stemming from the letters
see in their communities.
that are already available.
e.g. church buildings,
Mosque, police station,
market, hospital etc.

Show learners a
picture of a town with
some important
landmarks like Bank,
church, mosque, big
tress etc.

Let learners recognize

landmarks in their area.
Review learners Mention a landmark in the Use questions to
understanding in the community. review their
previous lesson using understanding of the
questions and answers Show a picture of a town lesson
 with some important
landmarks like Bank, Ask learners to
Engage learners to play church, mosque, etc. summarize what they
games and sing songs to have learnt
begin the lesson. Lead the learners to
recognize the landmarks in
the picture.

Ask a learner to give

directions from the
landmark to the home.

Assist learners to use other

landmarks to give
directions to their house.
Engage learners to play Show a picture of a town Use questions to
games and sing songs to with some important review their
begin the lesson. landmarks like Bank, understanding of the
church, mosque, etc. lesson

Assist learners to use the Ask learners to

landmarks to give summarize what they
directions to their school. have learnt
Week Ending : 09 – 05 - 2025
Class Six
Subject COMPUTING
Reference Computing curriculum Page 46
Learning Indicator(s) B6.[Link].-5
Performance Indicator Learners can recognize and explore with resource locators
(URLs).
Strand Word Processing
Sub strand Surfing The Worldwide Web
Teaching/ Learning Set of computers connected to the internet
Resources
Core Competencies: Creativity and innovation. 2. Communication and collaboration. 3. Cultural identity and
global citizenship. 4.
Personal development and leadership. 5. Digital literacy

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

MINS (New Learning Including REFLECTION
(Preparing The Brain Assessment) 10MINS
For (Learner And
Learning) Teacher)
Put learners into 2 Guide learners to identify what Use questions to
teams. Let each team URLs is. Group learners into review their
present a player who is groups of five or less, to explore understanding of the
very good in playing on how to recognize URLs so as lesson
the Zuma game. to aid learners to locate a
resource on the web. Ask learners to
The fist person to finish summarize what they
a level wins. Teams Give learners a project on how to have learnt
must bring out a new jump directory to URLs.
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.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………