TERM TWO

BASIC FOUR
WEEK THREE

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 WEEKLY SCHEME OF LEARNING- WEEK THREE
BASIC FOUR

Name of School………………………………………………………………………….……………………….……………………

Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.3. B4.2.6.3.2 B4.3.3.1.1
B4.4.9.3.1 B4.5.4.1.3 B4.6.1.1.1.
Performance Indicator A. Learners can ask relevant questions to find out
the opinion of others about a given topic
B. Learners can deduce meaning of words from
how they relate to one another
C. Learners can identify and use different types
of pronouns
D. Learners can review and revise the one-
paragraph draft taking out irrelevant details
E. Learners can use the present perfect form of
verbs to relate past events to the present
F. Learners can read a variety of age- and level
appropriate books and present a-two-
paragraph summary of each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Demonstrate the activity today?
rhymes using a familiar topic.
• Learners ask and Ask learners to
answer questions for summarize the main
clarification about what points in the lesson

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 other learners say on a
given topic.

Assessment: let learners

ask relevant questions to
find out the opinion of
others about a given topic

Tuesday Engage learners to sing B.READING What have we learnt

songs and recite familiar Reverse the meaning of today?
rhymes the terms using examples.
• Have learners play Ask learners to
games (e.g. Synonym Tree summarize the main
Game) to reinforce their points in the lesson
knowledge of antonyms
and synonyms.
• Ask learners to find
synonyms and antonyms
of words made from
context to build on their
vocabulary.

Assessment: let learners

match words with their
synonyms/antonyms.

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

songs and recite familiar Interrogative pronouns – today?
rhymes Who, What, Where, etc. •
Introduce interrogative Ask learners to
pronouns with several summarize the main
examples in context. points in the lesson
• Provide a passage and
have learners identify
interrogative pronouns.

Assessment: Let learners

use interrogative
pronouns in sentences.

Thursday Engage learners to sing D.WRITING What have we learnt

songs and recite familiar Have pupils revise their today?
rhymes first draft.
Ask them to set aside
their first draft for a while
 and return to it to read Ask learners to
over slowly and critically, summarize the main
and reread it several points in the lesson
times.
• Have learners use these
questions as a revision
guide
i. Is my topic interesting?
ii. Does the beginning
catch the reader’s
attention?
iii. Are the ideas easy to
understand?
iv. Do all the sentences
say something about the
topic?

Assessment: let learners

review and revise the one-
paragraph draft taking out
irrelevant details

Friday E.WRITING CONVENTION What have we learnt

Learners in pairs plan today?
what they will do during
the next weekend. Ask learners to
• They put their plan into summarize the main
writing using modal points in the lesson
auxiliaries

Assessment: let learners

use the present perfect
form of verbs to relate
past events to the present
Friday Guide learners to E.EXTENSIVE READING Have learners to tell
choose and read books Guide learners to choose what they read to the
during the library period and read independently whole class
books of their choice
during the library period.
• Learners think-pair-
share their stories with
peers.

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• Ask each learner to
write a-two-paragraph
summary of the book
read.
• Invite individuals to
present their work to the
class for feedback

Assessment: let learners

read a variety of age- and
level appropriate books
and present a-two-
paragraph summary of
each book read
 Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B4.1.3.1.2 B4.1.3.1.3
Performance Indicator Learners can Recognise and name equivalent fractions
using pictorial representations and number line to
determine the Lowest Common Denominator (LCD).
Learners can Find the simplest form of given fractions by
dividing through by the highest common factor (i.e. by
cancelling through by factors)

Strand Number
Sub strand Fractions
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

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

10 (New Learning Including REFLECTION
MINS Assessment) 10MINS
(Preparing The (Learner And
Brain Teacher)
For Learning)
Monday Sing songs like: Ask pupils to colour fractions Review the lesson
that are equivalent to given with Learners
I’m counting one, fractions or write more
what is one equivalent fractions for give n
1 - One is one alone, fractions
alone it shall be. Assessment: have
2 - Two pair, two learners to practice
pair come pair let us with more examples
pair

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Tuesday Sing songs like: To determine the equivalent Review the lesson
fractions of given fractions, find with Learners
I’m counting one, the Lowest Common
what is one Denominator (LCD) and use this
1 - One is one alone, to express the equivalent Assessment: have
alone it shall be. fractions that are comparable learners to practice
with more examples
Wednesday Sing songs like: Use pictorial representations to Review the lesson
illustrate the simplest form of a with Learners
I’m counting one, fraction; e.g. 6/12= 3/6 = ½
what is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice
with more examples
Thursday Sing songs like: Find the simplest form of a Review the lesson
given fraction, divide through by with Learners
the highest common factor
I’m counting one,
what is one Assessment: have
learners to practice
with more examples

Friday Sing songs like: Find the simplest form of a Review the lesson
given fraction, express the with Learners
I’m counting one, numerator and denominators
what is one as factors and cancel through
1 - One is one alone, common factors. Assessment: have
alone it shall be. learners to practice
with more examples
 Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B4.3.1.1.1
Performance Indicator Learners can know the organs of the digestive system
and their functions
Strand SYSTEMS
Sub strand THE HUMAN BODY SYSTEMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Show videos, pictures and What have we learnt
songs and recite familiar models of the digestive today?
rhymes system.
• Learners keenly observe Ask learners to
the organs of the digestive summarize the important
system. points of the lesson
• Explain to learners the
functions of the various
organs in the digestive
system.

Assessment: let learners

draw a diagram of the
digestive system and cut
out the various parts of
the system into flash cards

Thursday Engage learners to sing Learners randomly pick What have we learnt
songs and recite familiar the parts of the digestive today?
rhymes system on flashcards.
• Learners build the Ask learners to
digestive system by summarize the important
arranging the parts in an points of the lesson

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orderly manner as they
appear in the digestive
system.
Engage learners in an
activity to role-play the
various parts of the
digestive system and their
functions, with the aid of
flashcards.

Assessment: let learners

identify the organs of the
digestive system and their
functions
 Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B4.2.2.1.2.
Performance Indicator Learners can recognise the need to preserve living and
non-living things in the environment as a responsible
Strand ALL AROUND US
Sub strand Plants and Animals
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Through group work guide What have we learnt
songs and recite familiar learners to play games today?
rhymes and use specific examples
to talk about the Ask learners to
importance of living and summarize the main
non-living things to points in the lesson
humans. e.g.
Plants provide oxygen,
food, medicine, fuel wood,
clothes.
Animals provide food,
medicine, manure, clothes

Assessment: let learners

explain the importance of
living to humans
Thursday Engage learners to sing Through group work guide What have we learnt
songs and recite familiar learners to play games today?
rhymes and use specific examples
to talk about the Ask learners to
importance of living and summarize the main
non-living things to points in the lesson
humans. e.g.

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Water is used for drinking,
washing, cooking, river
transport, manufacturing
of industrial goods

Assessment: let learners

explain the importance of
non-living things to
humans
 Week Ending
Class Four
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B4 2.1.1.3
Performance Indicator Learners can differentiate between religious and non-
religious songs.
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship, Prayer and other Religious
Practices
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Ask learners to mention What have we learnt
songs and recite familiar songs sung in Ghana. today?
rhymes • Let learners
differentiate between Ask learners to
religious and irreligious summarize the main
songs by comparing the points in the lesson
lyrics: religious songs
express faith in God while
non-religious songs
portray worldly ideas, etc

Assessment: let learners

differentiate between
religious and non-religious
songs.

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team
Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B4.1.4.1.1
Performance Indicator Learners can describe the history of Ghana’s major
historical locations
Strand My Country Ghana
Sub strand Major Historical Locations
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Retell the stories behind What have we learnt
songs and recite familiar some of the historical today?
rhymes locations including
Flagstaff house, GBC, Ask learners to
Burma camp, Kumasi summarize the main
military museum, Komfo points in the lesson
Anokye Sword in Kumasi
etc

Assessment: let learners

describe the history of
Ghana’s major historical
locations
Thursday Engage learners to sing Retell the stories behind
songs and recite familiar some of the historical
rhymes locations including
Flagstaff house, GBC,
Burma camp, Kumasi
military museum, Komfo
Anokye Sword in Kumasi
etc

Assessment: let learners

describe the history of
 Ghana’s major historical
locations

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Week Ending
Class four
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B4 1.2.2.2
Performance Indicator Learners can experiment with available visual arts
media and methods to create artworks that express
own views, knowledge and understanding of the
natural and manmade environments in some Ghanaian
communities
Strand Visual Arts
Sub strand Planning, Making and Composing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes environment to select
available materials and Ask learners to
tools that are suitable for summarize the main
making visual artworks; points in the lesson

available materials and

tools by applying
appropriate methods and
skills:
discuss and share their
experiences through open
discussion and assessment
by peers;

Assessment: let learners

create artworks that
express own views
 Engage learners to sing Learners are to: What have we learnt
songs and recite familiar use available materials in today?
rhymes the environment to make
artworks that look like the Ask learners to
visual artworks studied; summarize the main
points in the lesson
their artworks with the
visual artworks studied

Assessment: let learners

create artworks that
express own views

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Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B4.1.2.1.2
Performance Indicator Learners can Roll smoothly in a backward direction
(back roll).
Strand MOTOR SKILL AND MOVEMENT PATTERNS
Sub strand LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
Teaching/ Learning Resources cones
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Learners jog round a Learners demonstrate What have we learnt
demarcated area in files how to roll backwards. today?
while singing and Learners in pair by
clapping to warm-up the supporting each other to Use answers to
body for maximal bend backwards smoothly. summarise the lesson.
performance and to Learners must be guided
prevent injuries to avoid injuries. Those
who can roll backwards on
their own, should be
granted the opportunity
to demonstrate to their
peers.
 Week Ending
Class Four
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B4.1.3.1.1
Performance Indicator Learners can use strategies for identifying data in
conversation and newspapers.
Strand WORD PROCESSING
Sub strand INTRODUCTION TO MS-WINDOWS INTERFACE
Teaching/ Learning Resources Laptop
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage learners to sing Guide learners to discuss What have we learnt
Wednesday songs and recite familiar strategies, which can be today?
rhymes used to identify data and
information. Use different Ask learners to
approaches to aid identify summarize the main
data in conversation and points in the lesson
newspaper e.g. grouping
students, role play etc.

Assessment: let learners

identifying data in
conversation and
newspapers.

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Learning Indicator (s) (Ref. No.) B4.2.5.1.3 Find meanings of figurative expressions.
B4.2.6.1.1. 1 Explain the meanings of unfamiliar
words.
B4.2.6.1.2 Explain the meanings of figurative
expressions
Performance Indicators • The learner should find meanings of
figurative expressions.
• The learner should explain the
meanings of unfamiliar words.
• The learner should explain the
meanings of figurative expressions
Week Ending
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Read a passage aloud. What have we learnt
songs and recite • Write the figurative today?
familiar rhymes expressions in the passage
on the board.
• Lead learners through
discussions to find the
meanings of the figurative
expressions.
Assessment: Let learners
find the meanings of more Review the lesson with
figurative expressions learners
Engage leaners to sing • Let learners sing a song What have we learnt
songs and recite they know. today?
familiar rhymes • Read aloud a passage.
• Read the passage again
while learners repeat after
you.
• Let learners read the
passage as a group and
individually.
 • Let learners read a
paragraph of the passage
in turns.
• Ask learners to mention
unfamiliar words they see
in the passage and write
the words on the board.
• Discuss the words with
learners to get the
meanings of the words.
• Group learners and let
them find the meanings of
given unfamiliar words. Review the lesson with
learners
Assessment: Let learners
explain the meanings of
unfamiliar words.
Engage leaners to sing • Read aloud a passage. What have we learnt
songs and recite • Write the figurative today?
familiar rhymes expressions in the passage
on the board.
• Lead learners to read
the figurative expressions
as a group and
individually.
• Lead learners through
discussion to find the
meanings of the figurative
expressions.
Review the lesson with
Assessment: Let learners learners
find the meanings of more
figurative expressions