TERM TWO

BASIC THREE
WEEK ONE

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 WEEKLY SCHEME OF LEARNING- WEEK ONE
BASIC THREE

Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.2.6.1.1 B3.4.8.1.1 B3.5.4.1.1. B3.6.1.1.1
Performance Indicator A. Learners can read level-appropriate sight
words, understand and use them in meaningful
complex sentences
B. Learners can develop two coherent
paragraphs on
leading questions
C. Learners can identify the present continuous
form of action words in spoken and written
communication
D. Learners can read a variety of age and level-
appropriate books and summarise them
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)
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Provide learners with today?
rhymes texts containing level-
appropriate sight words. Ask learners to
• Put them into groups to summarize the main
identify, read and use points in the lesson
sight words in meaningful
sentences

Assessment:: Let learners

read and use sight words
in meaningful sentences
 Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Have learners brainstorm today?
rhymes to choose a topic, e. g. My
Home Ask learners to
• Write the topic on the summarize the main
board. points in the lesson
• Ask questions for
learners to generate ideas
on the topic
• Discuss the questions
with learners for them to
answer appropriately

e.g. My home
i. Where do you live?
ii. How many of you live
there?
iii. What kind of buildings
are there?

Assessment: Let learners

answer the questions :
i. Where do you live?
ii. How many of you live
there?
iii. What kind of buildings
are there?

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

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Through demonstration, Ask learners to
assist learners to use the summarize the main
continuous form of the points in the lesson
action words such as
running, eating and
sitting.
Provide sentences and let
learners identify the
continuous form of the
action words: e.g. Adongo
is running with the ball.

Assessment: let learners

underline the continuous
form of the action words
in five different sentences
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Friday Engage learners to sing E.EXTENSIVE READING What have we learnt
songs and recite familiar Using the Author’s chair, today?
rhymes introduce the
reading/library time. Ask learners to
• Have a variety of summarize the main
age/level-appropriate points in the lesson
books for learners to
make a choice from.
• Introduce narratives,
expository, procedural
texts to learners.
• Guide learners to select
books for readings

Assessment: let learners

read a variety of age and
level-appropriate books
and summarise them
 Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B3.1.2.3.
Performance Indicator Learners can Use strategies to mentally add and
subtract whole numbers within 100
Strand NUMBER
Sub strand Number Operations
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 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Sing songs like: Look for doubles, and Review the lesson with
then changing the Learners
I’m counting one, what subtraction question into
is one an addition and solving it
1 - One is one alone, (e.g. for 24 - 12, think 12 +
alone it shall be. 12 = 24 so 24 - 12 is 12 )
Assessment: have
E.g. 2 Make doubles when
2 - Two pair, two pair learners to practice with
the two numbers that are
come pair let us pair more examples
close together or close to
3 - Turn around doubles by:
4 - Follow me - Decomposing the second
5 - Fire number to make doubles
(e.g. when subtracting 48
– 25, think 48 – 24 – 1) or
- Compensating to make
doubles: adding something
to the second number to
make a double, then
adjusting the answer by
adding the same amount
to the answer (e.g. for 48 -
23 think 48 - 24 = 24. Then
add 1 to 24 to get 25,

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 which i E.g. 3 is the
answer)

Wednesday Sing songs like: Adding on by friendly Review the lesson with
jumps strategy, where one Learners
I’m counting one, what of the numbers is
is one decomposed into a
1 - One is one alone, friendlier number and Assessment: have
added in “chunks” (for
alone it shall be. learners to practice with
example, when adding 326
2 - Two pair, two pair more examples
+ 232, start with326, add
come pair let us pair
100 two times to get 526
(326 + 100 + 100), then
add on 10 three times to
get 556 (526 + 10 + 10 +
10) and then add on 2 to
get 558. The answer is
558.
E.g. 3. Making 10s or 100s
when adding a number
that is close to a multiple
of 10 or 100 by moving a
quantity from one number
to another, for example
when adding 296 + 568,
move 4 from 568 to 296 to
make 300

Thursday Sing songs like: Compensation strategy Review the lesson with
– adding more than is Learners
I’m counting one, what required to create an
is one easier number to add –
1 - One is one alone, usually a multiple of 10 Assessment: have
or 100 - and then
alone it shall be. learners to practice with
subtracting that same
2 - Two pair, two pair more examples
amount from the
come pair let us pair answer (for example,
when adding 126 + 39,
add 1 to 39 to create the
expression 126 + 40,
which gives 166, then
subtract from the
answer the 1 that was
 added; 166 -1 = 165, so
the answer is 165)
E.g. 5. Decomposing or
splitting the second
number into partial
subtractions that are
easier to subtract (e.g.
when subtracting 127 -
38, decompose 38 and
subtract in friendlier
jumps - 127 - 20- 10- 8
or see examples in text
boxes)
E.g. 6. Starting at the
second number and
counting up in friendly
jumps (e.g., when
subtracting 127 – 18,
start at 18 and count up
by 100 to get 118, then
count up 9 to get
127…so the answer is
109)

Friday Sing songs like: Compensation strategy - Review the lesson with
Subtracting more than is Learners
I’m counting one, what required (to turn the 2nd
is one number into a friendlier
1 - One is one alone, number), then adding the Assessment: have
extra amount to the
alone it shall be. learners to practice with
answer (for example,
2 - Two pair, two pair more examples
when subtracting 547 -
come pair let us pair
296, subtract 547 – 300 =
3 - Turn around 247, then add 4 to the
4 - Follow me answer to get 251)
5 - Fire Constant difference –
Adding (or subtracting the
same amount from each
number to make one
number “friendlier”,
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knowing that it does not
change the answer (e.g.,
instead of 158 – 47, do
161 - 50 which is 111
 Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B3.2.1.4.1
Performance Indicator Learners can Identify things that make water impure

Strand CYCLES
Sub strand EARTH SCIENCE
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)
Thursday Engage learners to sing Provide learners with cut- What have we learnt
songs and recite familiar out pictures showing how today?
rhymes water is polluted. This
should include leakages, Ask learners to
flooding during rainy summarize the important
season which carries points of the lesson
waste deposits into water
bodies, Industrial waste
dumped into water,
mining, littering,
pesticides application,
fertilizer application,
house hold chemicals,
improper disposal of
animal wastes.
• In groups, learners
observe the pictures and
communicate their ideas
on what makes water
impure

Take learners on a trip to

observe littered parts of
the community to identify
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things that make water
impure.
• Ask learners what will
happen if they drink
impure water

Assessment:
Let learners identify things
that make water impure
 Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B3.2.3.1. 1.
Performance Indicator Learners can Sketch the shape of the classroom and
indicate the position of the teacher’s desk
Strand ALL AROUND US
Sub strand Map Making and Land Marks
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 Learners sketch the shape What have we learnt
songs and recite familiar of the classroom. Through today?
rhymes questions and answers,
guide learners to indicate Ask learners to
where they sit in the summarize the main
classroom, on their points in the lesson
sketches with a small
round shape.
Learners show on their
sketches the location of
the following:
i) Chalk/White board
(Bb/Wb)
ii) Cupboard
iii) Teacher’s table (Tt)

Assessment:
Let learners sketch the
shape of the classroom
and indicate the position
of the teacher’s desk

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Thursday Engage learners to sing What have we learnt
songs and recite familiar Learners label their today?
rhymes objects with abbreviations
as in the list of objects Ask learners to
summarize the main
C Bb/W Tt points in the lesson

Me

Learners describe the

shape of the cupboard.

Assessment:
Let learners sketch the
shape of the classroom,
indicate the position of
the following:
i) Chalk/White board
(Bb/Wb)
ii) Cupboard
iii) Teacher’s table (Tt)
and label their objects
with abbreviations
 Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B3.2.2.1.2
Performance Indicator Learners can Name some of the items exchanged
among the various groups
Strand My Country Ghana
Sub strand Inter-Group Relations
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 What items were What have we learnt
songs and recite familiar exchanged among the today?
rhymes various ethnic groups?
Why were these items Ask learners to
exchanged? summarize the main
How and why did cowrie points in the lesson
shells (cedie) become the
most common.

Identify trade items that

were exchanged among
ethnic groups: salt. fish,
gold, kola, shea butter,
pottery and cloth and iron
utensils

Assessment: : Let learners

Name some of the items
exchanged among the
various groups

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Thursday Engage learners to sing Identify trade items that What have we learnt
songs and recite familiar were exchanged among today?
rhymes ethnic groups: salt. fish,
gold, kola, shea butter, Ask learners to
pottery and cloth and iron summarize the main
utensils points in the lesson

Assessment: : Let learners

name some of the items
exchanged among the
various groups
 Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B3.1.2.1.10
Performance Indicator Learners can Hand-dribble a ball continuously while
moving around obstacles.
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 After warm ups learners What have we learnt
demarcated area in files move from stationary today?
while singing and position with balls, bounce
clapping to warm-up the and continue bouncing Use answers to
body for maximal whiles moving through summarise the lesson.
performance and to obstacles from one point
prevent injuries to another. Supervise and
give corrective feedback.
End lesson with cool down
activities

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Week Ending
Class Three
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B3.2.1.1.1:
Performance Indicator Learners can Name the sacred scriptures of the three
major religions.
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
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 Guide learners to mention What have we learnt
songs and recite familiar the sacred scriptures: The today?
rhymes Holy Bible (Christianity),
The Holy Qur’an, Hadith Ask learners to
(Islam), Sacred Myths, summarize the main
parables and taboos points in the lesson
(Traditional Religion), etc.
• Let learners in groups,
talk about the Holy
Scriptures and which
religion each belongs to.
• Guide learners to recite
simple texts from the
scriptures: Al-Fãtihah
(Islam), Psalm 23
(Christianity) and Sacred
Myths, folktales, parables,
etc. (Traditional Religion).

Assessment : Let learners

Name the sacred
scriptures of the three
major religions.
 Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B3 1.1.1.2
Performance Indicator Generate ideas from visual artworks produced or
found in other African communities for making own
visual artworks that reflect people in those areas in
Africa
Strand VISUAL ARTS
Sub strand Thinking and Exploring Ideas
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)
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes produced or found in
other countries in Africa Ask learners to
(e.g. masks, sculptures, summarize the main
pottery, fabric, beads, points in the lesson
paintings);

and tools for the

production of the
artworks under study and
how they are acquired;

Learners are to: identify

own ideas and concepts
based on artistic decisions
to make own 2-
Dimensional artworks
(e.g. drawing, collage,
montage, painting,
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printmaking, lettering,
pattern-making, collage,
montage, letter collé);
-Dimensional
artworks(modelling,
casting, carving, sewing,
stitching, weaving,
knotting, construction,
assemblage, quilling)

Assessment: : Let learners

generate ideas from visual
artworks found in other
African communities
 Learning Indicator (s) (Ref. No.) B3.1.5.1.2 State opinion and feelings on events and
characters in stories.
B3.1.6.1.1 Discuss and demonstrate non-verbal forms
of greeting
Performance Indicators • The learner should state opinion and
feelings on events and characters in stories.
• The learner should discuss and
demonstrate non-verbal forms of greeting
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 • Let learners sing a What have we learnt
songs and recite popular song they know. today?
familiar rhymes • Tell or read an
interesting story to
learners. Review the lesson with
• Help the learners to learners
state their opinions and
feelings on events and
characters in the story

Assessment: let learners

state opinion and feelings
on events and characters
in stories.

Engage leaners to sing • Revise greetings with What have we learnt

songs and recite learners. today?
familiar rhymes • Demonstrate some non-
verbal forms of greetings
for learners to see.

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 • Let learners recognise Review the lesson with
the various non-verbal learners
forms of greetings. E.g.
Handshake, gestures for
greeting and nodding of
the head.
• Allow learners to
demonstrate the various
non-verbal forms of
greetings in groups and in
pairs

Assessment: let learners

demonstrate non-verbal
forms of greeting

Engage leaners to sing • Revise greetings with What have we learnt

songs and recite learners. today?
familiar rhymes • Demonstrate some non-
verbal forms of greetings
for learners to see. Review the lesson with
• Let learners recognise learners
the various non-verbal
forms of greetings. E.g.
Handshake, gestures for
greeting and nodding of
the head.
• Allow learners to
demonstrate the various
non-verbal forms of
greetings in groups and in
pairs

Assessment: let learners

demonstrate non-verbal
forms of greeting