TERM TWO

BASIC THREE
WEEK FOUR

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 WEEKLY SCHEME OF LEARNING- WEEK FOUR
BASIC THREE

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

Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.1.6.2.1. B3.2.6.1.2. B3.4.9.1.1 B3.5.4.1.2
B3.6.1.1.1
Performance Indicator A. Learners can demonstrate turn-taking in
conversation in different topics
B. Learners can use knowledge of prefixes and
suffixes to interpret unfamiliar words
C. Learners can select a topic on familiar themes
(e.g. Myself), brainstorm and organise before
writing
D. Learners can use the present continuous form
of verbs to describe actions taking place at the
time of speaking
E. 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)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Let learners identify some today?
rhymes familiar/interesting topics
based on their Ask learners to
environment for summarize the main
discussion.eg. Sanitation, points in the lesson
Bush fires,

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 • Let learners give
scenarios from the
identified topics.
• Let learners
demonstrate taking turns
in conversations.
• Guide appropriate
language use in
conversation

Assessment: let learners

demonstrate turn-taking
in conversation in
different topics
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Guide learners Use today?
rhymes knowledge of prefixes and
suffixes to interpret Ask learners to
unfamiliar words summarize the main
points in the lesson
Assessment: let learners
use knowledge of prefixes
and suffixes to interpret
unfamiliar words
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Take learners through the today?
rhymes writing process: Pre-
writing stage Ask learners to
• Consider composition summarize the main
writing as a process. That points in the lesson
is, it should be done in
stages.
• Take learners through
stages such as
preparation, writing,
editing and publishing.
• Assist learners to
prepare for writing by
discussing the topic to
write on, e.g. My School.
• In groups, let learners
discuss their ideas.
• Use learner strategies
such as brainstorming to
help learners generate
 ideas appropriate to the
topic.

Assessment: let learners

select a topic on familiar
themes (e.g. Myself) and
write ideas for the topic
Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Through examples, assist Ask learners to
learners to use the summarize the main
continuous forms of points in the lesson
action words in sentences.
e.g. Aba is singing. They
are jumping.
• Present action pictures
for learners to write
simple sentences about
the actions taking place

Assessment: let learners

use the present
continuous form of verbs
to describe actions taking
place at the time of
speaking
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
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level-appropriate books
and summarise them
 Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B3.1.2.5.2
Performance Indicator Learners can Represent and explain multiplication
using rectangular arrays
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)
Monday Sing songs like: Review the lesson with
To find 2×3= ? Learners
Learners arrange 2
I’m counting one, what
straws vertically (legs)
is one and put across it with 3
1 - One is one alone, horizontal ones (arms).
alone it shall be. Learners count the Assessment: have
2 - Two pair, two pair number of intersections. learners to practice with
come pair let us pair more examples
3 - Turn around
4 - Follow me
Learners model different
5 - Fire
multiplication sentences.
Learners mention the
number of dots
(intersections) for other
learners to model fence.
Note: Alternatively,
learners may draw vertical
lines to represent the legs
and horizontal lines across
them to represent the
arms and then count the

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 number of intersections as
the product

Tuesday Sing songs like: Develop and build the Review the lesson with
multiplication chart (up to Learners
I’m counting one, what 9 x 9) and have learners
is one practice reading the chart
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Wednesday Sing songs like: Learners should also be Review the lesson with
encouraged to model Learners
multiplication on the
I’m counting one, what number line
is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Draw a 6 by 6- Review the lesson with
multiplication chart and Learners
I’m counting one, what use it as a game board to
is one play the 3-in-a-line game
1 - One is one alone, with a pair of dice or Assessment: have
playing cards. Players take
alone it shall be. learners to practice with
turns in throwing a pair of
2 - Two pair, two pair more examples
dice and mark (or cover)
come pair let us pair the product made in a
3 - Turn around throw with his/her marker
4 - Follow me (or counter).
5 - Fire

Friday Sing songs like: Learners find doubles of Review the lesson with
given numbers and skip Learners Assessment:
I’m counting one, what count in 3, 4, and 5. have learners to practice
is one with more examples
 Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B3.3.1.1.1
Performance Indicator Learners can explain that the external parts of the
human body work interdependently to perform a
function
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 Engage pupils in songs on What have we learnt
songs and recite familiar the various parts of the today?
rhymes body, e.g. head, shoulders,
knees and toes, show me Ask learners to
your head, my head, my summarize the important
shoulders my knees, my points of the lesson
toes.
• Learners brainstorm on
how the various parts of
the human body support
each other to perform
various functions, e.g.
assuming a dog is barking
towards you, how do the
eyes, ears, feet help you
to recognise danger and
escape?
• Learners engage in
playing football and
explain how the various

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 parts of the body
contribute to undertake
the activity successfully.

Assessment: let learners

explain how the external
parts of the human body
work interdependently to
perform a function
Thursday Engage learners to sing Learners engage in various What have we learnt
songs and recite familiar activities (skipping) and today?
rhymes explain how the various
parts of the body Ask learners to
contribute to undertake summarize the important
the activity successfully
points of the lesson

Assessment: let learners

explain how the external
parts of the human body
work interdependently to
perform a function
 Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B3.2.4.1. 1.
Performance Indicator Learners can recognise the need to be proud of their
communities
Strand ALL AROUND US
Sub strand Population and Settlement
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 talk about the What have we learnt
songs and recite familiar need to be proud of their today?
rhymes communities e.g. that is
where they live, peace Ask learners to
summarize the main
points in the lesson
Assessment: let learners
identify the need to be
proud of their communities

Thursday Engage learners to sing Through role What have we learnt

songs and recite familiar play/dramatisation/fieldtrip today?
rhymes guide learners to talk about
how they will protect their Ask learners to
environment and the summarize the main
facilities in their points in the lesson
community. e.g. do not
litter the environment, do
not engage in open
defecation, report people
who destroy public utilities,

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switch off light in public
place if not in use, shut
open tap if not in use, etc.

Assessment: let learners

dramatize how they will
protect their environment
and the facilities in their
community
 Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B3.2.2.1.2
Performance Indicator Learners can trace the origin of the name ‘cedi’

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 Trace the origin of the What have we learnt
songs and recite familiar name ‘cedi’. today?
rhymes
Assessment: let learners Ask learners to
trace the origin of the summarize the main
name ‘cedi’ points in the lesson

Thursday Engage learners to sing Trace the origin of the What have we learnt
songs and recite familiar name ‘cedi’. today?
rhymes
Assessment: let learners Ask learners to
trace the origin of the summarize the main
name ‘cedi’
points in the lesson

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Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B3.1.3.1.2
Performance Indicator Learners can roll forward from standing position many
time to a distance in a round form.
Strand MOTOR SKILL AND MOVEMENT PATTERNS
Sub strand 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 Squat in front of a spread What have we learnt
demarcated area in files mat/safe floor. Place today?
while singing and hands on the mat/floor
clapping to warm-up the and tuck in the chin to Use answers to
body for maximal touch the chest. From this summarise the lesson.
performance and to position, push with the
prevent injuries hands and roll forward in a
round form and back to
the standing. Allow
learner to progress at
their own pace and always
give support.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own
pace.
 Week Ending
Class Three
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B3 2.1.1.2:
Performance Indicator Learners can give reasons for studying the sacred
scriptures of the three major religions among their
followers
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 Let learners recite texts What have we learnt
songs and recite familiar from the scriptures. today?
rhymes • Guide learners to talk
about the moral lessons Ask learners to
from the scriptures. summarize the main
points in the lesson
Assessment: let learners
give reasons for studying
the sacred scriptures of
the three major religions
among their followers

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Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B3 2.2.2.2
Performance Indicator Learners can plan to create own artworks that
represent performing arts in other communities in
Africa, by experimenting with available instruments,
resources and techniques for producing performing
artworks that reflect the natural and manmade
environments in those areas in Africa
Strand PERFORMING 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)
Monday Engage learners to sing experiment with What have we learnt
songs and recite familiar available today?
rhymes instruments/elements,
resources and techniques Ask learners to
to determine their nature, summarize the main
suitability and safety in points in the lesson
order to compose and
perform music, dance or
drama that reflect other
cultures in Africa; talk
about the history and
culture (e.g. their beliefs,
customs, religion,
festivals) of the people
from other parts of the
Africa;

Assessment: let learners

develop a plan to create
own artworks that
 represent performing arts
in other communities

Wednesday Engage learners to sing Learners are to What have we learnt

songs and recite familiar Try out some music, dance today?
rhymes and drama compositions
performed by people from Ask learners to
other parts of Africa summarize the main
(Dances: Indlamu of South points in the lesson
Africa, Moribayasa of
Guinea, Eskista of
Ethiopia, Atilogwu of
Nigeria, Aduma of Kenya;
Music: Afrobeat of
Nigeria, Highlife of Ghana
and Azonto

Assessment: let learners

develop a plan to create
own artworks that
represent performing arts
in other communities

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Learning Indicator (s) (Ref. No.) B3.2.4.2.1 Listen and say words with identical sounds
from poems
B3.2.4.2.2 Read poems and recognise rhyming words
Performance Indicators • The learner should listen and say
words with identical sounds from poems
• The learner should read poems and
recognise rhyming words
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 explore a What have we learnt
songs and recite rhyme they know. today?
familiar rhymes • Read poems to learners.
• Ask learners to listen
attentively and pick words Review the lesson with
with identical sounds. learners
• Let learners say the
words with identical
sounds from the poem.
• Let learners use the
words to form their own
sentences.

Assessment: let learners

say words with identical
sounds from poems

Engage leaners to sing • Let learners explore a What have we learnt

songs and recite rhyme they know. today?
familiar rhymes • Read or play a poem to
learners.
• Lead learners through Review the lesson with
discussions to recognise learners
 the rhyming words in the
poem.
• Ask learners to explore
the poem and recognise
rhyming words from the
poem.

Assessment: let learners

read poems and recognise
rhyming words
Engage leaners to sing • Let learners explore a What have we learnt
songs and recite rhyme they know. today?
familiar rhymes • Read or play a poem to
learners.
• Lead learners through Review the lesson with
discussions to recognise learners
the rhyming words in the
poem.
• Ask learners to explore
the poem and recognise
rhyming words from the
poem.

Assessment: let learners

read poems and recognise
rhyming words

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