SCHEME OF LEARNING- WEEK 2

BASIC SIX
Name of School………………………………………………………………………
Week Ending : 16 – 05 – 2025
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.6.3.2. B6.2.6.4.2. B6.3.9.1.1. B6.4.13.2.3 B6.5.8.1.1.
B6.6.1.1.1.
Performance Indicator A.Learners can demonstrate turn taking in conversation on
different topics
B.Learners can recognize the playful use of words in spoken
and written language
C. Learners can use modals to express a variety of
meanings
D. Learners can establish and maintain a formal style..
E.Learners can identify and use conjunctions
F. Learners can read and critique a variety of age- and level
appropriate books
Teaching/ Learning Word cards, sentence cards, letter cards and a class library
Resources
Core Competencies: Reading and Writing Skills Personal Development and Leadership and
Collaboration

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)
Monday Learners to sing songs A.ORAL LANGUAGE Give learners task to
and play games to get Through discussion, guide complete while you go
them ready learners to identify some current round the class to
for the lesson or recent events. support those who
might need extra help.
There Was a Crooked Choose one such event and
Man engage in a model conversation Have learners to read
There was a crooked with a learner earlier prepared. and spell some of the
man, and he walked keywords
a crooked mile. He Converse on a given topic with a in the lesson
found a crooked learner as others watch.
sixpence upon a
crooked stile. Let learners, converse in pairs on
He bought a crooked different topics after the example.
cat, which caught a
crooked mouse, And Encourage them to follow the
they all lived together rules of conversation.
in a little
Crooked house. Guide the use of appropriate
vocabulary by showing
vocabulary cards and indirectly
dropping hints of a correct word.

Put learners into groups to

discuss topics such as "How I
spend my holidays; My future
career" etc.
 Encourage learners to ask and
answer questions for
clarification about key details.
Ensure appropriate vocabulary
use by dropping hints and
showing word cards.

Tuesday Engage learners to B.READING Give learners task to

solve this riddle (Vocabulary. Pg173) complete while you go
round the class to
There are three houses. Demonstrate the use of playful support those who
One is red, one is blue words in spoken and written might need extra help.
and one is white. If the language e.g. jokes, riddles,
red house is to the left puns Have learners to read
of the house in the and spell some of the
middle, and the blue Introduce these one at a time. keywords
house is to the right of in the lesson
the house in the
Provide and discuss examples.
middle, where is the
white house?
Learners play games with the
activity in pairs/groups.

Wednesda Gather 20 objects that C.GRAMMAR Give learners task to

y can be found in the (Modals) complete while you go
classroom and lay them round the class to
all out on the desk. Revise modal auxiliaries. support those who
Show them all to the − Can: conveys ability might need extra help.
students and then
− May: asks for permission,
cover everything with a Have learners to read
blanket or a sheet after expresses
and spell some of the
one minute. politeness, possibility keywords
− Must: obligation or compulsion, in the lesson
Ask the students to necessity
write down as many − Shall/will: prediction, intention,
items they remember determination etc.
on a piece of paper. − Could: tentativeness,
politeness − Would:
Write a list of the items politeness etc.
on the chalkboard and − Might: possibility
allow students to self- − Should: obligation
correct. − Used to: for past
activity/event − Have
to/ought to/need to: for
obligation

Introduce them in context one or

two at a time.

With examples, assist learners to

use the modals in sentences to
convey specific meanings such as
politeness.
Thursday Get a viral picture, a D.WRITING Give learners task to
trending news on (Argumentative writing. complete while you go
twitter, Facebook, Pg. 207) round the class to
YouTube and other Using models, discuss the basic support those who
social media handles. structure of an argumentative might need extra help.
piece:
Discuss what is − Introduction. Have learners to read
trending and invite and spell some of the
 learners to share their − Reasons for the stand taken. keywords
opinions on them. − Conclusion. in the lesson

Have learners in groups to

present full compositions using
class discussions.
Friday Have learners to sing E.WRITING CONVENTIONS & Give learners task to
songs and recite some GRAMMAR USAGE complete while you go
familiar rhymes. (Using Conjunctions) round the class to
Example: support those who
Peter Piper" might need extra help.
Revise the use of conjunctions
Peter Piper picked a learners have learnt.
peck of pickled peppers e.g. and, but, or, nor, so Have learners to read
A peck of pickled and spell some of the
that, when, while, if, unless
peppers keywords in the
etc. to express
Peter Piper picked; lesson
If Peter Piper picked a purpose, time, condition etc.
peck of pickled pepper
s. Learners write stories on topics of
Where's the peck of their choice using the
pickled peppers Peter conjunctions to link ideas in their
Piper picked? sentences.

Have learners peer-edit one

another’s work.

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

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

Week Ending : 16 – 05 – 2025
Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page 127
Learning Indicator(s) B6.1.2.5.1 B6.1.2.6.1
Performance Indicator  Learners can solve multi step word problems
involving the four basic operations
 Learners can locate, compare and order sets of
integers using the number line and symbols "< or >"
Strand Number
Sub strand Number Operations
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 PHASE 2: MAIN 40MINS PHASE 3:

10 (New Learning Including REFLECTION
MINS Assessment) 10MINS
(Preparing The Brain (Learner And
For Learning) Teacher)
Monday Call out a number Learners model Give learners task to
between 1and 15. mathematical statements complete while you go
Example 3. Learners from a given word problem round the class to
must call out the involving addition and support those who
double(2x) of that multiplication and solve might need extra help.
number.
using the strategies learnt
In this case 6 is the
answer.
Tuesday Engage learners in the Learners model Give learners task to
“Jump Counting” mathematical complete while you go
game Have learners statements from a given round the class to
count while jumping word problem involving support those who
with each count. division and subtraction might need extra help.
Challenge them to and solve using the
count by twos, fives, strategies learnt
or tens!
Wednesda Let learners draw a Learners role play a given Give learners task to
y picture of a favorite word problem involving complete while you go
place in the world. addition and multiplication round the class to
Then write five or more and solve support those who
words that remind might need extra help.
them of that place. Learners role play a given
word problem involving
Have learners to subtraction and division and
paste their drawings solve
on the classroom wall
to create a gallery.
Thursday Call out a number Learners model Give learners task to
between 1and 15. mathematical statements complete while you go
Example 3. Learners from a given word problem round the class to
must call out the involving division and support those who
double(2x) of that multiplication and solve might need extra help.
number. using the strategies learnt.
In this case 6 is the
answer. The relationship between
 operations and the use of
calculator and spreadsheet
to assess the reasonableness
of answers should be
stressed
Friday Engage learners to sing Use number line to help Give learners task to
the song learners to identify integers complete while you go
as opposites of round
whole numbers by answering the class to support
WE CAN COUNT the following questions: those who might need
We class six i. Which integer is at the extra help.
point marked B1? ii. Which
We can count integer is larger than B1 and
We count 1,2,3,4,5 which is smaller? iii. How
We count 6,7,8,9,10 many steps away from B is
We class six can count B1?
very well.

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

Week Ending : 16 – 05 – 2025
Class Six
Subject SCIENCE
Reference Science curriculum Page 44
Learning Indicator(s) B6.5.1.1.1
Performance Indicator Learners can identify the causes and effects of foul body
odor on humans and how it can be prevented
Strand Humans & The Environment
Sub strand Personal Hygiene & Sanitation
Teaching/ Learning Soap, water, dirty clothes
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 REFLECTION 10MINS
(Preparing The Brain Including (Learner And
For Assessment) Teacher)
Learning)
Engage learners in the Learners, in groups, Have learners to say
design challenge game. discuss the causes of body 10 things about the
odor. lesson.
Give each learner a piece
of paper to create Prepare personal hygiene Let learners
something with the paper. cards/posters for each summarize the
Encourage learners to learner in the group to important points of the
display their final art for write one cause of foul lesson.
body odor and how it can
appreciation and
be prevented. Give learners task
appraising.
whiles you go round to
Learners pair-share their give support.
ideas and present to the
whole class.
Let learners share their Learners, in groups, Have learners to say
opinions on the debate discuss the causes of body 10 things about the
topic “technology has odor. lesson.
done more good than
harm to education” Prepare personal hygiene Let learners
cards/posters for each summarize the
learner in the group to important points of the
write one cause of foul lesson.
body odor and how it can
be prevented. Give learners task
whiles you go round to
Learners pair-share their give support.
ideas and present to the
whole class.

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

Week Ending : 16 – 05 – 2025
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 58
Learning Indicator(s) B6.4.1.2.1.
Performance Indicator Learners can explain the importance of public
accountability
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)
Write a word vertically on Learners explain public Let learners write on a
the board. accountability e.g. Public piece of paper the
Each student must come following;
up with a word starting Accountability is a process
with each letter of the by which people are held 3 things they
vertical word. responsible for their remember in the
actions and activities in lesson
Using questions and the society 2 questions they
answers, review learners would their partner
understanding of the Learners discuss the to answer. 1
importance of public interesting fact of
previous lesson.
accountability in the lessson.
promoting social justice
e.g. i. Peace building avoids Give learners task to
conflicts. ii. When there are complete at home.
no conflicts people work
together.
iii. People see
themselves as one people.
iv. Everybody
contributes to development.
Write a word vertically on In groups learners identify Let learners write on a
the board. ways by which people can piece of paper the
Each student must come be held accountable for following;
up with a word starting their stewardship
with each letter of the e.g. i. development of 3 things they
vertical word. selfconsciousness about remember in the
accountability lesson
Using questions and ii. ensuring 2 questions they
answers, review learners compliance to rules and would their partner
understanding of the regulations to answer. 1
previous lesson. iii. awareness that interesting fact of
there are societal the lessson.
institutions to ensure your
 compliance e.g. court
action, report to the
police, etc.

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

Week Ending : 16 – 05 – 2025

Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 54
Learning Indicator(s) B6 5.1.1.1
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)
Get a tall list of action Revise with learners the Let learners write on a
words on it. roles they can play to piece of paper the
Select a student to stand promote harmony in following;
at the front of the room the family:
and act out a word from 3 things they
your list (no speaking Let learners, in pairs or in remember in the
allowed). groups, list roles other lesson
The rest of the class must family members can play 2 questions they
then guess what the to ensure harmony in the would their partner
student is attempting to family: relatives must be to answer. 1
portray. Whoever guesses respectful, obedient, interesting fact of
correctly can act the next caring, protective, the lessson.
word defensive, humble, etc.

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 : 16 – 05 – 2025

Class Six
Subject HISTORY
Reference History curriculum Page 44
Learning Indicator(s) B6.6.1.1.1
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)
Lead learners to sing a Ghana’s fourth republic begun in Let learners write on a
song. 1992 when a new constitution was piece
introduced. This constitution came of paper the following;
Engage learners to play into effect on January 7 1993.
the 3 things they remember
crossword game Using pictures and charts, list the in the lesson
names of all the Presidents of the 2 questions they would
Fourth Republics and their dates their partner to
Write a word on the of tenure.
board crossword-style. answer. 1 interesting
Invite each student to fact of the lessson.
John Dramani Mahama born on
the board to create a
new word stemming November 1958 in Damango in
from the letters that are the West Gonja District of Ghana Give learners task to
already available. became the fourth president of complete at home
the fourth republic after winning
the 2012 general elections. He
Let learners talk about
ruled for four years (2013-2016).
the pictures.
He also remains the only
 president. to have lost the
elections after his first term in
office.

Nana Addo Dankwa Akuffo Addo

born on
29th march 1940 became the fifth
president of the fourth republic
after winning the 2016 general
elections. He is the current
president of Ghana.
Read out excerpts from Show and discuss a documentary Let learners write on a
speeches made by on the inauguration of a new piece of paper the
important individuals in President of Ghana. following;
the country. Let learners
relate to the speeches Learners recount an inauguration 3 things they remember
and share ideas on such they have witnessed or seen on in the lesson
speeches. Television. 2 questions they would
their partner to
Using questions and answer. 1 interesting
answers, review learners fact of the lessson.
understanding of the
previous lesson. Give learners task to
complete at home

Week Ending : 16 – 05 – 2025

Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.2.2.3 B6.1.2.3.3
Performance Indicator Learners can create own symbolic visual artworks that
communicate, educate or sensitize the public on some
topical issues in the world
Strand Visual Arts
Sub strand Planning, Making and Composing
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 REFLECTION 10MINS
(Preparing The Brain Including (Learner And
For Assessment) Teacher)
Learning)
Learners to sing songs Learners are to explore Ask learners to talk
and play games to get the local environment to about what they have
them ready for the lesson select available materials learnt.
and tools that are good
Show pictures of visual for making artworks. Through questions and
artworks to learners for answers review
them to observe and talk Learners gather materials learners understanding
about them and tools available in their of the lesson
community based on
 artworks they wish to
create. Example: how to
make clay pot.

Demonstrate and guide

learners to make a simple
clay pot
Learners to sing songs Allow learners to Ask learners to talk
and play games to get practice in groups about what they have
them ready for the lesson following the steps learnt.
provided
Through questions and
Sort out your materials an answers review
tools needed to make the learners understanding
pot. of the lesson
e.g. clay, rollers,
scrappers, modeling tools,
piercing tool, trimming
tool etc.

Ensure that learners use

the right methods.
e.g. pinching, coiling and
the slab method.

Learners to discuss and

compare their artworks
to the artworks studied.

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

Week Ending : 16 – 05 – 2025

Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page 73
Learning Indicator(s) B6.1.11.1.1-3
Performance Indicator  Learners can recognize and discuss the causes accidents
that occur at home, school, roads, etc.
 Learners can discuss some safety measures to prevent
accidents that occur at home, school and on roads.
Strand Oral Language
Sub strand Presentation
Teaching/ Learning Word cards, sentence cards, letter cards, handwriting on a manila
Resources card

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

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)
 Write down a couple of Show learners a picture of a Use questions to review
words on cards. Make vehicle involved in a road their
sure learners are familiar accident. understanding of the
with the words. Divide lesson
the class in to groups. Have learners to observe and
One person from each talk about the picture. Let Ask learners to
group comes up in front learners mention they see in
to pick and act the word. summarize what they
the picture.
The group to get the have learnt
highest score wins! Using the whole class
discussion method, engage
learners to talk about the
picture using the appropriate
descriptive words.

Let learners recognize and

mention accidents that occur
at home, school, and on the
roads.
Engage learners to play Through brainstorming, ask Use questions to review
the “What letter am I learners to say some of the their
writing” game. causes of accidents. understanding of the
Put learners into groups lesson
of two. Show learners a picture of a
The teacher writes a fallen tree. Ask learners to
letter in the air. Ask learners what they think
Learners makes the letter summarize what they
caused the tree to fall.
sound and tell the have learnt
teacher the sound that Put learners in groups and
has been written give each group specific
accident scene and ask the
learners to brainstorm the
causes.

Each group should discuss

with the class the causes for
each given accident.
Write down a couple of Put learners into groups to Use questions to review
words on cards. Make discuss the accidents that their
sure learners are familiar occur in school, home, road understanding of the
with the words. Divide etc. previously allocated to lesson
the class in to groups. them.
One person from each
Ask learners to
group
summarize what they
have learnt
comes up in front to pick Let the group discuss the
and act the word. preventive and safety
The group to get the measures for those incidents.
highest score wins!
Let each group discuss the
safety measures of the given
accident to the whole class

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

Week Ending : 16 – 05 – 2025
Class Six
Subject COMPUTING
Reference Computing curriculum Page 47
Learning Indicator(s) B6.6.4.1.1-4
Performance Indicator Learners can Show how to create and delete a favorite
link.
Strand Word Processing
Sub strand Favorite Places And Search Engines
Teaching/ Learning Pictures
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 REFLECTION 10MINS
(Preparing The Brain Including (Learner And
For Assessment) Teacher)
Learning)
Put learners into 2 teams. Guide learners to create Use questions to
Let each team present a an Internet favorite link. review their
player who is very good in understanding of the
playing the Zuma game. Guide learners to delete a lesson
favorite link they have
The first person to finish a created. Ask learners to
level wins. Teams must summarize what they
bring out a new player for Guide learners to create a have learnt
each level. favorite folder or
subfolder.
Teacher can choose other
games that improves Help learners by aiding
Mousing or keyboarding them through the
skills necessary steps to create
a favorite folder.

Guide learners to use the

links toolbar.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………