SCHEME OF LEARNING- WEEK 10

BASIC SIX
Name of School………………………………………………………………………………….
Week Ending 11 – 07 – 2025
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum
Learning Indicator(s) B6.1.10.3.7. B6.2.10.1.2. B6.3.13.1.1. B6.4.15.1.1 B6.5.10.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can Speak with confidence before different
audiences using appropriate verbal and non-verbal cues to
convey meaning
B. Learners can Write short summary of a level appropriate
passage read
C. Learners can form and use reported speech appropriately
D. Learners can write to friends to express their views on
given topics using appropriate letter formats
E. Learners can check pieces of literary work for spelling
F. Learners can read and critique a variety of 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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For
Learning)
Monday Engage learners to sing A.ORAL LA4NGUAGE Give learners task to
songs complete while you go
and recite familiar Through discussion, explain round the class to
rhymes the need to be able to speak support those who might
with confidence before an need extra help.
LITTLE POLLY FLINDERS audience.
Have learners to read
Little Polly flinders
Sat among the cinders Show video clips of well- and spell some of the
Warming her pretty little known persons delivering keywords in the lesson
toes! speeches for learners to
Her mother came and observe and comment on. Let
caught her, learners practice these in
pairs and groups
Tuesday Engage learners to sing B.READING Give learners task to
songs complete while you go
and recite familiar Have learners read the round the class to
rhymes passage. support those who might
Discuss it briefly with need extra help.
ONE POTATO TWO learners.
Have learners to read
POTATOES
and spell some of the
One potato, two Working in groups, learners
write a summary of the keywords in the lesson
potatoes, three
potatoes ,four! Five passage taking note of the
potatoes, six potatoes, main idea(s).
seven potatoes , more!
Eight potatoes nine Let learners present their
write up for discussion. E.g.
 potatoes ten potatoes, Select main ideas
all from the passage without
examples/illustrations/words
in parenthesis.

Learners use the sequence

order to write down the
events that took place in the
correct order
Wednesda Engage learners to sing C.GRAMMAR Give learners task to
y songs Provide situations for learners complete while you go
and recite familiar to identify and use them in round the class to
rhymes both present and past tenses. support those who might
need extra help.
HEAD SHOULDERS KNEES
AND TOES Introduce the direct speech Have learners to read
Head shoulders knees with several examples of and spell some of the
and sentences. keywords in the lesson
toes,
Knees and toes E.g. “We saw an eagle,” said
Head shoulders knees Aba. “Esi is tired,” said Mum.
and “Joe has become rich,” said
toes Atongo.
Knees and toes
And eyes and Lead learners, with examples,
ears and mouth to change direct speech into
and nose. reported speech by:
Head shoulders knees
and toes,
Thursday Play games and recite D.WRITING Give learners task to
rhymes that learners complete while you go
are familiar with to Give examples of formal round the class to
begin the lesson. letters to them and let them support those who
talk about the similarities and might need extra help.
Ask learners questions differences between formal
to review their and informal letters. Have learners to read
understanding in the and spell some of the
previous lesson. Learners identify purpose and keywords in the lesson
audience and make a mind
map to guide the writing.

Each group writes an informal

letter and edits it. The letters
are passed round the groups
for editing.
Friday Play games and recite E.WRITING CONVENTIONS Give learners task to
rhymes that learners & GRAMMAR USAGE complete while you go
are familiar with to (Spelling) round the class to
begin the lesson. Give learners an extract support those who
containing wrongly spelt might need extra help.
Ask learners questions words. Guide them to correct
to review their the spellings. Have learners to read
understanding in the and spell some of the
previous lesson. Have learners read a short keywords in the lesson.
story and write a
continuation of the story. E.g.
Cinderella wore the shoes
and she was taken away to
marry the prince. Have learners present a-
Learners play “popcorn twoparagraph summary
reading” game. The Learners write their stories in of the book read
rules are simple: One groups and as individuals.
student starts reading Invite individuals to
aloud and then calls out Guide learners to create present their work to the
"popcorn" when they additional groups to correct class for
finish. This prompts the spellings of words. feedback
next student to pick up
where the previous one F.EXTENSIVE READING
left off. Have learners read books of
their choice independently
during the library period.

Let learners write a one-page

critical commentary based
on the books read

Invite individuals to present

their work to the class for
feedback.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending 11 – 07 – 2025

Class Six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.4.2.2.2-3
Performance Indicator Predict the probability of a given outcome occurring for a
given probability experiment by using theoretical probability
Strand Data
Sub strand Probability & Chance
Teaching/ Learning Counters, bundle and loose straws
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For
Learning)
Monday Have learners arrange Guide learners (in each small Give learners task to
the fractions from the group) to carry out the following complete whiles you go
largest to the smallest. experiments 100 times, use round to guide those
tallies to record their results, and who don’t understand.
transfer it to frequency tables:
Give remedial learning
(i) spinning a 5-sector to those who may need
Learners are to spinner 100 times; special help.
complete the (ii) spinning an 8-sector
work within a given spinner 100 times.
time

Tuesday Engage learners to play Ask learners (in each small Give learners task to
the missing number group) to use the results of the complete whiles you go
puzzle. experiments above (recorded in round to guide those
Use 1 to 4 to finish each the tables above) to work out who don’t understand.
equation.
Multiply before you add and
the experimental probability
subtract and compare to the theoretical Give remedial learning
probability of the following to those who may need
events with each of the special help.
spinners (i.e. table above) i.
pinning a 2 ii. pinning a
number greater than 4 iii.
pinning a 1 or a 3

Wednesd Engage learners to play Put the results from all the small Give learners task to
ay the missing number groups for (a) spinning the 5- complete whiles you go
puzzle. sector spinner, (b) spinning the round to guide those
Use 1 to 4 to finish each 8-sector spinner, together. Ask who don’t understand.
equation. the class to work out the
Multiply before you add and experimental probabilities and
subtract
Give remedial learning
compare to the theoretical to those who may need
probabilities of the events special help.
i. pinning a 2 ii. pinning a
number greater than 4 iii.
pinning a 1 or a 3

Thursday Let learners play games Ask learners their observations Give learners task to
and sing songs to begin as to whether or not the complete whiles you go
the lesson. experimental probability is round to guide those
getting closer to the theoretical who don’t understand.
probability.
Revise with them the
previous lesson through Ask them to explain the Give remedial learning
questions and answers. difference between theoretical to those who may need
probability and experimental special help.
probability
Friday Engage learners in the Ask learners their observations Give learners task to
Mental math game: as to whether or not the complete whiles you go
experimental probability is round to guide those
Give a sequence of getting closer to the theoretical who don’t understand.
instructions for learners probability.
to follow while doing Give remedial learning
math in their head. Ask them to explain the to those who may need
difference between theoretical special help.
probability and experimental
probability
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………
Week Ending 11 – 07 – 2025
Class Six
Subject SCIENCE
Reference Science curriculum Page 46
Learning Indicator(s) B6.5.4.1.1
Performance Indicator Know the effects of climate change on humans
Strand Humans & The Environment
Sub strand Climate Change
Teaching/ Learning Pictures and charts
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Teacher introduces the Learners are engaged in a Ask learners questions
lesson to learners. thinkpair-share activity to to review their
Students are to list all the come out with ways of understanding of the
words they associate with controlling the causes of lesson.
the topic to be treated. climate change.
Ask them to put words Have learners write 3
together Guide learners to design a facts of the lesson on a
to form a definition concept map on climate sheet of paper and it in
change, showing its their pockets and learn
causes, effects and it on their way home.
prevention.

Build the vocabulary of

learners by explaining
terms such as climate
change, drought, flooding
and temperature.
Teacher writes and lets Engage learners in an Ask learners questions
students see the answer awareness campaign on to review their
on the board, perhaps a climate change issues in understanding of the
picture of object on the the school and nearby lesson.
board. community, using
placards, posters and Have learners write 3
The students must come banners. facts of the lesson on a
up with questions in which sheet of paper and it in
the answer could be the Learners work in groups to their pockets and learn
object on the board. plant and nurture trees at it on their way home.
vantage points in the
school environment.

Learners predict what will

happen if there are no
trees in the world
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………
Week Ending 11 – 07 – 2025
Class Six
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page 62
Learning Indicator(s) B6.5.1.2.1.
Performance Indicator Investigate the effects climate change on the
environment
Strand Our Beliefs And Values
Sub strand Our Neighboring Countries
Teaching/ Learning Pictures, Charts, Video Clips
Resources
Core Competencies: Communication and Collaboration Critical Thinking and Problem Solving
Cultural Identity

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

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Teacher introduces the Use video clips, field trips Ask learners questions
lesson to learners. and pictures to help to review their
Students are to list all the learners identify the understanding of the
words they associate with effects of over lesson.
the topic to be treated. concentration of
Ask them to put words greenhouse gases and Have learners write 3
together climate change on the facts of the lesson on a
to form a definition environment e.g. change sheet of paper and it in
in rainfall pattern, change their pockets and learn
in temperature,
it on their way home.
agriculture, health.

Discuss human activities

(e.g. bush burning, fumes
from vehicles) in their
community that
contribute to the emission
of greenhouse gases (e.g.
carbon dioxide, methane,
water vapour and nitrous
oxide) (Whole-class
discussion).

Learners in groups
suggest ways by which
human beings can adapt
to climate change
 Teacher writes and lets Discuss human activities Ask learners questions
students see the answer (e.g. bush burning, fumes to review their
on the board, perhaps a from vehicles) in their understanding of the
picture of object on the community that lesson.
board. contribute to the emission
of greenhouse gases (e.g. Have learners write 3
The students must come carbon dioxide, methane, facts of the lesson on a
up with questions in which water vapour and nitrous sheet of paper and it in
the answer could be the oxide) (Whole-class their pockets and learn
object on the board. discussion).
it on their way home.
Learners in groups
suggest ways by which
human beings can adapt
to climate change
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending 11 – 07 – 2025

Class Six
Subject RELIGIOUS & MORAL EDUCATION
Reference RME curriculum Page 55
Learning Indicator(s) B6.5.2.1.1:
Performance Indicator Identify attitudes and behaviors of a responsible family
member.
Strand The Family, Authority & Obedience
Sub strand Roles, Relationship in the Family & Character Formation
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For
Learning)
Engage learners to sing Guide learners to discuss Ask learners questions
songs and play games the importance of being to review their
to get them ready for committed to the family: understanding of the
lesson. - to promote unity, lessson.
- to gain respect,
Use questions and - to be considered a Give learners task to
answers to review trustworthy person, - to uplift do whiles you go
family image, etc.
learners understanding round to guide those
in the previous lesson. who need help.
Put learners into two
groups and have them
debate on the motion for
or against the motion, “It
is good to be committed
to one’s family”.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………
Week Ending 11 – 07 – 2025
Class Six
Subject HISTORY
Reference History curriculum Page 46
Learning Indicator(s) B6.6.2.2.2
Performance Indicator Assess the consequences of military takeovers on Ghana’s
development Exemplification
Strand Independent Ghana
Sub strand Military Rule
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Engage learners to sing Show and discuss a Ask learners questions
songs and play games to documentary of any to review their
get them ready for military takeover. understanding of the
lesson. lessson.
Brainstorm the effects of
Use questions and the coup d’états and Give learners task to do
answers to review military rule on whiles you go round to
learners understanding Ghana’s development guide those who need
in the previous lesson. e.g. human right abuse, help.
overthrow of constitutions
and imposition of harsh
 rules.
Use questions and Put learners into groups. Give learners task to do
answers to review whiles you go round to
learners understanding Debate the effects of guide those who need
in the previous lesson. military takeovers on help.
Ghana’s development
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending 11 – 07 – 2025

Class Six
Subject CREATIVE ARTS
Reference Creative Arts curriculum Page
Learning Indicator(s) B6.1.4.6 B6.2.4.7
Performance Indicator Learners can use the agreed guidelines to examine and
derive meaning from own artworks
Strand Visual Arts & Performing Arts
Sub strand Appreciating and Appraising
Teaching/ Learning Photos, videos, art paper, colors and traditional art tools,
Resources
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 10MINS
(Preparing The Brain For Assessment) (Learner And
Learning) Teacher)
 Engage learners to play Let learners use their Assessment:
games and sing songs to senses to appreciate and Present learners
begin the lesson. appraise their own with different
artworks. artworks for them to
Review learners use the guidelines
understanding in the Make decisions on agreed in appreciating and
previous lesson using guidelines to appreciate and appraising.
questions and answers appraise an artwork.
E.g. a painting
Summarize lesson
activities with
learners.

Have learners to talk about

the painting.
i. what’s going on in the
painting ii. what do you see
that makes you say that? iii.
what more can we find?
Engage learners to play Performing artworks include Review the lesson
games and sing songs to dance, music and drama. activities through
begin the lesson. questions and
Let learners use their answers.
senses to appreciate and
appraise their own
artworks.

Make decisions on agreed

guidelines to appreciate and
Review learners appraise an
artwork. E.g. Agbadza dance
understanding in the
previous lesson using
questions and answers
Let learners talk about the
theme, gestures, makeup,
costume, stage use and stage
setting as they watch the
video or pictures of the
dance.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending 11 – 07 – 2025

Class Six
Subject GHANAIAN LANGUAGE
Reference Ghanaian Language curriculum Page
Learning Indicator(s) B6.6.3.1.4-6
Performance Indicator Learners can answer factual and inferential questions
from passages read.
Strand Extensive Reading/Children Literature/Library
Sub strand Reading Texts, Poems, Narrative And Short Stories
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 MINS PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

(Preparing The Brain For (New Learning Including 10MINS
Learning) Assessment) (Learner And Teacher)
Write words on th board Read a passage or text Ask learners questions
and cover parts with a aloud for learners to listen. to review their
smiley for understanding of the
learners to guess the word Let learners mention lessson.
unfamiliar words and write
Have learners sing songs them on the board. Give learners task to
to begin the lesson do whiles you go round
Allow learners to find the to guide those who
meaning of unfamiliar need help.
words from the dictionary
and context.
Have learners play games Ask questions based on Ask learners to
and recite familiar rhymes the text read. summarize what they
to begin the lesson have learnt.
Allow learners to answer
Using questions and factual and inferential Let learners say 5
answers, review their questions from the text words they remember
understanding of the read. from the lesson.
previous lesson
Draw or print pictures of Revise the topic on how to Ask learners to
vocabulary words with do summary with learners. summarize what they
number on it and paste have learnt.
them on the classroom Let learners summarize a
wall. Ask learners to make paragraph from the text Let learners say 5
a list of them. read. words they remember
from the lesson.
Listen to some of the ideas
from the learners on the
paragraph summary.

Read a text aloud for

learners to listen and
allow learners to read on
their own.

Allow learners to write a

summary of the text read.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………

Week Ending 11 – 07 – 2025

Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page 81
Learning Indicator(s) B6.5.4.5.4
Performance Indicator Evaluate individual responsibility in group efforts.
Strand Values And Psycho-Social Concepts, Principles And
Strategies
Sub strand Critical Thinking
Teaching/ Learning Pictures and Videos
Resources
Core Competencies: learners develop personal and social skills such as tolerance,
empathy, teamwork, fairplay in cultural and religious diversity

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)
Have learners play games Evaluation is a process Ask learners questions
and recite familiar rhymes that critically examines an to review their
to begin the lesson individual. It involves understanding of the
collecting and analyzing lessson.
Using questions and information about a an
answers, review their individual characteristics Give learners task to
understanding of the and outcomes. do whiles you go
previous lesson round to guide those
Evaluate individual who need help
learners’ responsibility in
group efforts and
encourage them to do
better.

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

Week Ending 11 – 07 – 2025

Class Six
Subject COMPUTING
Reference Computing Curriculum Page 54
Learning Indicator(s) B6.7.1.1.1-2
Performance Indicator Identify five (5) major health hazards associated with
the use of ICT tools and demonstrate solutions for the
health related problems in ICT.
Strand Internet And Social Media
Sub strand Health Hazard With Using ICT Tools
Teaching/ Learning Pictures or projected images
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: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain For Assessment) (Learner And Teacher)
Learning)
Have learners play games Brainstorm with learners Ask learners to
and recite familiar the long term exposure to summarize what they
rhymes to begin the the use of ICT tools. have learnt.
lesson
Let learners identify some Let learners say 5
Using questions and ICT tools they commonly words they remember
answers, review their use in the home. from the lesson.
understanding of the E.g. Television, Computer,
previous lesson Radio, Mobile phone, etc.

Guide learners to discuss

some major health
hazards associated with
the use of ICT tools.
e.g. Eye strain, Eye
irritation, Eye fatigue, etc.

Guide learners to
brainstorm to find the
solutions to the health
hazards associated with
the use of ICT tools.
Vetted by: ………………………………………… Signature: …………………………………… Date: ……………………