TERM TWO

BASIC SIX
WEEK TWO
 WEEKLY SCHEME OF LEARNING- WEEK TWO
BASIC SIX

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

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B6.1.6.3.1. B6.2.6.3.1 B6.3.4.1.1 B6.4.9.3.2.
B6.5.4.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can engage in collaborative conversation
with unfamiliar audience
B. Learners can deduce meaning of words from how
they relate to one another
C. Learners can use comparatives forms of regular
and irregular adjectives to make comparisons
D. Learners can edit/proofread draft, checking
capitalisation, usage, pun
E. Learners can differentiate between how the
simple past and the present perfect tense forms
are used in speech and in writing
F. Learners can read and critique a variety of age-
and level appropriate books and present a one-
page critical commentary based on a set of
criteria, on 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 A. ORAL LANGAUGE What have we learnt
sing songs and recite Sample topics: social issues, today?
familiar rhymes social values and manners
• Show a video of a talk show Ask learners to
or introduce a talk show by summarize the main
drawing on learners’ points in the lesson
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 background knowledge of such
activities on TV.
• Identify an interesting topic
e.g. “Children should not do
WhatsApp”. Initiate a
conversation using questions.
Learners take turns to
contribute to the conversation.
• Put learners in groups and let
them choose topics for
conversation.
Go round to ensure learners
take turns, use facial
expressions appropriately and
maintain eye contact when in
conversation.

Assessment: let learners

engage in collaborative
conversation in groups on the
school rules
Tuesday Engage learners to B .READING What have we learnt
sing songs and recite Meaning from context today?
familiar rhymes • Explain and demonstrate that
the meaning of a word can be Ask learners to
deduced from other words in summarize the main
its environment. E.g. Philip is points in the lesson
glad. He is really happy.
Aku is tall but her brother is
short.

• Put learners in groups. Let

them read a text and l give the
contextual meaning of selected
words from the text.
• Engage learners in activities
such as: − Matching words with
their
meanings/synonyms/antonyms.
− Reading a text and finding
 replacements for certain words
in the text.
• Using other strategies such
as the synonym or antonym
tree or synonym or antonym
‘bingo’, have learners build a
portfolio of antonyms and
synonyms.
Meaning from word
relationships
hyponyms: fruit – apple
meronyms: hand – finger
Have learners use the
vocabulary tree and mother to
child to build words using
hyponyms and meronyms

Assessment: let learners use

the vocabulary tree and mother
to child to build words using
hyponyms and meronyms

Wednesday Engage learners to C. GRAMMAR What have we learnt

sing songs and recite Revise the comparatives with today?
familiar rhymes learners.
• Use practical activities to Ask learners to
guide learners to change the summarize the main
positive forms of regular points in the lesson
adjectives into comparative
forms by adding -er.
E.g. Compare the heights of
two learners:
i. Musah is tall. Safianu is short.
ii. Musah is taller than Safianu.

• Guide learners to form the

superlative forms of regular
adjectives by adding -est. E.g.
Ali is the tallest.

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 • Provide a text containing
irregular forms of adjectives.
Start with those that have
different spelling for
comparative and superlative.
e.g. good better best
• Provide a text for learners to
identify the examples. Learners
use the irregular forms of
adjectives in sentences
• Assist learners to use the
adjectival forms position, more
– and most – much
more most
intelligent more intelligent
most intelligent
• For each type or form, guide
learners with examples to
compare classroom objects and
things within the vicinity of the
school and beyond.
Creativity

Assessment: let learners use

comparatives forms of regular
and irregular adjectives to
make comparisons of
classroom objects and things
within the vicinity of the school,
Thursday Engage learners to D. WRITING What have we learnt
sing songs and recite Have learners pick up their today?
familiar rhymes clean draft (Refer to B5 4.3.1)
and check for conventions. E.g. Ask learners to
errors in capitalisation, summarize the main
punctuation and spelling points in the lesson
Tips for learners:
i. Do my sentences have proper
punctuation? E.g. full stop,
question mark, exclamation
mark.
ii. Have I used commas
correctly?
 iii. Do my sentences start with
capital letters?
iv. Have I capitalised proper
nouns?
• Have learners do peer
editing.
• Have them prepare neat final
copies.
• Guide them to proofread the
final copies before publishing.

Assessment: let learners

edit/proofread draft, checking
capitalisation, usage,
punctuation and spelling of
their own written story.
Friday Engage learners to E. WRITING CONVENTION AND What have we learnt
sing songs and recite GRAMMAR USAGE today?
familiar rhymes Revise the simple present and
present perfect tenses by using Ask learners to
examples and situations. summarize the main
• Distribute copies of a sample points in the lesson
story and let them identify the
simple past verbs, how they are
used in sentences and identify
modals used.
Use this as a guide to let
learners write a story using the
simple past.
• Learners in pairs write their
own stories making sure they
use both tense forms.
• Prepare a grid containing all
that could be needed to guide
the pairs to do their own
editing paying attention to the
correct use both tense.

Assessment: let learners

underline simple past and the

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 present perfect tense forms in
sentences

Friday Guide learners to E. EXTENSIVE READING Have learners to tell

choose and read Lead discussion on the what they read to the
books during the importance of reading widely. whole class
library period • Have learners read books of
their choice independently
during the library period.
• Learners think-pair-share
their stories with peers.
• Ask each learner to write a-
two-paragraph summary of the
book read.
• Invite individuals to present
their work to the class for
feedback.
• Encourage them to share
whatever they read with their
mates.

Assessment: let learners read

and critique a variety of age-
and level appropriate books
and present a one-page critical
commentary based on a set of
criteria, on each book read.
 Week Ending
Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.5.4.1.1
Performance Indicator Learners can explain post World War II developments
in the Gold Coast
Strand Journey to Independence
Sub strand Ghana Gains Independence
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 Report on the findings of What have we learnt
songs and recite familiar the Commission in the today?
rhymes form of a paper or
performance/poster/role Ask learners to
Why was the Watson play etc. summarize the main
Commission formed? points in the lesson
Who were its members? Assessment: let learners
write the report on the
findings of the
Commission as a post
World War II
developments in the Gold
Coast
Thursday Engage learners to sing Report on the findings of What have we learnt
songs and recite familiar the Commission in the today?
rhymes form of a paper or
performance/poster/role Ask learners to
play etc. summarize the main
points in the lesson
Assessment: let learners
role play the report on
the findings of the
Commission as a post-

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World War II development
in the Gold Coast
 Week Ending
Class six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.3.2.1.1
Performance Indicator Learners can explain the difference between a star, a
planet and a satellite
Strand SYSTEMS
Sub strand The Solar System
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, models or What have we learnt
songs and recite familiar pictures of the solar today?
rhymes system and engage
learners to identify the Ask learners to
Discuss the functions of planets in the system. summarize the important
parts of plants with • Draw the solar system points of the lesson
learners on the board, using
different colours to
illustrate the different
bodies.
• Learners tell what they
see when they view the
sky during the night and
during day time.
• Based on their answers,
use the chart to explain
that a star is a heavenly
body that produces its
own light and is stationary
(does not move)

Assessment: let learners

explain the difference

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 between a star and a
planet

Thursday Engage learners to sing Using the solar system as What have we learnt
songs and recite familiar an example, guide today?
rhymes learners to understand
that a planet is a body that Ask learners to
moves around a star (e.g. summarize the important
the earth and the other points of the lesson
planets move around the
sun).
• Similarly, explain to
learners that a satellite is a
smaller body that moves
around a bigger one, e.g.
the moon is a satellite of
the earth.
• Engage learners in a
game that mimics the
solar system (e.g. place a
chair at the centre of the
football field with one
learner to represent the
sun. Now ask 8 learners to
go around the chair in
circles to represent the
planets).

Assessment: let learners

explain the difference
between a star, a planet
and a satellite
 Week Ending
Class six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.1.2.6.2 B6.1.1.4.3 B6.1.3.1
Performance Indicator A. Learners can solve simple addition and
subtraction problems involving integers
(exc
B. Learners can perform simple multiplication
with integers
C. Learners can compare and order a mixture of
fractions: common, percent and decimal
fractions (up to thousandths)
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.

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: Solve word problems; e.g. Review the lesson with
(i) Some number added to Learners
I’m counting one, what 5 is equal to -11. Find the
is one number.
1 - One is one alone, (ii) Ben and Cam are Assessment: have
alone it shall be. diving. Ben is 15.8 meters learners to practice with
2 - Two pair, two pair below the surface of the more examples
come pair let us pair water. Cam is 4.2 meters
3 - Turn around above Ben.
4 - Follow me What is Cam's position
5 - Fire relative to the surface of
the water?

Tuesday Sing songs like: Solve word problems; e.g. Review the lesson with
(i) Some number added to Learners

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 I’m counting one, what 5 is equal to -11. Find the
is one number.
1 - One is one alone, (ii) Ben and Cam are
alone it shall be. diving. Ben is 15.8 meters
2 - Two pair, two pair below the surface of the
come pair let us pair water. Cam is 4.2 meters
3 - Turn around above Ben.
4 - Follow me What is Cam's position
5 - Fire relative to the surface of
the water?

Wednesday Sing songs like: Use number line to help

learners to multiply
I’m counting one, what integers; learners should
is one always start from zero and
1 - One is one alone, skip/hop to the left or Assessment: have
alone it shall be. write on the number line. learners to practice with
2 - Two pair, two pair For instance, to multiply 3 more examples
come pair let us pair by (-2), have learners start
3 - Turn around from zero and hop to the
4 - Follow me left 3times in an interval of
5 - Fire 2.

Thursday Sing songs like: Use number line to help Review the lesson with
learners to multiply Learners
I’m counting one, what integers; learners should
is one always start from zero and
1 - One is one alone, skip/hop to the left or Assessment: have
alone it shall be. write on the number line. learners to practice with
2 - Two pair, two pair For instance, to multiply 3 more examples
come pair let us pair by (-2), have learners start
3 - Turn around from zero and hop to the
4 - Follow me left 3times in an interval of
5 - Fire 2.
 Friday Sing songs like: To compare and order a Review the lesson with
mixture of common, Learners
decimal and percent
I’m counting one, what fractions, express them in
is one one
1 - One is one alone, Assessment: have
alone it shall be. form (i.e. either common, learners to practice with
2 - Two pair, two pair decimal or percent); e.g. to more examples
come pair let us pair order 0.758, and 73%;
we have →
3 - Turn around
4 - Follow me = 62.5%, 0.758
5 - Fire = 75.8%, and 73% =
0.73, Hence the order
from least to the

largest is , 73% and

0.758

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Week Ending

Class Six

Subject CREATIVE ARTS

Reference Creative Arts curriculum

Learning Indicator(s) B6. 2.1.1.3

Performance Indicator Learners can study how the artworks of the

international performing artists studied reflect the
physical and social environments of some
communities in the world

Strand Performing 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)

Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes
and performances of any
international performing
Ask learners to
artist that reflect ideas
summarize the main
from the physical and
points in the lesson
social environments of
any community in the
world;

selected artworks in
groups and share findings
with the rest of the class
focusing on the type of
composition or
 performance,
theme/purpose, the idea
from the physical and
social environment that it
reflects, vocabulary used,
rhythm, etc.;

Assessment: let learners

describe how the artworks
of the international
performing artists studied
reflect the physical and
social environments of
some communities in the
world

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

songs and recite familiar today?
select and compare any
rhymes
two of the compositions
and performances in
Ask learners to
terms of type, material,
summarize the main
method, finishing,
points in the lesson
function and suitability,
etc.

Assessment: let learners

compare any two of the
international
compositions and
performances in terms of
type, material, method,
finishing, function and
suitability.

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Week Ending
Class Six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.2.1.12
Performance Indicator Learners can Develop a cooperative movement game
that uses locomotor skills, object manipulation, and an
offensive strategy and teach the game to another
person
Strand MOTOR SKILLS 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)
Learners jog round a Learners participate in a What have we learnt
demarcated area in files mini Handball, Volleyball, today?
while singing and Basketball, Netball, Use answers to
clapping to warm-up the Hockey, etc. base on the summarise the lesson.
body for maximal facilities and materials
performance and to available. Learners use
prevent injuries strategies and tactics in
playing the game ae a
team. Learners play
various roles in a team
and cooperate with one
another in achieving the
teams’ objectives.
Learners cool down to end
the lesson
 Week Ending
Class Six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.5.1.1.1 B6.5.1.1.2 B6.5.1.1.3
Performance Indicator Learners can describe Databases.
Learners can identify databases and data structures.
Learners can explain Fundamental Database concepts.
Strand Programming and Databases
Sub strand Introduction to Databases, Algorithm And
Programming. Languages
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 through What have we learnt
songs and recite familiar discussion in groups, to list today?
rhymes and describe databases.
Ask learners to
Guide learners to identify summarize the main
databases structures. ie. points in the lesson
database structure is the
collection of record type
and field type definitions
that comprises the
database.

Guide learners to apply

the fundamental database
concepts to a sample
database in a class
discussion

Assessment: let learners

explain Fundamental
Database concepts

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Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B6.2.3.1.1
Performance Indicator Learners can identify the political regions on a sketch
map of Ghana
Strand ALL AROUND US
Sub strand Map Making and Land Marks
Content
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 political regions of Ghana today?
rhymes e.g. the sixteen regions,
their names and capitals. Ask learners to
summarize the main
Learners show the points in the lesson
locations of the political
regions on a sketch map of
Ghana.

Observe a map of Africa

and write out the
countries, which border
Ghana to the North, East
and West.

Assessment: let learners

identify the political
regions on a sketch map of
Ghana
 Thursday Engage learners to sing Compose a song that What have we learnt
songs and recite familiar locates the position of today?
rhymes Ghana in relation to other
countries along the Coast Ask learners to
of West Africa. “From summarize the main
Senegal to Gambia…Benin points in the lesson
to Nigeria”.

Assessment: let learners

write and sing a song that
locates the position of
Ghana in relation to other
countries along the Coast
of West Africa

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Week Ending
Class Six
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.2.2.1.2
Performance Indicator Learners can explain the need for celebrating various
festivals
Strand Religious Practices and their Moral Implications
Sub strand Festivals in the Three Major Religions
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 leaners write essays on What have we learnt
songs and recite familiar the need for celebrating today?
rhymes festivals.
• Lead learners to discuss
Ask learners to
their essays for
suggestions and summarize the main
corrections. points in the lesson

Assessment: let learners

explain the need for
celebrating various
festivals.
WEEKLY LESSON PLAN FOR B6 GHANAIAN LANGUAGE

Learning Indicator (s) (Ref. No.) B6.1.7.1.1 Recognise the nuclear family and mention
the members in it.
B6.1.7.1.2 Recognise the extended family and
mention some members in it.
B6.1.7.1.3 Use the appropriate terms to describe
families.
Performance Indicators • The learner should recognise the
nuclear family and mention the members in it.
• The learner should recognise the
extended family and mention some members
in it.
• The learner should use the appropriate
terms to describe families.
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 • Ask learners to mention What have we learnt
songs and recite the family members they today?
familiar rhymes live with.
• Discuss who a nuclear
family comprises of.
• Display a picture of a
family.
• Aid learners to recognise
the nuclear family and
mention the members in
it.
Review the lesson with
Assessment: let learners learners
identify the nuclear family
and mention the members
in it

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team
 Engage leaners to sing • Display a picture or What have we learnt
songs and recite watch a clip of an today?
familiar rhymes extended family in class.
• Discuss the members of
the family seen in the
video.
• Explain the concept of
the extended family to

• Aid learners to recognise

learners. the extended family and
mention some members
in it.
B6.1.7.1.3 Use the
appropriate terms to
describe families Review the lesson with
learners
Assessment: let learners
identify the extended
family and mention some
members in it.
Engage leaners to sing • With flashcards, write What have we learnt
songs and recite terms used in describing today?
familiar rhymes members of the family.
• Discuss the terms used
to describe members with
learners.
• Ask the learners to talk
about their family using
the appropriate terms.
• In groups, ask learners
to act like a family and let
learners use the
appropriate terms to
describe the families

Review the lesson with

Assessment: let learners learners
use the appropriate terms
to describe families.