THE GRANDMOTHER

TERM TWO
BASIC FIVE
WEEK 1- 12
 Termly Scheme of Learning (SOL) for B5 Term 2 MATHEMATICS

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD

1 Number Fractions B5.1.3.1 B51313 Counters,

B51314 bundle and
loose straws,
Paper strips,
2 Number Fractions B5.1.3.1 B51315 Cut out cards
B51316

3 Number Fractions B5.1.4.1 B51411 Counters,

bundle and
B51211 loose straws,
Paper strips,
Cut out cards
4 Number Fractions B5.1.4.1 B51412 Counters,
B51413 bundle and
loose straws,
Paper strips,
Cut out cards
5 Number Fractions B5.1.4.1 B51414 Counters,
B51415 bundle and
loose straws,
Paper strips,
Cut out cards
6 Number Fractions B5.1.4.1 B51511 Counters,
B51512 bundle and
loose straws,
Paper strips,
Cut out cards
7 Algebra Patterns and B5.1.4.1 B51513 Counters,
Relationships B5.2.1.1 B52111 bundle and
loose straws,
Paper strips,
Cut out cards
8 Algebra Patterns and B5.2.1.1 B52112 Counters,
Relationships B52113 bundle and
loose straws,
Paper strips,
Cut out cards
9 Algebra Patterns and B5.2.1.1 B52114 Counters,
Relationships B52115 bundle and
loose straws,
Paper strips,
Cut out cards
 10 Algebra Patterns and B5.2.1.1 B52116 Counters,
Relationships B52117 bundle and
loose straws,
Paper strips,
Cut out cards
Algebra Algebraic B5.2.1.1 Counters,
11 Expressions B52118 bundle and
B52211 loose straws,
Paper strips,
Cut out cards
data Algebraic B5.2.1.1 B52118 Counters,
12 Expressions B52211 bundle and
loose straws,
Paper strips,
Cut out cards

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Termly Scheme of Learning (SOL) for B5 Term 2 HISTORY OF GHANA

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD

1 Colonisation Social B5.4.2.1. B5.4212 A map of

And Development Ghana,
Developments Posters,
Under Colonial documentary
Rule In Ghana
2 Colonisation Social B5.4.2.1. B5.4212 A map of
And Development Ghana,
Developments Posters,
Under Colonial documentary
Rule In Ghana
3 Colonisation Social B5.4.2.1. B5.4212 A map of
And Development Ghana,
Developments Posters,
Under Colonial documentary
Rule In Ghana
4 Colonisation Economic B5.4.3.2 B54321 A map of
And Development Ghana,
Developments Posters,
Under Colonial documentary
Rule In Ghana
5 Colonisation Economic B5.4.3.2 B54321 A map of
And Development Ghana,
Developments Posters,
Under Colonial documentary
Rule In Ghana
6 Colonisation Economic B5.4.3.2 A map of
And Development B54321 Ghana,
Developments Posters,
Under Colonial documentary
Rule In Ghana
7 Journey To Early Protest B5.5.1.1 B55111 A map of
Independence Movements Ghana,
Posters,
documentary
8 Journey To Early Protest B5.5.1.1 B55111 A map of
Independence Movements Ghana,
Posters,
documentary
9 Journey To Early Protest B5.5.1.1 B55111 A map of
Independence Movements Ghana,
Posters,
documentary
10 Journey To Early Protest B5.5.1.1 B55111 A map of
Independence Movements Ghana,
Posters,
documentary
11 Journey To Early Protest B5.5.1.1 B55112 A map of
Independence Movements Ghana,
Posters,
documentary
12 Journey To Early Protest B5.5.1.1 B55112 A map of
Independence Movements Ghana,
Posters,
documentary

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Termly Scheme of Learning (SOL) for B5 Term 2 SCIENCE

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Diversity of Earth Science B5.2.1.5 B52151 Plants and
matter animals in the
environment,
2 Diversity of Earth Science B5.2.1.5 B52152
plastics,
matter
stones,
pictures
videos paper,
3 Diversity of Life Cycle of B5.2.2.1 B52211 Plants and
matter Organism animals in the
environment,
4 Diversity of Life Cycle of B5.2.2.1 B52212 plastics,
matter Organism stones,
pictures
5 Diversity of The Human B5311 B53111
videos paper
matter Body system

6 Diversity of The Solar B5321 Plants and

matter System B53211 animals in the
environment,
7 Diversity of Ecosystem B5331 B53311 plastics,
matter stones,
pictures
8 Diversity of Sources and B5411 B54111
videos paper
matter Forms of
Energy
9 Diversity of Sources and B5411
matter Forms of B54112
Energy
10 Diversity of Sources and B5412 B54121
matter Forms of
Energy
11 Diversity of Sources and B1.4.1.2. B1.[Link] Plants and
matter Forms of animals in the
Energy environment,
12 Diversity of Sources and B1.4.1.2. B1.[Link] plastics,
matter Forms of stones,
Energy pictures
videos paper
Termly Scheme of Learning (SOL) for B5 Term 2 RELIGIOUS AND MORAL EDUCATION

WEEKS STRAND SUBSTRAND CONTENT INDICATOR RESOURCE

STANDARD S S
1 Religious Religious Worship B5.2.1.1 B5.[Link] wall charts,
practices and in the Three Major wall words,
their moral Religions in Ghana posters,
implications video clip,
etc
2 Religious Religious Worship B5.2.1.1. B5.[Link] wall charts,
practices and in the Three Major wall words,
their moral Religions in Ghana posters,
implications video clip,
etc
3 Religious Religious Worship B5.2.1.1. wall charts,
practices and in the Three Major B5.[Link] wall words,
their moral Religions in Ghana posters,
implications video clip,
etc
4 Religious Religious Worship B5.[Link] B5.[Link] wall charts,
practices and in the Three Major wall words,
their moral Religions in Ghana posters,
implications video clip,
etc
5 Religious Religious Festivals B5.2.2.1. B5.[Link] wall charts,
practices and in the Three Major wall words,
their moral Religions in Ghana posters,
implications video clip,
etc
6 Religious Religious Festivals B5.2.2.1. B5.[Link] wall charts,
practices and in the Three Major wall words,
their moral Religions in Ghana posters,
implications video clip,
etc
7 Religious Leaders Ministry of the B5.3.1.1. B5.[Link] wall charts,
Leaders of the wall words,
Three Major posters,
Religions in Ghana video clip,
etc
8 Religious Leaders Ministry of the B5.3.1.1. B5.[Link] wall charts,
Leaders of the wall words,
Three Major posters,
Religions in Ghana video clip,
etc
9 Religious Leaders Ministry of the B5.[Link] B5.[Link] wall charts,
Leaders of the wall words,
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 Three Major posters,
Religions in Ghana video clip,
etc
10 Religious Leaders Ministry of the B5.3.1.1. B5.[Link] wall charts,
Leaders of the wall words,
Three Major posters,
Religions in Ghana video clip,
etc
11 Religious Leaders Ministry of the B5 3.1.1. B5 [Link]: wall charts,
Leaders of the wall words,
Three Major posters,
Religions in Ghana video clip,
etc
12 Religious Leaders Ministry of the B5 3.1.1. B5 [Link]: wall charts,
Leaders of the wall words,
Three Major posters,
Religions in Ghana video clip,
etc
Termly Scheme of Learning (SOL) for B5 Term 2 OUR WORLD AND OUR PEOPLE

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 All Around Us The B5.2.1.3 B5.[Link] Pictures,
Environment Charts, Video
and the Clip
Weather
2 All Around Us Plants and B5.2.2.1 B5.[Link] Pictures,
Animals Charts, Video
Clip
3 All Around Us Map Making B5.2.3.1 B5.[Link] Pictures,
and Land Charts, Video
Marks Clip
4 All Around Us Population B5.2.4.1 B5.[Link] Pictures,
and Charts, Video
Settlement Clip
5 Our Beliefs Worship B5.3.1.1 B5.[Link] Pictures,
And Values Charts, Video
Clip
6 Our Beliefs Festivals B5.3.2.1 B5.[Link] Pictures,
And Values Charts, Video
Clip
7 Our Beliefs Basic Human B5.3.3.1 B5.[Link] Pictures,
And Values Rights Charts, Video
Clip
8 Our Beliefs Being a B5.3.4.1 B5.[Link] Pictures,
And Values Leader Charts, Video
Clip
9 Our Nation Being a B5.4.1.1 B5.[Link] Pictures,
Ghana Citizen Charts, Video
Clip
10 Our Nation Being a B5.4.1.2 B5.[Link] Pictures,
Ghana Citizen Charts, Video
Clip
11 Our Nation Being a B5.4.1.2. B5.[Link] Pictures,
Ghana Citizen Charts, Video
Clip
12 Our Nation Being a B5.4.1.2. B5.[Link] Pictures,
Ghana Citizen Charts, Video
Clip

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Termly Scheme of Learning (SOL) for B5 Term 2 ENGLISH LANGUAGE

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Oral Language Talking About B5.1.6.2. B5.[Link] Word cards
Oneself, Etc sentence cards,
Reading Vocabulary B5.2.6.3 B5.[Link] class library
Grammar Usage Determiners B5.3.2.1. B5.[Link].
At Word
Writing Writing As A B5.4.9.2 B5.[Link]
Process
Using Writing Using Naming B5.5.3.1
Conventions Words B5.[Link].
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
2 Oral Language Talking About B5.1.6.3. B5.[Link] Word cards
Oneself, Etc sentence cards,
Reading Vocabulary B5.2.6.4 B5.[Link] class library
Grammar Usage Determiners B5.3.2.1. B5.[Link].
At Word
Writing Writing As A B5.4.9.2 B5.[Link]
Process
Using Writing Using Naming B5.5.3.1
Conventions Words B5.[Link].
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
3 Oral Language Talking About B5.1.6.3. B5.[Link] Word cards
Oneself, Etc sentence cards,
Reading Vocabulary B5.2.6.4 B5.[Link] class library
Grammar Usage Determiners B5.3.2.1. B5.[Link].
At Word
Writing Writing As A B5.4.9.3 B5.[Link]
Process
Using Writing Using Action B5.5.4.1 B5.[Link].
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
4 Oral Language Talking About B5.1.6.3. B5.[Link] Word cards
Oneself, Etc sentence cards,
Reading Vocabulary B5.2.6.4 B5.[Link] class library
 Grammar Usage Determiners B5.3.2.1 B5.[Link].
At Word
Writing Writing As A B5.4.9.3 B5.[Link]
Process
Using Writing Using Action B5.5.4.1 B5.[Link].
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
5 Oral Language Listening B5.1.7.1. B5.[Link] Word cards
Comprehension sentence cards,
Reading Comprehension B5.2.7.1 B5.[Link] class library
Grammar Usage Determiners B5.3.2.1 B5.[Link].
At Word
Writing Writing As A B5.4.9.3 B5.[Link].
Process
Using Writing Using Action B5.5.4.1 B5.[Link].
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
6 Oral Language Listening B5.1.7.1. B5.[Link]. Word cards
Comprehension sentence cards,
Reading Comprehension B5.2.7.1 B5.[Link]. class library
Grammar Usage Determiners B5.3.2.1 B5.[Link].
At Word
Writing Writing As A B5.4.9.3 B5.[Link].
Process
Using Writing Using Action B5.5.4.1 B5.[Link].
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
7 Oral Language Listening B5.1.7.1. B5.[Link]. Word cards
Comprehension sentence cards,
Reading Comprehension B5.2.7.1 B5.[Link]. class library
Grammar Usage Pronouns B5.3.3.1 B5.[Link].
At Word
Writing Narrative B5.4.10.1 B5.[Link].
Writing
Using Writing Using Action B5.5.4.1 B5.[Link].
Conventions Words/Verbs
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 Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
8 Oral Language Listening B5.1.7.1. B5.[Link]. Word cards
Comprehension sentence cards,
Reading Comprehension B5.2.7.1 B5.[Link]. class library
Grammar Usage Pronouns B5.3.3.1 B5.[Link].
At Word
Writing Narrative B5.4.10.1 B5.[Link].
Writing
Using Writing Using Action B5.5.4.1 B5.[Link].
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
9 Oral Language Listening B5.1.7.1. B5.[Link]. Word cards
Comprehension sentence cards,
Reading Comprehension B5.2.7.2 B5.[Link] class library
Grammar Usage Adjectives B5.3.4.1 B5.[Link].
At Word
Writing Creative/Free B5.4.11.1 B5.[Link].
Writing
Using Writing Using Action B5.5.4.1 B5.[Link]
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
10 Oral Language Listening B5.1.7.1. B5.[Link] Word cards
Comprehension sentence cards,
Reading Comprehension B5.2.7.2 B5.[Link]. class library
Grammar Usage Adjectives B5.3.4.1 B5.[Link].
At Word

Writing Creative/Free B5.4.11.1 B5.[Link].

Writing
Using Writing Using Action B5.5.4.1 B5.[Link]
Conventions Words/Verbs
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
11 Oral Language Asking and B5.1.7.1. B5.[Link]. Word cards
Answering sentence cards,
Reading Comprehension B5.2.7.2 B5.[Link]. class library
 Grammar Usage Verbs B5.3.5.1 B5.[Link]
At Word
Writing Creative/Free B5.4.11.1 B5.[Link].
Writing
Using Writing Using B5.5.5.1. B5.[Link].
Conventions Qualifying
Words:
Adjectives
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading
12 Oral Language Asking And B5.1.8.1. B5.[Link]. Word cards
Answering B5.[Link]. sentence cards,
Reading Comprehension B5.2.7.2 B5.[Link]. class library
Grammar Usage Verbs B5.3.5.1 B5.[Link]
At Word
Writing Creative/Free B5.4.11.1 B5.[Link].
Writing
Using Writing Using B5.5.5.1. B5.[Link].
Conventions Qualifying
Words:
Adjectives
Extensive Building The B5.6.1.1 B5.[Link]
Reading Love And
Culture Of
Reading

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Termly Scheme of Learning (SOL) for B5 Term 2 COMPUTING

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Introduction Technology in B5.1.4.1 B5.[Link]. Mouse,
to computing the community B5.[Link]. keyboard,
(communication) B5.[Link]. monitor,
system unit
and its
components
2 Introduction to B5.2.1.1 B5.[Link]. Images of
Presentation MS-PowerPoint B5.[Link]. clipboard,
(Tabs and slides, fonts,
ribbons of MS- paragraph
PowerPoint) and editing
in the
ribbons
under the
home
ribbons
section 10
3 Word Introduction to B5.3.1.1 B5.[Link]. Images of
processing Word Processing B5.[Link]. clipboard,
(Tabs and styles, fonts,
ribbons of word paragraph
processing) and
4 Programming Introduction to B5.5.1.3 B5.[Link]. Mouse,
and databases, B5.[Link]. keyboard,
databases algorithm and B5.[Link]. monitor,
programming. system unit
and its
components
5 Programming Introduction to B5.5.1.3 B5.[Link]. Mouse,
and databases, B5.[Link]. keyboard,
databases algorithm and B5.[Link]. monitor,
programming. system unit
and its
components
6 Programming Introduction to B5.5.1.2 B5.[Link]. Mouse,
and Electronic B5.[Link]. keyboard,
databases Spreadsheet B5.[Link]. monitor,
system unit
and its
components
7 Internet and Network B5.6.1.1 B5.[Link]. Mouse,
social media Overview B5.[Link]. keyboard,
B5.[Link]. monitor,
system unit
 and its
components
8 Internet and Web browsers B5.6.2.1 B5.[Link]. Laptops,
social media and Web Pages B5.[Link]. smart
B5.[Link]. phones
9 Internet and Web browsers B5.6.2.1 B5.[Link]. Laptops,
social media and Web Pages B5.[Link]. smart
B5.[Link]. phones
10 Internet and Web browsers B5.6.2.1 B5.[Link]. Laptops,
social media and Web Pages B5.[Link]. smart
B5.[Link]. phones
11 Internet and Surfing the B5.6.3.1 B5.[Link] Laptops,
social media world wide web B5.[Link] smart
phones
12 Internet and Surfing the B5.6.3.1 B5.[Link] Laptops,
social media world wide web B5.[Link] smart
phones

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Termly Scheme of Learning (SOL) for B5 Term 2 PHYSICAL EDUCATION

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Motor Skills and Rhythmic B5.1.3.1 B5.[Link] Balls, Videos
Movement skills and Picture,
Pattern
2 Motor Skills and Rhythmic B5.1.3.1 B5.[Link] Drums,
Movement skills Speakers
Pattern
3 Motor Skills and Rhythmic B5.1.3.1 B5.[Link] Balls, Videos
Movement skills and Picture,
Pattern
4 Movement Space B5.2.1.2 B5.[Link] Drums,
Concepts, Awareness Speakers
Principles and
Strategies
5 Movement Dynamics B5.2.2.2 B5.[Link] Balls, Videos
Concepts, and Picture,
Principles and
Strategies
6 Movement Relations B5.2.3.2 B5.[Link] Drums,
Concepts, Speakers
Principles and
Strategies
7 Movement Body B5.2.4.2. B5.[Link] Balls, Videos
Concepts, Management and Picture,
Principles and
Strategies
8 Movement Strategies B5.2.5.2 B5.[Link] Drums,
Concepts, Speakers
Principles and
Strategies
9 Movement Body B5.2.4.2 B5.[Link] Balls, Videos
Concepts, Management and Picture,
Principles and Drums,
Strategies Speakers
10 Movement Strategies B5.2.5.2 B5.[Link] Balls, Videos
Concepts, and Picture,
Principles and Drums,
Strategies Speakers
11 Physical Fitness Aerobic B5.3.1.3 B5.[Link] Videos and
Picture,
Drums
12 Physical Fitness Strength B5.3.2.3 B5.[Link]
Termly Scheme of Learning (SOL) for B5 Term 2 CREATIVE ARTS

WEEKS STRAND SUBSTRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Visual arts Thinking and B5.1.1.1 B5.[Link] photos,
exploring videos, art
(Visual Arts) paper,
colours, and
traditional
art tools,
materials
and
equipment
available in
the
community
2 Performing Thinking and B5.2.1.1 B5.[Link] -do-
arts exploring
(Performing Arts)
3 Visual arts Planning, Making B5.1.2.2 B5.[Link] -do-
and Composing
(Visual Arts)
4 Performing Planning, Making B5.2.2.2 B5.[Link] -do-
arts and Composing
(Performing Arts)
5 Visual arts Displaying and B5.1.3.4 B5.[Link] -do-
sharing
(Visual Arts)
6 Performing Display and B5.2.3.4 B5.[Link] -do-
arts Sharing
(Performing Arts)
7 Visual arts Appreciating and B5.1.4.6. B5.[Link] -do-
Appraising
(Visual Arts)
8 Performing Appreciating and B5.2.4.6 B5.[Link] -do-
arts Appraising
(Performing Arts)
9 Visual and Appreciating and B5.1.1.1 B5.[Link] -do-
Performing Appraising B5.2.1.1 B5.[Link]
Arts (Visual Arts)
10 Visual and Appreciating and B5.1.2.3 B5.[Link] -do-
Performing Appraising B5.2.2.3 B5.[Link]
Arts (Performing Arts)

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 11 Visual and Display and B5.1.3.5 B5.[Link] -do-
Performing Sharing B5.2.3.5 B5.[Link]
Arts School-Based
Project
(Visual and
Performing Arts)

12 Visual and Appreciating and B5.1.4.7 B5.[Link] -do-

Performing Appraising B5.2.4.7 B5.[Link]
Arts (Visual and
Performing Arts)

KEY
T&E: Thinking and Exploring PM&C: Planning, Making and Composing
D&S: Displaying and Sharing A&A: Appreciating and Appraising
Scheme of Learning for B5 Term 2 (Ghanaian Language)

Week STRAND SUB-STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Oral Conversation B5.1.6.1. B5.[Link]. Drums, drum
Language B5.1.6.1. B5.[Link] sticks,
B5.1.6.1. B5.[Link] recorded audios,
2. Oral Talking about B5.1.7.1. B5.[Link] Manila cards,
Language Oneself, Family, B5.1.7.1. B5.[Link] recorded audio
People and B5.1.9.1. B5.[Link] visuals
Places / Asking
and Answering

3. Reading Vocabulary B5.2.5.1. B5.[Link] Pictures of

(Sight and B5.2.6.1. B5.[Link] animals, Manila
content B5.2.6.1. B5.[Link] cards, markers,
vocabulary) / recorded
Comprehension audiovisual
4. Reading Silent Reading B5.2.7.1. B5.[Link] Manila cards,
B5.2.7.1. B5.[Link] markers, recorded
audio-
visual
5. Writing Penmanship/ B5.3.1.1. B5.[Link] Manila cards,
Handwriting B5.3.1.1. B5.[Link] markers, recorded
audio- visual
6. Composition Descriptive B5.4.3.1. B5.[Link] Manila Cards,
Writing Writing / B5.4.4.1. B5.[Link] Class reader
Persuasive B5.4.4.1. B5.[Link]
Writing
7. Composition Persuasive B5.4.4.1. B5.[Link] Manila Cards,
Writing Writing / B5.4.5.1. B5.[Link] Markers
Argumentative B5.4.5.1. B5.[Link]
Writing
8. Composition Argumentative B5.4.5.1. B5.[Link] Word cards, Manila
Writing Writing B5.4.6.1. B5.[Link] card
Markers Word
cards Manila card
Markers

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9. Writing Grammar in B5.5.3.1. B5.[Link] Word cards, Manila
Conventions Written B5.5.4.1. B5.[Link] card
/ Usage Language (Use B5.5.4.1. B5.[Link] Markers Word
Cards, Manila card,
of action words)
& (Use of
qualifying words)

10. Writing Integrating B5.5.5.1. B5.[Link] Word cards, Manila

Conventions Grammar in B5.5.5.1. B5.[Link] card
/ Usage Written B5.5.6.1. B5.[Link] Markers Word
Language (Use
Cards, Manila
of
card,
postpositions) &
(Use of simple
and compound
sentences)
11. Extensive Reading Texts, B5.6.3.1. B5.[Link] Reading materials
Reading/ Poems, B5.6.3.1. B5.[Link]
Children Narratives and
Short Stories
Literature/
Library
12. Extensive Reading Texts, B5.6.3.1. B5.[Link] Manila Cards,
Reading/ Poems, Markers
Children Narratives and
Short Stories
Literature/
Library
 TERM TWO
BASIC FIVE
WEEK ONE

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 WEEKLY SCHEME OF LEARNING- WEEK ONE

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link]. B5.[Link]
B5.[Link] B5.[Link]
Performance Indicator A. Learners can listen and view for the entire
duration of a text, speech, presentation, video etc.
B. Learners can deduce meaning of words from the
word class they belong to and how they relate to
one another (synonyms and antonyms)
C. Learners can identify and use possessive pronouns
to show possession
D. Learners can develop ideas into a two-paragraph
draft without considering the writing conventions,
using appropriate linking words within and across
paragraphs to aid cohesion and avoid ambiguity,
e.g. firstly, then, after
E. Learners can identify and use abstract nouns to
refer to concepts and ideas
F. Learners can read a variety of age- and level
appropriate books and present at least a-three-
paragraph summary of 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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

10 (New Learning Including 10MINS
MINS Assessment) (Learner And Teacher)
(Preparing The
Brain
For Learning)
Tuesday Engage learners to [Link] LANGAUGE Have learners play
sing songs and Play an audio video on your vocabulary games, e.g.
recite familiar phone or laptop and let The
rhymes learners listen carefully. Set a Synonym/Antonym
Tree game
 task to guide them to focus on
the activity.
• Discuss what they saw and
heard. Learners in their groups
describe what they saw and
heard and do a presentation.
• Select a real life scenario e.g.
head teacher addressing the
school after winning the sports
competition. Learners in
groups organise their speech;
elect a representative to read
while others listen.

[Link]
Teach meaning of keywords in
a text by using them in
sentences.
• In groups of six have learners
bring out the contextual
meaning of the words using
synonyms and antonyms.
• Have learners use these
words in their own sentences.
• Have them present their
work to the class for feedback.

Assessment: let learners use

synonyms and antonyms words
to form sentences

Wednesday Engage learners to [Link] What have we learnt

sing songs and Provide an interesting story today?
recite familiar abundant in possessives, e.g.
rhymes mine, yours, his. Ask learners to
E.g., This is mine. summarize the main
Learners points in the lesson
Provide an interesting story
abundant in possessives, e.g.
mine, yours, his.

Assessment: let learners

identify possessive pronouns to
in sentences

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Thursday Engage learners to [Link] What have we learnt
sing songs and Scaffold the writing process. i. today?
recite familiar Pre-writing
rhymes • Have learners select and Ask learners to
discuss topics of interest on summarize the main
issues in their community with points in the lesson
their partners.
• Have learners use strategies
such as brainstorming and
mind map to generate as many
ideas as possible about the
topics.
• Have them organise the ideas
into a writing plan using an
outline, a chart or appropriate
graphic organiser.

e.g. line diagram

Poor sanitation
What is Causes solution
poor /
sanitation effects

Assessment: let learners select

topics of interest on issues in
their community and develop a
writing plan for it.
Friday Engage learners to [Link] CONVENTION AND What have we learnt
sing songs and GRAMMAR USAGE today?
recite familiar Revise concrete nouns.
rhymes Introduce abstract nouns as Ask learners to
nouns or names of things that summarize the main
cannot be touched, seen or points in the lesson
felt. They include ghost,
beauty, holiness, mercy, etc.
• Provide a passage with
concrete and abstract nouns
and let learners identify each
category.

Assessment: let learners

identify concrete and abstract
nouns and let learners i
 Friday Guide learners to [Link] READING Have learners to tell
choose and read Have learners read what they read to the
books during the independently books of their whole class
library period choice during the library
period.
• Learners think-pair-share
their stories with peers.
• Ask each learner to write a-
two-three paragraph summary
of the book read.
• Invite individuals to present
their work to the class for
feedback

Assessment: Ask learners to

write a-two-three paragraph
summary of the book read for
readings

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator  Learners can use the concept of equivalent
fractions in changing fractions to the same
denominator for addition and subtraction of
like fractions (one denominator being a
multiple of the other).
 Learners can Use the concept of equivalent
fractions for addition and subtraction of
fractions greater than one (improper or mixed
fractions)
Strand 1- Number
Sub strand 3: Number: Fractions
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)
1
Tuesday Sing songs like: To add the fractions, 3 Review the lesson with
2 Learners
and 6 , we need find the
I’m counting one, what
is one Lowest Common
1 - One is one alone, Denominator (LCD) and
alone it shall be. use this to express the Assessment: have
2 - Two pair, two pair equivalent fractions. The learners to practice with
come pair let us pair LCD is 6 and their sum is, more examples
3 - Turn around = 4/6 = 2/3 (i.e. its
4 - Follow me simplest form)
5 - Fire subtract the fractions,2/3
and 2/5 , we need find
the Lowest Common
Denominator (LCD) and
 use this to express the
equivalent fractions. The
LCD is 15 and the
equivalent fractions are
10/15 and 6/15; = 4/15
Wednesday Sing songs like: To add like mixed Review the lesson with
fractions that are larger Learners
I’m counting one, what than 1, , we write down
is one the sum of the whole Assessment: have
1 - One is one alone, numbers and add the learners to practice with
alone it shall be. fractions; more examples
Thursday Sing songs like: To subtract like-fractions Review the lesson with
I’m counting one, what that are larger than 1, we Learners
is one change the mixed
1 - One is one alone, fractions into improper Assessment: have
alone it shall be. fractions and subtract; learners to practice with
more examples

Friday Sing songs like: To add or subtract Review the lesson with
improper fractions with Learners
I’m counting one, what different denominators,
is one (213 and 325 ) we need
1 - One is one alone, find the Lowest Common Assessment: have
alone it shall be. Denominator (LCD) and learners to practice with
2 - Two pair, two pair use this to express the more examples
come pair let us pair equivalent fractions.

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Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify human activities that make water
unsuitable for human use
Strand 2: CYCLES
Sub strand 1: EARTH SCIENCE
Teaching/ Learning Resources Pictures
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)
Thursday Engage learners to sing Learners, in groups, Project: Task learners to
songs and recite familiar identify human activities work in groups to create
rhymes that make water concept maps on the
unsuitable for use, e.g. causes, control and
toxic waste disposal, prevention of water
sewage disposal, pollution.
deforestation, mining,
littering, pesticides,
herbicides and fertilizer
application and
agricultural practices.
• Learners brainstorm to
come out with ways of
preventing, minimizing
and controlling water
pollution.

Learners brainstorm to
come out with ways of
preventing, minimizing
 and controlling water
pollution.

Assessment: let learners

identify human activities
that make water
unsuitable for human use

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Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.[Link].
Performance Indicator learners can describe the shape of the earth

Strand 2: ALL AROUND US

Sub strand 1: The Environment and the Weather
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 use the globe to What have we learnt
songs and recite familiar study the shape of the today?
rhymes earth
Learners watch Ask learners to
pictures/videos illustrating summarize the main
the shape of the earth– points in the lesson
picture and video of an
approaching ship

Assessment: let learners

describe the shape of the
earth
Thursday Engage learners to sing Learners watch What have we learnt
songs and recite familiar pictures/videos illustrating today?
rhymes the shape of the earth–
picture and video of an Ask learners to
approaching ship summarize the main
Learners sketch the globe points in the lesson
to illustrate the shape and
angle of the earth on its
axis
 Assessment: let learners
sketch the globe to
illustrate the shape of the
earth.

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can Discuss the moral importance of worship.

Strand 2: Religious Practices and their Moral Implications

Sub strand 1: 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. Communication 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)
Friday Engage learners to sing Help learners (in groups) What have we learnt
songs and recite familiar to explain modes of today?
rhymes worship: charity, prayer,
song ministration, Ask learners to
evangelism, etc summarize the main
• Let learners give reasons points in the lesson
for worshipping:
humankind is under the
authority of the Creator,
we demonstrate that we
depend on God for
survival, etc

Assessment: let learners

give the importance of
worship
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can Identify some of the health facilities and
housing projects in the colonial period
Strand Colonisation and Developments under Colonial Rule
in Ghana
Sub strand 2: Social Developments Under Colonial Rule
Teaching/ Learning Resources Pictures
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 Engage learners to sing Discuss the health What have we learnt
songs and recite familiar facilities projects carried today?
rhymes out during the colonial
period e.g. the Ask learners to
What health facilities establishment of the Korle summarize the main
were built during the Bu hospital (1923), points in the lesson
colonial period
Assessment: let learners
identify some of the
health facilities and
housing projects in the
colonial period
Thursday Engage learners to sing Discuss the health What have we learnt
songs and recite familiar facilities and housing today?
rhymes projects carried out during
the colonial period e.g. the Ask learners to
establishment of the Korle summarize the main
Bu hospital (1923), Kumasi points in the lesson
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What health facilities hospital, and Takoradi
were built during the hospital.
colonial period?
Assessment: let learners
identify some of the
housing projects in the
colonial period
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5. [Link].
Performance Indicator Learners can Study some artworks created by
Ghanaian and other African visual artists studied that
reflect the physical and social environments of some
African communities
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 • select the works of today?
rhymes Ghanaian and other
African visual artists Ask learners to
• that reflect ideas from summarize the main
the physical and social points in the lesson
environment of some
African communities;
• appreciate: talk about
the works in-pairs and
share their views during a
plenary session

Assessment:
Learners are to:
• select the works of
Ghanaian and other
African visual artists
; • compare the works in
terms of type, function,
materials, methods, etc
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Week Ending
Class five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]:
Performance Indicator Learners can organise traditional music and dance

Strand MOTOR SKILL AND MOVEMENT PATTERNS

Sub strand RHYTHMIC SKILLS
Teaching/ Learning Resources Drums
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 After warm up routine, End the lesson with cool
Friday demarcated area in files the teacher will organise down activities and use
while singing and traditional music and questions to summarise
clapping to warm-up the dance for learners. the lesson
body for maximal Learners dance in pair’s
performance and to base on their ability level.
prevent injuries Organise dancing
competition for learners.
 Week Ending
Class five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]. 2B5.[Link].
Performance Indicator Learners can Explain the fundamentals of digital
system components (hardware, software and
networks).
Learners can discuss how technology is used to save
lives in community and how they are used.
Discuss the effects of technology on the community.
Strand : INTRODUCTION TO COMPUTING
Sub strand 4: TECHNOLOGY IN THE COMMUNITY
(COMMUNICATION
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 to What have we learnt
Wednesday songs and recite familiar brainstorm the basics of today?
rhymes digital system
components such as Ask learners to
hardware, software and summarize the main
networks points in the lesson
Guide learners to explore
how technology is used to
save lives in communities.
Group them into groups
of a maximum of five and
let them present their
findings to the class
Guide learners to
brainstorm the effects of
technology on the

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community. Show
learners videos or pictures
of effects of technology
on the community. Let
them discuss in groups,
the effects of technology
on their own community.
Positive effects – health
care, education,
manufacturing,
agriculture etc. Negative
effects – resource
depletion, pollution,
privacy and security etc.

Assessment: let learners give

effects of technology on
the community
 Learning Indicator (s) (Ref. No.) B5.[Link] Read aloud passages from novels and
newspapers with correct pronunciation and tone.
B5.[Link] Demonstrate correct speech, rhythm and
tone.
B5.[Link] Demonstrate how some of the items used
at home and in school are maintained.
Performance Indicators • The learner should recognise and
discuss items used at home.
• The learner should Recognise and
discuss things used at school.
• The learner should demonstrate how
some of the items used at home and in school
are maintained.

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 • Show learners pictures What have we learnt
songs and recite or concrete objects of today?
familiar rhymes items at home.
• Ask learners to mention
the names of the things
and write them on the
board. E.g. bucket, plates,
stool, cooking pot, spoon,
etc.
Let learners discuss the
uses of the items in the
home.
• Ask learners to
improvise the use of some

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 of the home items to the
class.
• Let learners describe Review the lesson with
some of the items to the learners
class.

Assessment: let learners

mention some items used
at home.

Engage leaners to sing • Take learners round the What have we learnt
songs and recite school environment. today?
familiar rhymes • Ask learners to tell you
some items learners saw
when they return to the
classroom.
• Show learners pictures
or concrete objects of
items at school.
• Ask learners to mention
the names of the things
and write them on the
board. E.g. books, chalk,
pens, chairs, table, etc.
• In groups, let learners
describe the items and
their uses.
• Let learners tell which
people use the items.
• Allow learners to put
some of the names of the Review the lesson with
items into both oral and learners
written sentences.

Assessment: let learners

mention some things
used at school.
Engage leaners to sing • Show learners items What have we learnt
songs and recite found at school and at today?
familiar rhymes home.
 • Pick one of the items
and show learners how
the item is maintained.
• Help learners to
demonstrate how some of
the items used at home
and in school are
maintained.
• Put learners in groups
and let learners present to
the class how an item is
maintained and its Review the lesson with
benefits that come with learners
maintenance

Assessment: let learners

mention some of the
items used at home and in
school are maintained.

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TERM TWO
BASIC FIVE
WEEK TWO
 WEEKLY SCHEME OF LEARNING- WEEK TWO
BASIC FIVE
Name of School………………………………………………………………………….……………………….……………………

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link] B5.[Link]
B5.[Link] B5.[Link]
Performance Indicator A. Learners can engage in collaborative
conversation on topics such as social issues,
values and manners with adults
B. Learners can recognise how words are formed
through acronyms (WHO) and clipping
(telephone–phone).
C. Learners can Identify and use possessive
pronouns to show possession
D. Learners can develop ideas into a two-
paragraph draft without considering the
writing conventions, using appropriate linking
words within and across paragraphs to aid
cohesion and avoid ambiguity, e.g. firstly, then,
after
E. Learners can identify and use abstract nouns to
refer to concepts and ideas.
F. Read a variety of age- and level appropriate
books and present at least a-three-paragraph
summary of 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)

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team
Monday Engage learners to sing Introduce a talk show by What have we learnt
songs and recite familiar drawing on learner’s today?
rhymes background knowledge of
such activities on TV. Ask learners to
• Identify an interesting summarize the main
topic e.g. “Children should points in the lesson
not WhatsApp”.
Initiate a conversation
using questions. Learners
take turns to contribute to
the conversation.
• Put learners in groups
and let them choose a
topic for conversation. Go
round to ensure learners
take turns, use facial
expressions appropriately
and maintain eye contact
when in conversation.
• Put learners in groups to
identify and discuss social
values (e. g. honesty),
what they are and
behaviours that portray
these values.
Digital
• They should identify
people they know who
have exhibited these
values and how they
showed these values.
• Have each group
present their work to the
class. Encourage the class
to ask questions and
contribute to the
presentation.

Assessment: let learners

identify social values,
identify people they know
who have exhibited these
 values and describe how
they showed these values

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Have learners revise today?
rhymes building vocabulary
through affixes. e.g. Ask learners to
micro – microscope summarize the main
in – insert points in the lesson
con – connect
re – return
• Learners should find
meaning to these affixes
and write more examples
of affixes. Play a game
where learners identify
affixes in words. The
group with the highest
number of words is
declared the winner.
• Introduce acronyms and
clipping. e.g.: acronyms –
WHO = World Health
Organisation clipping –
telephone = phone
• Put learners into groups
and have them research
on acronyms and clipping,
using dictionaries or
online resources, to build
more vocabulary.

Assessment: let learners

research for more
acronyms

Wednesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Provide an interesting today?
rhymes story abundant in
possessives, e.g. mine, Ask learners to
yours, his. E.g., This is summarize the main
mine. points in the lesson
• Let learners use
possessives like mine,

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 yours, his, hers, theirs in
sentences.
E.g., This story is mine.

Assessment: let learners

identify possessive
pronouns in a passage.
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar Put learners into groups today?
rhymes to develop their ideas in
B5.[Link] into a three- Ask learners to
paragraph draft. summarize the main
points in the lesson

Assessment: let learners

develop ideas into a two-
paragraph draft.

Friday Engage learners to sing [Link] CONVENTION What have we learnt

songs and recite familiar AND GRAMMAR USAGE today?
rhymes Have learners use given
concrete and abstract Ask learners to
nouns in sentences summarize the main
points in the lesson
Assessment: let learners
use given abstract nouns
in sentences

Friday Guide learners to [Link] READING Have learners to tell

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

Assessment: Ask learners

to write a-two-three
paragraph summary of
the book read for readings

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can Use the concept of equivalent fractions
for addition and subtraction of fractions greater than
one (improper or mixed fractions).
Learners can Use models to explain the result of
multiplying a fraction by whole number
Strand 1- Number
Sub strand 3: Number: Fractions
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: Multiplying a whole
number by a fraction, e.g.
I’m counting one, what 5 ×2/3 or finding five two- Assessment: have
is one thirds means learners to practice with
1 - One is one alone, 2/3+2/3+2/3+2/3+2/3 = more examples
alone it shall be. 10/3

Tuesday Sing songs like: To multiply a whole Review the lesson with
number by a mixed Learners
I’m counting one, what fraction, one can multiply
is one the whole number by the Assessment: have
1 - One is one alone, whole number and then learners to practice with
alone it shall be. whole number by the more examples
2 - Two pair, two pair fraction and add the
come pair let us pair products or change the
3 - Turn around mixed fraction to
4 - Follow me improper fraction and
5 - Fire multiply;
i
 Wednesday Sing songs like: To multiply a whole Review the lesson with
number by a fraction (e.g. Learners
I’m counting one, what 3 × 223) first change all
is one into common fractions, Assessment: have
1 - One is one alone, then multiply the learners to practice with
alone it shall be. numerators separately more examples
2 - Two pair, two pair and multiply the
come pair let us pair denominators separately
and simplify;
Thursday Sing songs like: Review the lesson with
Multiplying a fraction by a Learners
I’m counting one, what whole number the
is one multiplication is
1 - One is one alone, interpreted as “of”; Assessment: have
alone it shall be. e.g.2/3 ×5 means shade learners to practice with
2 - Two pair, two pair 2/3 𝑜f 5 ; i.e. finding two- more examples
come pair let us pair thirds of each of five
3 - Turn around objects; i.e. 2/3 ×5 can be
4 - Follow me illustrated by shading23 𝑜f
5 - Fire 5 sheets of paper, which
leads to the shading of 10
thirds, 2/3 ×5 = 2/3 𝑜f 5 =
10(13) = 103 = 313

Friday Sing songs like: multiply a mixed fraction

by a whole number, first
I’m counting one, what change all into common
is one fractions, then multiply Assessment: have
1 - One is one alone, the numerators separately learners to practice with
alone it shall be. and multiply the more examples
2 - Two pair, two pair denominators separately
and simplify;

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team
Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can know how to make and keep air clean in
our environment
Strand 2: CYCLES
Sub strand 1: 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)
Monday Find out from learners • Lead discussions to What have we learnt
what they understand come out with the do’s today?
by clean air and review and don’ts that will make
things that pollute air or keep air clean in our Ask learners to
(make air unclean) such homes and surrounding summarize the important
as smoke from factories, environment (planting of points of the lesson
car exhausts, bush trees and grass and
burning and dust from avoiding frequent and
construction sites and uncontrolled burning).
untarred roads. • Learners are assigned to
design a concept map on
the causes, prevention
and control of air
pollution.

Assessment: let learners

describe how to make and
keep air clean in our
environment

Thursday Engage learners to sing • Learners draw and use a Ask learners to
songs and recite familiar Future’s Wheel to trace summarize the important
rhymes the effects of water points of the lesson
 pollution on the
environment.

Assessment: let learners

mention the effects of
water pollution on the
environment

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Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can design and make a simple animal house and
keep a pet
Strand 2: ALL AROUND US
Sub strand 2: Plants and Animals
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 watch What have we learnt
songs and recite familiar pictures/films on different today?
rhymes housing for domestic animals
and pets or visit farms in the Ask learners to summarize
community to observe the main points in the
different types of housing for lesson
animals e.g. sheep, goats,
rabbits, poultry and pigs.

Learners engage in practical

activities to design and make
simple animal houses such
as: pens for goats and sheep
coop for hen cage for dog

Assessment: let learners

design and make a simple
animal house

Thursday Engage learners to sing Learners sketch domestic What have we learnt
songs and recite familiar animals and their housing today?
rhymes Learners talk about values of
keeping animals such as Ask learners to summarize
learning to become the main points in the
responsible and committed lesson
to handwork, etc.
 Assessment: let learners
identify the values of
keeping animals

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can discuss the moral importance of worship

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 Through questions and What have we learnt
songs and recite familiar answers, assist learners to today?
rhymes talk about the importance
of worship: to get Ask learners to
blessings from God, to get summarize the main
closer to God, etc. points in the lesson
Have children show how
they pray.

Assessment: let learners

mention the moral
importance of worship
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify some of the health facilities and
housing projects in the colonial period.
Strand 4: Colonisation and Developments under Colonial Rule
in Ghana
Sub strand 2: Social Developments Under Colonial Rule
Teaching/ Learning Resources Pictures
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 Engage learners to sing Discuss the health What have we learnt
songs and recite familiar facilities carried out during today?
rhymes the colonial period e.g. the
establishment of the Korle Ask learners to
What health facilities Bu hospital (1923). summarize the main
were built during the Brainstorm the points in the lesson
colonial period? How significance of these social
important were these services
social services?

Assessment: let learners

identify some of the
health facilities in the
colonial period

Thursday Engage learners to sing Discuss the health What have we learnt
songs and recite familiar facilities and housing today?
rhymes projects carried out during
the colonial period e.g. the Ask learners to
What health facilities establishment of the Korle summarize the main
were built during the Bu hospital (1923), Kumasi points in the lesson
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colonial period? How hospital, and Takoradi
important were these hospital.
social services? 2. Brainstorm the
significance of these social
services.

Assessment: let learners

identify some of the
housing projects in the
colonial period
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5. [Link]
Performance Indicator Learners can study some compositions and
performances of Ghanaian and other African
performing artists that reflect the physical and social
environments of some African communities
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 Ghanaian and other
African performing artists Ask learners to
that reflect ideas from the summarize the main
physical and social points in the lesson
environment of some
African communities;

the art-forms in-pairs and

share their views during a
plenary session (e.g. the
type of art-form,
theme/purpose, the idea
from the physical and
social environment that
the works reflect, style of
composition, method of
production and
performance);

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 Assessment: let learners
describe some
compositions and
performances of Ghanaian
performing artists

Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar • select the works of today?
rhymes Ghanaian and other
African performing artists Ask learners to
• compare the works in summarize the main
terms of type, function, points in the lesson
elements, tempo, rhythm,
methods, etc

Assessment: let learners

compare the works of
Ghanaian and other
African performing artists
in terms of type,
function,
elements, tempo,
rhythm,
methods used.
 Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can Start and sprint for distance.

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 After general and specific End the lesson with cool
demarcated area in files warm-up, learners to go down activities and use
while singing and on crouch with the knee questions to summarise
clapping to warm-up the of the rear leg in line with the lesson
body for maximal the heel of the front leg.
performance and to The front foot and the
prevent injuries hands are also placed
about 10cm away from
the start line with head
bent down -on your
marks. At set, learners
extend the rear leg,
shifting the body weight
onto the arms with head
down. At go, learners
explode quickly by running
to a distance of 40m in
groups.
Organise 50m dash for
learners.

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Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link].
Performance Indicator Learners can show the use of Insert, design, animation and
transition in the ribbons section. (New, Open, Save, Save
As, Print and Close) and the Insert and design ribbon
Learners can show a 5-slide presentation using Insert,
design, animation and transition of the ribbons studied
Strand 2: PRESENTATION
Sub strand 1: INTRODUCTION TO MS-POWERPOINT (TABS AND
RIBBONS OF MS-POWERPOINT
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 Ask learners to use “File What have we learnt today?
Wednesday songs and recite familiar menu”, “Insert” and
rhymes “Design Ribbons” to Ask learners to summarize
create a new MS- the main points in the lesson
PowerPoint slide and use
shapes in the “Insert
ribbon” to draw the
Ghana flag
Ask learners to use “File
menu”, “Insert” and
“Design Ribbons” to
design a colourful 5-paged
MS-PowerPoint on the
topic “Myself”.
NB. This is to help learners
with software knowledge
to understand well, the
concept in office
applications (Microsoft
PowerPoint).
 Assessment: let learners
use PowerPoint slide and
to draw the Ghana flag

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team
WEEKLY LESSON PLAN FOR B5 TERM 2 GHANAIAN LANGUAGE

Learning Indicator (s) (Ref. No.) B5.[Link] Demonstrate and say expressions that
show courtesy.
B5.[Link] Demonstrate non-verbal behaviour that
depict courtesy
B5.[Link] Recognise and use polar question markers
Performance Indicators • The learner should demonstrate and
say expressions that show courtesy.
• The learner should demonstrate non-
verbal behaviour that depict courtesy
• The learner should recognise and use
polar question markers

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 • Show a video that What have we learnt
songs and recite exhibits some courtesy today?
familiar rhymes behaviour.
• Discuss the video with
learners.
Let learners mention
some of the words/
expressions heard from
the video that indicate
courtesy.
• Allow learners to write
the expressions on the
board.
• Call learners to read the
expressions aloud.
Saying “Please”.
“I am sorry.”
 “Thank you.”
“Excuse me.”
• Ask learners to mention
other courtesies known to
learners.
• Let learners mention
situations where courtesy
is demanded.
• Demonstrate some
behaviour of courtesy
with some of the learners
in a mentioned situation.
• Direct learners to Review the lesson with
demonstrate behaviours learners
that indicate courtesy in
other situations
individually or in groups.

Assessment: let learners

demonstrate and say
expressions that show
courtesy.

Engage leaners to sing • Demonstrate some non- What have we learnt

songs and recite verbal behaviours of today?
familiar rhymes courtesy.
• Ask learners to discuss
the non-verbal action
performed.
• Listen and write some of
the expressions that
resulted from the
discussion with learners.
• Direct learners to
demonstrate non-verbal
behaviours that depict
courtesy.

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 • In groups, allow learners Review the lesson with
to tell what the non-verbal learners
action depicts in groups

Assessment: let learners

demonstrate non-verbal
behaviour that depict
courtesy
Engage leaners to sing • Discuss with learners What have we learnt
songs and recite ways of forming today?
familiar rhymes questions.
• Ask learners to form
questions orally and write
them on the board.
• Talk about the polar
question type.
• Write more questions on
the board.
• Lead learners to
recognise polar questions
markers from the writing
on the board.
E.g. Have you eaten?
Yes/No
Are you from this town?
Yes/No Review the lesson with
learners

Assessment: let learners

identify and use polar
question markers
 TERM TWO
BASIC FIVE
WEEK THREE

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 WEEKLY SCHEME OF LEARNING- WEEK THREE

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]. B5.[Link]. B5.[Link]
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can demonstrate turn taking in
conversation in different topics and follow agreed-
upon rules for conversation, e.g. listening to others,
speaking one at a time.
B. Learners can recognise the playful use of words in
spoken and written language (jokes, riddles, puns
etc.)
C. Learners can identify and use demonstratives: –
this/that, these/those people
D. Learners can review, and revise the draft by
proposing grammar for improvement
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 a variety of age- and level
appropriate books and present at least a-three-
paragraph summary of 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 sing Through discussion, guide What have we learnt
songs and recite familiar learners to identify some today?
rhymes events that happened in the
day or recently. Ask learners to summarize
• Invite some individual the main points in the
learners to discuss with the lesson
class some experiences. e.g.
The learner was late and had
 to help somebody on the
way to school.
• Have a pair of learner’s
converse on a given topic
(e.g. a football match) as
others watch.
• Learners in pairs then
converse, talking about
different topics after the
example presented.
• Guide the use of
appropriate vocabulary by
showing vocabulary cards
and indirectly dropping hints
of a correct word.
• Encourage learners to take
turns in the activity. e.g.
What did you just say? Say
that again. Can you repeat
what you said, sorry, excuse
me.
Learners demonstrate the
use of this in pairs in front of
the class.

Assessment: let learners

demonstrate turn taking in
conversation in different
topics
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Demonstrate the playful use today?
rhymes of words (jokes, riddles etc.)
• e.g. Riddle, riddle. I am Ask learners to summarize
something. I have four legs the main points in the
and a top. People write or lesson
eat on me. What am I?
• Have learners use
appropriate language in
jokes, riddles etc.
• Make them understand
that these are ways in which
language could also be used.

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 Assessment: let learners
apply the playful use of
words in spoken and written
language
Wednesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Have learners identify today?
rhymes demonstrations like
this/that, these/those in Ask learners to summarize
context. the main points in the
• Guide learners with lesson
examples to write down the
demonstratives.

Assessment: let learners use

demonstratives: – this/that,
these/those people in
sentences.
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar Have learners review their today?
rhymes first draft by reading it
slowly and critically several Ask learners to summarize
times to identify the main points in the
words/expressions that need lesson
to be cancelled.
• Guide learners with the
questions below:
i. Are your ideas in order
and easy to understand? ii.
Are all the sentences talking
about the main idea of the
paragraph?
iii. Are all the paragraphs
talking about the topic?
• Have learners read their
partners’ draft and offer
suggestions.
• Encourage learners to feel
free to make as many
changes as possible to
improve their drafts.

Assessment: let learners

make a clean draft for
publishing.
Friday Engage learners to sing [Link] CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Distribute a sample story
and let learners identify the Ask learners to summarize
simple past verbs to observe the main points in the
how they are used in lesson
sentences.
 • Working in pairs, learners
write their own story using
the simple past.
• Guide learners to do their
own editing paying attention
to the correct use of the
simple past.

Assessment: let learners

differentiate between how
the simple past and the
present perfect tense forms
are used in speech and in
writing
Friday Guide learners to choose [Link] READING Have learners to tell what
and read books during the Have learners read they read to the whole
library period independently books of their class
choice during the library
period.
• Learners think-pair-share
their stories with peers.
• Ask each learner to write
a-two-three paragraph
summary of the book read.
• Invite individuals to
present their work to the
class for feedback

Assessment: let learners

read a variety of age- and
level appropriate books and
present at least a-three-
paragraph summary of each
book read

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B51211
Performance Indicator Learners can Describe and represent decimals (up to
the thousandths) concretely, pictorially, and
symbolically and relate them to fractions.
Learners can Multiply multi-digit numbers by 2-digit
numbers efficiently
Strand Number 2. ALGEBRA
Sub strand Number: Fractions
Patterns and Relationships
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: Use several pictorial Review the lesson with
representations or Learners
I’m counting one, what number line to introduce
is one tenths and thousandths
1 - One is one alone, and ask pupils to identify
alone it shall be. the fractions (i.e. A, B, C, Assessment: have
2 - Two pair, two pair D, E, & F) learners to practice with
come pair let us pair more examples

Sing songs like: Use the tenth to Review the lesson with
Tuesday thousandth place value Learners
I’m counting one, what chart to illustrate how to
is one write the fraction as a
1 - One is one alone, base ten number with the
alone it shall be. introduction of the Assessment: have
2 - Two pair, two pair decimal point “∙” after learners to practice with
come pair let us pair ones place in the place more examples
3 - Turn around value chart
4 - Follow me
 5 - Fire

Wednesday Sing songs like: Give pupils several Review the lesson with
common fractions Learners
I’m counting one, what (including improper
is one fractions) to convert into
1 - One is one alone, hundredths and Assessment: have
alone it shall be. thousandths and write learners to practice with
2 - Two pair, two pair their decimal names; e.g. more examples
come pair let us pair 38
3 - Turn around
4 - Follow me
5 - Fire
Thursday Sing songs like: Ask pupils to use graph Review the lesson with
sheets to model the Learners
I’m counting one, what decimal number 0.133 by
is one shading the graph sheet
1 - One is one alone, squares as shown in the
alone it shall be. figure, where 2cm×20cm Assessment: have
2 - Two pair, two pair square represents 110 learners to practice with
come pair let us pair units, 2cm×2cm square more examples
3 - Turn around represents 1100 units, and
4 - Follow me 1mm×10mm square
5 - Fire represents 11000 units

Friday Sing songs like: Ask pupils to use graph Review the lesson with
sheets to model the Learners
I’m counting one, what decimal number 0.133 by
is one shading the graph sheet Assessment: have
1 - One is one alone, squares as shown in the learners to practice with
alone it shall be. figure, where 2cm×20cm more examples
2 - Two pair, two pair square represents 110
come pair let us pair units, 2cm×2cm square
3 - Turn around represents 1100 units, and
4 - Follow me
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5 - Fire 1mm×10mm square
represents 11000 units
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can relate the structure of the parts of a plant
(leaves, stem, root, flower) to the functions they
perform
Strand 2: CYCLES
Sub strand 2: LIFE CYCLES OF ORGANISMS
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 go on a nature What have we learnt
songs and recite familiar walk to uproot young today?
rhymes plants from school
surroundings and bring Ask learners to
Discuss the functions of them to class. summarize the important
parts of plants with • Learners, in groups, points of the lesson
learners observe parts of the plants
and relate them to the
functions they perform,
e.g. the thin and large
surface area of leaves and
the presence of green
colouring matter enhance
their work. The roots are
for anchorage and
absorption of nutrients
from the soil. The stem
supports the upper part of
the plant; conduct water
and minerals from the
roots to the leaves; carry

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 food from leaves to other
parts of the plant.

Assessment: let learners

relate the structure of the
parts of a plant (leaves,
stem, root, flower) to the
functions they perform

Thursday Engage learners to sing Learners draw and colour What have we learnt
songs and recite familiar a plant and label the parts. today?
rhymes
Ask learners to
summarize the important
Assessment: let learners points of the lesson
draw and colour a plant
and label the parts
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can locate major land marks on a sketch map
of the community

Strand 2: ALL AROUND US

Sub strand 3: 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 identify major What have we learnt
songs and recite familiar land marks in the today?
rhymes community e.g. the
school, post office, police Ask learners to
station church, mosque summarize the main
points in the lesson
Assessment:
Using landmarks, learners
take turns in showing
directions to places in the
community
Thursday Engage learners to sing Learners identify major What have we learnt
songs and recite familiar land marks in the today?
rhymes community e.g. the
school, post office, police Ask learners to
station church, mosque summarize the main
points in the lesson

Assessment:
Learners sketch a map of
the community indicating
major landmarks
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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can explain the moral significance of religious
songs and recitations
Strand 2: Religious Practices and their Moral Implications
Sub strand 1: 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 identify What have we learnt
songs and recite familiar religious songs of the today?
rhymes three major religions in
Ghana. Ask learners to
• Let learners listen to summarize the main
cassette (CD) player of points in the lesson
religious songs in the
three major religions and
indicate how they can
apply the theme in their
daily lives.
• Put learners into
religious groups to take
turns to perform various
religious music and dance.

Assessment: let learners

explain the moral
significance of religious
songs and recitations
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5. [Link]
Performance Indicator Learners can explore to generate ideas by studying
visual artworks created by selected Ghanaian and
other African visual artists living in Africa that reflect
the history and culture of the people of 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)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes of the artists studied in
B5. [Link].; Ask learners to
summarize the main
purpose of the work. For points in the lesson
example, the ‘Warrior’, an
installation work by El-
Anatsui, made from
copper wire and bottle
tops reflect the ‘link
between Africa, Europe,
and America, referencing
the fraught connection
between the sale of slaves
and liquor.

methods used in designing

and making the artwork
under study. For example,
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 a) The bottle tops in El-
Anatsui’s ‘Warrior’
represent the liquor that
was used to influence our
people to enter into the
slave business. The
‘copper wire’ represents
the connection (power
chain) linking Africa,
Europe and America – the
triangular (slave) trade;
b) Materials: mixed
media;
c) Method: construction
and assemblage (e.g.
cutting, joining, twisting
etc.);
d) Display/Exhibition:
installation by hanging on
the wall or from the
ceiling.

Assessment: let learners

generate ideas by
studying visual artworks
created by selected
Ghanaian visual artists
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar • select an artwork of any today?
rhymes of the artists studied in
B5. [Link].; Ask learners to
• generate ideas for own summarize the main
artworks that will reflect points in the lesson
the history and culture of
the people of Ghana

Assessment: let learners

generate ideas by
studying visual artworks
created by selected
Ghanaian visual artists
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify some of the health facilities and
housing projects in the colonial period.
Strand Colonisation and Developments under Colonial Rule
in Ghana
Sub strand Social Developments Under Colonial Rule
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 Discuss the health What have we learnt
songs and recite familiar facilities carried out during today?
rhymes the colonial period e.g. the
establishment of the Korle Ask learners to
What health facilities Bu hospital (1923), Kumasi summarize the main
were built during the hospital, and Takoradi points in the lesson
colonial period? How hospital.
important were these 2. Brainstorm the
social services? significance of these social
services.
3. Show
pictures/documentaries of
these facilities to highlight
the social facilities during
the era.

Assessment: let learners

identify some of the

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 health facilities in the
colonial period

Thursday Engage learners to sing Discuss the health

songs and recite familiar facilities and housing
rhymes projects carried out during
the colonial period e.g. the
What health facilities establishment of the Korle
were built during the Bu hospital (1923), Kumasi
colonial period? How hospital, and Takoradi
important were these hospital.
social services? 2. Brainstorm the
significance of these social
services.
3. Show
pictures/documentaries of
these facilities to highlight
the social facilities during
the era.

Assessment: let learners

identify some of the
housing projects in the
colonial period
 Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can roll in a backward direction (back roll)
emphasizing a rounded 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 After general and specific
demarcated area in files warm-up, guide learners
while singing and to squat in front of a
clapping to warm-up the spread mat/safe floor.
body for maximal Place hands on the
performance and to mat/floor and tuck the
prevent injuries chin to touch the chest.
From this position, push
with the 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.

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Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link].
Performance Indicator . Learners can demonstrate the use of Insert, Design,
and Layout (New, Open, Save, Save As, Print and Close)
and Insert, Design, and Layout ribbons. (i.e. clipboard,
slides, fonts and paragraph).
. Learners can illustrate the use of Insert, Design and
Layout.
Strand 3: WORD PROCESSING
Sub strand 1: INTRODUCTION TO WORD PROCESSING (TABS AND
RIBBONS OF WORD PROCESSING
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 to use File What have we learnt
Wednesday songs and recite familiar menu, Insert, Design and today?
rhymes Layout Ribbon.
Guide the learners to Ask learners to
create and format a summarize the main
document. points in the lesson

Assessment: let learners

illustrate the use of Insert,
Design and Layout to
format a document
 Learning Indicator (s) (Ref. No.) B5.[Link] Read stories aloud with correct
pronunciation and tone
B5.[Link] Explain the meaning of unfamiliar words in
context
B [Link].2 Answer factual and inferential questions
Performance Indicators • The learner should read stories aloud
with correct pronunciation and tone
• The learner should explain the meaning
of unfamiliar words in context
• The learner should answer factual and
inferential questions

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 Put learners in groups to What have we learnt
songs and recite read sample notices, texts today?
familiar rhymes and use sentence cards to
help learners read
paragraphs aloud with
correct pronunciation and
tone.

Assessment: let learners Review the lesson with

read stories aloud with learners
correct pronunciation and
tone

Engage leaners to sing • Put learners in groups What have we learnt

songs and recite and read a passage aloud today?
familiar rhymes to them.

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 • Ask learners to read the Review the lesson with
passage on their own and learners
recognise unfamiliar
words.
• Let learners say the
unfamiliar words and
write them on the board.
• Assist the learners to
explain the meanings of
the unfamiliar words from
their context.

Assessment: Let learners

use some of the unfamiliar
words to form sentences
orally.
Engage leaners to sing • Read a passage aloud. What have we learnt
songs and recite • Allow learners to read today?
familiar rhymes the passage on their own.
• Call learners to read a
paragraph each of the
passage aloud to the class.

Assessment: Let the

learners answer factual
and inferential questions Review the lesson with
based on the passage learners
 TERM TWO
BASIC FIVE
WEEK FOUR

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 WEEKLY SCHEME OF LEARNING- WEEK FOUR

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link] B5.[Link]. B5.[Link]
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can respond to questions to give
further clarification of an opinion
B. Learners can use words suitable for purpose,
audience, context and culture in relation to:
type of texts (expository/explanatory,
persuasive language, argumentative), medium
(spoken/written), register (formal/informal)
etc
C. Learners can identify and use demonstratives:
– this/that, these/those people
D. Learners can edit/proofread draft, checking
capitalisation, usage of punctuation and
spelling
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 a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of 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 sing Revise the activity on the What have we learnt
songs and recite familiar talk show. Learners give today?
rhymes
 examples of some Ask learners to
vocabulary learnt. summarize the main
• Together with learners, points in the lesson
choose a topic and initiate
a conversation. Encourage
learners to ask questions
for clarification, and use
appropriate expressions.
• Put pupils into groups.
Have each group choose a
theme and initiate a
conversation on their
theme. Have the others
listen and ask questions.
• Have the group respond
to the questions to give
further clarifications

Assessment: let learners

respond to questions to
give further clarification of
an opinion

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Demonstrate the use of today?
rhymes the key elements in
writing. E.g. purpose, Ask learners to
audience, setting, summarize the main
characters etc. points in the lesson
• Have learners to role-
play a simple story to
bring out the importance
of these elements and
their usage.

Assessment: let learners

identify the importance of
the elements in writing.

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Wednesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Have learners identify today?
rhymes demonstrations like
this/that, these/those in Ask learners to
context. summarize the main
• Guide learners with points in the lesson
examples to write down
the demonstratives.

Assessment: let learners

use demonstratives: –
this/that, these/those to
form sentences

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar Have learners pick up today?
rhymes their clean draft (Refer to
B5 [Link]) and check for Ask learners to
conventions. E.g. errors in summarize the main
capitalisation, punctuation points in the lesson
and spelling.
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 of punctuation and
spelling
 Friday Engage learners to sing [Link] CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Distribute a sample story
and let learners identify
Ask learners to
the present perfect tense
to observe how they are summarize the main
used in sentences. points in the lesson
• Working in pairs,
learners write their own
story using the present
perfect tense
• Guide learners to do
their own editing paying
attention to the correct
use of the present perfect
tense
• Guide learners to
identify uses of the
present perfect tense.
• Have learners compare
how the simple past and
the present perfect
tense forms are different

Assessment: let learners

differentiate between
how the simple past and
the present perfect
tense forms are used in
speech and in writing

Friday Guide learners to [Link] READING Have learners to tell

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

Assessment: let learners

read a variety of age- and
level appropriate books
and present at least a-
three-paragraph summary
of each book read
 Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B51412 B51413
Performance Indicator Learners can Compare and order decimal fractions and a
mixture of common and decimal fractions (up to the
thousandths) using the symbols <, >, or =.
Learners can Round decimals to the nearest tenth and
hundredth
Strand Number
Sub strand Number: Fractions
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 PHASE 2: MAIN 40MINS PHASE 3:

10 (New Learning Including REFLECTION
MINS Assessment) 10MINS
(Preparing The Brain (Learner And
For Learning) Teacher)
Monday Sing songs like: To compare and order a Review the lesson
mixture of common, decimal with Learners
I’m counting one, and percent fractions, express
what is one them in one form (i.e. either Assessment: have
1 - One is one alone, common, decimal or percent); learners to practice
alone it shall be. e.g. to order 0.758, 58 and 73%; with more examples
2 - Two pair, two we have →58 =6251000 =
pair come pair let us 62.5%, 0.758 =7581000 =
pair 75.8%, and 73% =73100 = 0.73,
3 - Turn around Hence the order from least to
4 - Follow me the largest is 58, 73% and 0.758
5 - Fire
Tuesday Sing songs like: To compare and order a Review the lesson
mixture of common, decimal with Learners
I’m counting one, and percent fractions you can
what is one locate the fractions on the
1 - One is one alone, number and order them
alone it shall be.
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 Assessment: have
learners to practice
with more examples
Wednesday Sing songs like: Explain the rule for of rounding Review the lesson
decimals, which is similar to with Learners
I’m counting one, that of rounding whole
what is one numbers. That is, rounding to Assessment: have
1 - One is one alone, the nearest tenth means that learners to practice
alone it shall be. the rounded figure has one with more examples
2 - Two pair, two digit after the decimal mark.
pair come pair let us Rounding to the nearest
pair hundredth means that the
3 - Turn around rounded figure has two digits
4 - Follow me after the decimal mark
5 - Fire

Thursday Sing songs like: Use a table with several Review the lesson
decimals fractions and explain with Learners
I’m counting one, the rule for of rounding Assessment: have
what is one decimals. Give pupils a table of learners to practice
1 - One is one alone, decimal fractions to round to with more examples
alone it shall be.
2 - Two pair, two Fraction Round Result
to
pair come pair let us
Nearest
pair A 0.38 1/10 0.4
3 - Turn around B 4.085 1/10
4 - Follow me
C 56.584 1/100
5 - Fire
D 18.096 1/100
E
the nearest tenths or
hundredths
Friday Sing songs like: Ask students to change Review the lesson
fractions to decimal writing with Learners
I’m counting one, their results to the nearest
what is one tenths or hundredths.
1 - One is one alone, Assessment: have
alone it shall be. learners to practice
2 - Two pair, two with more examples
pair come pair let us
pair
3 - Turn around
 4 - Follow me Fraction Round Result
5 - Fire to
Nearest
A 0.38 1/10 0.4
B 4.085 1/10
C 56.584 1/100
D 18.096 1/100
E

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Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.2. 2.1.2
Performance Indicator Learners can compare the differences in germination
of bean and maize seeds
Strand 2: CYCLES
Sub strand 2: LIFE CYCLES OF ORGANISMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Communication and
Collaboration, 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 Learners are assisted to Learners are assisted to What have we learnt
review their previous plant the bean and maize today?
knowledge on seed seeds using transparent
germination containers and soil. Ask learners to
• Learners are guided to summarize the important
observe points of the lesson
(1) the dry seed
(2) when it absorbs water
and swells
(3) rapturing of the seed
coat
(4) sprouting of the root
(5) sprouting of the stem
and seed leaves
(6) the elongation of the
root and stem.

Assessment: let learners

compare the differences
in germination of bean
and maize seeds
 Thursday Engage learners to sing • Learners find out where What have we learnt
songs and recite familiar the seed leaves today?
rhymes (cotyledons) remain,
inside the soil or above Ask learners to
the soil. summarize the important
• NB: This activity will take points of the lesson
some days.

Assessment: let learners

find out where the seed
leaves (cotyledons) remain

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Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can explain the features of rural settlements

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 features of rural and today?
rhymes urban settlements e.g. in
rural settlements there is Ask learners to
small population, few summarize the main
buildings, people living far points in the lesson
apart. In urban
settlements the
population is large, there
is large market.

Learners in groups talk

about the main activities
in the rural and urban
settlements of Ghana.
What can do to get food
and money e.g. rural
settlement: crop farming,
animal rearing, hunting

Assessment: let learners

explain the features of
rural settlements
 Thursday Engage learners to sing Learners talk about the
songs and recite familiar features of rural and
rhymes urban settlements e.g. in
rural settlements there is
small population, few
buildings, people living far
apart. In urban
settlements the
population is large, there
is large market.

Assessment: let learners

draw a rural and urban
settlements, showing
some features.

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can explain the moral significance of religious
songs and recitations
Strand 2: Religious Practices and their Moral Implications
Sub strand 1: 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, in groups, What have we learnt
songs and recite familiar discuss the importance of today?
rhymes religious songs in worship:
they encourage worship; Ask learners to
they make worship lively, summarize the main
they tell us about the points in the lesson
nature and attributes of
God in melodious and
harmonious manner, etc.
• Let Learners compose
simple religious songs and
poems.

Assessment: let learners

explain the moral
significance of religious
songs and recitations
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the economic measures
introduced during the colonial period including
transport and communication projects.
Strand Colonisation and Developments under Colonial Rule in
Ghana
Sub strand Economic Developments Under Colonial Rule
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 Identify the economic What have we learnt
songs and recite familiar policies and projects today?
rhymes during the colonial era.
Ask learners to
What were these summarize the main
economic development Assessment: let learners points in the lesson
under colonial rule? identify the economic
policies and projects
during the colonial era.

Thursday Engage learners to sing Identify the economic What have we learnt
songs and recite familiar policies and projects today?
rhymes during the colonial era.
Ask learners to
What were these summarize the main
economic development Assessment: let learners points in the lesson
under colonial rule? identify the economic
policies and projects
during the colonial era.

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Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can experiment with available relevant
performing arts media and techniques to create own
performing artworks that reflect the physical and
social environments of some communities in Africa
Strand 2: Performing Arts
Sub strand 2: 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 Learners are to: What have we learnt
songs and recite familiar today?
rhymes environment to select
available instruments, Ask learners to
equipment, sounds, summarize the main
melody, rhythms, points in the lesson
movement patterns that
are good for
composing/arranging and
performing music, dance,
drama, poems,
appellations, etc.;

available instruments,
equipment, sounds,
movement patterns,
melody etc. to perform
some of the compositions
of the Ghanaian artists
studied that reflect the
physical and social
 environment of some
communities in Africa;

Assessment: let learners

create own performing
artworks
Wednesday Engage learners to sing • discuss and share their What have we learnt
songs and recite familiar experiences through peer today?
rhymes review
Ask learners to
Assessment: let learners summarize the main
create own performing points in the lesson
artworks

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Week Ending
Class five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe ways to create more space
between an offensive player and a defensive player.
Strand Movement Concepts, Principles and Strategie
Sub strand Space Awareness
Teaching/ Learning Resources ball
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 Learners explain with End the lesson with cool
demarcated area in files examples the need for down activities and use
while singing and players to create space questions to summarise
clapping to warm-up for themselves in order to the lesson
the body for maximal have enough room to
performance and to operate. Adequate space
prevent injuries enables learners to
perform better.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own
pace.
 Week Ending
Class five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link]. B5.[Link].
Performance Indicator Learners can describe databases
Learners can discuss the importance and uses of database.
Learners can describe the types of database.
Strand 5: PROGRAMMING AND DATABASES
Sub strand 1: INTRODUCTION TO DATABASES, ALGORITHM AND
PROGRAMMING.
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 to identify What have we learnt today?
Wednesday songs and recite familiar the features of a database
rhymes and the types of databases Ask learners to summarize the
that exist. Ask learners to main points in the lesson
select the databases from
a list of items written on
the board
Play a video of the
importance and uses of
databases and ask learners
to mention other uses of
database and their
importance. Assist learners
to realise that Database
designers typically organise
the data to model aspects
of reality in a way that
supports processes
requiring info Guide
learners to describe the
types of database
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Assessment: let learners
describe the types of
database
 Learning Indicator (s) (Ref. No.) B5.[Link] Explain the meaning of unfamiliar words in
a text.
B5. 2.7.1. 2 Explain the meaning of figurative
expression in a text and answer questions on the
passage.
Performance Indicators • The learner should explain the
meaning of unfamiliar words in a text.
• The learner should explain the meaning
of figurative expression in a text and answer
questions on the passage.

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 • Read a passage of about What have we learnt
songs and recite four paragraphs aloud in today?
familiar rhymes class.
• Let learners read the
passage silently for a few
minutes.
• Assist the learners to
explain the meanings of
unfamiliar words in the
text

Review the lesson with

Assessment: let learners learners
explain the meaning of
unfamiliar words in a text.

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Engage leaners to sing • Read a passage What have we learnt
songs and recite consisting of more than today?
familiar rhymes five paragraphs aloud.
• Ask learners to read and
recognise some figurative
expressions from the
passage.
• Point out to learners
some of the figurative
expressions in the passage
that you read to them.
• Guide the learners to
explain meanings of
figurative expressions in a
text. Review the lesson with
learners

Assessment: let learners

explain the meaning of
figurative expression in a
text and answer questions
on the passage.
Engage leaners to sing • Allow learners to read a What have we learnt
songs and recite paragraph each. today?
familiar rhymes • In groups, let learners
read the passage and tell
what understanding
learners get.
• Guide the learners to
answer questions based
on the passage.

Assessment: let learners

explain the meaning of
figurative expression in a Review the lesson with
text and answer questions learners
on the passage.
 TERM TWO
BASIC FIVE
WEEK FIVE

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 WEEKLY SCHEME OF LEARNING- WEEK FIVE

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English language curriculum
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link]. B5.[Link].
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can employ the Think-Aloud strategy
to convey meaning from level-appropriate
texts.
B. Learners can construct meaning from text read
C. Learners can identify and use interrogative
determiners e.g. which, whose – to find out
which person something belongs to
D. Learners can display writing piece for peers to
read and publish it in the class magazine
E. Learners can use the simple past verb form to
express past needs, feelings and interest
F. Learners can read a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of 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 sing Have learners listen to a What have we learnt
songs and recite familiar teacher-read text. today?
rhymes • Model Think-Aloud
strategy to make meaning Ask learners to
from the text. summarize the main
• Have learners practise points in the lesson
the Think-Aloud strategy
to construct meaning.
 Assessment: let learners
employ the Think-Aloud
strategy to convey
meaning from level-
appropriate texts.
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Choose different texts for today?
rhymes learners to make meaning
from using the different Ask learners to
strategies they are familiar summarize the main
with: − Use of prior points in the lesson
knowledge/experience. −
Making predictions −
Contextual meaning of
vocabulary to connect
with the other words to
make meaning

Assessment: let learners

construct meaning from
text read
Wednesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Choose a text that today?
rhymes illustrates interrogatives.
With an example from the Ask learners to
text, guide learners to summarize the main
identify the other points in the lesson
interrogatives in the
passage.

Assessment: let learners

identify and use
interrogative determiners
in sentences
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar Have learners share their today?
rhymes writing with their peers
classmates and families Ask learners to
summarize the main
points in the lesson

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 Assessment: let learners
display writing piece for
peers to read and publish
it in the class magazine

Friday Engage learners to sing [Link] CONVENTION What have we learnt

songs and recite familiar AND GRAMMAR USAGE today?
rhymes Let learners write on a
story. E.g. What Ask learners to
happened after school on summarize the main
Monday? points in the lesson
• Discus the essay topic
with learners and use the
webbing strategy to help
them write on the chosen
topic. Learners write
individually.
• Learners exchange their
work and edit as teacher
guides by focusing on the
past verb form and past
participle form.

Assessment: let learners

edit a draft focusing on
the past verb form and
past participle form

Friday Guide learners to [Link] READING Have learners to tell

choose and read books Have learners read what they read to the
during the library period independently books of whole class
their choice during the
library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to write
a-two-three paragraph
summary of the book
read.
• Invite individuals to
present their work to the
class for feedback
 Assessment: let learners
read a variety of age- and
level appropriate books
and present at least a-
three-paragraph summary
of each book read
Assessment: let learners

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B51414 B51415
Performance Indicator Learners can use models to explain the result of
addition and subtraction of decimals (up to the
thousandths).
Learners can use models to explain the result of
multiplying a decimal (up to the thousandths) by a
whole number
Strand
Sub strand 3: Number: Fractions
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: To add 0.645 and 0.39, Review the lesson with
means sum 6451000 + 39 Learners
I’m counting one, what 100 which is 645+3901000
is one = 10351000 = 1.035. That
1 - One is one alone, is, since one is hundredths Assessment: have
alone it shall be. and other thousandths learners to practice with
2 - Two pair, two pair (i.e. one has 2 decimal more examples
come pair let us pair places and the other 3
3 - Turn around decimal places) we can
4 - Follow me line up the decimal points
5 - Fire to align the place values
and add as whole
numbers

Tuesday Sing songs like: To subtract 0.395 from 0.6 Review the lesson with
and, one number is in Learners
I’m counting one, what tenths and other is in
is one thousandths (i.e. one has
 1 - One is one alone, 1 decimal place and the Assessment: have
alone it shall be. other 3 decimal places) it learners to practice with
2 - Two pair, two pair is important to line up the more examples
come pair let us pair decimal points to align the
3 - Turn around place values and add as
4 - Follow me whole numbers.
5 - Fire

Wednesday Sing songs like: Review multiplying a Review the lesson with
fraction by a whole Learners
I’m counting one, what number. e.g.25 ×10 means
is one shade 2×(15 𝑜 𝑜𝑜 10) ; i.e. Assessment: have
1 - One is one alone, 2×(2) = 4; learners to practice with
more examples
Thursday Sing songs like: To multiply a decimal Review the lesson with
fraction by a whole Learners
I’m counting one, what number, change the
is one decimal number to Assessment: have
1 - One is one alone, common fraction and learners to practice with
alone it shall be. multiply e.g.0.4 ×10 more examples
2 - Two pair, two pair means�410 𝑜 𝑜𝑜 10�=4.0;
come pair let us pair Or multiply the whole
3 - Turn around numbers 4 and 10, and
4 - Follow me place the decimal point at
5 - Fire one decimal place, since
0.4 has one decimal place
Friday Sing songs like: To multiply a decimal Review the lesson with
I’m counting one, what fraction (up to Learners
is one thousandths) by a whole
1 - One is one alone, number, first ignore the
alone it shall be. decimal point and Assessment: have
2 - Two pair, two pair multiply the whole learners to practice with
come pair let us pair numbers, check the more examples
3 - Turn around number of decimal places
4 - Follow me and place the decimal
5 - Fire point

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Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can know the parts of the respiratory
system in humans
Strand 3: SYSTEMS
Sub strand 1: 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)
Introduce the lesson Ask learners to breathe in Engage learners in an
with songs on the parts and out for some time. activity to design a
of the body, e.g. head, • Relate the act of breathing model using
shoulders, knees and breathing to the plastic bags, balloons,
toes. respiratory system and rubber bands and
guide learners to identify polythene bags.
the organs of the system
using charts or models.
• Use role-play to guide
learners to identify the
functions of each part
(different learners assume
and role-play the
functions of parts of the
respiratory system, e.g.
Ama is the lungs and
Amina is the diaphragm)

. Assessment: let learners

identify the parts of the
respiratory system in
humans
 Thursday Engage learners to sing • Learners draw and label Learners are tasked to
songs and recite familiar the respiratory system and find out the diseases and
rhymes state its function lifestyles that affect the
respiratory system
adversely.
Assessment: let learners Project: Assist learners to
draw and label the design an improvised
respiratory system and breathing apparatus
state its function using plastics.

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Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B5. 3.1.1. 1.
Performance Indicator Learners can identify the moral significance of Sacred
Passages and Oral Traditions in the three main religions
Strand 3: OUR BELIEFS AND VALUES
Sub strand Worship
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 recall the modes What have we learnt
songs and recite familiar of worship (charity, today?
rhymes prayer, song ministration,
evangelism,) and give Ask learners to
reasons why we worship: summarize the main
human beings are under points in the lesson
the authority of the
Creator, we demonstrate
that we depend on God
for survival, etc.

Learners listen to and sing

religious songs of the
three major religions in
Ghana.

Learners recite selected

passages and, or oral
traditions e.g.: The Ten
Commandments (Exodus
20), Al-Fathiha’, Folktales,
etc., and show how they
can apply them in their
daily lives
 Assessment: let learners
identify the moral
significance of Sacred
Passages and Oral
Traditions in the three
main religions

Thursday Learners recite selected What have we learnt

passages and, or oral Learners relate the moral today?
traditions e.g.: The Ten values they have learned
Commandments (Exodus to their lives e.g. honesty, Ask learners to
20), Al-Fathiha’,. sacrifice, dedication, summarize the main
commitment, forgiveness, points in the lesson
etc.

Assessment: let learners

identify the moral
significance of Sacred
Passages and Oral
Traditions in the three
main religions

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify the moral significance of sacred
passages and oral traditions in the three main religions
Strand 2: Religious Practices and their Moral Implications
Sub strand 2: 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 Give selected passages What have we learnt
songs and recite familiar and or oral traditions for today?
rhymes learners to study e.g. the
Ten Commandments - Ask learners to
(Exodus 20,), Al-Fãtihah, summarize the main
folktales, etc. and show points in the lesson
how they can apply them
in their daily lives.
• Guide learners to
identify sacred passages
and oral traditions in the
three main religions in
Ghana

Assessment: let learners

identify sacred passages
and oral traditions in the
three main religions
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the economic measures
introduced during the colonial period including
transport and communication projects.
Strand Colonisation and Developments under Colonial Rule in
Ghana
Sub strand Economic Developments Under Colonial Rule
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 Enumerate contributions What have we learnt
songs and recite familiar in the agricultural sector today?
rhymes (e.g. setting up of
agricultural station at Ask learners to
Bunso, botanical garden at summarize the main
Aburi and Agricultural points in the lesson
What were these College at Kwadaso,
economic development promotion and marketing
under colonial rule? of cocoa farming), the
construction of the
Takoradi Harbour,
construction of roads and
railways and introduction
of vehicles to link their
main centres to evacuate
and export items and
facilitate movement.

Assessment: let learners

describe the economic

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 measures introduced
during the colonial period

Thursday What were these Discuss the role of Tetteh What have we learnt
economic development Quarshie in the today?
under colonial rule How introduction of cocoa into
do sources of evidence Ghana and how important Ask learners to
help you to understand cocoa has become summarize the main
these developments points in the lesson
under colonial rule?
Assessment: let learners
narrate the role of Tetteh
Quarshie in the
introduction of cocoa into
Ghana and how important
cocoa has become
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can plan an exhibition of own portfolio of
visual artworks to educate and share creative
experiences of artworks that reflect the physical and
social environments in some communities in Africa
Strand Visual Arts
Sub strand Displaying and Sharing
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 short video on an today?
rhymes exhibition or visit an
exhibition centre, Ask learners to
preferably during the summarize the main
circuit, district or regional points in the lesson
cultural festival of the What have we learnt
cultural education unit of today?
the Ghana Education
Ask learners to
need for displaying summarize the main
portfolio of own visual points in the lesson

roadmap for the

exhibition by: - fixing a
date - selecting a venue -

brainstorm to agree on a
theme for the exhibition

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 send manual and/or
electronic invitations (e.g.
letters, postcards,
WhatsApp, E-mail,
Twitter, Instagram,
Facebook,
announcements, posters,
jingles) to target audience,
for example parents,
PTA/SMC members,
stakeholders, colleague

for the exhibition by

considering factors such
as creativity and
originality, finishing and
decoration, relevance of
the works to the theme,
social and cultural
importance;

display, e.g. hanging,

draping, spreading;

Assessment: let learners

write a plan for an
exhibition of own
portfolio of visual
artworks
Wednesday Engage learners to sing Learners are to What have we learnt
songs and recite familiar • plan the layout of the today?
rhymes exhibition hall, prepare
labels for the works (e.g. Ask learners to
title, name of artist, date); summarize the main
• clean and prepare the points in the lesson
hall and its environment
and make it ready for the
exhibition;
• plan for post exhibition
activities such as cleaning,
 appreciation, evaluation,
reporting,

Assessment: let learners

Assessment: let learners
write a plan for an
exhibition of own
portfolio of visual
artworks

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Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can Explain the differences in applying and
receiving force when jumping for height and distance
Strand Movement Concepts, Principles and Strategies
Sub strand Dynamics
Teaching/ Learning Resources
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 Teacher explains to learners End the lesson with cool
demarcated area in files that in jumping for height, down activities and use
while singing and clapping the performer has to questions to summarise the
to warm-up the body for displace the force of gravity lesson
maximal performance and acting on the body from the
to prevent injuries sky by placing it outside the
centre of the body. At the
same time, the performer
should take advantage of
reaction force by pushing
hard on the ground during
take-off so as to gain height.
Learners practice the skill,
observe and give them
corrective feedback. Ensure
that learners progress at
their own pace.
 Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link]. B5.[Link].
Performance Indicator Learners can identify types of databases and data.
Learners can explain fundamental database concepts
Discuss programming languages and their use (e.g.
scratch, [Link] etc.)
Strand 5: PROGRAMMING AND DATABASES
Sub strand 1: INTRODUCTION TO DATABASES, ALGORITHM AND
PROGRAMMING.
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 to What have we learnt
Wednesday songs and recite familiar investigate on the types of today?
rhymes databases and data. Let
learners present their Ask learners to
findings to the class summarize the main
Guide learners to explore points in the lesson
the fundamental database
concepts e.g. tables and
data types, data selection
and manipulation,
security, and backup and
restore.
Guide learners to
investigate in groups on
the programming
languages and their use
(e.g. scratch, [Link] etc.)

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Assessment: let learners
identify programming
languages and their use
 Learning Indicator (s) (Ref. No.) B5.[Link] Recognise that a colon is used to list and
explain a statement, or to mention a list of items.
B5.[Link] Recognise that quotation marks are used
when you want to write or quote the same words a
person said or wrote.
Performance Indicators • The learner should recognise that a
colon is used to list and explain a statement, or
to mention a list of items.
• The learner should recognise that
quotation marks are used when you want to
write or quote the same words a person said
or wrote.

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 • Write a passage on the What have we learnt
songs and recite board with all the today?
familiar rhymes appropriate punctuations.
• Discuss the use of the
colon in the passage.
• Assist learners to
recognise that a colon is
used to list and explain a
statement, or to mention
a list of items. Review the lesson with
learners

Assessment: let learners

use a colon to list and
explain a statement, or to
mention a list of items.

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Engage leaners to sing • Call learners to make What have we learnt
songs and recite some utterances by asking today?
familiar rhymes questions.
• Write the utterance in
quotation marks on the
board and discuss with
learners.

Assessment: let learners

write sentences with Review the lesson with
quotation marks learners
Engage leaners to sing • Write a passage on the What have we learnt
songs and recite board with all today?
familiar rhymes punctuations.
• Assist learners to
recognise that, quotation
marks are used when you Review the lesson with
want to write the same learners
words a person said or
wrote

Assessment: let learners

Assessment: let learners
write sentences with
quotation marks
 TERM TWO
BASIC FIVE
WEEK SIX

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 WEEKLY SCHEME OF LEARNING- WEEK SIX

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link]. B5.[Link]. B5.[Link].
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can make connections with events in
drama
B. Learners can note and recall main ideas in a
sequence
C. Learners can identify and use interrogative
determiners e.g. which, whose – to find out
which person something belongs to
D. Learners can display writing piece for peers to
read and publish it in the class magazine
E. Learners can use the simple past verb form to
express past needs, feelings and interest
F. Learners can read a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of 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 sing Have learners listen to an What have we learnt
songs and recite familiar audio drama or watch a today?
rhymes video.
• Guide learners to Ask learners to
identify the sequence of summarize the main
events in the story, i.e. points in the lesson
events at the beginning,
middle and ending.
• Ask relevant questions
to guide learners to relate
the events in the drama to
their lives.
 Assessment: let learners
make connections with
events in drama
Tuesday Engage learners to sing [Link] SQ3R What have we learnt
songs and recite familiar guide learners to present today?
rhymes facts and ideas in a
sequential order. Ask learners to
summarize the main
Assessment: let learners points in the lesson
note and recall main ideas
in a sequence
Wednesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Choose a text that today?
rhymes illustrates interrogatives.
With an example from the Ask learners to
text, guide learners to summarize the main
identify the other points in the lesson
interrogatives in the
passage.
• Create a scenario for
them to use the
demonstratives
appropriately in
sentences.

Assessment: let learners

identify and use
interrogative determiners
e.g. which, whose – to
find out which person
something belongs to
Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar Encourage learners to today?
rhymes copy neatly their writing
and submit them for Ask learners to
publication in the class summarize the main
magazine, school points in the lesson
magazine or notice board,
The Junior Graphic

Assessment: let learners

display writing piece for
peers to read and publish
it in the class magazine

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Friday Engage learners to sing [Link] CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes
Let learners write on a Ask learners to
story. E.g. What summarize the main
happened after school on points in the lesson
Monday?

• Learners exchange their

work and edit as teacher
guides by focusing on the
past verb form and past
participle form.
• Guide learners to
rewrite the essay
incorporating the
corrections.
• Let learners write on
another topic individually
using the past verb form.

Assessment: let learners

use the simple past verb
form to express past
needs, feelings and
interest
Friday Guide learners to [Link] READING Have learners to tell
choose and read books Have learners read what they read to the
during the library period independently books of whole class
their choice during the
library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-three
paragraph summary of the
book read.
• Invite individuals to
present their work to the
class for feedback

Assessment: let learners

read a variety of age- and
 level appropriate books
and present at least a-
three-paragraph summary
of each book read

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B51511 B51512
Performance Indicator Learners can Determine the percentage of a given
quantity (limit to 2-digit whole number) and vice versa.
Learners can Determine the benchmark percentages
from their common fractions and use these to
estimate percentages of quantities
Strand Number
Sub strand Number: Fractions
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: To multiply a percent fraction Review the lesson with
by a whole number, change the
percentage to common fraction
Learners
I’m counting one, what and multiply and simplify
is one e.g.40% ×10 means � 40100
1 - One is one alone, 𝑜𝑜𝑜𝑜 10� =4;
Assessment: have
alone it shall be. To multiply a percent fraction learners to practice with
by a whole number, change the more examples
percentage to common fraction
and multiply and simplify
e.g.40% ×10 means �40100 𝑜
Review multiplying a 𝑜𝑜 10�=4;
fraction by a whole
number. e.g.25 ×10

Tuesday Sing songs like: To multiply a percent Review the lesson with
fraction by a whole Learners
I’m counting one, what number, change the
is one percentage to common
1 - One is one alone, fraction and multiply and
alone it shall be. simplify e.g.60% ×10
 means �40100 𝑜 𝑜𝑜 Assessment: have
10�=4; learners to practice with
more examples

Sing songs like: Use pictorial Review the lesson with

Wednesday representations and chart Learners
I’m counting one, what to display common or
is one benchmarks percentages
1 - One is one alone, and ask pupils to Assessment: have
alone it shall be. determine these from learners to practice with
2 - Two pair, two pair their equivalent common more examples
come pair let us pair fractions
3 - Turn around
4 - Follow me
5 - Fire Give learners practice
through drills and games
to learn the equivalences
of the benchmark
fractions
Thursday Sing songs like: Ask pupils to use the
benchmarks for estimating Review the lesson with
I’m counting one, what percentages of given Learners
is one quantities. E.g. for “what
1 - One is one alone, is 60% of 45?” using the
alone it shall be. nearest benchmark Assessment: have
2 - Two pair, two pair fraction (i.e. 50%) the learners to practice with
come pair let us pair learner will know the more examples
3 - Turn around expected result is close to
4 - Follow me 30;the learner can use
5 - Fire benchmark fractions to
determine the result
mentally by finding which
can easily multiply 45, and
in this case 15 to give 9.
Since 15 is 20%, then the
60% required will be 3
times 9 which is 27.

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Friday Sing songs like: Ask pupils to use the Review the lesson with
benchmarks for estimating Learners
I’m counting one, what and determining the
is one results of finding
1 - One is one alone, percentages of given Assessment: have
alone it shall be. quantities and then verify learners to practice with
2 - Two pair, two pair by working; that is, more examples
come pair let us pair changing the percentage
3 - Turn around to common fraction and
4 - Follow me multiplying by the
5 - Fire quantity
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify the components of the solar
system
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 Learners recite the • Initiate a discussion on What have we learnt
poem, “I see the moon, the importance of the sun today?
and the moon sees me”. to life on earth.
.
Present learners with a Ask learners to
chart, model or video summarize the important
depicting the solar system points of the lesson
or draw the solar system
on the board, using
different colours to
illustrate the different
bodies.
• Explain to the learners
that the earth orbits
(moves around) the sun,
leading to changes in
seasons (it takes a year for
the earth to move around
the sun).
• Learners are made to
understand that heavenly
bodies that move around
the sun are called planets.
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 • Learners observe the
planet Venus, the
brightest object in the sky
before sunset or several
hours after sunrise.

Learners should
understand that all the
planets move around the
sun.
• Learners to observe the
planet Venus, the
brightest object in the sky
before sunset or several
hours after sunrise.

Assessment: let learners

identify the components
of the solar system
Thursday Engage learners to sing • Learners are guided to Project: Planning,
songs and recite familiar role- play the sun and the designing and making a
rhymes planets in the solar model of the Solar
system. System
• Share folktales about the Learners build a model of
sun and moon with the solar system using
learners suitable materials such as
blu tack, clay, cardboard
Assessment: let learners and wood. etc.
identify the components
of the solar system
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe various celebrations in Ghana

Strand OUR BELIEFS AND VALUES

Sub strand Festivals
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 types What have we learnt
songs and recite familiar of celebrations in Ghana today?
rhymes e.g. Birthday, Indolence
Day, Naming babies, Ask learners to
festivals summarize the main
points in the lesson
Learners talk about
importance of
celebrations in Ghana:
teaches about love and
sacrifice, unity,
brotherliness,
appreciation, generosity,
kindness, forgiveness,
bravery, reconciliation

Assessment: let learners

describe various
celebrations in Ghana

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Thursday Learners talk about Learners role play various What have we learnt
types of celebrations in celebrations, showing today?
Ghana e.g. Birthday, important activities like
Indolence Day, Naming sharing, reconciliation, Ask learners to
babies, fes unity and brotherliness, summarize the main
etc. points in the lesson

Assessment: let learners

write essay on any of the
celebrations
 Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify the moral significance of sacred
passages and oral traditions in the three main religions
Strand 2: Religious Practices and their Moral Implications
Sub strand 2: 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 • Guide learners to What have we learnt
songs and recite familiar identify sacred passages today?
rhymes and oral traditions in the
three main religions in Ask learners to
Ghana. summarize the main
• Let learners isolate points in the lesson
moral elements that can
be found in the passages
and narratives: this
reinforces trust in God,
helps to control stress,
gives hope, guides our
behaviours, etc.

Assessment: let learners

identify the moral
significance of sacred
passages and oral
traditions in the three
main religions

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Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the economic measures
introduced during the colonial period including
transport and communication projects.
Strand Colonisation and Developments under Colonial Rule in
Ghana
Sub strand Economic Developments Under Colonial Rule
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 Show pictures of any of What have we learnt
songs and recite familiar these facilities e.g. Tetteh today?
rhymes Quarshie farm.
Ask learners to
agricultural station at summarize the main
Bunso, points in the lesson
Enquiry routes: What botanical garden at Aburi
were these economic Agricultural College at
development under Kwadaso,
colonial rule? Takoradi Harbour,
How do sources of construction of roads and
evidence help you to railways to link their main
understand these centres
developments under vehicles to evacuate and
colonial rule? export items and facilitate
movement.

Assessment: let learners

describe the economic
measures introduced
during the colonial period
 Thursday Enquiry routes: What Enumerate contributions What have we learnt
were these economic of the colonial today?
development under government to mining
colonial rule? sector Ask learners to
How do sources of summarize the main
evidence help you to points in the lesson
understand these Assessment: let learners
developments under describe the economic
colonial rule? measures introduced
during the colonial period

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Week Ending
Class Five
Subject Creative Arts
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can plan a display of own portfolio of
performing artworks to educate and share creative
experiences of artworks that reflect the physical and
social environments of some communities of Africa
Strand Performing Arts
Sub strand Displaying and Sharing
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:
songs and recite familiar What have we learnt
rhymes live performances that today?
reflect the physical and
social environment of Ask learners to
Africa; summarize the main
points in the lesson
performing compositions
of own music, dance,
drama, poetry etc.;

the performances by: -

fixing a date - selecting a
venue - inviting an
audience

a theme for the

performance

electronic invitations to
target audience, for
example parents,
PTA/SMC members,
 stakeholders, colleague
learners;
by
considering factors such
as creativity and
originality, lyrics,
movement patterns,
dynamics and relevance of
the message to the
theme, social and cultural
importance;

arrangement of
performances, e.g.
monologue/solo/group,
costumes, props, etc.;

sequence of events,
stage/site plan identifying
the positions of all
facilities ,characters,
directors, stage managers,
audience, health and
security personnel;

venue and its

environment and make it
ready for the
performance.
-
performance activities
such as cleaning,
appreciation, evaluation,
reporting, etc.

Assessment: let learners

write a plan for display of
own portfolio of
performing artworks

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Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar • clean and prepare the today?
rhymes venue and its
environment and make it Ask learners to
ready for the summarize the main
performance. points in the lesson
• plan for post-
performance activities
such as cleaning,
appreciation, evaluation,
reporting, etc.

Assessment: let learners

write a plan for display of
own portfolio of
performing artworks
 Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can compare the difference in throwing a ball
with the “left hand and right hand” and kicking a ball
with “left foot and right foot for distance”.
Strand Movement Concepts, Principles and Strategies
Sub strand Relations
Teaching/ Learning Resources ball
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 Learners compare and End the lesson with cool
demarcated area in files discuss the difference as down activities and use
while singing and obviously, one hand would questions to summarise
clapping to warm-up the be stronger than the the lesson
body for maximal other. It is much easier for
performance and to the stronger hand to
prevent injuries execute a task. Any of the
hands that is stronger can
throw faster than the
other.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own
pace.

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Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link]. B5.[Link].
Performance Indicator Learners can identify Electronic Spreadsheets and their uses
Learners can discuss the importance of Electronic
Spreadsheets
Learners can get familiar with the interface of MS-Excel
Strand Programming and databases
Sub strand 2: introduction to electronic spreadsheet(tabs and ribbons
manipulation
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 Play video on Electronic What have we learnt today?
Wednesday songs and recite familiar Spreadsheets and their
rhymes uses in society. Assist Ask learners to summarize the
learners to list examples main points in the lesson
of Electronic Spreadsheets
(MS Excel, Numbers,
Google sheets, Lotus 1-2-3
etc.). Guide learners to
explore the uses of
electronic spreadsheets
Guide learners to discuss
the importance of
Electronic Spreadsheets
and what they are used
for.
Guide Learners to
demonstrate how to
access MS-Excel on any
computer or gadget and
display text in MS-Excel.
 Assessment: let learners
mention the importance
of Electronic Spreadsheets

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Learning Indicator (s) (Ref. No.) B5.[Link] Write their own simple descriptive essays
on given topics
B5.[Link] Write a simple persuasive essay through
controlled composition.
B5.[Link] Write simple persuasive essays about
domestic issues
Performance Indicators • The learner should write their own
simple descriptive essays on given topics
• The learner should write a simple
persuasive essay through controlled
composition.
• The learner should write simple
persuasive essays about domestic issues

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 • Use controlled What have we learnt
songs and recite composition to write a today?
familiar rhymes simple descriptive essay
on a cardboard.
• Guide learners to write
simple descriptive essays
on given topics of at least
three paragraphs and read
some aloud in class

Assessment: let learners Review the lesson with

write their own simple learners
descriptive essays on
given topics
Engage leaners to sing • Use controlled What have we learnt
songs and recite composition to write a today?
familiar rhymes
 simple persuasive essay
on a cardboard.
• Read the sample
persuasive essays on the
cardboard and discuss
some of its structure and
features.
• Let learners compose a
simple persuasive essay
through controlled
composition individually Review the lesson with
and read some aloud to learners
class

Assessment: let learners

write a simple persuasive
essay through controlled
composition.

Engage leaners to sing • Discuss domestic issues What have we learnt

songs and recite with learners. today?
familiar rhymes • Use controlled
composition to write a
simple persuasive essay
on a cardboard.
• Allow learners to write
simple persuasive essays
about domestic issues

Assessment: let learners

write simple persuasive Review the lesson with
essays about domestic learners
issues

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TERM TWO
BASIC FIVE
WEEK SEVEN
 WEEKLY SCHEME OF LEARNING- WEEK SEVEN

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link] B5.[Link].
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can relate to lessons in stories
B. Learners can scan texts for details
C. Learners can identify and use indefinite
pronouns e.g. someone, anyone, everything etc
D. Learners can create settings, characters and at
least one plot in a narrative text, using
appropriate linking words within and across
paragraphs to aid cohesion, and using simple
literary devices, e.g. direct speech
E. Learners can use past perfect in speech and in
writing
F. Learners can read a variety of age- and level
appropriate books and present at least a-three-
paragraph summary of 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 sing Assist learners to revise the What have we learnt
songs and recite sequence of a story familiar today?
familiar rhymes to them.

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 • Have learners identify the Ask learners to
characters in the story and summarize the main
the roles the characters points in the lesson
played in the story or text.
• Learners again identify the
setting of the story.
• Learners identify the moral
lessons from the story.
• Help them discuss and
relate the moral lessons to
their lives using an example
to illustrate that.
• Read a short story to
learners and in groups, have
them relate to the lessons in
the story by repeating the
above activities

Assessment: let learners

write lessons in stories
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite Guide learners to skim and today?
familiar rhymes scan texts for details.
• Have learners skim/scan a Ask learners to
text in a short period/time summarize the main
frame and write down their points in the lesson
ideas.
• Discuss the answers
together as a class

Assessment: let learners scan

texts for details and answers

Wednesday Engage learners to sing [Link] What have we learnt

songs and recite Introduce indefinite today?
familiar rhymes pronouns with examples in
sentences. Ask learners to
• Discuss the indefinite summarize the main
pronouns with learners. points in the lesson
• Provide a passage and
group learners to identify
indefinite pronouns, and use
the pronouns identified in
sentences.
 Assessment: let learners
create settings, characters
and at least one plot in a
narrative text, using
appropriate linking words
within and across paragraphs
to aid cohesion, and using
simple literary devices
Thursday Engage learners to sing [Link] What have we learnt
songs and recite Revise the stages of the today?
familiar rhymes writing process with learners.
E.g. prewriting, writing, Ask learners to
revising, editing and summarize the main
publishing. points in the lesson
• Guide learners through the
process to write about real or
imagined experiences or
events. E.g. personal
narrative
• Discuss personal narrative
with learners.

Note: A personal narrative is

a true story told from the
writer’s point of view. It is
the retelling of an event or
experience that has affected
the writer’s life. The story
should be told naturally to
allow readers to experience
the event(s) for themselves.

Prewriting
• Put learners into groups of
five (5) and have them select
a topic, purpose and
audience for their narrative
writing.
E.g. Topic: How I spent my
Christmas holidays.
Purpose: to share an
important experience.
Audience: Classmates
• Guide learners to
individually use appropriate
graphic organizers to
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 generate, gather and
organise ideas and details for
writing.
E.g. Time Line, 5 Ws Chart.
Time Line Organiser
• Use Time Line for personal
narratives to list actions or
events in the order in which
they occurred.
E.g. Topic………
Events in Chronological Order
1. Event 1
2. Event 2
3. Event 3
5 W’s Chart
• Use 5 W’s Chart to collect
the who? What? when?
Where? and why?” details for
personal narratives and news
stories. How could be added
to the list.

e.g.
Topic____________________
Who? What? When? Where?
Why?
• Guide learners to organise
their details into writing plant
(beginning, middle and
ending

Assessment: let learners

create settings, characters
and at least one plot in a
narrative text

Friday Engage learners to sing [Link] CONVENTION What have we learnt

songs and recite AND GRAMMAR USAGE today?
familiar rhymes Narrate an event in the past.
• Discuss the narration and Ask learners to
have learners identify summarize the main
sentences that are in the points in the lesson
simple past and those in the
past perfect.
 Assessment: let learners use
past perfect to form
sentences

Friday Guide learners to [Link] READING Have learners to tell

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

Assessment: let learners read

a variety of age- and level
appropriate books and
present at least a-three-
paragraph summary of each
book read

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can Identify and describe percent from real-
life contexts and solve problems using percent.
Learners can Extend a given pattern with and without
concrete materials, and explain how each element
differs from the preceding one
Strand . ALGEBRA
Sub strand Patterns and Relationships
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: Discuss the contexts Review the lesson with
below in which fractions Learners
I’m counting one, what are used in real life and
is one provide materials for
1 - One is one alone, pupils to act them out Assessment: have
alone it shall be. � In shops – discounts, learners to practice with
2 - Two pair, two pair reduction to clear – 50%, more examples
come pair let us pair etc.
3 - Turn around � In exams expressing
4 - Follow me marks as percentages
5 - Fire � Phone battery power

used etc.
 Tuesday Sing songs like: Drawing circle graphs that Review the lesson with
represent that represent Learners
I’m counting one, what various percentages of
is one halves, fourths and
1 - One is one alone, eighths. The graph shows
alone it shall be. the ages of pupils in Assessment: have
2 - Two pair, two pair Primary 4. If there are 40 learners to practice with
come pair let us pair pupils in the class, ask more examples
3 - Turn around questions for pupils to
4 - Follow me interpret the graph
5 - Fire

Wednesday Sing songs like: Drawing circle graphs that Review the lesson with
represent that represent Learners
I’m counting one, what various percentages of
is one halves, fourths and Assessment: have
1 - One is one alone, eighths. The graph shows learners to practice with
alone it shall be. the ages of pupils in more examples
2 - Two pair, two pair Primary 4. If there are 40
come pair let us pair pupils in the class, ask
3 - Turn around questions for pupils to
4 - Follow me interpret the graph
5 - Fire

Thursday Sing songs like: Provide students with a Review the lesson with
thousand number chart or Learners
I’m counting one, what number line with missing
is one numbers and help use the Assessment: have
strategy of skip counting learners to practice with
to find missing numbers more examples

Skip count in multiples

of 20, 50, 500, etc. is
one way to introduce
patterns

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Friday Sing songs like: Provide students with a Review the lesson with
thousand number chart or Learners
I’m counting one, what number line with missing
is one numbers and help use the
1 - One is one alone, strategy of skip counting Assessment: have
alone it shall be. to find missing numbers learners to practice with
2 - Two pair, two pair more examples
come pair let us pair
3 - Turn around
4 - Follow me
5 - Fire
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can know how various organisms are adapted
to survive in their habitat
Strand SYSTEMS
Sub strand 3: ECOSYSTEM
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 Begin the lesson with a What have we learnt
songs and recite familiar matching activity using today?
rhymes flashcards (write the
names of different Ask learners to
organisms on flashcards summarize the important
and a list of habitats on points of the lesson
another set of flashcards
for learners to match
with).
• Learners explain why a
bird cannot live in water.
• Learners discuss various
habitats of animals and
plants.

Assessment: let learners

write how various
organisms are adapted to
survive in their habitat

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team
Thursday Engage learners to sing • Brainstorm with learners
songs and recite familiar to come out with the Project: Designing a
rhymes meaning of the term habitat Learners plan,
habitat. design and make a model
• Learners are asked to of a habitat using card
give examples of animals board, paper, blu tack
that live in water, land and and clay to show the
trees. homes of some animals.
• Learners are assisted to
discuss how various
organisms adapt to their
habitat, e.g. what enables
fish to live in rivers, birds
to live on trees?

Assessment: let learners

mention how various
organisms are adapted to
survive in their habitat
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe fundamental human rights in the
family
Strand 3: OUR BELIEFS AND VALUES
Sub strand Basic Human Rights
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 describe What have we learnt
songs and recite familiar fundamental human rights today?
rhymes as a family member e.g.
right to live with family, Ask learners to
right to guardianship, right summarize the main
to education, right to points in the lesson
health

Learners compose songs

and rhymes on the right to
belong to a family

Assessment: let learners

describe fundamental
human rights in the family

Thursday Engage learners to sing Learners describe What have we learnt

songs and recite familiar fundamental human rights today?
rhymes as a family member e.g.
right to live with family, Ask learners to
right to guardianship, right summarize the main
to education, right to points in the lesson
health
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Learners compose songs
and rhymes on the right to
belong to a family

Assessment: let learners

describe fundamental
human rights in the family
 Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the key events in the ministry of
the leaders of the three religions
Strand Religious Leaders
Sub strand Ministry of the Leaders of 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 describe What have we learnt
songs and recite familiar the key events associated today?
rhymes with the ministry of the
leaders of the three main Ask learners to
religions: summarize the main
- The Lord Jesus Christ- points in the lesson
Baptism, temptation, call
of the disciples, teaching,
etc
The Holy Prophet
Muhammad (S.A.W.)
- call, triumphant entry to
Makkah , etc. - Traditional
Leader- training, teaching,
etc.

Assessment: let learners

describe the key events in
the ministry of the leaders
of the three religions

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Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify the early protest movements in
Ghana before 1945.

Strand 5: Journey to Independence

Sub strand 1: Early Protest Movements
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 is a protest What have we learnt
songs and recite familiar
movement? today?
rhymes 2. List the main protest
movements in Ghana Ask learners to
before 1945: summarize the main
What do we mean by - Aborigines Rights points in the lesson
early protest Protection Society (ARPS)
movements? What were 1897
some of these early - National Congress of
protest movements? British West Africa
Who were the leaders of (NCBWA) 1917
these early protest - The Gold Coast Youth
movements? What Conference, 1929 –
factors led to the What is a protest
formation of these movement?
movements? 2. List the main protest
movements in Ghana
before 1945:
- Aborigines Rights
Protection Society (ARPS)
1897
 - National Congress of
British West Africa
(NCBWA) 1917
- The Gold Coast Youth
Conference, 1929 –

Assessment: let learners

identify the early protest
movements in Ghana
before 1945

Thursday Engage learners to sing What is a protest What have we learnt

songs and recite familiar movement? today?
rhymes 2. List the main protest
movements in Ghana Ask learners to
before 1945 summarize the main
points in the lesson
- National Congress of
British West Africa
(NCBWA) 1917
- The Gold Coast Youth
Conference, 1929 –

Assessment: let learners

identify the early protest
movements in Ghana
before 1945

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Week Ending
Class five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can develop guidelines for appreciating and
appraising own and others’ visual artworks that reflect
the physical and social environments of some
communities in Africa
Strand 1: Visual Arts
Sub strand 4: Appreciating and Appraising
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 discuss and accept a guide
songs and recite for appreciating and
familiar rhymes appraising own and/or
others’ visual artworks
based on the guidelines
suggested below;

identify the correct

vocabulary to use for
appreciating and appraising

to use the appraisal report

agree on the
approach/method
(manual/digital) to use in
recording/documenting the

day/date for the

appreciation/appraisal/jury.

Suggested Guidelines
 The elements in the work
(e.g. dot, lines, shapes,
forms, colour, texture,
tone), materials used (e.g.
paper, pencil, clay, wood),
size of the work, number of
objects/items in the work.

message, topic, mood,

feelings, history, religion,
environment, global
warming.

can be used for, likes, good

things in the work, beauty,
social and cultural value,
correlation (connecting to
other areas of learning).

design process through

thinking and composing,
planning and making,
displaying and sharing, etc

Assessment: let learners

write guidelines for
appreciating and appraising
own and others’ visual
artworks
Wednesday Engage learners to sing appreciating and appraising What have we learnt
songs and recite own and others’ visual today?
familiar rhymes artworks that reflect the
topical issues in Africa Ask learners to
summarize the main
Assessment: let learners points in the lesson
write guidelines for
appreciating and appraising
own and others’ visual
artworks
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Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can explain the purpose of using a side
orientation when striking a ball from a batting tee
Strand Movement Concepts, Principles and Strategie
Sub strand Body Managemen
Teaching/ Learning Resources ball
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 Learners explain the End the lesson with cool
demarcated area in files purpose of using the side down activities and use
while singing and orientation as: questions to summarise
clapping to warm-up the i. Give accuracy the lesson
body for maximal ii. Speed
performance and to iii. Direction
prevent injuries iv. Spinning, etc.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own pace
 Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link]
Performance Indicator Learners can explain what a network is.
Learners can describe how the internet works
Learners can explain what the Internet is
Strand PROGRAMMING AND DATABASES
Sub strand 6: INTERNET AND SOCIAL MEDIA SUB-STRAND 1:
NETWORK OVERVIEW
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 the learners to What have we learnt
Wednesday songs and recite familiar discuss how devices today?
rhymes communicate.
Demonstrate simple Ask learners to
connectivity between summarize the main
nodes. points in the lesson
Guide learners to
distinguish between PAN,
LAN, MAN, WAN and
Internet
Guide learners to discuss
the inter-connection of
the internet computers
(learners should be made
to realise that the internet
is a network of networks).
Also, guide learners to
come out with examples
of Internet
Communication

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Assessment: let learners
explain what the Internet
is
 Learning Indicator (s) (Ref. No.) B5.[Link] Write persuasive essays on given topics.
B5.[Link] Gather information for the writing of good
argumentative essays.
B5.[Link] Comprehend and discuss how to write for
or against a motion in an argumentative essay
Performance Indicators • The learner should write persuasive
essays on given topics.
• The learner should gather information
for the writing of good argumentative essays.
• The learner should comprehend and
discuss how to write for or against a motion in
an argumentative essay

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 • Use controlled What have we learnt
songs and recite composition to write a today?
familiar rhymes simple persuasive essay
on a cardboard.
• Guide learners to write
persuasive essays on given
topics

Assessment: let learners Review the lesson with

write persuasive essays on learners
given topics.
Engage leaners to sing • Discuss the structure of What have we learnt
songs and recite argumentative writing today?
familiar rhymes with learners.
• Use controlled
composition to write a
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 simple argumentative
essay on a cardboard.
• Read the argumentative
essay on the board
pointing out the structure.
• Let learners understand
and recognise how to
gather information for the
writing of good Review the lesson with
argumentative essays. learners

Assessment: let learners

write points for
argumentative essays
Engage leaners to sing • Give a topic to the class What have we learnt
songs and recite and put the learners into today?
familiar rhymes two groups.
• Let one group write for
the topic and the other
against the topic in class.
• Let each group read
their write up in class.
• Discuss the ways of
writing for or against a
motion in a given motion
in an argumentative essay.
• Let individual learners
write for or against a given Review the lesson with
motion. learners

Assessment: let learners

write for or against a
motion in an
argumentative essay
 TERM TWO
BASIC FIVE
WEEK EIGHT

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 WEEKLY SCHEME OF LEARNING- WEEK EIGHT

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link]. B5.[Link] B5.[Link]
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can use background knowledge to
understand and build new knowledge while
listening to drama
B. Learners can read level-appropriate texts
silently and closely for comprehension
C. Learners can identify and use Possessive
pronouns to show possession, e.g. mine, ours
etc
D. Learners can create settings, characters and at
least one plot in a narrative text, using
appropriate linking words within and across
paragraphs to aid cohesion, and using simple
literary devices, e.g. direct speech
E. Learners can use past perfect in speech and in
writing
F. Learners can read a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of 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 sing Have learners listen to a What have we learnt
songs and recite familiar drama. today?
rhymes • Learners in groups
identify, discuss and relate
 the plot of the drama to a Ask learners to
familiar text. summarize the main
• Have learners listen to points in the lesson
the drama a second time.

ASSESSMENT: In groups,
learners share what they
have learnt in the text.

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Revise the Before today?
rhymes Reading, During Reading
and After Reading Ask learners to
strategies introduced to summarize the main
learners. points in the lesson
• Provide appropriate
texts and ensure that the
strategies are used.

ASSESSMENT: let learners

read level-appropriate
texts silently and closely
for comprehension

Wednesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Introduce possessive today?
rhymes pronouns with examples
in sentences. Ask learners to
• Discuss the possessive summarize the main
pronouns with learners. points in the lesson
• Provide a passage and
group learners to identify,
possessive pronouns
and use the pronouns
identified in sentences.

ASSESSMENT: let learners

identify and use
Possessive pronouns to
show possession, e.g.
mine, ours etc

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Thursday Engage learners to sing [Link] What have we learnt
songs and recite familiar Revise the stages of the today?
rhymes writing process with
learners. E.g. Ask learners to
prewriting, writing, summarize the main
revising, editing and points in the lesson
publishing.
• Guide learners through
the process to write about
real or imagined
experiences or events.
E.g. personal narrative

Writing stage
• Learners then revise
their first draft by
ensuring the writing has a
beginning, middle and
ending.
• Learners should ensure
they have used descriptive
words. They have written
about what they saw,
heard, smelled, tasted and
touched.
Revising: checklist for
narrative writing
i. Does my essay have
beginning, middle and
ending?
ii. Have I used descriptive
words?
iii. Are my ideas/events
arranged in the order in
which they occurred? iv.
Does my narrative sound
natural?
v. Do I express how I feel
about what happened?
Editing
• Have learners use the
checklist above to edit
their first draft for the
conventions of
punctuation,
capitalisation, spelling and
grammar.
Publish
 • Have learners share
their work with peers.

• Discuss personal
narrative with learners

ASSESSMENT: let learners

create settings, characters
and at least one plot in a
narrative text

Engage learners to sing [Link] CONVENTION What have we learnt

songs and recite familiar AND GRAMMAR USAGE today?
rhymes Discuss the narration and
have learners identify Ask learners to
sentences that are in the summarize the main
simple past and those in points in the lesson
the past perfect.
• Put learners in groups to
write their own narratives
on a given topic making
use of both simple past
and past perfect
sentences.
• Have groups share their
work with the class

ASSESSMENT: let learners

use past perfect in speech
and in writing

Guide learners to [Link] READING Have learners to tell

choose and read books Have learners read what they read to the
during the library period independently books of whole class
their choice during the
library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-three

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paragraph summary of
the book read.
• Invite individuals to
present their work to the
class for feedback

ASSESSMENT: let learners

read a variety of age- and
level appropriate books
and present at least a-
three-paragraph summary
of each book read
 Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can describe, orally or in writing, a given pattern,
using mathematical language, such as one more, one less,
five more, and one more than or less than twice, etc.
Learners can predict subsequent elements in a given
pattern
Strand 2. ALGEBRA
Sub strand 1: Patterns and Relationships
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: PHASE 2: MAIN 40MINS PHASE 3:

STARTER 10 (New Learning Including REFLECTION
MINS Assessment) 10MINS
(Preparing The (Learner And
Brain Teacher)
For Learning)
Monday Sing songs like: Lines are drawn to intersect two Review the lesson
lines in each diagram and the with Learners
I’m counting one, number of points of intersection are
what is one counted to form a sequence. Ask
1 - One is one learners to tabulate your results for Assessment: have
alone, alone it the next four terms in the sequence learners to practice
shall be. and complete the table Find the rule with more
2 - Two pair, two for lines examples
pair come pair let
us pair
3 - Turn around Number of 1 2 3 4 5
4 - Follow me lines
5 - Fire Intersections 1 2
Guide learners to describe the
relationship as “intersection is one
less number of lines”

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Tuesday Sing songs like: Consider a design on the wall is Review the lesson
being made using square tiles of size with Learners
I’m counting one, 10cm by 10cm
what is one Assessment: have
1 - One is one Ask learners to find the number of learners to practice
alone, alone it joints made by the tiles if one, two, with more
shall be. three, four examples
2 - Two pair, two Number of 1 2 3 4 5
pair come pair let joints
Intersections 0 1

Wednesday Sing songs like: Ask students to respond to find the

next two terms in a pattern and
I’m counting one, state the rule for the pattern
what is one
1 - One is one Assessment: have
alone, alone it learners to practice
shall be. Ask learners to complete the table with more
2 - Two pair, two below for the number of match examples
pair come pair let sticks used in this geometric pattern.
us pair Guide learners to describe the
3 - Turn around relationship
4 - Follow me
5 - Fire

Thursdays Sing songs like: Ask students to respond to find the next Review the lesson
two terms in a pattern and state the rule
for the pattern with Learners
I’m counting one, Number of 1 2 3 4 5
what is one triangles Assessment: have
1 - One is one Number of 1 2 learners to practice
alone, alone it match sticks with more
shall be. examples

Friday Sing songs like: Ask students to respond to find the next Review the lesson
two terms in a pattern and state the rule for
the pattern with Learners
I’m counting one, Number of 1 2 3 4 5
what is one triangles
1 - One is one Number of 1 2 Assessment: have
alone, alone it match sticks learners to practice
shall be. with more
examples
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can explain how energy is transformed from
one form to another
Strand 4: FORCES AND ENERGY
Sub strand 1: SOURCES AND FORMS OF ENERGY
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 Explore learners’ previous What have we learnt
songs and recite familiar knowledge on the forms today?
rhymes of energy (e.g. Electrical,
heat, light, sound). .
• Use some common Ask learners to
devices (e.g. torch, radio, summarize the important
television, etc.) to points of the lesson
demonstrate
transformation of energy.
• Learners discuss energy
transformations that take
place in the school, e.g.
ringing of bell, beating of
gong-gong, drumming,
etc.

ASSESSMENT: let learners

explain how energy is
transformed from one
form to another

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Thursday Engage learners to sing • In groups, learner’s What have we learnt
songs and recite familiar identity other forms of today?
rhymes energy transformations in
the school community and Ask learners to
present their findings for summarize the important
discussion in the class. points of the lesson
• Learners design a flow
chart to explain how
energy from the sun is
transformed into energy
for walking.

ASSESSMENT: let learners

explain how energy is
transformed from one
form to another
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the key events in the Ministry of
the leaders of the three religions
Strand 3: OUR BELIEFS AND VALUES
Sub strand Being a Leader
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 describe the key What have we learnt
songs and recite familiar events associated with today?
rhymes the ministry of the leaders
of the three main Ask learners to
religions: i. The Lord Jesus summarize the main
Christ–Baptism, points in the lesson
temptation, call of the
disciples, teaching, etc. ii.
The Holy Prophet
Muhammad (S.A.W.) –
call, triumphant entry to
Makkah etc. iii.
Traditional Leader–
training, teaching, etc. In
groups, learners role-play
some aspects of the
Ministry of: a. The Lord
Jesus Christ b. The Holy
Prophet Muhammad c. A
Traditional Religious
Leader

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 ASSESSMENT: let learners
describe the key events in
the Ministry of the
leaders of the three
religions

Thursday Engage learners to sing Learners in groups to What have we learnt

songs and recite familiar identify the significant today?
rhymes roles by the religious
leaders their ministries: Ask learners to
obedience; commitment; summarize the main
patience, leadership, points in the lesson
sacrifice etc.

In groups, learners
dramatise portions of the
scripture that depict
moral lessons, e.g.
submissiveness, humility,
loyalty, etc., and how they
can emulate such values
as individuals.

ASSESSMENT: let learners

describe the key events in
the Ministry of the
leaders of the three
religions
 Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the key events in the ministry of
the leaders of the three religions.
Strand Religious Leaders
Sub strand Ministry of the Leaders of 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 In groups, let learners role What have we learnt
songs and recite familiar play some aspects of the today?
rhymes ministry of: - The Lord
Jesus Christ, - The Holy Ask learners to
Prophet Muhammad and summarize the main
- A Traditional Religious points in the lesson
Leader

ASSESSMENT: let learners

describe the key events in
the ministry of the leaders
of the three religions

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Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can identify the early protest movements in
Ghana before 1945.
Strand Journey to Independence
Sub strand Early Protest Movements
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 Discus the sequence of What have we learnt
songs and recite familiar events that led to the today?
rhymes formation of these
movements. Ask learners to
- Aborigines Rights summarize the main
Protection Society (ARPS) points in the lesson
1897 -

ASSESSMENT: let learners

identify the early protest
movements in Ghana
before 1945

Thursday Engage learners to sing Discus the sequence of What have we learnt
songs and recite familiar events that led to the today?
rhymes formation of these
movements. Ask learners to
- Aborigines Rights summarize the main
Protection Society (ARPS) points in the lesson
1897 –
ASSESSMENT: let learners
identify the early protest
 movements in Ghana
before 1945

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Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link]
Performance Indicator Learners can develop guidelines for appreciating and
appraising own and others’ performing artworks that
reflect the physical and social environment of some
communities in Africa

Strand 2: Performing Arts

Sub strand 4: Appreciating and Appraising
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 discuss and accept a guide
songs and recite familiar for analysing and
rhymes appreciating/appraising
own and/or others’
compositions and
performances on the
guide guidelines
suggested below;

vocabulary to use for

appreciating and
appraising music, dance
and drama;

the appraisal report for

and how to share it;

approach/method
(manual/digital) to use in
recording/documenting
the appraisal process;
 Suggested guidelines

production and diction,

harmony and blending of
parts, interpretation, the
elements and knowledge
of music.

entrance/exit, movement
variation, gestures,
creativity, makeup,
movement in relation to
singing and drumming,
costume, props, energy,
stage use, stage setting
and dynamics.

makeup, gestures, voice

projection, diction, use of
space, aesthetics,
creativity.

ASSESSMENT: let learners

develop guidelines for
appreciating and
appraising own and
others’ performing
artworks

Wednesday Engage learners to sing appreciating and What have we learnt

songs and recite familiar appraising own and today?
rhymes others’ performing
artworks that reflect the Ask learners to
physical and social summarize the main
environment of some points in the lesson
communities in Africa

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ASSESSMENT: let learners
develop guidelines for
appreciating and
appraising own and
others’ performing
artworks
 Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can Distinguish between volleying and kicking
and describe the similarities and differences
Strand Movement Concepts, Principles and Strategie
Sub strand Strategies
Teaching/ Learning Resources ball
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 Volleying is when a ball is End the lesson with cool
demarcated area in files struck before it touches down activities and use
while singing and the ground. It is common questions to summarise
clapping to warm-up the in soccer, volleyball, the lesson
body for maximal tennis, cricket etc.
performance and to Kicking is the act of
prevent injuries striking a ball from the
ground which is common
in soccer.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own
pace.

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Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link]. B5.[Link] B5.[Link].
Performance Indicator Learners can explain what a web browser is and its use
Learners can identify web browsers.
Learners can demonstrate the use of MS-Internet
Explorer
Strand Internet and social media
Sub strand 2: WEB BROWSERS AND WEB PAGES
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 to What have we learnt
Wednesday songs and recite familiar understand the concept today?
rhymes and use of browsers
through practical lessons. Ask learners to
Show interfaces or images summarize the main
of browsers to learners. points in the lesson
Guide learners to list the
various types of browsers
e.g. Firefox, Internet
Explorer, Chrome etc.
through practical lessons
or the use of pictures.

Guide learners to launch

MS-Internet Explorer and
use the components
(navigation, browse, etc.)

ASSESSMENT: let learners

demonstrate the use of
MS-Internet Explorer
 Learning Indicator (s) (Ref. No.) B5.[Link] Write a simple argumentative essay on a
given topic
B5.[Link] Write articles for a journal and edit the
articles.
Performance Indicators • The learner should write a simple
argumentative essay on a given topic
• The learner should write articles for a
journal and edit the articles.

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 • Use controlled What have we learnt
songs and recite composition to write a today?
familiar rhymes simple argumentative
essay on a cardboard.
• Guide learners to write a
simple argumentative
essay on a given topic of
about four paragraphs.

ASSESSMENT: let learners Review the lesson with

write a simple learners
argumentative essay on a
given topic
Engage leaners to sing • Show learners a copy of What have we learnt
songs and recite an article. today?
familiar rhymes • Discuss with learners
some types of articles and
their structure.

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 • Discuss with learners
what a journal is.
• Talk to learners about Review the lesson with
types of journals. learners
• Guide learners to write a
simple article in their
groups, and discuss in
class

ASSESSMENT: let learners

write articles for a journal.
Engage leaners to sing • Create a class journal. What have we learnt
songs and recite • Let learners write today?
familiar rhymes articles for their class
journal.
• Show learners a copy of
an article.
• Assist learners to edit
the articles for their class
journal by bringing out the
features and structure of
the article in the journal.

ASSESSMENT: let learners Review the lesson with

write articles for a journal learners
and edit the articles.
 TERM TWO
BASIC FIVE
WEEK NINE

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 WEEKLY SCHEME OF LEARNING- WEEK NINE

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link] B5.[Link]
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can ask relevant questions to expand
comprehension of details of texts
B. Learners can respond to a text with simple
judgment
C. Learners can use comparatives forms of regular and
irregular adjectives to make comparisons: −
Regular e.g. shorter − Irregular: better
D. Learners can write freely on topics of choice on
issues in the community
E. Learners can use singular and plural subjects and
the verb forms that go with them
F. Learners can read a variety of age- and level
appropriate books and present at least a-three-
paragraph summary of 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 PHASE 2: MAIN PHASE 3: REFLECTION

10 40MINS 10MINS
MINS (New Learning (Learner And Teacher)
(Preparing The Including
Brain Assessment)
For Learning)
Monday Engage learners to Through discussion, What have we learnt today?
sing songs and learners identify some
recite familiar interesting stories or Ask learners to summarize the
rhymes texts they have heard main points in the lesson
or read.
• Assist learners to
talk about the content
 of the stories/texts
after re-telling the
story.
Encourage learners to
ask relevant questions
to expand their
comprehension of the
details of the text.

Assessment: let
learners talk about the
content of the
stories/texts

Tuesday Engage learners to [Link] What have we learnt today?

sing songs and Use appropriate
recite familiar questions to guide Ask learners to summarize the
rhymes learners read, identify main points in the lesson
and present points of
view in a text.
• Learners create a
mental image from the
text read visualising/
bringing the text to life
by engaging the
imagination and using
all the senses e.g. use
questions to guide
them do this activity.
Can you describe
pictures or images you
made in your head
when you read the
text?
• Through relevant
questions, have
learners respond to the
text with simple
judgment.
Learners should
present their points in
written or oral form

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 Assessment: let
learners respond to a
text with simple
judgment, present
their points in writing

Wednesday Engage learners to [Link] What have we learnt today?

sing songs and Revise the formation of
recite familiar the comparative Ask learners to summarize the
rhymes adjective using er and main points in the lesson
the superlative using
est .e.g. fat, fatter,
fattest.
• Introduce learners to
formation of
comparison for
irregular adjectives.
• Let them form the
comparative forms for
irregular adjectives.
e.g.
good better
Bad worse

Assessment: let
learners use
comparatives forms of
regular and irregular
adjectives in sentences

Thursday Engage learners to [Link] What have we learnt today?

sing songs and Revise the stages of
recite familiar the writing process Ask learners to summarize the
• Have learners follow main points in the lesson
rhymes
the writing process to
create their own pieces
on a given topic.

Assessment: let
learners write freely
on topics of choice on
issues in the
community
 Friday Engage learners to [Link] What have we learnt today?
sing songs and CONVENTION AND
recite familiar GRAMMAR USAGE Ask learners to summarize the
rhymes Note: Let learners use main points in the lesson
the various
tenses(simple, present
perfect and past
perfect).

• Revise work done on

subject-verb
agreement and give
additional practice. •
Review the listed
tenses.
• Demonstrate that
more than one of these
may be used in an
essay, e.g. the simple
present and the simple
past as well as simple
past and the past
perfect.

Assessment: let
learners use singular
and plural subjects and
the verb forms that go
with them
Friday Guide learners to [Link] READING Have learners to tell what they
choose and read Have learners read read to the whole class
books during the independently books
library period of their choice during
the library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-three
paragraph summary of
the book read.

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• Invite individuals to
present their work to
the class for feedback

Assessment: let
learners read a variety
of age- and level
appropriate books and
present at least a-
three-paragraph
summary of each book
read
 Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can Represent a given pattern visually to verify
predictions
Learners can solve a given problem by using a pattern
rule to determine subsequent elements
Strand 2. ALGEBRA
Sub strand 1: Patterns and Relationships
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: Ask learners to examine the Review the lesson with
pattern in the table below Learners
I’m counting one, what which shows the number of
is one match sticks used in making
1 - One is one alone, a pattern of triangles. Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair
3 - Turn around
4 - Follow me Pattern 1 2 3 4 5
5 - Fire Number
(sticks
in side)
Number 3 9 18
of
match
sticks

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 Ask learners to use match
sticks to make the patterns
of triangles and complete
the table. Guide learners to
describe the relationship.
Tuesday Sing songs like: Ask learners to examine the Review the lesson with
pattern in the table below Learners
I’m counting one, what which shows the number of
is one match sticks used in making
1 - One is one alone, a pattern of squares Assessment: have
alone it shall be. Ask learners to use match learners to practice with
2 - Two pair, two pair sticks to make the patterns more examples
come pair let us pair of triangles and complete
3 - Turn around the table. Guide learners to
4 - Follow me describe the relationship
5 - Fire
Pattern 1 2 3 4 5
Number
(sticks in
side)
Number 1 4 9
of
Pattern
1
triangles

Wednesday Sing songs like: Ask learners to write Review the lesson with
questions based on number Learners
I’m counting one, what or geometric patterns for
is one their friends to find answers Assessment: have
1 - One is one alone, to; e.g. how many match learners to practice with
alone it shall be. sticks will be used for the more examples
2 - Two pair, two pair 9th pattern of squares? How
come pair let us pair many match sticks will be
3 - Turn around used for the 8th pattern of
4 - Follow me squares
5 - Fire
Thursday Sing songs like: Ask learners to describe the Review the lesson with
pattern rule for each Learners
I’m counting one, what example and determine the
is one next three elements of each:
 1 - One is one alone, (i) 1, 10, 7, 70, 67, 670, ... Assessment: have
alone it shall be. (ii) 10, 12, 16, 22, 30 ... learners to practice with
(iii) 50, 48, 47, 45, 44 ... more examples
Friday Sing songs like: Ask learners to describe the Review the lesson with
pattern rule for each of the Learners
I’m counting one, what patterns and determine the
is one next three elements:
1 - One is one alone, (i) .25, .5, .75, ___, ___, ___,
alone it shall be. (ii) 2.50, 5, 7.50, ___, ___, __ Assessment: have
2 - Two pair, two pair (iii) 64, 32, 16, , ___, ___, __ learners to practice with
(iv) 900, 450, 225, , ___, ___ more examples
,

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Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can know how to use electricity efficiently in
the home
Strand 4: FORCES AND ENERGY
Sub strand 1: SOURCES AND FORMS OF ENERGY
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 mention names What have we learnt
songs and recite familiar of things that use today?
rhymes electricity in the home.
• Brainstorm with learners Ask learners to
to come out with how summarize the important
they use the electrical points of the lesson
gadgets.
• Learners talk about what
will happen if electrical
gadgets are not switched
off when not in use.
• Elaborate on and link
learners’ ideas with the
issue of power outages
and crisis which come as a
result of the efficient use
of electricity in our homes
and industries.

Assessment: let learners

mention how to use
electricity efficiently in the
home
 Thursday Engage learners to sing • Learners, in a think-pair- What have we learnt
songs and recite familiar share activity, identify today?
rhymes how they can use
electricity efficiently in the .
home, community and Ask learners to
school. e.g. ironing in bulk, summarize the important
putting off television sets points of the lesson
and freezers when ironing,
using energy-efficient
bulbs and other electrical
gadgets with higher
energy efficient ratings:
(more stars imply higher
energy efficiency).

Assessment: let learners

mention how to use
electricity efficiently in the
home

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Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can describe the attitudes needed for
effective citizenship
Strand 4: OUR NATION GHANA
Sub strand 1: Being a Citizen
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 identify attitudes What have we learnt
songs and recite familiar necessary for effective today?
rhymes citizenship, e.g.
compromise, tolerance, Ask learners to
collaboration, dialogue, summarize the main
teamwork, etc. points in the lesson

Assessment: let learners

describe the attitudes
needed for effective
citizenship
Thursday Engage learners to sing Learners role play the What have we learnt
songs and recite familiar importance of living in today?
rhymes harmony with others, e.g.
peaceful coexistence, Ask learners to
unity, love, respect. summarize the main
points in the lesson

Assessment: let learners

describe the attitudes
needed for effective
citizenship
 Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 [Link]:
Performance Indicator Learners can outline the moral lessons from the
ministry of the various leaders
Strand 3: Religious Leaders
Sub strand 1: Ministry of the Leaders of the Three Major
Religions in Ghana
Teaching/ Learning Resources
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 Put learners in groups to What have we learnt
songs and recite familiar identify the significant today?
rhymes roles by the religious
leaders in their ministries: Ask learners to
obedience; commitment; summarize the main
patience, leadership, points in the lesson
sacrifice etc.

Assessment: let learners

outline the moral lessons
from the ministry of the
various leaders

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Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s)
Performance Indicator Learners can identify the early protest movements in
Ghana before 1945.

Strand Journey to Independence

Sub strand 1: Early Protest Movements
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 Discus the sequence of What have we learnt
songs and recite familiar events that led to the today?
rhymes formation of these
movements. Ask learners to
-National Congress of summarize the main
British West Africa points in the lesson
(NCBWA) 1917

Assessment: let learners

identify the early protest
movements in Ghana
before 1945.
Thursday Engage learners to sing Discus the sequence of What have we learnt
songs and recite familiar events that led to the today?
rhymes formation of these
movements. Ask learners to
-National Congress of summarize the main
British West Africa points in the lesson
(NCBWA) 1917
 Assessment: let learners
identify the early protest
movements in Ghana
before 1945.

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Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5. [Link] B5. [Link]
Performance Indicator Learners can generate own ideas for designing and
creating own visual artworks that reflect the physical
and social environments of some African communities

Learners can generate own ideas for composing and

performing own artworks that will reflect the physical
and social environments of some African communities
Strand 1: Visual Arts
2: Performing Arts
Sub strand 1: Thinking and Exploring Ideas
1: 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 go out for field today?
rhymes observation to interact
with the physical and Ask learners to
social environment; summarize the main
observe and record by points in the lesson
sketching or taking
photographs (still/moving)
of a) structures (e.g.
buildings, bridges) styles,
shapes and forms).
b) automobiles c)
consumer services
packaging designs, etc.,
referencing the
connection between the
sale of slaves and liquor
 use open educational
resources (OERs) such as
libraries, internet, audio
visuals to study the
physical and social
environments of other
African communities.
reflect on experiences
of the field study and OER
studies to analyse and
generate concepts for
designing and making own
artworks that will reflect
the physical and social
environments of
communities in Africa.

Assessment: let learners

generate own ideas for
designing and creating
own visual artworks
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar use open educational today?
rhymes resources (OERs) such as
libraries, internet, audio- Ask learners to
visuals to study the summarize the main
physical and social points in the lesson
environment of other
African communities;
observe the movement
patterns, arrangements
and activities of the
physical and social
environment:
a) structures (e.g.
buildings, bridges), styles,
shapes and forms);
b) automobiles; c)
commercials and jingles;
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environmental sounds:
tooting of vehicle horns,
birds singing, children
laughing, at the market, at
the Trotro station, etc.;
e) reflect on the
information gathered
through the OER studies,
analyse and generate
concepts for composing
and performing own
music, dance and drama
that will reflect the
physical and social
environments of
communities in Africa.

Assessment: let learners

generate own ideas for
composing and
performing own artworks
 Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can explain the purpose of using a side
orientation when striking a ball from a batting tee.
Strand Movement Concepts, Principles and Strategies
Sub strand Body Management
Teaching/ Learning Resources
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 Learners explain the End the lesson with cool
demarcated area in files purpose of using the side down activities and use
while singing and orientation as: questions to summarise
clapping to warm-up i. Give accuracy the lesson
the body for maximal ii. Speed
performance and to iii. Direction
prevent injuries iv. Spinning, etc.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own
pace.

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Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link].
Performance Indicator Learners can show how to create and remove a
favourites link.
Learners can create favourites folder
Learners can use the links toolbar
Strand Internet and social media
Sub strand 2: WEB BROWSERS AND WEB PAGES
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 to practice What have we learnt
Wednesday songs and recite familiar how to create or remove today?
rhymes favourite links in practical
session(s). Ask learners to
Guide learners to practice summarize the main
how to create a favourites points in the lesson
folder through practical
session(s)
Guide learners to practise
the use of link toolbar
through practical
session(s). NB: This is to
help the learner with the
fundamental skills of
creativity in computing
and Computer Science10

Assessment: let learners

create favourites folder

Learning Indicator (s) (Ref. No.) B5.[Link] Use simple past tense action words in
sentences
 B5.[Link] Recognise and use the types of adjectives
(dimension, colour, age)
B5.[Link] Use of comparative and superlative
words/adjectives forms in sentences
Performance Indicators • The learner should use simple past
tense action words in sentences
• The learner should recognise and use
the types of adjectives (dimension, colour,
age)
• The learner should use of comparative
and superlative words/adjectives forms in
sentences

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 recount What have we learnt
songs and recite what they did the day today?
familiar rhymes before.
• Write some of the action
words mentioned by the
learners on the board.
• Read aloud to learners
the written action words. Review the lesson with
• Talk to learners about learners
the action and explain to
them the action has
happened already.
• Allow learners to give
more action words orally
and guide them to put the
words in past tense.

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 • Ask learners to use the
past tense action words to
form simple sentences in
writing, or orally.

Assessment: let learners

use simple past tense
action words in sentences

Engage leaners to sing • Show objects to the What have we learnt

songs and recite class and let learners today?
familiar rhymes touch the objects.
• Ask learners to describe
the objects.
• Write on the board
some of the words used in
describing the objects.
• Read aloud the words to
learners e.g. blue, big,
small, round etc.
• Allow learners to use
some of the qualifying
words to form sentences
either written or orally.
• Write sentences
containing adjectives on
flashcards.
• Use the flashcards with
adjectives written on
them to help learners
recognise the type of
adjectives. (Dimension,
colour, physical
propensity, age, etc.)
• Ask learners to mention
adjectives and write them
on the board.
• Allow learners to use Review the lesson with
some of the adjectives to learners
form sentences.
 • Ask learners to put the
adjectives written on the
board into the different
types taught to the
learners.
• Put learners into groups
and give each group one
type of adjective to form
some sentences with
them and read aloud to
the class.

Assessment: let learners

use the types of adjectives
in sentences

Engage leaners to sing • Show two objects of the What have we learnt
songs and recite same type to learners. today?
familiar rhymes • Ask learners to compare
the objects in terms of
size, colour, age, etc.
• Write out the words that
are used in the sentences
to compare the objects in
addition to the verb
denoting adjectival
meaning or the adjective
for example in Akan
…..’kyen’/sen is a
comparative word, Ga
uses ‘fe’ for comparing.
• Explain to learners that
the comparative is done
either with the use of a
word, or the adjectival
form changes depending
on the language in
question.
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• Talk about the Review the lesson with
superlative and discuss learners
the words used in a
sentence to tell that the
object that is described is
superlative e.g. in Ga
‘fefɛɛ’ occurs in the
sentence.

Assessment: let learners

use comparative and
superlative
words/adjectives forms in
sentences
 TERM TWO
BASIC FIVE
WEEK TEN

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 WEEKLY SCHEME OF LEARNING- WEEK TEN

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]. B5.[Link] B5.[Link]
B5.[Link]. B5.[Link]
Performance Indicator A. Learners can distinguish between causes and
effects of events in a story
B. Learners can relate two or more ideas in a text
C. Learners can use comparatives forms of regular
and irregular adjectives to make comparisons:
− Regular e.g. shorter − Irregular: better
D. Learners can write freely on topics of choice on
issues in the community
E. Learners can use singular and plural subjects
and the verb forms that go with them
F. Learners can read a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of 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 sing Select an appropriate What have we learnt
songs and recite familiar story to be read in class. today?
rhymes • Have learners read the
story and re-tell it to the Ask learners to
class. summarize the main
• Work together with points in the lesson
learners to identify the
events in the story and
link them sequentially by
 identifying cause and
effect.
• Learners in their groups
choose stories and
identify the causes and
effects of events. Let
learners present their
work as the rest listen to
them.

Assessment: let learners

distinguish between
causes and effects of
events in a story
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Through relevant today?
rhymes questions, have learners
make personal Ask learners to
• connections with a text summarize the main
read. points in the lesson
e.g. Does the message in
this passage remind you
of something?
Answer: This story
reminds me of a holiday I
spent with my
grandfather.
• Have learners relate two
or more ideas within the
text or from different
texts.

Assessment: let learners

relate two or more ideas
in a text

Wednesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Let them form the today?
rhymes comparative forms for
irregular adjectives. e.g. Ask learners to
good better summarize the main
Bad worse points in the lesson

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 • Introduce drills to give
learners practice in their
usage.

Assessment: let learners

use comparatives forms of
regular and irregular
adjectives to make
comparisons
Thursday Engage learners to sing [Link]
songs and recite familiar Have learners follow the
rhymes writing process to create
their own pieces on a
given topic.
Learners present their
work for editing.
• Have pupils publish their
works on the notice board

Assessment: let learners

write freely on topics of
choice on issues in the
community

Friday Engage learners to sing [Link] CONVENTION What have we learnt

songs and recite familiar AND GRAMMAR USAGE today?
rhymes Note: Let learners use the
various tenses(simple, Ask learners to
present perfect and past summarize the main
perfect points in the lesson
Review the listed tenses

Show samples of texts

from their reader and
elsewhere.
• Provide topics for
learners to practise with
their groups.

Assessment: let learners

use singular and plural
subjects and the verb
forms that go with them
 Friday Guide learners to [Link] READING Have learners to tell
choose and read books Have learners read what they read to the
during the library period independently books of whole class
their choice during the
library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-three
paragraph summary of the
book read.
• Invite individuals to
present their work to the
class for feedback

Assessment: let learners

read a variety of age- and
level appropriate books
and present at least a-
three-paragraph summary
of each book read

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can determine and explain why a given number
is or is not the next element in a pattern
Learners can write a rule in words and in algebra to
represent a given pattern
Strand 2. ALGEBRA
Sub strand 1: Patterns and Relationships
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

10 (New Learning Including 10MINS
MINS Assessment) (Learner And
(Preparing The Brain Teacher)
For Learning)
Monday Sing songs like: Ask students to respond to the Review the lesson
following prompt: Shika filled with Learners
I’m counting one, bags with marbles. She placed
what is one two marbles in the first bag, four Assessment: have
1 - One is one alone, marbles in the second bag, six learners to practice
alone it shall be. marbles in the third bag, eight with more examples
2 - Two pair, two marbles in the fourth bag and
pair come pair let us twelve in the fifth bag.
pair Her friend Ayerko noticed an
3 - Turn around error in the pattern. Can you
4 - Follow me identify and describe the error?
5 - Fire Bags 1 2 3 4
Marbles 2 4

Tuesday Sing songs like: Ask students to respond to the Review the lesson
following prompt: Shika filled with Learners
I’m counting one, bags with marbles. She placed
what is one two marbles in the first bag, four
1 - One is one alone, marbles in the second bag, six Assessment: have
alone it shall be. marbles in the third bag, eight learners to practice
marbles in the fourth bag and with more examples
 2 - Two pair, two twelve in the fifth bag.
pair come pair let us Her friend Ayerko noticed an
pair error in the pattern. Can you
3 - Turn around
4 - Follow me Bags 1 2 3 4
5 - Fire Marbles 2 4
identify and describe the error?

Wednesday Sing songs like: Ask learners to state the rules in Review the lesson
words and in algebra to with Learners
I’m counting one, represent a given increasing
what is one linear patterns. Assessment: have
1 - One is one alone, Term/ 1 2 Rule Rule learners to practice
alone it shall be. Input for n for n with more examples
in in
2 - Two pair, two words Algebra
pair come pair let us
7 14 7 7n
pair
Result/ times
3 - Turn around Output n
4 - Follow me A
5 - Fire

Thursday Sing songs like: Ask learners to state the rules in Review the lesson
words and in algebra to with Learners
I’m counting one, represent a given increasing
what is one linear patterns.
1 - One is one alone, Term/ 1 2 Rule Rule Assessment: have
alone it shall be. Input for n for n learners to practice
in in
2 - Two pair, two with more examples
words Algebra
pair come pair let us
Result/ 0 4 4 4(n-1)
pair
Output times
3 - Turn around A one
4 - Follow me less n
5 - Fire
Friday Sing songs like: Ask learners to state the rules in Review the lesson
words and in algebra to with Learners
I’m counting one, represent a given increasing
what is one linear patterns.
1 - One is one alone, Assessment: have
alone it shall be. learners to practice
with more examples
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2 - Two pair, two Term/ 1 2 Rule Rule
pair come pair let us Input for n for n
in in
pair words Algebra
3 - Turn around
4 7 1 1 + 3n
4 - Follow me
Result/ more
5 - Fire Output than
A 3
times
n
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can show the relationship between heat and
temperature
Strand 4: FORCES AND ENERGY
Sub strand 1: SOURCES AND FORMS OF ENERGY
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 In a group discussion, What have we learnt
songs and recite familiar learners find out what will today?
rhymes happen when heat is
applied to a substance or Ask learners to
Review previous lesson lost from a substance, e.g. summarize the important
on temperature with when a substance is points of the lesson
learners placed in the sun for a
while or when a substance
is put in a fridge.
• Learners undertake an
activity of placing objects
such as metal plates,
pieces of stone in the sun.
• Learners initially touch
the objects to feel their
degree of warmness
before they are put in the
sun.
• After 20 minutes,
learners touch the objects
again and feel the

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 difference in temperature.
• Learners should then
place the stones or metals
in a bowl of water and
afterwards, touch again to
determine whether they
become hotter or colder.

Assessment: let learners

show the relationship
between heat and
temperature

Thursday Engage learners to sing In a group discussion, What have we learnt

songs and recite familiar learners find out what will today?
rhymes happen when heat is
applied to a substance or Ask learners to
lost from a substance, e.g. summarize the important
when a substance is points of the lesson
placed in the sun for a
while or when a substance
is put in a fridge.

Elaborate on learners’
ideas, emphasising heat as
the factor that changes
temperature.
• Summarise lesson by
explaining to learners that
when heat is lost,
temperature reduces,
when heat is gained,
temperature increases.

Assessment: let learners

show the relationship
between heat and
temperature
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.[Link].
Performance Indicator Learners can discuss the importance of being a
responsible citizen in the nation
Strand 4: OUR NATION GHANA
Sub strand 1: Being a Citizen
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 describe What have we learnt
songs and recite familiar attitudes and behaviours today?
rhymes that show that a person is
responsible e.g. obedience Ask learners to
to rules and regulations, summarize the main
respect others, accepting points in the lesson
responsibility (performing
assigned duties), taking
initiatives, helping needy
people.
Learners discuss the
importance of being a
responsible citizen e.g. to
promote unity, to gain
respect, to be considered
a reliable person, etc.

Assessment: let learners

discuss the importance of

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 being a responsible citizen
in the nation

Thursday Engage learners to sing Learners discuss the What have we learnt
songs and recite familiar importance of being a today?
rhymes responsible citizen e.g. to
promote unity, to gain Ask learners to
respect, to be considered summarize the main
a reliable person, etc. points in the lesson

Learners role-play
activities of responsible
citizens. Learners identify
and talk about what they
can do to help the country
to develop.

Assessment: let learners

discuss the importance of
being a responsible citizen
in the nation
 Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 [Link]:
Performance Indicator Learners can outline the moral lessons from the
ministry of the various leaders
Strand 3: Religious Leaders
Sub strand 1: Ministry of the Leaders of 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 In groups, let learners What have we learnt
songs and recite familiar dramatise portions of the today?
rhymes scripture that depict moral
lessons, e.g. Ask learners to
submissiveness, humility, summarize the main
loyalty, etc. points in the lesson

Assessment: let learners

outline the moral lessons
from the ministry of the
various leaders

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Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) Journey to Independence
Performance Indicator Learners can identify the early protest movements in
Ghana before 1945.
Strand 5: Journey to Independence
Sub strand 1: Early Protest Movements
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 Discus the sequence of What have we learnt
songs and recite familiar events that led to the today?
rhymes formation of these
movements. Ask learners to
The Gold Coast Youth summarize the main
Conference, 1929 points in the lesson

Assessment: let learners

identify the early protest
movements in Ghana
before 1945.
Thursday Engage learners to sing Discus the sequence of What have we learnt
songs and recite familiar events that led to the today?
rhymes formation of these
movements. Ask learners to
The Gold Coast Youth summarize the main
Conference, 1929 points in the lesson

Assessment: let learners

identify the early protest
movements in Ghana
before 1945.
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link] B5 [Link]
Performance Indicator Learners can create own visual artworks based on own
ideas, knowledge and understanding of artworks that
reflect the physical and social environments of some
communities in Africa.
Learners can create own performing artworks based on
own ideas, knowledge and understanding of artworks
that reflect the physical and social environments of some
communities in Africa
Strand 1: Visual Arts
2: Performing Arts
Sub strand 2: Planning, Making and Composing
2: 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 Learners are to: What have we learnt
sing songs and recite today?
familiar rhymes knowledge and skills in the
use and application of the Ask learners to
elements and principles of art summarize the main
and design, media, methods points in the lesson
and techniques freely in
creative and expressive ways
to produce own visual
artworks based on own ideas
and experiences;

designs based on reflections

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 on the physical and social
environment of some
communities in Africa;

produce personal artwork by

selecting and using available
but suitable and appropriate:
a) materials available (e.g. clay
for modelling and casting;
paper for drawing and
painting; colour for painting
and spraying; wood and other
solid materials for carving;
glue for bonding; yarn for
weaving); b) tools and
equipment e.g. - brush for
painting; - scissors and
cutting knives for cutting; -
spray diffuser for spraying -
chisel for carving - spatulas
for modelling - craft tools for
punching, perforating, etc.;
c) manual/mechanical
production
methods/techniques;
d) select and use suitable and
appropriate
manual/mechanical finishing
and decorating techniques

Assessment: let learners

create own visual artworks
Wednesday Engage learners to Learners are to: What have we learnt
sing songs and recite today?
familiar rhymes knowledge and skills in the
use and application of the Ask learners to
elements and principles of summarize the main
performing arts, instruments, points in the lesson
equipment and techniques
freely in creative and
expressive ways to produce
 own music, dance, drama,
poetry, etc. based on own

own compositions based on

reflective memory of the
physical and social
environments of some
communities in Africa;
a) produce music, dance,
drama, etc. based on own
skills, talents and experience
by selecting and using
available but suitable and
appropriate: b) instruments,
elements, resources,
equipment available (e.g.
xylophone, drums, flutes,
bells, shakers, rasp, finger
piano, rattles, clappers,
castanets, horn, whistles,
harp, costumes, props);
c)
manual/mechanical/electronic
production
methods/techniques (e.g.
voice, gestures, movements,
language, improvisation,
imitation, adaptation, guided
writing skills to communicate
feelings, melodic, rhythmic,
harmonic and dynamic
elements, dramatization);
d) props, scenery, and
costumes for different styles
and performances which
support and enhance the
intent of a production
Assessment: let learners
create own performing
artworks
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Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]:
Performance Indicator Learners can Distinguish between volleying and kicking
and describe the similarities and differences.
Strand Movement Concepts, Principles and Strategies
Sub strand Strategies
Teaching/ Learning Resources ball
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 Volleying is when a ball is End the lesson with cool
demarcated area in files strike before it touches down activities and use
while singing and the ground. It is common questions to summarise
clapping to warm-up the in soccer, volleyball, the lesson
body for maximal tennis, cricket etc.
performance and to Kicking is the act of
prevent injuries striking a ball from the
ground which is common
in Soccer.
Learners practice the skill,
observe and give them
corrective feedback.
Ensure that learners
progress at their own
pace.
 Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link]
Performance Indicator Learners can explain what a Web Page is.
Learners can explain what a home page is.
Learners can move within and between web pages
using hyperlinks.
Strand Internet and social media
Sub strand 2: WEB BROWSERS AND WEB PAGES
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 to explore What have we learnt
Wednesday songs and recite familiar features of a Web Page today?
rhymes (text, graphics, audio,
video, animation etc. Ask learners to
through practical lessons) summarize the main
points in the lesson
Guide learners to identify
a home page from other
web pages, through
practical lessons

Guide learners to practise

clicking hyperlinks,
through practical lessons.

NB: This is to help the

learner with the
fundamental skills of
creativity in computing
and Computer Science

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Assessment: let learners
move within and between
web pages using
hyperlinks.
 Learning Indicator (s) (Ref. No.) B5.[Link] Recognise and use postpositions in complex
sentences
B5.[Link] Recognise postpositions in paragraphs
B5.[Link] Recognise single conjunctions such as “but”
and “because” in compound sentences.
Performance Indicators • The learner should recognise and use
postpositions in complex sentences
• The learner should recognise
postpositions in paragraphs
• The learner should recognise single
conjunctions such as “but” and “because” in
compound sentences.
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 • Revise postpositions What have we learnt
songs and recite with learners. today?
familiar rhymes • Let learners give some
examples of postpositions.
• Write the postpositions
on the board and read
them aloud.
• Allow learners to form
some sentences.
• Write sentences with
postposition words on
flashcards. Read aloud the
sentences and allow
learners to also read.
• Guide learners to
recognise post positions in
complex sentences.

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 • Allow learners to use Review the lesson with
some of the written learners
postpositions on the
board to form complex
sentences.
• Explain the structure of
a complex sentence to
learners.
• Assist learners to use
postpositions in writing
complex sentences.

Assessment: let learners

use postpositions in
complex sentences

Engage leaners to sing • Give learners a passage What have we learnt

songs and recite to read or read it to them. today?
familiar rhymes • Assist learners to
recognise post positions in
paragraphs.
• Present learners with a
mixture of words and
allow them to select the
postpositions

Assessment: let learners

use postpositions in Review the lesson with
paragraphs learners

Engage leaners to sing • Ask learners to give What have we learnt

songs and recite simple sentences orally today?
familiar rhymes and write the sentences
on the board.
• Discuss how some of the
sentences can be put
together as one sentence.
• Explain to the learners
the use of conjunctions as
 words used to link the
sentences.
• Give a sample
compound sentence and
guide learners to
recognise the conjunction
in it.
• Write out other
conjunctions and read
aloud to learners.
• Use flashcards with
single conjunctions
written on them to assist Review the lesson with
learners to recognise learners
single conjunctions such
as “but”, “because” in
compound sentences.

Assessment: let learners

use single conjunctions
such as “but” and
“because” in compound
sentences.

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 TERM TWO
BASIC FIVE
WEEK ELEVEN
 WEEKLY SCHEME OF LEARNING- WEEK ELEVEN

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link] B5.[Link] B5.[Link]
B5.[Link]
Performance Indicator A. Learners can draw conclusions from main
ideas, key details and specific examples from
texts
B. Learners can demonstrate awareness of the
structure of texts (e.g. introduction, body,
conclusion)
C. Learners can use different types of verbs in
sentences: − Main verb − Helping verb (primary
auxiliary and modal auxiliary
D. Learners can write poems and imaginative
narrative stories using knowledge of features
of poems and imaginative texts
E. Learners can use comparative forms of regular
and irregular adjectives to make comparisons
F. Learners can read a variety of age- and level
appropriate books and present at least a-
three-paragraph summary of 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)

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team
Monday Engage learners to sing Revise the lessons on What have we learnt
songs and recite familiar identification of cause and today?
rhymes effect using Think-Pair-
Share. Ask learners to
• Select an interesting summarize the main
story to guide the learners points in the lesson
do this exercise.
• Build on this activity by
working together with
learners to identify
specific examples to help
bring out main ideas and
the key details. With this
example, guide learners to
draw conclusions.

Assessment: let learners

draw conclusions from
main ideas, key details
and specific examples
from texts

Tuesday Engage learners to sing [Link] What have we learnt

songs and recite familiar Guide learners with today?
rhymes questions to identify the
main parts of a story, e.g. Ask learners to
introduction, body and summarize the main
conclusion. • Have points in the lesson
learners use connectives
to summarise each part of
the text and use these to
make a full summary.

Assessment: let learners

demonstrate awareness
of the structure of texts
(e.g. introduction, body,
conclusion)

Wednesday Engage learners to sing [Link] What have we learnt

songs and recite familiar • Revise verbs using today?
rhymes context.
 • Let learners identify Ask learners to
main verbs in sentences. summarize the main
E.g. The boy has bought a points in the lesson
new football.
• Provide a text and guide
learners to identify
auxiliary (Primary and
Modal) verbs. E.g. is, was,
have, has, had, etc.

Assessment: let learners

use different types of
verbs in sentences: − Main
verb − Helping verb
(primary auxiliary and
modal auxiliary

Thursday Engage learners to sing [Link]

songs and recite familiar Have learners revise, edit
rhymes first draft, and publish
their writing.
• Refer to Strand 4, Sub-
strand for the details of
the stages of the writing
process.

Poems and Plays:

• Discuss sentences of
poems and plays. Guide
learners through the
writing process to write
poems and plays.

Assessment: let learners

write poems and
imaginative narrative
stories using knowledge of
features of poems and
imaginative texts

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Friday Engage learners to sing [Link] CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Show a picture of a family
and guide the learners to Ask learners to
talk about the people summarize the main
using the positive points in the lesson
comparative and
superlative forms of
adjectives.
• In groups, learners write
a description of the
members in each group.
Let them edit their work
focusing on the use of
forms of adjectives
appropriately.
• Learners can add the
group picture to their
presentation and publish
in their class magazine

Assessment: let learners

use comparative forms of
regular and irregular
adjectives to make
comparisons

Friday Guide learners to [Link] READING Have learners to tell

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

Assessment: let learners

read a variety of age- and
 level appropriate books
and present at least a-
three-paragraph summary
of each book read

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Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can describe the relationship in a given table
or chart, using a mathematical expression
Learners can demonstrate understanding of algebraic
expressions as mathematical phrases that can contain
letters which represent ordinary numbers and
operators (like add, subtract, multiply, and divide).
Strand 2. ALGEBRA
Sub strand
2: Algebraic Expressions
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: This table shows the Review the lesson with
pattern of cost of boxed Learners
I’m counting one, what lunches for students on a
is one field trip. Ask learners to:
1 - One is one alone, (i) explain the pattern of Assessment: have
alone it shall be. how the cost of lunches learners to practice with
2 - Two pair, two pair changes as more more examples
come pair let us pair students go on the trip; (ii)
3 - Turn around use the pattern to
4 - Follow me determine how many
5 - Fire students went on the trip
if the cost of lunches is
GHC90.
Number 1 2 3 4
of
students
Cost of 3 6 9 12
lunch in
cedis
 Ask learners to write
questions based on the
pattern for their friends to
find answers
Tuesday Sing songs like: 1. Write algebraic Review the lesson with
expressions for word Learners
I’m counting one, what problems:
is one 1) Sum of 8 and s
1 - One is one alone, 2) 8 times the sum of c Assessment: have
alone it shall be. and 7 learners to practice with
3) Take away 4 from m more examples
4) Subtract 4 from 7 times
Wednesday Sing songs like: Write algebraic Review the lesson with
expressions for the Learners
I’m counting one, what perimeter of the following
is one shapes
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Simplify basic algebraic Review the lesson with
expressions by grouping Learners
I’m counting one, what like terms. E.g.
is one 1) m + 5 m
1 - One is one alone, 2) b + (–3b) + b Assessment: have
alone it shall be. 3) –7 n + 6 n learners to practice with
2 - Two pair, two pair 4) 9 w – 4 – 10 w more examples
5) 8 w + 5 w
6) – m + 9 – 5 m

Friday Sing songs like: Substitute a value for an Review the lesson with
unknown into an Learners
I’m counting one, what expression and correctly
is one calculate the answer. E.g. Assessment: have
1 - One is one alone, Find the values of these learners to practice with
alone it shall be. algebraic expressions more examples
2 - Two pair, two pair using the values given in
come pair let us pair the following:
3 - Turn around 1) z + 7d use z = 7 and d =
4 - Follow me 4
5 - Fire
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2) 4 - 5s + 3b use s = 6 and
b=2
3) 8k + d use k = 2 and d =
3
4) -7 - 2b + 6 - 3r use b = 3
and r = 4
5) 7(5f - 3n) - 8 use n = 3
and f = 7
6) -5d - k 7 _ use k = 14
and d = 5
 Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can measure and record temperature using
thermometer
Strand FORCES AND ENERGY
Sub strand SOURCES AND FORMS OF ENERGY
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 2.2 Measure and record What have we learnt
songs and recite familiar temperature using today?
rhymes thermometer • Guide
learners, in groups, to Ask learners to summarize
produce their own the important points of the
improvised thermometers lesson
using plastic bottles, plastic
straws, dyes and water.
• If available, bring clinical
and laboratory
thermometers to class.
• Learners recall their
previous knowledge on the
concept, “temperature”.
• Learners discuss the
relationship between
hotness and coldness in
terms of heat transfer,
(when an object loses heat,
it cools and when it gains
heat, it becomes warm or
hot).
• Learners identify the
instrument used for
measuring the amount of
heat in a body and give

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 examples of places where
the thermometer is used.

Assessment: let learners give

examples of places where
the thermometer is used
Thursday • Learners identify the
instrument used for
measuring the amount of Ask learners to summarize
heat in a body and give the important points of the
examples of places where lesson
the thermometer is used.

Learners are assisted to use

the clinical thermometer to
measure and record their
body temperatures, and the
laboratory thermometer to
measure the temperature of
warm water.

Assessment: let learners

measure and record
temperature using
thermometer
 Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can examine sources of evidence about the
role of Joseph Mensah Sarbah in the Aborigines Rights
Protection Society-ARPS- 1897
Strand 5: Journey to Independence
Sub strand 1: Early Protest Movements
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 Identify the key leaders of What have we learnt
songs and recite familiar the ARPS by today?
rhymes pictures/documentary.
Find out from the internet Ask learners to
Who was Joseph how the ARPS got the land summarize the main
Mensah-Sarbah? Where bill withdrawn. points in the lesson
was he born? What was
his role in the ARPS? Assessment: let learners
describe evidence about
the role of Joseph Mensah
Sarbah in the Aborigines
Rights Protection Society-
ARPS- 1897

Thursday Engage learners to sing Find out from the internet What have we learnt
songs and recite familiar how the ARPS got the land today?
rhymes bill withdrawn.
Present report as a poster. Ask learners to
summarize the main
points in the lesson

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Assessment: let learners
describe evidence about
the role of Joseph Mensah
Sarbah in the Aborigines
Rights Protection Society-
ARPS- 1897
 Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link] B5 [Link]
Performance Indicator Learners can exhibit portfolio of own and others’ art
artworks to share creative experiences of artworks
that reflect the physical and social environments of
some communities in Africa.
Learners can stage a display of own portfolio of
performing artworks to share own creative
experiences of compositions that reflect the topical
issues in Africa
Strand 1: Visual Arts
2: Performing Arts
Sub strand 3: Displaying and Sharing
3: Displaying and Sharing
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 What have we learnt
songs and recite familiar on the types and number today?
rhymes of artworks to exhibit and
mount them based on the Ask learners to
space available to suit the summarize the main
theme for the exhibition points in the lesson

hanging, draping, placing,

spreading, leaning, using
plinths to raise or add
height and depth to some

using manual penmanship

(calligraphy) or ICT
(computer) prints: name
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 of artist, title of work, size
of work, date of

and responsibilities to
themselves (individually
or in groups) and ensure
they are carried out
successfully.

from improper practices;

closing ceremonies for the

exhibition;

appreciating, appraising,
evaluating and reporting,
etc.;

exhibition

Assessment: let learners

exhibit portfolio of own
and others’ art artworks

Wednesday Engage learners to sing What have we learnt

songs and recite familiar on the types and number today?
rhymes of compositions to be
performed during the Ask learners to
event to reflect current summarize the main
topical issues of much points in the lesson
concern in Africa based on
the selected theme, time
available and the
expected audience;

group tasks and

responsibilities and
ensure they are carried
out successfully theme for
the event, recording of
comments and
suggestions
 performances to best tell
the story of the event
from the beginning to the

programme of the day:

opening, performances
and closing.

for appreciating,
appraising, evaluating and

hall after the performance

Assessment: let learners

stage a display of own
portfolio of performing
artworks

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Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can perform 10 minutes jogging with music

Strand PHYSICAL FITNESS

Sub strand AEROBIC CAPACITY
Teaching/ Learning Resources drums
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 Choose music that can aid End the lesson with cool
demarcated area in files learners to jog. Learners down activities and use
while singing and jog at their own pace for questions to summarise
clapping to warm-up the 10 minutes. the lesson
body for maximal Learners communicate
performance and to with their teachers and
prevent injuries peers signs and symptoms
as they progress in the
activity.
 Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can guide learners to create a favourite link
Learners can demonstrate deleting favourite links
Strand Internet and social media
Sub strand 3: SURFING THE WORLD WIDE WEB
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 to create a What have we learnt
Wednesday songs and recite familiar favourite link. today?
rhymes Guide learners to delete
favourite links they have Ask learners to
created in the previous summarize the main
lesson. points in the lesson

Assessment: let learners

describe how to delete a
favourite link

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 [Link]:
Performance Indicator Learners can outline the moral lessons from the
ministry of the various leaders
Strand 3: Religious Leaders
Sub strand 1: Ministry of the Leaders of 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 In groups, let learners What have we learnt
songs and recite familiar dramatise portions of the today?
rhymes scripture that depict
moral lessons, e.g. Ask learners to
submissiveness, humility, summarize the main
loyalty, etc. points in the lesson

Assessment: let learners

outline the moral lessons
from the ministry of the
various leaders
 Week Ending
Class Five
Subject OUR WORLD OUR PEOPLE
Reference OWOP curriculum Page
Learning Indicator(s) B5.[Link].
Performance Indicator Learners can discuss the importance of being a
responsible citizen in the nation
Strand 4: OUR NATION GHANA
Sub strand 1: Being a Citizen
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 describe What have we learnt
songs and recite familiar attitudes and behaviours today?
rhymes that show that a person is
responsible e.g. obedience Ask learners to
to rules and regulations, summarize the main
respect others, accepting points in the lesson
responsibility (performing
assigned duties), taking
initiatives, helping needy
people.
Learners discuss the
importance of being a
responsible citizen e.g. to
promote unity, to gain
respect, to be considered
a reliable person, etc.

Assessment: let learners

explain the importance of
being a responsible citizen
in the nation

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Thursday Engage learners to sing Learners discuss the What have we learnt
songs and recite familiar importance of being a today?
rhymes responsible citizen e.g. to
promote unity, to gain Ask learners to
respect, to be considered summarize the main
a reliable person, etc. points in the lesson

Learners role-play
activities of responsible
citizens. Learners identify
and talk about what they
can do to help the country
to develop.

Assessment: let learners

explain the importance of
being a responsible citizen
in the nation
 Learning Indicator (s) (Ref. No.) B5.[Link] Read short texts, narratives or stories from
other materials with correct intonation/tone.
B5.[Link] Answer questions on the
narratives/passage read.
Performance Indicators • The learner should read short texts,
narratives or stories from other materials with
correct intonation/tone.
• The learner should answer questions
on the narratives/passage read.

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 • Read a text aloud to the What have we learnt
songs and recite hearing of learners. today?
familiar rhymes • Guide learners to read
short texts, narratives or
stories from other
materials with correct
intonation.
• Let learners read
paragraph each of the text
to the class

Review the lesson with

Assessment: let learners learners
read short texts,
narratives or stories from
other materials with
correct intonation/tone.

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team
Engage leaners to sing • Learners read a passage What have we learnt
songs and recite to the hearing of others today?
familiar rhymes learners.
• Lead learners to answer
questions on the passage Review the lesson with
read orally then write learners
them into their books.

Assessment: let learners

answer questions on the
narratives/passage read

Engage leaners to sing • Learners read a passage What have we learnt

songs and recite to the hearing of others today?
familiar rhymes learners.
• Lead learners to answer
questions on the passage
read orally then write
them into their books.

Assessment: let learners

answer questions on the Review the lesson with
narratives/passage read learners
 TERM TWO
BASIC FIVE
WEEK TWELVE

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 WEEKLY SCHEME OF LEARNING- WEEK TWELVE

BASIC FIVE

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

Week Ending
Class Five
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]. B5.[Link] B5.[Link].
B5.[Link] B5.[Link]
Performance Indicator A. Learners can use the various forms of “do”, “be”,
“have”, appropriately in questions and responses.
Use positive tags, negative tags and auxiliaries in
speech.
B. Learners can demonstrate awareness of the
structure of texts (e.g. introduction, body,
conclusion)
C. Learners can use different types of verbs in
sentences: − Main verb − Helping verb (primary
auxiliary and modal auxiliary
D. Learners can write poems and imaginative
narrative stories using knowledge of features of
poems and imaginative texts
E. Learners can use comparative forms of regular and
irregular adjectives to make comparisons
F. Learners can read a variety of age- and level
appropriate books and present at least a-three-
paragraph summary of 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 sing Revise Wh and Yes/No What have we learnt
songs and recite familiar questions by having learners today?
rhymes respond to several of such
questions. • Use the various Ask learners to summarize
forms of “do” to construct the main points in the
sentences as learners listen lesson
to you. e. g. Do you like lots
 of pepper? Does he teach
here? Did we sleep there?
• Answer each question
yourself.
• Ask the questions again
and have learners give the
answer.
• In pairs, learners ask
questions for their partners
to answer.
• Repeat the procedure to
introduce the various forms
of “be” (is, am, are etc.) and
“have” (has, have, had).

Play a recorded dialogue

containing positive tags or
get two learners to engage
in a dialogue prepared by
the teacher containing
positive tags.
• Learners listen and in
pairs, use positive tags in
dialogues. Do the same with
negative tags. Go through
the same procedure to get
learners to use the tags in
speech. (Explain that
question tags are short
questions that follow
statements).
• Together with learners,
discuss the formation of tags
by listening to and practising
using them in speech.
e.g. The bad boys aren’t in
school today, are they?

In a Question and Answer

Drill, pairs of learners ask
and answer questions round
the class.

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team
 Assessment: let learners use
positive tags, negative tags
and auxiliaries in speech
Tuesday Engage learners to sing [Link] What have we learnt
songs and recite familiar Guide learners with today?
rhymes questions to identify the
main parts of a story, e.g. Ask learners to summarize
introduction, body and the main points in the
conclusion. lesson
• Have learners use
connectives to summarise
each part of the text and use
these to make a full
summary.

Assessment: let learners

write a story

Wednesday Engage learners to sing [Link] What have we learnt

songs and recite familiar • Revise verbs using context. today?
rhymes • Let learners identify main
verbs in sentences. Ask learners to summarize
E.g. The boy has bought a the main points in the
new football. lesson
• Provide a text and guide
learners to identify auxiliary
(Primary and Modal) verbs.
E.g. is, was, have, has, had,
etc.

Assessment: let learners use

different types of verbs in
sentences

Thursday Engage learners to sing [Link] What have we learnt

songs and recite familiar Have learners revise, edit today?
rhymes first draft, and publish their
writing. Ask learners to summarize
• Refer to Strand 4, Sub- the main points in the
strand for the details of the lesson
stages of the writing
process.

Poems and Plays:

 • Discuss sentences of
poems and plays. Guide
learners through the writing
process to write poems and
plays.

Assessment: let learners

write poems and imaginative
narrative stories

Friday Engage learners to sing [Link] CONVENTION What have we learnt

songs and recite familiar AND GRAMMAR USAGE today?
rhymes In groups, learners write a
description of the members Ask learners to summarize
in each group. Let them edit the main points in the
their work focusing on the lesson
use of forms of adjectives
appropriately.
• Learners can add the
group picture to their
presentation and publish in
their class magazine
. • Learners now write
individually by describing the
members of their nuclear
families demonstrating their
knowledge of the positive,
comparative and superlative
forms.

Assessment: let learners use

comparative forms of
regular and irregular
adjectives to make
comparisons
Friday Guide learners to choose [Link] READING Have learners to tell what
and read books during the Have learners read they read to the whole
library period independently books of their class
choice during the library
period.
• Learners think-pair-share
their stories with peers.

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• Ask each learner to write
a-two-three paragraph
summary of the book read.
• Invite individuals to
present their work to the
class for feedback

Assessment: let learners

read a variety of age- and
level appropriate books and
present at least a-three-
paragraph summary of each
book read
 Week Ending
Class Five
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link]
Performance Indicator Learners can describe the relationship in a given table
or chart, using a mathematical expression
Learners can demonstrate understanding of algebraic
expressions as mathematical phrases that can contain
letters which represent ordinary numbers and
operators (like add, subtract, multiply, and divide).
Strand 2. ALGEBRA
Sub strand
2: Algebraic Expressions
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: This table shows the Review the lesson with
pattern of cost of boxed Learners
I’m counting one, what lunches for students on a
is one field trip. Ask learners to:
1 - One is one alone, (i) explain the pattern of Assessment: have
alone it shall be. how the cost of lunches learners to practice with
2 - Two pair, two pair changes as more more examples
come pair let us pair students go on the trip; (ii)
3 - Turn around use the pattern to
4 - Follow me determine how many
5 - Fire students went on the trip
if the cost of lunches is
GHC90.
Number 1 2 3 4
of
students

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team
 Cost of 3 6 9 12
lunch in
cedis
Ask learners to write
questions based on the
pattern for their friends to
find answers
Tuesday Sing songs like: 1. Write algebraic Review the lesson with
expressions for word Learners
I’m counting one, what problems:
is one 1) Sum of 8 and s
1 - One is one alone, 2) 8 times the sum of c Assessment: have
alone it shall be. and 7 learners to practice with
3) Take away 4 from m more examples
4) Subtract 4 from 7 times
Wednesday Sing songs like: Write algebraic Review the lesson with
expressions for the Learners
I’m counting one, what perimeter of the following
is one shapes
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Simplify basic algebraic Review the lesson with
expressions by grouping Learners
I’m counting one, what like terms. E.g.
is one 1) m + 5 m
1 - One is one alone, 2) b + (–3b) + b Assessment: have
alone it shall be. 3) –7 n + 6 n learners to practice with
2 - Two pair, two pair 4) 9 w – 4 – 10 w more examples
5) 8 w + 5 w
6) – m + 9 – 5 m

Friday Sing songs like: Substitute a value for an Review the lesson with
unknown into an Learners
I’m counting one, what expression and correctly
is one calculate the answer. E.g. Assessment: have
1 - One is one alone, Find the values of these learners to practice with
alone it shall be. algebraic expressions more examples
2 - Two pair, two pair using the values given in
come pair let us pair the following:
3 - Turn around 1) z + 7d use z = 7 and d =
4 - Follow me 4
5 - Fire
 2) 4 - 5s + 3b use s = 6 and
b=2
3) 8k + d use k = 2 and d =
3
4) -7 - 2b + 6 - 3r use b = 3
and r = 4
5) 7(5f - 3n) - 8 use n = 3
and f = 7
6) -5d - k 7 _ use k = 14
and d = 5

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Week Ending
Class Five
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B1.[Link]
Performance Indicator Learners can measure and record temperature using
thermometer
Strand FORCES AND ENERGY
Sub strand SOURCES AND FORMS OF ENERGY
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 2.2 Measure and record What have we learnt
songs and recite familiar temperature using today?
rhymes thermometer • Guide
learners, in groups, to Ask learners to
produce their own summarize the important
improvised thermometers points of the lesson
using plastic bottles,
plastic straws, dyes and
water.
• If available, bring clinical
and laboratory
thermometers to class.
• Learners recall their
previous knowledge on
the concept,
“temperature”.
• Learners discuss the
relationship between
hotness and coldness in
terms of heat transfer,
(when an object loses
heat, it cools and when it
gains heat, it becomes
warm or hot).
 • Learners identify the
instrument used for
measuring the amount of
heat in a body and give
examples of places where
the thermometer is used.

Assessment: let learners

give examples of places
where the thermometer is
used
Thursday • Learners identify the
instrument used for
measuring the amount of Ask learners to
heat in a body and give summarize the important
examples of places where points of the lesson
the thermometer is used.

Learners are assisted to

use the clinical
thermometer to measure
and record their body
temperatures, and the
laboratory thermometer
to measure the
temperature of warm
water.

Assessment: let learners

measure and record
temperature using
thermometer

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Week Ending
Class Five
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can examine sources of evidence about the
role of Joseph Mensah Sarbah in the Aborigines Rights
Protection Society-ARPS- 1897
Strand 5: Journey to Independence
Sub strand 1: Early Protest Movements
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 Identify the key leaders of
songs and recite familiar the ARPS by
rhymes pictures/documentary.
Find out from the internet
how the ARPS got the land
bill withdrawn.

Assessment: let learners

describe sources of
evidence about the role of
Joseph Mensah Sarbah in
the Aborigines Rights
Protection Society-ARPS-
1897

Thursday Engage learners to sing Find out from the internet What have we learnt
songs and recite familiar how the ARPS got the land today?
rhymes bill withdrawn.
Present report as a poster Ask learners to
summarize the main
points in the lesson
Assessment: let learners
describe sources of
 evidence about the role of
Joseph Mensah Sarbah in
the Aborigines Rights
Protection Society-ARPS-
1897

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Week Ending
Class Five
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B5 [Link] B5 [Link]
Performance Indicator Learners can analyse and appreciate own or others’
visual artworks and present reports as feedback on
artworks that reflect the physical and social
environments of some communities in Africa.
Learners can analyse and appreciate own or others’
performing artworks and present reports as feedback
on compositions that reflect the physical and social
environments of some communities in Africa
Strand 1: Visual Arts
2: Performing Arts
Sub strand 4: Appreciating and Appraising
4: Appreciating and Appraising
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 What have we learnt
songs and recite familiar (real/photographs/video) today?
rhymes selected works (own or
that of others) that reflect Ask learners to
the physical and social summarize the main
environments of some points in the lesson

talk about the works

dispassionately using

the outcome of the

appreciation/appraisal to
modify the product or to
produce similar or another

record/document the
 activity and share using an
accepted social media by
the class/group (e.g.
Facebook, Twitter,
Instagram, WhatsApp).

Assessment: let learners

appreciate own or others’
visual artworks

Wednesday Engage learners to sing What have we learnt

songs and recite familiar (photographs/video) of today?
rhymes selected performances
(own or that of others) Ask learners to
that reflect the physical summarize the main
and social environments points in the lesson
of some communities in

performances
dispassionately using

the outcome of the

appreciation/appraisal to
modify the product or to
produce similar or another
composition and

record/document the
activity and share using an
accepted social media by
the class/group (e.g.
Facebook, Twitter,
Instagram, WhatsApp).

Assessment: let learners

appreciate own or others’
performing artworks

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Week Ending
Class Five
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B5.[Link] B5.[Link].
Performance Indicator Learners can create favourite folder
Learners can use the links toolbar
Strand Internet and social media
Sub strand SURFING THE WORLD WIDE WEB
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 to create a What have we learnt
Wednesday songs and recite familiar favourite folder. today?
rhymes Guide learners to use the
links toolbar. Ask learners to
NB: This is to help the summarize the main
learner with the points in the lesson
fundamental skills of
surfing and navigating the
internet.

Assessment: let learners

create favourite folder
 Week Ending
Class Five
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B5.[Link]
Performance Indicator Learners can perform 10 minutes jogging with music

Strand PHYSICAL FITNESS

Sub strand STRENGTH
Teaching/ Learning Resources drums
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 Choose music that can aid End the lesson with cool
demarcated area in files learners to jog. Learners down activities and use
while singing and jog at their own pace for questions to summarise
clapping to warm-up the 10 minutes. the lesson
body for maximal Learners communicate
performance and to with their teachers and
prevent injuries peers signs and symptoms
as they progress in the
activity.

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Week Ending
Class Five
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B5 [Link]:
Performance Indicator Learners can outline the moral lessons from the
ministry of the various leaders
Strand 3: Religious Leaders
Sub strand 1: Ministry of the Leaders of 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 In groups, let learners What have we learnt
songs and recite familiar dramatise portions of the today?
rhymes scripture that depict moral
lessons, e.g. Ask learners to
submissiveness, humility, summarize the main
loyalty, etc. points in the lesson

Assessment: let learners

outline the moral lessons
from the ministry of the
various leaders
 Week Ending

Class Five

Subject OUR WORLD OUR PEOPLE

Reference OWOP curriculum Page

Learning Indicator(s) B5.[Link].

Performance Indicator Learners can discuss the importance of being a responsible

citizen in the nation

Strand 4: OUR NATION GHANA

Sub strand 1: Being a Citizen

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 describe attitudes What have we learnt
songs and recite familiar and behaviours that show today?
rhymes that a person is responsible
e.g. obedience to rules and
regulations, respect others, Ask learners to summarize
accepting responsibility the main points in the
(performing assigned duties), lesson
taking initiatives, helping
needy people.

Learners discuss the

importance of being a
responsible citizen e.g. to
promote unity, to gain
respect, to be considered a
reliable person, etc.

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 Assessment: let learners
explain the importance of
being a responsible citizen in
the nation

Thursday Engage learners to sing Learners discuss the What have we learnt
songs and recite familiar importance of being a today?
rhymes responsible citizen e.g. to
promote unity, to gain
respect, to be considered a Ask learners to summarize
reliable person, etc. the main points in the
lesson
Learners role-play activities
of responsible citizens.
Learners identify and talk
about what they can do to
help the country to develop.

Assessment: let learners

explain the importance of
being a responsible citizen in
the nation
 Learning Indicator (s) (Ref. No.) B5.[Link] Retell the short stories or narratives read
Performance Indicators The learner should retell the short stories or
narratives read

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 Read a passage to the What have we learnt
songs and recite hearing of learners. today?
familiar rhymes • Guide learners to re-tell
the short stories or
narratives read.

Assessment: let learners

retell the short stories or Review the lesson with
narratives read learners

Engage leaners to sing Read a passage to the What have we learnt

songs and recite hearing of learners. today?
familiar rhymes • Guide learners to re-tell
the short stories or
narratives read.
Review the lesson with
learners
Assessment: let learners
retell the short stories or
narratives read

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Engage leaners to sing Read a passage to the What have we learnt
songs and recite hearing of learners. today?
familiar rhymes • Guide learners to re-tell
the short stories or
narratives read. Review the lesson with
learners