21st Century Exams Consult

2022 SCHEME OF LEARNING / WEEKLY FORECAST FOR

B1-B3 LOWER PRIMARY SECOND TERM

We provide
Standard Test Items [Questions]
Bolgatanga Upper East
Upper West
North East
Comprehensive & Topical Test Items
Northern
Affordable Test Items/Learning Mat.
Nationwide Delivery
Less than 48 hours Delivery Service
Savannah

Brong Bono East Oti

Ahanfo SECOND TERM CALENDAR
Ahafo
Ashanti
Kumasi Eastern
From 10th May to 11th August
No. of Weeks - 14 Weeks
Locations
Locations
Western
North
Volta
No. of Working Days - 68 Days Accra/Kasoa
No. of Public Holidays - 2 Public Holidays Takoradi
Greater
Bogoso Central Accra
Western
Opening Date - 10th May, 2022 Kumasi
Takoradi Examination Week - 1st August, 2022 Bogoso
Vacation Date - 11th August, 2022 Bolga
 21
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ST CENTURY
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LEVEL CHARGES Exams [Nursery - JHS]
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Books [Creche - JHS]
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Additional information:
A set of Exams Package per learner/student contains A soon Publication for Primary
Questions, Marking Scheme, Shading Sheets, Answer Booklets,
Graph Sheets and Drawing Sheets. 2021 Solved Past Questions on Standardised Test for Primary 4
Delivery is within 48 hours and charge is 20 cedis. 2022 Mock Questions on Standardised Test for Primary 2,4 and 6

Books for J.H.S

Exams Schedules
BECE Topical Past Questions and Answers (Up to date)
ACTIVITY / EVENT DATE (Questions are arranged Topic by Topic for Each Form1,2,3 )
Registration /Submission of Enrolment 4th June - 1st July (English, Integrated Science, Social Studies, R.M.E, I.C.T)
Payment of Exams Bills 4th June - 1st July
Dispatching of Exams Papers 25th June - 29th July
BECE Past Questions and Answers
Examination Week 1st August - 5th August
Report & Evaluation 1st August - 10th August
(Mathematics, Home Economics, Pre Tech, Fante, French )
Vacation 11th August PAGE 2
 2022 May -Aug
ACADEMIC YEAR BASIC 1 ENGLISH LANGUAGE
BASIC 1- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
ORAL LANGUAGE
READING WRITING ORAL LANGUAGE EXTENSIVE READING
LISTENING & SPEAKING
Sub-Strand 5: Perform Stories Sub-Strand 3: Word Families, Sub-Strand 4: Labelling Items Sub-Strand 5: Using Qualifying Sub-Strand 1 : Building A
B1.1.5.1.1. Dramatise stories Rhyming Endings and Common B1.4.4.1: Draw and label simple Words – Adjectives Variety Of Age-Appropriate
Digraphs
heard objects B1.5. 5.1: Apply knowledge of Books And Texts From Print
B1.2.3.1: Employ knowledge of
- Begin the lesson with the rhyming endings to enhance B1.4.4.1.1. Draw simple pictures adjectives in communication.
narration of a familiar story. reading comprehension of peers or various objects and
B1.2.3.1.1. Use common rhyming use invented spelling to write B1.6.1.1.-Read widely for
- Have learners identify the B1.5. 5.1.1. Identify adjectives
endings to decode simple words about oneself pleasure and demonstrative
characters in the story and Sub-Strand 6: Vocabulary and use them to describe self independent reading and
their roles B1.2.6.1: Understand word meanings and other people
and usages Sub-Strand 5: Writing Simple learning in the library area.
B1.2.6.1.2. Ask questions to nd out Words and Sentences B1.6.1.1.1. Read a variety of
Sub-Strand 6: Conversation – the meaning of new words Sub-Strand 7: Using Simple
B1.4.5.1: Write words and age – appropriate books and
Talking about Oneself, Family, Prepositions
sentences
People, Places, Greetings B1.2.6.1.1. Read level-appropriate texts from print
sight words and use many of B1.4.5.1.1. Make a list of B1.5.7.1: Apply knowledge of
B1.1. 6.1.1. Use appropriate them in meaningful sentences objects in the school prepositions in communication
greetings for different times of B1.2.6.1.3. Use words acquired B1.4.5.1.2. Write simple familiar
the day through talk and reading in B1.5.7.1.1. Identify and use
words. prepositions in oral and
B1.1. 6.1: Use certain culturally conversation
B1.4.5.1.3. Use basic descriptive written language to
acceptable language for Sub-Strand 7: Comprehension words in writing simple
indicate position
communication B1.2. 7.1: Understand texts read. sentence.
B1.1. 6.1.2. Describe the home, B1.2. 7.1.1. Use illustrations, text clues
(title, headings) and context to
people or places Sub-Strand 7: Controlled Writing
make inferences and predictions
B1.1.6.1.3. Talk about their B1.2. 7.1.2. Ask and answer factual B1.4.7.1:Write simple
school and places in and inferential and applicative compositions
the school questions about level-appropriate B1.4.7.1.1. Find, read and copy
texts sentences from a given
B1.1.6.1.4. Use a wide variety of B1.2.7.1.3. Retell level-appropriate
words to describe texts in own words
substitution tables
different situations and B1.2.7.2: Use knowledge skills and B1.4.7.1.2. Write a simple
events techniques of reading to understand composition using a
B1.2.7.2.1. Demonstrate substitution table
B1.1.6.2.1. Engage in understanding of the purpose and
B1.4.7.1.3. Match parts of
collaborative features of
narrative texts sentences to compose
conversation
B1.2.7.2.2. Describe characters and meaning texts
B1.1.6.2.2. Talk about likes and their actions in a story
dislikes: B1.2.7.2.3. Connect, ideas and
Sub-Strand 7: Listening information in stories to own
experiences and knowledge of the
Comprehension
world
25TH – 29 TH JULY — REVISION
1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 3
 2022 May -Aug
ACADEMIC YEAR BASIC 1 MATHEMATICS & NATURAL SCIENCE
BASIC 1- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
MATHEMATICS NATURAL SCIENCE
STRAND 3: GEOMETRY & MEASUREMENT SUB-STRAND 2: ECOSYSTEM
Sub-strand 1: 2D and 3D Shapes B1.3.2.1.1 Know the places where living things live (land, air, and water)
B1.3.1.1. Analyse attributes of two-dimensional shapes and three- - Learners observe different habitats around the school, e. g. a tree which
dimensional objects to develop general concept about their houses some birds and insects, a bush or a pond. - Observe videos or pictures
properties of places where living things live e.g. a marshy area, forest, a pond etc.
B1.3.1.1.1 Distinguish between attributes that dene a two-
dimensional gure or three-dimensional gure and attributes that do Strand 4: Forces And Energy
Sub-Strand 1: Sources And Forms Of Energy
not dene the shape
B1.4.1.1.1 Understand energy and give examples of its uses
B1.3.1.1.2 Identify three-dimensional shapes, including spheres ones, - Learners talk about why they eat food every day
cylinders, rectangular prisms (including cubes), and triangular prisms - Guide learners to undertake activities that involve the use of energy. E.g.
and describe their attributes using formal geometric language clapping of hands, lighting of a candle or torch, or switching on the light in the
B1.3.1.1.3 Identify two-dimensional shapes, including circles, classroom.
triangles, rectangles and squares as special rectangles, rhombuses B1.4.1.2.1 Explain the terms hot and cold
and hexagons and describe their attributes using formal geometric - Ask learners: What types of things are usually hot? What types of things are
language usually cold?
E.g. 1. Sort a given set of 2D shapes using a given single feature or - Display substances that are hot or cold (e.g. hot tea, ice cream, ice block,
criteria (size, shape, etc.) and explain the sorting rule, feature or hot water, water at room temperature, cold water
criteria used to sort them
Sub-strand 2: Electricity And Electronics
E.g. 2. Describe the difference between two given pre-sorted sets of
B1.4.2.1.1 Know the importance of electricity and identify common
familiar 2D shapes and the feature. household appliances that require electricity to work
- Learners mention items in their homes that use electricity.
Sub-Strand 2: Position /Transformation -Alternatively show them videos/drawings of items that use electricity. -Put
B1.3.2.1. 1 Tell the position of objects relative other objects in space learners into groups and give each group ashcards of items that use
using words such above, below, to the right etc. E.g. 1. Learners tell electricity and those that do not.
their sitting position relative to other children in the classroom. For - Guide learners through questioning to understand why all such appliances
example, Yaw is on the third line (row), three places from Ama and to are connected to a source of electricity. - Learners brainstorm on how daily
the left of Kwesi living without electricity will affect our homes, schools and industries.
- Summarise lesson by explaining that electricity is a form of energy thus it
enables electrical items to work. -Learners talk about the importance of
electricity in the home.

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 4
 2022 May -Aug
ACADEMIC YEAR BASIC 1 HISTORY / OUR WORLD OUR PEOPLE / R.M.E / FRENCH
BASIC 1- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
HISTORY OUR WORLD OUR PEOPLE RELIGIOUS AND MORAL EDU. FRENCH
Sub-Strand 5: Some Selected Individuals Sub-Strand 4: Population and Settlement Sub-Strand 2: Religious Worship in The Three
B1.2.5.1. Show understanding of signicant B1.2.4.1. Demonstrate basic understanding of Major Religions in Ghana.
roles played by Ghanaians from different population structure (age and sex structure) B1.2.1.1. Demonstrate the understanding of
walks of life Describe the population structure of their class and religious worship - Les alphabets/usa
B1.2.5.1.1 Identify Ghanaians of diverse elds the need to respect one another. B1 2.1.1.1: Name the three main types of ge de: le et la
who have contributed signicantly to national worship in Ghana. -Show pictures, video clips
development including Theodosia Okoh – STRAND 3: OUR BELIEFS AND VALUES of people worshipping among the three main
National ag. Amon Kotei – Coat of Arms. Sub-Strand1: Worship religions in Ghana. - Christian worship, - Islamic
Baba Yara – Football for Ghana. Ephraim Amu B1.3.1.1.1. Explore the main types of worship in Ghana worship and - Traditional worship. - Les jours de la
– Music, Ko Antubam – Art and craft, Kow Show pictures, video clips, etc. of people worshiping, - Let learners role-play the act of worship in semaine
Ansah – Film etc among the three main religions in Ghana the three main religions in Ghana.
- Christian worship B1 2.1.1.2: Recite religious passages and sing
- Islamic worship religious songs.
- Traditional worship - Show pictures, video clips, etc. of songs and - Nom des objects
STRAND 3: EUROPEANS IN GHANA recitations from the three main religions. dans la classe
Sub-Strand 1: Arrival of Europeans Sub-Strand 2: Festivals - Let learners sing and recite texts from the three
B1.3.1.1 Show understanding of Europeans B1.3.2.1.1. Describe religious festivals in Ghana main religions:
who came to Ghana Learners mention festivals celebrated in the three - The Lord's Prayer, Psalm 23 (Christian), - Les outils d'écoliers
B1.3.1.1.1 Explore which Europeans came to religions in Ghana: - Al- Fãtihah (Islamic) and any recital from the
Ghana i. Christian – Christmas, Easter, etc. traditional religion-sacred myths, riddle,
Enquiry Route: Which Europeans came to ii. Islamic – Eid-ul-Fitr, Eid-ul-Adha, etc. proverbs, etc. (Traditional).
Ghana? Which country came rst? Where did iii. African Traditional Religion (ATR) – Odwira, Damba, B1.2.2.1.1: Describe religious festivals in Ghana. - Nombre de 0 á 20
they rst settle? Homowo, Hogbetsotso, Fetu Afahy , etc. - Guide learners to mention festivals celebrated
1. Identify the European countries whose in the three religions.
citizens came and settled in Ghana - Sub-Strand 3: Basic Human Rights - Christian: Christmas, Easter, etc.
Portugal, Britain, France, Sweden, Germany, B1.3.3.1.1. Explain basic human needs and rights of - Islamic: Eid-ul-Fitr, Eid-ul-Adha, etc.
(Brandenburg) Denmark, Norway, self and others - African Traditional Religion (ATR): Odwira,
Netherlands -Engage learners with games/story telling, rhymes Damba, Homowo, Hogbetsotso, Fetu
2. Arrange the Europeans which they came to talk about human needs and rights. STRAND 3: RELIGIOUS LEADERS
to Ghana in the order which they came -Human needs: food, shelter. Clothing. Human Sub-Strand 1: Birth of the Leaders of the three
(starting with those who came rst) rights: right to life, freedom of association, right to Major Religions in Ghana.
3. Locate each of these countries on the movement, personal liberty, right to fair trial, e B1. 3.1.1.1: Narrate the stories of the birth of
world map using the internet. religious leaders.
4. Find out where each country rst settled in Sub-Strand 4: Being a Leader - Show pictures and video clips depicting the
Ghana (From parents, museums etc.) B1.3.4.1. 1. Narrate the stories of the birth of religious birth of the religious leaders: Christian, Islamic
leaders and ATR.
Show pictures and video clips depicting the birth of - Let learners tell stories about the birth of the
the religious leaders: Christian, Islam and African religious leaders.
Traditional Religion (ATR). - Let learners dramatise the birth of the
religious leaders.

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 5
 2022 May -Aug
ACADEMIC YEAR BASIC 1 CREATIVE ART
BASIC 1- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
CREATIVE ART
STRAND 1: VISUAL ARTS STRAND 2: PERFORMING ARTS
Sub-Strand 1: Thinking And Exploring Ideas Sub-Strand 1: Thinking And Exploring Ideas
B1 1.1.1. Demonstrate understanding of how to generate own ideas for artistic B1 2.1.1. Demonstrate understanding of how to generate own ideas for artistic
expressions on the people, based on their history and culture, the environment expressions on the people, based on their history and culture, the environment
and the topical local/national/global issues and the topical local/national/global issues
B1 1.1.1.1. Think about the people who live in the local community and B1 2.1.1.1. Think about the people who live in the local community and describe
describe what you know about their history and their culture or way of life what you know about their history and their culture or way of life
Sub-Strand 2: Planning, Making And Composing Sub-Strand 2: Planning, Making and Composing.
B1 1.2.2. Demonstrate understanding of how to organise own ideas through B1 2.2.2. Demonstrate understanding of how to organise own ideas through
experimenting with available media and techniques for creating/composing experimenting with available media and techniques for creating/composing
artworks, based on the history and culture, the environment and the topical artworks, based on the history and culture, the environment and the topical
local/national/global issues of other communities. local/national/global issues of other communities.
B1 1.2.2.1. Reect on own experiences of visual artworks produced or found in B1 2.2.2.1. Reect on own experiences of performing artworks that are produced
the local community to plan for making own artworks from imagination to or performed in the local community to plan for creating own artworks that will
reect the history and culture or way of life of the people reect the history and culture or way of life of people in the local community
Sub-Strand 3: Displaying And Sharing Sub-Strand 3: Displaying And Sharing
B1 1.3.4. Demonstrate understanding of how to plan a display/presentation of a B1 2.3.4. Demonstrate understanding of how to plan a display/presentation of a
portfolio of own artworks by identifying, and preparing a venue, selecting and portfolio of own artworks by identifying, and preparing a venue, selecting and
grouping of artworks and inviting target audience for the planned grouping of
display/performance B1 1.3.4.1. Plan a display of own artworks to share artworks and inviting target audience for the planned display/performance
creative experiences based on visual artworks produced or found in the local B1 2.3.4.1. Plan a display of own artworks to share own creative experiences based
community that reect the history and culture of the people on performing artworks that reect the history and culture or way of life of the
SUB-STRAND 4: Appreciation and Appraisal people
B1.1.4.6. Demonstrate understanding of how to analyse, appreciate, Sub-Strand 4: Appreciating And Appraising
appraise/critique and present report on own works and that of others based on B1.2.4.6. Demonstrate understanding of how to analyse, appreciate,
established guide for judging artworks (the theme, subject matter, media, appraise/critique and present report on own works and that of others based on
techniques, elements and principles of design, social, aesthetic, cultural and established guide for judging artworks (the theme, subject matter, media,
functional values), the recordings and reports techniques, elements and principles of design, social, aesthetic, cultural and
B1 1.4.6.1. Agree on guidelines for viewing and expressing feelings and thoughts functional values), the recordings and reports
about own and others' displayed visual artworks B1 2.4.6.1. Agree on guidelines for viewing and expressing feelings and thoughts
about own and others' displayed performing artworks

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 6
 2022 May -Aug
ACADEMIC YEAR BASIC 1 GHANAIAN LANGUAGE AND CULTURE
BASIC 1- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
ORAL LANGUAGE
READING WRITING ORAL LANGUAGE EXTENSIVE READING
LISTENING & SPEAKING
SUB STRAND 1: Songs B1.1.1.1: SUB-STRAND 1: Pre-Reading SUB-STRAND 1: Sub-Strand 1: Integrating SUB-STRAND 1: Building the
Demonstrate knowledge of a Activities Penmanship/ Handwriting Grammar in Written Love and Culture of
song by saying the words heard B1.2.1.1: Recognise and talk B1.3.1.1: Make given Language (Capitalization) Reading
in the song after listening about objects at home and patterns, trace and draw B1.5.1.1: Exhibit knowledge B1.6.1.1: Demonstrate
attentively. school various objects; model of writing capital letters knowledge by reading
various objects that interest B1.5.1.1.1. Learn to write short and simple sentences
B1.2.1.1.1. Say the names of
SUB STRAND 2: Rhymes items in the home and the them. capital letters correctly made up of three to four
Demonstrate an understanding school B1.3.1.1.1 Control wrist in B1.5.1.1.3 Use capital letters words
of words in a rhyme by listening letter writing and pattern to write proper nouns
attentively. B1.1.1.1.2 Recognise and drawing B1.6.1.1: Demonstrate
discuss the items in the home B1.3.1.1.2 Trace given SUB-STRAND 3: Integrating knowledge by reading
and school shapes B1.3.1.1.3 Write Grammar in Written short and simple sentences
SUB-STRAND 4: Listening and B1.1.1.1.3 Demonstrate the patterns of letters in Language (Use of Action made up of three to four
Story Telling. uses of the items continuous form. words
Words)
B1.1.4.1: Exhibit knowledge of
- Write two letter
listening and retelling simple SUB-STRAND 2: Print Concept
B1.3.1.1.4 Model various action words
stories. B1.2.2.1: Demonstrate
knowledge on handling print objects that interest them
SUB-STRAND 5: materials - Turn over the B1.5.3.1.2 Write three letter
Dramatisation and Role Play pages of a book gently from SUB-STRAND 2: Writing action words
Demonstrate knowledge of oral right to left - Move ngers Letters-Small and Capital
skills through dramatisation of a across tables and books from B1.3.2.1.1 Combine strokes B1.5.3.1.3 Write a sentence
story. left to right (do picture walk) to form shapes with an action word
and top to bottom. B1.3.2.1.2 Write lower and correctly.
upper-case letters Copy
SUB-STRAND 3: Phonological and trace letters and words
and Phonemic Awareness
from given letter cards on
Recognise the location of
individual sounds in one and
the board.
twosyllable words

B1.2.3.1.2 Recognise and

create rhyming words

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 7
 21st Century Exams Consult
2022 SCHEME OF LEARNING / WEEKLY FORECAST FOR

B2 LOWER PRIMARY SECOND TERM

We provide
Standard Test Items [Questions]
Bolgatanga Upper East
Upper West
North East
Comprehensive & Topical Test Items
Affordable Test Items/Learning Mat.
Northern 0244 120 702
Nationwide Delivery 0302 98 70 58
Less than 48 hours Delivery Service
Savannah

0244 418 404

Oti
0203 990 388
Brong Bono East
Ahanfo SECOND TERM CALENDAR
Ahafo
Ashanti
Kumasi Eastern
From 10th May to 11th August
No. of Weeks - 14 Weeks
Locations
Locations
Western
North
Volta
No. of Working Days - 68 Days Accra/Kasoa
No. of Public Holidays - 2 Public Holidays Takoradi
Greater
Bogoso Central Accra
Western
Opening Date - 10th May, 2022 Kumasi
Takoradi Examination Week - 1st August, 2022 Bogoso
Vacation Date - 11th August, 2022 Bolga
 2022 May -Aug
ACADEMIC YEAR BASIC 2 ENGLISH LANGUAGE
BASIC 2- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
ORAL LANGUAGE
READING WRITING ORAL LANGUAGE EXTENSIVE READING
LISTENING & SPEAKING
STRAND 1: ORAL LANGUAGE Sub-Strand: Word Families - Sub-Strand 5: Writing Simple Sub-Strand 8: Asking and Sub-Strand I: Building The
Sub-Strand 6: Conversation and Rhyming Ending And Common Words and Sentences Answering Questions Love And Culture Of
Talking about Oneself, Family, Ending, B2.4.5.1.1. Write simple B2.1.8.1: Demonstrate
People, Places etc. understanding in asking and Reading
B2.2.3.1 Employ knowledge of sentences to express feelings
B2.1.6.1.1. Use appropriate greetings rhyming endings and common B2.4.5.1.2. Write simple and answering questions. B2.6.1.1 Read widely for
for special occasions diagraphs to enhance meaningful sentences on B2.1.8.1.1. Use appropriate pleasure and to
- Revise daily greetings by having objects found in the environment pronunciation and intonation in demonstrate independent
reading comprehension.
learners identify greeting times in asking and answering Wh –
the day: e.g. Morning-Good
B2.4.5.1.3. Draw a picture and
questions
reading and learning in the
Sub-Strand 6: Vocabulary write at least a sentence to share library area.
morning, Afternoon-Good
B2.2.6.1: Understand word an opinion
afternoon, Evening-Good evening. Sub-Strand 9: Giving and
B2.1.6.1.2. Talk about events at home meanings and usages Responding to Commands, B2.6.1.1.1 Read a variety of
B2.1.6.1.3. Talk about things and B2.2.6.1.1. Read level- Sub-Strand 6: Controlled Writing Instructions, Directions and
appropriate sight words, B2.4.7.1.1. Write or copy correct age and level-appropriate
places in their homes Making Requests
B2.1.6.1.4. Use a wide variety of understand and use many of sentences from substitution books and texts from print
words to talk about manners them in meaningful sentences tables B2.1.9.1: Demonstrate and non-print
B2.1.6.2.1. Demonstrate turn-taking B2.2.6.1.2. Use context clues to B2.4.7.1.2. Match parts of understanding in commands,
in conversations infer meanings of words sentences to compose instructions, directions and
B2.1.6.2.2. Ask and answer questions B2.2.6.1.3. Show awareness that meaningful texts requests.
for clarications about what other homonyms have different B2.4.7.2.1. Re-arrange jumbled
people say meanings in different sentences logically B2.1.9.1.1. Give and respond to
contexts commands.
Sub-Strand 7: Listening Comprehen. B2.2.6.1.4. Use dictionaries and Sub-Strand 8: Guided
B2.1.7.1.1. Listen to and interact glossaries to clarify meaning of Composition B2.1.9.1.2. Make and respond to
actively with drama B2.4.8.1.1. Develop two coherent polite requests.
words
B2.1.7.1.2 Recognise and relate the paragraphs on one idea or
sequence of events (beginning,
concepts using leading
middle and end) in drama
questions
B2.1.6.1.2.
B2.1.7.1.3. Recognise and discuss
events in a story. Sub-Strand 7: Narrative Writing
B2.1.7.1.4. Share facts from texts B2.4.10.1.1. Write about real or
heard with a partner, groups or the imagined experiences or events
teacher using the KWL Strategy. using the process approach.
Sub-Strand 8: Descriptive Writing
B2.4.12.1.1. Use simple
sentences to describe feelings.

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 2
 2022 May -Aug
ACADEMIC YEAR BASIC 2 MATHEMATICS & NATURAL SCIENCE
BASIC 2- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
MATHEMATICS NATURAL SCIENCE
STRAND 2: ALGEBRA STRAND 4: FORCES AND ENERGY
Sub-Strand 1: Patterns and Relationships Sub-Strand 1: Sources And Forms Of Energy
B2.2.1.1. Recognize, create, extend, describe, and use patterns and rules to solve B2.4.1.1.1 Identify everyday applications of energy
mathematical tasks - Learners perform various activities involving the use of energy, e.g. jumping,
B2.2.1.1.1 Demonstrate an understanding of increasing and decreasing number clapping, pushing objects, walking, switching on the lights etc. in the classroom.
patterns B2.2.1.1.2 Identify, create and describe the rule for simple number - Learners nd out what helps them to perform the activities mentioned
patterns involving repeated addition or subtraction, skip counting and arrays of B2.4.1.2.1 Understand that objects become hot or cold through the loss or gain of
objects heat
-Learners feel hot and cold substances and discuss their observations.
STRAND 3: GEOMETRY & MEASUREMENT - In a practical activity, learners create heat by rubbing the palms, boiling water,
Sub-Strand 1: 2D and 3D Shapes burning candle, etc
B2.3.1.1. Describe and analyse 2D shapes and 3D objects
B2.3.1.1.1 Identify the common features or attributes of a collection of 3D objects Sub-Strand 2: Electricity And Electronics
(spheres, cylinders, cones, pyramids, cubes) of different dimensions or orientations B2.4.2.1.1 Recognise the importance of safety when using electricity
B2.3.1.1.2 Identify the common features or attributes of a collection of 2D shapes - Learners mention electrical items they use in the home
(squares, triangles, rectangles, circles, pentagons, hexagons) of different -Learners view pictures of how people use electricity in the home, school and
dimensions or orientations community and talk about it
B2.3.1.1.3 Create two-dimensional shapes based on given attributes, including B2.4.2.2.2 Investigate the function of batteries in electronic devices
number of sides and vertices. - Learners mention common examples of household electronic appliances.
- Provide learners with electronic toys that operate on batteries.
Sub-Strand 2: Position/Transformation
B2.3.2.1 Demonstrate that the length of an object does not change with its Sub-Strand 3: Forces And Movement
placement or direction B2.4.3.2.1 Identify simple machines used for specic work
B2.3.2.1.1: Prove that the placement or direction of a shape or object does not - Display simple machines, e.g. pair of scissors, bottle openers, forceps, claw
change its length hammer, screw driver, etc. Learners in groups identify the simple machines
displayed
B2.3.3.1 Use non-standard units for measuring lengths, heights, mass and distance - Demonstrate how to use simple machines to learners
around objects. - Provide learners with the following: a piece of cloth, a nail stuck in wood, a bottle of
B2.3.3.1.1 Demonstrate an understanding of how to measure lengths, capacities or soft drink, a screw in a piece of wood.
mass - directly or indirectly - using non-standard units.
STRAND 5: HUMANS AND THE ENVIRONMENT
Sub-Strand 3: Measurement- Length, Capacity, Mass and Time Sub-strand 1: Personal Hygiene And Sanitation
B2.3.3.1 Use non-standard units for measuring lengths, heights, mass and distance B2.5.1.1 Recognise the importance of personal hygiene
around objects B2.5.1.1.1 Explain how to keep the body clean and describe why it is important
E.g. 3. Selecting an appropriate non-standard unit for measuring the length, height, B2. 5.1.1.2 Know the need for keeping classrooms and school compound clean
distance around, capacity or mass (weight) of a given object.

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 3
 2022 May -Aug
ACADEMIC YEAR BASIC 2 HISTORY / OUR WORLD OUR PEOPLE / R.M.E / FRENCH
BASIC 2- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
HISTORY OUR WORLD OUR PEOPLE RELIGIOUS AND MORAL EDU. FRENCH
STRAND 2: MY COUNTRY GHANA Sub-Strand 4: Population and Settlement STRAND 2: RELIGIOUS PRACTICES AND THEIR - Révision sur l'aphabet
Sub – Strand 1: The People Of Ghana B2.2.4.1. Demonstrate basic understanding of MORAL IMPLICATIONS
B2.2.1.1. Demonstrate knowledge of the population changes. Sub-Strand 1: Religious Worship in the Three
B2.2.4.1. 1. Explain the need to accept and Major Religions in Ghana - Les articles dénis et
ethnic groups in Ghana
B2.2.1.1.1 Identify the ethnic groups in adapt to a change in the total number of B2.2.1.1. Explain the importance of religious indénis
each region in Ghana people, as a responsible citizen. worship
Sub-Strand 5: Plants and Animals B2. 2.1.1.1: Explain the importance of worship
B2.2.1.1. Show understanding of the - Les mois de l'année
characteristics of some of the ethnic B2.2.2.1.1. Explore the important plants in the B2 2.1.1.2: Sing and recite simple texts from
community the three main religions in Ghana. - Les parties du corps
groups in Ghana
Learners identify and talk about crops like B2 2.1.1.2: Sing and recite simple texts from the humain
B2.2.1.1.1 State the characteristics of the three main religions in Ghana.
cocoa, yam, maize, shea butter, etc,
ethnic groups in Ghana - Lead learners to mention popular religious
B2.2.2.1.2. Explore the important animals in the - Les insects
community. Learners mention some domestic songs and recitations in the three main
Sub – Strand 4: Major Historical Locations religions in Ghana.
animals in the community
B2.2.4.1. Exhibit knowledge of the history - Les animaux
of the major historical locations in Sub-Strand 2: Festivals in the Three Major
STRAND 3: OUR BELIEFS AND VALUES
Ghana Religions
Sub-Strand 1: Worship B2.2.2.1.1: Demonstrate activities which take - Les volailles
B2.2.4.1.1 Discuss the history of Ghana's B2.3.1.1. Demonstrate understanding of the
major historical locations. Examples place during the celebration of festivals.
importance of religious worship Islam - Eid-ul-Fitr, Eid-ul-Adha.
include Kumasi military museum, Komfo
Christianity- Easter, Christmas.
Anokye Sword, Assin Manso slave site, Sub-Strand 2: Festivals Traditional - Kundum, Odwira, Damba, Bugum,
Gbewa Palace B2.3.2.1. Show understanding of festivals Yam Festival.
celebrated in Ghana.
B2.3.2.2. Investigate the roles of the family and
community in their daily lives. STRAND 3: RELIGIOUS LEADERS
Sub-Strand 2: Early Life of the Leaders of the
Sub-Strand 3: Basic Human Rights three Major Religions.
B2.3.3.1. Demonstrate understanding of human B2. 3.1.1.1: Narrate the story of the early life of
rights as a citizen. Explain the importance of the religious leaders in the three religions in
respecting the rights of others Ghana.
- Discuss with learners the early lives of these
religious leaders.
Sub-Strand 4: Being a Leader
- The Lord Jesus Christ;
B2.3.4.1. Narrate the early life stories of the - The Holy Prophet Muhammad (SAW),
leaders of the three main religions in Ghana - A traditional leader.
Learners mention the names of the religious
leaders: Jesus Christ, the Holy Prophet (Sallahu
Alaihi Wasallam- S.A.W. (Peace be upon him),
Okomfo Anokye, Toha Zie, Egya Ahor,
25TH – 29 TH JULY — REVISION
1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 4
 2022 May -Aug
ACADEMIC YEAR BASIC 2 CREATIVE ART
BASIC 2- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
CREATIVE ART
STRAND 1: VISUAL ARTS STRAND 2: PERFORMING ARTS
SUB-STRAND 3: Displaying and Sharing SUB-STRAND3: Displaying and Sharing
B2 1.3.5 Demonstrate understanding of how to display/present a portfolio of art B2 2.3.5 Demonstrate understanding of how to display/present a portfolio of art
works that share own knowledge, concepts, ideas and experiences with works that share own knowledge, concepts, ideas and experiences with
audience through display/presentation; and using senses/manual/digital audience through display/presentation; and using sense/ manual/ digital
applications where necessary, to record for reporting on the events. applications where necessary, to record for reporting on the events.
B2 1.3.5.1 Display own visual artworks to share creative experiences that reect the B2 2.3.5.1 Perform own artworks to share creative experiences that reect the
history and culture or way of life of people in other Ghanaian communities history and culture or way of life of people in other communities in
B2 1.3.5.2 Display own visual artworks to share creative experiences that reect the Ghana.
natural and manmade environments in other Ghanaian communities B2 2.3.5.2 Perform own artworks to share creative experiences that reect the
B2 1.3.5.3 Display own visual artworks to share creative experiences that reect natural and manmade environments in other Ghanaian communities.
topical issues in other Ghanaian communities B2 2.3.5.3 Perform own artworks to share creative experiences that reect
B2 1.3.5 Demonstrate understanding of how to display/present a portfolio of art topical issues in other Ghanaian communities.
works that share own knowledge, concepts, ideas and experiences with
audience through display/presentation; and using senses/manual/digital B2 2.3.5 Demonstrate understanding of how to display/present a portfolio of art
applications where necessary, to record for reporting on the events. works that share own knowledge, concepts, ideas and experiences with
audience through display/presentation; and using sense/ manual/ digital
applications where necessary, to record for reporting on the events.

STRAND 1: Visual Arts STRAND 2: PERFORMING ARTS

SUB-STRAND 4: Appreciating and Appraising SUB-STRAND 4: Appreciating and Appraising
B2 1.4.6 Demonstrate understanding of how to analyse, appreciate, B2 2.4.6 Demonstrate understanding of how to analyse, appreciate,
appraise/critique and present report on own works and that of others based on appraise/critique and present report on own works and that of others based on
established guide for judging artworks (the theme, subject matter, media, established guide for judging artworks (the theme, subject matter, media,
techniques, elements and principles of design, social, aesthetic, cultural and techniques, elements and principles of design, social, aesthetic, cultural and
functional values) and, the recordings and reports. functional values) and, the recordings and reports.
B2 1.4.6.1 Agree on guidelines for viewing visual artworks and for expressing own B2 2.4.6.1 Agree on guidelines for viewing performing artworks and expressing
feelings and thoughts about own and others’ displayed artworks. own feelings and thoughts about own and others’ performances as
B2 1.4.6.2 Agree on guidelines for assessing and deriving meaning from own and representations of artworks produced or found in other Ghanaian communities.
others’ displayed visual artworks B2 2.4.6.2 Agree on guidelines for assessing and deriving meaning from own
and others’ performing artworks as representations of artworks produced or
found in other Ghanaian communities.

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 5
 2022 May -Aug
ACADEMIC YEAR BASIC 2 GHANAIAN LANGUAGE AND CULTURE
BASIC 2- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
ORAL LANGUAGE
READING WRITING ORAL LANGUAGE EXTENSIVE READING
LISTENING & SPEAKING
Sub Strand 1: Songs Sub-Strand 3: Phonological SUB-STRAND 1: Sub-Strand 1: Integrating Sub-Strand 1: Building the
B2.1.1.1: Demonstrate an and Phonemic Awareness. Grammar in Written Language
Penmanship/ Handwriting Love and Culture of
understanding of types of work and (Capitalization).
B2.2.3.1 Demonstrate B2.3.1.1 Understand how to Reading
play songs and learn them
knowledge of hearing, copy sentences clearly; B2.5.1.1 Exhibit knowledge of B2.6.1.1 Demonstrate
B2.1.1.1.1. Sing work and play songs
recognising & differentiating using capital letters
and discuss their importance write letters or words and knowledge by reading
-Relate types of play songs to sounds in spoken words - Write proper nouns
practice saying those that with capital letters short and simple sentences
everyday activities in their B2.2.3.1.1 Recognise and
environment create words with the same give them difculty. - Use capital letters to made up of words they
-. Relate types of work songs to sounds - initial and nal B2.3.1.1.1 Write letters start sentences have learnt to speak.
everyday activities in their position clearly and boldly - Use capital letters
environment B2.3.1.1.2 Write words after full stops B2.6.1.1.1 Read short
Sub-Strand 4: Phonics (Blend clearly and boldly passages of simple
Sub-Strand 2: Rhymes
and Connect Sounds) B2.3.1.1.3 Copy simple Sub-Strand 5: Integrating sentences of about four to
B2.1.2.1 Demonstrate knowledge of
some selected rhymes - Connecting sounds to sentences clearly and Grammar in Written Language ve word
B2.1.2.1.2. Explore rhymes with letters and blending letters boldly (Punctuation) Show
problematic sounds into syllables in order to read B2.3.1.1.4 Practise saying understanding of the use of full
B2.2.4.1.1 Blend syllables to stops
Sub-Strand 4: Listening and Story
letters or words that present
produce simple words B2.5.2.1.1 Know what the full
Telling. B2.2.4.1.2 Use alphabetic
difculty to them stop and the comma are
B2.1.4.1 Exhibit knowledge of knowledge to decode words
listening to and retelling simple Sub-Strand 3: Use of Action
B2.2.4.2 Recognise and read
stories.
B2.1.4.1.1 Retell part of a story
words with identical sound Words
B2.1.4.1.2 Recognise the B2.2.4.2.2 Read simple poems B2.5.3.1 Writing action words
morals/values in a story and recognise rhyming words B2.5.3.1.1 Write two-letter
B2.1.4.1.3. Dramatise part of the B2.2.4.2.3 Recognise present tense action words
story diagraphs from letters of the B2.5.3.1.2 Write three-letter
alphabet present tense action words
Sub-Strand 5: Dramatisation and B2.2.4.2.4 Read threesyllable B2.1.1.3 Use present tense
Role Play. words action words in a simple
B2.1.5.1 Perform a sketch of a story sentence correctly
heard or told.
- Dramatise a story a story and
discuss key issues and lessons in the
sketch
- Dramatise a story a story and
discuss key issues and lessons in the
sketch
25TH – 29 TH JULY — REVISION
1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 6
 21st Century Exams Consult
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 2022 May -Aug
ACADEMIC YEAR BASIC 3 ENGLISH LANGUAGE
BASIC 3- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
ORAL LANGUAGE READING GRAMMAR WRITING

Sub-Strand 5: Dramatisation and Role Play Sub-Strand 4: Diphthongs STRAND 5: Using Writing Conventions / Sub-Strand 8: Guided Composition
B3.1.5.1: Perform stories B3.2.4.1: Show understanding of Grammar Usage B3.4.8.1: Compose short paragraphs
B3.1.5.1.1. Dramatise and role-play stories diphthongs Sub-Strand 1: Using Capitalisation through answering questions.
heard and read. B3.2.4.1.1. Use diphthongs to build words B3.5.1.1.1. Use capital letters to write initials B3.4.8.1.1. Develop two coherent
and abbreviations paragraphs on one idea or concept
Sub-Strand 6: Conversation - Talking about Sub-Strand 5: Blends and Consonant using leading questions.
Oneself, Family Clusters. B3.5.1.1.2. Demonstrate the ability to
B3.1.6.1: Explore using certain culturally B3.2.5.1: Identify and use consonant blends capitalise titles of texts. Sub-Strand 9: Writing as a Process
acceptable language for communication -Provide sample varied stories and passages B3.4.9.1: Apply the skills and strategies
in words.
B3.1.6.1.1. Use appropriate greetings for whose titles or headings have capital letters at f o r i d e a g e n e r a t i o n , s e l e c t i o n ,
B3.2.5.1.1. Use consonant blends to build
special occasions
words the beginning of content words, e.g. “Ananse d e v e l o p m e n t , o r g a n i z a t i o n a n d
B3.1.6.1: Explore using certain culturally
- Introduce consonant blends and have and the Wisdom Pot". revision in writing
acceptable language for communication
B3.1.6.1.2. Talk about events in the learners identify words having the blends. B3.4.9.1.1. Select a topic on familiar
community e.g. bl - black, br- brush, st- stone, tr- tree. Sub-Strand 2: Using Punctuation themes (e.g. Myself), brainstorm and
B3.1.6.1.3. Talk about important places in their B3.5.2.1: Apply knowledge of the use of organise before writing
communities Sub-Strand 6: Vocabulary. punctuation in communication. B3.4.9.2: Develop and express ideas
B3.1.6.1.4. Use a wider variety of words to talk B3.2.6.1: Understand word meanings and B3.5.2.1.1. Use full stops in initials and coherently and cohesively in writing.
about different customs and cultural values usage abbreviations. B3.4.9.2.1. Write ideas on a topic in
B3.1.6.2.1. Demonstrate turn-taking in B3.2.6.1.1. Read level-appropriate sight B3.5.2.1.2. Use commas appropriately to list simple sentences Writing stage
conversation in different topics words, understand and use them in items. B3.4.9.3.1. Review and revise the draft,
B3.1.6.2.2. Ask and answer questions for meaningful complex sentences B3.5.2.1.3. Identify and use the apostrophe to adding to or taking out ideas
clarication about what other people say show possession. B3.4.9.3.2. Proofread draft to correct
B3.1.6.2.3. Participate in communication, B3.2.6.1.2. Use knowledge of prexes and punctuation and spelling errors
using more varied and more accurate sufxes to interpret unfamiliar words Sub-Strand 4: Using Action Words B3.4.9.3: Apply strategies for improving
language B3.2.6.1.3. Understand and use many of the B3.5.4.1: Apply knowledge of action words in drafts for publishing
B3.1.6.2.4. Express a greater variety of frequently occurring words and chunks in communication. B3.4.9.3.3. Read aloud own writing to a
communicative meaning the language, including both content B3.5.4.1.1. Identify the present continuous group or whole class.
words (nouns, verbs, adjectives and form of action words in spoken and written
Sub-Strand 7: Listening Comprehension
adverbs) and function words (prepositions, communication. Sub-Strand 10: Narrative Writing.
B3.1.7.1: Use appropriate skills and strategies
articles) B3.5.4.1.2. Use the present continuous form of B3.4.10.1: Narrate situations, express
to process meaning from texts
- verbs to describe actions taking place at the feelings and convey point of view
B3.1.7.1.1. Listen to and interact actively
within information texts B3.2.6.1.4. Use dictionaries, glossaries and time of speaking. about the world/ctional world.
B3.1.7.1: Use appropriate skills and strategies internet to clarify word meanings. B3.5.4.1.3 Use simple past and the past B3.4.10.1.1. Add more details of a story
to process meaning from texts continuous forms of verbs to express past structure to narrative stories
B3.1.7.1.2. Recognise and relate the actions. B3.4.10.1.2. Engage and orient the
sequence of events in stories reader by establishing a context and
B3.1.7.1.3. Share facts from information texts introducing a narrative.
heard with a partner, groups or the teacher.
25TH – 29 TH JULY — REVISION
1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 2
 2022 May -Aug
ACADEMIC YEAR BASIC 3 MATHEMATICS & NATURAL SCIENCE
BASIC 3- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
MATHEMATICS NATURAL SCIENCE
STRAND 1: NUMBER STRAND 3: SYSTEMS
Sub-Strand 2: Number Operations (Addition, Subtraction, Multiplication and Division) Sub-strand 2: The Solar System
B3.1.2.5. Demonstrate an understanding of multiplication up to 5 x 5 B3.3.2.1 Show understanding of the orderliness of the sun, planets and satellites in
B3.1.2.5.1 Represent and explain multiplication using equal groupings; the solar system as well as the important role of the sun in the existence of the solar
B3.1.2.5.2 Represent and explain multiplication using rectangular arrays; system.
B3.1.2.6 Demonstrate an understanding of division. B3.3.2.1.1 Know the sun, earth and moon as parts of the solar system.
B3.1.2.6.1 Use concrete and pictorial representations to explain division as equal sharing or Sub-Strand 3: Ecosystem
partitioning equally into given groups and nding how many are in each group. B3.3.3.1 Show understanding and appreciation of the interactions and
B3.1.2.6.2 Use concrete and pictorial representations to explain division as repeated interdependencies of organisms in an ecosystem
subtraction or determining the number of times given equal groups can be obtained in. B3.3.3.1.1 Identify organisms in a habitat and describe why they live in a particular
B3.1.2.6.3 Use concrete and pictorial representation to explain division as inverse of place
multiplication.
STRAND 4: FORCES AND ENERGY
Sub-Strand 3: Fractions Sub-Strand 1: Sources And Forms Of Energy
B3.1.3.1 Develop an understanding of fractions using concrete and pictorial representations B3.4.1.1 Demonstrate understanding of the concept of energy, its various forms
and write fractions in words and symbols. and sources and the ways in which it can be transformed and conserved
B3.1.3.1.1 Understand a unit fraction by explaining the fraction. B3.4.1.1.1 Know that light is a form of energy
B3.1.3.1 Develop an understanding of fractions using concrete and pictorial representations B3.4.1.2 Show understanding of the concept of heat in terms of its sources, effects,
and write fractions in words and symbols. importance, and transfer from one medium to another
B3.1.3.1.2 Understand, explain and demonstrate that fractions can be used to represent B3.4.1.2.1 Know heat as a form of energy and identify some sources of heat
parts of a group of objects, point on a line, or distances on a number line. B3.4.1.2.2 Know every day uses of heat.
B3.1.3.1 Develop an understanding of fractions using concrete and pictorial representations
and write fractions.
B3.1.3.1 Develop an understanding of fractions using concrete and pictorial representations
and write fractions in words and symbols.
B3.1.3.1.3 Compare and order unit fractions and fractions with like denominators by using
concrete models, pictorial representations and number line.
B3.1.4.1. Determine the value of coins and notes in order to solve monetary transactions.
B3.1.4.1.1 Use different denominations of money (1,2, 5, 10, 20, 50 cedis notes.
Sub-Strand 4: Money
Determine the value of coins and note in order to solve monetary transactions.

STRAND 2: ALGEBRA
Sub-strand 1: Patterns and Relationship
B3.2.1.1 Recognise, create, extend, describe, and use patterns and rules to solve
mathematical tasks.
B3.2.1.1.1 Demonstrate an understanding of increasing and decreasing patterns by
extending the next two or three terms and identifying errors or missing elements.

25TH – 29 TH JULY — REVISION

1 ST – 5 TH AUGUST — EXAMINATION 11THAUGUST — VACATION REVISION / EXAMINATION / VACATION PAGE 3
 2022 May -Aug
ACADEMIC YEAR BASIC 3 HISTORY / OUR WORLD OUR PEOPLE / R.M.E
BASIC 3- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
HISTORY OUR WORLD OUR PEOPLE RELIGIOUS AND MORAL EDU.
Sub-Strand 2: Inter-Group Relations STRAND 3: OUR BELIEFS AND VALUES STRAND 2: RELIGIOUS PRACTICES AND MORAL IMPLICATIONS
B3 2.2.1.1 Discuss the nature of Sub-Strand 1: Worship Sub-Strand 1: Religious Worship In The Three Major Religions In
exchanges among the ethnic groups B3.3.1.1. Demonstrate understanding of the importance of religious Ghana
B3.2.2.1.3 Describe the conicts and worship B3.2.1.1. Appreciate the importance of religious worship
alliances that existed among the ethnic B3.3.1.1.1. Explain the reasons for studying the sacred scriptures of the B3.2.1.1.1: Name the sacred scriptures of the three major
groups in Ghana. three major religions among their followers Learners mention and talk religions
about why they study the sacred scriptures: B3 2.1.1.2: Give reasons for studying the sacred scriptures of
Sub-Strand 4: Major Historical Locations Sub-Strand 2: Festivals the three major religions among their followers
B3.2.4.1. Demonstrate knowledge of B3.3.2.1. Demonstrate understanding of the importance of religious
the forts and castle built in Ghana. festivals STRAND 2: RELIGIOUS PRACTICES AND THEIR MORAL
B3.2.4.1.1 Identify the forts and castles B3.3.2.1. 1. Describe how various festivals are celebrated Learners IMPLICATIONS
built along the coast of Ghana Enquiry mention religious festivals they have witnessed: Sub-Strand 2: Festivals in the Three Major Religions
Route: what is the difference between i. Islam-Eid-ul-Fitr, Eid-ul-Adha B3.2.2.1. Explain the importance of religious festivals
a fort and castle? ii. Christianity-Easter, Christmas, Ash Wednesday, Pentecost Day B3.2.2.1.1: Describe how various festivals are celebrated.
Where can we locate the forts and iii. Traditional- Aboakyer, Hogbetsotso, Adae, Fetu Afahy , Feok, etc. B3 2.2.1.2: Demonstrate the importance of religious festivals.
castles? Show pictures and videos of religious festivals.
Who built them? When were they built? Sub-Strand 3: Basic Human Rights STRAND 3: RELIGIOUS LEADERS
Why were they built? B3.3.3.1. Demonstrate understanding of the importance of human rights Sub-Strand 2: Early Life of the Leaders of the three Major
B3.3.3.1. 1. Describe ways of claiming one's rights. Religions
Sub-Strand 5: Some Selected Sub-Strand 4: Being a Leader
Individuals. B3.3.4.1. Demonstrate knowledge of the life stories of leaders of the major B3.3.1.1. Narrate the youthful life stories of the leaders of the
B3.2.5.1. Describe the contributions of religions in Ghana. major religions
some outstanding Ghanaian B3.3.4.1. 1. Describe the youthful lives of the leaders of the three major B3.3.1.1.1: Describe the youthful lives of the leaders of the
entrepreneurs. religions in Ghana. three major religions in Ghana.
B3.2.5.1.1 Describe Ghanaian B3.3.4.1. 2. Identify moral lessons of the lives of the religious leaders B3.3.1.1.2: Identify and explain the moral lessons of the
entrepreneurs who have made Learners talk about the youthful lives of the religious leaders: youthful life of the religious leaders.
signicant contributions including (I). The Lord Jesus Christ
George Grant – Businessman, Winifred (ii). The Holy Prophet Muhammad (S.A.W.)
Tete-Ansa, Esther Ocloo – Nkulenu (iii). A Traditional Religious Leader.
Industries, B.A. Mensah – Pioneer
Tobacco Ltd. Kwabena Pepra – STRAND 4: OUR NATION GHANA
Paramount Distilleries, J.K. Siaw – Tata Sub-Strand 1: Being a Citizen
Brewery, Alhaji Adam Iddrisu - Global B3.4.1.1. Demonstrate knowledge of good manners in the society
Haulage B3.4.1.1. 1. Identify good manners in the community.
Sub-Strand 2: Power and Authority.
Enquiry route: Which Ghanaian B3.4.2.1. Demonstrate how law and order is maintained in the community
entrepreneurs contributed to national B3.4.2.1.1. Explain how law and order is maintained in the community.
B3.4.2.2. Demonstrate respect for symbols of authority.
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 2022 May -Aug
ACADEMIC YEAR BASIC 3 CREATIVE ARTS
BASIC 3- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
CREATIVE ART
STRAND 1: VISUAL ARTS STRAND 2: PERFORMING ARTS Nombre de 0 á 200
SUB-STRAND 3: Displaying and Sharing SUB-STRAND3: Displaying and Sharing
B2 1.3.5 Demonstrate understanding of how to display/present a B2 2.3.5 Demonstrate understanding of how to display/present a Verbe Avoir
portfolio of art works that share own knowledge, portfolio of art works that share own knowledge,
concepts, ideas and experiences with audience through concepts, ideas and experiences with audience through
display/presentation; and using senses/manual/digital applications display/presentation; and using sense/ manual/ digital
Verbe Etre
where necessary, to record for reporting on the events. applications where
B2 1.3.5.1 Display own visual artworks to share creative experiences necessary, to record for reporting on the events. Verbe Aller
that reect the history and culture or way of life of people in other B2 2.3.5.1 Perform own artworks to share creative experiences Les signes mathématiques
Ghanaian communities. that reect the history and culture or way of life of people in other simples :+ ; - ; = ; ÷:+ ; - ;
B2 1.3.5.2 Display own visual artworks to share creative experiences communities in Ghana. =; ÷
that reect the natural and manmade environments in other B2 2.3.5.2 Perform own artworks to share creative experiences
Ghanaian that reect the natural and manmade environments in other
communities. Ghanaian communities.
B2 1.3.5.3 Display own visual artworks to share creative experiences B2 2.3.5.3 Perform own artworks to share creative experiences
that reect topical issues in other Ghanaian communities. that reect topical issues in other Ghanaian communities
B2 1.3.5 Demonstrate understanding of how to display/present a B2 2.3.5 Demonstrate understanding of how to display/present a
portfolio of art works that share own knowledge, concepts, ideas portfolio of art works that share own knowledge, concepts, ideas
and experiences with audience through display/presentation; and and experiences with audience through display/presentation;
using senses/manual/digital applications where necessary, to and using sense/ manual/ digital applications where necessary,
record for reporting on the events to record for
reporting on the events.
Sub-Strand 4: Appreciating And Appraising
B3 1.4.6 Demonstrate understanding of how to analyse, appreciate,
appraise/critique and present report on own works and that of
others based on established guide for judging artworks (the theme,
subject matter, media, techniques, elements and principles of
design, social, aesthetic, cultural and functional values), the
recordings and reports
B3 1.4.6.1 Agree on guidelines for viewing artworks and expressing
own feelings and thoughts about own and others' displayed visual
artworks as representations of artworks produced or found in other
African communities.
B3 1.4.6.2 Agree on guidelines for assessing and deriving meaning
from own and others' visual artworks as representations of artworks
produced or found in other African communities.

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ACADEMIC YEAR BASIC 3 GHANAIAN LANGUAGE AND CULTURE
BASIC 3- SECOND TERM SECOND TERM 21ST CENTURY EXAMS CONSULT SCHEME OF LEARNING
21ST CENTURY EXAMS CONSULT
0302987058
ORAL LANGUAGE
LISTENING & SPEAKING READING WRITING EXTENSIVE READING
Sub-Strand 3: Poems SSub-Strand 4: Phonics: Letter and Sound Sub-Strand 3: Writing Simple Words/Names of People and Places SUB-STRAND 2: Read Aloud with
B3.1.3.1 Demonstrate knowledge of poem recitation with the Knowledge (Proper Nouns) Labelling Items in the Environment/Classroom
correct stress and rhythm by listening attentively. B3.2.4.1 Show an understanding of connecting sounds B3.3.3.1 Write simple words/names of people and places (proper Children
B3.1.3.1.1. Explore poems and note the words and discuss what the to letters and blending letters into syllables in order to
nouns).
B3.3.3.1.1 Write simple words/names of people and places.
B3.6.2.1 Demonstrate knowledge by
poem is about.
-Explore poems to learners.
read - Let learners mention names of places and names of their friends. reading short stories with correct
- Use alphabetic awareness to decode compound B3.3.3.2: Show understanding of items in the environment/
- As you read the poem, allow them to note words in the poem.
words classroom. intonation.
- Let learners explore poems and take note of the words.
- Read simple short sentences that include B3.3.3.2.1 Say and label items in the classroom and in the B3.6.2.1.1 Read short stories aloud
environment.
Sub-Strand 4: Conversation compound words. - Ask learners to sing a popular song they know. correctly.
B3.1.6.1 Exhibit an understanding of appropriate non-formal forms B3.2.4.2 Recognise and read words with identical -Display some items in the environment in the classroom.
- Sing a popular song with learners.
of greeting and communication. sounds.
B3.1.6.1.1 Discuss and demonstrate non-verbal forms of greeting. - Listen and say words with identical sounds Sub-Strand 4: Copying/Writing Simple Sentences with Correct - Read a short story aloud and correctly to
- Revise greetings with learners. Spacing
-Demonstrate some non-verbal forms of greetings for
- Read poems and recognise rhyming words B3.3.4.1 Exhibit knowledge of writing simple sentences with correct learners.
- Read two-syllable words word spacing. - Discuss the story with learners and read
learners to see. B3.3.4.1.1 Write correct sentences with correct spacing from
- Let learners recognise the various non-verbal forms of greetings. - Read three-syllable words and segment them
into syllables substitution table. the story again.
E.g. Handshake, gestures for greeting and nodding of the head. - Let learners explore a rhyme they know.
- Read one-syllable words with consonant - Make a substitution table on the board. -Call them out one by one to read short
Sub-Strand 5: Talking about Oneself, Family, People and clusters. - Lead learners to say aloud the words in the substitution table. stories aloud correctly.
Places. B3.3.4.1.2 Use upper case or lower-case letters correctly in sentences
B3.1.7.1 Apply the use of pronouns appropriately in simple Sub-Strand 5: Vocabulary (Sight and Content with correct spacing. -Call learners to read a sentence each from
sentences - Let learners explore a rhyme they know or say the letters of the the story.
Vocabulary) alphabet as a group.
B3.1.7.1.1 Describe one's self using personal pronouns. B3.2.5.1 Show an understanding of recognising and
- Let learners say the letters of the alphabet.
- Write some words on the board and lead learners to say the
reading about things in their environment. STRAND 5: WRITING CONVENTIONS/USAGE
B3.2.5.1.1 Read texts aloud with correct Sub-Strand 1: Integrating Grammar in Written Language
words. (Capitalization)
- Let learners form sentences with the words. pronunciation and tone. B3.5.1.1 Exhibit knowledge of using capital letters appropriately.
B3.1.7.1.2 Describe the family using the appropriate pronouns - Let learners say the letters of the alphabet as a group B3.5.1.1.1 Understand the use of capital letters to write proper nouns.
- Use pronouns to talk about a family. and then individually. - Let learners sing any play song they know.
B3.2.5.1.2 Play a variety of words and sentence - Create a game that helps to use capital letters to write proper nouns.
Sub-Strand 6: Listening Comprehension. games. B3.5.1.1.2 Comprehend the use of capital letters to write sentences.
B3.1.8.1 Show an understanding of answering questions from a - Let learners sing any play song they know.
- Revise the lesson on traditional games with learners. B3.5.1.1.3 Understand and use capital letters after sentences and full
passage.
B3.1.8.1.1 Recount what the story is about and answer simple
- Put learners into groups. stops.
- Let a learner lead the class to sing a popular song they know.
questions on the story.
- Lead learners to sing a song. Sub-Strand 6: Comprehension.
Sub-Strand 2: Integrating Grammar in Written Language
- Tell/show an interesting story. B3.2.6.1 Exhibit knowledge of answering questions (Punctuation)
- Discuss the story with learners. based on texts presented. B3.5.2.1 Show an understanding of using punctuation marks
B3.1.8.1.2 Explain the meaning of key words and give simple B3.2.6.1.1 Answer questions based on passage read to appropriately
summary of a short text. them. B3.5.2.1.1 Understand and use full stops and commas.
- Lead learners to sing a song. - Let a learner lead the class to sing a popular song they know.
- Let learners say the letters of the alphabet as a group - Create a game on the Show an understanding of the use of full stops
- Read a story.
and then individually. and commas.
- Let learners read the story as a group and in turns.
- Write the key words in the story on the board. - With correct pronunciation and tone read texts aloud. B3.5.2.1.2 Understand the use of full stops at the end of sentences.
- Let learners read the text in turns. - Let the class sing a popular traditional occupational song they know.
-Use keywords from the story in different contexts. - Create a game on the use of full stops.
- Let learners also use the key words to form sentences. B3.2.6.1.2 Answer questions based on passage read by B3.5.2.1.3 Recognise and use punctuation marks in sentences.
learners. - Let the class sing a popular traditional occupational song they know.
- Let learners say the letters of the alphabet as a group -Create a game on the use of punctuation marks.
and then individually. - Play the game with learners and let learners play the game in
- Give textbooks to learners. groups.

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