Term 2 Basic 6 Week 4 12

TERM TWO
BASIC SIX
WEEK FOUR
WEEKLY SCHEME OF LEARNING- WEEK FOUR
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B6.1.6.3.3. B6.2.6.4.2. B6.3.5.1.2 B6.4.9.3.1
. B6.5.4.1.2 B6.6.1.1.1.
Performance Indicator A. Learners can ask and answer questions about
key details on topics under discussion.
B. Learners can recognise the playful use of
words in spoken and written language (jokes,
riddles, puns)
C. Learners can use appropriate subject-verb
agreement (indefinite pronouns,
Singular/plural and
D. Learners can review, and revise the draft to
produce a coherent piece by proposing
grammar and vocabulary for improvement.
E. Learners can explore the use of the simple
past verb form and participle form
F. Learners can read and critique a variety of age-
and level appropriate books and present a one-
page critical commentary based on a set of
criteria, on each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
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Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Put learners into groups today?
rhymes to discuss topics such as
"How I spend my holidays; Ask learners to
My future career" etc. summarize the main
• Encourage learners to points in the lesson
ask and answer questions
for clarification about key
details. Ensure
appropriate vocabulary
use by dropping hints and
showing word cards
Assessment: let learners

ask and answer questions
about key details on
topics under discussion
Tuesday Engage learners to sing B .READING What have we learnt
songs and recite familiar Introduce these one at a today?
rhymes time.
• Provide and discuss Ask learners to
examples. summarize the main
• Learners play games points in the lesson
with the activity in
pairs/groups

use playful words in
spoken and written
language (jokes, riddles,
puns)
Wednesday Engage learners to sing C. GRAMMAR What have we learnt
songs and recite familiar Revise subject-verb today?
rhymes agreement concept
learners have learnt in B4 Ask learners to
and B5 by writing summarize the main
examples of sentences on points in the lesson
the board and discussing
them with learners.
• Have groups of learners
discuss and exemplify the
following: − A singular
subject goes with a
singular verb. − A plural
subject goes with a plural
verb. − A collective subject
goes with singular or
plural verb.
• Present a text. Put the
class into groups to
identify sentences
showing subject –verb
agreement involving
Indefinite pronouns as
subjects. Each group
presents its work.
• Conduct suitable drills
for learners to have
practice. Learners sit in
groups to converse on a
topic. E.g. “What the
people in my family do
daily”.

use appropriate subject-
verb agreement
(indefinite pronouns,
Singular/plural and
Collective nouns in
sentences
Thursday Engage learners to sing D. WRITING What have we learnt
songs and recite familiar Have learners review their today?
rhymes first draft by reading it
slowly and critically Ask learners to
several times to identify summarize the main
words/expressions that points in the lesson
need to be cancelled.
• Guide learners with the
questions below:
iv. Are your ideas in order
and easy to understand?
team
v. Are all the sentences
talking about the main
idea of the paragraph?
vi. Are all the paragraphs
talking about the topic?
• Have learners read their
partners’ draft and offer
suggestions.
• Encourage learners to
make as many changes as
are necessary to improve
their drafts.
• Have learners make a
clean draft for publishing

review, and revise a draft
to produce a coherent
piece
Friday Engage learners to sing E. WRITING CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Let learners write a story.
E.g. about what happened Ask learners to
after school on Monday. summarize the main
• Discuss the essay topic points in the lesson
with learners and use the
webbing strategy to help
them write on the chosen
topic. Learners write
individually.
• Learners exchange their
work for editing as
teacher guides by focusing
on the past verb form and
participle form.
• Assist those whose
essays are only in the
simple past to some in the
past participle tense.
• Learners rewrite their
essays incorporating the
corrections.

write on another topic
individually using the
simple past verb form as
well as the past participle
form
Friday Guide learners to E. EXTENSIVE READING Have learners to tell
choose and read books Lead discussion on the what they read to the
during the library period importance of reading whole class
widely.
• Have learners read
books of their choice
independently during the
library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-paragraph
summary of the book
read.
• Invite individuals to
present their work to the
class for feedback.
• Encourage them to visit
the local library to read
and borrow books.
• Encourage them to
share whatever they read
with their mates.

read and critique a variety
of age- and level
appropriate books and
team
present a one-page critical
commentary based on a
set of criteria, on each
book read
Week Ending
Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.5.4.1.1
Performance Indicator Learners can explain post World War II developments
in the Gold Coast
Strand Journey to Independence
Sub strand Ghana Gains Independence
Teaching/ Learning Resources Pictures

For Learning)
Tuesday Engage learners to sing Discuss the main What have we learnt
songs and recite familiar recommendation in the today?
rhymes Coussey committee
report. Ask learners to
Why was the Coussey summarize the main
Committee established? Assessment: let learners points in the lesson
identify the main
recommendation in the
Coussey committee
report.
Thursday Engage learners to sing Discuss the main What have we learnt
songs and recite familiar recommendation in the today?
rhymes Coussey committee
report. Ask learners to
summarize the main
Assessment: let learners points in the lesson
identify the main
recommendation in the
Coussey committee
report.
team
Week Ending
Class six
Subject SCIENCE
Reference Science curriculum Page
Performance Indicator Learners can compare renewable and non-renewable
sources of energy
Strand FORCES AND ENERGY
Sub strand SOURCES AND FORMS OF ENERGY

For Learning)
Monday Engage learners to sing Begin by asking the What have we learnt
songs and recite familiar following questions: (1) today?
rhymes what is energy? (2) Where
does energy come from? Ask learners to
Discuss the functions of (answers to this question summarize the important
parts of plants with may include the sun, points of the lesson
learners batteries, food, firewood
and hydroelectric power
and thermal plants)
• Show pictures and
videos of different sources
of energy such as the sun,
batteries, food and water.

work in groups to identify
sources of energy and sort
them into sources that are
not depleted when used
(solar, wind and hydro
sources) and those that
are depleted after use
(firewood, batteries, food,
gasoline, diesel, kerosene,
etc.).
Thursday Engage learners to sing Learners work in groups to What have we learnt
songs and recite familiar identify sources of energy today?
rhymes and sort them into sources
that are not depleted Ask learners to
when used (solar, wind summarize the important
and hydro sources) and points of the lesson
those that are depleted
after use (firewood,
batteries, food, gasoline,
diesel, kerosene, etc.).
• Learners present their
responses on flashcards
for a general discussion in
class.
• Assist learners to build
their vocabulary by
introducing and explaining
the terms, “renewable”
and “non-renewable”
sources of energy and give
examples of such sources.

compare renewable and
non-renewable sources of
energy
team
Week Ending
Class six
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B6.2.4.1.1.
Performance Indicator Learners can describe internal migration in Ghana
Strand ALL AROUND US

Sub strand Population and Settlement

For Learning)
Tuesday Engage learners to sing Learners brainstorm and What have we learnt
songs and recite familiar come out with challenges today?
rhymes associated with urban
settlements: Ask learners to
a) poor sanitation summarize the main
b) environmental points in the lesson
pollution
c) traffic congestion

identify challenges
associated with urban
settlements
Thursday Engage learners to sing In groups discuss What have we learnt
songs and recite familiar measures that can be today?
rhymes taken to solve challenges
associated with rural and Ask learners to
urban settlements. E.g. summarize the main
provision of social points in the lesson
amenities in the rural
areas,
creation of job
opportunities for both
rural and urban areas.
identify measures that
can be taken to solve
challenges associated with
rural and urban
settlements
team
Week Ending
Class six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.1.3.1.2 B6.1.3.1.3
Performance Indicator A. Learners can compare and order a mixture of
fractions: common, percent and decimal
fractions (up to thousandths)
B. Learners can use models to explain the result
of multiplying a fraction by whole number, a
whole number by a fraction and a fraction by
fraction
Strand Number
Sub strand Fractions
Teaching/ Learning Resources Counters

For Learning)
Monday Sing songs like: To add or subtract Review the lesson with
improper fractions with Learners
I’m counting one, what different denominators, (2
is one 1/3 and 32/5 ) 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. The
3 - Turn around LCD is 15 and the
4 - Follow me equivalent fractions are 2
5 - Fire 5/15 and 3 6/15; their
sum is 2 1/3 + 32/5 =2
5/15+ 3 6/15 = 5
(5+6)/15 which is 5
11/15; and difference
32/5 −2 1/3 = 1 (65)/15
= 1 1/15
Tuesday Sing songs like: To add or subtract Review the lesson with
improper fractions with Learners
different denominators, (2
I’m counting one, what 1/3 and 32/5 ) we need
is one find the 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 15 and the more examples
3 - Turn around equivalent fractions are 2
4 - Follow me 5/15 and 3 6/15; their
5 - Fire sum is 2 1/3 + 32/5 =2
5/15+ 3 6/15 = 5
(5+6)/15 which is 5
11/15; and difference
32/5 −2 1/3 = 1 (65)/15
= 1 1/15
Wednesday Sing songs like: To multiply a whole

number by a mixed
I’m counting one, what fraction (e.g. 3 × 2 2/3)
is one one can multiply the
1 - One is one alone, whole number by the Assessment: have
alone it shall be. whole number and then learners to practice with
2 - Two pair, two pair whole number by the more examples
come pair let us pair fraction and add the
3 - Turn around products or change the
4 - Follow me mixed fraction to
5 – Fire improper fraction and
multiply;
i.e. 3 × 2 2/3 = (3×2) + 3×
2/3) = 6 + 2/3+2/3+2/3 =
66/3 = 8 or 3 × 2 2/3 = 2
2/3+2 2/3+2 2/3 = 6
(2+2+2)/3 = 66/3 = 8
Thursday Sing songs like: To multiply a whole Review the lesson with
number by a mixed Learners
I’m counting one, what fraction (e.g. 3 × 2 2/3)
is one one can multiply the
1 - One is one alone, whole number by the Assessment: have
alone it shall be. whole number and then learners to practice with
whole number by the more examples
team
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.e. 3 × 2 2/3 = (3×2) + 3×
2/3) = 6 + 2/3+2/3+2/3 =
66/3 = 8 or 3 × 2 2/3 = 2
2/3+2 2/3+2 2/3 = 6
(2+2+2)/3 = 66/3 = 8
Friday Sing songs like: To multiply a fraction by a Review the lesson with
whole number the Learners
I’m counting one, what multiplication is
is one interpreted as “of”; e.g.
1 - One is one alone, 2/3 ×5 means shade 2/3 Assessment: have
alone it shall be. of 5 ; i.e. finding two- learners to practice with
2 - Two pair, two pair thirds of each of five more examples
come pair let us pair objects; i.e. 2/3 ×5 is
3 - Turn around 2/3 of 5 quantities, which
4 - Follow me leads 10 thirds, i.e. 2/3
5 - Fire ×5 = 10(1/3) = 10/3 = 31/3
Week Ending
Class six
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B6 2.2.2.2
Performance Indicator Learners can brainstorm and generate ideas for
creating own performing artworks that reflect the
physical and social environments of some
communities in the world
Strand Performing Arts
Sub strand Planning, Making and Composing

For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes and structures that
constitute the physical Ask learners to
and social environments summarize the main
of some communities in points in the lesson
the world;
the ideas, forms,

movement patterns,
rhythms, sounds etc. that
interest them;
compose own movement

patterns, lyrics, sounds,
rhythms, melodies from
the ideas studied in the
physical and social
concepts for peer review
team
write ideas for creating
own performing artworks
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar develop, arrange and today?
rhymes compose own movement
patterns, lyrics, sounds, Ask learners to
rhythms, melodies from summarize the main
the ideas studied in the points in the lesson
physical and social
environments.
peer review;
feedback from the peer

review to improve upon
the arrangements for own
compositions.

write ideas for creating
Week Ending
Class six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Performance Indicator Learners can Roll (body) smoothly forward and
backward (combination of forward and backward roll)
Strand MOTOR SKILLS AND MOVEMENT PATTERNS
Sub strand RHYTHMIC SKILLS
Teaching/ Learning Resources cones

For Learning)
Learners jog round a After a warm up, learners What have we learnt
demarcated area in files curve their bodies today?
while singing and adequately, tuck their Use answers to
clapping to warm-up the head, push off evenly with summarise the lesson.
body for maximal both feet, take the body
performance and to weight on the hands and
prevent injuries arms. The head and body
stay tucked in throughout
the roll. Learners keep the
front and top of the head
from touching the mat.
Learners roll back to their
feet unaided at their own
pace. Learners adapt
forward roll technique
based on their capabilities
team
Week Ending
Class six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.5.1.1.8 B6.5.1.1.9. B6.5.3.1.1
Performance Indicator Learners can operate basics SQL: querying and
manipulating data
Learners can operate basics SQL: querying and
manipulating data.
Learners can demonstrate how to use the ribbons
under the home ribbons. (i.e. clip board, styles, fonts,
paragraph and editing)
Strand PROGRAMMING AND DATABASES
Sub strand INTRODUCTION TO DATABASES, ALGORITHM AND
PROGRAMMING. LANGUAGES.
INTRODUCTION TO ELECTRONIC SPREADSHEET
Teaching/ Learning Resources Laptop

For Learning)
Engage learners to sing Guide learners to write What have we learnt
songs and recite familiar simple queries to retrieve today?
rhymes specific names of students
from a database of the Ask learners to
names of all students in summarize the main
class database design. eg. points in the lesson
CREATE DATABASE ,
SELECT and UPDATE
Guide learners to write
simple queries to retrieve
specific names of students
from a database of the
names of all students in
class. e.g CREATE TABLE,
DELETE and INSERT INTO
Guide learners to do a
presentation on the use of
the ribbons under the
home button.

explain the use of the
ribbons under the home
button.
team
Week Ending
Class Six
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.2.2.1.3:
Performance Indicator Learners can discuss moral lessons from the festivals.
Strand God, His Creation and Attributes

Sub strand The Environment

For Learning)
Friday Engage learners to sing In groups, let learners What have we learnt
songs and recite familiar write essays on moral today?
rhymes lessons in festivals and
present their works for Ask learners to
suggestions and summarize the main
corrections. points in the lesson
Communication

write the moral lessons
from the festivals
Learning Indicator (s) (Ref. No.) B6.2.6.1.3 Make predictions of a given text.
B6.2.7.1.1. Summarise a given story/text.
Performance Indicators • The learner should make predictions of
a given text.
• The learner should summarise a given
story/text.
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

For Learning)
Engage leaners to sing • Give learners the text to What have we learnt
songs and recite read again. today?
familiar rhymes • Discuss how to make
predictions from a
passage.
• Assist learners to make
predictions from the given
text.
Assessment: let learners Review the lesson with

make predictions of a learners
given text.
Engage leaners to sing • Give learners a text to What have we learnt
songs and recite read. today?
familiar rhymes • Let learners read a
paragraph silently.
• Discuss how to do
summary with the
learners.
team
• Ask a learner to
summarise the paragraph
read to the class.
• Make learners
summarise a given short
text and discuss the
summary made from
groups
Review the lesson with

Assessment: let learners learners
summarise a given
story/text.
Engage leaners to sing • Give learners a text to What have we learnt

songs and recite read. today?
familiar rhymes • Let learners read a
paragraph silently.
• Discuss how to do
summary with the
learners.
• Ask a learner to
summarise the paragraph
read to the class.
• Make learners
summarise a given short
text and discuss the
summary made from
groups
summarise a given
story/text.
TERM TWO
BASIC SIX
WEEK FIVE
team
WEEKLY SCHEME OF LEARNING- WEEK FIVE
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Six
Learning Indicator(s) B6.1.7.1.1. B6.2. 6.4.3. B6.3.5.1.3. B6.4.9.3.2
B6.5.4.1.3 B6.6.1.1.1.
Performance Indicator A. Learners can employ Think Aloud and
visualisation strategies to make meaning from
level-appropriate texts
B. Learners can use words suitable for purpose,
audience, context and culture in relation to:
type of texts
C. Learners can use different forms of verbs, the
Irregular and infinitive to talk about personal
activities
D. Learners can edit/proofread draft, checking
capitalisation, usage, punctuation and spelling
E. Learners can use a range of verb forms in
speech and in writing.

For Learning)
songs and recite familiar • Have learners listen to today?
rhymes teacher-read texts or
video/audio recording on Ask learners to
familiar topics. summarize the main
• Model the visualisation points in the lesson
strategy to make meaning
from texts heard.
practise constructing
meaning from the texts or
play.

employ Think Aloud and
visualisation strategies to
make meaning from level-
appropriate texts
songs and recite familiar Choose appropriate texts today?
rhymes to guide learners identify
the key elements in Ask learners to
writing. E.g. purpose, summarize the main
audience, setting, points in the lesson
characters, etc.
Have them role play a
simple story to bring out
the importance of these
elements and their usage

use words suitable for
purpose, audience,
context and culture in
relation to: type of texts

songs and recite familiar E.g.: I asked my friend to today?
rhymes read the story
team
Ask learners to
Assessment: let learners summarize the main
use different forms of points in the lesson
verbs, the Irregular and
infinitive to talk about
personal activities
songs and recite familiar Have learners pick up their today?
rhymes clean draft (Refer to B5
4.3.1) and check for Ask learners to
conventions. E.g. errors in summarize the main
capitalisation, punctuation points in the lesson
and spelling
Reflective Writing
A reflective writing
explores who you are now
and who you were before
now. It focuses on a
change you have
experienced and reflects
on how that change makes
you unique.
• Take learners through
the writing process
Then Now chart
Then Now Reasons
for
change
Use questions to revise:

Prewriting – strategy
Make a list of how things

used to be and how they
are now. Tell why they
changed. Continue with
the rest of the process:
Writing, Revising, Editing
and Publishing.

edit/proofread draft,
checking capitalisation,
usage, punctuation and
spelling
rhymes Guide learners, with
examples, to form Ask learners to
sentences in the past summarize the main
perfect tense. Learners points in the lesson
narrate a short event using
the simple past and past
perfect tenses.
• Guide learners with
examples to construct
sentences using the past
perfect form of verbs.
E.g. When you came I had
already finished the work.
Let learners narrate short
events using both tenses.
• Let learners write a
letter to an elderly relative
on something that
happened in the past.
• Learners in their groups
(mixed ability), choose a
topic or event they will
want to write on using the
past perfect and simple
past tenses.
• Have learners write a

mind map to guide their
writing. Learners edit
their writing at every stage
team
e.g. introduction, body and
conclusion. Encourage
them to share their work
with other groups

use a range of verb forms
in sentences
widely.
library period.
• Learners think-pair-share
their stories with peers.
• Ask each learner to write
a-two-paragraph summary
of the book read.
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
Week Ending
Class six
Subject HISTORY
Performance Indicator Learners can explain how Ghana gained independence
through constitutional means

For Learning)
Tuesday Engage learners to sing Discuss the first general What have we learnt
songs and recite familiar elections held in 1951. today?
rhymes
Ask learners to
Which political parties summarize the main
took part in the 1951 Assessment: let learners points in the lesson
general elections? What narrate the first general
was the outcome of that elections held in 1951
election?
Thursday Engage learners to sing Discuss the first general What have we learnt
songs and recite familiar elections held in 1951. today?
rhymes
Ask learners to
narrate the first general points in the lesson
elections held in 1951
team
Week Ending
Class six
Subject SCIENCE
Performance Indicator Learners can measure the temperature of a body using
a thermometer
Sub strand SOURCES AND FORMS OF ENERGY

For Learning)
Monday Engage learners to sing Assist learners to reflect What have we learnt
songs and recite familiar on their previous today?
rhymes knowledge on heat and
temperature Ask learners to
Discuss the functions of (temperature refers to summarize the
parts of plants with the degree of hotness of a important points of the
learners body). • Provide clinical lesson
and laboratory
thermometers or show
pictures of different types
of thermometers.
• Learners identify the
equipment and where
and when it is used.
• Guide learners, in
groups, to produce their
own improvised
thermometers using
plastic bottles, plastic
straws, dyes and water.

measure the temperature
of a body using a
thermometer
Thursday Engage learners to sing Guide learners, in groups, What have we learnt
songs and recite familiar to produce their own today?
rhymes improvised thermometers
using plastic bottles, Ask learners to
plastic straws, dyes and summarize the
water. important points of the
• Some learners share lesson
experiences of how their
body temperatures were
measured on a visit to a
health centre.
Learners demonstrate
the use of thermometers
to measure temperature
of their bodies and that of
warm water.

measure the temperature
of a body using a
thermometer
team
Week Ending
Class six
Subject MATHEMATICS
Performance Indicator A. Learners can use models to explain the result
of multiplying a fraction by whole number, a
whole number by a fraction and a fraction by
fraction
B. Learners can use concrete models and pictorial
representations to explain a ratio as a concept
that shows the number of times one quantity
can be obtained in another and write this
symbolically and in its simplest form
Strand Number
Sub strand Fractions
Fractions

For Learning)
Monday Sing songs like: To multiply a fraction (i.e. Review the lesson with
common or mixed) by a Learners
I’m counting one, what whole number (e.g. 4 2/5
is one × 5 ) first change all into
1 - One is one alone, common fractions, then Assessment: have
alone it shall be. multiply the numerators learners to practice with
2 - Two pair, two pair separately and multiply more examples
come pair let us pair the denominators
3 - Turn around separately and simplify,
4 - Follow me i.e. 4 4/5 × 5 = 24/5 × 5 /
5 – Fire ( 1 ) == (24×5)/5 = 120/5
= 24/1 = 24. [Note, the
product can be simplified
before multiplying the
numerators separately
and multiplying the
denominators separately].
Tuesday Sing songs like: To multiply a fraction (i.e. Review the lesson with
common or mixed) by a Learners
I’m counting one, what whole number (e.g. 4 2/5
is one × 5 ) first change all into
1 - One is one alone, common fractions, then
alone it shall be. multiply the numerators
2 - Two pair, two pair separately and multiply
come pair let us pair the denominators
3 - Turn around separately and simplify,
4 - Follow me i.e. 4 4/5 × 5 = 24/5 × 5 /
5 – Fire ( 1 ) == (24×5)/5 = 120/5
= 24/1 = 24. [Note, the
product can be simplified
before multiplying the
numerators separately
and multiplying the
denominators separately].
Wednesday Sing songs like: Use concrete objects
and/or pictorial
I’m counting one, what representations to explain
is one ratio as a number which
1 - One is one alone, tells the number of times Assessment: have
alone it shall be. a quantity can be learners to practice with
2 - Two pair, two pair obtained in another. In more examples
come pair let us pair the figures, the area of
3 - Turn around the shape A is 1 4 of the
4 - Follow me area of the shape B; so
5 - Fire they are in the ratio 1:4.
Shape C is three times the
size of A so the ratio of C
to A is 3:1.
Thursday Sing songs like: Use concrete objects Review the lesson with
and/or pictorial Learners
representations to explain
team
I’m counting one, what ratio as a number which
is one tells the number of times Assessment: have
1 - One is one alone, a quantity can be learners to practice with
alone it shall be. obtained in another. In more examples
2 - Two pair, two pair the figures, the area of
come pair let us pair the shape A is 1 4 of the
3 - Turn around area of the shape B; so
4 - Follow me they are in the ratio 1:4.
5 - Fire Shape C is three times the
size of A so the ratio of C
to A is 3:1.
Friday Sing songs like: Use concrete objects Review the lesson with
and/or pictorial Learners
I’m counting one, what representations to explain
is one simplest form of a ratio.
1 - One is one alone, Shape C is made up of 6 Assessment: have
alone it shall be. squares and shape A is learners to practice with
2 - Two pair, two pair made up of 2 squares, the more examples
come pair let us pair areas of the shapes C and
3 - Turn around A are in the ratio 6:2; and
4 - Follow me since C is three times A,
5 - Fire the ratio 3:1 is the
simplest form of 6:2. The
simplest form of a ratio is
obtained by dividing
through by the highest
common factor. The ratio
of C to B is 6:8 and its
simplest form is 3:4. E.g.
Simplify (i) 10m : 1000km
(ii) Write 4 : 12 in the form
1 : n (iii) Express 15 : 20 in
the form n : 1.
Week Ending
Class six
Performance Indicator Learners can plan an exhibition of own functional and
decorative visual artworks that reflect the physical
and social environments of some communities in the
world
Strand Visual Arts
Sub strand Displaying and Sharing

For Learning)
rhymes an 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
cultural education unit of
the Ghana Education
Service);

write a plan for an
exhibition of own
functional and decorative
visual artworks
team
songs and recite familiar discuss the need for today?
rhymes displaying portfolio of
own visual artworks Ask learners to
summarize the main
Assessment: let learners points in the lesson
write a plan for an
exhibition of own
functional and decorative
visual artworks
Week Ending
Class six
Performance Indicator Learners can Explain the importance of open space in
playing team games.
Strand Movement Concepts, Principles and Strategies
Sub strand Space Awareness,

For Learning)
Learners jog round a Learners explain the What have we learnt
demarcated area in files importance of open space today?
while singing and in playing team games as; Use answers to
clapping to warm-up the it allows room for the summarise the lesson.
body for maximal beauty of the game,
performance and to learners are able to
prevent injuries operate in a conducive
atmosphere.
Self-space and general
space are very important
when working in groups.
Selfspace is the amount of
space one occupies when
not travelling
team
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.5.3.1.2 B6.5.3.1.3. B6.5.3.1.4.
Performance Indicator Learners can create basic worksheets using Microsoft
Excel 2016.
Learners can perform calculations in an MS-Excel
worksheet.
Modify an MS-Excel worksheet.
Sub strand : INTRODUCTION TO ELECTRONIC SPREADSHEET

For Learning)
Engage learners to sing Guide learners to develop What have we learnt
songs and recite familiar worksheet consisting of today?
rhymes list of names ie. teachers,
students, friends, families, Ask learners to
etc summarize the main
points in the lesson
Guide learners to develop
worksheet that will help in
calculating multiplication,
addition and subtraction.
Guide learners to modify

worksheet by adding the
age of learners in the class
to the list of learners
created in an earlier class

perform calculations in an
MS-Excel worksheet.
Week Ending
Class six
Performance Indicator Learners can describe the importance of prayer in our
lives
Strand OUR BELIEFS AND VALUES
Sub strand Worship

For Learning)
Tuesday Engage learners to sing What have we learnt
songs and recite familiar Learners discuss the today?
rhymes meaning of prayer: a
communication between Ask learners to
the worshipper and the summarize the main
object of worship. points in the lesson
Learners talk about the

types of prayer:
Christianity– thanksgiving,
intercession, supplication,
confession, etc. Islam–
Salat (five daily
compulsory prayers),
congregational (Ju`mah),
etc. Traditional–
thanksgiving, intercession,
supplication, confession,
etc.

describe the types of
prayer
team
Thursday Engage learners to sing Learners discuss the What have we learnt
songs and recite familiar importance of prayer: today?
rhymes • brings us closer to God
• It shows our Ask learners to
dependence on God, etc. summarize the main
Learners demonstrate points in the lesson
how prayer is done in the
three major religions.

describe the importance
of prayer in our lives
Week Ending
Class six
Learning Indicator(s) B6. 3.1.1.1.
Performance Indicator Learners can narrate the story of the latter lives of the
leaders of the major religions
Strand Religious Leaders
Sub strand The Latter Lives of Leaders of the Three Major
Religions in Ghana

For Learning)
Friday Engage learners to sing • Guide learners to talk What have we learnt
songs and recite familiar about the latter lives of today?
rhymes the religious leaders:
- Jesus Christ-triumphant Ask learners to
entry to Jerusalem (Palm summarize the main
Sunday), Last Supper, points in the lesson
Prayer at Gethsemane,
arrest and trial,
crucifixion, death and
resurrection.
- The Holy Prophet
Muhammad (S.A.W.) -
triumphant entry into
Makkah, farewell
message, sickness and
death.
- Traditional leader (e.g.
OkomfoAnokye)-
priesthood, miracles and
other activities and death.
team
narrate the story of the
latter lives of the leaders
of the major religions
Learning Indicator (s) (Ref. No.) B6.3.1.1.2 Write sentences using joint scripts
Performance Indicators The learner should write sentences using joint scripts
Week Ending

For Learning)
Engage leaners to sing • Give learners longer What have we learnt
songs and recite sentences on flashcards to today?
familiar rhymes read.
• Discuss joint scripts with
learners.
• Use some joint scripts to
write some sentences on
the board.
• Show the flashcards to
the learners.
• Help learners write
sentences using joint
scripts from the sentences
on the flashcard

write sentences using joint
scripts
Engage leaners to sing • Use some joint scripts What have we learnt
songs and recite to write some sentences today?
familiar rhymes on the board.
the learners.
team
on the flashcard.

scripts Review the lesson with
learners
Engage leaners to sing • Use some joint scripts What have we learnt
songs and recite to write some sentences today?
familiar rhymes on the board.
the learners.
on the flashcard.

scripts Review the lesson with
learners
TERM TWO
BASIC SIX
WEEK SIX
team
WEEKLY SCHEME OF LEARNING- WEEK SIX
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Six
Learning Indicator(s) B6.1.7.1.2 B6.2.7.1.1 B6.3.5.1.4 B6.4.11.1.1.
B6.5.4.1.3 B6.6.1.1.1.
Performance Indicator A. Learners can relate the sequence of events
(E.g. beginning, middle and
end)stories/drama/texts)
B. Learners can construct meanin
C. Learners can use the simple present form of
verbs in sentences:
D. Learners can write freely about topics of choice
on national issues and issues from different
learning areas
E. Learners can use a range of verb forms in
speech and in writing

For Learning)
songs and recite familiar Referring to a recently today?
rhymes read story, assist learners
to identify the sequence Ask learners to
of events in the story. summarize the main
e.g. The beginning,
middle, and ending.
• Groups choose a story
read or heard and identify
the plot structure and list
events at the beginning,
middle and at the end

relate the sequence of
events
songs and recite familiar Select level-appropriate today?
rhymes texts for learners.
• Based on background Ask learners to
knowledge and other summarize the main
factors, have learners points in the lesson
predict what a text will be
about and actively adjust
comprehension while
reading/viewing or
listening.
• Learners connect their
background knowledge to
help them make meaning
of the text as they read.
• Assist learners with a
variety of questions to
make meaning during and
after reading the text.
• Lay emphasis on the
need to use the
environment of a word to
get its meaning.

construct meaning from
texts
team
songs and recite familiar Revise the simple present today?
rhymes in context.
• Present an on-going Ask learners to
situation to learners for summarize the main
them to report on points in the lesson
it. E.g. A football
game/match.
• Present similar
situations for learners to
describe using the simple
present, in groups.
• Groups may write and
class.
• Use texts/sentences to
introduce the use of the
simple present for:
− scheduled future
actions E.g. The bus
leaves early tomorrow.
− future possibilities or
plans e.g. If he doesn't
come early, we shall go
without him.

use the simple present
form of verbs in sentences

songs and recite familiar Have learners select a today?
rhymes topic of their choice on
national issues and issues Ask learners to
from different learning summarize the main
areas. points in the lesson
• Guide learners to
brainstorm and generate
ideas.
• Have learners organise
their ideas to write their
first draft.
• They revise their first
draft.
• Learners then, peer edit
their work.
• Have them present their
work for class discussion
and correction.
• They then write the
final draft and display
their work for their peers
to read.

write freely about topics
of choice on national
issues and issues from
different learning areas
rhymes Guide learners, with
examples, to form Ask learners to
sentences in the past summarize the main
perfect tense. Learners points in the lesson
narrate a short event
using the simple past and
past perfect tenses.
• Guide learners with
examples to construct
sentences using the past
perfect form of verbs.
E.g. When you came I had
already finished the work.
Let learners narrate short
events using both tenses.
letter to an elderly
team
relative on something that
happened in the past.
• Learners in their groups
(mixed ability), choose a
topic or event they will
want to write on using the
past perfect and simple
past tenses.
• Have learners write a

mind map to guide their
writing.
Learners edit their writing
at every stage e.g.
introduction, body and
conclusion. Encourage
them to share their work
with other groups

use a range of verb forms
in speech and in writing
widely.
library period.
peers.
summary of the book
read.
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
team
Week Ending
Class six
Subject HISTORY

For Learning)
Tuesday Engage learners to sing Use a resource person What have we learnt
songs and recite familiar
(retired educationalist, today?
rhymes veteran soldier, retired
police officer, senior Ask learners to
Which political parties citizens etc.) to discuss the summarize the main
took part in the 1951 sequence of events points in the lesson
general elections? What leading to the 1956
was the outcome of that elections
election?
explain how Ghana gained
independence through
constitutional means
Thursday Engage learners to sing Use a resource person What have we learnt
songs and recite familiar (retired educationalist, today?
rhymes veteran soldier, retired
police officer, senior Ask learners to
citizens etc.) to discuss the summarize the main
sequence of events points in the lesson
leading to the 1956
elections

explain how Ghana gained
independence through
constitutional means
team
Week Ending
Class six
Subject SCIENCE
Performance Indicator Learners can construct an electric circuit and know the
functions of its components
Sub strand ELECTRICITY AND ELECTRONICS

For Learning)
Monday Engage learners to sing Engage learners to discuss What have we learnt
songs and recite familiar the basic components of an today?
rhymes electric circuit (use video
demonstrations where Ask learners to summarize
Discuss the functions of available). the important points of the
parts of plants with • Note that the basic lesson
learners components are the battery
(dry cell), bulb, connecting
wire, switch/key, etc.
• Learners mention the roles
of the components of the
electric circuit.

construct an electric circuit
and know the functions of its
components
Thursday Engage learners to sing Learners, in groups, provide What have we learnt
songs and recite familiar them with the electrical today?
rhymes components and assist them
to construct a functional Ask learners to summarize
simple electric circuit. the important points of the
• Learners draw the circuits lesson
they have constructed
construct an electric circuit
and know the functions of its
components
team
Week Ending
Class six
Subject MATHEMATICS
Performance Indicator Learners can use concrete models and pictorial
representations to explain a ratio as a concept
that shows the number of times one quantity
can be obtained in another and write this
symbolically and in its simplest form
Learners can Express ratios in equivalent
forms, compare and order ratios
Strand Number
Sub strand Ratios and Proportion

For Learning)
Monday Sing songs like: Solve simple problems Review the lesson with
that involve ratios and Learners
I’m counting one, what finding total ratios. E.g. (i)
is one Out of 24 students in a
1 - One is one alone, class, 10 are girls. Find its Assessment: have
alone it shall be. simplest form the ratio of learners to practice with
2 - Two pair, two pair boys to girls. (ii) A boy’s more examples
come pair let us pair mass is 50kgs, and his
3 - Turn around sister’s is 45kg. Find the
4 - Follow me ratio of their masses. (iii)
5 - Fire If an orange drink is made
from concentrate and
water in the ratio 3:8,
what fraction of the
mixture is concentrate
Tuesday Sing songs like: Solve simple problems Review the lesson with
1 - One is one alone, class, 10 are girls. Find its
alone it shall be. simplest form the ratio of
2 - Two pair, two pair boys to girls. (ii) A boy’s
mixture is concentrate
Wednesday Sing songs like: Use the concept of ratio
as a fraction to find
I’m counting one, what equivalent ratios that can
is one be easily compared. The
1 - One is one alone, ratio 2:3 can be expressed Assessment: have
alone it shall be. as 2/3 ; to determine learners to practice with
2 - Two pair, two pair which ratio is more examples
come pair let us pair larger/largest change to
3 - Turn around equivalent ratios with
4 - Follow me same denominator and
5 - Fire compare or order. E.g.
Afia, Bedu and Caro each
mix orange squash (S) and
water (W) in the ratio
3:14, 2:7 and 1:4
respectively. Whose drink
tastes strongest of
squash? To determine the
one Whose drink tastes
strongest of squash we
need to have the same
unit of water, hence
Bedu’s
team
Thursday Sing songs like: Use the concept of ratio Review the lesson with
as a fraction to find Learners
I’m counting one, what equivalent ratios that can
is one be easily compared. The
1 - One is one alone, ratio 2:3 can be expressed Assessment: have
alone it shall be. as 2/3 ; to determine learners to practice with
2 - Two pair, two pair which ratio is more examples
come pair let us pair larger/largest change to
3 - Turn around equivalent ratios with
4 - Follow me same denominator and
5 – Fire compare or order. E.g.
Afia, Bedu and Caro each
mix orange squash (S) and
water (W) in the ratio
3:14, 2:7 and 1:4
respectively. Whose drink
tastes strongest of
squash? To determine the
one Whose drink tastes
strongest of squash we
need to have the same
unit of water, hence
Bedu’s
Friday Sing songs like: Solve simple problems Review the lesson with
that involve simplifying, Learners
I’m counting one, what comparing, finding
is one missing and total ratios.
1 - One is one alone, E.g. (i) Given that 10: q = 2 Assessment: have
alone it shall be. : 3, find q. (ii) The ratio of learners to practice with
2 - Two pair, two pair boys to girls in a class more examples
come pair let us pair room is 7 to 11. If there
3 - Turn around are a total of 49 boys in
4 - Follow me the classroom, then how
5 – Fire many boys and girls are
there altogether?
Week Ending
Class six
Performance Indicator Learners can plan a display of own performing
artworks to share creative experiences of the
techniques and styles of some international
performing artists studied

For Learning)
rhymes live performances
(preferably during the Ask learners to
circuit, district or regional summarize the main
cultural festival of the points in the lesson
cultural education unit of
the Ghana Education
Service) that reflect
emerging topical issues in
Ghana;
performing compositions
of own music, dance,
drama, poetry etc.;
the performances by: -

fixing a date - selecting a
venue - inviting an
audience
team
to agree on a
theme for the
performance;
electronic invitations to
target audience

write a plan a display of
Wednesday Engage learners to sing Learners are to What have we learnt
songs and recite familiar select compositions by today?
rhymes considering e.g. creativity
and originality, lyrics, Ask learners to
movement patterns, summarize the main
dynamics and relevance of points in the lesson
the message to the
theme, social and cultural
importance;
arrangement of
performances
sequence of events,
stage/site plan identifying
the positions of all
facilities characters,
directors, stage managers,
audience, health and
security personnel);
re the
venue and its
environment and make it
ready for the
performance;
-
performance activities
such as cleaning,
appreciation, appraisal,
evaluation and reporting
write a plan a display of
team
Week Ending
Class six
Performance Indicator Learners can Identify the time necessary to prepare for
and begin a forehand stroke and a backhand stroke
Sub strand Dynamics

For Learning)
Learners jog round a To get started, one needs What have we learnt
demarcated area in files to learn four basic strokes: today?
while singing and the forehand drive, the Use answers to
clapping to warm-up the forehand push, the summarise the lesson.
body for maximal backhand drive and the
performance and to backhand push. Once the
prevent injuries learners master these
strokes, the teacher can
go on to more complex
techniques that will raise
the level of their game
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.5.3.1.5 B6.5.3.1.6 B6.5.3.1.7.
Performance Indicator Learners can modify the appearance of data within a
worksheet.
Learners can manage Excel workbooks.
Learners can print the content of an MS-Excel
worksheet.
Sub strand : INTRODUCTION TO ELECTRONIC SPREADSHEET

For Learning)
Engage learners to sing Show examples of What have we learnt
songs and recite familiar modified data in (a) today?
rhymes worksheet(s), either on
projected screens or Ask learners to
pictures. Guide learners to summarize the main
modify the appearance of points in the lesson
data within a worksheet
Guide learners to properly

name MS-Excel workbooks
and store them in folders
for retrieval later.
Guide learners to adjust

margins to suit the A4
paper size for printing in
landscape and portrait.
team
print the content of an
MS-Excel worksheet.
Week Ending
Class six
Performance Indicator Learners can identify two ways of making festivals
beneficial to the communities
Sub strand Festivals

For Learning)
Tuesday Engage learners to sing Learners talk about ways What have we learnt
songs and recite familiar of making celebrations of today?
rhymes festivals beneficial to the
communities e.g. use Ask learners to
festival occasions to plan summarize the main
for development, points in the lesson
encourage youth
participation, gender and
inclusivity, settle disputes,
honour hardworking
people, showcasing the
culture of the people

identify two ways of
making festivals beneficial
to the communities
Thursday Engage learners to sing Learners draw a durbar of What have we learnt
songs and recite familiar chiefs during festival today?
rhymes celebrations
team
Assessment: let learners Ask learners to
identify two ways of summarize the main
making festivals beneficial points in the lesson
to the communities
Week Ending
Class six
Learning Indicator(s) B6. 3.1.1.1.
Sub strand The Latter Lives of Leaders of the Three Major Religions in
Ghana

For Learning)
Friday Engage learners to sing • Show pictures or video What have we learnt
songs and recite familiar clips on the latter lives of today?
rhymes Jesus Christ and a
traditional leader to Ask learners to
learners. summarize the main
• Let learners dramatise points in the lesson
the latter lives of the
religious leaders

team
Learning Indicator (s) (Ref. No.) B6.4.3.1.1 Write a descriptive composition on a given
object
B6.4.3.1.2 Write a descriptive essay about a situation
B6.4.3.1.3 Write a descriptive composition on a
certain process.
Performance Indicators • The learner should write a descriptive
composition on a given object
• The learner should Write a descriptive
essay about a situation
• The learner should write a descriptive
composition on a certain process.
Week Ending

For Learning)
Engage leaners to sing • Show an object to What have we learnt
songs and recite learners. today?
familiar rhymes • Pass the object round
for learners to touch it.
• Call learners in turns to
describe the object.
• Discuss with learners
how to write descriptive
composition.
descriptive composition
on a given object
learners
write a descriptive
composition on a given
object
Engage leaners to sing • Discuss with learners What have we learnt
songs and recite situations that can occur today?
familiar rhymes
in the home or school or
community.
• Let learners describe any
of the situations in groups
and say to the class.
composition.
• Lead learners to
compose a descriptive
essay about a situation.
learners
write a descriptive essay
about a situation
songs and recite processes in doing things today?
familiar rhymes like cooking, installing a
chief, etc.
• Ask a learner the process
and describe it to the
class.
• Assist learners to write a
descriptive composition
on a certain process.
Assessment: let learners Review the lesson with

write a descriptive learners
composition on a certain
process
team
TERM TWO
BASIC SIX
WEEK SEVEN
WEEKLY SCHEME OF LEARNING- WEEK SEVEN
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Six
B6.5.4.1.4. B6.6.1.1.1.
Performance Indicator A. Learners can ask r
on understanding
B. Learners can note and recall main ideas in
sequence
C. Learners can use the simple present form of
verbs in sentences:
D. Learners can write poems and imaginative
narrative stories using ideas from poems and
imaginative texts read or viewed
E. Learners can apply the use of the singular and
plural subject and the verb forms that go with
them

For Learning)
songs and recite familiar Revise the sequence of today?
rhymes events in a familiar
story/drama/text with
learners.
team
• Together with learners, Ask learners to
identify the summarize the main
characters/the settings points in the lesson
and moral lessons in the
story/drama/text read.
• Discuss the roles of
characters, setting and
the moral values in the
text.
• Ask relevant questions
to improve understanding
of elements in the texts.
also ask question

answer questions on
moral lesson
songs and recite familiar SQ3R strategy today?
rhymes Have learners:
S – Survey the text – Ask learners to
(learners skim by going summarize the main
through the chapter, note points in the lesson
heading/sub-heading and
other features.
Q – Question – generate
questions about the
content of the text.
3R Read – read for more

information
. Recite – retrieve
information from text.
Review – go over the main
ideas in the text to
consolidate understanding
write main ideas in
sequence from the text
songs and recite familiar Revise the simple present today?
rhymes in context.
• Present an on-going Ask learners to
situation to learners for summarize the main
them to report on points in the lesson
it. E.g. A football
game/match.
• Present similar
situations for learners to
describe using the simple
present, in groups.
• Groups may write and
class
Use texts/sentences to
introduce the use of the
simple present for: −
scheduled future actions
E.g. The bus leaves early
tomorrow. − future
possibilities or plans
e.g. If he doesn't come
early, we shall go without
him

use the simple present
form of verbs in
sentences:

songs and recite familiar Select a narrative text or today?
rhymes story to revise the
elements of narrative:
− Title
team
− Characters Ask learners to
− Setting summarize the main
− Plot/storyline points in the lesson
− Conflict, dialogue
Note: Through discussion

and reference to familiar
stories, show that:
• Stories have people

(characters) who face a
problem (conflict) in a
particular place and time
(setting). They also show
what people do (action)
and say (dialogue) to
resolve the problem.
• Discuss a short text to
guide learners to go
through the writing
process to write their
stories.
• Put pupils into small
groups to plan their
writing.
− Create characters
− Create conflict
− Establish a setting
− Plan action and dialogue
• They write the first draft,
revise, edit and publish
their writing by following
the stages of the writing
process
Poems and Plays: Discuss

sentences of poems and
plays to guide learners
through the writing
process to define their
own poems and plays
write poems and
imaginative narrative
stories using ideas from
poems and imaginative
texts read or viewed

rhymes Learners write on a topic
using the simple present, Ask learners to
present perfect and past summarize the main
perfect tenses. points in the lesson
• Discuss the topic with
learners contributing with
sentences containing the
present perfect and past
perfect.
• Let learners write in bits
e.g. First start with
introduction and guide
them to edit. Learners
then write a whole essay
on a chosen topic
individually

the use of the singular and
plural subject and the
verb forms that go with
them
widely.
team
library period.
peers.
summary of the book
read.
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
Week Ending
Class six
Subject HISTORY

For Learning)
Tuesday Engage learners to sing Discuss the outcome of What have we learnt
songs and recite familiar the 1956 elections. today?
rhymes
Ask learners to
took part in the 1951 Assessment: let learners points in the lesson
general elections? What narrate outcome of the
was the outcome of that 1956 elections
election?
Thursday Engage learners to sing Discuss the outcome of What have we learnt
songs and recite familiar the 1956 elections. today?
rhymes
Ask learners to
narrate outcome of the points in the lesson
1956 elections
team
Week Ending
Class six
Subject SCIENCE
Performance Indicator Learners can identify the symbols used in representing
various components in a given circuit diagram

For Learning)
Monday Engage learners to sing Identify and match basic What have we learnt
songs and recite familiar components of an electric today?
rhymes circuit with their symbols
Ask learners to summarize
Discuss the functions of the important points of the
parts of plants with Assessment: let learners lesson
learners identify and match basic
components of an electric
circuit with their symbols
Thursday Engage learners to sing Learners, in groups, draw What have we learnt
songs and recite familiar simple circuit diagrams using today?
rhymes symbols of the components
(switch, connecting wires, Ask learners to summarize
battery, electrical bulb). the important points of the
lesson

draw simple circuit diagrams
using symbols of the
components
Week Ending
Class six
Subject MATHEMATICS
Performance Indicator A. Learners can Express ratios in equivalent
forms, compare and order ratios
B. Learners can Use models to explain
proportion as a comparison between
quantities with equal ratios
Strand Number

For Learning)
Monday Sing songs like: Solve simple problems Review the lesson with
1 - One is one alone, class, 10 are girls. Find its Assessment: have
alone it shall be. simplest form the ratio of learners to practice with
2 - Two pair, two pair boys to girls. (ii) A boy’s more examples
mixture is concentrate?
Tuesday Sing songs like: Solve simple problems Review the lesson with
team
1 - One is one alone, class, 10 are girls. Find its
alone it shall be. simplest form the ratio of
2 - Two pair, two pair boys to girls. (ii) A boy’s
5 – Fire If an orange drink is made
mixture is concentrate?
Wednesday Sing songs like: Use mapping diagram to

explain the concept of
I’m counting one, what proportion as equal
is one fractions or equivalent
1 - One is one alone, ratios. The mapping Assessment: have
alone it shall be. diagram shows that the learners to practice with
2 - Two pair, two pair ratio of number of goats more examples
come pair let us pair to number of legs are
3 - Turn around equal, hence the number
4 - Follow me of goats is proportional to
5 – Fire the number of legs. The
proportion can be written
as equal fractions or
ratios, i.e. 3/12 = 4/16 or
3:12 = 4:16
Thursday Sing songs like: Use mapping diagram to Review the lesson with
explain the concept of Learners
I’m counting one, what proportion as equal
is one fractions or equivalent
1 - One is one alone, ratios. The mapping Assessment: have
alone it shall be. diagram shows that the learners to practice with
2 - Two pair, two pair ratio of number of goats more examples
come pair let us pair to number of legs are
3 - Turn around equal, hence the number
4 - Follow me of goats is proportional to
5 – Fire the number of legs. The
proportion can be written
as equal fractions or
ratios, i.e. 3/12 = 4/16 or
3:12 = 4:16
Friday Sing songs like: Give learners mappings to Review the lesson with
identify those that are Learners
I’m counting one, what proportional and those
is one that are not
1 - One is one alone, Assessment: have
learners to practice with
more examples
team
Week Ending
Class six
Performance Indicator Learners can develop guidelines for appreciating and
appraising own and others’ visual artworks that reflect
the physical and social environments of some
Strand Visual Arts
Sub strand Appreciating and Appraising

For Learning)
songs and recite ccept a today?
familiar rhymes guide for appreciating and

appraising own and/or Ask learners to
others’ visual artworks summarize the main
based on the guidelines points in the lesson
suggested below;
Suggested Guidelines
The elements in the work,

materials 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

write guidelines for
appreciating and appraising
own and others’ visual
artworks
.
songs and recite identify the correct today?
familiar rhymes vocabulary to use for
appreciating and appraising Ask learners to
artworks; summarize the main
appraisal report for and
how to share it
approach/method
(manual/digital) to use in
recording/documenting
the appraisal process;
appreciation/appraisal/jury.

write guidelines for
appreciating and appraising
own and others’ visual
artworks
team
Week Ending
Class six
Performance Indicator Learners can Illustrate how the intended direction of
an object is affected by the angle of the implement or
body part at the time of contact
Sub strand Relations

For Learning)
Friday Learners jog round a Let learners toss and What have we learnt
demarcated area in files catch for accuracy. Let today?
while singing and them high and low level.
clapping to warm-up the Let learners catch from Use answers to
body for maximal different positions summarise the lesson.
performance and to
prevent injuries
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.6.1.1.1. B6.6.1.1.2. B6.6.1.1.3.
Performance Indicator Learners can give examples of facilities the internet
offers.
Learners can describe the types of information
available on the Internet.
Learners can identify data duplication
Strand INTERNET AND SOCIAL MEDIA
Sub strand NETWORK OVERVIEW

For Learning)
Engage learners to sing Guide learners to give What have we learnt
songs and recite familiar examples of internet today?
rhymes facilities ie. e-mail, FTP’s,
www, etc. for Ask learners to
presentation summarize the main
Guide learners to identify points in the lesson
and describe the types of
information available on
the Internet. eg.
Educational, Financial,
Entertainment, etc. Select
learners into groups to do
this task.
Display list of names of

learners on the board and
ask them to identify the
duplicated data.

describe the types of
team
information available on
the Internet.
Week Ending
Class six
Performance Indicator Learners can identify sources of help
Sub strand Basic Human Rights

For Learning)
Tuesday Engage learners to sing Learners discuss human What have we learnt
songs and recite familiar rights abuses against today?
rhymes children e.g. neglect,
emotional abuse, physical Ask learners to
and sexual abuse, child summarize the main
labour points in the lesson
Learners discuss how to

get help in case of abuse
e.g. responsible adults,
police (DOVVSU), Social
Welfare, CHRAJ
Learners discuss how to

speak e.g. speak out and
not keep quiet over an
abuse

identify sources of help
Thursday Engage learners to sing Learners create posters What have we learnt
songs and recite familiar speaking against child today?
rhymes abuse and also show
team
where to go for help in Ask learners to
case of abuse summarize the main

identify sources of help
Week Ending
Class six
Learning Indicator(s) B6. 3.1.1.2
Performance Indicator Learners can identify the moral lessons from the latter
lives of the religious leaders
Ghana

For Learning)
Friday Engage learners to sing • Guide learners to discuss What have we learnt
songs and recite familiar the moral lessons from today?
rhymes the latter lives of the
religious leaders. Ask learners to
• Put learners into groups summarize the main
to explore virtues they points in the lesson
have learnt from the latter
lives of the religious
leaders and present to
class.
• Let each group list the
virtues they have explored
about the latter lives of
the religious leaders:
- humility, forgiveness,
faithfulness, obedience,
perseverance, patriotism,
etc.

identify the moral lessons
team
from the latter lives of the
religious leaders
Learning Indicator (s) (Ref. No.) B6.4.4.1.1 Write a persuasive essay on a given topic.
B6.4.4.1.2 Write a persuasive essay about education
B6.4.4.1.3 Write a persuasive essay on a national
issue.
Performance Indicators • The learner should write a persuasive
essay on a given topic.
• The learner should write a persuasive
essay about education
• The learner should write a persuasive
essay on a national issue.
Week Ending

For Learning)
Engage leaners to sing • Discuss ways that What have we learnt
songs and recite persuasion can be today?
familiar rhymes achieved.
• Discuss some
vocabularies that are used
in persuasion and write
some on the board.
how to write persuasive Review the lesson with
essays by looking at learners
structure and content.
persuasive essay on a
given topics.

write a persuasive essay
on a given topic.
team
songs and recite situations that can occur today?
familiar rhymes in the home or school or
community.
• Let learners describe any
of the situations in groups
and say to the class.
composition.
• Lead learners to Review the lesson with
compose a descriptive learners
essay about a situation.

about education

songs and recite processes in doing things today?
familiar rhymes like cooking, installing a
chief, etc.
• Ask a learner the process
and describe it to the
class.
• Assist learners to write a Review the lesson with
persuasive composition on learners
a certain process

on a national issue.
TERM TWO
BASIC SIX
WEEK EIGHT
team
WEEKLY SCHEME OF LEARNING- WEEK EIGHT
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Six
Learning Indicator(s) B6.1.7.1.4. B6.2.7.1.3 B6.3.5.1.6
B6.4.12.1.1 B6.6.1.1.1.
Performance Indicator A. Learners can use background knowledge to
understand and build new knowledge while
listening to informational text
B. Learners can scan/skim for details
C. Learners can use the past continuous form of
verbs to talk about actions/events which were
going on when a second one took place
D. Learners can use descriptive words/sound
devices/ figurative language to describe
events/situations/places/personal experiences
and events
E. Learners can apply t
plural subject and the verb forms that go with
them

For Learning)
songs and recite familiar Present an informational today?
rhymes text on a given topic.
• Use the K and W of KWL Ask learners to
strategy to activate summarize the main
learners' background points in the lesson
knowledge.
• Have learners listen to
the text.
• In groups, they identify
and discuss the main ideas
of the text.
• Have learners listen to
the text a second time.
ASSESSMENT: let learners

share what they have
learnt in the text.
songs and recite familiar Use texts to guide today?
rhymes learners to grasp the main
ideas as they skim/scan in Ask learners to
3-4 minutes and have summarize the main
them present their points points in the lesson
for class discussion

scan/skim for details from
a passasge
songs and recite familiar e.g. We were playing today?
rhymes football when the fire
broke out Ask learners to
summarize the main
ASSESSMENT: let learners points in the lesson
use the past continuous
form of verbs to talk
about actions/events
which were going on
when a second one took
place
team
songs and recite familiar Briefly revise the writing today?
rhymes process by having learners
name the stages and say Ask learners to
what happens at each summarize the main
stage. points in the lesson
• Revise descriptive
writing with learners
• Have learners select a
topic e.g. “A Day I will
never forget”.
• Provide a sample text.
Guide learners to identify
the descriptive words and
expressions:
• Discuss the descriptive
words and expressions
with learners.
• Put learners into groups
and guide them through
the writing process to
describe
events/situations/places
of their choice and
personal experiences.
Focus on the use of:
− Descriptive (adjectives)
words.
− Figurative language e.g.
simile
– metaphor,
personification, sound
devices
Note: Sensory details are

experiences through the
senses: sight, smell, touch,
taste.
− Sensory details (Allow a
reader to visualize a
person, a place, a thing or
an idea).
use descriptive words/
sound devices/ figurative
language to describe
events/situations/
places/personal
experiences and events
rhymes Learners write on a topic
using the simple present, Ask learners to
present perfect and past summarize the main
perfect tenses. points in the lesson
• Discuss the topic with
learners contributing with
sentences containing the
present perfect and past
perfect.
• Let learners write in bits
e.g. First start with
introduction and guide
them to edit. Learners
then write a whole essay
on a chosen topic
Individually

apply the use of the
singular and plural subject
and the verb forms that
go with them
widely.
library period.
team
peers.
summary of the book
read.
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
Week Ending
Class six
Subject HISTORY
Performance Indicator Learners can enact a scene of an election at a polling
station

For Learning)
Tuesday Engage learners to sing Enact a scene of an election What have we learnt
songs and recite familiar at a polling station today?
rhymes
Ask learners to
took part in the 1951 points in the lesson
general elections? What
enact a scene of an election
was the outcome of that at a polling station
election?
Thursday Engage learners to sing Enact a scene of an election What have we learnt
songs and recite familiar at a polling station today?
rhymes
Ask learners to
summarize the main
enact a scene of an election
at a polling station
team
Week Ending
Class six
Subject SCIENCE
Performance Indicator Learners can know conductors, semi-conductors and
insulators
Strand : FORCES AND ENERGY

For Learning)
Monday Engage learners to sing Gather items such as bulbs, What have we learnt
songs and recite familiar battery, electric wires. • today?
rhymes Brainstorm with learners on
the meaning of the terms Ask learners to summarize
Discuss the functions of “conductors”, “semi- the important points of the
parts of plants with conductors” and “insulators” lesson
learners with examples.
• Learners are provided the
following materials (spoons,
foils, drinking straw, plastic
materials, piece of wood,
glass rod, leather, nails, keys,
pencils, pens, LEDs, diodes,
etc.) for an activity.
• Connect a simple electrical
circuit (an open circuit) using
a bulb, battery and
connecting wire.
• Learners use the open
circuit to classify the
materials provided as
conductors, semiconductors
and insulators
identify conductors, semi-
conductors and insulators
Thursday Engage learners to sing Connect a simple electrical What have we learnt
songs and recite familiar circuit (an open circuit) using today?
rhymes a bulb, battery and
connecting wire. Ask learners to summarize
• Learners use the open the important points of the
circuit to classify the lesson
materials provided as
conductors, semiconductors
and insulators.
• Learners explain why the
electrical wires in their
homes are coated with
plastics

describe conductors, semi-
conductors and insulators
team
Week Ending
Class six
Subject MATHEMATICS
Performance Indicator A. Learners can use models to explain
proportion as a comparison between
quantities with equal ratios
B. Learners can use various strategies to solve
proportional reasoning problems involving
rates and scales
Strand Number

For Learning)
Monday Sing songs like: Work out proportion in Review the lesson with
given contexts and use Learners
I’m counting one, what them in solving problems;
is one e.g. 200 bottles of equal
1 - One is one alone, capacity hold 350 litres of Assessment: have
alone it shall be. water. How much water learners to practice with
2 - Two pair, two pair does each bottle hold? more examples
Tuesday Sing songs like: Work out proportion in Review the lesson with
given contexts and use Learners
I’m counting one, what them in solving problems;
is one e.g. 200 bottles of equal Assessment: have
1 - One is one alone, capacity hold 350 litres of learners to practice with
alone it shall be. water. How much water more examples
does each bottle hold?
Wednesday Sing songs like: Use diagrams to explain Review the lesson with
the concept of rate a ratio Learners
that compares two
I’m counting one, what different quantities Assessment: have
is one measured in different learners to practice with
1 - One is one alone, units; e.g. the ratio → cost more examples
alone it shall be. : weight = 8:2 = 4:1. This
2 - Two pair, two pair ratio is the unit ratio and
come pair let us pair show the rate for selling a
3 - Turn around unit or 1kg of the meat.
4 - Follow me
5 – Fire Two kilograms of meat
cost ¢8. What is the cost of
(i) 5kg (ii) 12kg and (iii)
25kg.
Meat 2 5 12 25
(kg)
Cost 8
(l)
Thursday Sing songs like: Use diagrams to explain Review the lesson with
the concept of rate a ratio Learners
I’m counting one, what that compares two
is one different quantities
1 - One is one alone, measured in different Assessment: have
alone it shall be. units; e.g. the ratio → cost learners to practice with
2 - Two pair, two pair : weight = 8:2 = 4:1. This more examples
come pair let us pair ratio is the unit ratio and
3 - Turn around show the rate for selling a
4 - Follow me unit or 1kg of the meat.
5 - Fire
Two kilograms of meat
cost ¢8. What is the cost of
(i) 5kg (ii) 12kg and (iii)
25kg.
Meat 2 5 12 25
(kg)
Cost 8
(l)
team
Friday Sing songs like: Work out rates and use Review the lesson with
them in solving problems. Learners
I’m counting one, what E.g. A litre of sachet water
is one costs 40p. Find the cost of
1 - One is one alone, (i) 1/2 litre Assessment: have
alone it shall be. (ii) 7 litres learners to practice with
2 - Two pair, two pair (iii) 9 litres more examples
Week Ending
Class six
Performance Indicator Learners can develop guidelines for appreciating and
appraising own and others’ compositions and
performances that reflect the physical and social
environments of some communities in the world

Sub strand Appreciating and Appraising

For Learning)
songs and recite today?
familiar rhymes guide for analysing and
appreciating/appraising Ask learners to
own and/or others summarize the main
compositions and points in the lesson
performances on the guide
guidelines suggested
below;
vocabulary to use for

appreciating and
appraising music, dance
and drama, poetry, etc.
agree on what to use the
appraisal report for and
how to share it;
team
develop guidelines for
appreciating and
appraising own and others’
compositions and
performances
Wednesday Engage learners to sing Learners are to What have we learnt

songs and recite agree on the today?
familiar rhymes approach/method
(manual/digital) to use in Ask learners to
recording/documenting summarize the main
the appraisal process; points in the lesson
appreciation/appraisal/jury

develop guidelines for
appreciating and
appraising own and others’
compositions and
performances
Week Ending
Class six
Performance Indicator Learners can explain the role of the legs, shoulders,
and forearm in the forearm pass.
Sub strand Body Management

For Learning)
Learners jog round a Let learners swing their What have we learnt
demarcated area in files arms in preparation. today?
while singing and Shoulder move forward Use answers to
clapping to warm-up the horizontally as it extends. summarise the lesson.
body for maximal Forearm rotation through
performance and to hips, legs and shoulders
prevent injuries drop slightly. All together
produce the final force to
move the ball to the target
team
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.6.1.1.4. B6.6.2.1.1 B6.6.2.1.2.
Performance Indicator Learners can outline what one needs to connect to the
Internet.
Learners can identify the address or links window.
Learners can recognise the status bar and list its use.
Sub strand NETWORK OVERVIEW.
WEB BROWSERS AND WEB PAGES

For Learning)
Engage learners to sing Encourage learners to What have we learnt
songs and recite familiar bring any device or today?
rhymes pictures of devices that
are needed. eg. desktop
Ask learners to
computers, Laptop
computers, Mobile summarize the main
phones, etc. points in the lesson

the address or links
window on phones and
other electronic gadgets
with browsers,
Bring a picture of a
window that has the
status bar and ask the
learners to point out the
status and mention its
functions
identify the status bar and
list its use
Week Ending
Class six
Sub strand Being a Leader

For Learning)
Tuesday Engage learners to sing Learners discuss the latter What have we learnt
songs and recite familiar lives of the religious today?
rhymes leaders:
i. Jesus Christ– triumphant Ask learners to
entry to Jerusalem (Palm summarize the main
Sunday), Last Supper, points in the lesson
Prayer at Gethsemane,
arrest and trial, crucifixion,
death and resurrection
Show pictures or video

clips on the latter lives of
Jesus Christ

Thursday Engage learners to sing Learners discuss the latter What have we learnt
rhymes leaders
team
ii. The Holy Prophet Ask learners to
Muhammad (S.A.W.) – summarize the main
triumphant entry into points in the lesson
Makkah, farewell
message, sickness and
death

Holy Prophet Muhammad

Week Ending
Class six
Learning Indicator(s) B6. 3.1.1.2
Performance Indicator Learners can identify the moral lessons from the latter
lives of the religious leaders
Ghana

For Learning)
Friday Engage learners to sing Lead learners to dramatise What have we learnt
songs and recite familiar or role play the virtues today?
rhymes they have listed.
• Let learners talk about Ask learners to
how they can apply the summarize the main
virtues in their lives. points in the lesson
Respect

identify the moral lessons
from the latter lives of the
religious leaders
team
Learning Indicator (s) (Ref. No.) B6.4.5.1.1 Take a stand and write an argumentative
essay for a given motion
B6.4.5.1.2 Take a stand and write an argumentative
essay against a given motion.
Performance Indicators • The learner should take a stand and
write an argumentative essay for a given
motion.
• The learner should take a stand and
write an argumentative essay against a given
motion
Week Ending

For Learning)
songs and recite how argumentation is today?
familiar rhymes done and the vocabularies
used in argumentation.
how to write an
argumentative essay.
• Discuss the structure,
content and features .of
an argumentative essay.

write an argumentative
essay for a given motion. Review the lesson with
learners
Engage leaners to sing • Select a topic and What have we learnt
songs and recite discuss with learners how today?
familiar rhymes to take a stand and write
on it.
• Assist learners to take a
stand and write an
argumentative essay for a Review the lesson with
given motion learners

essay for a given motion
Engage leaners to sing Revise the lesson with What have we learnt
songs and recite learners on how to write today?
familiar rhymes argumentative essay.
• Assist learners to take a
stand and write an
argumentative essay
against a given motion

essay against a given
motion
learners
team
TERM TWO
BASIC SIX
WEEK NINE
WEEKLY SCHEME OF LEARNING- WEEK NINE
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class six
Subject HISTORY
Performance Indicator Learners can describe the events leading to the
emergence of the Fourth Republic
Strand Independent Ghana
Sub strand The Republics

For Learning)
Tuesday Engage learners to sing Describe the process What have we learnt
songs and recite familiar
leading to the emergence today?
rhymes of the Fourth Republic
(e.g. drawing of a new Ask learners to
What events led to the constitution, referendum, summarize the main
emergence of the Fourth lifting of the ban on points in the lesson
Republic? political parties, general
elections of 1992 etc.)

describe the events
leading to the emergence
of the Fourth Republic
Thursday Engage learners to sing Describe the process What have we learnt
songs and recite familiar leading to the emergence today?
rhymes of the Fourth Republic
team
(e.g. drawing of a new Ask learners to
constitution, referendum, summarize the main
lifting of the ban on points in the lesson
political parties, general
elections of 1992 etc.)

describe the events
leading to the emergence
of the Fourth Republic
Week Ending
Class six
Subject SCIENCE
Performance Indicator Learners can construct an electronic circuit using battery,
connecting wire and LED
Strand
Sub strand

For Learning)
Monday Engage learners to sing Put learners into mixed What have we learnt
songs and recite familiar ability groups for this today?
rhymes activity.
• Provide learners with Ask learners to summarize
Discuss the functions of connecting wires, LED and the important points of the
parts of plants with battery. lesson
learners • Learners, in their groups,
connect a series circuit
comprising an LED, 3V
battery, a switch, to light the
LED.
• Learners discuss what they
did to light the LED

construct an electronic
circuit using battery,
connecting wire and LED
Thursday Engage learners to sing Learners are tasked to draw What have we learnt
songs and recite familiar the electronic circuit and today?
rhymes label the parts.
Ask learners to summarize
the important points of the
lesson
team
draw the electronic circuit
and label the parts.
Week Ending
Class six
Subject MATHEMATICS
Performance Indicator A. Learners can use various strategies to solve
proportional reasoning problems involving rates
and scales
B. Learners can represent a given pattern visually to
verify predictions
Strand Number
Algebra
Pattern and Relationships
DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3:

10 (New Learning Including REFLECTION
MINS Assessment) 10MINS
(Preparing The (Learner And
Brain Teacher)
For Learning)
Monday Sing songs like: Use diagrams to explain the Review the lesson
concept of scale as a ratio that with Learners
I’m counting one, compares two different sizes – an
what is one object and its model; e.g. plan of
1 - One is one alone, a house or room. [Here is the plan Assessment: have
alone it shall be. of a bedroom. The scale is 1:100, learners to practice
2 - Two pair, two which means that 1cm in the with more examples
pair come pair let us drawing represents 100 cm in the
pair actual room. What is the actual
3 - Turn around length of (i) the room if it
4 - Follow me measures 412cm; (ii) the bed if it
5 – Fire measures 1.8cm?]
team
Tuesday Sing songs like: Use diagrams to explain the Review the lesson
concept of scale as a ratio that with Learners
I’m counting one, compares two different sizes – an
what is one object and its model; e.g. plan of
1 - One is one alone, a house or room. [Here is the plan Assessment: have
alone it shall be. of a bedroom. The scale is 1:100, learners to practice
2 - Two pair, two which means that 1cm in the with more examples
pair come pair let us drawing represents 100 cm in the
pair actual room. What is the actual
3 - Turn around length of (i) the room if it
4 - Follow me measures 412cm; (ii) the bed if it
5 - Fire measures 1.8cm?]
Wednesday Sing songs like: Work out scales and use them in
solving problems; e.g. If 10cm on a
map stands for 10km, what Review the lesson
I’m counting one, distances on the map stands for with Learners
what is one (i) 1km
(ii) 7km
1 - One is one alone, (iii) 41km?
5 - Fire Assessment: have
learners to practice
with more examples
Thursday Sing songs like: Work out scales and use them in Review the lesson
solving problems; e.g. If 10cm on a
map stands for 10km, what distances with Learners
I’m counting one, on the map stands for
what is one (i) 34km
(ii) 27km
1 - One is one alone, (iii) 61km? Assessment: have
learners to practice
with more examples
Friday Sing songs like: Ask learners to examine the Review the lesson
pattern made with match sticks with Learners
I’m counting one, below
what is one
1 - One is one alone, Assessment: have
alone it shall be. learners to practice
2 - Two pair, two with more examples
Week Ending
Class Six
Learning Indicator(s) B6.1.7.1.5 B6.2.7.1.4 B6.3.5.1.7
B6.4.12.1.1 B6.5.5.1 B6.6.1.1.1.
Performance Indicator A. Learners can express own opinions about the
details of texts
B. Learners can read level-appropriate texts
silently and closely for comprehension
C. Learners can use the imperative form of verb
to give warning and express prohibitions
and events.
E. Learners can use superlative forms of regular
and irregular adjectives to make comparison

For Learning)
songs and recite familiar In pairs/groups, learners today?
rhymes share the knowledge
acquired from details of a Ask learners to
story/drama/text heard. summarize the main
• Put learners into groups points in the lesson
to express personal
team
opinions about details of
texts.

express own opinions
about the details of texts
songs and recite familiar Give frequent and regular today?
rhymes practice in silent and close
reading using the Directed Ask learners to
Reading Activity (DRA) summarize the main
strategy. points in the lesson

read level-appropriate
texts silently and closely
for comprehension
songs and recite familiar E.g. Break the glass, and today?
rhymes you will pay for it
Ask learners to
use the imperative form points in the lesson
of verb to give warning
and express prohibitions
songs and recite familiar • Briefly revise the writing today?
what happens at each
summarize the main
stage.
• Revise descriptive points in the lesson
never forget”.
expressions:
with learners.
describe
of their choice and
Focus on the use of: −
Descriptive (adjectives)
words. − Figurative
language e.g. simile –
metaphor,
devices

sound devices/
figurative language to
describe
events/situations/
places/personal
experiences and events.
rhymes Revise adjectives by
having learners describe Ask learners to
various classroom objects summarize the main
and people. points in the lesson
• Provide samples of texts
demonstrating the use of
the comparative and
superlative forms of
regular/irregular
adjectives.
• Let learners describe
various objects using the
comparative and
regular and irregular
adjectives.
team
E.g. The green house is
big. The blue house is
bigger but the yellow one
is the biggest.
Put learners into groups

to write short paragraphs
containing the three
forms of adjectives

use superlative forms of
adjectives to make
comparison in sentences

widely.
library period.
peers.
summary of the book
read.
class for feedback.
and borrow books.
with their mates.
of age- and level
book read
team
Week Ending
Class six
Learning Indicator(s) B6. 1.1.1.4 B6. 2.1.1.4
Performance Indicator Learners can generate own ideas for designing and
creating own visual artworks based on the physical
world.
Learners can generate own ideas for creating own
performing artworks based on the physical and social
environments of some communities in the world
Strand Visual Arts Performing Arts
Sub strand Thinking and Exploring Ideas

For Learning)
songs and recite familiar use OERs to study the today?
rhymes physical and social
environments of some Ask learners to
communities in the world summarize the main
and select objects/ideas points in the lesson
that interest them and
what they want to do
using spidergrams.
V Ide
Tr
Pen
present and share

selected ideas using the
prepared spidergrams.
reflect and generate
ideas from the
spidergrams into
‘thumbnail’ sketches
generate own ideas for
designing and creating
own visual artworks
songs and recite familiar use OERs to study the today?
rhymes physical and social
environments of some Ask learners to
communities in the world summarize the main
and select objects/ideas points in the lesson
that interest them and
what they want to do
using concept notes;
present and share
selected ideas using the
prepared concept notes;
reflect and generate
ideas from the concept
notes into poems, songs,
dance patterns and
drama.

generate own ideas for
creating own performing
team
Week Ending
Class six
Performance Indicator Learners can Identify opportunities to pass or dribble
while being guarded (offense and defense).
Sub strand Strategies

For Learning)
Learners jog round a After general and specific What have we learnt
demarcated area in files warm ups, guide learners today?
while singing and to keep their body Use answers to
clapping to warm-up the between opponent and summarise the lesson.
body for maximal the ball. Let them possess
performance and to the ball in the opponents
prevent injuries playing grounds. Dribble in
a zigzag manner. Instruct
them to pass the ball to
their teammates when
they are free.
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.6.2.1.3. B6.6.2.1.4 B6.6.2.1.5
Performance Indicator Learners can illustrate using help button.
Learners can recognise internet explorer speed keys.
Learners can recognise Uniform Resource Locators
(URLs).
Sub strand WEB BROWSERS AND WEB PAGES

For Learning)
Engage learners to sing Guide learners to do an What have we learnt
songs and recite familiar activity you have not today?
rhymes tackled in class and ask
them to use the Help Ask learners to
button to navigate and summarize the main
find the steps involved. points in the lesson
Guide learners to carry
out the stated steps.
Ask learners to use the

speed keys to open a new
browser, make font size
bigger in a browser, etc
Guide learners to discuss

the properties of URLs,
their uses and where they
are located.
Learners can practise how
to enter URLs in a browser
team
describe the use of
Uniform Resource
Locators (URLs).
Week Ending
Class Six
Sub strand Being a Leader

For Learning)
Tuesday Engage learners to sing Learners discuss the latter What have we learnt
rhymes leaders:
Ask learners to
Traditional leader (e.g. summarize the main
Okomfo Anokye)– points in the lesson
priesthood, miracles and
other activities and death

Okomfo Anokye

Thursday Engage learners to sing Learners in groups explore What have we learnt
songs and recite familiar moral lessons in the latter today?
rhymes lives of the religious
leaders which they can
relate to their lives in
team
nation building e.g. Ask learners to
humility, forgiveness, summarize the main
faithfulness, obedience, points in the lesson
perseverance, patriotism
Learners role play the

moral lessons they have
learnt in the latter lives of
the religious leaders

Learning Indicator (s) (Ref. No.) B6.5.3.1.3 Apply the use of the singular and plural
subject and verb forms that go with them.
B6.5.4.1.1 Explore the use of adjectives in sentences
B6.5.4.1.2 Write short description of people using
adjectives
Performance Indicators • The learner should apply the use of the
singular and plural subject and verb forms that
go with them.
• The learner should explore the use of
adjectives in sentences
• The learner should write short
description of people using adjectives
Week Ending

For Learning)
Engage leaners to sing • Write sentences with What have we learnt
songs and recite the subject in singular today?
familiar rhymes form and discuss with
learners the agreement
between the verb and the
subject.
• Allow learners to give
more sentences orally and
talk about the subject-
verb agreement.
• Give other sentences
with the subject in the
plural form.
• Discuss the agreement
between the verb and
plural subject.
team
• Ask learners to give
more examples and write Review the lesson with
them on the board. learners
underline the verb.
• Let learners change the
verbs in the sentences
into the perfect tense.

apply the use of the
singular and plural subject
and verb forms that go
with them in sentences
Engage leaners to sing • Revise lesson on What have we learnt
songs and recite qualifying words with today?
familiar rhymes learners.
• Let learners mention
some adjectives and write
them on the board.
use the adjectives written
on the board to form
sentences.
• Write the sentences on
the board and call a
learner to read them
aloud.
• Give other sentences
with adjectives on the
board.
• Call learners to come to
the board and underline
the adjectives in the
sentences.
learners
explore the use of
adjectives in sentences
Engage leaners to sing • Mention a famous What have we learnt
songs and recite personality in the today?
familiar rhymes community.
• Ask learners to talk
about the person and
write out the adjectives
that come up in the
description.
• Show to learners a
manila card on which a
short description of a
person is written.
• Discuss the description
on the manila card with
learners and ask learners
to recognise the adjectives
used in the description.
• Ask learners to write a
short description of their
friends and read some
aloud.

write short description of
people using adjectives
team
Week Ending
Class Six
Performance Indicator Learners can demonstrate ways they can commit
themselves to the community.
Strand The Family and community
Sub strand Commitment to the God

For Learning)
Friday Engage learners to sing Guide learners to explain What have we learnt
songs and recite familiar commitment. today?
rhymes • Through discussion, let
learners identify ways Ask learners to
they can show summarize the main
commitment to the points in the lesson
society: - communal
labour, - clean-up
exercises, - reporting
crime, - protecting public
property, etc.
• Let learners dramatise
ways of showing
commitment to the
society.

demonstrate ways they
can commit themselves to
the community
TERM TWO
BASIC SIX
WEEK TEN
team
WEEKLY SCHEME OF LEARNING- WEEK TEN
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class six
Subject HISTORY
Performance Indicator Learners can List the names of all the Presidents of the
Fourth Republic and their dates of tenure. .

For Learning)
Tuesday Engage learners to sing List the names of all the What have we learnt
songs and recite familiar Presidents of the Fourth today?
rhymes Republic and their dates of
tenure.
Ask learners to
Learners use internet to find
Who were the former summarize the main
out some biographical
presidents of the Fourth points in the lesson
details (name, date of birth,
Republic? place of birth, family,
educational backgrounds,
hobbies etc.) about
presidents of the Fourth
Republic of Ghana.
Assessment: let learners List

the names of all the
Presidents of the Fourth
Republic and their dates of
tenure. .
Thursday Engage learners to sing List the names of all the What have we learnt
songs and recite familiar Presidents of the Fourth today?
rhymes Republic and their dates of
tenure. . Ask learners to
Learners use internet to find
summarize the main
out some biographical
details (name, date of birth,
place of birth, family,
educational backgrounds,
hobbies etc.) about
presidents of the Fourth
Republic of Ghana.
Assessment: let learners List

the names of all the
Presidents of the Fourth
Republic and their dates of
tenure. .
team
Week Ending
Class six
Subject SCIENCE
Performance Indicator Learners can recognise the relationship between energy and
forces
Strand
Sub strand FORCES AND MOVEMENT

For Learning)
Monday Engage learners to sing Learners form different What have we learnt
songs and recite familiar groups to undertake today?
rhymes activities on application of
forces, e.g. pulling items Ask learners to summarize
Discuss the functions of across a distance, lifting up the important points of the
parts of plants with loads of different weights. lesson
learners • Learners brainstorm on the
relationship between energy
and forces, e.g. why is it
more difficult to lift a table
than a book?
• Lead learners to explain
that when a force acts on an
object, it first needs to
overcome the weight of the
object before it can make
the object move in the
direction of the force. Thus,
it is easier to pull a lighter
object than a heavier one.

identify the relationship
between energy and forces
Thursday Engage learners to sing Lead learners to explain that What have we learnt
songs and recite familiar when a force acts on an today?
rhymes object, it first needs to
object before it can make Ask learners to summarize
the object move in the the important points of the
direction of the force. Thus, lesson
• Relate this to the need to
apply more energy/effort in
our daily activities to be
successful (Weeding with a
cutlass, cutting a tree etc.).

team
Week Ending
Class six
Subject MATHEMATICS
Performance Indicator Learners can represent a given pattern visually to verify
predictions
Strand Algebra
Sub strand Pattern and Relationships
DAYS PHASE 1: STARTER PHASE 2: MAIN 40MINS PHASE 3:

10 (New Learning Including REFLECTION
Brain Teacher)
For Learning)
Monday Sing songs like: Ask learners to examine the pattern in Review the lesson
the table below which shows the number
of match sticks used in making a pattern with Learners
I’m counting one, of squares.
what is one Pattern 1 2 3
1 - One is one Number Assessment: have
Match sticks in 3 6 learners to practice
the perimeter with more examples
Match sticks 0 3
enclosed in
the pattern
Tuesday Sing songs like: Ask learners to examine the pattern in Review the lesson
the table below which shows the number
I’m counting one, of match sticks used in making a pattern with Learners
what is one of squares.
1 - One is one Pattern 1 2 3
alone, alone it shall Number
be. Match sticks in 3 6
2 - Two pair, two the perimeter
pair come pair let Match sticks 0 3
us pair enclosed in
3 - Turn around the pattern
4 - Follow me
5 - Fire
Wednesday Sing songs like: Ask learners to use match sticks to
make the patterns of triangles and
I’m counting one, complete the table. Guide learners
what is one to describe the relationship
1 - One is one Assessment: have
alone, alone it shall learners to practice
be. with more examples
Thursday Sing songs like: Ask learners to use match sticks to Review the lesson
make the patterns of triangles and with Learners
I’m counting one, complete the table. Guide learners
what is one to describe the relationship
alone, alone it shall learners to practice
be. with more examples
2
Friday Sing songs like: Ask learners to write questions Review the lesson
based on number or geometric with Learners
I’m counting one, patterns for their friends to find
what is one answers to; e.g. how many match
1 - One is one sticks will be used for the 9th Assessment: have
alone, alone it shall pattern of triangles? How many learners to practice
be. match sticks will be used for the 8th with more examples
2 - Two pair, two pattern of squares?
pair come pair let Number 1 2 3
us pair of
3 - Turn around triangles
4 - Follow me Match 7 12
5 – Fire sticks
team
Week Ending
Class Six
B6.5.5.1 B6.6.1.1.1.
Performance Indicator A. Learners can identify the problems and
solu
B. Learners can respond to a text with reason,
simple judgment and personal interpretations
and events.
E. Learners can use superlative forms of regular
and irregular adjectives to make comparison

For Learning)
songs and recite familiar Ask questions for learners today?
rhymes to recall the events and
values in stories read. Ask learners to
• Guide them to analyse summarize the main
these into cause(s) points in the lesson
effect(s) and solution(s)

identify the problems and
solutions in texts
songs and recite familiar Have learners read a short today?
rhymes text.
• Learners create a mental Ask learners to
image from the text read. summarize the main
(This visualisation will help points in the lesson
bring life to the text for
learners to interpret and
give their opinion and
personal interpretation to
the write up).
• Lead a discussion of
each text read with
questions. Questions
should elicit :
− Factual information
− Implied meaning
− Judgment
− Evaluation
− Personal Response

respond to a text
Ask learners to
summarize the main
stage.
team
never forget”.
expressions:
with learners.
describe
of their choice and
metaphor,
devices

sound devices/
describe
events/situations/
places/ personal
rhymes Revise adjectives by
having learners describe Ask learners to
various classroom objects summarize the main
and people. points in the lesson
• Provide samples of texts
demonstrating the use of
the comparative and
regular/irregular
adjectives.
• Let learners describe
various objects using the
comparative and
adjectives.
E.g. The green house is
big. The blue house is
bigger but the yellow one
is the biggest.
Put learners into

groups to write short
paragraphs
containing the three
forms of adjectives

use superlative forms of
adjectives to make
comparison in sentences

widely.
library period.
peers.
team
summary of the book
read.
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
Week Ending
Class six
Learning Indicator(s) B6 1.2.3.2 B6 2.2.3.2
Performance Indicator Learners can create own visual artworks that reflect
the physical and social environments of some
Learners can create own performing artworks that
reflect the physical and social environments of some
Sub strand Planning, Making and Composing

For Learning)
rhymes design concepts that
reflect knowledge and Ask learners to
understanding of the summarize the main
physical and social points in the lesson
environments in the
world;
knowledge, skill and

experience in the
application and use of
selected media, technique
etc. to make own creative
and functional artworks.
team
discuss, compare and
share experiences through
jury and peer review

create own visual
artworks
rhymes concepts that reflect
knowledge and Ask learners to
understanding of the summarize the main
environments of some
communities in the world;
knowledge, skill and

experience in the
application and use of
selected media,
techniques, styles,
movement patterns,
rhythms, melodies etc. to
compose music, dance,
drama, poems etc. that
reflect the physical and
social environment of
some communities in the
world;
share composition and

experiences through peer
review.

create own performing
artworks
Week Ending
Class six
Performance Indicator Learners can Perform 8 minutes running with or
without music.
Strand PHYSICAL FITNESS
Sub strand AEROBIC CAPACITY.

For Learning)
Learners jog round a Learners in file What have we learnt
demarcated area in files accompanied by music today?
while singing and (any form) run for 8 Use answers to
clapping to warm-up the minutes none stop for summarise the lesson.
body for maximal fitness test at the
performance and to beginning of the term.
prevent injuries Learners run at their own
pace,
team
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.6.2.1.6 B6.6.2.1.7. B6.6.3.1.1.
Performance Indicator Learners can demonstrate how to return to a URL.
Learners can show how to find items on a page.
Learners can recognize Resource Locators (URLs).
Sub strand WEB BROWSERS AND WEB PAGES
SURFING THE WORLD WIDE WEB

For Learning)
Engage learners to sing Guide the learners to What have we learnt
songs and recite familiar navigate using the back today?
rhymes button to go to a previous
page Ask learners to
summarize the main
Guide learners to search points in the lesson
for items using the search
textbox
what URL is. Select
learners into groups of
five or less, to explore
how to recognise URLs so
as to aid learners to locate
a resource on the web

show how to find items on
a page
Week Ending
Class SIX
Performance Indicator Learners can describe activities for peaceful living
Strand OUR NATION GHANA

Sub strand Being a Citizen

For Learning)
songs and recite familiar Learners discuss ways of today?
rhymes living peacefully with each
other e.g. love, tolerance, Ask learners to
forgiveness, self-control summarize the main
Learners discuss the
importance of peaceful
living e.g. togetherness,
security, development

describe activities for
peaceful living
Thursday Engage learners to sing Learners engage in a role - What have we learnt
songs and recite familiar play and other activities to today?
rhymes demonstrate peaceful
living people of different Ask learners to
ethnic groups celebrating summarize the main
together points in the lesson
team
peaceful living
Week Ending
Class

For Learning)
Friday Engage learners to sing Let learners write group What have we learnt
songs and recite familiar essays on commitment to today?
rhymes the society for class
discussions. Ask learners to
summarize the main

the community
team
Learning Indicator (s) (Ref. No.) B6.5.4.1.3 Use the different types of adverbs in sentences
B6.5.5.1.1 Recognise postpositions in paragraphs
B6.5.5.1.2 Use postpositions in writing paragraphs
appropriately
Performance Indicators • The learner should use the different types
of adverbs in sentences
• The learner should recognise postpositions
in paragraphs.
• The learner should use postpositions in
writing paragraphs appropriately
Week Ending

For Learning)
Engage leaners to sing • Let a learner do an action What have we learnt
songs and recite or activity such as walking or today?
familiar rhymes talking.
• Ask learners to describe
the action done by the
learner.
• Introduce the adverb and
explain to learners what it is.
• Ask learners to mention
some adverbs and use them
to form sentences.
• Ask a learner to identify
the adverbs and discuss the
types of adverbs with
learners.
• Give the different types
and allow learners to use
them in sentences. Review the lesson with
• Let learners read out their learners
sentences on the board.
Assessment: let learners use
the different types of
adverbs in sentences
Engage leaners to sing • Talk to learners about What have we learnt
songs and recite positions of objects in a today?
familiar rhymes particular location.
• Put a book on a table or
under a chair.
• Discuss the location of the
book with learners and write Review the lesson with
learners
out the postpositions used
by learners on the board.
• Write other postpositions
and allow learners to use
them to form sentences.
• Write a paragraph of about
ten to twelve sentences and
ask learners to identify the
postpositions in them.

postpositions in paragraphs.
Engage leaners to sing • Write some postposition What have we learnt
songs and recite words on the board. today?
familiar rhymes • Ask learners in turns to
write a paragraph on a topic Review the lesson with
using some of the learners
postpositions

postpositions in writing
paragraphs appropriately
team
TERM TWO
BASIC SIX
WEEK ELEVEN
WEEKLY SCHEME OF LEARNING- WEEK ELEVEN
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class six
Subject HISTORY
Performance Indicator Learners can describe the events leading to the
emergence of the Fourth Republic

For Learning)
Tuesday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
Who were other key summarize the main
figures in the fourth points in the lesson
describe the events leading
Republic to the emergence of the
Fourth Republic
Thursday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary on the today?
rhymes inauguration of a new
President of Ghana. Ask learners to
summarize the main
describe the events leading
to the emergence of the
Fourth Republic
team
Week Ending
Class six
Subject MATHEMATICS
Learning Indicator(s) B6.2.1.1.7 B6.2.1.1.8 B6.2.2.1.1
Performance Indicator Learners can write a rule in words and in algebra to represent
a given pattern
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 Algebra
Sub strand Pattern and Relationships
DAYS PHASE 1: PHASE 2: MAIN 40MINS PHASE 3:

STARTER 10 (New Learning Including REFLECTION
Brain Teacher)
For Learning)
Monday Sing songs like: Ask learners to state the rules in Review the lesson
words and in algebra to represent a with Learners
I’m counting one, given linear patterns
what is one
alone, alone it learners to practice
shall be. with more
2 - Two pair, two examples
pair come pair let
us pair
3 - Turn around
4 - Follow me
5 - Fire
Tuesday Sing songs like: Ask learners to state the rules in Review the lesson
words and in algebra to represent a with Learners
I’m counting one, given linear patterns
what is one
1 - One is one
alone, alone it
shall be.
2 - Two pair, two
Wednesday Sing songs like: This table shows the pattern of cost of
boxed lunches for students on a field
I’m counting one, trip. Ask learners to: (i) explain the
what is one pattern of how the cost of lunches
1 - One is one changes as more students go on the Assessment: have
alone, alone it trip; (ii) use the pattern to determine learners to practice
shall be. how many students went on the trip if with more
2 - Two pair, two the cost of lunches is GHC90. examples
pair come pair let
us pair Number
3 - Turn around of 1 2 3 4 5 ?
4 - Follow me students
5 - Fire Cost of
lunch in 3 6 9 12 15 90
Cedis
Thursday Sing songs like: This table shows the pattern of cost of Review the lesson
boxed lunches for students on a field with Learners
I’m counting one, trip. Ask learners to: (i) explain the
what is one pattern of how the cost of lunches
1 - One is one changes as more students go on the Assessment: have
alone, alone it trip; (ii) use the pattern to determine learners to practice
shall be. how many students went on the trip if with more
2 - Two pair, two the cost of lunches is GHC90. examples
pair come pair let
us pair Number
3 - Turn around of 1 2 3 4 5 ?
4 - Follow me students
5 – Fire Cost of
lunch in 3 6 9 12 15 90
Cedis
team
Friday Sing songs like: Write algebraic expressions for word Review the lesson
problems: with Learners
I’m counting one,
what is one Sum of 8 and 2) Take away 4
1 - One is one 1) s from m Assessment: have
alone, alone it 9 times the 4) Subtract 4 learners to practice
shall be. sum of 8 and from 7 times with more
2 - Two pair, two 3) q g examples
pair come pair let 5) One-sixth of 6) Three-fourths
us pair n is added to of the sum of
3 - Turn around the product c and 2
4 - Follow me of 9 and y
5 - Fire 8) 8 times the
sum of c and
7) 8 divided by r 7
Week Ending
Class Six
Learning Indicator(s) B6.1.7.1.7 B6.2.7.2.1. B6.3.5.1.7 B6.4.12.1.1
B6.5.6.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can mak
based on the main
text
and events.
E. Learners can use a
and reason
F. Learners can Read and critique
and level appropriate books an

For Learning)
songs and recite familiar Have learners listen to a today?
rhymes story and identify the
main ideas and key Ask learners to
details. summarize the main
• Use questions to guide points in the lesson
learners to make
team
generalizations based on
the main ideas and key
details

make simple
generalisations based on
the main ideas and key
details of a text

rhymes text.
the write up).
each text read with
should elicit :
− Implied meaning
− Judgment
− Evaluation

respond to a text
Ask learners to
summarize the main
stage.
never forget”.
expressions:
with learners.
describe
of their choice and
metaphor,
devices

sound devices/
describe
events/situations/
places/ personal
team
rhymes Revise adverbs of time
and manner in context: Ask learners to
Have learners listen to summarize the main
and read several points in the lesson
sentences containing
adverbs of time and
manner.
• Use drills and games to
provide practice in using
adverbs of time. E.g.
Game: Lucky Dip Drill:
Substitution Table Drill
• Learners sit in groups to
discuss issues involving
use of adverbs of time.
• Repeat the procedure
to introduce adverbs of
degree and reason. e.g.
Degree: The shirt is too

small for me. You are
making so much noise.
Reason: I sing because I
like singing.
• Have groups construct
short paragraphs using
such adverbs.

use adverbs to express
degree and reason

widely.
library period.
peers.
summary of the book
read.
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
team
Week Ending
Class six
Learning Indicator(s) B6 1.3.5.2 B6 2.3.5.2
Performance Indicator Learners can exhibit own visual artworks to share
creative experiences based on ideas, knowledge and
understanding of the physical and social
environments of some communities in the world.
Learners can stage a display of own performing
artworks to share creative experiences of the physical
world

For Learning)
rhymes number of artworks to
exhibit and mount them Ask learners to
based on the space summarize the main
available to suit the points in the lesson
theme for the exhibition
(e.g. artworks that reflect
the physical and social
communities in the
world);
s by
hanging, draping, placing,
spreading, leaning, using
plinths to raise or add
height and depth to some
exhibits;
manual (calligraphy
writing) or ICT (computer
prints): name of artist,
title of work, size of work,
date of production;
assign tasks and
responsibilities to
themselves (individually
or in groups) and ensure
they are carried out
successfully (e.g. leading
visitors through the
exhibition space,
explaining the
concepts/title of the
artworks and the theme
for the exhibition, writing
of comments and signing
of visitors’ books).

exhibit own visual
artworks
rhymes number of compositions
to be performed during Ask learners to
the event to reflect the summarize the main
based on the selected
theme, time available and
the expected audience
group tasks and

responsibilities and
ensure they are carried
out successfully e.g.
team
master of ceremony,
ushering and introduction
of special guests and
other dignitaries to the
show (e.g. explaining the
concepts/title of the
compositions,
performances and the
theme for the event,
recording of comments
and suggestions);
of performances to best
tell the story of the event
from the beginning to the
end;
of the day: opening,

performances and closing

stage a display of own
performing artworks
Week Ending
Class six
Performance Indicator Perform 15 continuous sit-ups

Sub strand AEROBIC CAPACITY, STRENGTH, ENDURANCE,
FLEXIBILITY AND BODY COMPOSITION

For Learning)
Learners jog round a Learners sit on a mat with What have we learnt
demarcated area in files in a v-shaped legs today?
while singing and position. Keep their arms Use answers to
clapping to warm-up the by their side. Perform sit summarise the lesson.
body for maximal ups continuously for 15
performance and to times. Learners test their
prevent injuries abdominal muscular
strength by counting and
logging the number they
are able to perform in a
set at their own pace.
team
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.6.3.1.2. B6.6.3.1.3. B6.6.3.1.4
Performance Indicator Learners can illustrate how to jump directory to URLs.
Learners can demonstrate how to return to a URL.
Learners can show how to find items on a page.
Sub strand SURFING THE WORLD WIDE WEB

For Learning)
Engage learners to sing Give learners a project on What have we learnt
songs and recite familiar how to jump directory to today?
rhymes URLs.
Ask learners to
Give learners a project on summarize the main
how to jump directory to points in the lesson
URLs.
Guide learners to discuss

how to find items on a
page. Guide learners to
present their ideas or
findings to class.

show how to find items on
a page
Week Ending
Class six
Subject SCIENCE
forces
Strand

For Learning)
than a book?

team
overcome the weight of the Ask learners to summarize
object before it can make the important points of the
the object move in the lesson

Week Ending
Class Five


For Learning)
security, development\

peaceful living
team
peaceful living
Week Ending
Class

For Learning)
summarize the main
the community.
team
TERM TWO
BASIC SIX
WEEK TWELVE
WEEKLY SCHEME OF LEARNING- WEEK TWELVE
BASIC SIX
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Six
Learning Indicator(s) (B6.1.8.1.1. B6.1.8.2.1) B6.2.7.2.1. B6.3.5.1.7
B6.4.12.1.1 B6.5.6.1.1. B6.6.1.1.1.
Performance Indicator A. Learners can answer “Yes” or “No” questions
correctly using the expressions that show the
future and Use positive tags, negative tags and
auxiliaries in speech
and events.
E. Use adverbs to expr
F. Read and critique a variety of age- and level
appropriate books and present a one-page
critical commentary based on a set of criteria,
on each book read

For Learning)
team
songs and recite familiar Through discussion, let today?
rhymes learners identify an
activity they will perform Ask learners to
at a future time, e.g. summarize the main
tomorrow, next month points in the lesson
etc.
• Ask questions to elicit
“Yes” or “No” answers e.g.
Will you come to school
tomorrow? Yes/No; Yes, I
will/No, I won’t
. • Introduce drills e.g.
Questions and Answers
Drill, for learners to
practise asking and
answering “Yes” or “No”
Questions.
Put learners in pairs to ask
and answer simple
questions in turns.
• Discuss positive tags
(e.g. It is cold, isn’t it?)
and negative tags e.g. It
isn’t cold, is it?
• Demonstrate with
learners the usage of
positive tags, negative
tags and auxiliaries in
speech.
• Pair learners to take
turns to practise positive
tags, negative tags and
auxiliaries in speech.

Use positive tags, negative
tags and auxiliaries in
sentences
rhymes text.
the write up).
each text read with
should elicit :
− Implied meaning
− Judgment
− Evaluation

respond to a text
Ask learners to

what happens at each summarize the main
stage. points in the lesson
• Revise descriptive
never forget”.
team
expressions:
with learners.
describe
of their choice and
metaphor,
devices

sound devices/
describe
events/situations/
places/ personal

rhymes Revise adverbs of time
and manner in context: Ask learners to
Have learners listen to summarize the main
and read several points in the lesson
sentences containing
adverbs of time and
manner.
• Use drills and games to
provide practice in using
adverbs of time. E.g.
Game: Lucky Dip Drill:
Substitution Table Drill
• Learners sit in groups to
discuss issues involving
use of adverbs of time.
• Repeat the procedure
to introduce adverbs of
degree and reason. e.g.
Degree: The shirt is too

small for me. You are
making so much noise.
Reason: I sing because I
like singing.
• Have groups construct
short paragraphs using
such adverbs.

use adverbs to express
degree and reason

widely.
library period.
peers.
summary of the book
read.
team
class for feedback.
and borrow books.
with their mates.

of age- and level
book read
Week Ending
Class six
Performance Indicator Learners can perform three sets of 15 continuous
push-ups
Sub strand ENDURANCE

For Learning)
Learners jog round a Learners after general What have we learnt
demarcated area in files and specific warm ups, lie today?
while singing and on the ground face down. Use answers to
clapping to warm-up the Learners with their palms summarise the lesson.
body for maximal flat on the ground by their
performance and to side, extend their arms to
prevent injuries move their trunk up and
flex the arms again to
move the body back to
lying position. Learners
continue the process for a
number of based on their
ability in a set. Learners
repeat the second and
third set after rest based
on their ability and
progress at their own pace
team
Week Ending
Class six
Subject COMPUTING
Learning Indicator(s) B6.6.3.1.5. B6.6.4.1.1. B6.6.4.1.2.
Performance Indicator Illustrate how to print pages
Learners can show how to create a favourite link.
Learners can demonstrate deleting favourite links.
Sub strand SURFING THE WORLD WIDE WEB.
FAVOURITE PLACES AND SEARCH ENGINE

For Learning)
Engage learners to sing Guide learners on how to What have we learnt
songs and recite familiar print pages e.g. selected today?
rhymes pages, only selected pages
etc. Ask learners to
summarize the main
Guide learners to create points in the lesson
an Internet favourite link
Guide learners to delete a

favourite link they have
created

describe deleting favourite
links
Week Ending
Class six
Subject SCIENCE
forces
Strand

For Learning)
than a book?

team
overcome the weight of the Ask learners to summarize
object before it can make the important points of the
the object move in the lesson

Week Ending
Class Five


For Learning)
security, development\

peaceful living
team
peaceful living
Week Ending
Class Six

For Learning)
summarize the main
the community.
team
Learning Indicator (s) (Ref. No.) B6.6.3.1.1 Read short texts, narratives or stories from
other materials aloud and correctly.
B6.6.3.1.2 Answer questions that are based on the
passage.
Performance Indicators • The learner should read short texts,
narratives or stories from other materials
aloud and correctly.
• The learner should answer questions
that are based on the passage.
Week Ending

For Learning)
Engage leaners to sing • Bring to class another What have we learnt
songs and recite material other than the today?
familiar rhymes class reader and ask
learners to read.
• Read a short text
material aloud to learners.
• Let learners read short
text, narratives or stories Review the lesson with
from other materials with learners
correct intonation to one
another.
• Call individual learners
to read the text to the
class

read short texts,
narratives or stories from
other materials aloud and
correctly.
Engage leaners to sing • Explain unfamiliar What have we learnt
songs and recite words in the passage to today?
• Ask questions based on
the text read.
• Allow learners to answer
questions on the passage
read Review the lesson with
learners

answer questions that are
based on the passage.
Engage leaners to sing • Explain unfamiliar What have we learnt

songs and recite words in the passage to today?
• Ask questions based on
the text read.
• Allow learners to answer
questions on the passage
read Review the lesson with
learners

answer questions that are
based on the passage.
team

Term 2 Basic 6 Week 4 12

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TERM TWO

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

Assessment: let learners

Assessment: let learners

Assessment: let learners

Assessment: let learners

Assessment: let learners

Assessment: let learners

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

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

Assessment: let learners

Assessment: let learners

Strand ALL AROUND US

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

Assessment: let learners

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

Wednesday Sing songs like: To multiply a whole

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

the ideas, forms,

compose own movement

concepts for peer review

feedback from the peer

Assessment: let learners

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

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

Assessment: let learners

Strand God, His Creation and Attributes

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

Assessment: let learners

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

Assessment: let learners Review the lesson with

Review the lesson with

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

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

Assessment: let learners

Assessment: let learners

Wednesday Engage learners to sing C. GRAMMAR What have we learnt

Use questions to revise:

Make a list of how things

Assessment: let learners

• Have learners write a

Assessment: let learners

Assessment: let learners

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

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

Assessment: let learners

Assessment: let learners

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

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

Assessment: let learners

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

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

Guide learners to modify

Assessment: let learners

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

Learners talk about the

Assessment: let learners

Assessment: let learners

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

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