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B 5 Term Three Lesson Notes S.O.L

The document provides a yearly scheme of learning for English language for Basic 5 students over 3 terms (terms 1, 2, and 3) and 12 weeks. It outlines the sub-strands covered each week, including phonics, nouns, punctuation, vocabulary, reading comprehension, writing skills such as narrative, persuasive and expository writing. Other areas covered are poetry, stories, conversation skills, grammar including verbs, pronouns, adjectives and more. The goal is to build students' love and culture of reading.

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0% found this document useful (0 votes)

4K views307 pages

B 5 Term Three Lesson Notes S.O.L

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Yeboah Sylvester

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THE GODFATHER

TERM THREE
SAMPLE BASIC FIVE
ANNUAL SCHEME OF LEARNING
TERMLY SCHEME OF LEARNING
WEEK 1 - 12

WHATSAPP 0245350591
NANA FIIFI ACQUAH

TERM THREE
BASIC FIVE
ANNUAL SCHEME OF LEARNING
TERMLY SCHEME OF LEARNING
WEEK 1 - 12

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GENERAL INFORMATION

Name of school………………………………………………………………………………………………….

District ………………………………………………………………………………………………………………

Management Unit………………………………………………………………………………………………

Name of Class Teacher ………………………………………………………………………………………

Class Teachers Reg. No………………………………………………………………………………………

Class …………………………………………………………………………………………………………………

Boys ……………………………………………………………………………………………………………………

Girls……………………………………………………………………………………………………………………

Average age of pupils…………………………………………………………………………………………..

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 PHONICS PHONICS VOCABULARY
NOUNS NOUNS NOUNS
PENMANSHIP AND PENMANSHIP AND PARAGRAPH DEVELOPMENT
HANDWRITING HANDWRITING
USING CAPITALISATION USING CAPITALISATION NAMING WORDS/NOUNS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
2 SONGS SONGS POEMS
POEMS
PHONICS WORD FAMILIES: MINIMAL PAIRS VOCABULARY
AND COMMON DIGRAPHS
NOUNS NOUNS NOUNS
PARAGRAPH DEVELOPMENT PENMANSHIP AND PARAGRAPH DEVELOPMENT
HANDWRITING
USING CAPITALISATION USING CAPITALISATION NAMING WORDS/NOUNS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
3 STORY TELLING POEMS DRAMATIZATION AND ROLE
PLAY
WORD FAMILIES WORD FAMILIES: MINIMAL PAIRS COMPREHENSION
AND COMMON DIGRAPHS
NOUNS DETERMINERS DETERMINERS
PARAGRAPH DEVELOPMENT PARAGRAPH DEVELOPMENT WRITING AS A PROCESS
USING PUNCTUATION NAMING WORDS/NOUNS USING ACTION WORDS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING

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4 DRAMATIZATION AND ROLE STORY TELLING CONVERSATION
PLAY
DIPHTHONGS BLENDS AND CONSONANT COMPREHENSION
CLUSTERS
DETERMINERS DETERMINERS DETERMINERS
PARAGRAPH DEVELOPMENT PARAGRAPH DEVELOPMENT WRITING AS A PROCESS
USING PUNCTUATION NAMING WORDS/NOUNS USING ACTION WORDS
BUILDING THE LOVE AND BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING CULTURE OF READING
5 DRAMATIZATION AND ROLE PLAY CONVERSATION
DRAMATIZATION AND ROLE BLENDS AND CONSONANT SILENT READING
PLAY CLUSTERS
BLENDS AND CONSONANT VERBS VERBS
CLUSTERS
DETERMINERS WRITING AS A PROCESS PERSUASIVE/ARGUMENTATIVE
WRITING
WRITING AS A PROCESS USING ACTION WORDS USING CONJUNCTIONS
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
6 BUILDING THE LOVE AND CONVERSATION - TALKING LISTENING COMPREHENSION
CULTURE OF READING ABOUT ONESELF, FAMILY,
PEOPLE, CUSTOMS,
SOCIAL/CULTURAL VALUES AND
MANNERS
CONVERSATION VOCABULARY FLUENCY
VOCABULARY VERBS VERBS
DETERMINERS WRITING AS A PROCESS PERSUASIVE/ARGUMENTATIVE
WRITING
WRITING AS A PROCESS USING ACTION WORDS USING CONJUNCTIONS

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NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
7 BUILDING THE LOVE AND LISTENING COMPREHENSION PRESENTATION
CULTURE OF READING
LISTENING VOCABULARY FLUENCY
COMPREHENSION
VOCABULARY VERBS CONJUNCTIONS
PRONOUNS CREATIVE/ FREE WRITING INFORMATIVE/EXPOSITORY
WRITING
NARRATIVE WRITING USING QUALIFYING WORDS- USING SIMPLE, COMPOUND
ADJECTIVES AND COMPLEX SENTENCES
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
8 BUILDING THE LOVE AND ASKING AND ANSWERING PRESENTATION
CULTURE OF READING QUESTIONS/ QUESTION TAGS
LISTENING COMPREHENSION SUMMARISING
COMPREHENSION
VOCABULARY VERBS CONJUNCTIONS
PRONOUNS CREATIVE/ FREE WRITING INFORMATIVE/EXPOSITORY
WRITING
NARRATIVE WRITING USING QUALIFYING WORDS- USING SIMPLE, COMPOUND
ADJECTIVES AND COMPLEX SENTENCES
NAMING WORDS/NOUNS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
9 BUILDING THE LOVE AND GIVING AND FOLLOWING PRESENTATION
CULTURE OF READING COMMANDS/
INSTRUCTIONS/DIRECTIONS AND
MAKING AND RESPONDING TO
REQUESTS

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ASKING AND ANSWERING COMPREHENSION SUMMARISING
QUESTIONS
LISTENING ADVERBS MODALS
COMPREHENSION
ADJECTIVES PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
CREATIVE/ FREE WRITING USING ADVERBS USING SIMPLE, COMPOUND
AND COMPLEX SENTENCES
USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
10 BUILDING THE LOVE AND PRESENTATION PRESENTATION
CULTURE OF READING
GIVING AND FOLLOWING COMPREHENSION SUMMARISING
COMMANDS
LISTENING ADVERBS MODALS
COMPREHENSION
VERBS PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
CREATIVE/ FREE WRITING USING ADVERBS USING SIMPLE, COMPOUND
AND COMPLEX SENTENCES
USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
11 BUILDING THE LOVE AND PRESENTATION PRESENTATION
CULTURE OF READING
PRESENTATION SILENT READING SUMMARISING
LISTENING IDIOMATIC EXPRESSIONS PREPOSITIONS
COMPREHENSION
VERBS PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
DESCRIPTIVE WRITING USING SIMPLE PREPOSITIONS SPELLING

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USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING
12 BUILDING THE LOVE AND PRESENTATION PRESENTATION
CULTURE OF READING
PRESENTATION SILENT READING SUMMARISING
LISTENING IDIOMATIC EXPRESSIONS PREPOSITIONS
COMPREHENSION
VERBS PERSUASIVE/ARGUMENTATIVE LETTER WRITING
WRITING
DESCRIPTIVE WRITING USING SIMPLE PREPOSITIONS SPELLING

USING ACTION WORDS BUILDING THE LOVE AND BUILDING THE LOVE AND
CULTURE OF READING CULTURE OF READING

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NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
SCIENCE
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 LIVING AND NON-LIVING LIVING AND NON-LIVING MATERIALS
THINGS THINGS
2 LIVING AND NON-LIVING LIVING AND NON-LIVING EARTH SCIENCE
THINGS THINGS
3 MATERIALS MATERIALS EARTH SCIENCE
4 EARTH SCIENCE EARTH SCIENCE SOURCES AND FORMS OF
ENERGY
5 EARTH SCIENCE EARTH SCIENCE PERSONAL HYGIENE AND
SANITATION
6 EARTH SCIENCE LIFE CYCLES OF ORGANISMS PERSONAL HYGIENE AND
SANITATION
7 LIFE CYCLES OF ORGANISMS SOURCES AND FORMS OF DISEASES
ENERGY
8 THE HUMAN BODY SYSTEMS SOURCES AND FORMS OF DISEASES
ENERGY
9 THE SOLAR SYSTEM ELECTRICITY AND ELECTRONICS SCIENCE AND INDUSTRY
10 ECOSYSTEM FORCES AND MOVEMENT CLIMATE CHANGE
11 SOURCES AND FORMS OF PERSONAL HYGIENE AND CLIMATE CHANGE
ENERGY SANITATION
12 SOURCES AND FORMS OF PERSONAL HYGIENE AND CLIMATE CHANGE
ENERGY SANITATION

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NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
OWOP
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 NATURE OF GOD MY FAMILY AND THE MY FAMILY AND THE
COMMUNITY COMMUNITY
2 NATURE OF GOD MY FAMILY AND THE MY FAMILY AND THE
COMMUNITY COMMUNITY
3 MYSELF THE ENVIRONMENT AND THE THE ENVIRONMENT AND THE
WEATHER WEATHER
4 MY FAMILY AND THE FESTIVALS BEING A CITIZEN
COMMUNITY
5 HOME AND SCHOOL BASIC HUMAN RIGHTS BEING A CITIZEN
6 THE ENVIRONMENT AND THE BEING A LEADER AUTHORITY AND POWER
WEATHER
7 PLANTS AND ANIMALS BEING A CITIZEN FARMING IN GHANA
8 MAP MAKING AND LAND BEING A CITIZEN OUR NEIGHBOURING
MARKS COUNTRIES
9 POPULATION AND AUTHORITY AND POWER OUR NEIGHBOURING
SETTLEMENT COUNTRIES
10 WORSHIP AUTHORITY AND POWER OUR NEIGHBOURING
COUNTRIES
11 WORSHIP RESPONSIBLE USE OF OUR NEIGHBOURING
RESOURCES COUNTRIES
12 WORSHIP RESPONSIBLE USE OF OUR NEIGHBOURING
RESOURCES COUNTRIES

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

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 GENERATION OF GENERATION OF COMPUTERS GENERATION OF
COMPUTERS AND PARTS OF A AND PARTS OF A COMPUTER COMPUTERS AND PARTS OF A
COMPUTER AND OTHER AND OTHER GADGETS COMPUTER AND OTHER
GADGETS GADGETS
2 INTRODUCTION TO MS- INTRODUCTION TO MS- INTRODUCTION TO MS-
WINDOWS INTERFACE WINDOWS INTERFACE WINDOWS INTERFACE
(DESKTOP BACKGROUND AND (DESKTOP BACKGROUND AND (DESKTOP BACKGROUND AND
LOCATIONS OF THE LOCATIONS OF THE LOCATIONS OF THE
COMPUTER.) COMPUTER.) COMPUTER.)
3 DATA, SOURCES AND USAGE DATA, SOURCES AND USAGE DATA, SOURCES AND USAGE
4 TECHNOLOGY IN THE TECHNOLOGY IN THE TECHNOLOGY IN THE
COMMUNITY COMMUNITY COMMUNITY
(COMMUNICATION) (COMMUNICATION) (COMMUNICATION)

INTRODUCTION TO MS-
POWERPOINT (TABS AND
RIBBONS OF MS-POWERPOINT)

INTRODUCTION TO WORD
PROCESSING (TABS AND
RIBBONS OF WORD
PROCESSING)
5 INTRODUCTION TO MS- INTRODUCTION TO INTRODUCTION TO
POWERPOINT (TABS AND DATABASES, ALGORITHM AND DATABASES, ALGORITHM AND
RIBBONS OF MS-POWERPOINT) PROGRAMMING PROGRAMMING.

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INTRODUCTION TO WORD
PROCESSING (TABS AND
RIBBONS OF WORD
PROCESSING)
6 INTRODUCTION TO INTRODUCTION TO INTRODUCTION TO
DATABASES, ALGORITHM AND ELECTRONIC ELECTRONIC SPREADSHEET
PROGRAMMING. SPREADSHEET(TABS AND
RIBBONS MANIPULATION) NETWORK OVERVIEW

NETWORK OVERVIEW
7 INTRODUCTION TO WEB BROWSERS AND WEB WEB BROWSERS AND WEB
ELECTRONIC SPREADSHEET PAGES PAGES

NETWORK OVERVIEW
8 WEB BROWSERS AND WEB SURFING THE WORLD WIDE SURFING THE WORLD WIDE
PAGES WEB WEB

FAVOURITE PLACES AND FAVOURITE PLACES AND

SEARCH ENGINE SEARCH ENGINE

USING ONLINE FORMS USING ONLINE FORMS

9 SURFING THE WORLD WIDE CUSTOMIZING YOUR BROWSER CUSTOMISING YOUR BROWSER
WEB
10 FAVOURITE PLACES AND ELECTRONIC EMAIL ELECTRONIC EMAIL
SEARCH ENGINE

INTERNET OF THINGS (IOT)

USING ONLINE FORMS
11 CUSTOMISING YOUR BROWSER INTERNET OF THINGS (IOT) DIGITAL LITERACY
12 ELECTRONIC EMAIL DIGITAL LITERACY HEALTH AND SAFETY IN USING
ICT TOOLS

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NANA FIIFI ACQUAH
YEARLY SCHEME OF LEARNING
MATHS
WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 COUNTING, REPRESENTATION FRACTIONS ALGEBRAIC EXPRESSIONS
& CARDINALITY
2 COUNTING, REPRESENTATION FRACTIONS LINES AND SHAPES.
& CARDINALITY MEASUREMENT -PERIMETER, AREA,
CAPACITY/VOLUME AND ANGLE
3 COUNTING, REPRESENTATION FRACTIONS MEASUREMENT
& CARDINALITY
4 COUNTING, REPRESENTATION FRACTIONS MEASUREMENT
& CARDINALITY
5 COUNTING, REPRESENTATION FRACTIONS MEASUREMENT - ANGLES
& CARDINALITY
6 COUNTING, REPRESENTATION FRACTIONS GEOMETRIC REASONING
& CARDINALITY
7 COUNTING, REPRESENTATION PATTERNS AND INTERPRETATION AND ANALYSIS
& CARDINALITY RELATIONSHIPS DATA COLLECTION, ORGANISATION,
PRESENTATION,
8 COUNTING, REPRESENTATION PATTERNS AND INTERPRETATION AND ANALYSIS
& CARDINALITY RELATIONSHIPS DATA COLLECTION, ORGANISATION,
PRESENTATION,
9 COUNTING, REPRESENTATION PATTERNS AND CHANCE (PROBABILITY)
& CARDINALITY RELATIONSHIPS
10 COUNTING, REPRESENTATION PATTERNS AND CHANCE (PROBABILITY)
& CARDINALITY RELATIONSHIPS
11 FRACTIONS ALGEBRAIC EXPRESSIONS CHANCE (PROBABILITY)
12 FRACTIONS ALGEBRAIC EXPRESSIONS CHANCE (PROBABILITY)

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YEARLY SCHEME OF LEARNING
RME
WEEK TERM 1 (SUB TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
STRANDS)
1 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
2 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
3 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
4 GOD THE RELIGIOUS WORSHIP IN THE THREE THE FAMILY AND COMMITMENT
CREATOR MAJOR RELIGIONS IN GHANA
5 GOD THE RELIGIOUS FESTIVALS IN THE THREE AUTHORITY AND OBEDIENCE
CREATOR MAJOR RELIGIONS IN GHANA
6 GOD THE RELIGIOUS FESTIVALS IN THE THREE AUTHORITY AND OBEDIENCE
CREATOR MAJOR RELIGIONS IN GHANA
7 THE MINISTRY OF THE LEADERS OF THE AUTHORITY AND OBEDIENCE
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA
8 THE MINISTRY OF THE LEADERS OF THE AUTHORITY AND OBEDIENCE
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA
9 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION
10 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION
11 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION
12 THE MINISTRY OF THE LEADERS OF THE ROLES, RELATIONSHIPS IN THE FAMILY
ENVIRONMENT THREE MAJOR RELIGIONS IN GHANA AND CHARACTER FORMATION

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

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 THE PEOPLE OF GHANA SOCIAL DEVELOPMENT EARLY PROTEST
MOVEMENTS
2 THE PEOPLE OF GHANA SOCIAL DEVELOPMENT EARLY PROTEST
MOVEMENTS
3 THE PEOPLE OF GHANA SOCIAL DEVELOPMENT EARLY PROTEST
MOVEMENTS
4 THE PEOPLE OF GHANA ECONOMIC EARLY PROTEST
DEVELOPMENT MOVEMENTS
5 THE PEOPLE OF GHANA ECONOMIC DEVELOPMENT THE 1948 RIOTS AND
AFTER
6 SOME SELECTED INDIVIDUALS ECONOMIC THE 1948 RIOTS AND
DEVELOPMENT AFTER
7 SOME SELECTED INDIVIDUALS EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
AFTER
8 SOME SELECTED INDIVIDUALS EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
AFTER
9 INTERNATIONAL TRADE EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
INCLUDING THE SLAVE TRADE AFTER
10 INTERNATIONAL TRADE EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
INCLUDING THE SLAVE TRADE AFTER
11 COLONISATION AND EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
DEVELOPMENTS UNDER AFTER
COLONIAL RULE IN GHANA
12 COLONISATION AND EARLY PROTEST MOVEMENTS THE 1948 RIOTS AND
DEVELOPMENTS UNDER
AFTER
COLONIAL RULE IN GHANA

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

WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 THINKING AND EXPLORING THINKING AND EXPLORING THINKING AND EXPLORING
(VISUAL ARTS) (VISUAL ARTS) (VISUAL ARTS)
2 THINKING AND EXPLORING THINKING AND EXPLORING THINKING AND EXPLORING
(PERFORMING ARTS) (PERFORMING ARTS) (PERFORMING ARTS)
3 THINKING AND EXPLORING IDEAS PLANNING, MAKING AND PLANNING, MAKING AND
(VISUAL ARTS) COMPOSING COMPOSING
(VISUAL ARTS) (VISUAL ARTS)
4 PLANNING, MAKING AND PLANNING, MAKING AND PLANNING, MAKING AND
COMPOSING COMPOSING COMPOSING
(PERFORMING ARTS) (PERFORMING ARTS) (PERFORMING ARTS)
5 PLANNING, MAKING AND DISPLAYING AND SHARING DISPLAYING AND SHARING
COMPOSING (VISUAL ARTS) (VISUAL ARTS)
(VISUAL ARTS)
6 PLANNING, MAKING AND DISPLAY AND SHARING DISPLAY AND SHARING
COMPOSING (PERFORMING ARTS) (PERFORMING ARTS)
(PERFORMING ARTS)
7 DISPLAYING AND SHARING APPRECIATING AND APPRECIATING AND
(VISUAL ARTS) APPRAISING APPRAISING
(VISUAL ARTS) (VISUAL ARTS)
8 DISPLAYING AND SHARING APPRECIATING AND APPRECIATING AND
(PERFORMING ARTS) APPRAISING APPRAISING
(PERFORMING ARTS) (PERFORMING ARTS)
9 DISPLAYING AND SHARING / APPRECIATING AND APPRECIATING AND
APPRECIATING AND APPRAISING APPRAISING APPRAISING
(VISUAL AND (VISUAL ARTS) (VISUAL ARTS)
PERFORMING ARTS)

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10 DISPLAYING AND SHARING / APPRECIATING AND APPRECIATING AND
APPRECIATING AND APPRAISING APPRAISING
APPRAISING (PERFORMING ARTS) (PERFORMING ARTS)
(VISUAL AND
PERFORMING ARTS)
11 APPRECIATING AND DISPLAY AND SHARING DISPLAY AND SHARING
APPRAISING SCHOOL-BASED PROJECT SCHOOL-BASED PROJECT
(VISUAL AND (VISUAL AND (VISUAL AND
PERFORMING ARTS) PERFORMING ARTS) PERFORMING ARTS)

12 APPRECIATING AND APPRECIATING AND APPRECIATING AND

APPRAISING APPRAISING APPRAISING
(VISUAL AND (VISUAL AND (VISUAL AND
PERFORMING ARTS) PERFORMING ARTS) PERFORMING ARTS)

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WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 SONGS CONVERSATION GIVING AND FOLLOWING
COMMANDS/
POEMS INSTRUCTIONS
2 LISTENING AND STORY TELLING TALKING ABOUT ONESELF, GIVING AND FOLLOWING
FAMILY, COMMANDS/
DRAMATISATION AND ROLE PLAY INSTRUCTIONS
PEOPLE AND PLACES / ASKING
AND ANSWERING
3 PHONICS: LETTER SOUND VOCABULARY (SIGHT AND FLUENCY
KNOWLEDGE CONTENT VOCABULARY) /
COMPREHENSION
4 PHONICS: LETTER SOUND SILENT READING SUMMARISING
KNOWLEDGE

VOCABULARY (SIGHT AND

CONTENT VOCABULARY)
5 PENMANSHIP/HANDWRITING PENMANSHIP/ PENMANSHIP/
HANDWRITING HANDWRITING
6 NARRATIVE WRITING DESCRIPTIVE WRITING / LITERARY WRITING
PERSUASIVE WRITING
7 CREATIVE/ FREE WRITING PERSUASIVE WRITING / LETTER WRITING
ARGUMENTATIVE WRITING

8 DESCRIPTIVE WRITING ARGUMENTATIVE WRITING LETTER WRITING

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9 INTEGRATING GRAMMAR IN GRAMMAR IN WRITTEN INTEGRATING GRAMMAR
WRITTEN LANGUAGE LANGUAGE (USE OF ACTION IN WRITTEN LANGUAGE
(CAPITALIZATION) WORDS) (USE OF SIMPLE AND
& (USE OF QUALIFYING COMPOUND SENTENCES)
WORDS)
10 INTEGRATING GRAMMAR IN INTEGRATING GRAMMAR IN INTEGRATING GRAMMAR
WRITTEN LANGUAGE WRITTEN LANGUAGE (USE OF IN WRITTEN LANGUAGE
(PUNCTUATION) POSTPOSITIONS) & (USE OF (SPELLING)
SIMPLE AND COMPOUND (CONJUNCTIONS)
INTEGRATING GRAMMAR IN SENTENCES)
WRITTEN LANGUAGE (USE OF
ACTION WORDS)
11 BUILDING THE LOVE AND READING TEXTS, POEMS, READING TEXTS, POEMS,
CULTURE OF READING IN NARRATIVES AND SHORT NARRATIVE, AND SHORT
LEARNERS STORIES STORIES AND RESPOND TO
THEM
12 READ ALOUD WITH CHILDREN READING TEXTS, POEMS, READING TEXTS, POEMS,
NARRATIVES AND SHORT NARRATIVE, AND SHORT
STORIES STORIES AND RESPOND TO
THEM

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WEEK TERM 1 (SUB STRANDS) TERM 2 (SUB STRANDS) TERM 3 (SUB STRANDS)
1 LOCOMOTOR SKILLS RHYTHMIC SKILLS ENDURANCE
2 LOCOMOTOR SKILLS RHYTHMIC SKILLS FLEXIBILITY
3 MANIPULATIVE SKILLS RHYTHMIC SKILLS BODY COMPOSITION
4 MANIPULATIVE SKILLS SPACE AWARENESS FITNESS PROGRAMME,
5 MANIPULATIVE SKILLS DYNAMICS FITNESS PROGRAMME,
6 MANIPULATIVE SKILLS RELATIONS HEALTHY DIET
7 MANIPULATIVE SKILLS BODY MANAGEMENT SAFETY AND INJURIES
8 MANIPULATIVE SKILLS STRATEGIES SAFETY AND INJURIES,
9 MANIPULATIVE SKILLS BODY MANAGEMENT SELF-RESPONSIBILITY
10 MANIPULATIVE SKILLS STRATEGIES SOCIAL INTERACTION
11 MANIPULATIVE SKILLS AEROBIC GROUP DYNAMICS
12 MANIPULATIVE SKILLS STRENGTH CRITICAL THINKING

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WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 ALGEBRA Algebraic Expressions B5.2.3.1. B5.2.3.1.1 Counters, bundle and
B5.2.3.1. B5.2.3.1.2 loose straws, Paper
strips, Cut out cards

2 GEOMETRY AND Lines and Shapes. B5.3.1.1. B5.3.1.1.1

MEASUREMENT Measurement -perimeter, B5.3.1.1. B5.3.1.1.2
Area, Capacity/Volume and B5.3.1.1. B5.3.1.1.3
Angle
3 GEOMETRY AND Measurement B5.3.2.1. B5.3.2.1.1 Counters, bundle and
MEASUREMENT B5.3.2.1. B5.3.2.1.2 loose straws, Paper
B5.3.2.1. B5.3.2.1.3 strips, Cut out cards

4 GEOMETRY AND Measurement B5.3.2.2. B5.3.2.2.1 Counters, bundle and

MEASUREMENT B5.3.3.2. B5.3.3.2.2 loose straws, Paper
B5.3.2.2. B5.3.2.2.3 strips, Cut out cards
5 GEOMETRY AND Measurement – Angles B5.3.3.2. B5.3.3.2.4 Counters, bundle and
MEASUREMENT B5.3.3.3. B5.3.3.3.1 loose straws, Paper
B5.3.3.3. B5.3.3.3.2 strips, Cut out cards
6 GEOMETRY AND Geometric Reasoning B5.3.4.1. B5.3.4.1.1 Counters, bundle and
MEASUREMENT B5.3.4.2. B5.3.4.2.2 loose straws, Paper
strips, Cut out cards
7 Data Interpretation and Analysis B5.4.1.1. B5.4.1.1.1 Counters, bundle and
Data Collection, B5.4.1.1. B5.4.1.1.2 loose straws, Paper
Organisation, Presentation, strips, Cut out cards
8 Data Interpretation and Analysis B5.4.1.2. B5.4.1.2.1 Counters, bundle and
Data Collection, B5.4.1.2. B5.4.1.2.2 loose straws, Paper
Organisation, Presentation, strips, Cut out cards
9 Data Chance (Probability) B5.4.2.1. B5.4.2.1.1 Counters, bundle and
B5.4.2.1. B5.4.2.1.2 loose straws, Paper
strips, Cut out cards
10 Data Chance (Probability) B5.4.2.1. B5.4.2.1.2 Counters, bundle and
B5.4.2.1. B5.4.2.1.3 loose straws, Paper
strips, Cut out cards
data Chance (Probability) B5.4.2.1. B5.4.2.1.3 Counters, bundle and
11 loose straws, Paper
strips, Cut out cards
12 data Chance (Probability) B5.4.2.1. B5.4.2.1.3 Counters, bundleS

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WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD

1 Journey to Early Protest B5.5.1.1. B5.5.1.1.3 A map of Ghana,

Independence Movements Posters,
documentary
2 Journey to Early Protest A map of Ghana,
Independence Movements B5.5.1.1. B5.5.1.1.3 Posters,
documentary
3 Journey to Early Protest B5.5.1.1. B5.5.1.1.4 A map of Ghana,
Independence Movements Posters,
documentary
4 Journey to Early Protest B5.5.1.1. B5.5.1.1.4 A map of Ghana,
Independence Movements Posters,
documentary
5 Journey to The 1948 Riots And B5.5.3.1. B5.5.3.1.1 A map of Ghana,
Independence After Posters,
documentary
6 Journey to The 1948 Riots And B5.5.3.1. B5.5.3.1.1 A map of Ghana,
Independence After Posters,
documentary
7 Journey to The 1948 Riots And B5.5.3.1. B5.5.3.1.1 A map of Ghana,
Independence After Posters,
documentary
8 Journey to The 1948 Riots And B4.5.3.1. B4.5.3.1.2 A map of Ghana,
Independence After Posters,
documentary
9 Journey To The 1948 Riots And B4.5.3.1. B4.5.3.1.2 A map of Ghana,
Independence After Posters,
documentary
10 Journey To The 1948 Riots And B4.5.3.1. B4.5.3.1.2 A map of Ghana,
Independence After Posters,
documentary

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11 Journey To The 1948 Riots And B4.5.3.1. B4.5.3.1.2 A map of Ghana,
Independence After Posters,
documentary

12 Journey To The 1948 Riots And B4.5.3.1. B4.5.3.1.2 A map of Ghana,

Independence After Posters,
documentary

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team. May Allah/God bless you
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TERMLY SCHEME OF LEARNING
B5 Term 3 SCIENCE
WEEKS STRAND SUB CONTENT INDICATORS RESOURCES
STRAND STANDARD
1 DIVERSITY OF MATERIALS B5.1.2.3.1 Plants and animals
MATTER in the
environment,
2 CYCLES EARTH B5.2.1.5.1
SCIENCE plastics, stones,
pictures videos
paper,
3 CYCLES EARTH B5.2.1.5.2 Plants and animals
SCIENCE in the
environment,
4 FORCES AND
SOURCES B1.4.1.2.2 plastics, stones,
ENERGY
AND FORMS pictures videos
OF ENERGY paper
5 HUMANS AND PERSONAL B5.5.1.2.1
THE HYGIENE
ENVIRONMENT AND
SANITATION
6 HUMANS AND PERSONAL B5.5.1.2.2 Plants and animals
THE HYGIENE in the
ENVIRONMENT AND environment,
SANITATION plastics, stones,
7 HUMANS AND DISEASES B5.5.2.1.1 pictures videos
THE paper
ENVIRONMENT
8 HUMANS AND DISEASES B5.5.2.1.2
THE
ENVIRONMENT
9 HUMANS AND SCIENCE B5.5.3.1.1
THE AND
ENVIRONMENT INDUSTRY
10 HUMANS AND CLIMATE B5.5.4.1.1
THE CHANGE
ENVIRONMENT
11 HUMANS AND CLIMATE B5.5.4.1.1 Plants and animals
THE CHANGE in the
ENVIRONMENT environment,
12 HUMANS AND CLIMATE B5.5.4.1.1 plastics, stones,
THE CHANGE batteries, pictures
ENVIRONMENT videos paper
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TERMLY SCHEME OF LEARNING
B5 Term 3 RELIGIOUS AND MORAL EDUCATION
WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES
STANDARD
1 The Family and The Family and B5.4.1.1. B5.4.1.1.1 wall charts, wall
Commitment Commitment words, posters,
video clip, etc
2 The Family and The Family and B5. 4.1.1. B5. 4.1.1.1 wall charts, wall
Commitment Commitment words, posters,
video clip, etc
3 The Family and The Family and B5. 4.1.1. B5. 4.1.1.2 wall charts, wall
Commitment Commitment words, posters,
video clip, etc
4 The Family and The Family and B5. 4.1.1. B5. 4.1.1.2 wall charts, wall
Commitment Commitment words, posters,
video clip, etc
5 The Family, Authority and B5.5.1.1. B5.5.1.1.1: wall charts, wall
Authority and Obedience words, posters,
Obedience video clip, etc
6 The Family, Authority and B5.5.1.1. B5.5.1.1.1: wall charts, wall
Authority and Obedience words, posters,
Obedience video clip, etc
7 The Family, Authority and B5. 5.1.1. B5. 5.1.1.2: wall charts, wall
Authority and Obedience words, posters,
Obedience video clip, etc
8 The Family, Authority and B5. 5.1.1. B5. 5.1.1.2: wall charts, wall
Authority and Obedience words, posters,
Obedience video clip, etc
9 The Family, Roles, Relationships in B5.5.2.1. B5.5.2.1.1 wall charts, wall
Authority and the Family and words, posters,
Obedience Character Formation video clip, etc
10 The Family, Roles, Relationships in B5.5.2.1. B5.5.2.1.1 wall charts, wall
Authority and the Family and words, posters,
Obedience Character Formation video clip, etc
11 The Family, Roles, Relationships in B5.5.2.1. B5.5.2.1.1 wall charts, wall
Authority and the Family and words, posters,
Obedience Character Formation video clip, etc
12 The Family, Roles, Relationships in B5.5.2.1. B5.5.2.1.1 wall charts, wall
Authority and the Family and words, posters,
Obedience Character Formation video clip, etc

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WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 ALL ABOUT US My Family and the B5.1.3.3.1 Pictures, Charts,
Community Video Clip
2 ALL ABOUT US My Family and the B5.1.3.3.1 Pictures, Charts,
Community Video Clip
3 ALL AROUND US The Environment and B5.2.1.3.1. Pictures, Charts,
the Weather Video Clip
4 OUR NATION Being a Citizen B5.4.1.2.1. Pictures, Charts,
GHANA Video Clip
5 OUR NATION Being a Citizen B5.4.1.3. 1. Pictures, Charts,
GHANA Video Clip
6 OUR NATION Authority and Power B5.4.2.2 .1. Pictures, Charts,
GHANA Video Clip
7 OUR NATION Farming in Ghana B5.4.4.1.1 Pictures, Charts,
GHANA Video Clip
8 MY GLOBAL Our Neighbouring B5.5.1.1.1. Pictures, Charts,
COMMUNITY Countries Video Clip
9 MY GLOBAL Our Neighbouring B5.5.1.2.1. Pictures, Charts,
COMMUNITY Countries Video Clip
10 MY GLOBAL Our Neighbouring B5.5.1.2.1. Pictures, Charts,
COMMUNITY Countries Video Clip
11 MY GLOBAL Our Neighbouring B5.5.1.2.1. Pictures, Charts,
COMMUNITY Countries Video Clip
12 MY GLOBAL Our Neighbouring B5.5.1.2.1. Pictures, Charts,
COMMUNITY Countries Video Clip

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team. May Allah/God bless you
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TERMLY SCHEME OF LEARNING

B5 Term 3 ENGLISH LANGUAGE
WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES
STANDARD
1 Reading Vocabulary B5.2.6.4.2. Word cards
Grammar Nouns B5.3.1.1.4. sentence cards,
Usage At Word class library
Writing Paragraph Development B5.4.3.1.4.
Using Writing Naming Words/Nouns B5.5.3.1.4
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
2 Oral Language Poems B5.1.3.1.3. Word cards
Reading Vocabulary B5.2.6.4.3 sentence cards,
Grammar Nouns B5.3.1.1.4. class library
Usage At Word
Writing Paragraph Development B5.4.3.1.4.
Using Writing Naming Words/Nouns B5.5.3.1.4
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
3 Oral Language Dramatization and Role Play B5.1.5.2.3. Word cards
Reading Comprehension B5.2.7.2.3. sentence cards,
Grammar Determiners B5.3.2.1.5 class library
Usage At Word
Writing Writing as a Process B5.4.9.3.3
Using Writing Using action Words B5.5.4.1.4.
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
4 Oral Language Conversation B5.1.6.3.2. Word cards
sentence cards,
Reading Comprehension B5.2.7.3.1. class library
Grammar Determiners B5.3.2.1.5
Usage At Word
Writing Writing as a Process B5.4.9.3.3
Using Writing Using action Words B5.5.4.1.4.
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
5 Oral Language Conversation B5.1.6.3.3 Word cards
Reading Silent Reading B5.2.8.1.3.

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Grammar Verbs B5.3.5.1.6 sentence cards,
Usage At Word class library
Writing Persuasive/Argumentative B5.4.13.2.3.
Writing
Using Writing Using Conjunctions B5.5.8.1.1
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
6 Oral Language Listening Comprehension B5.1.7.1.5. Word cards
B5.1.7.1.6 sentence cards,
Reading Fluency B5.2.9.1.1. class library
Grammar Verbs B5.3.5.1.7
Usage At Word
Writing Persuasive/Argumentative B5.4.13.2.4
Writing
Using Writing Using Conjunctions B5.5.8.1.1
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
7 Oral Language Presentation B5.1.10.3.1. Word cards
Reading Fluency B5.2.9.1.2 sentence cards,
Grammar Conjunctions B5.3.8.1.1 class library
Usage At Word
Writing Informative/Expository Writing B5.4.14.1.1
Using Writing Using Simple, Compound and B5.5.9.1.1.
Conventions Complex Sentences
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
8 Oral Language Presentation B5.1.10.3.2 Word cards
Reading Summarising B5.2.10.1.1. sentence cards,
Grammar Conjunctions B5.3.8.1.1 class library
Usage At Word
Writing Informative/Expository Writing B5.4.14.2.1
Using Writing Using Simple, Compound and B5.5.9.1.1.
Conventions Complex Sentences
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
9 Oral Language Presentation B5.1.10.3.3 Word cards
B5.1.10.3.4 sentence cards,
Reading Summarising B5.2.10.1.1. class library
Grammar Modals B5.3.9.1.1
Usage At Word
Writing Letter Writing B5.4.15.1.1
Using Writing Using Simple, Compound and B5.5.9.1.2
Conventions Complex Sentences
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Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
10 Oral Language Presentation B5.1.10.3.5 Word cards
Reading Summarising B5.2.10.1.2 sentence cards,
Grammar Modals B5.3.9.1.1 class library
Usage At Word

Writing Letter Writing B5.4.15.1.1

Using Writing Using Simple, Compound and B5.5.9.1.2
Conventions Complex Sentences
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
11 Oral Language Presentation B5.1.10.3.6 Word cards
Reading Summarising B5.2.10.1.2 sentence cards,
Grammar Prepositions B5.3.10.1.1. class library
Usage At Word
Writing Letter Writing B5.4.15.1.1
Using Writing Spelling B5.5.10.1.1.
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading
12 Oral Language Presentation B5.1.10.3.7 Word cards
Reading Summarising B5.2.10.1.2 sentence cards,
Grammar Prepositions B5.3.10.1.1. class library
Usage At Word
Writing Letter Writing B5.4.15.1.1
Using Writing Spelling B5.5.10.1.1.
Conventions
Extensive Building the Love and Culture B5.6.1.1.1
Reading of Reading

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WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Introduction to Generation of computers B5.1.1.1.5 Laptops,
computing and parts of a computer and B5.1.1.1.6 Images of
other gadgets clipboard, styles,
fonts, paragraph
2 Introduction to Introduction to MS-Windows B5.1.2.1.6 Laptops,
computing Interface (Desktop B5.1.2.1.7
Background and locations of
the computer.)
3 Introduction to Data, sources and usage B5.1.3.1.8 Laptops,
computing B5.1.3.1.9
B5.1.3.1.10
4 Introduction to Technology in the B5.1.4.1.4 Laptops,
computing community (communication)
5 Programming and Introduction to databases, B5.5.1.3.5 Laptops,
databases algorithm and programming. B5.5.1.3.6
6 Programming and Introduction to Electronic B5.5.1.2.3 Laptops,
databases. Spreadsheet.
Internet and Network Overview B5.6.1.1.3.
social media
7 INTERNET AND Web browsers and Web B5.6.2.1.7 Laptops, smart
SOCIAL MEDIA Pages B5.6.2.1.8 phones
B5.6.2.1.9
8 INTERNET AND Surfing the world wide web B5.6.3.1.4. Laptops, smart
SOCIAL MEDIA phones
Favourite places and Search B5.6.4.1.3.
engine.
Using Online Forms B5.6.5.1.3
9 INTERNET AND Customising your browser B5.6.6.1.5 Laptops, smart
SOCIAL MEDIA B5.6.6.1.6 phones
10 INTERNET AND Electronic Email B5.6.7.1.4 Laptops, smart
SOCIAL MEDIA phones
INTERNET OF THINGS (IOT) B5.6.8.1.3
B5.6.8.1.4
11 INTERNET AND DIGITAL LITERACY B5.6.4.9.1.2 Laptops, smart
SOCIAL MEDIA B5.6.10.1.2. phones
12 HEALTH AND HEALTH AND SAFETY IN B5.7.1.1.1. Laptops, smart
SAFETY IN USING USING ICT TOOLS B5.7.1.1.2 phones
ICT TOOLS

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WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 PHYSICAL FITNES ENDURANCE B5.3.3.3. B5.3.3.3.1: Balls, Videos
and Picture,
2 PHYSICAL FITNES FLEXIBILITY B5.3.4.3. B5.3.4.3.1 Drums,
Speakers
3 PHYSICAL FITNES BODY B5.3.5.3. B5.3.5.3.1 Balls, Videos
COMPOSITION and Picture,
4 PHYSICAL FITNESS FITNESS B5.4.1.4. B5.4.1.4.1 Drums,
CONCEPTS, PRINCIPLES AND PROGRAMME, Speakers
STRATEGIES
5 PHYSICAL FITNESS FITNESS B5.4.1.4. B5.4.1.4.2 Balls, Videos
CONCEPTS, PRINCIPLES AND PROGRAMME, and Picture,
STRATEGIES
6 PHYSICAL FITNESS HEALTHY DIET B5.4.2.4. B5.4.2.4.1 Drums,
CONCEPTS, PRINCIPLES AND Speakers
STRATEGIES
7 PHYSICAL FITNESS SAFETY AND B5.4.3.4. B5.4.3.4.1: Balls, Videos
CONCEPTS, PRINCIPLES AND INJURIES and Picture,
STRATEGIES
8 PHYSICAL FITNESS , SAFETY AND B5.4.3.4. B5.4.3.4.2: Drums,
CONCEPTS, PRINCIPLES AND INJURIES, Speakers
STRATEGIES
9 VALUES AND PSYCHO- SELF- B5.5.1.5. B5.5.1.5.1 Balls, Videos
SOCIAL CONCEPTS, RESPONSIBILITY and Picture,
PRINCIPLES AND STRATEGIES Drums,
Speakers
10 VALUES AND PSYCHO- SOCIAL B5.5.2.5. B5.5.2.5.1: Balls, Videos
SOCIAL CONCEPTS, INTERACTION and Picture,
PRINCIPLES AND STRATEGIES Drums,
Speakers
11 VALUES AND PSYCHO- GROUP B5.5.3.5. B5.5.3.5.1: Videos and
SOCIAL CONCEPTS, DYNAMICS Picture,
PRINCIPLES AND STRATEGIES Drums
12 VALUES AND PSYCHO- CRITICAL B5.5.4.5. B5.5.4.5.1:
SOCIAL CONCEPTS, THINKING
PRINCIPLES AND STRATEGIES

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WEEKS STRAND SUB STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Visual arts Thinking and B5.1.1.1 B5.1.1.1.5 photos, videos, art paper,
exploring colours, and traditional art
(Visual Arts) tools, materials and equipment
available in the community
2 Performing Thinking and B5.2.1.1 B5.2.1.1.5 -do-
arts exploring
(Performing Arts)
3 Visual arts Planning, Making B5.1.2.2 B5.1.2.2.3 -do-
and Composing
(Visual Arts)
4 Performing Planning, Making B5.2.2.2 B5.2.2.2.3 -do-
arts and Composing
(Performing Arts)
5 Visual arts Displaying and B5.1.3.4 B5.1.3.4.3 -do-
sharing
(Visual Arts)
6 Performing Display and B5.2.3.4 B5.2.3.4.3 -do-
arts Sharing
(Performing Arts)
7 Visual arts Appreciating and B5.1.4.6. B5.1.4.6.3 -do-
Appraising
(Visual Arts)
8 Performing Appreciating and B5.2.4.6 B5.2.4.6.3 -do-
arts Appraising
(Performing Arts)
9 Visual and Appreciating and B5.1.1.1 B5.1.1.1.6 -do-
Performing Appraising B5.2.1.1 B5.2.1.1.6
Arts (Visual Arts)
10 Visual and Appreciating and B5.1.2.3 B5.1.2.3.3 -do-
Performing Appraising B5.2.2.3 B5.2.2.3.3
Arts (Performing Arts)
11 Visual and Display and B5.1.3.5 B5.1.3.5.3 -do-
Performing Sharing B5.2.3.5 B5.2.3.5.3
Arts School-Based
Project
(Visual and
Performing Arts)

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12 Visual and Appreciating and B5.1.4.7 B5.1.4.7.3 -do-
Performing Appraising B5.2.4.7 B5.2.4.7.3
Arts (Visual and
Performing Arts)

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KEY
T&E: Thinking and Exploring PM&C: Planning, Making and Composing
D&S: Displaying and Sharing A&A: Appreciating and Appraising

Week STRAND SUB-STRAND CONTENT INDICATORS RESOURCES

STANDARD
1 Oral Giving and Following B5.1.9.1. B5.1.9.1.2 Drums, drum
Language Commands/ Instructions B5.1.10.1. B5.1.10.1.1 sticks,
B5.1.10.1. B5.1.10.1.2 recorded audios,
2. Oral Giving and Following B5.1.11.1 B5.1.11.1.1 Manila cards,
Language Commands/ B5.1.11.1. B5.1.11.1.2 recorded audio
Instructions B5.1.11.1. B5.1.11.1.3 visuals

3. Reading Fluency B5.2.8.1. B5.2.8.1.1 Pictures of animals,

B5.2.8 .1. B5.2.8 .1. 2 Manila cards,
markers, recorded
audiovisual
4. Reading Summarising B5.2.9.1. B5.2.9.1.1 Manila cards,
B5.2.9.1. B5.2.9.1.2 markers, recorded
audio-
visual
5. Writing Penmanship/ Handwriting B5.3.1.1. B5.3.1.1.5 Manila cards,
markers, recorded
audiovisual
6. Composition Literary Writing B5.4.6.1. B5.4.6.1.2 Manila Cards,
Writing B5.4.7.1. B5.4.7.1.1 Class reader
B5.4.7.1. B5.4.7.1.2
7. Composition Letter Writing B5.4.7.1. B5.4.7.1.3 Manila Cards,
Writing B5.4.8.1. B5.4.8.1.1 Markers
B5.4.8.1. B5.4.8.1.2
8. Composition Letter Writing B5.4.8.1. B5.4.8.1.3 Word cards, Manila
Writing card
Markers Word cards
Manila card Markers

9. Writing Integrating Grammar in B5.5.6.1. B5.5.6.1.2 Word cards, Manila

Conventions Written Language (Use of B5.5.6.1. B5.5.6.1.3 card
/ Usage simple and compound B5.5.7.1. B5.5.7.1.1 Markers Word
Cards, Manila card,
sentences)

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10. Writing Integrating Grammar in B5.5.7.1. B5.5.7.1.2 Word cards, Manila
Conventions / Written Language B5.5.7.1. B5.5.7.1.3 card
Usage (Spelling) B5.5.8.1. B5.5.8.1.1. Markers Word
(Conjunctions)
Cards, Manila card,

11. Extensive Reading Texts, Poems, B5.6.3.1. B5.6.3.1.4 Reading materials

Reading/ Narrative, and Short Stories B5.6.3.1. B5.6.3.1.5
Children and Respond to them
Literature/
Library
12. Extensive Reading Texts, Poems, B5.6.3.1. B5.6.3.1.6 Manila Cards,
Reading/ Narrative, and Short Stories Markers
Children and Respond to them
Literature/
Library

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TERM THREE
BASIC FIVE
WEEK 1

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……………………………………………………………………: LESSON PLAN

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Reading A. Vocabulary
B. Grammar Usage At Word B. Nouns
C. Writing C. Paragraph Development
D. Using Writing Conventions D. Naming Words/Nouns
E. Extensive Reading E. Building the Love and Culture of Reading

Indicator (code) B5.2.6.4.2. B5.3.1.1.4. B5.4.3.1.4. B5.5.3.1.4 B5.6.1.1.1

Content standard (code) B5.2.6.4 B5.3.1.1. B5.4.3.1. B5.5.3.1. B5.6.1.1.
Performance Indicator A. Learners can recognise the playful use of words in spoken and written
language (jokes, riddles, puns etc.).
B. Learners can identify and use abstract nouns to refer to concepts and ideas.
C. Learners can use cohesive devices – pronouns, repetition of vocabulary or
grammatical structures to link ideas in a paragraph, e.g. use connectors to
link similar ideas, give reasons and add information.
D. Learners can identify and use abstract nouns to refer to concepts and
ideas.
E. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
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T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage B. READING What have we learnt
learners to • Demonstrate the playful use of words (jokes, riddles today?
sing songs etc.)
and recite • e.g. Riddle, riddle. I am something. I have four legs Ask learners to
familiar and a top. People write or eat on me. What am I? summarize the main
rhymes points in the lesson
• Have learners use appropriate language in jokes,
riddles etc.
• Make them understand that these are ways in which
language could also be used.

Assessment: let learners use appropriate language in

jokes and riddles
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise concrete nouns. today?
sing songs • Introduce abstract nouns as nouns that cannot be
and recite touched, seen or felt. They include ghost, beauty, Ask learners to
familiar holiness, air, etc. summarize the main
rhymes • Provide a passage with concrete and abstract nouns points in the lesson
and let learners identify each category.
• Have learners use given concrete and abstract nouns
in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.
Thursday Engage D. WRITING What have we learnt
learners to • Display a sample paragraph. today?
sing songs • Underline the cohesive devices/transitional words.
and recite • Have learners read the paragraph and discuss with Ask learners to
familiar their peers what the underlined words are doing in the summarize the main
rhymes paragraph. points in the lesson
• Lead them in a general discussion on what the
underlined words are and their role in the paragraph.

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• Provide a paragraph and leave out the cohesive
devices.
Have learners complete the paragraph with
appropriate transitional words.

Assessment: Provide a paragraph and leave out the

cohesive devices. Have learners complete the
paragraph with appropriate transitional words
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise concrete nouns. Introduce abstract nouns as today?
sing songs nouns or names of things that cannot be touched, seen
and recite or felt. They include ghost, beauty, holiness, mercy, etc. Ask learners to
familiar • Provide a passage with concrete and abstract nouns summarize the main
rhymes and let learners identify each category. points in the lesson
• Have learners use given concrete and abstract nouns
in sentences.

Assessment: let learners use given concrete and

abstract nouns in sentences.

Friday Guide E. EXTENSIVE READING

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : DIVERSITY OF MATTER Sub-strand : MATERIALS

Indicator (code) B5.1.2.3.1

Content standard (code) B5.1.2.3.
Performance Indicator Learners can demonstrate formation and separation of mixtures (solid-liquid and
liquid-liquid mixtures)
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Thursday Engage • Display some solid and liquid substances for learners What have we learnt
learners to to observe, e.g. water, common salt, vinegar, sugar, today?
sing songs sand, cooking oil and soft drinks. Ask learners to
and recite • Put learners in groups and ask them to add each of summarize the
familiar the substances to a separate quantity of water whilst important points of the
rhymes stirring and observe what happens. lesson
• Learners describe the material combinations they
have produced, i.e. as solid-liquid mixture, liquid-liquid
mixture or a solution.
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• Learners find out the difference between a mixture of
sand and water, and a mixture of salt and water.
• Learners also differentiate between the mixture of
water and soft drink, and the mixture of water and
cooking oil.
• Put learners into groups to demonstrate how to
recover the salt from the salt solution.
• Assist learners to separate different solid-liquid
mixtures and liquid-liquid mixtures using separation
methods such as filtration, evaporation, sieving and use
of separating funnel.

Project: Separation of solid- liquid mixture

Learners separate a mixture of sand and water using
appropriate materials.

NB: An improvised separation equipment can be used

to effectively separate various mixtures

Assessment: let learners describe the formation and

separation of mixtures (solid-liquid and liquid-liquid
mixtures)

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : My Family and the Community

Indicator (code) B5.1.3.3.1

Content standard (code) B5.1.3.3.
Performance Indicator Learners can explain how gender equity can be promoted.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage In groups learners work to elicit gender stereotypes in What have we learnt
learners to their community. today?
sing songs
and recite Learners, in groups identify roles that are to be Ask learners to
familiar performed by the sexes. Learners discuss and cross out summarize the main
rhymes responses the class considers as stereotypes. points in the lesson

Assessment: Let learners explain how gender equity

can be promoted

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Thursday Engage Learners discuss some gender issues in the community What have we learnt
learners to and how they affect the: today?
sing songs i. Individual
and recite ii. Community Ask learners to
familiar iii. Nation building e.g. widowhood rites, trokosi, witch summarize the main
rhymes camps etc. points in the lesson

Assessment: Let learners mention gender issues in the Learners find out from
community and how they affect the nation building parents and other
people in the
community some of the
customs they consider
discriminatory.

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : Generation of computers and parts of a

computer and other gadgets
Indicator (code) B5.1.1.1.5 B5.1.1.1.6
Content standard (code) B5.1.1.1. B5.1.1.1.
Performance Indicator  Learners can identify home row keys, top row, bottom row keys, numerical
pad and type (short sentences).
 Learners can summarise the generation of computers.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to type using top row keys (Q, W, E, R, What have we learnt
learners to and T keys for the left-hand and Y, U, I, O, and P keys today?
Wednesday sing songs for the right-hand), bottom row keys (Z, X, C, V, and B
and recite keys for the left-hand and N, M, comma, period, and Ask learners to
familiar forward slash keys for the right-hand), numerical pad summarize the main
rhymes (1, 2, 3, …9. etc.) and type an essay (50 words) using points in the lesson
Word Processor or typing tutorial

Guide learners to recall what has been learnt in

previous classes and ask leading questions, use
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scenarios to help learners identify the difference
between the types of computers, their advantages and
disadvantages.

Assessment: Let learners identify the difference

between the types of computers, their advantages and
disadvantages

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :

Indicator (code) B5.2.3.1.1 B5.2.3.1.2 B5.2.3.1.3

Content standard (code) B5.2.3.1. B5.2.3.1.2 B5.2.3.1.3
Performance Indicator  Learners can express a given problem as an equation where the unknown
is represented by a letter to variable.
 Learners can identify the unknown in a problem; represent the problem
with an equation; and solve the problem concretely, pictorially or
symbolically.
 Learners can Create a problem for a given equation
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain

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for
learning)

Tuesday Sing songs E.g.1. Ask learners solve word problems; e.g.. Review the lesson with
like: i. The cost of two pens is twenty ¢15. If one costs Learners
ɇ5.50, what is the cost the other pen?
I’m ii. The product of two numbers is 120. If one of the
counting numbers is 24, what is the other number?
one, what
is one E.g.2. Ask learners to read Ama’s problem below,
1 - One is complete the table and solve the problem
one alone,
alone it
shall be. Days (d) Days 1 2
Height (h) Height 5cm 7cm

Ama is tracking the progress of her plant’s growth.

Today the plant is 5cm tall. The plant grows 2cm a day
(i) Write a mathematical sentence that represents
the height of the plant after d days; (ii) What will
the height of the plant be after 20 days?
(iii) How many days will the height take to reach
75cm?

Assessment: have learners to practice with more

examples

Sing songs Review the lesson with

Wednesday like: E.g.1. Ask learners solve word problems; e.g.. Learners
i. The cost of two pens is twenty ¢15. If one costs
I’m ɇ5.50, what is the cost the other pen?
ii. The product of two numbers is 120. If one of the
counting
numbers is 24, what is the other number?
one, what
is one E.g.2. Ask learners to read Ama’s problem below,
1 - One is complete the table and solve the problem
one alone,
alone it Days (d) Days 1 2
shall be. Height (h) Height 5cm 7cm

Ama is tracking the progress of her plant’s growth.

Today the plant is 5cm tall. The plant grows 2cm a day
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(i) Write a mathematical sentence that represents
the height of the plant after d days; (ii) What will
the height of the plant be after 20 days?
(iii) How many days will the height take to reach
75cm?

Assessment: have learners to practice with more

examples

Thursday Sing songs E.g.1 Learners use concrete materials, such as blocks Review the lesson with
like: or counters and the balance scales, to find the value of Learners
p in the following equations. If necessary, model the
I’m use of guess and test as one strategy. By observing
counting patterns in their results, students become more
one, what systematic in the guesses they make
is one
1. 3 + p =11 5. p + 5 = 17
1 - One is
one alone, 2. 14 - p = 8 24 = p + 9
alone it 6.
3.
p - 9 = 16 25 = 35 - p
shall be.
4. 7. 3p = 12

Assessment: have learners to practice with more

examples
Friday Sing songs Ask students to describe two different stories that the Review the lesson with
like: equation 5 + k = 9 could represent Learners

I’m E.g.2. Ask learners to solve puzzle in the figure, by

counting solving the equations in each line
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Thinking and Exploring Ideas

Indicator (code) B5.2.1.1.5

Content standard (code) B5.2.1.1.
Performance Indicator Learners can study the artworks of Ghanaian and other African visual artists that
reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) PICTURES

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Wednesday Engage Learners are to: What have we learnt
learners to select works of Ghanaian and other African visual today?
sing songs artists that reflect current topical issues of concern in
and recite Africa (e.g. climate change, water and air pollution, Ask learners to
familiar slums, inclusion, diversity, international relations, green summarize the main
rhymes cross and highway codes); points in the lesson
appreciate: through shower thoughts sessions discuss
the works of the selected African artists with focus on

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the type of artwork, theme/purpose, materials, tools,
method and style, etc.

Assessment: let learners describe the artworks of

Ghanaian and other African visual artists that reflect
topical issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : Early Protest Movements

Indicator (code) B5.5.1.1.3

Content standard (code) B5.5.1.1.
Performance Indicator Learners can examine sources of evidence about the role of Joseph Ephraim Casely-
Hayford in the National Congress of British West Africa (NCBWA).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage 1. Identify Joseph Ephraim Casely-Hayford from What have we learnt
learners to photographs. today?
sing songs 2. Show and discuss a documentary the bust of Joseph
and recite Ephraim Casely-Hayford at Casford Hall, UCC (where Ask learners to
familiar possible). summarize the main
rhymes points in the lesson
Assessment: let learners narrate the bust of Joseph
Who was Ephraim Casely-Hayford at Casford Hall, UCC
Joseph
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Ephraim
Casely-
Hayford?
Thursday Engage Present a narrative of the leadership role of Joseph What have we learnt
learners to Ephraim Casely-Hayford in the NCBWA today?
sing songs
and recite Assessment: let learners mention the sources of Ask learners to
familiar evidence about the role of Joseph Ephraim Casely- summarize the main
rhymes Hayford in the National Congress of British West Africa points in the lesson
(NCBWA)
Who was
Joseph
Ephraim
Casely-
Hayford?
Where was
he born?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS Sub-strand : ENDURANCE

Indicator (code) B5.3.3.3.1

Content standard (code) B5.3.3.3.
Performance Indicator Learners can perform two set of continuous push ups

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners after general and specific warm ups, learners End the lesson with cool
jog round a lie on the ground face down. Learners with their palms down activities and use
demarcate flat on the ground by their side, extend their arms to questions to summarise
d area in move their trunk up and flex the arms again to move the lesson
files while the body back to lying position. Learners continue the
singing and process for a number of time base on their ability in a
clapping to set. Learners repeat the second set after rest and
warm-up progress at their own pace
the body
for
maximal

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performan
ce and to
prevent
injuries

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family and Commitment Sub-strand : The Family and the Community

Indicator (code) B5.4.1.1.1

Content standard (code) B5.4.1.1.
Performance Indicator Learners can explain the need to be a committed member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Have learners mention behaviours and attitudes What have we learnt
learners to needed in order to be a committed family member: - today?
sing songs Initiates activities for family members eg. Periodic get-
and recite together - Supports common family projects eg. Taking Ask learners to
familiar care of a needy person in the family - Visitation (taking summarize the main
rhymes time off to visit elders, parents, etc.) - Accepting points in the lesson
responsibility (support family members who lag behind
in performing their assigned duties) - Helping to instil
discipline among younger family members, etc.

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• Learners discuss the need for being a committed
family member: - to promote unity, - to gain respect, -
to bring unity and peace in the family, - to strengthen
the family support system, - to be considered a
trustworthy person, etc

Assessment: let learners explain the need to be a

committed member of the family

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Oral Language Sub-strand : Giving and Following Commands/ Instructions

Indicator (code) B5.1.9.1.2 B5.1.10.1.1 B5.1.10.1.2

Content standard (code) B5.1.9.1. B5.1.10.1. B5.1.10.1.
Performance Indicator  The learner should explain and use polar question markers
 The learner should recognise landmarks in your area and other areas
 The learner should use landmarks to give directions.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Write some polar questions on the board. What have we learnt
leaners to • Ask learners to recognise the polar question markers today?
sing songs • Lead learners to use polar question markers identified
and recite correctly in their speech or in their conversations.
familiar • Ask learners to give more polar questions.
rhymes
• Write some of the polar questions on the board.

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• Help learners to recognise the polar question Review the lesson with
markers and tell where they occur in the structure. learners
• Ask learners to tell how to use polar question markers
correctly.
• Allow learners to give examples on the board

Assessment: let learners use polar question markers in

sentences

Engage • Discuss with learners what landmarks are. What have we learnt
leaners to • Display a sketch of an area on the board. today?
sing songs • Show them some of the landmarks on the sketch.
and recite • Lead learners to recognise landmarks in their area and
familiar other areas.
rhymes
• Allow a learner to give directions to their home
making reference to any landmark in their area. E.g.
post office, palace, church, mosque, school etc Review the lesson with
learners
Assessment: let learners identify and landmarks in your
area and other areas

Engage • Display a sketch of an area on the board. What have we learnt

leaners to • Ask the learners to mention some of the landmarks today?
sing songs seen on the sketch displayed.
and recite • Point to two locations on the sketch and ask learners
familiar to give directions from one location to another point on
rhymes
the sketch.
• Assist learners to use more landmarks on the sketch Review the lesson with
to give directions correctly. E.g. Take the route on your learners
right. Turn to the left of the mosque and descend the
hill near the post office.
• Expose learners to Global Positioning System (GPS),
especially the Ghana Post digital address system.
• Show learners how to use it.

Assessment: let learners use landmarks to give

directions.

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

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TERM THREE
BASIC FIVE
WEEK 2

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Poems
B. Reading B. Vocabulary
C. Grammar Usage At Word C. Nouns
D. Writing D. Paragraph Development
E. Using Writing Conventions E. Naming Words/Nouns
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.3.1.3. B5.2.6.4.3 B5.3.1.1.4. B5.4.3.1.4. B5.5.3.1.4 B5.6.1.1.1

Content standard (code) B5.1.3.1 . B5.2.6.4. B5.3.1.1. B5.4.3.1. B5.5.3.1. B5.6.1.1.
Performance Indicator A. Learners can compose six-line poems
B. Learners can use words suitable for purpose, audience, context and culture
in relation to: type of texts (expository/explanatory, persuasive language,
argumentative), medium (spoken/written), register (formal/informal) etc.
C. Learners can identify and use abstract nouns to refer to concepts and ideas.
D. Learners can use cohesive devices – pronouns, repetition of vocabulary or
grammatical structures to link ideas in a paragraph, e.g. use connectors to
link similar ideas, give reasons and add information
E. Learners can identify and use abstract nouns to refer to concepts and
ideas.
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read

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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Have learners recite a poem of their choice today?
sing songs individually and in groups.
and recite • Put learners into groups and ask them to write out Ask learners to
familiar some lines of the recited poems. summarize the main
rhymes • Assign learners to create or write some meaningful points in the lesson
lines similar to those in the poem of their choice.
• Guide learners to arrange their formulated lines
together to compose a poem of six lines.
• Have each group recite their poem while others listen.
• Ask the class to identify the values in the poems as
they listen to recitations.

Assessment: let learners compose six-line poems

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

Assessment: let learners use words suitable for

purpose, audience, context and culture in relation to a
type of text
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise concrete nouns. today?
sing songs
and recite
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familiar • Introduce abstract nouns as nouns that cannot be Ask learners to
rhymes touched, seen or felt. They include ghost, beauty, summarize the main
holiness, air, etc. points in the lesson
• Provide a passage with concrete and abstract nouns
and let learners identify each category.
• Have learners use given concrete and abstract nouns
in sentences.

Assessment: let learners use given concrete and

Assessment: let learners use cohesive devices –

pronouns, repetition of vocabulary or grammatical
structures to link ideas in a paragraph,
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise concrete nouns. Introduce abstract nouns as today?
sing songs nouns or names of things that cannot be touched, seen
and recite or felt. They include ghost, beauty, holiness, mercy, etc. Ask learners to
familiar • Provide a passage with concrete and abstract nouns summarize the main
rhymes and let learners identify each category. points in the lesson
• Have learners use given concrete and abstract nouns
in sentences.

Assessment: let learners use given concrete and

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

Assessment: let learners read a variety of age- and

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

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SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B5.2.1.5.1

Content standard (code) B5.2.1.5.
Performance Indicator Learners can identify human activities that make water unsuitable for human use.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Begin by discussing the qualities of good drinking water What have we learnt
learners to and dangers of using unsafe water. today?
sing songs • Learners, in groups, identify human activities that
and recite make water unsuitable for use, e.g. toxic waste Ask learners to
familiar disposal, sewage disposal, deforestation, mining, summarize the
rhymes littering, pesticides, herbicides and fertilizer application important points of the
and agricultural practices lesson

Thursday Engage Learners brainstorm to come out with ways of What have we learnt
learners to preventing, minimizing and controlling water pollution. today?
sing songs Ask learners to
and recite Project: Task learners to work in groups to create summarize the
familiar concept maps on the causes, control and prevention of important points of the
rhymes water pollution lesson

Assessment: let learners identify ways of preventing,

minimizing and controlling water pollution.

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL ABOUT US Sub-strand : My Family and the Community

Indicator (code) B5.1.3.3.1

Content standard (code) B5.1.3.3.
Performance Indicator Learners can explain how gender equity can be promoted.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners find out from parents and other people in the What have we learnt
learners to community some of the customs they consider today?
sing songs discriminatory.
and recite Ask learners to
familiar In groups, learners discuss and present summarize the main
rhymes their findings in class. points in the lesson

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Assessment: Let learners explain how gender equity
can be promoted

Thursday Engage Learners in groups discuss how they will What have we learnt
learners to promote gender equity in their community. e.g. women today?
sing songs empowerment
and recite Ask learners to
familiar summarize the main
rhymes Assessment: Let learners mention gender issues in the points in the lesson
community and how they affect the nation building

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand: Introduction to MS-Windows Interface (Desktop

Background and locations of the computer.)
Indicator (code) B5.1.2.1.6 B5.1.2.1.7
Content standard (code) B5.1.2.1. B5.1.2.1.
Performance Indicator  Learners can move, copy and paste a file or icon into and from a folder on
the desktop.
 Learners can demonstrate understanding of the File Explorer window and
locations of the computer through the file explorer.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to copy and paste a file or icon into and What have we learnt
learners to from a folder on the desktop. today?
Wednesday sing songs
and recite Guide learners to use the file explorer to locate files. Ask learners to
familiar NB: This is to help the learner with the fundamental summarize the main
rhymes skills of creativity in computing and Computer Science. points in the lesson

Assessment: Let learners describe how to use the file

explorer to locate files.
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : GEOMETRY AND MEASUREMENT Sub-strand : Lines and Shapes

Indicator (code) B5.3.1.1.1 B5.3.1.1.2 B5.3.1.1.3

Content standard (code) B5.3.1.1. B5.3.1.1. B5.3.1.1.
Performance Indicator  Learners can demonstrate an understanding of the properties (e.g. sides,
angles, and diagonals) of squares and rectangles
 Learners can use paper folding with cut-out squares and rectangles to
investigate sides, angles, and diagonals properties
 Learners can prove that a polygon is regular by measuring the sides and
angles or by folding and superimposing
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain

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for
learning)

monday Sing songs E.g. 1 Give learners photocopied worksheets with Review the lesson with
like: shapes to identify squares and rectangles and give Learners
reasons. (Or Draw on the chalk board)
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
2 Assessment: have learners to practice with more
examples

Tuesday Sing songs Give learners photocopied worksheets with shapes to Review the lesson with
like: identify squares and rectangles and give reasons. (Or Learners
Draw on the chalk board)
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be. Assessment: have learners to practice with more
examples

Wednesday Sing songs Give learners foldable cut-out 2D squares and Review the lesson with
like: rectangles to investigate the properties in terms of Learners
sides, angles, and diagonals and complete the table
I’m
counting
one, what Properties Rectangle Square
is one
Sides
1 - One is
All sides are No Yes
one alone,
congruent
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alone it Diagonals bisect
shall be. each other
2 - Two
Diagonals are
pair, two
congruent
pair come
Diagonals meet
pair let us
at right angles
pair

Assessment: have learners to practice with more

examples

Thursday Sing songs Give learners foldable cut-out 2D quadrilaterals - Review the lesson with
like: rectangles, squares, trapezoids, parallelograms, and Learners
rhombuses - to investigate the properties in terms of
I’m sides, angles, and diagonals and complete the table
counting
one, what Assessment: have learners to practice with more
is one examples

Friday Sing songs Give learners foldable cut-out 2D quadrilaterals - Review the lesson with
like: rectangles, squares, trapezoids, parallelograms, and Learners
rhombuses - to investigate the properties in terms of
I’m sides, angles, and diagonals and complete the table
counting
one, what
is one Properties Rectangle Square
1 - One is
one alone, Sides
alone it All sides are No Yes
shall be. congruent
2 - Two
Opposite sides
pair, two
are congruent
pair come
Opposite sides
pair let us
are parallel
pair

Assessment: have learners to practice with more

examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Thinking and Exploring Ideas

Indicator (code) B5. 2.1.1.5

Content standard (code) B5. 2.1.1.
Performance Indicator Learners can study the compositions and performances of Ghanaian and other
African performing artists that reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) PICTURES

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to select compositions and performances of other today?
sing songs Ghanaian and African performing artists that reflect
and recite current topical issues of much concern in Africa (e.g. Ask learners to
familiar climate change, water and air pollution, slums, summarize the main
rhymes inclusion, diversity, international relations); points in the lesson
appreciate: through shower thoughts session discuss
the compositions and performances of the selected

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African artists with focus on the type of art-forms,
theme/purpose, elements,

Assessment: let learners describe the compositions and

performances of Ghanaian and other African
performing artists that reflect topical issues in Africa
Wednesday Engage Learners are to: What have we learnt
learners to select compositions and performances of other today?
sing songs Ghanaian and African performing artists that reflect
and recite current topical issues of much concern in Africa (e.g. Ask learners to
familiar climate change, water and air pollution, slums, summarize the main
rhymes inclusion, diversity, international relations); points in the lesson
appreciate: through shower thoughts session discuss
the compositions and performances of the selected
African artists with focus on the type of dynamics,
tempo, instruments, style, etc.

Assessment: let learners describe the compositions and

performances of Ghanaian and other African
performing artists that reflect topical issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : Early Protest Movements

Indicator (code) B5.5.1.1.3

Content standard (code) B5.5.1.1.3
Performance Indicator Learners can examine sources of evidence about the role of Joseph Ephraim Casely-
Hayford in the National Congress of British West Africa (NCBWA).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Present a narrative of the leadership role of Joseph What have we learnt
learners to Ephraim Casely-Hayford in the NCBWA today?
sing songs
and recite Assessment: let learners Ask learners to
familiar mention the sources of evidence about the role of summarize the main
rhymes Joseph Ephraim Casely-Hayford in the National points in the lesson
Congress of British West Africa (NCBWA)
What was
his role in
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the
NCBWA?

Thursday Engage Learners retell the story of Joseph Ephraim Casely- What have we learnt
learners to Hayford today?
sing songs
and recite Assessment: let learners Ask learners to
familiar narrate the story of Joseph Ephraim Casely-Hayford summarize the main
rhymes points in the lesson

What was
his role in
the
NCBWA?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS Sub-strand : FLEXIBILITY

Indicator (code) B5.3.4.3.1:

Content standard (code) B5.3.4.3.1:
Performance Indicator Learners can perform standing bend and reach the knee with the forehead

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners go through warm up. Learners stand straight End the lesson with cool
jog round a shoulder with apart. Arms by their sides tilt to one side down activities and use
demarcate of their body till the hand reaches the knees. Same questions to summarise
d area in should be done to the other side. Let them perform in the lesson
files while pairs so that as one performs the other gives support.
singing and
clapping to
warm-up
the body
for
maximal

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family and Commitment Sub-strand : The Family and the Community

Indicator (code) B5.4.1.1.1

Content standard (code) B5.4.1.1.
Performance Indicator Learners can explain the need to be a committed member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage In groups, let learners role play a family sketch centred What have we learnt
learners to on commitment. The sketch should have commitment today?
sing songs as its theme
and recite Ask learners to
familiar Assessment: let learners explain the need to be a summarize the main
rhymes committed member of the family points in the lesson

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : Oral Language Sub-strand : Giving and Following Commands/
Instructions
Indicator (code) B5.1.11.1.1 B5.1.11.1.2 B5.1.11.1.3
Content standard (code) B5.1.11.1. B5.1.11.1. B5.1.11.1.
Performance Indicator • The learner should discuss things that make the home unclean
• The learner should discuss the items used in cleaning the home
• The learner should give reasons for cleaning the home
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Display a picture of a rubbish dump and another What have we learnt
leaners to picture of a neat house. today?
sing songs • Let learners talk about the pictures in groups.
and recite • Lead learners to recognise and mention things that
familiar make the home unclean.
rhymes
• Let learners draw some of the things that make the
home unclean. E.g. Rubbish, stagnant water, unclean Review the lesson with
bowls etc learners

Assessment: let learners mention things that make the

home unclean

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Engage What have we learnt
leaners to • Display a picture of somebody sweeping. today?
sing songs • Let learners talk about the picture.
and recite • Lead a discussion on cleanliness.
familiar • Allow learners to recognise and mention items used in
rhymes
cleaning the home.
• Show some items for cleaning to the learners.
• Let learners demonstrate or improvise the use of Review the lesson with
these items in a cleaning exercise. E.g. Broom, mop, learners
dusters, etc.

Assessment: let learners mention the items used in

cleaning the home
Engage • Discuss with learners the consequences of an unclean What have we learnt
leaners to home. today?
sing songs • Lead learners to discuss how to make the home clean.
and recite • Help learners to recognise and mention the reasons
familiar for cleaning the home. E.g. To make the home healthy
rhymes
for living. To prevent sickness etc
Review the lesson with
Assessment: let learners give reasons for cleaning the learners
home

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

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TERM THREE
BASIC FIVE
WEEK 3

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Dramatization and Role Play
B. Reading B. Comprehension
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.5.2.3. B5.2.7.2.3. B5.3.2.1.5 B5.4.9.3.3 B5.5.4.1.4 B5.6.1.1.1

Content standard (code) B5.1.5.2. B5.2.7.2. B5.3.2.1.5 B5.4.9.3. B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can analyse the actions of characters in sketches
B. Learners can demonstrate awareness of the structure of texts (e.g.
introduction, body, conclusion).
C. Learners can identify and use interrogative determiners e.g. which, whose
– to find out which person something belongs to
D. Learners can display writing piece for peers to read and publish it in the
class magazine.
E. Learners can use singular and plural subjects and the verb forms that go
with them.
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
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Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Sing songs that accompany story telling with learners. today?
sing songs • Choose familiar stories from learners’ background.
and recite • Put learners into groups. Ask learners to
familiar Revise the previous activity on writing short sketches. summarize the main
rhymes Learners sketch a story told. points in the lesson
• Through questions guide learners to identify and
analyse characters and their actions in their sketches.

Assessment: let learners analyse the actions of

characters in sketches
Tuesday Engage B. READING What have we learnt
learners to • Guide learners with questions to identify the main today?
sing songs parts of a story, e.g. introduction, body and conclusion.
and recite • Have learners use connectives to summarise each Ask learners to
familiar part of the text and use these to make a full summary. summarize the main
rhymes points in the lesson

Assessment: let learners identify the main structure of

texts
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Choose a text that illustrates interrogatives. With an today?
sing songs example from the text, guide learners to identify the
and recite other interrogatives in the passage. Ask learners to
familiar • Create a scenario for them to use the demonstratives summarize the main
rhymes appropriately in sentences. points in the lesson

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Assessment: let learners use interrogative determiners

appropriately in sentences
Thursday Engage D. WRITING What have we learnt
learners to • Have learners share their writing with their peers today?
sing songs classmates and families.
and recite • Encourage learners to copy neatly their writing and Ask learners to
familiar submit them for publication in the class magazine, summarize the main
rhymes school magazine or notice board, The Junior Graphic points in the lesson

Assessment: let learners display writing piece for peers

to read
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to Note: Let learners use the various tenses(simple, today?
sing songs present perfect and past perfect).
and recite • Revise work done on subject-verb agreement and give Ask learners to
familiar additional practice. summarize the main
rhymes • Review the listed tenses. points in the lesson
• Demonstrate that more than one of these may be
used in an essay, e.g. the simple present and the simple
past as well as simple past and the past perfect.
• Show samples of texts from their reader and
elsewhere.
• Provide topics for learners to practise with their
groups.

Assessment: let learners use singular and plural

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : CYCLES Sub-strand : EARTH SCIENCE

Indicator (code) B5.2.1.5.2

Content standard (code) B5.2.1.5.
Performance Indicator Learners can know how to make and keep air clean in our environment

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Find out from learners what they understand by clean What have we learnt
learners to air and review things that pollute air (make air unclean) today?
sing songs such as smoke from factories, car exhausts, bush
and recite burning and dust from construction sites and untarred Ask learners to
familiar roads. summarize the
rhymes • Lead discussions to come out with the do’s and don’ts important points of the
that will make or keep air clean in our homes and lesson
surrounding environment (planting of trees and grass
and avoiding frequent and uncontrolled burning).

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• Learners are assigned to design a concept map on the
causes, prevention and control of air pollution.

Assessment: let learners design a concept map on the

causes, prevention and control of air pollution
Thursday Engage • Learners draw and use a Future’s Wheel to trace the What have we learnt
learners to effects of water pollution on the environment today?
sing songs Ask learners to
and recite summarize the
familiar Assessment: let learners use a Future’s Wheel to trace important points of the
rhymes the effects of water pollution on the environment lesson

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : ALL AROUND US Sub-strand : The Environment and the Weather

Indicator (code) B5.2.1.3.1.

Content standard (code) B5.2.1.3.
Performance Indicator Learners can describe the shape of the earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners use the globe to study the shape of the earth What have we learnt
learners to today?
sing songs Learners watch pictures/videos illustrating the shape of
and recite the earth–picture and video of an approaching ship Ask learners to
familiar summarize the main
rhymes points in the lesson
Assessment: Let learners describe the shape of the
earth

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Thursday Engage Learners sketch the globe to illustrate the shape and What have we learnt
learners to angle of the earth on its axis today?
sing songs
and recite Ask learners to
familiar Assessment: Let learners sketch the globe to illustrate summarize the main
rhymes the shape and angle of the earth on its axis points in the lesson

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SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : Introduction to computing Sub-strand : Data, sources and usage

Indicator (code) B5.1.3.1.8 B5.1.3.1.9 B5.1.3.1.10

Content standard (code) B5.1.3.1. B5.1.3.1. B5.1.3.1.
Performance Indicator  Learners can select the samples and collect data (e.g. listening to radio,
newspaper, talking to people etc.).
 Learners can make simple tables and diagrams from the collected data.
 Learners can analyse tables, maps, diagrams, photographs and charts, and
generalize the results and make suggestions (e.g. Finding sum or grand
total).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Put learners into groups, task them to interview What have we learnt
learners to teachers using simple questionnaire, and record the today?
Wednesday sing songs data in books.
and recite Ask learners to
familiar Bring tools or pictures of the tools in a box or container summarize the main
rhymes and ask learners to select tools for collecting data out of points in the lesson
the box or container. Alternatively, ask learners to bring
tools for collecting data for a class discussion.

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Task learners to calculate the average, mean, sum and
difference between data collected in an earlier class.
NB: This is to help the learner with fundamental
principle of problem-solving skills and creativity in
computing and computer science.

Assessment: Let learners make simple tables and

diagrams from the collected data.

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : GEOMETRY AND MEASUREMENT Sub-strand : Measurement

Indicator (code) B5.3.2.1.1 B5.3.2.1.2 B5.3.2.1.3

Content standard (code) B5.3.2.1. B5.3.2.1. B5.3.2.1.
Performance Indicator  Learners can estimate perimeter using referents for centimetre and metre,
and calculate the actual perimeter and compare
 Learners can calculate perimeter of given shapes in centimetres and
metres.
 Learners can calculate surface area of given shapes in centimetres and
metres.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain

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for
learning)

Monday Sing songs Using pupils’ referents for centimetre (hand span and Review the lesson with
like: thumb width) or metre (two strides or pace steps) Learners
estimate and calculate perimeter of any object in the
classroom (e.g. exercise book, floor tiles, math set,
I’m
teacher’s table, classroom floor, etc.) then measure
counting with a ruler of tape and calculate the actual perimeter
one, what and compare the answers.
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Tuesday Sing songs Give learners 2D shapes with given dimensions to find Review the lesson with
like: the perimeter by adding the distance around the Learners
shapes
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
Assessment: have learners to practice with more
examples
Wednesday Sing songs Give learners 2D shapes with given dimensions to find Review the lesson with
like: the perimeter by adding the distance around the Learners
shapes
I’m
counting

Assessment: have learners to practice with more

examples
Thursday Sing songs Give learners compound 2D shapes that can be spilt to Review the lesson with
like: many rectangles with given dimensions to find the Learners
surface area by adding areas of the various rectangles
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be. Assessment: have learners to practice with more
examples
Friday Sing songs Give learners compound 2D shapes that can be spilt to Review the lesson with
like: many rectangles with given dimensions to find the Learners
surface area by adding areas of the various rectangles
I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Planning, Making And Composing

Indicator (code) B5 1.2.2.3

Content standard (code) B5 1.2.2.
Performance Indicator Learners can experiment with available relevant visual arts media and methods to
create own visual artworks that reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) PICTURES

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to explore the local environment to select available today?
sing songs materials and tools that are good for making artworks;
and recite study and experiment with available materials and Ask learners to
familiar tools to create simple artworks that reflect the summarize the main
rhymes emerging topical issues in Africa using appropriate points in the lesson
methods and skills e.g.

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- clay, plasticine, papier mâché (paper pulp), etc. for
modelling and casting; - straw, yarn, paper, etc. for
weaving;
- odds and ends for constructing and assembling;
- brushes and paint for painting;
- craft tools for perforating, shaping and punching;
folding and shaping paper to make origami and quilling;
- spatula and scooping tools for modelling;
- needle for sewing, etc.

discuss and share their experiences through jury and

peer review;
use available materials in the environment to make
artworks similar to the works studied

Assessment: let learners

experiment with available relevant visual arts media
and methods to create own visual artworks that reflect
topical issues in Africa

Wednesday Engage Learners are to: What have we learnt

learners to discuss and compare their artworks to the artworks today?
sing songs studied
and recite Ask learners to
familiar Assessment: let learners summarize the main
rhymes experiment with available relevant visual arts media points in the lesson
and methods to create own visual artworks that reflect
topical issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : Early Protest Movements

Indicator (code) B5.5.1.1.4

Content standard (code) B5.5.1.1.
Performance Indicator Learners can examine sources of evidence about the role of Dr Joseph Boakye
Danquah in the Gold Coast Youth Conference
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Who was
Joseph
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Boakye
Danquah?
Where was
he born?
Thursday Engage Field trip to Danquah Circle in Accra or his home where What have we learnt
learners to possible or show pictures of Danquah Circle in Accra today?
sing songs
and recite Assessment: let learners identify pictures of Danquah Ask learners to
familiar Circle in Accra summarize the main
rhymes points in the lesson

Who was
Joseph
Boakye
Danquah?
Where was
he born?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS Sub-strand : BODY COMPOSITION

Indicator (code) B5.3.5.3.1

Content standard (code) B5.3.5.3.
Performance Indicator Learners can identify the capabilities of the various body types.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners There are three main body types: Ectomorph, End the lesson with cool
jog round a Endomorph and Mesomorph. Ectomorph: Lean and down activities and use
demarcate long with difficulty to build muscles Endomorph : Big, questions to summarise
d area in high body fats, round in shape and high tendency to the lesson
files while store body fats and softbody Mesomorph: Muscular
singing and and well built, high metabolism and responsive muscle
clapping to cell.
warm-up
the body
for
maximal

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SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family and Commitment Sub-strand : The Family and the Community

Indicator (code) B5.4.1.1.2

Content standard (code) B5.4.1.1.
Performance Indicator Learners can demonstrate things to do to show commitment as members of the
family
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Guide learners to sketch a demonstration on the What have we learnt
learners to following: today?
sing songs - taking part in family programmes and activities,
and recite - contributing to and attending weddings, funerals, Ask learners to
familiar naming ceremonies, etc. summarize the main
rhymes points in the lesson
Assessment: let learners
mention things to do to show commitment as members
of the family

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Reading Sub-strand : Fluency

Indicator (code) B5.2.8.1.1 B5.2.8 .1. 2

Content standard (code) B5.2.8.1. B5.2.8 .1.
Performance Indicator • The learner should read longer texts with minimal mistakes
• The learner should read naturally
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Give learners longer passages to read aloud. What have we learnt
leaners to • Help learners read longer passages with minimal today?
sing songs mistakes.
and recite • Let learners recognise unfamiliar words and discuss
familiar with learners.
rhymes
• Play a reading game with learners in groups and in
pairs.
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Review the lesson with
Assessment: let learners read longer texts with minimal learners
mistakes
Engage • Give learners longer passages to read aloud. What have we learnt
leaners to • Help learners read longer passages silently with today?
sing songs minimal mistakes. Ask learners to note unfamiliar
and recite words and explain to learners individually as teacher Review the lesson with
familiar moves from learner to learner during the reading. learners
rhymes

Assessment: let learners read naturally

Engage What have we learnt
leaners to • Give learners longer passages to read aloud. today?
sing songs • Help learners read longer passages silently with
and recite minimal mistakes. Ask learners to note unfamiliar Review the lesson with
familiar words and explain to learners individually as teacher learners
rhymes
moves from learner to learner during the reading.
Assessment: let learners read naturally

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

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TERM THREE
BASIC FIVE
WEEK 4

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Comprehension
C. Grammar Usage At Word C. Determiners
D. Writing D. Writing as a Process
E. Using Writing Conventions E. Using action Words
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.6.3.2. B5.2.7.3.1. B5.3.2.1.5 B5.4.9.3.3 B5.5.4.1.4 B5.6.1.1.1

Content standard (code) B5.1.6.3. B5.2.7.3. B5.3.2.1. B5.4.9.3. B5.5.4.1. B5.6.1.1.
Performance Indicator A. Learners can demonstrate turn taking in conversation in different topics
and follow agreed-upon rules for conversation, e.g. listening to others,
speaking one at a time.
B. Learners can use knowledge of prefixes and suffixes to read and interpret
unfamiliar words e.g. mis – misunderstanding
C. Learners can identify and use interrogative determiners e.g. which, whose
– to find out which person something belongs to
D. Learners can display writing piece for peers to read and publish it in the
class magazine
E. Learners can use singular and plural subjects and the verb forms that go
with them.
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Through discussion, guide learners to identify some today?
sing songs events that happened in the day or recently.
and recite • Invite some individual learners to discuss with the Ask learners to
familiar class some experiences. summarize the main
rhymes e.g. The learner was late and had to help somebody on points in the lesson
the way to school.
• Have a pair of learners converse on a given topic (e.g.
a football match) as others watch.
• Learners in pairs then converse, talking about
different topics after the example presented.
• Guide the use of appropriate vocabulary by showing
vocabulary cards and indirectly dropping hints of a
correct word.
• Encourage learners to take turns in the activity.
e.g. What did you just say? Say that again.
Can you repeat what you said, sorry, excuse me.
Learners demonstrate the use of this in pairs in front of
the class.

Assessment: let learners take turns in conversation in

different topics
Tuesday Engage B. READING What have we learnt
learners to • Revise affixes briefly and have learners identify them today?
sing songs in words.
and recite • Have learners use words in their own sentences Ask learners to
familiar summarize the main
rhymes Assessment: let learners use knowledge of prefixes and points in the lesson
suffixes to read and interpret unfamiliar words
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Wednesday Engage C. GRAMMAR What have we learnt
learners to • Choose a text that illustrates interrogatives. With an today?
sing songs example from the text, guide learners to identify the
and recite other interrogatives in the passage. Ask learners to
familiar • Create a scenario for them to use the demonstratives summarize the main
rhymes appropriately in sentences. points in the lesson

Assessment: let learners use interrogative determiners

appropriately in sentences.
Thursday Engage D. WRITING What have we learnt
learners to • Have learners share their writing with their peers today?
sing songs classmates and families.
and recite • Encourage learners to copy neatly their writing and Ask learners to
familiar submit them for publication in the class magazine, summarize the main
rhymes school magazine or notice board, The Junior Graphic points in the lesson

Assessment: let learners display writing piece for peers

Assessment: let learners use singular and plural

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : FORCES AND ENERGY Sub-strand : SOURCES AND FORMS OF ENERGY

Indicator (code) B1.4.1.2.2

Content standard (code) B1.4.1.2.
Performance Indicator Learners can measure and record temperature using thermometer.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Guide learners, in groups, to produce their own What have we learnt
learners to improvised thermometers using plastic bottles, plastic today?
sing songs straws, dyes and water.
and recite • If available, bring clinical and laboratory Ask learners to
familiar thermometers to class. summarize the
rhymes • Learners recall their previous knowledge on the important points of the
concept, “temperature”. lesson
• Learners discuss the relationship between hotness
and coldness in terms of heat transfer, (when an object

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loses heat, it cools and when it gains heat, it becomes
warm or hot).
• Learners identify the instrument used for measuring
the amount of heat in a body and give examples of
places where the thermometer is used.

Assessment: let learners identify the instrument used

for measuring the amount of heat in a body and give
examples of places where the thermometer is used.

Thursday Engage • Learners identify the instrument used for measuring What have we learnt
learners to the amount of heat in a body and give examples of today?
sing songs places where the thermometer is used. Ask learners to
and recite • Learners are assisted to use the clinical thermometer summarize the
familiar to measure and record their body temperatures, and important points of the
rhymes the laboratory thermometer to measure the lesson
temperature of warm water

Assessment: let learners measure and record

temperature using thermometer

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR NATION GHANA Sub-strand : Being a Citizen

Indicator (code) B5.4.1.2.1.

Content standard (code) B5.4.1.2.
Performance Indicator Learners can discuss the importance of being a responsible citizen in the nation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners describe attitudes and behaviours that show What have we learnt
learners to that a person is responsible e.g. today?
sing songs obedience to rules and regulations, respect others,
and recite accepting responsibility (performing assigned duties), Ask learners to
familiar taking initiatives, helping needy people. summarize the main
rhymes points in the lesson
Learners discuss the importance of being a responsible
citizen e.g. to promote unity, to gain respect, to be
considered a reliable person, etc.

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Assessment: Let learners write the importance of being

a responsible citizen in the nation
Thursday Engage Learners role-play activities of responsible citizens. What have we learnt
learners to today?
sing songs Learners identify and talk about what they can do to
and recite help the country to develop. Ask learners to
familiar summarize the main
rhymes Assessment: Let learners identify and talk about what points in the lesson
they can do to help the country to develop

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Introduction to computing Sub-strand : Technology in the community (communication)

Indicator (code) B5.1.4.1.4

Content standard (code) B5.1.4.1.
Performance Indicator Learners can discuss the effects of technology on the community.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to brainstorm the effects of technology What have we learnt
learners to on the community. Show learners videos or pictures of today?
Wednesday sing songs effects of technology on the community. Let them
and recite discuss in groups, the effects of technology on their Ask learners to
familiar own community. summarize the main
rhymes Positive effects – health care, education, points in the lesson
manufacturing, agriculture etc.
Negative effects – resource depletion, pollution, privacy
and security etc.

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NB: This is to help the learners to have fundamental
knowledge of hardware such as robots and sensors).

Assessment: Let learners identify theveffects of

technology on the community

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : GEOMETRY AND MEASUREMENT Sub-strand : Measurement

Indicator (code) B5.3.2.2.1 B5.3.3.2.2 B5.3.2.2.3

Content standard (code) B5.3.2.2. B5.3.3.2. B5.3.2.2.
Performance Indicator  Learners can select and justify referents for cm3 or m3 units
 Learners can determine the volume of boxes by finding how many cubes of
sizes 1cm3 each contains
 Learners can Determine different sizes of boxes that have the same volume
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)

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Monday Sing songs 1 Show learners an object which is a cubic centimetre Review the lesson with
like: (or 1 cm3) and another object which is a cubic metre Learners
(or 1 m3)
I’m
counting
one, what
is one
1 - One is
one alone, 2 Let learners explore the classroom and compound
alone it to find that can be used as
shall be. referents for the cubic centimetre (1cm ) and cubic
2 - Two metre (1m3). Example of 1m3is polytank; and 1cm3is
pair, two cube sugar.

Assessment: have learners to practice with more

examples
Tuesday Sing songs Ask learners identify containers in the classroom and Review the lesson with
like: compound that can be measured using cubic Learners
centimetre (cm3) and cubic metre (m3)
I’m
counting
one, what
is one
1 - One is
3
one alone,
alone it
shall be.
2 - Two 3 1000of this310×10×10
pair, two
pair come Ask learners to explore and state the relationship
pair let us between 1cm3 and 1m3; that is, a cubic is the
pair volume of a cube with measurements
3 - Turn 1cm×1cm×1cm, and is equal to1/1,000,000of a cubic
around meter,1/1,000
4 - Follow of a litre (i.e. 1m3=100cm×100cm×10cm =1,000,000cm
me ). cubes is 1m
5 - Fire
Assessment: have learners to practice with more
examples

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Wednesday Sing songs E.g. 1 Ask learners to determine the volume of Review the lesson with
like: different sizes of boxes by investigating how many Learners
3
cubes of sizes 1cm can fill the containers. i.e. for box A,
I’m the base can take 2 by 7 1cm3, and to fill it this
counting arrangement will done 3 times, hence Volume of A is
one, what base area × height = 2×7×3=42cm3
is one E.g. 2 Ask learners to determine the volume of the
1 - One is boxes B, C, D and E
one alone,
alone it
shall be.
2 - Two
pair, two
pair

Assessment: have learners to practice with more

examples
Thursday Sing songs 3 Guide learners to deduce the rule for volume of a Review the lesson with
like: box, and use is to calculate volumes of given boxes – F, Learners
G and H. That is, if the base area is 𝑙𝑙 × 𝑤𝑤 and the
I’m height is , then the. Volume of box is given by 𝑙𝑙 × 𝑤𝑤
counting ×ℎ
one, what
is one

Assessment: have learners to practice with more

examples

Friday Sing songs Given 12 centimetre cubes, ask learners to find the different
Review the lesson with
like: dimensions of boxes that can take the cubes. For 12 cubes Learners
the
boxes can be of dimension 1cm×1cm× 12cm or 2cm×2cm×6cm.
I’m Can we find any more drawings.
counting
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one, what E.g. 2 Ask learners to investigate with 20, 24, 30 and 48
is one centimetre cubes and draw all possible boxes
1 - One is
one alone,
alone it
shall be.
2 - Two
pair, two
pair come
pair let us
pair
Assessment: have learners to practice with more
examples

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : Journey to Independence Sub-strand : Early Protest Movements

Indicator (code) B5.5.1.1.4

Keywords

T. L .R. (s) PICTURES

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Present a narrative of the role of J.B. Danquah in the What have we learnt
learners to Gold Coast Youth Conference today?
sing songs
and recite Learners retell the story of J.B. Danquah and the Gold Ask learners to
familiar Coast Youth Conference summarize the main
rhymes points in the lesson
Assessment: let learners narrate of the role of J.B.
What was Danquah in the Gold Coast Youth Conference
Joseph
Boakye
Danquah
role in the
Gold Coast
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Youth
Conferenc
e?
Thursday Engage Present a narrative of the role of J.B. Danquah in the What have we learnt
learners to Gold Coast Youth Conference today?
sing songs
and recite Learners retell the story of J.B. Danquah and the Gold Ask learners to
familiar Coast Youth Conference summarize the main
rhymes points in the lesson
Assessment: let learners narrate the story of J.B.
What was Danquah and the Gold Coast Youth Conference
Joseph
Boakye
Danquah
role in the
Gold Coast
Youth
Conferenc
e?

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : Performing Arts Sub-strand : Planning, Making and Composing

Indicator (code) B5 2.2.2.3

Content standard (code) B5 2.2.2.
Performance Indicator Learners can experiment with available relevant performing arts media and
techniques to create own performing artworks that reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to explore the local environment to select available today?
sing songs instruments, equipment, sounds, melody, rhythms,
and recite movement patterns that are good for Ask learners to
familiar composing/arranging and performing music, dance, summarize the main
rhymes drama, poems, appellations, etc.; points in the lesson
experiment with the available instruments,
equipment, sounds, movement patterns, melody etc. to
perform some of the compositions of the Ghanaian
artists studied that reflect topical issues of much
concern in Africa;

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

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : PHYSICAL FITNESS CONCEPTS, Sub-strand : FITNESS PROGRAMME
PRINCIPLES AND STRATEGIES
Indicator (code) B5.4.1.4.1
Content standard (code) B5.4.1.4.
Performance Indicator Learners can monitor the intensity of one’s heart rate during physical activity.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.
Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Learners determine heart rate using their age. Learners End the lesson with cool
jog round a learn how to take the heart beat by palpating at the down activities and use
demarcate radial artery or carotid artery. During exercise, learners questions to summarise
d area in should be encouraged to take heart rates for 15 the lesson
files while seconds and multiply by 4 to obtain beat per minutes.
singing and Learners use various gadgets (polar wrist watches, polar
clapping to vests, heart rate monitors, etc.) that determine exercise
warm-up intensity and heart rate during and after physical
the body activity. There are treadmills that determine calories
for burnt, distance covered
maximal
performan
ce and to
prevent
injuries
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……………………………………………………………………: LESSON PLAN

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : The Family and Commitment Sub-strand : The Family and the Community

Indicator (code) B5.4.1.1.2

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage In groups, let learners discuss things they have to do to What have we learnt
learners to show commitment to their family. today?
sing songs
and recite Assessment: let learners mention things to do to show Ask learners to
familiar commitment as members of the family summarize the main
rhymes points in the lesson

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Reading Sub-strand : Summarising

Indicator (code) B5.2.9.1.1 B5. 2.9.1. 2

Content standard (code) B5.2.9.1. B5. 2.9.1.
Performance Indicator • The learner gives the summary of longer texts.
• The learner write main ideas in a given text
• The learner write main ideas in a given text
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Let learners read a passage. What have we learnt
leaners to • Let learners recognise the main ideas in each today?
sing songs paragraph read.
and recite • Let learners write down each idea found in each
familiar paragraph and discuss in their groups.
rhymes
• Assist learners to recognise the main ideas in a text.
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• Lead learners to give summaries of the texts orally Review the lesson with
before writing in their books. learners

Assessment: let learners give the summary of longer

texts.

Engage • Read a text aloud in class. What have we learnt

leaners to • Let learners select the main ideas from each today?
sing songs paragraph.
and recite • Let learners write the main ideas in their own words
familiar and read aloud for discussion.
rhymes
• Assist learners to write the main ideas in the given
text in simple sentences correctly.
Review the lesson with
Assessment: let learners write main ideas in a given learners
text
Engage • Read a text aloud in class. What have we learnt
leaners to • Let learners select the main ideas from each today?
sing songs paragraph.
and recite • Let learners write the main ideas in their own words
familiar and read aloud for discussion.
rhymes
• Assist learners to write the main ideas in the given
text in simple sentences correctly. Review the lesson with
learners
Assessment: let learners write main ideas in a given
text

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TERM THREE
BASIC FIVE
WEEK 5

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Conversation
B. Reading B. Silent Reading
C. Grammar Usage At Word C. Verbs
D. Writing D. Persuasive/Argumentative Writing
E. Using Writing Conventions E. Using Conjunctions
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.6.3.3 B5.2.8.1.3. B5.3.5.1.6 B5.4.13.2.3 B5.5.8.1.1 B5.6.1.1.1

Content standard (code) B5.1.6.3. B5.2.8.1. B5.3.5.1. B5.4.13.2. B5.5.8.1. B5.6.1.1.
Performance Indicator A. Learners can respond to questions to give further clarification of an opinion.
B. Learners can answer questions based on the passage read.
C. Learners can use the past continuous form of verbs to talk about
actions/events that were going on when a second action/event took place.
D. Learners can establish and maintain a formal style.
E. Learners can identify and use conjunctions – because, since, so, although
– to − give reasons − link contrasting ideas − show results.
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
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T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Revise the activity on the talk show. Learners give today?
sing songs examples of some vocabulary learnt.
and recite • Together with learners, choose a topic and initiate a Ask learners to
familiar conversation. Encourage learners to ask questions for summarize the main
rhymes clarification, and use appropriate expressions. points in the lesson
• Put pupils into groups. Have each group choose a
theme and initiate a conversation on their theme. Have
the others listen and ask questions.
• Have the group respond to the questions to give
further clarifications

Assessment: let learners respond to questions to give

further clarification of an opinion.
Tuesday Engage B. READING What have we learnt
learners to • Learners pose and answer questions that clarify today?
sing songs meaning and promote deeper understanding of a text.
and recite • Questions can be generated by the learner, a peer or Ask learners to
familiar an adult. summarize the main
rhymes E.g. points in the lesson
i. Why did the character do nothing?
ii. How did it make them feel?

Assessment: let learners answer questions based on the

passage read
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Introduce the concept by reviewing the present today?
sing songs continuous form of verbs.
and recite • Use the concept in context and have learners identify Ask learners to
familiar the time of the actions. summarize the main
rhymes • Have learners construct similar sentences. points in the lesson

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• Explain that the past continuous form of verbs is used
to talk about actions/events that were going on when a
second action/event took place.
• In pairs let learners write sentences using the past
continuous form of verbs.

Assessment: let learners write sentences using the past

continuous form of verbs.

Thursday Engage D. WRITING What have we learnt

learners to • Using models, discuss the basic structure of an today?
sing songs argumentative piece:
and recite − Introduction. Ask learners to
familiar − Reasons for the stand taken. summarize the main
rhymes − Conclusion. points in the lesson
• Have groups present full compositions using this
structure for class discussions and feedback.

Assessment: let learners write an argumentative piece

Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise simple conjunctions. Provide simple sentences today?
sing songs and let learners join them using and, or/nor, but.
and recite • Introduce because, since, so, although, in context. Ask learners to
familiar e.g. summarize the main
rhymes I'm late because I missed the bus. points in the lesson
Although Afi is has eye problems, she doesn't wear
glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in their
own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form sentences and join them with the
conjunctions identified.

Assessment: let learners form sentences and join them

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : HUMANS AND THE Sub-strand : PERSONAL HYGIENE AND SANITATION
ENVIRONMENT

Indicator (code) B5.5.1.2.1

Content standard (code) B5.5.1.2.
Performance Indicator Learners can know how to keep washrooms clean.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners watch pictures and videos on how to keep What have we learnt
learners to washrooms clean. today?
sing songs • Engage them in a discussion on how to keep the
and recite lavatory clean. Ask learners to
familiar • Emphasise such key points as: flushing immediately summarize the
rhymes after use, urinating directly in the toilet bowl, keeping important points of the
used tissues in waste containers rather than throwing lesson
them on the floor, regularly removing used tissues and
burning them.

Assessment: let learners describe how to keep the

washrooms clean.

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Thursday Engage • Learners investigate the risks associated with the use What have we learnt
learners to of dirty washrooms. today?
sing songs • Evaluate learners by asking them to design a poster to Ask learners to
and recite be pasted in their school’s washroom summarize the
familiar important points of the
rhymes Assessment: let learners imention the risks associated lesson
with the use of dirty washrooms.

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SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR NATION GHANA Sub-strand : Being a Citizen

Indicator (code) B5.4.1.3. 1

Content standard (code) B5.4.1.3.
Performance Indicator Learners can demonstrate how diversity can promote national development

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners describe how ethnic diversity can What have we learnt
learners to promote national development e.g. promotion of today?
sing songs tourism, sale of artefacts, inter-ethnic marriage
and recite Ask learners to
familiar summarize the main
rhymes Assessment: Let learners describe how ethnic diversity points in the lesson
can promote national development

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Thursday Engage Learners role play a scenario depicting cultural diversity What have we learnt
learners to e.g. display of various cultural activities at national today?
sing songs gatherings
and recite Ask learners to
familiar summarize the main
rhymes Assessment: Let learners describe how ethnic diversity points in the lesson
can promote national development

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SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Programming and databases Sub-strand : Introduction to Electronic Spreadsheet

Indicator (code) B5.5.1.3.5 B5.5.1.3.6

Content standard (code) B5.5.1.3.5 B5.5.1.3.
Performance Indicator  Learners can explain fundamental database concepts.
 Learners can discuss programming languages and their use
 (e.g. scratch, vb.net etc.).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to explore the fundamental database What have we learnt
learners to concepts e.g. tables and data types, data selection and today?
Wednesday sing songs manipulation, security, and backup and restore.
and recite Ask learners to
familiar Guide learners to investigate in groups on the summarize the main
rhymes programming languages and their use (e.g. scratch, points in the lesson
vb.net etc.) NB: This is to give a foundation to the
learner in computing and Computer Science which is
more concerned with uses of and development of

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programming together with fundamental principles of
problem-solving and creativity.

Assessment: Let learners write and the use of

programming languages

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SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : GEOMETRY AND MEASUREMENT Sub-strand : Measurement - Angles

Indicator (code) B5.3.3.2.4 B5.3.3.3.1 B5.3.3.3.2

Content standard (code) B5.3.3.2. B5.3.3.3. B5.3.3.3.
Performance Indicator  Learners can demonstrate an understanding of capacity by describing the
relationship between capacity and volume as well as litre and 10cm3
 Learners can identify examples of angles in the environment that are equal
to, less than or larger than, a right angle
 Learners can measure given angles with a protractor and classify them
according to their measured sizes – right, acute, obtuse and reflex
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain

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for
learning)

Monday Sing songs Give learners a litre container and a 10cm×10cm×10cm Review the lesson with
like: container (i.e. a 1000cm3container. Ask them to fill one Learners
with water and empty it into the other; and ask them to
I’m explore and state the relationship between 1cm3 and
counting 1m3i.e.
one, what 10cm×10cm×10cm =1000cm3 = 1litre.
is one [see B5.3.2.2.1 i.e. 1000litres is 1m3]
5 - Fire Note: the volume is the actual amount of something
which covers a definite space. Capacity is the potential
amount of a substance which an object is able to hold
(units are litres and millilitres , gallons, etc).

Assessment: have learners to practice with more

examples
Tuesday Sing songs Give learners a litre container and a 10cm×10cm×10cm Review the lesson with
like: container (i.e. a 1000cm3container. Ask them to fill one Learners
with water and empty it into the other; and ask them to
I’m explore and state the relationship between 1cm3 and
counting 1m3i.e.
one, what 10cm×10cm×10cm =1000cm3 = 1litre.
is one [see B5.3.2.2.1 i.e. 1000litres is 1m3]
1 - One is Note: the volume is the actual amount of something
one alone, which covers a definite space. Capacity is the potential
alone it amount of a substance which an object is able to hold
shall be. (units are litres and millilitres , gallons, etc).
2 - Two
pair, two
pair come
pair let us
pair
3 - Turn

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Assessment: have learners to practice with more

examples
Wednesday Sing songs Review the definition of angles: angles as the region Review the lesson with
like: formed in a plane when two lines meet or cross, they Learners
form an Angle. And ask learners to identified angles in
I’m the classroom and compound. E.g. opening laptop,
counting door, window, pair of scissors, pavement floor, etc.
one, what
is one
1 - One is
one alone,
alone it
shall be.
2 - Two
pair, two
pair come
pair let us
pair E.g. 2 Guide learners to see right angles and fold
right angles from

paper. Ask learners to identify examples of angles in

the classroom and compound that are equal to, less
than or larger than, a right angle

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Assessment: have learners to practice with more

examples
Thursday Sing songs E.g. 1 Review with learners how to use the protractor Review the lesson with
like: to measure angles Learners

I’m
counting
one, what
is one
1 - One is
one alone,
alone it
shall be. E.g. 2 Give learners photocopied worksheets with
2 - Two protractor in position measuring angles; ask them to
pair, two read the angles or place their protractors on it and read
pair come it
pair let us
pair E.g. 4 Give learners photocopied worksheets with
3 - Turn several angles to measure and sort into those which
around are – right, acute obtuse angles.
4 - Follow
me
5 - Fire

Assessment: have learners to practice with more

examples
Friday Sing songs E.g. 5 Ask learners to draw various angles such as Review the lesson with
like: 30o, 45o,60o, 75o, 90o, 120o, 150o,270o, etc. Learners

I’m Assessment: have learners to practice with more

counting examples
one, what
is

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SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Displaying and Sharing

Indicator (code) B5 1.3.4.3

Content standard (code) B5 1.3.4.
Performance Indicator Learners can plan an exhibition of own portfolio of visual artworks to educate and
share creative experiences of artworks that reflect the topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) PICTURES

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to watch a short video on an exhibition or visit an today?
sing songs exhibition centre, preferably during the circuit, district
and recite or regional cultural festival of the cultural education Ask learners to
familiar unit of the Ghana Education Service); summarize the main
rhymes discuss the need for displaying portfolio of own visual points in the lesson
artworks;
develop a roadmap for the exhibition by: - fixing a
date - selecting a venue - inviting an audience
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brainstorm to agree on a theme for the exhibition
(e.g. the Future of Africa); send manual and/or
electronic invitations (e.g. letters, postcards, WhatsApp,
E-mail, Twitter, Instagram, Facebook, announcements,
posters, jingles) to target audience, For example,
parents, PTA/SMC members, stakeholders, colleague
learners;
select works for the exhibition by considering (e.g.
creativity and originality, finishing and decoration,
relevance of the works to the theme, social and cultural
importance);

Assessment: let learners can plan an exhibition of own

portfolio of visual artworks to educate and share
creative experiences of artworks that reflect the topical
issues in Africa

Wednesday Engage Learners are to: What have we learnt

learners to decide on mode of display (e.g. by hanging, draping, today?
sing songs spreading);
and recite plan the layout of the exhibition hall, prepare labels Ask learners to
familiar for the works (e.g. title, name of artist, date); summarize the main
rhymes clean and prepare the hall and its environment and points in the lesson
make it ready for the exhibition.
plan for post exhibition activities such as cleaning,
appreciation, evaluation, reporting, etc.

Assessment: let learners can plan an exhibition of own

portfolio of visual artworks to educate and share
creative experiences of artworks that reflect the topical
issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B5.5.3.1.1

Content standard (code) B5.5.3.1.
Performance Indicator Learners can explain why people were unhappy in the country after the Second
World War
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Show and discuss a documentary on the general state What have we learnt
learners to of affairs after the Second World War – failure to today?
sing songs honour the promises to the ex-servicemen, lack of
and recite adequate housing and high cost of imported goods etc Ask learners to
familiar summarize the main
rhymes points in the lesson
Assessment: let learners describe the general state of
When was affairs after the Second World War in the country
the Second
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World War
fought?
What
promises
were made
to the Gold
Coast
soldiers
who
fought in
the war?
Thursday Engage Discuss how government handled their grievances at What have we learnt
learners to the time today?
sing songs
and recite Ask learners to
familiar Assessment: let learners mention how government summarize the main
rhymes handled their grievances points in the lesson
in the country after the Second World War
When was
the Second
World War
fought?
What
promises
were made
to the Gold
Coast
soldiers
who
fought in
the war?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, Sub-strand : FITNESS PROGRAMME

PRINCIPLES AND STRATEGIES

Indicator (code) B5.4.1.4.2

Content standard (code) B5.4.1.4.
Performance Indicator Learners can describe how muscle strength and muscle endurance enhance motor
skill performance
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Learners Teacher explains that muscles aid in movement, lifting, End the lesson with cool
jog round a etc. Strong arm, chest, and back muscles will therefore down activities and use
demarcate facilitate movements in these parts of the body. questions to summarise
d area in the lesson
files while
singing and
clapping to
warm-up
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the body
for
maximal
performan
ce and to
prevent
injuries

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family, Authority and Sub-strand : Authority and Obedience

Obedience

Indicator (code) B5.5.1.1.1

Content standard (code) B5.5.1.1.
Performance Indicator Learners can recognise parents as sources of discipline and character formation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page
DAY Phase 1: Phase 2: Main Phase 3:
Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage • Through questions and answers, let learners mention What have we learnt
learners to how they are disciplined by their parents and other today?
sing songs elders at home:
and recite - scolding, Ask learners to
familiar - reprimanding, - deprivation of gifts and other summarize the main
rhymes interests, points in the lesson
- prayer and worship at home,
- parents act as role models to the children/learners,
etc.

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• Guide learners to talk about the benefits they get

from their parents because of their obedience to them.

Assessment: let learners mention the benefits they get

from their parents because of their obedience to them

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Writing Sub-strand : Penmanship/ Handwriting

Indicator (code) B5.3.1.1.5

Content standard (code) B5.3.1.1.
Performance Indicator • The learner should write simple sentences

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Write words on the boards and explain the meaning of What have we learnt
leaners to those words. today?
sing songs • Call learners in turns to form simple sentences with
and recite the words.
familiar • Write sentences on sentence cards.
rhymes
• Use the sentence cards to help learners write simple
and meaningful sentences Review the lesson with
learners
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Assessment: let learners write simple sentences

Engage Write words on the boards and explain the meaning of What have we learnt
leaners to those words. today?
sing songs • Call learners in turns to form simple sentences with
and recite the words.
familiar
• Write sentences on sentence cards.
rhymes
• Use the sentence cards to help learners write simple
and meaningful sentences
Review the lesson with
Assessment: let learners write simple sentences learners
Engage Write words on the boards and explain the meaning of What have we learnt
leaners to those words. • Call learners in turns to form simple today?
sing songs sentences with the words.
and recite • Write sentences on sentence cards.
familiar • Use the sentence cards to help learners write simple
rhymes
and meaningful sentences
Review the lesson with
Assessment: let learners write simple sentences learners

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TERM THREE
BASIC FIVE
WEEK 6

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Listening Comprehension
B. Reading B. Fluency
C. Grammar Usage At Word C. Verbs
D. Writing D. Persuasive/Argumentative Writing
E. Using Writing Conventions E. Using Conjunctions
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) (B5.1.7.1.5 B5.1.7.1.6) B5.2.9.1.1 B5.3.5.1.7 B5.4.13.2.4 B5.5.8.1.1 B5.6.1.1.1

Content standard (code) (B5.1.7.1. B5.1.7.1.) B5.2.9.1. B5.3.5.1. B5.4.13.2. B5.5.8.1. B5.6.1.1.
Performance Indicator A. Learners can ask relevant questions to expand comprehension of details of
texts. Distinguish between causes and effects of events in a story
B. Learners can read grade-level texts with good speed and accuracy
C. Learners can use the imperative forms of verbs to give instructions and
directions
D. Learners can provide a concluding statement that follows from the
arguments presented
E. Learners can identify and use conjunctions – because, since, so, although
– to − give reasons − link contrasting ideas − show results
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
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Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Through discussion, learners identify some interesting today?
sing songs stories or texts they have heard or read.
and recite • Assist learners to talk about the content of the Ask learners to
familiar stories/texts after re-telling the story. summarize the main
rhymes Encourage learners to ask relevant questions to expand points in the lesson
their comprehension of the details of the text.

• Select an appropriate story to be read in class.

• Have learners read the story and re-tell it to the class.
• Work together with learners to identify the events in
the story and link them sequentially by identifying
cause and effect.
• Learners in their groups choose stories and identify
the causes and effects of events.
Let learners present their work as the rest listen to
them

Assessment: let learners choose stories and identify the

causes and effects of events.
Tuesday Engage B. READING What have we learnt
learners to • Use the three-stage approach to a comprehension today?
sing songs lesson and have learners prepare and read the text with
and recite purpose and understanding. Ask learners to
familiar • Use different strategies to assist learners to come up summarize the main
rhymes with meaning of a text ,e.g. The Herringbone, KWL etc. points in the lesson

Assessment: let learners read grade-level texts with

good speed and accuracy
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Wednesday Engage C. GRAMMAR What have we learnt
learners to e.g. Switch on the light. today?
sing songs Turn right.
and recite • Revise commands and requests. Ask learners to
familiar • Invite pairs of learners to demonstrate giving summarize the main
rhymes instructions and directions. points in the lesson
• Create situations for learners to have practice.

Assessment: let learners use the imperative forms of

verbs to give instructions and directions in sentences
Thursday Engage D. WRITING What have we learnt
learners to • Revise persuasive writing. today?
sing songs • Have them go through the writing process to
and recite present/state an opinion, explain and justify it so as to Ask learners to
familiar persuade the reader to accept their opinion or point of summarize the main
rhymes view. points in the lesson
• Teach the features of a debate.
• Guide learners to select a controversial or debatable
topic.
Divide the class into two to prepare using the writing
process as a guide, and debate on the topic.

Assessment: let learners provide a concluding

statement that follows from the arguments presented
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Revise simple conjunctions. Provide simple sentences today?
sing songs and let learners join them using and, or/nor, but.
and recite • Introduce because, since, so, although, in context. Ask learners to
familiar e.g. summarize the main
rhymes I'm late because I missed the bus. points in the lesson
Although Afi is has eye problems, she doesn't wear
glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in their
own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form sentences and join them with the
conjunctions identified.

Assessment: let learners form sentences and join them

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HUMANS AND THE Sub-strand : PERSONAL HYGIENE AND SANITATION

ENVIRONMENT

Indicator (code) B5.5.1.2.2

Content standard (code) B5.5.1.2.
Performance Indicator Learners can demonstrate how to clean the environment regularly

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Assemble various items for cleaning the environment. What have we learnt
learners to • Begin the lesson with a song on cleanliness. today?
sing songs • Take the learners on a trip to observe tidy and untidy
and recite parts of the nearby community or show different Ask learners to
familiar pictures depicting clean and unclean environments. summarize the
rhymes • Engage learners to discuss how to make the unclean important points of the
environments as clean as those that are clean. lesson

Assessment: let learners describe how to clean the

environment regularly
Thursday Engage • Demonstrate to learners the correct way of using the What have we learnt
learners to cleaning tools, e.g. brooms, rags, ceiling brush, today?
sing songs dustpans and dustbins. Ask learners to
and recite • Learners are assisted to know the need to keep the summarize the
familiar environment clean. important points of the
rhymes • Engage learners to use local cleaning tools to clean lesson
the classroom and the school environment.

Project:
Learners design posters to create awareness on the
need to keep the school, home and
Community clean and exhibit their work in the school.

NB: Teachers are encouraged to form an environmental

awareness club in the class after this lesson

Assessment: let learners explain the need to keep the

school, home and Community clean

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR NATION GHANA Sub-strand : Authority and Power

Indicator (code) B5.4.2.2 .1.

Content standard (code) B5.4.2.2 .
Performance Indicator Learners can explain and appreciate the importance of democratic governance

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners identify various persons and bodies who are What have we learnt
learners to responsible in governing their school e.g. headteacher, today?
sing songs teachers, school prefects.
and recite Ask learners to
familiar Learners discuss the importance of good governance in summarize the main
rhymes their school. points in the lesson

Learners in groups suggest ways in which

school governance could be improved.

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Groups present their report in class.

Assessment: Let learners explain the importance of

democratic governance
Thursday Engage Class mock election What have we learnt
learners to Learners demonstrate how to elect a leader in a today?
sing songs democratic way.
and recite Ask learners to
familiar Learners discuss why good governance is summarize the main
rhymes important for national development. points in the lesson

Assessment: Let learners explain why good governance

is important for national development

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Programming and databases Sub-strand : Introduction to Electronic Spreadsheet

Internet and social media Network Overview

Indicator (code) B5.5.1.2.3 B5.6.1.1.3.

Content standard (code) B5.5.1.2. B5.6.1.1.
Performance Indicator  Learners can Learners get familiar with the interface of MS-Excel.
 Learners can explain what the Internet is.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide Learners to demonstrate how to access MS-Excel What have we learnt
learners to on any computer or gadget and display text in MS- today?
Wednesday sing songs Excel.
and recite Ask learners to
familiar NB. This is to help the learner with an understanding of summarize the main
rhymes application softwares (Electronic Spreadsheet points in the lesson
application).

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Guide learners to discuss the inter-connection of the
internet computers (learners should be made to realise
that the internet is a network of networks).
Also, guide learners to come out with examples of
Internet Communication

Assessment: Let learners explain what the Internet is

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : GEOMETRY AND MEASUREMENT Sub-strand : Geometric Reasoning

Indicator (code) B5.3.4.1.1 B5.3.4.2.2

Content standard (code) B5.3.4.1 B5.3.4.2
Performance Indicator  Learners can tell the position and motion of objects in space using the
cardinal points north, south, east and west
 Learners can identify images of a single transformation (i.e. reflection) of a
2D shapes in a plane
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)

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Monday Sing songs . 1. Pupils describe the position and motion of objects Review the lesson with
like: from one point to another using the 4 main cardinal Learners
points: e.g. The point P is to the west of point T but to
I’m the north of the A
counting
one, what
is one
1 - One is
one alone,

Assessment: have learners to practice with more

examples
Tuesday Sing songs E.g. 2. Pupils describe the position of places in a grid Review the lesson with
like: from a given location. E.g. from Kofi’s house - the Learners
school is East of Kofi’s house; the hospital is North of
I’m Kofi’s house E.g. 3. Ask learners to give directions from
counting Kofi’s house the various locations. E.g. Move 2 squares
one, what to the east and 2 squares to the north to get to the
is one church
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples
Wednesday Sing songs Ask learners to identify images of reflections of given Review the lesson with
like: 2D shapes in a given plane. Ask learners to study the Learners
shapes and the mirror line and state which are objects
I’m and their images in the given four mirror lines. Shape E
counting is the image of Shape B in mirror line 2 or the line 𝑥𝑥=0;
one, what shape A is a reflection of shape E in the line 𝑦𝑦=𝑥𝑥.
is one

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Assessment: have learners to practice with more
examples

Thursday Sing songs Ask learners to identify images of reflections of given Review the lesson with
like: 2D shapes in a given plane. Ask learners to study the Learners
shapes and the mirror line and state which are objects
I’m and their images in the given four mirror lines. Shape E
counting is the image of Shape B in mirror line 2 or the line 𝑥𝑥=0;
shape A is a reflection of shape E in the line 𝑦𝑦=𝑥𝑥.

Assessment: have learners to practice with more

examples

Friday Sing songs Ask learners to identify images of reflections of given Review the lesson with
like: 2D shapes in a given plane. Ask learners to study the Learners
shapes and the mirror line and state which are objects
I’m and their images in the given four mirror lines. Shape E
counting is the image of Shape B in mirror line 2 or the line 𝑥𝑥=0;
one, what shape A is a reflection of shape E in the line 𝑦𝑦=𝑥𝑥.
is one
1 - One is

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Assessment: have learners to practice with more

examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Displaying and Sharing

Indicator (code) B5 2.3.4.3

Content standard (code) B5 2.3.4.
Performance Indicator Learners can plan a display of own portfolio of performing artworks to educate and
share creative experiences of artworks that reflect the topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to watch a short video or live performances (preferably today?
sing songs during the circuit, district or regional cultural festival of
and recite the cultural education unit of the Ghana Education Ask learners to
familiar Service) that reflect the physical and social summarize the main
rhymes environments of Africa; points in the lesson
discuss the need for performing compositions of own
music, dance, drama, poetry etc.;

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develop a roadmap for the performances by: - fixing
a date - selecting a venue - inviting an audience
brainstorm to agree on a theme for the performance
(e.g. The Future of Africa);
send manual and/or electronic invitations (e.g. letters,
postcards, WhatsApp, E-mail, Twitter, Instagram,
Facebook, announcements, posters, jingles) to target
audience, for example parents, PTA/SMC members,
stakeholders, colleague learners);
select compositions by considering (e.g. creativity
and originality, lyrics, movement patterns, dynamics
and relevance of the message to the theme, social and
cultural importance);

Assessment: let learners plan a display of own portfolio

of performing artworks to educate and share creative
experiences of artworks that reflect the topical issues in
Africa

Wednesday Engage Learners are to: What have we learnt

learners to decide on mode and arrangement of performances today?
sing songs (e.g. monologue/solo/group, costumes, props, etc.);
and recite getting ready: plan the sequence of events, stage/site Ask learners to
familiar plan identifying the positions of all facilities (e.g. PA summarize the main
rhymes system, lightings, performance zone, entry, exit, points in the lesson
changing and makeup rooms/corners), characters,
directors, stage managers, audience, health and
security personnel); clean and prepare the venue and
its environment and make it ready for the performance;
plan for post-performance activities such as cleaning,
appreciation, evaluation, reporting, etc.

Assessment: let learners plan a display of own portfolio

of performing artworks to educate and share creative
experiences of artworks that reflect the topical issues in
Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B5.5.3.1.1

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Why were
people
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unhappy
after the
war?
Thursday Engage Guide learners to develop a poster that illustrates the What have we learnt
learners to link between the boycott of European goods, the today?
sing songs shootings of 28th February and the riots of 1948.
and recite Ask learners to
familiar Assessment: let learners develop a poster that summarize the main
rhymes illustrates the link between the boycott of European points in the lesson
goods, the shootings of 28th February and the riots of
1948.

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND Sub-strand : HEALTHY DIET

STRATEGIES

Indicator (code) B5.4.2.4.1:

Content standard (code) B5.4.2.4.
Performance Indicator Learners can explain why dehydration impairs temperature
regulation and physical and mental performance
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing the brain
for learning)
Friday Learners jog round a The body is made of 75% water. End the lesson with
demarcated area in files Water lubricates our joints and cool down activities
while singing and keeps the body temperature in and use questions to
clapping to warm-up the check by releasing unwanted heat summarise the lesson
body for maximal through sweat. The brain cell is
performance and to composed mostly of water and the
prevent injuries lack of it causes imbalance in the
functioning of the brain.
Personal

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family, Authority and Sub-strand : Authority and Obedience

Obedience

Indicator (code) B5.5.1.1.1

Content standard (code) B5.5.1.1.
Performance Indicator Learners can recognise parents as sources of discipline and character formation

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) RME curriculum Page

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage In groups, let learners demonstrate how their parents What have we learnt
learners to discipline them at home today?
sing songs
and recite Ask learners to
familiar Assessment: let learners identify parents as sources of summarize the main
rhymes discipline and character formation points in the lesson

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Composition Writing Sub-strand : Literary Writing

Indicator (code) B5.4.6.1.2 B5.4.7.1.1 B5.4.7.1.2

Content standard (code) B5.4.6.1. B5.4.7.1. B5.4.7.1.
Performance Indicator  The learner should publish and appreciate the articles in the journal
 The learner should write short poems
 The learner should create short prose.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Look at the class journal created. What have we learnt
leaners to • In their groups, let learners write simple articles on today?
sing songs topics on disability and equity, and let other learners
and recite edit them.
familiar • Ask the learners to publish the article in the created
rhymes
class journal and display in the class.

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•Put learners in groups and allow each group to read an Review the lesson with
article from the class journal and discuss the article, learners
bringing out for instance, the moral and the theme

Assessment: let learners publish and appreciate the

articles in the journal
Engage • Write a simple short poem on a cardboard. What have we learnt
leaners to • Discuss some features of a poem with learners. today?
sing songs • Use flashcards with short poems on them to help
and recite learners compose their own short poems
familiar
rhymes Review the lesson with
Assessment: let learners write short poems
learners
Engage • Show learners samples of prose and discuss some What have we learnt
leaners to features of prose. today?
sing songs • Ask learners to write a simple prose to be read in
and recite class.
familiar • Give an assignment of prose writing as a competition
rhymes
among learners
Review the lesson with
Assessment: let learners create short prose learners

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

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TERM THREE
BASIC FIVE
WEEK 7

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Fluency
C. Grammar Usage At Word C. Conjunctions
D. Writing D. Informative/Expository Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.10.3.1. B5.2.9.1.2. B5.3.8.1.1 B5.4.14.1.1 B5.5.9.1.1. B5.6.1.1.1

Content standard (code) B5.1.10.3 B5.2.9.1. B5.3.8.1. B5.4.14.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can present information about personal experiences
B. Learners can use context to confirm or self-correction strategies to confirm
understanding of level-appropriate texts
C. Learners can identify and use simple conjunctions-because, since, so,
although – to − give reasons, − link contrasting ideas − show results
D. Learners can write sentences to describe a process of doing something
E. Learners can identify subjects and predicates in compound sentences
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
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T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Model presenting a speech on a topic or have them today?
sing songs listen to a recording of someone's personal experience.
and recite Use the example to guide learners to identify the Ask learners to
familiar (purpose of and audience for the speech.) summarize the main
rhymes • Discuss the importance of purpose and audience in points in the lesson
speech.
• Put learners in groups to plan a parallel speech and
present to the class. Each group should select a purpose
for and an audience for their speech.

Assessment: let learners present information about

personal experiences
Tuesday Engage B. READING What have we learnt
learners to • Have learners read the grade appropriate texts paying today?
sing songs attention to punctuation marks, words, sentences and
and recite paragraphs. Ask learners to
familiar • Provide questions that will guide learners in summarize the main
rhymes understanding the passage, e.g., What word connects points in the lesson
paragraphs one and two?
• Learners use correction strategy to help them make
meaning from the text as they read.

Assessment: let learners use correction strategy to

make meaning from the text as they read
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise simple conjunctions. Provide simple sentences today?
sing songs and let learners join them using and, or/nor, but.
and recite • Introduce because, since, so, although in context.
e.g.:

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familiar I'm late because I missed the bus. Ask learners to
rhymes Although Afi is has eye problems, she doesn't wear summarize the main
glasses. points in the lesson
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in their
own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form pairs of simple sentences and join
them with the conjunctions identified.

Assessment: let learners form pairs of simple sentences

and join them with the conjunctions identified
Thursday Engage D. WRITING What have we learnt
learners to • Use pictures showing the stages of how some dishes today?
sing songs are prepared.
and recite • Learners in groups observe the picture sequences and Ask learners to
familiar write words that give information on the activity. summarize the main
rhymes • Each group presents its work for discussion. points in the lesson
• Let learners in groups choose a domestic activity they
would want to give information on. (They should be
able to compose expository pieces of between 90 and
120 words).

Assessment: let learners write sentences to describe

the stages of how some dishes are prepared.
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Give learners an extract from a comprehension today?
sing songs passage.
and recite • Guide them to identify the simple and compound Ask learners to
familiar sentences. summarize the main
rhymes • Let them identify the subjects and verbs in each points in the lesson
compound sentence.
• Let learners write about an event they had
participated in, demonstrating their understanding of
subject and predicate sentences.
• Learners edit to demonstrate their knowledge of
subject and predicate.

Assessment: let learners identify subjects and

predicates in compound sentences

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HUMANS AND THE Sub-strand : DISEASES

ENVIRONMENT

Indicator (code) B5.5.2.1.1

Content standard (code) B5.5.2.1.
Performance Indicator Learners can explain the causes, symptoms and control of chicken pox

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners watch pictures, videos or charts on causes, What have we learnt
learners to symptoms and control of chicken pox or invite a health today?
sing songs personnel or School Health Education Programme
and recite (SHEP) coordinator to give a talk on chicken pox. Ask learners to
familiar summarize the
rhymes important points of the
Assessment: let learners explain the causes and lesson
symptoms of chicken pox

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Thursday Engage • In pairs, learners answer the following questions What have we learnt
learners to based on the pictures and video: today?
sing songs (1) What causes chicken pox? Ask learners to
and recite (2) What are the symptoms of chicken pox? summarize the
familiar (3) What should be done if someone has chicken pox? important points of the
rhymes (4) What are the ways of preventing the spread of lesson
chicken pox?

Project: Learners develop a concept map to trace the

causes, symptoms and prevention of chicken pox

Assessment: let learners mention the ways of

preventing the spread of chicken pox.

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : OUR NATION GHANA Sub-strand : Farming in Ghana

Indicator (code) B5.4.4.1.1

Content standard (code) B5.4.4.1.
Performance Indicator Learners can participate in transplanting seedlings

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners prepare plant house or garden What have we learnt
learners to boxes/pots/trays, containers or garden beds for today?
sing songs transplanting. Fill with fertile soil or plant medium;
and recite make holes at correct spacing and water ready for Ask learners to
familiar seedlings. summarize the main
rhymes Ensure that seedlings are ready for transplanting. points in the lesson
Water seedlings before transplanting.

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Use the right tools e.g. hand trowel to lift seedlings
from seedbed, use dibber to make holes at the right
depth.
Transplant seedlings in boxes/pots/trays, containers or
garden beds

Assessment: Let learners describe how to transplanting

seedlings
Thursday Engage Visit transplanted seedlings daily to record number of What have we learnt
learners to leaves and height (growth) of transplanted seedlings. today?
sing songs Use record to write weekly report
and recite Ask learners to
familiar summarize the main
rhymes Assessment: Let learners write a report points in the lesson

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTERNET AND SOCIAL MEDIA Sub-strand : Web browsers and Web Pages

Indicator (code) B5.6.2.1.7 B5.6.2.1.8 B5.6.2.1.9

Content standard (code) B5.6.2.1. B5.6.2.1. B5.6.2.1.
Performance Indicator  Learners can explain what a Web Page is.
 Learners can explain what a home page is.
 Learners can move within and between web pages using hyperlinks.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to explore features of a Web Page (text, What have we learnt
learners to graphics, audio, video, animation etc. through practical today?
Wednesday sing songs lessons)
and recite Ask learners to
familiar Guide learners to identify a home page from other web summarize the main
rhymes pages, through practical lessons. points in the lesson

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Guide learners to practise clicking hyperlinks, through
practical lessons. NB: This is to help the learner with the
fundamental skills of creativity in computing and
Computer Science.

Assessment: Let learners describe movement within

and between web pages using hyperlinks.

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Data Sub-strand : Data Collection, Organisation, Presentation,

Interpretation and Analysis
Indicator (code) B5.4.1.1.1 B5.4.1.1.2
Content standard (code) B5.4.1.1. B5.4.1.1.
Performance Indicator  Learners can explain the difference between first-hand and second-hand
data
 Learners can find examples of second-hand data in print and electronic
media, such as newspapers, magazines, and the internet.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)

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Monday Sing songs Explain first-hand data as data that you collect on your Review the lesson with
like: own; and second-hand data is data that has been Learners
collected and organized by somebody else
I’m
counting Mrs. Acquaye’s class studied the weather. The learners
one, what measured the rainfall for 5 days (Monday to Friday). For
is one her class these results are first-hand data. But for
1 - One is another class these results are second-hand data
one alone,
alone it Assessment: have learners to practice with more
shall be. examples

Tuesday Sing songs Look for examples of second-hand data in the Review the lesson with
like: newspaper or website; You can find data on league Learners
table, price list, sales, rainfall, etc.
I’m
counting Assessment: have learners to practice with more
one, what examples
is
Wednesday Sing songs Ask learners to study the second-hand data on the Review the lesson with
like: league table and write questions for their friends to Learners
read and interpret the data. E.g. Which team has not
I’m lost in a match? Which team has won only one match
counting
one, what
is one
1 - One is
one alone,
alone it
shall be.
2 - Two
pair, two Assessment: have learners to practice with more
pair examples

Thursday Sing songs Ask learners to study the second-hand data on Review the lesson with
like: suggested number of 30 minutes periods that Ghanaian Learners
primary school children learn certain subjects every
I’m week. Ask them to write questions for their friends to
counting read and interpret the data.

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one, what
is one
1 - One is
one alone,
alone it
shall be.
2 - Two
pair, two
pair come Assessment: have learners to practice with more
pair let us examples
pair

Friday Sing songs Ask learners to study the second-hand data on Review the lesson with
like: suggested number of 30 minutes periods that Ghanaian Learners
primary school children learn certain subjects every
I’m week. Ask them to write questions for their friends to
counting read and interpret the data.
one, what
is one
1 - One is
one alone,
alone it
shall be.

Assessment: have learners to practice with more

examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Sub-strand : Appreciating and Appraising

Indicator (code) B5 1.4.6.3

Content standard (code) B5 1.4.6.
Performance Indicator Learners can develop guidelines for appreciating and appraising own and others’
visual artworks that reflect the topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for appreciating and today?
sing songs appraising own and/or others’ visual artworks based on
and recite the guidelines suggested below; Ask learners to
familiar identify the correct vocabulary to use for appreciating summarize the main
rhymes and appraising artworks; points in the lesson
agree on what to use the appraisal report for and how
to share it

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Assessment: let learners develop guidelines for

appreciating and appraising own and others’ visual
artworks that reflect the topical issues in Africa

Wednesday Engage Learners are to: What have we learnt

learners to agree on the approach/method (manual/digital) to use today?
sing songs in recording/documenting the appraisal process;
and recite fix a day/date for the appreciation/appraisal/jury. Ask learners to
familiar summarize the main
rhymes Suggested Guidelines Description of the work: The points in the lesson
elements in the work (e.g. dot, lines, shapes, forms,
colour, texture, tone), materials used (e.g. paper,
pencil, clay, wood), size of the work, number of
objects/items in the work.
Subject matter: Meaning, message, topic, mood,
feelings, history, religion, environment, global warming.
Appraisal: What the work can be used for, likes, good
things in the work, beauty, social and cultural value,
correlation (connecting to other areas of learning).
Experiences to share: The design process through
thinking and composing, planning and making,
displaying and sharing, etc.

Assessment: let learners

develop guidelines for appreciating and appraising own
and others’ visual artworks that reflect the topical
issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B5.5.3.1.1

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Role play the scene for learners to offer the opinions on What have we learnt
learners to the situation (whether the riot was justified or not). today?
sing songs
and recite Assessment: let learners explain why people were Ask learners to
familiar unhappy in the country after the econd World War summarize the main
rhymes points in the lesson
Why were
people
unhappy
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after the
war?

Thursday Engage Guide learners to develop a poster that illustrates the What have we learnt
learners to link between the boycott of European goods, the today?
sing songs shootings of 28th February and the riots of 1948.
and recite By Ask learners to
familiar Assessment: let learners develop a poster that summarize the main
rhymes illustrates the link between the boycott of European points in the lesson
goods, the shootings of 28th February and the riots of
1948

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND Sub-strand : SAFETY AND INJURIES
STRATEGIES

Indicator (code) B5.4.3.4.1

Content standard (code) B5.4.3.4.
Performance Indicator Learners can describe the role of muscle strength and
proper lifting in the prevention of back injuries
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Friday Learners jog round a Teacher explains to learners End the lesson with
demarcated area in files that muscles aid in movement, cool down activities
while singing and clapping to lifting, etc. Strong arm, chest, and use questions to
warm-up the body for and back muscles will therefore summarise the lesson
maximal performance and to facilitate movements in these
prevent injuries parts of the body

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family, Authority and Sub-strand : Authority and Obedience

Obedience

Indicator (code) B5. 5.1.1.2

Content standard (code) B5. 5.1.1.
Performance Indicator Learners can explain the need to demonstrate responsible behaviour at home

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Let learners identify ways by which they can be What have we learnt
learners to responsible: today?
sing songs - be a good child to avoid punishment,
and recite - emulate parents and other family members, etc. Ask learners to
familiar • Let learners dramatise responsible behaviours as summarize the main
rhymes parents points in the lesson

Assessment: let learners explain the need to

demonstrate responsible behaviour at home

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand : Letter Writing

Composition Writing
Indicator (code) B5.4.7.1.3 B5.4.8.1.1 B5.4.8.1.2
Content standard (code) B5.4.7.1. B5.4.8.1. B5.4.8.1.
Performance Indicator  The learner should write a short and simple play
 The learner should comprehend and discuss the process in writing good
semi-formal letters
 The learner should write semi-formal letters using controlled composition.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Allow learners to watch a simple play. What have we learnt
leaners to • Discuss the play with learners and bring out its today?
sing songs features.
and recite • Write out some of the features of a play on the board
familiar as a guide.
rhymes
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• Ask learners to write a simple play of at least three
characters, one of the plays may be dramatised in class Review the lesson with
and be discussed. learners

Assessment: let learners write a short and simple play

Engage • Discuss letter writing and its structure with learners. What have we learnt
leaners to • Show a sample of a letter to learners to point out the today?
sing songs structure and features.
and recite • Discuss the features and types of letters.
familiar • Explain to learners the structure of semi-formal
rhymes
letters.
• Write a sample semi-formal letter on the board.
• Discuss the process involved in writing a semi-formal Review the lesson with
letter. learners
• Assist learners to understand the process in writing
good semi-formal letters

Assessment: let learners identify the process in writing

good semi-formal letters
Engage • Write a semi-formal letter on the board. What have we learnt
leaners to • Assist learners to write semi-formal letters using today?
sing songs controlled composition.
and recite • Ask learners to point out the features and structure of
familiar the semi-formal letter written.
rhymes

Assessment: let learners write semi-formal letters Review the lesson with
using controlled composition learners

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

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TERM THREE
BASIC FIVE
WEEK 8

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Summarising
C. Grammar Usage At Word C. Conjunctions
D. Writing D. Informative/Expository Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.10.3.2 B5.2.10.1.1. B5.3.8.1.1 B5.4.14.2.1 B5.5.9.1.1. B5.6.1.1.1

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.8.1. B5.4.14.2. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can draw on prior knowledge to identify organisational structure
of speech.
B. Learners can summarise level-appropriate texts/passages orally.
C. Learners can identify and use simple conjunctions-because, since, so,
although – to − give reasons, − link contrasting ideas − show results.
D. Learners can write about incidence or events of the day (e.g. any event
witnessed on their way to school) and make radio/TV presentations.
E. Learners can identify subjects and predicates in compound sentences.
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

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Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Have learners listen to a speech and give the written today?
sing songs text to them to read taking note of the features.
and recite • Discuss the structure of a model speech with learners: Ask learners to
familiar e.g. summarize the main
rhymes i. Heading points in the lesson
ii. Vocative Address
iii. Introduction
iv. Body
• In groups have pupils write and present a parallel
speech. Have the class critique each group’s work based
on the discussed structures.

Assessment: let learners identify organisational

structure of speech.
Tuesday Engage B. READING What have we learnt
learners to • Learners identify the most important ideas in today?
sing songs texts/passages read and restate them in their own
and recite words. Ask learners to
familiar E.g. summarize the main
rhymes i. Can you retell the story? points in the lesson
ii. Who are the main characters?
iii. What is the setting?
iv. What are the main events? (use herringbone or story
map as strategies)

Assessment: let learners summarise level-appropriate

texts/passages orally
Wednesday Engage C. GRAMMAR What have we learnt
learners to • Revise simple conjunctions. Provide simple sentences today?
sing songs and let learners join them using and, or/nor, but.
and recite • Introduce because, since, so, although in context.
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familiar e.g.: Ask learners to
rhymes I'm late because I missed the bus. summarize the main
Although Afi is has eye problems, she doesn't wear points in the lesson
glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these
conjunctions.
• Have them practise using these conjunctions in their
own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form pairs of simple sentences and join
them with the conjunctions identified.

Assessment: let learners form pairs of simple sentences

and join them with the conjunctions identified
Thursday Engage D. WRITING What have we learnt
learners to • Let learners watch TV news at home and write their today?
sing songs own news from the pictures they see.
and recite • Put learners into groups. Let them brainstorm and Ask learners to
familiar write about events of the day. Each group chooses an summarize the main
rhymes interesting event and writes the news to broadcast to points in the lesson
the class. Let each group choose one person to present
the news.
• Have learners publish their works on the internet.
• Help learners to organise a radio or talk show

Assessment: let learners write about incidence or

events of the day
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Give learners an extract from a comprehension today?
sing songs passage.
and recite • Guide them to identify the simple and compound Ask learners to
familiar sentences. summarize the main
rhymes • Let them identify the subjects and verbs in each points in the lesson
compound sentence.
• Let learners write about an event they had
participated in, demonstrating their understanding of
subject and predicate sentences.
• Learners edit to demonstrate their knowledge of
subject and predicate.

Assessment: let learners identify subjects and

predicates in compound sentences.

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HUMANS AND THE Sub-strand : DISEASES

ENVIRONMENT

Indicator (code) B5.5.2.1.2

Content standard (code) B5.5.2.1.
Performance Indicator Learners can identify causes, symptoms and prevention of cholera

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Learners watch pictures and videos or images What have we learnt
learners to showing the causes, symptoms and prevention of today?
sing songs cholera.
and recite • Invite a local health officer or SHEP coordinator to Ask learners to
familiar give a presentation on cholera to the learners summarize the
rhymes •Engage learners, in groups, to discuss the causes of important points of the
cholera, using everyday scenarios, e.g. eating lesson
contaminated food and living in a dirty environment.

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Assessment: let learners identify causes and symptoms

of cholera
Thursday Engage • Learners are provided one large cardboard for all the What have we learnt
learners to groups to write different ideas on the causes, today?
sing songs prevention and symptoms of cholera. Ask learners to
and recite • Learners display the cardboard in the classroom. summarize the
familiar important points of the
rhymes lesson
Assessment: let learners identify the prevention of
cholera

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MY GLOBAL COMMUNITY Sub-strand : Our Neighbouring Countries

Indicator (code) B5.5.1.1.1.

Content standard (code) B5.5.1.1.
Performance Indicator Learners can describe the economic exchanges between Ghana and her
neighbours
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners watch picture/videos of economic exchanges What have we learnt
learners to between Ghana and her neighbours e.g. trade, work today?
sing songs
and recite Learners describe the types of goods exchanged Ask learners to
familiar between Ghana and her neighbours e.g. tomatoes, summarize the main
rhymes onions, clothes points in the lesson

Thursday Engage Learners write essays on the importance of the What have we learnt
learners to exchange of goods e.g. for food, clothes today?
sing songs
and recite Ask learners to
familiar Assessment: Let learners write essays on the summarize the main
rhymes importance of the exchange of goods points in the lesson

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
INTERNET AND SOCIAL MEDIA Surfing the world wide web
Favourite places and Search engine
Using Online Forms
Indicator (code) B5.6.3.1.4. B5.6.4.1.3. B5.6.5.1.3
Content standard (code) B5.6.3.1. B5.6.4.1. B5.6.5.1.
Performance Indicator  Learners can Use the links toolbar.
 Learners can demonstrate how to handle search results.
 Learners can demonstrate downloading of files (e.g. pictures, audio, pdf
etc.).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to use the links toolbar. What have we learnt
learners to NB: This is to help the learner with the fundamental today?
Wednesday sing songs skills of surfing and navigating the internet.
and recite

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familiar Guide learners to explore the way to handle search Ask learners to
rhymes results from a search engine. summarize the main
NB: This is to help the learner with the fundamental points in the lesson
skills of surfing and navigating the internet.

Guide learners to download a file through practical

session(s).

Assessment: Let learners describe how to download a

file

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Data Sub-strand : Data Collection, Organisation, Presentation,

Interpretation and Analysis
Indicator (code) B5.4.1.2.1 B5.4.1.2.2
Content standard (code) B5.4.1.2. B5.4.1.2.
Performance Indicator  Learners can draw double bar graphs, complete with title, labelled axes, key
or legend, to represent data collected (up to 3 pairs of categories of data
and use it to solve problems
 Learners can identify examples of double bar graphs used in a variety of
print and electronic media, such as newspapers, magazines, and the
internet.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain

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for
learning)

Monday Sing songs Give students data presented in a table on rainfall in Review the lesson with
like: mm for two towns to draw a double bar graph Learners
complete with title, labelled axes, key
I’m
counting January February
one, what
Kumasi 5 10
is one
1 - One is Oda 3 10
one alone,
alone it
shall be.
2 – Two
pair, two
pair come
pair let us
pair

Assessment: have learners to practice with more

examples
Tuesday Sing songs Give students more paired data presented in a tables. Review the lesson with
like: Ask them to study the paired data in the tables and ask Learners
them questions based on them. Also ask them to write
I’m questions for their friends to read and interpret the
counting data. For instance some questions can be (i) In which
one, what subject was Fusena’s worse performance? (ii) How
is one many pupils are in the upper primary classes in Presby?
1 - One is (iii) When was the best day for Senasco shop?

Assessment: have learners to practice with more

examples
Wednesday Sing songs . Ask learners to draw double bar graphs complete with Review the lesson with
like: title, labelled axes, key for the paired data presented in Learners
the tables on (i) percentage test scores of 2 students;
I’m (ii) enrolment in 2 schools in a town; sales of two of
counting bread in two shops in a week; etc.

Assessment: have learners to practice with more

examples
Thursday Sing songs Provide opportunities for learners to access, read and Review the lesson with
like: interpret examples of double bar graphs used in a Learners
variety of print and electronic media, such as
newspapers, magazines and the internet
I’m
counting Assessment: have learners to practice with more
one, what examples
is one
Friday Sing songs Provide opportunities for learners to access, read and Review the lesson with
like: interpret examples of double bar graphs used in a Learners
variety of print and electronic media, such as
newspapers, magazines and the internet
I’m
counting Assessment: have learners to practice with more
. examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Performing Arts Sub-strand : Appreciating and Appraising

Indicator (code) B5 2.4.6.3

Content standard (code) B5 2.4.6.
Performance Indicator Learners can develop guidelines for appreciating and appraising own and others’
performing artworks that reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to discuss and accept a guide for analysing and today?
sing songs appreciating/appraising own and/or others’
and recite compositions and performances on the guide guidelines Ask learners to
familiar suggested below; summarize the main
rhymes identify the correct vocabulary to use for appreciating points in the lesson
and appraising music, dance and drama; agree on
what to use the appraisal report for and how to share it

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Assessment: let learners develop guidelines for
appreciating and appraising own and others’
performing artworks that reflect topical issues in Africa
Wednesday Engage Learners are to: What have we learnt
learners to agree on the approach/method (manual/digital) to today?
sing songs use in recording/documenting the appraisal process;
and recite fix a day/date for the appreciation/appraisal/jury. Ask learners to
familiar summarize the main
rhymes Suggested guidelines points in the lesson
Music: theme, voice production and diction,
harmony and blending of parts, interpretation, the
elements and knowledge of music.
Dance: theme, entrance/exit, movement variation,
gestures, creativity, makeup, movement in relation to
singing and drumming, costume, props, energy, stage
use, stage setting and dynamics.
Drama: characterisation, makeup, gestures, voice
projection, diction, use of space, aesthetics, creativity.

Assessment: let learners develop guidelines for

appreciating and appraising own and others’
performing artworks that reflect topical issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B4.5.3.1.2

Content standard (code) B4.5.3.1.
Performance Indicator Learners can examine sources of evidence about what happened during the 1948
riots
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Show a map of Accra indicating the routes that were What have we learnt
learners to approved for the ex-servicemen. today?
sing songs Use a documentary to illustrate what happened during
and recite the 1948 riots and discuss it afterwards Ask learners to
familiar summarize the main
rhymes Assessment: let learners narrate what happened during points in the lesson
the 1948 riots and afterwards
Who were
the ex-
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servicemen
?

Thursday Engage Role play the scene of the 1948 riots as evidence for What have we learnt
learners to learners today?
sing songs
and recite Assessment: let learners Ask learners to
familiar identify sources of evidence about what happened summarize the main
rhymes during the 1948 riots points in the lesson

Where did
the
shooting
occur?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : PHYSICAL FITNESS CONCEPTS, PRINCIPLES AND Sub-strand : SAFETY AND INJURIES
STRATEGIES

Indicator (code) B5.4.3.4.2:

Content standard (code) B5.4.3.4.
Performance Indicator Learners can list factors that cause injuries when using PE
equipment
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary /
(preparing the brain Reflections
for learning)
Friday Learners jog round a Teacher explains that injuries may occur End the lesson
demarcated area in files when the learner had not gone through with cool down
while singing and proper warm-up and stretching. Warm up activities and use
clapping to warm-up the prevents injuries to the muscles and the questions to
body for maximal joints, increases the elasticity in the summarise the
performance and to muscles to adapt to the ensuing vigorous lesson
prevent injuries activities. Teacher should ensure that the
environment and the equipment are safe
for use.

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family, Authority and Sub-strand : Authority and Obedience

Obedience

Indicator (code) B5. 5.1.1.2

Content standard (code) B5. 5.1.1.
Performance Indicator Learners can explain the need to demonstrate responsible behaviour at home

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage In groups, let learners write essays on how to become What have we learnt
learners to responsible adults. today?
sing songs • Let learners present their works to the class for
and recite appreciation and discussion Ask learners to
familiar summarize the main
rhymes Assessment: let learners write essays on how to points in the lesson
become responsible adults

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Composition Writing Sub-strand : Letter Writing

Indicator (code) B5.4.8.1.3

Content standard (code) B5.4.8.1.
Performance Indicator The learner should write good semi-formal letters.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Read a semi-formal letter to learners. What have we learnt
leaners to • Guide learners to write good semi-formal letters today?
sing songs
and recite Assessment: let learners write good semi-formal letters.
familiar Review the lesson with
rhymes learners

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Engage • Read a semi-formal letter to learners. What have we learnt

leaners to • Guide learners to write good semi-formal letters today?
sing songs
and recite
familiar Assessment: let learners write good semi-formal letters.
rhymes Review the lesson with
learners
Engage • Read a semi-formal letter to learners. What have we learnt
leaners to • Guide learners to write good semi-formal letters today?
sing songs
and recite Assessment: let learners write good semi-formal letters.
familiar Review the lesson with
rhymes learners

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

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TERM THREE
BASIC FIVE
WEEK 9

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Summarising
C. Grammar Usage At Word C. Modals
D. Writing D. Letter Writing
E. Using Writing Conventions E. Using Simple, Compound and Complex Sentences
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) (B5.1.10.3.3 B5.1.10.3.4) B5.2.10.1.1. B5.3.9.1.1 B5.4.15.1.1 B5.5.9.1.2

B5.6.1.1.1
Content standard (code) (B5.1.10.3. B5.1.10.3.) B5.2.10.1. B5.3.9.1. B5.4.15.1. B5.5.9.1.
B5.6.1.1.
Performance Indicator A. Learners can gather and select facts and ideas from one or multiple print
and non-print sources, appropriate to the purpose, audience, context and
culture. Support ideas and points of view by integrating selected visual
and audio resources, verbal and non-verbal cues (e.g. gestures, facial
expressions)
B. Learners can summarise level-appropriate texts/passages orally
C. Learners can use modals to express a variety of meanings:
D. Learners can write to friends about events using appropriate letter
formats
E. Learners can construct compound sentences correctly

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F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Review the organizational structure of the speech today?
sing songs with pupils by giving a short speech and asking them to
and recite identify the various structures. Ask learners to
familiar • Provide sample speeches for discussion to help summarize the main
rhymes learners generate ideas for their speeches. points in the lesson
• Use the internet to guide the learners to download
important speeches.
• Together with learners, discuss the organisational
structure of the speeches.
• Have learners choose and write speeches

• Through discussion, guide learners to select facts and

ideas from one or more sources such as print sources
and non-print sources (e.g. resource person)
appropriate to the purpose, audience, context and
culture.
• Encourage learners to ask questions for clarity

Assessment: let learners support ideas and points of

view by integrating selected visual and audio resources
Tuesday Engage B. READING What have we learnt
learners to • Learners identify the most important ideas in today?
sing songs texts/passages read and restate them in their own
and recite words.
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familiar E.g. Ask learners to
rhymes i. Can you retell the story? summarize the main
ii. Who are the main characters? points in the lesson
iii. What is the setting?
iv. What are the main events? (use herringbone or story
map as strategies)

Assessment: let learners summarise level-appropriate

texts/passages orally
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Can: conveys ability: I can drive today?
sing songs − May: asks for permission, expresses politeness,
and recite possibility: May I go out? Ask learners to
familiar − Must: obligation or compulsion, necessity summarize the main
rhymes − Shall/will: prediction, intention, determination etc. points in the lesson
− Could: tentativeness, politeness
− Would: politeness
− Might: possibility
− Should: obligation
− Used to: for past activity/event
− Have to/ought to/need to: for obligation
• Introduce these (one or two at a time) in context.
• Use situations and drills to give learners ample
practice.

Assessment: let learners use modals to express a

variety of meanings
Thursday Engage D. WRITING What have we learnt
learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important features Ask learners to
familiar of the letter and other special things they identify in the summarize the main
rhymes letters. points in the lesson
• Learners present their information to the whole class
to guide the class to learn about such letters.
• Guide learners in their groups to choose an imaginary
friend they want to write to.
• Learners brainstorm and write down ideas on what
they would want to include in their letters.
• Guide them to write their letters and let them edit
their work.
• Learners exchange their product with other groups to
edit.
• Learners read their letters to others.

Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learners to
familiar their knowledge in subject and predicate. summarize the main
rhymes • Learners in groups write a narrative exhibiting their points in the lesson
knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage them to
share the final products with the class.

Assessment: let learners construct compound

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HUMANS AND THE Sub-strand : SCIENCE AND INDUSTRY

ENVIRONMENT

Indicator (code) B5.5.3.1.1

Content standard (code) B5.5.3.1.
Performance Indicator Learners can identify the raw materials used in some local industries (kenkey
production, gari production, ceramic and pottery production).
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Take learners to a local gari, kenkey, shea butter, What have we learnt
learners to cooking oil, blacksmith, basketry, carpentry or pottery today?
sing songs production site or show videos of such ventures.
and recite • Learners observe critically and identify the raw Ask learners to
familiar materials used in the various industries. summarize the
rhymes important points of the
lesson

Thursday Engage • Engage the learners in a matching activity to match What have we learnt
learners to some local products with their raw materials. today?
sing songs Ask learners to
and recite Project: Designing an Industry. summarize the
familiar Learners plan and design a factory in their locality, important points of the
rhymes showing the raw materials they use and the finished lesson
products.

Assessment: let learners identify the raw materials used

in some local industries

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SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MY GLOBAL COMMUNITY Sub-strand : Our Neighbouring Countries

Indicator (code) B5.5.1.2.1.

Content standard (code) B5.5.1.2.
Performance Indicator Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Learners explain rotation and revolution of the Earth What have we learnt
learners to today?
sing songs Learners undertake activities describing the rotation of
the earth on its axis and revolution of the earth round
and recite Ask learners to
the sun.
familiar summarize the main
rhymes Learners demonstrate the solar and lunar eclipses. points in the lesson
i. Use learners to represent the sun, moon and earth.
ii. Have the moon (learner 1) walk in circles around the
earth (learner 2).

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iii. Have the earth (learner 2) walk around the sun
(learner 3) while the moon (learner 1) maintains its
orbit.
iv. When the moon (learner 1) passes between the sun
(learner 3) and the earth (learner 2) to create a shadow,
solar eclipse is formed.

Assessment: Let learners describe the rotation and

revolution of the Earth
Thursday Engage Learners demonstrate the solar and lunar eclipses. What have we learnt
learners to i. Use learners to represent the sun, moon and earth. today?
sing songs ii. Have the moon (learner 1) walk in circles around the
and recite earth (learner 2). Ask learners to
familiar iii. Have the earth (learner 2) walk around the sun summarize the main
rhymes (learner 3) while the moon (learner 1) maintains its points in the lesson
orbit.
iv. When the moon (learner 1) passes between the sun
(learner 3) and the earth (learner 2) to create a shadow,
solar eclipse is formed.

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTERNET AND SOCIAL MEDIA Sub-strand : Customising your browser

Indicator (code) B5.6.6.1.5 B5.6.6.1.6

Content standard (code) B5.6.6.1. B5.6.6.1.
Performance Indicator  Learners can identify cookies in web browsers.
 Learners can illustrate how to set disk space or cache usage.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Aid learners to recognize cookies in web browsers. What have we learnt
learners to today?
Wednesday sing songs Guide learners to set disk space or cache usage
and recite Ask learners to
familiar summarize the main
rhymes points in the lesson
Assessment: Let learners illustrate how to set disk
space or cache usage.

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SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Data Sub-strand : Chance (Probability)

Indicator (code) B5.4.2.1.1 B5.4.2.1.2

Content standard (code) B5.4.2.1. B5.4.2.1.
Performance Indicator  Learners can Classify the likelihood of a single outcome occurring in a
probability experiment as impossible, possible, or certain
 Learners can Design and conduct an experiment in which the likelihood of
a single outcome occurring is impossible, possible (likely or unlikely),
certain.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
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Monday Sing songs E.g. In a Ludo competition with a die, the event of Review the lesson with
like: “obtaining the number 1” is possible; the event of Learners
“obtaining the number 7” is impossible; the event of
“obtaining the number 1 or 2 or 3 or 4 or 5 or 6” is
I’m
certain.
counting
one, what
is one
1-

Assessment: have learners to practice with more

examples
Tuesday Sing songs E.g. In a Ludo competition with a die, the event of Review the lesson with
like: “obtaining the number 1” is possible; the event of Learners
“obtaining the number 7” is impossible; the event of
“obtaining the number 1 or 2 or 3 or 4 or 5 or 6” is
I’m
certain.
counting
one, what
is one
1-

Assessment: have learners to practice with more

examples
Wednesday Sing songs E.g. In a bag containing 10 red, 4 green and 1 pink Review the lesson with
like: bottle tops, let a learner pick one bottle top from the Learners
bag. 1. Picking a black bottle top is impossible 2.
I’m Picking a red bottle top is possible (likely) 3. Picking a
counting pink bottle top is possible (unlikely) 4. Picking a red or
one, what green or pink bottle top is certain. Explain each of the
is one four outcomes
1-
Assessment: have learners to practice with more
examples
Thursday Sing songs E.g. In a bag containing 10 red, 4 green and 1 pink Review the lesson with
like: bottle tops, let a learner pick one bottle top from the Learners
bag. 1. Picking a black bottle top is impossible 2.
Picking a red bottle top is possible (likely) 3. Picking a
I’m
pink bottle top is possible (unlikely) 4. Picking a red or
counting green or pink bottle top is certain. Explain each of the
one, what four outcomes
is one
1 Assessment: have learners to practice with more
examples
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Friday Sing songs E.g. In a bag containing 10 red, 4 green and 1 pink Review the lesson with
like: bottle tops, let a learner pick one bottle top from the Learners
bag. 1. Picking a black bottle top is impossible 2.
Picking a red bottle top is possible (likely) 3. Picking a
I’m
pink bottle top is possible (unlikely) 4. Picking a red or
counting green or pink bottle top is certain. Explain each of the
one, what four outcomes
is one
2 - Two Assessment: have learners to practice with more
pair, examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Visual Arts Thinking and Exploring Ideas
Performing Arts

Indicator (code) B5 1.1.1.6. B5 2.1.1.6.

Content standard (code) B5 1.1.1 B5 2.1.1.
Performance Indicator  Learners can brainstorm and come out with ideas for creating own visual
works that will reflect topical issues in Africa
 Learners can brainstorm to generate ideas for creating own compositions
and performances that reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to learn about current topical issues of concern in Africa today?
sing songs using available OERs (e.g. libraries, internet, audio
and recite visuals, and other social media);

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familiar Create portfolios by using any of the following: a) Ask learners to
rhymes downloading videos and other related documents from summarize the main
the internet b) jotting down simple notes and points in the lesson
statements c) taking still and moving pictures d) making
photocopies of relevant documents e) recording
sound/voice messages, etc.

make presentations for class discussions and peer

review for formative assessment (assessment as/of
learning); reflect on feedback from class discussions,
peer reviews and formative assessment to generate
concepts for designing and making own artworks that
will reflect topical issues of concern in Africa.

Assessment: let learners brainstorm and come out with

ideas for creating own visual works that will reflect
topical issues in Africa

Wednesday Engage Learners are to: What have we learnt

learners to learn about current topical issues of much concern in today?
sing songs Africa using available OERs, e.g. libraries, internet,
and recite audio-visuals, and other social media; Ask learners to
familiar create portfolios by using any of the following: a) summarize the main
rhymes downloading videos and other related documents from points in the lesson
the internet;
b) jotting down simple notes and statements;
c) recording sound/voice messages, etc.;
make presentations for class discussions and peer
review for formative assessment (assessment as/of
learning);
reflect on feedback from class discussions, peer
reviews and formative assessment to generate
concepts for designing and making own artworks that
will reflect current topical issues of much concern in
Africa.

Assessment: let learners brainstorm to generate ideas

for creating own compositions and performances that
reflect topical issues in Africa
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………
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……………………………………………………………………: LESSON PLAN

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B4.5.3.1.2

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Tuesday Engage Role play the scene of the 1948 riots as evidence for What have we learnt
learners to learners today?
sing songs
and recite Ask learners to
familiar Assessment: let learners identify sources of evidence summarize the main
rhymes about what happened during the 1948 riots points in the lesson

Where did
the
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shooting
occur?

Thursday Engage Discuss the arrest of the ‘Big Six’ (leaders of the UGCC). What have we learnt
learners to today?
sing songs
and recite Assessment: let learners narrate arrest of the ‘Big Six’ Ask learners to
familiar (leaders of the UGCC). summarize the main
rhymes points in the lesson

Where did
the
shooting
occur?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS, Sub-strand : SELF-RESPONSIBILITY

PRINCIPLES AND STRATEGIES

Indicator (code) B5.5.1.5.1:

Content standard (code) B5.5.1.5.
Performance Indicator Learners can participating independently in fitness and
skill development activities outside school
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Friday Learners jog round a Learners are self- End the lesson with cool
demarcated area in files motivated to participate down activities and use
while singing and clapping to in physical activities at questions to summarise
warm-up the body for least once outside the the lesson
maximal performance and to school physical education
prevent injuries programme

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family, Authority and Sub-strand : Roles, Relationships in the Family and Character
Obedience Formation

Indicator (code) B5.5.2.1.1:

Content standard (code) B5.5.2.1.
Performance Indicator

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Assist learners to explain a responsible person in the What have we learnt
learners to family. today?
sing songs • Let learners describe attitudes and behaviours that
and recite show that a person is responsible. Ask learners to
familiar • Ask learners to describe a responsible family summarize the main
rhymes member: points in the lesson
- show commitment in family activities,
- obedience to elders of the family,
- respect for family members,
- accepting responsibility (performing assigned duties),

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- taking initiatives, - helping needy relatives, etc

Assessment: let learners describe attitudes and

behaviours that show that a person is responsible.

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Writing Conventions / Usage Sub-strand : Integrating Grammar in Written Language (Use of
simple and compound sentences)
Indicator (code) B5.5.6.1.2 B5.5.6.1.3 B5.5.7.1.1
Content standard (code) B5.5.6.1. B5.5.6.1. B5.5.7.1.
Performance Indicator  The learner should use single conjunctions in forming compound
sentences.
 The learner should form compound sentences with appropriate
conjunctions
 The learner write eight and nine-letter words correctly
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Write a mixture of words on the board and lead What have we learnt
leaners to learners to select the conjunctions. today?
sing songs • Ask learners to use the conjunctions to form
and recite compound sentences orally or written.

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familiar • Put learners in a group to write compound sentences
rhymes and underline the conjunction. Review the lesson with
learners
Assessment: let learners use single conjunctions in
forming compound sentences

Engage • Give learners simple sentences and ask them to form What have we learnt
leaners to compound sentences with them using the appropriate today?
sing songs conjunction.
and recite • Use flashcards with conjunctions written on them to
familiar assist learners to form compound sentences with
rhymes
appropriate conjunctions.
• Allow learners to write some conjunctions on the
board Review the lesson with
learners
Assessment: let learners form compound sentences
with appropriate conjunctions
Engage What have we learnt
leaners to Ask learners to mention words they know and write today?
sing songs them on the board.
and recite • Group the words according to the number of letters.
familiar • Read the letters aloud and guide learners to spell out
rhymes the words correctly.
• Use flashcards with eight and nine letter words Review the lesson with
written on them to help learners to write eight and nine learners
letter words correctly.

Assessment: let learners write eight and nine-letter

words correctly

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

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TERM THREE
BASIC FIVE
WEEK 10

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Indicator (code) B5.1.10.3.5. B5.2.10.1.2 B5.3.9.1.1 B5.4.15.1.1 B5.5.9.1.2 B5.6.1.1.1

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.9.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can use discourse markers to signpost stages in a presentation
(e.g. “For the next part”, “For example”, “In summary”)
B. Learners can write a short summary of a level-appropriate text/passage
read
C. Learners can use modals to express a variety of meanings:
D. Learners can write to friends about events using appropriate letter
formats
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

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Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Select a sample written speech and through today?
sing songs discussion help learners to identify discourse markers
and recite to signpost stages in a presentation. Ask learners to
familiar E.g. “Let us look at,” also, “ To sum up,” “Finally”. summarize the main
rhymes • Learners write and use the appropriate words in both points in the lesson
formal and informal situations.

Assessment: let learners discourse markers to signpost

stages in a presentation
Tuesday Engage B. READING What have we learnt
learners to • Have learners work in groups to write a summary of a today?
sing songs text/passage read taking note of the main ideas.
and recite • Let learners present their write-up for discussion and Ask learners to
familiar feedback from the class and teacher. summarize the main
rhymes points in the lesson
Assessment: let learners write a short summary of a
level-appropriate text/passage read
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Can: conveys ability: I can drive today?
sing songs − May: asks for permission, expresses politeness,
and recite possibility: May I go out? Ask learners to
familiar − Must: obligation or compulsion, necessity summarize the main
rhymes − Shall/will: prediction, intention, determination etc. points in the lesson
− Could: tentativeness, politeness
− Would: politeness
− Might: possibility
− Should: obligation
− Used to: for past activity/event
− Have to/ought to/need to: for obligation
• Introduce these (one or two at a time) in context.

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• Use situations and drills to give learners ample
practice.

Assessment: let learners use modals to express a

Assessment: let learners write to friends about events

using appropriate letter formats
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learners to
familiar their knowledge in subject and predicate. summarize the main
rhymes • Learners in groups write a narrative exhibiting their points in the lesson
knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage them to
share the final products with the class.

Assessment: let learners write to friends about events

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

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HUMANS AND THE Sub-strand : CLIMATE CHANGE

ENVIRONMENT

Indicator (code) B5.5.4.1.1

Content standard (code) B5.5.4.1.
Performance Indicator Learners can identify the impact of deforestation on climate change.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage • Put learners into groups and let them discuss the What have we learnt
learners to importance of trees in the environment. today?
sing songs • Take learners on a trip around the school environs
and recite and help them to appreciate the importance of trees Ask learners to
familiar such as provision of shade, food, fresh air, production summarize the
rhymes of rain, etc. important points of the
• Learners brainstorm what will happen if people lesson
continuously cut down trees.

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• Engage each group to present their ideas to the whole
class and re-shape their ideas by writing all key points
about tree-felling and its impact to the environment as
well as its long-term effect on the climate.

Assessment: let learners identify the impact of

deforestation on climate change
Thursday Engage • Learners brainstorm what measures to take to stop What have we learnt
learners to people from tree-cutting. today?
sing songs • Learners are assisted to plant trees in their school Ask learners to
and recite environment and at strategic locations within the summarize the
familiar community. important points of the
rhymes • Learners are supervised to take good care of the trees lesson
they plant

Assessment: let learners identify the measures to take

to stop people from tree-cutting.

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MY GLOBAL COMMUNITY Sub-strand : Our Neighbouring Countries

Indicator (code) B5.5.1.2.1.

Content standard (code) B5.5.1.2.
Performance Indicator Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Assessment: Let learners describe the rotation and

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
INTERNET AND SOCIAL MEDIA Electronic Email
INTERNET OF THINGS (IOT)
Indicator (code) B5.6.7.1.4 B5.6.8.1.3 B5.6.8.1.4
Content standard (code) B5.6.7.1. B5.6.8.1. B5.6.8.1.
Performance Indicator  Learners can illustrate viewing received messages and Create or Compose
messages.
 Learners can identify components of Internet of Things.
 Learners can identify the role of smart sensors in the Internet of Things.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to write messages, format text, etc. What have we learnt
learners to today?
Wednesday sing songs Guide learners to explore the components of the
and recite Internet of Things. e.g. Hardware, Data, Software and Ask learners to
familiar Connectivity. summarize the main
rhymes points in the lesson
Guide learners to explore the role of smart sensors in
the Internet of Things e.g. Sensing and data collection
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capability such as climatic change (e.g. Electronic Doors,
RFID, CCTV camera, etc.), define at least five terms and
acronyms of IoT.
NB: This is to help the learner grasp the fundamental
knowledge of hardware such as robots and sensors.

Assessment: Let learners identify the role of smart

sensors in the Internet of Things.

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Data Sub-strand : Chance (Probability)

Indicator (code) B5.4.2.1.2 B5.4.2.1.3

Content standard (code) B5.4.2.1. B5.4.2.1.
Performance Indicator  Learners can design and conduct an experiment in which the likelihood of a
single outcome occurring is impossible, possible (likely or unlikely), certain.
 Learners can conduct a given probability experiment a number of times,
recording the outcomes, and explaining the result
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)

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Monday Sing songs E.g. In a bag containing 10 red, 4 green and 1 pink Review the lesson with
like: bottle tops, let a learner pick one bottle top from the Learners
bag. 1. Picking a black bottle top is impossible 2.
Picking a red bottle top is possible (likely) 3. Picking a
I’m
pink bottle top is possible (unlikely) 4. Picking a red or
counting green or pink bottle top is certain. Explain each of the
one, what four outcomes
is one
Assessment: have learners to practice with more
examples
Tuesday Sing songs E.g. In a bag containing 10 red, 4 green and 1 pink Review the lesson with
like: bottle tops, let a learner pick one bottle top from the Learners
bag. 1. Picking a black bottle top is impossible 2.
Picking a red bottle top is possible (likely) 3. Picking a
I’m
pink bottle top is possible (unlikely) 4. Picking a red or
counting green or pink bottle top is certain. Explain each of the
one, what four outcomes
is one
Assessment: have learners to practice with more
examples
Wednesday Sing songs E.g. In a bag containing 10 red, 4 green and 1 pink Review the lesson with
like: bottle tops, let a learner pick one bottle top from the Learners
bag. 1. Picking a black bottle top is impossible 2.
Picking a red bottle top is possible (likely) 3. Picking a
I’m
pink bottle top is possible (unlikely) 4. Picking a red or
counting green or pink bottle top is certain. Explain each of the
one, what four outcomes
is one
, Assessment: have learners to practice with more
examples
Thursday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
is one number of heads turning up
1 - One is,
Assessment: have learners to practice with more
examples
Friday Sing songs E.g. Ask 5 Review the lesson with
like: learners of their expectations/predictions about the Learners
outcome of tossing a coin three times. Teacher tosses a
coin three times and records the outcome. (e.g. head,
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I’m head, tail) Does the outcome match their expectation?
counting Either way the teacher should explain. In pairs, learners
one, what should repeat the experiment several times, record the
outcomes and compare the number of heads turning up
is one
1 - One is Assessment: have learners to practice with more
examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Visual Arts Planning, Making and Composing
Performing Arts

Indicator (code) B5 1.2.3.3 B5 2.2.3.3

Content standard (code) B5 1.2.3. B5 2.2.3.
Performance Indicator  Learners can create own visual artworks based on own ideas, knowledge
and understanding of artworks that reflect topical issues in Africa
 Learners can create own performing artworks based on own ideas,
knowledge and understanding of artworks that reflect topical issues in
Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: demonstrate basic knowledge and What have we learnt
learners to skills in the use and application of the elements and today?
sing songs principles of art and design, media, methods and
and recite techniques freely in creative and expressive ways to
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familiar produce own 2-dimensional and 3-dimensional Ask learners to
rhymes artworks based on own ideas and experiences; summarize the main
make own comprehensive designs based on reflective points in the lesson
memory of current topical issues of much concern in
Africa;
follow own design to produce personal artwork by
selecting and using available but suitable and
appropriate: a) materials available (e.g. clay for
modelling and casting; paper for drawing and painting;
colour for painting and spraying; wood and other solid
materials for carving; glue for bonding; yarn for
weaving);
b) tools and equipment: e.g. - brush for painting; -
scissors and cutting knives for cutting; - spray diffuser
for spraying - chisel for carving - spatulas for modelling
- craft tools for punching, perforating, etc.
c) manual/mechanical production methods/techniques
(e.g. painting, printing, weaving, knotting, trimming,
doodling, modelling, casting, carving, construction,
assemblage, folding, quilling);
d) select and use suitable and appropriate
manual/mechanical finishing and decorating techniques
(e.g. firing, painting, burnishing, spraying). .

Assessment: let learners create own visual artworks

based on own ideas, knowledge and understanding of
artworks that reflect topical issues in Africa
Wednesday Engage Learners are to: What have we learnt
learners to demonstrate basic knowledge and skills in the use today?
sing songs and application of the elements and principles of
and recite performing arts, instruments, equipment and Ask learners to
familiar techniques freely in creative and expressive ways to summarize the main
rhymes produce own music, dance, drama, poetry etc. based on points in the lesson
own ideas and experiences;
make own compositions based on reflective memory
of current topical physical and social issues in Africa;
produce music, dance, drama etc. based on own
skills, talents and experience by selecting and using
available but suitable and appropriate:

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a) instruments, elements, resources, equipment
available (e.g. xylophone, drums, flutes, bells, shakers,
rasp, finger piano, rattles, clappers, castanets, horn,
whistles, harp, costumes, props);
b) manual/mechanical/
electronic production methods/techniques (e.g. voice,
gestures, movements, language, improvisation,
imitation, adaptation, guided writing skills to
communicate feelings, melodic, rhythmic, harmonic
and dynamic elements, dramatization);
c) props, scenery, and costumes for different styles and
performances which support and enhance the intent of
a production.

Assessment: let learners create own performing

artworks based on own ideas, knowledge and
understanding of artworks that reflect topical issues in
Africa

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B4.5.3.1.2

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Where did
the
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shooting
occur?

Where did
the
shooting
occur?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS, Sub-strand : SOCIAL INTERACTION

PRINCIPLES AND STRATEGIES

Indicator (code) B5.5.2.5.1

Content standard (code) B5.5.2.5.
Performance Indicator Learners can acknowledge orally the contributions and
strengths of others
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Friday Learners jog round a Teacher appreciates each End the lesson with
demarcated area in files individual’s strengths, cool down activities
while singing and clapping to weaknesses and contributions and use questions to
warm-up the body for in group settings by praising summarise the lesson
maximal performance and to them such as “ayekoo”, good
prevent injuries work, etc.

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : The Family, Authority and Sub-strand : Roles, Relationships in the Family and Character
Obedience Formation
Indicator (code) B5.5.2.1.1:
Content standard (code) B5.5.2.1.
Performance Indicator Learners can discuss the importance of being a responsible member of the family

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Guide learners to discuss the importance of being a What have we learnt
learners to responsible family member: today?
sing songs - to promote unity,
and recite - to gain respect, Ask learners to
familiar - to be considered a reliable person, etc. summarize the main
rhymes • Let learners role-play activities of responsible family points in the lesson
members

Assessment: let learners mention the importance of

being a responsible member of the family

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
Writing Conventions / Usage Integrating Grammar in Written Language (Spelling)
Integrating Grammar in Written Language (Conjunctions)
Indicator (code) B5.5.7.1.2 B5.5.7.1.3 B5.5.8.1.1.
Content standard (code) B5.5.7.1. B5.5.7.1. B5.5.8.1.
Performance Indicator  The learner should rearrange letters to form new words.
 The learner should fill in missing words from passages
 The learner should identify conjunctions (because, since, so, although
etc.) appropriately in sentences to give reasons, link contrasting ideas and
show results
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Give learners some letters and ask them to form What have we learnt
leaners to words from those letters. today?
sing songs
and recite
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familiar • Say and write on the board eight, and nine letters and Review the lesson with
rhymes help learners rearrange the letters to form new words. learners

Assessment: let learners rearrange letters to form new

words.

Engage • Write words with some missing sounds. Let learners What have we learnt
leaners to recognise them and fill in the missing letters. today?
sing songs • Using flashcards with sentences that have missing
and recite words written on them help learners fill in missing
familiar words from passages Review the lesson with
rhymes learners
Assessment: let learners fill in missing words from
passages
Engage • Revise the lesson on simple conjunctions. What have we learnt
leaners to • Provide simple sentences and let learners join them today?
sing songs using and, or/nor, but.
and recite • Introduce because, since, so, although in context. e.g.:
familiar I'm late because I missed the bus. Although Afi is has
rhymes
eye problems, she doesn't wear glasses. He eats well, so
he is healthy. Review the lesson with
• Guide learners to discover the functions of these learners
conjunctions.
• Have them practise using these conjunctions in their
own sentences.
• Provide a passage and have learners identify the
conjunctions in the passage.
• Let learners form pairs of simple sentences and join
them with the conjunctions identified.

Assessment: let learners should identify conjunctions

(because, since, so, although etc.) appropriately in
sentences

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

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TERM THREE
BASIC FIVE
WEEK 11

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand :
A. Oral Language A. Presentation
B. Reading B. Summarising
C. Grammar Usage At Word C. Prepositions
D. Writing D. Letter Writing
E. Using Writing Conventions E. Spelling
F. Extensive Reading F. Building the Love and Culture of Reading

Indicator (code) B5.1.10.3.6 B5.2.10.1.2. B5.3.10.1.1 B5.4.15.1.1 B5.5.9.1.2 B5.6.1.1.1

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.10.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can elaborate on points using concrete examples
B. Learners can write a short summary of a level-appropriate text/passage
read
C. Learners can use prepositions to convey a variety of meanings:
D. Learners can write to friends about events using appropriate letter
formats
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords
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T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Through model discussion help learners to elaborate today?
sing songs on their points and substantiate them through the use
and recite of details, concrete examples, experiences and feelings. Ask learners to
familiar • Have learners present their works to the hearing of summarize the main
rhymes others. points in the lesson
• Encourage the class to make inputs in one another’s
work.

Assessment: let learners elaborate on points using

concrete examples
Tuesday Engage B. READING What have we learnt
learners to • Have learners work in groups to write a summary of a today?
sing songs text/passage read taking note of the main ideas.
and recite • Let learners present their write-up for discussion and Ask learners to
familiar feedback from the class and teacher. summarize the main
rhymes points in the lesson
Assessment: let learners write a short summary of a
level-appropriate text/passage read
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Position, e.g. by today?
sing songs − Direction, e.g. towards
and recite − Time, e.g. at Ask learners to
familiar − Purpose, e.g. for summarize the main
rhymes − Possession, e.g. for points in the lesson
− Comparison, e.g. taller than
− Support or opposition, e.g. for you, against you
• Provide a text and guide learners with examples to
identify prepositions used to show different meanings.
• Let learners construct sentences to convey the
following meanings using appropriate prepositions.
i. Position – She is standing by the car.
ii. Direction – They went towards the East.

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iii. Time – He left at dawn.
iv. Purpose – I bought this hoe for weeding my garden.
v. Possession – The shirt is for Kofi.
vi. Comparison – She is taller than her brother.
vii. Support or opposition – My views are against his
plans.1`

Assessment: let learners use prepositions to form

sentences

Thursday Engage D. WRITING What have we learnt

learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important features Ask learners to
familiar of the letter and other special things they identify in the summarize the main
rhymes letters. points in the lesson
• Learners present their information to the whole class
to guide the class to learn about such letters.
• Guide learners in their groups to choose an imaginary
friend they want to write to.
• Learners brainstorm and write down ideas on what
they would want to include in their letters.
• Guide them to write their letters and let them edit
their work.
• Learners exchange their product with other groups to
edit.
• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats

Assessment: let learners can construct compound

sentences correctly

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HUMANS AND THE Sub-strand : CLIMATE CHANGE

ENVIRONMENT

Indicator (code) B5.5.4.1.1

Content standard (code) B5.5.4.1.
Performance Indicator Learners can identify the impact of deforestation on climate change.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Assessment: let learners identify the impact of

Assessment: let learners identify the measures to take

to stop people from tree-cutting.

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MY GLOBAL COMMUNITY Sub-strand : Our Neighbouring Countries

Indicator (code) B5.5.1.2.1.

Content standard (code) B5.5.1.2.1.
Performance Indicator Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Assessment: Let learners describe the rotation and

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : INTERNET AND SOCIAL MEDIA Sub-strand : DIGITAL LITERACY

Indicator (code) B5.6.4.9.1.2 B5.6.10.1.2
Content standard (code) B5.6.4.9.1. B5.6.10.1.
Performance Indicator  Learners can discuss various techniques on online protection from online
identity theft.
 Learners can illustrate how to keep some information from public when
using the internet.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide learners to discuss security measures online such What have we learnt
learners to as logging out after browsing, etc today?
Wednesday sing songs
and recite Guide learner to avoid posting personal information. Ask learners to
familiar summarize the main
rhymes Assessment: Let learners illustrate how to keep some points in the lesson
information from public when using the internet
Vetted by :………………………………………………………….. Signature: …………………………………… Date : ……………………
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……………………………………………………………………: LESSON PLAN

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Data Sub-strand : Chance (Probability)

Indicator (code) B5.4.2.1.3

Content standard (code) B5.4.2.1.
Performance Indicator Learners can conduct a given probability experiment a number of times, recording
the outcomes, and explaining the results
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the

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I’m outcome. (e.g. head, head, tail) Does the outcome
counting match their expectation? Either way the teacher should
one, what explain. In pairs, learners should repeat the experiment
several times, record the outcomes and compare the
is one
number of heads turning up
1 - One is
Assessment: have learners to practice with more
examples
Tuesday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
is one number of heads turning up

Assessment: have learners to practice with more

examples
Wednesday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
is one number of heads turning up

Assessment: have learners to practice with more

examples
Thursday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
is one number of heads turning up

Assessment: have learners to practice with more

examples
Friday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
match their expectation? Either way the teacher should
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I’m explain. In pairs, learners should repeat the experiment
counting several times, record the outcomes and compare the
one, what number of heads turning up
is one
Assessment: have learners to practice with more
examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Visual Arts Performing Arts Sub-strand : Displaying and Sharing

Indicator (code) B5 1.3.5.3 B5 2.3.5.3

Content standard (code) B5 1.3.5. B5 2.3.5.
Performance Indicator  Learners can exhibit portfolio of own and others’ art artworks to share
creative experiences of artworks that reflect topical issues in Africa
 Learners can Stage a display of own portfolio of performing artworks to
share own creative experiences of compositions that reflect the topical
issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to decide on the types and number of artworks to today?
sing songs exhibit and mount them based on the space available to
and recite suit the theme for the exhibition (e.g. artworks that Ask learners to
familiar best explains current topical issues of much concern in summarize the main
rhymes Africa); points in the lesson
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display artworks by hanging, draping, placing,
spreading, leaning, using plinths to raise or add height
and depth to some exhibits;
label the works using manual penmanship
(calligraphy) 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). Note
check/monitor visitors from improper practices (e.g.
touching, lifting, handling and/
or taking away some of the exhibits);
organise opening and closing ceremonies for the
exhibition;
prepare template for appreciating, appraising,
evaluating and reporting, etc.;
clean the hall after the exhibition.

Assessment: let learners exhibit portfolio of own and

others’ art artworks to share creative experiences of
artworks that reflect topical issues in Africa

Wednesday Engage Learners are to: What have we learnt

learners to decide on the types and number of compositions to today?
sing songs be performed during the event to reflect current topical
and recite issues of much concern in Africa based on the selected Ask learners to
familiar theme, time available and the expected audience; summarize the main
rhymes assign individual and group tasks and responsibilities points in the lesson
and ensure they are carried out successfully (e.g.
master of ceremony, ushering and introduction of
special guests and other dignitaries to the show by
explaining the concepts/title of the compositions,
performances and the theme for the event, recording
of comments and suggestions);
arrange the sequence of performances to best tell
the story of the event from the beginning to the end;

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follow the programme of the day: opening,
performances and closing.

NOTE prepare template for appreciating, appraising,

evaluating and reporting, etc.; clean the hall after the
performance

Assessment: let learners Stage a display of own

portfolio of performing artworks

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SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B4.5.3.1.2

Content standard (code) B4.5.3.1.
Performance Indicator Learners can examine sources of evidence about what happened
during the 1948 riots
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Tuesday Engage learners to Role play the scene of the What have we learnt today?
sing songs and 1948 riots as evidence for
recite familiar learners Ask learners to summarize the
rhymes main points in the lesson
Assessment: let learners
Where did the identify sources of evidence
shooting occur? about what happened during
the 1948 riots
Thursday Engage learners to Discuss the arrest of the ‘Big What have we learnt today?
sing songs and Six’ (leaders of the UGCC).

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recite familiar Assessment: let learners Ask learners to summarize the
rhymes narrate arrest of the ‘Big Six’ main points in the lesson
(leaders of the UGCC).
Where did the
shooting occur?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS, Sub-strand : GROUP DYNAMICS

PRINCIPLES AND STRATEGIES

Indicator (code) B5.5.3.5.1

Content standard (code) B5.5.3.5.
Performance Indicator Learners can identify and define the role of each
participant in a cooperative physical activity
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Friday Learners jog round a Teacher should study the learners End the lesson with
demarcated area in files and appoint those who have the cool down activities
while singing and clapping potentials as leaders. There could and use questions to
to warm-up the body for be a general leader and groups summarise the
maximal performance and leaders in a class. When they are lesson
to prevent injuries made leaders, they become more
responsible

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Assessment: let learners mention the importance of

being a responsible member of the family

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Extensive Reading/ Sub-strand : Reading Texts, Poems, Narrative, and Short
Children Literature/Library Stories and Respond to them

Indicator (code) B5.6.3.1.4 B5.6.3.1.5

Content standard (code) B5.6.3.1. B5.6.3.1.
Performance Indicator • The learner should read paragraphs, passages and stories of different texts
• The learner should answer factual questions based on the passage read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Read a paragraph to the hearing of learners. What have we learnt
leaners to • Give learners the opportunity to read paragraphs, today?
sing songs passages and stories of different texts to the class
and recite
familiar Assessment: let learners
rhymes
read paragraphs, passages and stories of different texts
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Review the lesson with
learners

Engage • Read a passage to the hearing of learners. What have we learnt

leaners to • Help learners to read a text. today?
sing songs • Let them answer factual questions based on the
and recite passage read.
familiar
• Ask learners to narrate what they read
rhymes

Assessment: let learners answer factual questions Review the lesson with
based on the passage read learners
Engage • Read a passage to the hearing of learners. What have we learnt
leaners to • Help learners to read a text. today?
sing songs • Let them answer factual questions based on the
and recite passage read.
familiar • Ask learners to narrate what they read
rhymes

Assessment: let learners answer factual questions Review the lesson with
based on the passage read learners

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

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TERM THREE
BASIC FIVE
WEEK 12

SUBJECT: ENGLISH LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Indicator (code) B5.1.10.3.7 B5.2.10.1.2. B5.3.10.1.1 B5.4.15.1.1 B5.5.9.1.2 B5.6.1.1.1

Content standard (code) B5.1.10.3. B5.2.10.1. B5.3.10.1. B5.4.15.1. B5.5.9.1. B5.6.1.1.
Performance Indicator A. Learners can speak with confidence before different audiences and
maintain appropriate posture.
B. Learners can write a short summary of a level-appropriate text/passage
read.
C. Learners can use prepositions to convey a variety of meanings.
D. Learners can write to friends about events using appropriate letter
formats.
E. Learners can construct compound sentences correctly
F. Learners can read a variety of age- and level appropriate books and present
at least a-three-paragraph summary of each book read
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

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Keywords

T. L .R. (s) Word cards, sentence cards, letter cards, handwriting on a manila card and a class
library.
Ref: English Language curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage A. ORAL LANGUAGE What have we learnt
learners to • Through role play and frequent practice in today?
sing songs presentation, build confidence in learners to enable
and recite them stand before different audiences. Ask learners to
familiar • Let them demonstrate various postures, maintain eye summarize the main
rhymes contact and use verbal and non-verbal signs to convey points in the lesson
meaning.
Let them practice these in pairs and groups

Assessment: let learners speak with confidence before

different audiences and maintain appropriate posture
Tuesday Engage B. READING What have we learnt
learners to • Have learners work in groups to write a summary of a today?
sing songs text/passage read taking note of the main ideas.
and recite • Let learners present their write-up for discussion and Ask learners to
familiar feedback from the class and teacher. summarize the main
rhymes points in the lesson
Assessment: let learners write a short summary of a
level-appropriate text/passage read.
Wednesday Engage C. GRAMMAR What have we learnt
learners to − Position, e.g. by today?
sing songs − Direction, e.g. towards
and recite − Time, e.g. at Ask learners to
familiar − Purpose, e.g. for summarize the main
rhymes − Possession, e.g. for points in the lesson
− Comparison, e.g. taller than
− Support or opposition, e.g. for you, against you
• Provide a text and guide learners with examples to
identify prepositions used to show different meanings.
• Let learners construct sentences to convey the
following meanings using appropriate prepositions.
i. Position – She is standing by the car.
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ii. Direction – They went towards the East.
iii. Time – He left at dawn.
iv. Purpose – I bought this hoe for weeding my garden.
v. Possession – The shirt is for Kofi.
vi. Comparison – She is taller than her brother.
vii. Support or opposition – My views are against his
plans.

Assessment: let learners use prepositions to form

sentences
Thursday Engage D. WRITING What have we learnt
learners to • In groups learners are given samples of friendly today?
sing songs letters.
and recite • Let them brainstorm and write the important features Ask learners to
familiar of the letter and other special things they identify in the summarize the main
rhymes letters. points in the lesson
• Learners present their information to the whole class
to guide the class to learn about such letters.
• Guide learners in their groups to choose an imaginary
friend they want to write to.
• Learners brainstorm and write down ideas on what
they would want to include in their letters.
• Guide them to write their letters and let them edit
their work.
• Learners exchange their product with other groups to
edit.
• Learners read their letters to others.

Assessment: let learners write to friends about events

using appropriate letter formats.
Friday Engage E. WRITING CONVENTION AND GRAMMAR USAGE What have we learnt
learners to • Review the use of coordinators in sentences. today?
sing songs • Learners write examples of sentences containing
and recite coordinates. Let them write sentences demonstrating Ask learners to
familiar their knowledge in subject and predicate. summarize the main
rhymes • Learners in groups write a narrative exhibiting their points in the lesson
knowledge of subject and predicate in compound
sentences.
• Guide them to edit their work and encourage them to
share the final products with the class.

Assessment: let learners construct compound

sentences correctly

Assessment: let learners read a variety of age- and

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

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

SUBJECT: SCIENCE CLASS: FIVE

Week Ending: Class size:

Day : Date :
Period : Lesson :
Strand : HUMANS AND THE Sub-strand : CLIMATE CHANGE
ENVIRONMENT

Indicator (code) B5.5.4.1.1

Content standard (code) B5.5.4.1.
Performance Indicator Learners can identify the impact of deforestation on climate change

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Science curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

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Assessment: let learners identify the impact of

Assessment: let learners identify the measures to take

to stop people from tree-cutting.

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

SUBJECT: OUR WORLD OUR PEOPLE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : MY GLOBAL COMMUNITY Sub-strand : Our Neighbouring Countries

Indicator (code) B5.5.1.2.1.

Content standard (code) B5.5.1.2.
Performance Indicator Learners can describe the rotation and revolution of the Earth

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Our World Our People curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Assessment: Let learners describe the rotation and

Discuss their findings on the experiment in groups.

Present group findings to the class.

Assessment: Let learners describe the rotation and

revolution of the Earth

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

SUBJECT: COMPUTING CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : HEALTH AND SAFETY IN USING ICT Sub-strand : HEALTH AND SAFETY IN USING ICT TOOLS
TOOLS

Indicator (code) B5.7.1.1.1. B5.7.1.1.2

Content standard (code) B5.7.1.1. B5.7.1.1.
Performance Indicator  Learners can identify some major health hazards associated with the use of
ICT tools.
 Learners can describe proper sitting posture.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Laptop

Ref: Computing curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage Guide the learners to discuss wrist pain and sitting What have we learnt
learners to posture (neck, back and waist pain). today?
Wednesday sing songs
and recite Guide learners in groups to discuss, identify and Ask learners to
familiar practise the proper sitting posture (i.e. siting at 90 summarize the main
rhymes degrees, wrist should be supported with a wrist pad, points in the lesson
take short breaks etc.) when using the computer.
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Assessment: Let learners describe proper sitting

posture

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

SUBJECT: MATHEMATICS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Data Sub-strand : Chance (Probability)

Indicator (code) B5.4.2.1.3

Keywords

T. L .R. (s) Counters

Ref: Mathematics curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Assessment: have learners to practice with more

examples
Tuesday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
is one number of heads turning up
1 - One is
one Assessment: have learners to practice with more
examples
Wednesday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
is one number of heads turning up

Assessment: have learners to practice with more

examples
Thursday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
I’m
match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, several times, record the outcomes and compare the
number of heads turning up

Assessment: have learners to practice with more

examples
Friday Sing songs E.g. Ask 5 learners of their expectations/predictions Review the lesson with
like: about the outcome of tossing a coin three times. Learners
Teacher tosses a coin three times and records the
outcome. (e.g. head, head, tail) Does the outcome
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I’m match their expectation? Either way the teacher should
counting explain. In pairs, learners should repeat the experiment
one, what several times, record the outcomes and compare the
number of heads turning up
is one
1 - One is Assessment: have learners to practice with more
one examples

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

SUBJECT: CREATIVE ARTS CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Sub-strand : Appreciating and Appraising

Visual Arts
Performing Arts

Indicator (code) B5 1.4.7.3

Content standard (code) B5 1.4.7.
Performance Indicator Learners can analyse and appreciate own or others’ visual artworks and present
reports as feedback on artworks that reflect topical issues of much concern in Africa
Learners can analyse and appreciate/appraise own or others’ performing artworks
and present reports as feedback on compositions that reflect topical issues in Africa
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: Creative Arts curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Monday Engage Learners are to: What have we learnt
learners to display (real/photographs/video) selected works (own today?
sing songs or that of others) that reflect current topical issues of
and recite much concern in Africa;

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familiar talk about the works dispassionately using agreed Ask learners to
rhymes guidelines; summarize the main
use the outcome of the appreciation/appraisal to points in the lesson
modify the product or to produce similar or another
artwork;
record/document the activity and share using an
accepted social media by the class/group (e.g.
Facebook, Twitter, Instagram, WhatsApp).

Assessment: let learners analyse and appreciate own or

others’ visual artworks and present reports as feedback
on artworks that reflect topical issues of much concern
in Africa

Wednesday Engage Learners are to: What have we learnt

learners to display (photographs/video) of selected performances today?
sing songs (own or that of others) that reflect current topical
and recite issues of much concern in Africa; Ask learners to
familiar talk about the performances dispassionately using summarize the main
rhymes agreed guidelines; use the outcome of the points in the lesson
appreciation/appraisal to modify the product or to
produce similar or another composition and
performance;
record/document the activity and share using an
accepted social media by the class/group (e.g.
Facebook, Twitter, Instagram, WhatsApp

Assessment: let learners analyse and

appreciate/appraise own or others’ performing
artworks and present reports as feedback on
compositions that reflect topical issues in Africa

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

SUBJECT: HISTORY CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Journey to Independence Sub-strand : The 1948 Riots And After

Indicator (code) B4.5.3.1.2

Content standard (code) B4.5.3.1.
Performance Indicator Learners can examine sources of evidence about what happened
during the 1948 riots
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: History curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

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recite familiar Ask learners to summarize the
rhymes Assessment: let learners main points in the lesson
narrate arrest of the ‘Big Six’
Where did the (leaders of the UGCC).
shooting occur?

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

SUBJECT: PHYSICAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : VALUES AND PSYCHO-SOCIAL CONCEPTS, Sub-strand : CRITICAL THINKING

PRINCIPLES AND STRATEGIES

Indicator (code) B5.5.4.5.1:

Content standard (code) B5.5.4.5.
Performance Indicator Learners can contribute ideas and listen to the ideas of
others in cooperative problem-solving activities
Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) cones

Ref: PE curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including Plenary / Reflections
(preparing the brain assessment)
for learning)
Friday Learners jog round a Learners explains the need End the lesson with
demarcated area in files to listen attentively to peers cool down activities
while singing and clapping to or people when speaking or and use questions to
warm-up the body for contributing to an issue summarise the lesson
maximal performance and to whiles waiting for their turn
prevent injuries

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

SUBJECT: RELIGIOUS AND MORAL EDUCATION CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Pictures

Ref: RME curriculum Page

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Friday Engage Guide learners to discuss the importance of being a What have we learnt
learners to responsible family member: today?
sing songs - to promote unity,
and recite - to gain respect, Ask learners to
familiar - to be considered a reliable person, etc. summarize the main
rhymes points in the lesson
• Let learners role-play activities of responsible family
members

Assessment: let learners

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mention the importance of being a responsible
member of the family

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

SUBJECT: GHANAIAN LANGUAGE CLASS: FIVE

Week Ending: Class size:

Day : Date :

Period : Lesson :

Strand : Extensive Reading/Children Sub-strand : Reading Texts, Poems, Narrative, and Short
Literature/Library Stories and Respond to them

Indicator (code) B5.6.3.1.6

Content standard (code) B5.6.3.1.
Performance Indicator The learner should write a summary of passage/text read.

Core Competencies: Creativity and Innovation Communication and Collaboration Personal Development and
Leadership Critical Thinking and Problem Solving.

Keywords

T. L .R. (s) Manila cards, markers, recorded audios visual

Ref: Ghanaian Language curriculum

DAY Phase 1: Phase 2: Main Phase 3:

Starter (new learning including assessment) Plenary / Reflections
(preparing
the brain
for
learning)
Engage • Read a passage to the hearing of learners. What have we learnt
leaners to • Lead learners to read a text. today?
sing songs • Guide them to summarize the passage read
and recite Assessment: let learners write a summary of
familiar passage/text read. Review the lesson with
rhymes learners

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Engage • Read a passage to the hearing of learners. What have we learnt
leaners to • Lead learners to read a text. today?
sing songs • Guide them to summarize the passage read
and recite
familiar Assessment: let learners write a summary of
rhymes passage/text read. Review the lesson with
learners
Engage • Read a passage to the hearing of learners. What have we learnt
leaners to • Lead learners to read a text. today?
sing songs • Guide them to summarize the passage read
and recite
familiar Assessment: let learners write a summary of
rhymes passage/text read.
Review the lesson with
learners

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

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