TERM TWO

BASIC THREE
WEEK THREE

WEEKLY SCHEME OF LEARNING- WEEK THREE

BASIC THREE
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Name of School………………………………………………………………………….……………………….……………………

Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.1.6.1.4 B3.2.6.1.2. B3.4.9.1.1 B3.5.4.1.2
B3.6.1.1.1
Performance Indicator A. Learners can Use a
talk about different customs and cultural
values
B. Learners can Use knowledge of prefixes and
suffixes to interpret unfamiliar words
C. Learners can Select a topic on familiar themes
(e.g. Myself), brainstorm and organise before
writing
D. Learners can Use the present continuous
form of verbs to describe actions taking place
at the time of speaking
E. Learners can Read a variety of age and level-
appropriate books and summarise them
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Using conversational today?
rhymes posters on different
customs and cultural Ask learners to
practices, summarize the main
let learner’s think-pair- points in the lesson
share, looking at the
various illustrations on the
poster.
• Have them use
expressions learnt and
 other new ones to talk
about the customs and
cultural practices.
• Let learners, in groups,
role-play the customs and
cultural practices on the
poster.

Assessment: let learners

use a wider variety of
words to talk about
different customs and
cultural values
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Guide learners to Use today?
rhymes knowledge of prefixes and
suffixes to interpret Ask learners to
unfamiliar words summarize the main
points in the lesson
Assessment: let learners
use knowledge of prefixes
and suffixes to interpret
unfamiliar words
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Take learners through the today?
writing process: Pre-
rhymes
writing stage Ask learners to
• Consider composition summarize the main
writing as a process. That points in the lesson
is, it should be done in
stages.
• Take learners through
stages such as
preparation, writing,
editing and publishing.
• Assist learners to
prepare for writing by
discussing the topic to
write on, e.g. My School.
• In groups, let learners
discuss their ideas.
• Use learner strategies
such as brainstorming to
help learners generate

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 ideas appropriate to the
topic.

Assessment: let learners

organise points for writing
on the topic “myself”

Thursday Engage learners to sing D.WRITING What have we learnt

songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Through examples, assist Ask learners to
learners to use the summarize the main
continuous forms of points in the lesson
action words in sentences.
e.g. Aba is singing. They
are jumping.
• Present action pictures
for learners to write
simple sentences about
the actions taking place

Assessment: let learners

look at action pictures and
write simple sentences
about the actions taking
place
Friday Engage learners to sing E.EXTENSIVE READING What have we learnt
songs and recite familiar Using the Author’s chair, today?
introduce the
rhymes
reading/library time. Ask learners to
• Have a variety of summarize the main
age/level-appropriate points in the lesson
books for learners to
make a choice from.
• Introduce narratives,
expository, procedural
texts to learners.
• Guide learners to select
books for readings

Assessment: let learners

read a variety of age and
 level-appropriate books
and summarise them

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Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B3.1.2.5.1
Performance Indicator Learners can Represent and explain
multiplication
using equal groupings
Strand NUMBER
Sub strand Number Operations
Teaching/ Learning Resources Counters
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving. Critical Thinking and
Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Sing songs like: Learners make formation Review the lesson with
of sets of equal object Learners
I’m counting one, what from a given quantity. For
is one example with 12 straws
1 - One is one alone, Learners make groupings
such as:
alone it shall be. Assessment: have
2 - Two pair, two pair learners to practice with
come pair let us pair more examples
3 - Turn around
4 - Follow me
5 - Fire

Tuesday Sing songs like: Learners make formation Review the lesson with
of sets of equal object Learners
I’m counting one, what from a given quantity. For
is one example with 12 straws
1 - One is one alone, Learners make groupings
Assessment: have
such as:
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Wednesday Sing songs like: Learners make formation Review the lesson with
of sets of equal object Learners
from a given quantity. For
 I’m counting one, what example with 12 straws
is one Learners make groupings
1 - One is one alone, such as: Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair

Thursday Sing songs like: Learners make formation Review the lesson with
of sets of equal object Learners
I’m counting one, what from a given quantity. For
is one example with 12 straws
1 - One is one alone, Learners make groupings
Assessment: have
such as:
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair
3 - Turn around
4 - Follow me
5 - Fire
Friday Sing songs like: Learners make formation Review the lesson with
of sets of equal object Learners
I’m counting one, what from a given quantity. For
is one example with 12 straws
1 - One is one alone, Learners make groupings
Assessment: have
such as:
alone it shall be. learners to practice with
2 - Two pair, two pair more examples

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Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B3.2. 2.1.2
Performance Indicator Learners can observe the germination of maize and
bean seeds
Strand CYCLES
Sub strand LIFE CYCLES OF ORGANISMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Begin this activity by What have we learnt
songs and recite familiar asking learners to predict today?
rhymes whether it is possible for
bean and maize seeds to Ask learners to
germinate/sprout in water summarize the important
without soil. points of the lesson
• Place learners into
groups and give each
group two transparent
glasses or plastic
containers (labeled A and
B), cotton wool, water and
viable maize and bean
seeds.
• Learners pack container
A with the cotton wool
and push one of each of
the different seeds
through the side of the
container but not to touch
the bottom.
• Guide learners to pour a
little water to soak the
cotton wool. The setup is
left to stand for one week
 while keeping the cotton
wool always wet.

Assessment: let learners

describe the germination
of maize and bean seeds

Thursday Engage learners to sing Guide learners to prepare What have we learnt
songs and recite familiar container B using the today?
rhymes same method but with a
dry cotton wool. Ask learners to
• Learners observe the summarize the important
set-up critically and record points of the lesson
whatever they see.
• Challenge learners with
the question: What made
the seeds germinate in
set-up A?

Assessment: let learners

explain what made the
seeds germinate in set-up
A.

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Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B3.2.3.2.1
Performance Indicator Learners can make a sketch of the school compound
and show locations of some landmarks
Strand ALL AROUND US
Sub strand Map Making and Land Marks
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Learners to explore the What have we learnt
songs and recite familiar school compound through today?
rhymes a study tour and do the
following: Ask learners to
i. Identify the position of summarize the main
buildings in relation to one points in the lesson
another.
ii. Draw the outline of the
classroom on the manila
cards

Assessment: let learners

make a sketch of the
school compound
Thursday Engage learners to sing Learners to Draw the What have we learnt
songs and recite familiar outline of the classroom today?
rhymes on the chalk/white board.
Call learners to come up Ask learners to
to mark out their sitting summarize the main
positions on the outline points in the lesson

Assessment: let learners

make a sketch of the
school compound and
 show locations of some
landmarks

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Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B3.2.2.1.2
Performance Indicator Learners can name some of the items exchanged
among the various groups
Strand My Country Ghana
Sub strand Inter-Group Relations
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Explain the medium of What have we learnt
songs and recite familiar exchange today?
rhymes
Ask learners to
Assessment: let learners summarize the main
name some of the items
points in the lesson
exchanged among the
various groups

Thursday Engage learners to sing Explain the medium of What have we learnt
songs and recite familiar exchange today?
rhymes
Ask learners to
Assessment: let learners summarize the main
name some of the items
points in the lesson
exchanged among the
various groups
 Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B3.1.3.1.1
Performance Indicator Learners can Clap, sing and dance to a rhythm

Strand MOTOR SKILL AND MOVEMENT PATTERNS

Sub strand LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS
Teaching/ Learning Resources Cones
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Learners jog round a Learners clap, sing and What have we learnt
demarcated area in files dance to a rhythm. today?
while singing and Emphasise on
clapping to warm-up the coordination in clapping to Use answers to
body for maximal the beat and coordination summarise the lesson.
performance and to dancing. Give learners
prevent injuries corrective feedback to
improve their
coordination. Allow them
to progress at their own
pace with fun and
enjoyment

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Week Ending
Class Three
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B3 2.1.1.2:
Performance Indicator Learners can give reasons for studying the sacred
scriptures of the three major religions among their
followers
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship in the Three Major Religions in
Ghana
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Friday Engage learners to sing Let learners talk about the What have we learnt
songs and recite familiar religion they belong to. today?
rhymes • Let learners mention the
scriptures their religion Ask learners to
uses. summarize the main
• Discuss the importance points in the lesson
of studying the sacred
scriptures:
- they lead us to God,
- they help us to know the
Truthfulness about God
and the world,
- they help us to lead good
moral lives,
- they give us messages
from God, etc.

Assessment: let learners

give reasons for studying
the sacred scriptures of
the three major religions
among their followers
 Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B3 1.2.2.2
Performance Indicator Learners can plan to create own artworks that
represent visual artworks produced or found in other
communities in Africa, by experimenting with
available tools, materials and methods for creating
artworks that reflect the natural and manmade
environments in those areas in Africa
Strand VISUAL ARTS
Sub strand Planning, Making and Composing
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
rhymes available tools, materials,
resources and techniques Ask learners to
based on an assigned task summarize the main
to determine their nature points in the lesson
and suitability for
designing and making
visual artworks;
cut and organise various
coloured objects from
natural and manmade
sources (e.g. shells, sand,
seeds, bamboo twigs,
fibres, fabric, paper,
beads, yarns) to create
pictorial images having
backgrounds, image
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 grounds and foregrounds;

appearance of objects by
using a combination of
skills such as scribbling,
shading, painting,
marbling, spraying,
blowing, glazing,
embossing, etc.;

Assessment: let learners

write a plan on how to
create own artworks that
represent visual artworks

Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar discuss the visual artworks today?
rhymes
created that reflect
natural and manmade Ask learners to
environments in other summarize the main
African cultures. points in the lesson

Assessment: let learners

describe the visual
artworks created that
reflect natural and
manmade environments
in other African cultures.
 Learning Indicator (s) (Ref. No.) B3.1.8.1.1 Recount what the story is about and
answer simple
B3.1.8.1.2 Explain the meaning of key words and give
simple summary of a short text.
B3.1.9.1.1. Answer questions on, ‘who”, “what”,
“where” and” when”
Performance Indicators • The learner should recount what the
story is about and answer simple
• The learner should explain the meaning
of key words and give simple summary of a
short text.
• The learner should answer questions
on, ‘who”, “what”, “where” and” when”
Week Ending
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

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

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Lead learners to sing a What have we learnt
songs and recite song. today?
familiar rhymes • Tell/show an interesting
story.
• Discuss the story with Review the lesson with
learners. learners
• Lead learners to discuss
what the story is about.

Assessment
Ask questions based on
the story for learners to
answer

Engage leaners to sing • Lead learners to sing a What have we learnt

songs and recite song. today?
familiar rhymes • Read a story.
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 • Let learners read the
story as a group and in Review the lesson with
turns. learners
• Write the key words in
the story on the board.
• Use keywords from the
story in different contexts.
• Let learners also use the
key words to form
sentences.
• Allow learners to give
contextual meaning of
some key words.
• Give a summary of the
text read.
• Let learners read the
text again.
• Group learners and
encourage them to write a
simple summary of the
short text.

Assessment: let learners

write a simple summary of
the short text.
Engage leaners to sing • Let learners say the What have we learnt
songs and recite letters of the alphabet. today?
familiar rhymes • Write the question
words on flashcards.
• Lead learners to read Review the lesson with
the question words. learners
• Use the question words
to form questions and
lead learners to read.
• Use the flashcards to
assist learners to
recognise when to use
question words. “what”,
“who”,” where”,” when”.
• Let learners form their
own questions using the
question words discussed.
Assessment: let learners
answer questions on,
‘who”, “what”, “where”
and” when