TERM TWO
BASIC TWO
WEEK THREE
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WEEKLY SCHEME OF LEARNING- WEEK THREE
BASIC TWO
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.1.6.1.3. B2.2.6.1.4. B2.4.5.1.1. B2.5.4.1.1
B2.6.1.1.1
Performance Indicator Learners can talk about things and places in their
homes
Learners can use dictionaries and glossaries to clarify
meaning of words
Learners can write simple sentences to express
feelings
Learners can use the simple present tense to express
habitual actions
Learners can read a variety of age and level-
appropriate books and texts from print and non-print
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 today?
rhymes Ask learners to name
things and places in their Ask learners to
homes and say what summarize the main
happens at those places. points in the lesson
• Show pictures of
important places in their
community, such as the
chief's palace, the market,
the police station, etc. and
have learner’s think-pair-
share ideas or views with
the person sitting next to
them.
• Put learners into groups
to talk about their
pictures.
• Rotate the pictures until
each group has had its
turn to talk about all the
pictures.
Assessment: let learners
talk about things and
places in their homes
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar today?
rhymes Introduce learners to the
use of picture dictionaries Ask learners to
and glossaries. summarize the main
• Have learners use guide points in the lesson
words to find meaning of
words used
Assessment: let learners
use dictionaries and
glossaries to clarify
meaning of words
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Put learners in groups to today?
share their feelings.
rhymes
• Let each one write, at Ask learners to
least, one sentence to summarize the main
express a feeling, e.g. "I points in the lesson
am happy."
Assessment: let learners
write simple sentences to
express feelings
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Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
Tell learners some of the summarize the main
things you do daily in points in the lesson
short and simple
sentences. e.g. I read
stories every day.
• Create situations for
learners to use the
structure. e.g.
i. simple truths – Lemons
are sour.
ii. interest – I like playing
football.
iii. feelings – I am happy.
iv. opinions – He is a good
teacher.
• Introduce drills for
learners to have practice.
• Put learners into small
groups to discuss given
topics, using the
structures
Assessment: let learners
use the simple present
tense to express habitual
actions
Friday Engage learners to sing E.EXTENSIVE READING What have we learnt
songs and recite familiar Use the Author’s chair to today?
introduce the reading/
rhymes
library time. Ask learners to
• Have a variety of age summarize the main
and level-appropriate points in the lesson
books for learners to
make a choice.
• Introduce narratives,
pop-up and flip-the-page
texts to learners.
• Introduce e-books to
learners, if available.
• For each reading
session, guide learners to
select books
Assessment: let learners
read a variety of age and
level-appropriate books
and texts from print and
non-print
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Week Ending
Class Two
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B2 1.2.2.2
Performance Indicator Learners can make decisions to create own artworks
from imagination, based on visual artworks produced
or found in other communities in Ghana
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 experiment with carefully today?
rhymes selected materials and
tools to learn about their Ask learners to
usefulness for designing summarize the main
and making visual points in the lesson
artworks;
Assessment: let learners
create own artworks from
imagination,
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar explore and experiment today?
rhymes with available tools,
materials, resources and Ask learners to
techniques to plan for summarize the main
making specific artworks points in the lesson
that represent visual
artworks made in other
Ghanaian communities.
Assessment: let learners
create own artworks from
imagination
Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B2.1.2.4.3
Performance Indicator Learners can Solve one-step and multi-
step word
problems involving addition and subtraction
within 100 using a variety of strategies
based on place value, including algorithms
Strand NUMBER
Sub strand Counting, Representation, Cardinality & Ordinality
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: Yaw has 32 books. Aisha Review the lesson with
added 13 more books to Learners
I’m counting one, what Yaw’s books. How many
is one books do they have Assessment: have
1 - One is one alone, altogether? learners to practice with
alone it shall be. more examples
Tuesday Sing songs like: Yaw has 32 books. Aisha Review the lesson with
added 13 more books to Learners
I’m counting one, what Yaw’s books. How many
is one books do they have Assessment: have
1 - One is one alone, altogether? learners to practice with
alone it shall be. more examples
Wednesday Sing songs like: Mr. Haruna gave 45 books Review the lesson with
to Yaa’ She gave 11 of the Learners
I’m counting one, what books to her sister. How
is one many books are left?
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1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
Thursday Sing songs like: Mr. Haruna gave 45 books Review the lesson with
to Yaa’ She gave 11 of the Learners
I’m counting one, what books to her sister. How
is one many books are left? Assessment: have
1 - One is one alone, learners to practice with
alone it shall be. more examples
Friday Sing songs like: Araba needs 8 Ghana cedis Review the lesson with
to buy exercise books. She Learners
I’m counting one, what has only 5 Ghana cedis.
is one How much money does
1 - One is one alone, she need in order to buy Assessment: have
alone it shall be. the books? learners to practice with
2 - Two pair, two pair more examples
Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B2.3.1.1.1
Performance Indicator Learners can know the functions of the human body
parts such as eyes, ears, mouth, nose, arms, legs and
hands
Strand SYSTEMS
Sub strand THE HUMAN BODY SYSTEMS
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Monday Engage learners to sing Learners in a pair share What have we learnt
songs and recite familiar activity observe their today?
rhymes friends critically and talk
about the parts they see. Ask learners to
• Engage learners to summarize the important
watch an animated video points of the lesson
or listen to an animated
song or show a picture of
the parts of the human
body. (Head, neck, eyes,
nose, mouth, stomach,
legs).
• Learners talk about the
song or biological uses of
the human body in pairs
and discuss the uses of the
parts of the body.
• In groups, learners
brainstorm and talk about
what will happen if some
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parts of the body are
absent or not working
well.
• Learners to present and
explain their group ideas
orally and/or by writing.
Assessment: let learners
identify the functions of
the human body parts
such as eyes, ears, mouth,
nose, arms, legs and
hands
Thursday Engage learners to sing Write the main biological What have we learnt
songs and recite familiar functions of the human today?
rhymesbody parts being
discussed. Ask learners to
summarize the important
Assessment: let learners points of the lesson
draw and colour any two
parts of the body.
Week Ending
Class Two
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B2 2.1.1.2:
Performance Indicator Learners can sing and recite simple texts from the
three
Strand main religions
Religious in Ghana.
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 Lead learners to mention What have we learnt
songs and recite familiar popular religious songs today?
rhymes and recitations in the
three main religions in Ask learners to
Ghana. summarize the main
• Let learners sing or points in the lesson
recite some simple verses
from the Bible or Quran
and some sayings from
the oral tradition. - The
Lord’s Prayer (Christian) -
Al-Fãtihah (Islam) -
Traditional prayer (ATR)
Assessment: let learners
sing and recite simple
texts from the three main
religions in Ghana
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Week Ending
Class Two
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B2.2.4.1.1
Performance Indicator Learners can discuss the history of Ghana’s major
historical locations. Examples include Kumasi military
museum, Komfo Anokye Sword, Assin Manso slave
site, Gbewa Palace
Strand My Country Ghana
Sub strand Major Historical Locations
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 Retell the history of these What have we learnt
songs and recite familiar major historical locations today?
rhymes in Ghana
Ask learners to
Assessment: let learners summarize the main
narrate the history of points in the lesson
Ghana’s major historical
locations.
Thursday Engage learners to sing Retell the history of these What have we learnt
songs and recite familiar major historical locations today?
rhymes in Ghana
Ask learners to
Assessment: let learners summarize the main
narrate the history of points in the lesson
Ghana’s major historical
locations.
Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B2.1.3.1.1
Performance Indicator Learners can demonstrate balance on the ground and
on objects, using bases of support other than both
Strand feet.
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 warm up by What have we learnt
demarcated area in files doing knees boxing. today?
while singing and Demonstrate balance on
clapping to warm-up the the ground by sitting on Use answers to
body for maximal the ground, raise your feet summarise the lesson.
performance and to off the ground and
prevent injuries support the trunk with
your hands for learners to
observe. Sit on a chair and
lift your feet off the
ground guide learners to
identify the chair as the
base of support. Learners
identify others and
practice them as
individuals as well as give
support to others
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Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B2.3.1.1.1
Performance Indicator Learners can explain the importance of worship
Strand OUR BELIEFS AND VALUES
Sub strand Worship
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing Take learners to a place of What have we learnt
songs and recite familiar worship such as the today?
rhymes church, mosque or the
shrine to observe the Ask learners to
mode of worship or show summarize the main
pictures videos of the
points in the lesson
various modes of worship
Assessment: let learners
explain the importance of
worship
Thursday Engage learners to sing Learners role play What have we learnt
songs and recite familiar demonstrate/talk about today?
rhymes the importance of worship
at home, school, Ask learners to
church/mosque/shrine summarize the main
points in the lesson
Assessment: let learners
explain the importance of
worshi
Learning Indicator (s) (Ref. No.) B2.1.8.1.1 Recount what a story is about and answer
simple questions on the story.
B2.1.8.1.2 Explain the meaning of some key words in
the story.
B2.1.9.1.1 Recognise and use the question words,
“what”, “who”, “where”, “when.”
Performance Indicators • The learner should recount what a
story is about and answer simple questions on
the story.
• The learner should explain the meaning
of some key words in the story.
• The learner should recognise and use
the question words, “what”, “who”, “where”,
“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 • Revise the lesson on What have we learnt
songs and recite learners’ experiences at today?
familiar rhymes the market, school and
palace.
• Tell an interesting story
or show a movie of a short
story.
• Lead learners to discuss
the story or movie.
• Let learners tell what the
story is about.
Assessment:
Review the lesson with
What is the story about?
Mention a character in the learners
story.
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Where did the story take
place?
Engage leaners to sing • Write some key words What have we learnt
songs and recite of the story you told. today?
familiar rhymes • Let learners discuss the
meaning of some of the
key words contextually.
Assessment: let learners
explain the meaning of Review the lesson with
some key words in the learners
story
Engage leaners to sing • Write some questions What have we learnt
songs and recite on a flashcard using the today?
familiar rhymes question words “what”,
“who”, “where”, “when”
and show them to
learners.
• Lead learners to read
the questions.
• Let learners form their
own questions using the
question words under
discussion.
• Assist learners to
recognise when to use
question words/tags
‘what’ and ‘who,’” where”
and” when”.
• E.g. What is your age?
Review the lesson with
Who is your mother?
learners
Where is your teacher?
When will you come?
Assessment: let learners
use the question words,
“what”, “who”, “where”,
“when” to form
sentences.
