TERM TWO
BASIC FOUR
WEEK ONE
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WEEKLY SCHEME OF LEARNING- WEEK ONE
BASIC FOUR
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Four
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B4.1.6.3.1 B4.2.6.2.1 B4.3.2.1.5.
B4. 4.9.1.1 B4.5.4.1.2. B4.6.1.1.1.
Performance Indicator A. Learners can engage in collaborative
conversation on topics such as myself, family,
personalities etc. with peers.
B. Learners can develop a rich vocabulary stock
through extensive reading of age-appropriate
texts
C. Learners can identify and use interrogative
determiners “which, whose”– to find out about
specific persons or objects
D. Learners can select a topic of choice on issues
in the immediate environment, brainstorm and
organise ideas before writing
E. Learners can demonstrate the use of the
simple past form in speech and in writing to
express past conditions
F. Learners can read a variety of age- and level
appropriate books and present a-two-
paragraph summary of each book read
Teaching/ Learning Resources Word cards, sentence cards, letter cards, handwriting
on a manila card and a class library.
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.
DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Tuesday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar Model describing yourself: today?
rhymes e.g. name, physical
features, character, likes Ask learners to
and dislikes etc. summarize the main
• Guide learners with points in the lesson
appropriate questions to
give oral descriptions of
themselves.
• Select and describe a
family member using
relevant vocabulary.
• Guide learners with
questions and other
activities, to mention the
name of the Regional
Minister for the region in
which their school is
located.
• Have learners mention
names of personalities in
politics such as the
Ministers for Education,
Health, Agriculture, etc.
• Through questions and
answers have learners talk
about the roles and duties
of these ministers.
• Individually, ask learners
to talk about their
favourite personalities in
sports, music, and
mention their
characteristics, and what
they like about the
personalities mentioned.
B.READING Introduce
learners to a variety of
story books and
vocabulary portfolios and
stress the need to build
and use the new
vocabulary in sentences.
• Display some of the
vocabulary in class, on
your word trees and in
sentences. Have learners
work in pairs, individually
and in groups, to do same.
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• Guide learners to make
meaning from the context
in which words have been
used.
Assessment:
Let learners use the words
in sentences
Wednesday Engage learners to sing C.GRAMMAR What have we learnt
songs and recite familiar Present several examples today?
rhymes in context and explain
their use. Ask learners to
• Have learners identify summarize the main
them in sentences and points in the lesson
short texts.
• Let them use the
interrogatives in their own
sentences
Assessment:
Let learners use
interrogative determiners
“which, whose” to form
sentences
Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar Take learners through the today?
rhymes Prewriting stage process
Ask learners to
Assessment: summarize the main
Put learners in groups of points in the lesson
four (4). Each member
suggests a topic,
identify the purpose,
audience and the context
of the piece.
Friday E.WRITING CONVENTION What have we learnt
today?
Learners in pairs plan
what they will do during Ask learners to
the next weekend. summarize the main
• They put their plan into points in the lesson
writing using modal
auxiliaries
Assessment:
Let learners
demonstrate the use of
the simple past form in
speech and in writing to
express past conditions
Friday Guide learners to E.EXTENSIVE READING Have learners to tell
choose and read books Guide learners to choose what they read to the
during the library period and read independently whole class
books of their choice
during the library period.
• Learners think-pair-
share their stories with
peers.
• Ask each learner to
write a-two-paragraph
summary of the book
read.
• Invite individuals to
present their work to the
class for feedback
Assessment: Ask each
learner to write a-two-
paragraph summary of the
book read
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Week Ending
Class Four
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B4.1.2.6.1
Performance Indicator Learners can solve multi-step word problems involving
the four basic operations
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)
Tuesday Sing songs like: Learners model Review the lesson with
mathematical statements Learners
I’m counting one, what from a given word
is one problem involving
1 - One is one alone, addition and
alone it shall be. multiplication and solve Assessment: have
4 - Follow me using the strategies learnt learners to practice with
5 - Fire more examples
Wednesday Sing songs like: Learners model Review the lesson with
mathematical statements Learners
I’m counting one, what from a given word
is one problem involving division
1 - One is one alone, and subtraction and solve Assessment: have
alone it shall be. using the strategies learnt learners to practice with
more examples
Thursday Sing songs like: Learners role play a given Review the lesson with
word problem involving Learners
I’m counting one, what addition and
is one multiplication and solve
Assessment: have
Learners role play a given learners to practice with
word problem involving more examples
subtraction and division
and solve
Friday Sing songs like: Learners model Review the lesson with
mathematical statements Learners
I’m counting one, what from a given word
is one problem involving division
1 - One is one alone, and multiplication and Assessment: have
alone it shall be. solve using the strategies learners to practice with
2 - Two pair, two pair learnt The relationship more examples
come pair let us pair between operations and
3 - Turn around the use of calculator and
4 - Follow me spreadsheet to assess the
5 - Fire reasonableness of
answers should be stress,
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Week Ending
Class Four
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B4.2. 2.1.1
Performance Indicator Learners can observe, identify and give the functions of
the parts of a plant
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)
Thursday Engage learners to sing Learners, in groups, What have we learnt
songs and recite familiar uproot young plants from today?
rhymes the school surroundings
for a class activity. Ask learners to
• Learners observe, summarize the important
identify and give functions points of the lesson
of parts of the plants
(roots, stem, leaves and
flower)
Learners draw annotated
diagrams of the plants and
display them in class.
• Learners relate the
functions of the parts to
their positions on the
plant.
Assessment:
Let learners
give the functions of the
parts of a plant
Week Ending
Class Four
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B4.2.1.3 .1.
Performance Indicator Learners can describe the sun as the source of light and
heat to the earth
Strand ALL AROUND US
Sub strand The Environment and the Weather
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 discuss the sun What have we learnt
songs and recite familiar as the ultimate source of today?
rhymes energy and life on earth
and learn more facts Ask learners to
about the sun: it is a star, summarize the main
it is at the centre of the
points in the lesson
solar system, the earth
moves round the sun, the
sun is 149.6 kilometers
from the earth, it is over
one million times bigger
than the earth.
Reflec
Learners conduct the
above experiment or
engage in other activities
to show how we get light
and heat from the sun.
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Assessment:
Let learners describe the
sun as the source of light
and heat to the earth
Thursday Engage learners to sing Learners talk about some What have we learnt
songs and recite familiar of the ways they can today?
rhymes protect themselves
against sun rays: use Ask learners to
umbrella, do not wear summarize the main
heavy clothes, do not points in the lesson
wear black and red cloths,
wear white, cream, sea
blue clothes on sunny
days to reflect the heat.
Learners reflect on human
activities that can lead to
increase in the sun’s heat
on the earth
Assessment:
Let learners write
some of the ways they can
protect themselves
against sun rays:
Week Ending
Class Four
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B4.2.1.1.1
Performance Indicator Learners can recognise the need to take active part in
worship
Strand Religious Practices and their Moral Implications
Sub strand Religious Worship, Prayer and other Religious
Practices
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 Together with learners, What have we learnt
songs and recite familiar discuss why we worship today?
rhymes God: to draw closer to
God, to communicate with Ask learners to
God, to show obedience summarize the main
to God, etc. points in the lesson
• In groups, learners
should recognise the need
to take active part in
worship
Assessment:
Let learners explain why
we need to take active
part in worship
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Week Ending
Class Four
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B4.1.4.1.1
Performance Indicator Learners can describe the history of Ghana’s major
historical locations
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 With the use of internet, What have we learnt
songs and recite familiar
identify the major today?
rhymes historical locations in
Ghana (where they are Ask learners to
where could these located, who built them summarize the main
historical locations be when and why they were points in the lesson
found? When were they built).
built? Who built them?
Why were they built? Assessment:
Let learners identify the
major historical locations
in Ghana
where they are located
and who built them
Thursday Engage learners to sing Explain some of the uses What have we learnt
songs and recite familiar to which these historical today?
rhymes locations have been put
since they were built. Ask learners to
summarize the main
Assessment: points in the lesson
Let learners explain some
of the uses to which these
historical locations have
been put since they were
built.
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Week Ending
Class four
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B4. 1.1.1.3
Performance Indicator Learners can generate ideas by studying visual artworks
created by selected Ghanaian visual artists that reflect
the natural and manmade environments of some
communities in Ghana
Strand Visual Arts
Sub strand Thinking and Exploring Ideas
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 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION
10 MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage learners to Learners are to: What have we learnt
Wednesday sing songs and recite select artworks of some today?
familiar rhymes Ghanaian visual artists that
show aspects of the natural Ask learners to
and manmade environments; summarize the main
points in the lesson
detail and describe the ideas
that make up the artworks
Assessment
Learners are to:
assess the artworks by
comparing their size,
purpose, colours, ideas
expressed, etc
Week Ending
Class four
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B4.1.2.1.5.
Performance Indicator Learners can moving, selecting and hiding multiple
icons on the desktop
Strand WORD PROCESSING
Sub strand INTRODUCTION TO MS-WINDOWS INTERFACE
Teaching/ Learning Resources Laptop
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)
Engage learners to sing Guide learners to move, What have we learnt
songs and recite familiar select and hide icons on today?
Wednesday rhymes the desktop.
Ask learners to
summarize the main
Assessment: points in the lesson
Let learners move, select
and hide icons on the
desktop.
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Week Ending
Class Four
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B4.1.2.1.1
Performance Indicator Learners can perform movement skill with one hand or
one foot and compare with movement skill with two
hands and two feet.
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 perform What have we learnt
demarcated area in files movement skills such as today?
while singing and dribbling in handball with
clapping to warm-up the one hand or foot and Use answers to
body for maximal compared with summarise the lesson.
performance and to performing movement
prevent injuries skills with two hands and
two feet.
Learning Indicator (s) (Ref. No.) B4.1.6.1.1 Narrate any interesting experiences in life.
B4.1.6.1.2 Respond/react to other peoples’ stories or
narratives.
Performance Indicators • The learner should narrate any
interesting experiences in life.
• The learner should respond/react to
other peoples’ stories or narratives.
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 • Ask learners to mention What have we learnt
songs and recite some traditional plays today?
familiar rhymes they know.
• Ask learners to sing the
songs associated with the
plays.
• Give an account of any
interesting experience you
have had in life as a
teacher.
• Discuss the narrated
experience with learners.
• Allow learners to also
narrate any interesting
experience they have had Review the lesson with
in life. learners
Assessment: let learners
narrate any interesting
experiences in life.
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Engage leaners to sing • Ask learners to mention What have we learnt
songs and recite some traditional plays today?
familiar rhymes they know.
• Ask learners to sing the
songs associated with the
plays.
• Give an account of any
interesting experience you
have had in life as a
teacher.
• Discuss the narrated
experience with learners.
• Allow learners to also
narrate any interesting
experience they have had i
life. Review the lesson with
learners
Assessment: let learners
narrate any interesting
experiences in life.
Engage leaners to sing • Let learners narrate What have we learnt
songs and recite their experiences in life (it today?
familiar rhymes could be an experience at
the hospital, school, home
or the playing field).
• Discuss the experience
narrated with learners.
• Let learners express
their views on the
experiences narrated.
• Lead learners to
recognise the various
positive reactions to other
people’s experiences
Review the lesson with
Assessment: let learners learners
respond/react to their
group leader’s stories or
narratives.
