PACE FIRST TERM WEEKLY SCHEME OF LEARNING FOR KINDERGARTEN ONE (KG 1)

OUR WORLD, LANGUAGE AND LITERACY

WEEK NUMERACY CREATIVE ARTS
OUR PEOPLE ORAL LANGUAGE (LISTENING & SPEAKING) READING AND WRITING
Strand 1: ALL Strand 1: NUMBER Strand 1: MEDIA, METHODS, Listening to songs Phonics Awareness
ABOUT ME Sub-strand 1: Whole TECHNIQUES & TECHNOLOGY. The ability to hear, identify, and differentiate
Poems, Rhymes sounds in spoken words
1 Sub-strand 1: I am a Numbers. Counting and Explore, understand and
wonderful and Representation and Cardinality experiment creatively with variety
unique creation of tools and materials
Sub-strand 2 Sub-strand 1: Whole Explore, understand and Listening to songs Phonics
The parts of the Numbers. Counting and experiment creatively with variety Connect sounds to letters and blend
2 Poems, Rhymes letters/syllables in order to read and write
human body and Representation and Cardinality of tools and materials
their functions
Sub-strand 3 Sub-strand 1: Whole Explore, understand and Listening to songs Phonics
3 Caring for the parts Numbers. Counting and experiment creatively with variety Connect sounds to letters and blend
Poems, Rhymes letters/syllables in order to read and write
of my body Representation and Cardinality of tools and materials
Keeping My body Sub-strand 1: Whole Handle and play with simple tools Listening to songs Phonics
healthy by eating Numbers. Counting and and materials freely with little Connect sounds to letters and blend
4 Poems, Rhymes letters/syllables in order to read and write
good food and taking Representation and Cardinality guidance
my vaccination
Keeping My body Sub-strand 1: Whole Numbers Handle and play with simple tools Rhymes Print Concepts
healthy by eating Operations Relationship and materials freely with little Listen to and recite rhymes and tongue-twisters Knowing how text works for the purpose of
5 good food and taking between numbers guidance with accompanying actions reading and writing. Understand that spoken
my vaccination words are represented in written language
Sub-strand 1: Whole Numbers Design, make, exhibit and respond Rhymes Print Concepts
My environment and Operations Relationship to own or others artworks (2 and Listen to and recite rhymes and tongue-twisters Knowing how text works for the purpose of
6 with accompanying actions reading and writing. Understand that spoken
my health between numbers 3-dimensional) freely
words are represented in written language
Protecting ourselves Sub-strand 1: Whole Numbers Strand 2: Creative Expression Story telling Writing
7 from home and road Operations Relationship Through Production and Retell short stories. Follow basic concepts of writing: write from
accidents between numbers Making. Design, make, exhibit and left to right and top to bottom
Protecting ourselves Strand 2: ALGEBRA respond to own or others Story telling Writing
8 from home and road Sub-strand 1: Non-Numerical artworks (2-dimensional and 3- Retell short stories. Write individual letters legibly and with
accidents patterns and relationships dimensional) freely appropriate spacing.
Types and members Sub-strand 1: Non-Numerical Design, make, exhibit and respond Story telling Demonstrate appropriate use of writing tool.
9 of my family patterns and relationships to own or others artworks (2 and Respond to stories. Make given patterns, trace and draw various
3-dimensional) freely objects.
Origin and History of Sub-strand 1: Non-Numerical Perform rhythmic action (e.g Dramatisation and role play. Comprehension
10 my family patterns and relationships clapping, stamping, snapping etc.) Perform stories. Dramatise stories heard The ability to analyse text heard or read.
using songs, words etc. “Read” pictures stories (stories with no text)
Family celebrations Sub-strand 1: Non-Numerical Demonstrate creative knowledge Dramatisation and role play. Comprehension
and festivals patterns and relationships in making 2 and 3-dimensional art Perform stories. Dramatise stories heard Use pictures and other text features to aid
11 understanding of a text. Connect stories to
works, music or drama
own experiences
My school family- Sub-strand 1: Non-Numerical Talk about how they made their Dramatisation and role play. Comprehension
rules and regulations patterns and relationships art work, music or drama Perform stories. Dramatise stories heard Use background knowledge to understand
12 text. Answer factual and vocabulary
questions about level-appropriate text
13 REVISION REVISION REVISION REVISION REVISION

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 SECOND TERM WEEKLY SCHEME OF LEARNING FOR KINDERGARTEN ONE (KG 1)
WEE OUR WORLD, LANGUAGE AND LITERACY
NUMERACY CREATIVE ARTS
K OUR PEOPLE ORAL LANGUAGE (LISTENING & SPEAKING) READING AND WRITING
Strand 1: ALL ABOUT Strand 1: NUMBER Strand 3: AESTHETIC Listen to and participate in songs and Phonological Awareness
ME Sub-strand 1: Whole PERCEPTION rhymes. Give simple instructions and The ability to hear, identify, and differentiate
1 Numbers. Counting and Derive meaning and make sounds in spoken words
commands. Participate in conversations
Our family values Representation and Cardinality judgement about artworks using
Sub-strand 1: Whole Numbers the senses according to its beauty. with peers and adults in small and large Phonics
2 Our family values Operations Relationship Talk about art forms seen in the groups. Connect sounds to letters and blend
between numbers environment. Asking and letters/syllables in order to read and write
Strand 2: ALGEBRA responding to questions about Rhymes Phonics
3 Our cultural values Sub-strand 1: Non-Numerical own and other art works: stating Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
patterns and relationships what they like dislike about what with accompanying actions letters/syllables in order to read and write
Sub-strand 1: Non-Numerical they see Rhymes Phonics
4 Our religious values patterns and relationships Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
with accompanying actions letters/syllables in order to read and write
Line and shapes. Strand 3: AESTHETIC Vocabulary Print Concepts
Our beliefs Telling positions of objects in PERCEPTION Connect words orally with their usage in real Knowing how text works for the purpose of
5 space. Derive meaning and make life. Use context clues (i.e pictures, situations) reading and writing. Understand that spoken
judgement about artworks using to infer meanings of new words orally. words are represented in written language
Line and shapes. the senses according to its beauty. Use names of items common to familiar Print Concepts
Our beliefs Telling positions of objects in Talk about art forms seen in the environments (classroom, home, community) Knowing how text works for the purpose of
6 reading and writing. Understand that spoken
space. environment. Asking and they see Read level-appropriate sight words.
words are represented in written language
Knowing the special Line and shapes. Strand 4: Elements and Vocabulary Writing
7 places in our local Telling positions of objects in Principles of Design. Create and Connect words orally with their usage in real Follow basic concepts of writing: write from
community space. organize the elements of design life. Use context clues (i.e pictures, situations) left to right and top to bottom
Knowing (who) the Line and shapes. according to the principles to to infer meanings of new words orally. Use Writing
important people / Telling positions of objects in create art. Identify and describe names of items common to familiar Write individual letters legibly and with
8 appropriate spacing.
occupation in our space. objects by colour names and size. environments (classroom, home, community)
community Make art works with the elements Read level-appropriate sight words.
Knowing (who) the Measurements- Length, mass, of art Vocabulary Comprehension
important people / capacity Connect words orally with their usage in real “Read” pictures stories (stories with no text).
9 occupation in our life. Use context clues (i.e pictures, situations) Use pictures and other text features to aid
community understanding of a text. Connect stories to own
Knowing the special Measurements- Length, mass, Strand 4: Elements and to infer meanings of new words orally. Use Experiences. Use background knowledge to
leaders in our capacity Principles of Design. Create and names of items common to familiar understand text. Answer factual, inferential and
10 community and organize the elements of design environments (classroom, home, community) vocabulary questions about level-appropriate
country Read level-appropriate sight words. text. Retell level-appropriate text in own words
History and Measurements- Length, mass, according to the principles to Dramatisation and role play. Comprehension
celebration of Ghana’s capacity create art. Identify and describe Perform stories. Dramatise stories heard “Read” pictures stories (stories with no text).
11 independence objects by colour names and size. Use pictures and other text features to aid
Make art works with the elements understanding of a text. Connect stories to own
History and Measurements- Length, mass, of art Dramatisation and role play. Experiences. Use background knowledge to
celebration of Ghana’s capacity Perform stories. Dramatise stories heard understand text. Answer factual, inferential and
12 vocabulary questions about level-appropriate
independence
text. Retell level-appropriate text in own words
13 REVISION REVISION REVISION REVISION REVISION

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 THIRD TERM WEEKLY SCHEME OF LEARNING: KINDERGARTEN ONE (KG 1)
WEE OUR WORLD, OUR LANGUAGE AND LITERACY
NUMERACY CREATIVE ARTS
K PEOPLE ORAL LANGUAGE (LISTENING & SPEAKING) READING AND WRITING
Strand 6: ALL AROUND Strand 3: Geometry and Strand 4: Elements and Principles of Listen to and participate in songs and rhymes. Phonological Awareness
US Measurement Design. Create and organize the Give simple instructions and commands. The ability to hear, identify, and differentiate
1 Living and non-living Sub-strand 1: Lines and shapes. elements of design according to the Participate in conversations sounds in spoken words
things Telling positions of objects in space principles to create art. Identify and
describe objects by colour names and
Sub-strand 1: Lines and shapes. size. Make art works with the elements with peers and adults in small and large Phonics
2 Living things: Animals Telling positions of objects in space of art. groups. Connect sounds to letters and blend
(Domestic and wild) letters/syllables in order to read and write
Sub-strand 1: Lines and shapes. Strand 5: Historical and Cultural Rhymes Phonics
3 Telling positions of objects in space Context. Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
Demonstrate knowledge and skills of with accompanying actions letters/syllables in order to read and write
Water Sub-strand 2: Measurements- the visual and performing arts in Rhymes Phonics
4 Lengths, mass, capacity relation to history. Culture, Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
environment and modern society. with accompanying actions letters/syllables in order to read and write
Air Sub-strand 2: Measurements- Identify, observe and talk about art in Vocabulary Print Concepts
Lengths, mass, capacity the immediate natural and man-made Connect words orally with their usage in real life. Knowing how text works for the purpose of
5 environment. Use context clues (i.e pictures, situations) to infer reading and writing. Understand that spoken
meanings of new words orally. words are represented in written language

Plants Sub-strand 2: Measurements- Identify and discuss art objects and Use names of items common to familiar Print Concepts
Lengths, mass, capacity performances (past and present) from environments (classroom, home, community) Knowing how text works for the purpose of
6 places in our culture/country Read level-appropriate sight words. reading and writing. Understand that spoken
words are represented in written language
Plants Sub-strand 2: Measurements- Perform dance movements and music Fluency Writing
Lengths, mass, capacity inspired by Ghanaian history, other Engage in oral storytelling based on books and Follow basic concepts of writing: write from left to
7 cultures. “picture walks” to practice reading texts. Identify right and top to bottom
and read own name
Gardening Strand 4: Handling Data Strand 5: Historical and Cultural Fluency Writing
Sub-strand 1: Data (collection, Context. Engage in oral storytelling based on books and Write individual letters legibly and with
8 presentation, Analysis and Demonstrate knowledge and skills of “picture walks” to practice reading texts. Identify appropriate spacing.
interpretation and read own name
Light-Day and Night Sub-strand 1: Data (collection, the visual and performing arts in Fluency Comprehension
presentation, Analysis and relation to history. Culture, Engage in oral storytelling based on books and “Read” pictures stories (stories with no text). Use
9 interpretation environment and modern society. “picture walks” to practice reading texts. Identify pictures and other text features to aid
and read own name understanding of a text. Connect stories to own
Changing weather Sub-strand 1: Data (collection, Identify, observe and talk about art in Fluency Experiences. Use background knowledge to
conditions presentation, Analysis and the immediate natural and man-made Engage in oral storytelling based on books and understand text. Answer factual, inferential and
10 interpretation environment. “picture walks” to practice reading texts. Identify vocabulary questions about level-appropriate text.
and read own name Retell level-appropriate text in own words
Strand 7: My Global Sub-strand 1: Data (collection, Identify and discuss art objects and Fluency Comprehension
community presentation, Analysis and performances (past and present) from Engage in oral storytelling based on books and “Read” pictures stories (stories with no text). Use
11 Sub-Strand 1: interpretation places in our culture/country “picture walks” to practice reading texts. Identify pictures and other text features to aid
Connecting and and read own name understanding of a text. Connect stories to own
communicating with the Sub-strand 1: Data (collection, Perform dance movements and music Fluency Experiences. Use background knowledge to
global community presentation, Analysis and inspired by Ghanaian history, other Engage in oral storytelling based on books and understand text. Answer factual, inferential and
12 interpretation cultures. “picture walks” to practice reading texts. Identify vocabulary questions about level-appropriate text.
and read own name Retell level-appropriate text in own words
13 REVISION REVISION REVISION REVISION REVISION

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACe FIRST TERM WEEKLY SCHEME OF LEARNING FOR KINDERGARTEN TWO (KG 2)
OUR WORLD, LANGUAGE AND LITERACY
WEEK NUMERACY CREATIVE ARTS
OUR PEOPLE ORAL LANGUAGE (LISTENING & SPEAKING) READING AND WRITING
Strand 1: ALL Strand 1: NUMBER Strand 1: MEDIA, METHODS, Listening to songs Phonics Awareness
ABOUT ME Sub-strand 1: Whole TECHNIQUES & TECHNOLOGY. The ability to hear, identify, and differentiate
Poems, Rhymes sounds in spoken words
1 Sub-strand 1: I am a Numbers. Counting and Explore, understand and
wonderful and Representation and Cardinality experiment creatively with variety
unique creation of tools and materials
Sub-strand 2 Sub-strand 1: Whole Explore, understand and Listening to songs Phonics
The parts of the Numbers. Counting and experiment creatively with variety Connect sounds to letters and blend
2 Poems, Rhymes letters/syllables in order to read and write
human body and Representation and Cardinality of tools and materials
their functions
Personal hygiene and Sub-strand 1: Whole Explore, understand and Listening to songs Phonics
3 Caring for the parts Numbers. Counting and experiment creatively with variety Connect sounds to letters and blend
Poems, Rhymes letters/syllables in order to read and write
of my body Representation and Cardinality of tools and materials
Keeping My body Sub-strand 1: Whole Handle and play with simple tools Listening to songs Phonics
healthy by eating Numbers. Counting and and materials freely with little Connect sounds to letters and blend
4 Poems, Rhymes letters/syllables in order to read and write
good food and taking Representation and Cardinality guidance
my vaccination
My environment and Sub-strand 1: Whole Numbers Handle and play with simple tools Rhymes Print Concepts
my health Operations Relationship and materials freely with little Listen to and recite rhymes and tongue-twisters Point to individual words to track reading
5 between numbers guidance with accompanying actions (illustrations) Use visual information when
reading (illustrations)
Protecting ourselves Sub-strand 1: Whole Numbers Design, make, exhibit and respond Rhymes Print Concepts
6 from home and road Operations Relationship to own or others artworks (2 and Listen to and recite rhymes and tongue-twisters Identify basic components of a book (cover,
accidents between numbers 3-dimensional) freely with accompanying actions back, title, author)
Protecting ourselves Sub-strand 1: Whole Numbers Strand 2: Creative Expression Story telling Writing
7 from home and road Operations Relationship Through Production and Retell short stories. Adequately communicate visually through
accidents between numbers Making. Design, make, exhibit and pictures, symbols letters and words
Types and members Strand 2: ALGEBRA respond to own or others Story telling Writing
of my family Sub-strand 1: Non-Numerical artworks (2-dimensional and 3- Retell short stories. Work with peers to generate ideas and draw
8 pictures to show ideas. Draw objects and
patterns and relationships dimensional) freely
accurately label drawings
Family history Sub-strand 1: Non-Numerical Design, make, exhibit and respond Story telling Demonstrate appropriate use of writing tool.
9 patterns and relationships to own or others artworks (2 and Respond to stories. Make given patterns, trace and draw various
3-dimensional) freely objects.
Family celebrations Sub-strand 1: Non-Numerical Perform rhythmic action (e.g Dramatisation and role play. Comprehension
and festivals patterns and relationships clapping, stamping, snapping etc.) Perform stories. Dramatise stories heard Retell level-appropriate text in own words
10 Use pictures and other text features to make
using songs, words etc.
predictions
Family celebrations Sub-strand 1: Non-Numerical Demonstrate creative knowledge Dramatisation and role play. Comprehension
11 and festivals patterns and relationships in making 2 and 3-dimensional art Perform stories. Dramatise stories heard Actively engage in teacher-lead reading
works, music or drama activities with purpose and understanding
My school family Sub-strand 1: Non-Numerical Talk about how they made their Dramatisation and role play. Comprehension
12 patterns and relationships art work, music or drama Perform stories. Dramatise stories heard

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 SECOND TERM WEEKLY SCHEME OF LEARNING FOR KINDERGARTEN TWO (KG 2)
OUR WORLD, LANGUAGE AND LITERACY
WEEK NUMERACY CREATIVE ARTS
OUR PEOPLE ORAL LANGUAGE (LISTENING & SPEAKING) READING AND WRITING
Strand 1: NUMBER Strand 3: AESTHETIC Listen to and participate in songs and Phonological Awareness
Our Personal Value Sub-strand 1: Whole PERCEPTION rhymes. Give simple instructions and The ability to hear, identify, and differentiate
1 Numbers. Counting and Derive meaning and make sounds in spoken words
commands. Participate in conversations
Representation and Cardinality judgement about artworks using
Sub-strand 1: Whole the senses according to its beauty. with peers and adults in small and large Phonics
2 Our Cultural Values Numbers. Counting and Talk about art forms seen in the groups. Connect sounds to letters and blend
Representation and Cardinality environment. Asking and letters/syllables in order to read and write
Our National and Sub-strand 1: Whole responding to questions about Rhymes Phonics
3 Civic values Numbers. Counting and own and other art works: stating Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
Representation and Cardinality what they like dislike about what with accompanying actions letters/syllables in order to read and write
Our National and Sub-strand 1: Whole they see Rhymes Phonics
4 Civic values Numbers. Counting and Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
Representation and Cardinality with accompanying actions letters/syllables in order to read and write
Our Beliefs Sub-strand 1: Whole Numbers Strand 3: AESTHETIC Vocabulary Print Concepts
Operations Relationship PERCEPTION Connect words orally with their usage in real Knowing how text works for the purpose of
5 between numbers Derive meaning and make life. Use context clues (i.e pictures, situations) reading and writing. Understand that spoken
judgement about artworks using to infer meanings of new words orally. words are represented in written language
Knowing the special Sub-strand 1: Whole Numbers the senses according to its beauty. Sort objects into categories orally Print Concepts
places in our Local Operations Relationship Talk about art forms seen in the Understand and articulate the opposites of Knowing how text works for the purpose of
6 reading and writing. Understand that spoken
Community between numbers environment. Asking and they see commonly occurring words
words are represented in written language
Knowing (Who) the Sub-strand 1: Whole Numbers Strand 4: Elements and Vocabulary Writing
important people/ Operations Relationship Principles of Design. Create and Connect words orally with their usage in real Adequately communicate visually through
7 Occupation in our between numbers organize the elements of design life. Use context clues (i.e pictures, situations) pictures, symbols letters and words. Write or
community to infer meanings of new words orally. copy familiar words including own name.
Knowing (Who) the Strand 2: ALGEBRA according to the principles to Sort objects into categories orally Work with peers to generate ideas and draw
important people/ Sub-strand 1: Non-Numerical create art. Identify and describe Understand and articulate the opposites of pictures to show ideas. Draw objects and
8 Occupation in our patterns and relationships objects by colour names and size. commonly occurring words accurately label drawings.
community Make art works with the elements
Knowing the special Sub-strand 1: Non-Numerical of art Vocabulary Comprehension
places in our Local patterns and relationships Connect words orally with their usage in real Retell level-appropriate text in own words. Use
9 Community and life. Use context clues (i.e pictures, situations) pictures and other text features to make
country to infer meanings of new words orally. predictions. Actively engage in teacher-lead
reading activities with purpose and
Knowing the special Sub-strand 1: Non-Numerical Strand 4: Elements and Sort objects into categories orally Understanding. Answer factual, inferential and
10 places in our Local patterns and relationships Principles of Design. Create and Understand and articulate the opposites of vocabulary questions about level-appropriate
Community organize the elements of design commonly occurring words text. Retell level-appropriate text in own words
History and Sub-strand 1: Non-Numerical according to the principles to Dramatisation and role play. Comprehension
celebrations of Ghana patterns and relationships create art. Identify and describe Perform stories. Dramatise stories heard Retell level-appropriate text in own words. Use
11 objects by colour names and size. pictures and other text features to make
Make art works with the elements predictions. Actively engage in teacher-lead
reading activities with purpose and
Some major Sub-strand 1: Non-Numerical of art Dramatisation and role play. Understanding. Answer factual, inferential and
12 Historical locations patterns and relationships Perform stories. Dramatise stories heard vocabulary questions about level-appropriate
in Our Country text. Retell level-appropriate text in own words
13 REVISION REVISION REVISION REVISION REVISION

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 THIRD TERM WEEKLY SCHEME OF LEARNING: KINDERGARTEN TWO (KG 2)
WE OUR WORLD, OUR LANGUAGE AND LITERACY
NUMERACY CREATIVE ARTS
EK PEOPLE ORAL LANGUAGE (LISTENING & SPEAKING) READING AND WRITING
Strand 6: ALL AROUND Strand 3: Geometry and Strand 4: Elements and Principles of Listen to and participate in songs and rhymes. Phonological Awareness
US Measurement Design. Create and organize the Give simple instructions and commands. The ability to hear, identify, and differentiate
1 Living and non-living Sub-strand 1: Lines and shapes. elements of design according to the sounds in spoken words
Participate in conversations
things Telling positions of objects in space principles to create art. Identify and
Sub-strand 1: Lines and shapes. describe objects by colour names and with peers and adults in small and large Phonics
2 Living things: Animals Telling positions of objects in space size. Make art works with the elements groups. Connect sounds to letters and blend
(Domestic and wild) of art letters/syllables in order to read and write

Sub-strand 1: Lines and shapes. Strand 5: Historical and Cultural Rhymes Phonics
3 Telling positions of objects in space Context. Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
Demonstrate knowledge and skills of with accompanying actions letters/syllables in order to read and write
Water Sub-strand 2: Measurements- the visual and performing arts in Rhymes Phonics
4 Lengths, mass, capacity relation to history. Culture, Listen to and recite rhymes and tongue-twisters Connect sounds to letters and blend
environment and modern society. with accompanying actions letters/syllables in order to read and write
Air Sub-strand 2: Measurements- Identify, observe and talk about Vocabulary Print Concepts
Lengths, mass, capacity images, items and performances in Connect words orally with their usage in real life. Knowing how text works for the purpose of
5 artwork of everyday life. Use context clues (i.e pictures, situations) to infer reading and writing. Understand that spoken
meanings of new words orally. words are represented in written language

Plants Sub-strand 2: Measurements- Create art works inspired by places in Sort objects into categories orally Print Concepts
Lengths, mass, capacity our culture and country Understand and articulate the opposites of Knowing how text works for the purpose of
6 commonly occurring words reading and writing. Understand that spoken
words are represented in written language
Plants Sub-strand 2: Measurements- Create and perform dance and Fluency Writing
Lengths, mass, capacity movements and music inspired by Engage in oral storytelling based on books and Adequately communicate visually through
7 Ghanaian history and other cultures. “picture walks” to practice reading texts. Identify pictures, symbols letters and words. Write or copy
and read own name familiar words including own name.
Types of soil and Strand 4: Handling Data Strand 5: Historical and Cultural Fluency Work with peers to generate ideas and draw
gardening. Sub-strand 1: Data (collection, Context. Engage in oral storytelling based on books and pictures to show ideas. Draw objects and
8 Making soil fertile for presentation, Analysis and Demonstrate knowledge and skills of “picture walks” to practice reading texts. Identify accurately label drawings.
gardening interpretation the visual and performing arts in and read own name
Natural and Man-made Sub-strand 1: Data (collection, relation to history. Culture, Fluency Comprehension
sources of Light presentation, Analysis and environment and modern society. Engage in oral storytelling based on books and Retell level-appropriate text in own words. Use
9 interpretation “picture walks” to practice reading texts. Identify pictures and other text features to make
and read own name predictions. Actively engage in teacher-lead
reading activities with purpose and
Changing weather Sub-strand 1: Data (collection, Identify, observe and talk about Fluency Understanding. Answer factual, inferential and
conditions. Positive and presentation, Analysis and images, items and performances in Engage in oral storytelling based on books and vocabulary questions about level-appropriate text.
10 negative effects of weather interpretation artwork of everyday life. “picture walks” to practice reading texts. Identify Retell level-appropriate text in own words
and read own name
Strand 7: My Global Sub-strand 1: Data (collection, Create art works inspired by places in Fluency Comprehension
community presentation, Analysis and our culture and country Engage in oral storytelling based on books and Retell level-appropriate text in own words. Use
11 Sub-Strand 1: interpretation “picture walks” to practice reading texts. Identify pictures and other text features to make
Connecting and and read own name predictions. Actively engage in teacher-lead
reading activities with purpose and
communicating with the Sub-strand 1: Data (collection, Create and perform dance and Fluency Understanding. Answer factual, inferential and
global community. presentation, Analysis and movements and music inspired by Engage in oral storytelling based on books and vocabulary questions about level-appropriate text.
12 Financial Literacy: Buying interpretation Ghanaian history and other cultures. “picture walks” to practice reading texts. Identify Retell level-appropriate text in own words
and selling and read own name
13 REVISION REVISION REVISION REVISION REVISION

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACE FIRST TERM WEEKLY SCHEME OF LEARNING FOR UPPER NURSERY

WEEK NUMERACY PRE-WRITING

1 Sizes- Height (ref. straws, pencils, trees) Strokes – flash cards

2 Sizes- weight ( ref. stones, other objects) Dashes - flash cards

3 Colour (vegetable, fruits, fabrics-yellow, red, blue, green, white, pink ,brown) Curve In - flash cards

4 Shapes ( ref. cut out cards,- triangle, square, circle- add two more shapes) Curve Out- flash cards

5 Sorting- Grouping ( ref. shapes, sizes, colours ) Slant In - flash cards

6 Sorting-Grouping ( ref. shapes, sizes, colours) Slant Out - flash cards

7 Number 1-5 making quantity Dots - flash cards

( ref. number cards and counters)

8 Number 1-5 making quantity Swing In - flash cards

( ref. number cards and counters)

9 Number 1-5 making quantity Swing Out - flash cards

( ref. number cards and counters)

10 Number 1-5 making quantity Over - flash cards

( ref. number cards and counters)

11 Tracing numbers ( sand paper numbers) Bouncing balls and zigzag flash cards

012 Tracing numbers Circle - flash cards

13 Revision Scribbling flash cards

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACe SECOND TERM WEEKLY SCHEME OF LEARNING FOR UPPER NURSERY
WEEK NUMERACY PRE-WRITING
1 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. flash cards)
2 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. number cards, charts)
3 Tracing 1 – 5 (ref. no cards - flash) Tracing and sound taught
(ref. flash cards, sand paper letters)
4 Tracing 1 – 5 ( ref. charts – no cards) Tracing and sound taught
(ref. flash cards, sand paper letters)
5 Before and after number 1 – 5 Tracing and sound taught
( ref. sand paper numbers) (ref. flash cards, sand paper letters)cards
6 Number line 1 – 5 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
7 Missing numbers (no cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
8 Introduction of 6 – 10 (quantity) Tracing and sound taught
Ref. no cards, charts (ref. flash cards, sand paper letters)
9 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)cards
10 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
11 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
12 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
13 Revision Revision

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACe THIRD TERM WEEKLY SCHEME OF LEARNING FOR UPPER NURSERY
WEEK NUMERACY PRE-WRITING
1 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. flash cards)
2 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. number cards, charts)
3 Tracing 1 – 5 (ref. no cards - flash) Tracing and sound taught
(ref. flash cards, sand paper letters)
4 Tracing 1 – 5 ( ref. charts – no cards) Tracing and sound taught
(ref. flash cards, sand paper letters)
5 Before and after number 1 – 5 Tracing and sound taught
( ref. sand paper numbers) (ref. flash cards, sand paper letters)cards
6 Number line 1 – 5 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
7 Missing numbers (no cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
8 Introduction of 6 – 10 (quantity) Tracing and sound taught
Ref. no cards, charts (ref. flash cards, sand paper letters)
9 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)cards
10 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
11 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
12 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
13 Revision Revision

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACe FIRST TERM WEEKLY SCHEME OF LEARNING FOR LOWER NURSERY

WEEK NUMERACY PRE- WRITING

1 Shapes (ref. cut out shapes, primary) Strokes (cards, news prints, crayon)

2 Shapes (ref. cut out shapes, primary) Strokes (cards, news prints, crayon)

3 Colours ( pieces of cloth, pictures, crayons etc) Dashes (cards, news prints, crayon)

4 Colours ( pieces of cloth, pictures, crayons etc) Dashes (cards, news prints, crayon)

5 Sizes ( pieces of cloth, pictures, crayons etc) Curve In (cards, news prints, crayon)

6 Sizes ( pieces of cloth, pictures, crayons etc) Curve In (cards, news prints, crayon)
7 Sorting and grouping (cut out shapes, colours, sizes) Curve Out (cards, news prints, crayon)

8 Sorting and grouping (cut out shapes, colours, sizes) Curve Out (cards, news prints, crayon)
9 Sorting and grouping (cut out shapes, colours, sizes) Slant In (cards, news prints, crayon)
10 Number 1-5 ( number cards and dominoes, straws) Slant In (cards, news prints, crayon)

11 Number 1-5 ( number cards and dominoes, straws) Slant Out (cards, news prints, crayon)

12 Number 1-5 ( number cards and dominoes, straws) Slant Out (cards, news prints, crayon)
13 Revision Scribbling

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACe SECOND TERM WEEKLY SCHEME OF LEARNING FOR LOWER NURSERY
WEEK NUMERACY PRE-WRITING
1 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. flash cards)
2 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. number cards, charts)
3 Tracing 1 – 5 (ref. no cards - flash) Tracing and sound taught
(ref. flash cards, sand paper letters)
4 Tracing 1 – 5 ( ref. charts – no cards) Tracing and sound taught
(ref. flash cards, sand paper letters)
5 Before and after number 1 – 5 Tracing and sound taught
( ref. sand paper numbers) (ref. flash cards, sand paper letters)cards
6 Number line 1 – 5 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
7 Missing numbers (no cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
8 Introduction of 6 – 10 (quantity) Tracing and sound taught
Ref. no cards, charts (ref. flash cards, sand paper letters)
9 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)cards
10 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
11 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
12 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
13 Revision Revision

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922
 PACe THIRD TERM WEEKLY SCHEME OF LEARNING FOR LOWER NURSERY
WEEK NUMERACY PRE-WRITING
1 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. flash cards)
2 Number games 1 – 20 Tracing of phonic sound taught (ref. flash cards and sand
Counting games 1 – 20 paper letters)
(ref. number cards, charts)
3 Tracing 1 – 5 (ref. no cards - flash) Tracing and sound taught
(ref. flash cards, sand paper letters)
4 Tracing 1 – 5 ( ref. charts – no cards) Tracing and sound taught
(ref. flash cards, sand paper letters)
5 Before and after number 1 – 5 Tracing and sound taught
( ref. sand paper numbers) (ref. flash cards, sand paper letters)cards
6 Number line 1 – 5 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
7 Missing numbers (no cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
8 Introduction of 6 – 10 (quantity) Tracing and sound taught
Ref. no cards, charts (ref. flash cards, sand paper letters)
9 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)cards
10 Writing 6 – 10 (ref. cards, charts) Tracing and sound taught
(ref. flash cards, sand paper letters)
11 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
12 Tracing 6 – 10 ( teachers exercise- dotted lines) Tracing first names (ref. name tags)
13 Revision Revision

Performance Assessment Centre (PACe) Tel: 055 707 7271 / 050 400 9922