TERM TWO
BASIC THREE
WEEK TWELVE
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WEEKLY SCHEME OF LEARNING- WEEK TWELVE
BASIC THREE
Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Three
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B3.1.6.1.3 B3.2.7.1.3 B3.4.5.1.4. B3.5.6.1.1
B3.6.1.1.1
Performance Indicator A. Learners can talk about important places in
their communities
B. Learners can retell level-appropriate text in
own, explain and illustrate
C. Learners can copy various sentences, verses
and words of songs legibly (writing should be
bold and clear
D. Learners can identify qualifying words
E. Learners can read a variety
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 Show pictures of today?
rhymes important places in their
communities such as the Ask learners to
community centre, the summarize the main
lorry station, the mission points in the lesson
house, etc.
• Let learners think-pair-
share their views and
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opinions about the
pictures.
• Put learners into groups
according to the number
of pictures.
• Have each group talk
about the activities that
go on in these places and
their importance to the
community and the
nation.
Assessment: let learners
talk about important
places in their
communities
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Ask a few questions to today?
rhymes review the text/story to
be retold. • Have learners Ask learners to
narrate or retell the story summarize the main
passage using the herring points in the lesson
bone or story map
strategy. The narration
should be sequential to
make the story
understood.
Assessment: let learners
retell level-appropriate
text in own, explain and
illustrate
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Explain the writing activity today?
rhymes selected, stressing the
need for accuracy, clarity, Ask learners to
etc. summarize the main
• As learners observe, points in the lesson
demonstrate it.
• Assign them to do the
exercise. They may copy
from the board and books.
• Provide feedback after
assessing learners’ work.
Assessment: let learners
copy various sentences,
verses and words of songs
legibly (writing should be
bold and clear
Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Ask learners to
Provide sentences with summarize the main
simple adverbs for points in the lesson
learners to identify. e.g. i.
He walked quickly to the
church. ii. She danced
beautifully. • Elicit other
adverbs and provide
practice
Assessment: let learners
can identify qualifying
words in sentences
Friday Engage learners to sing E.EXTENSIVE READING What have we learnt
songs and recite familiar Using the Author’s chair, today?
rhymes introduce the
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
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Assessment: let learners
read a variety of age and
level-appropriate books
and summarise them
Week Ending
Class Three
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B3.2.1.1.1
Performance Indicator Learners can demonstrate an understanding of
increasing and decreasing patterns by extending the
next two or three terms and identifying errors or
missing elements
Strand ALGEBRA
Sub strand Patterns and Relationship
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: Identify the pattern rule Review the lesson with
used to create more Learners
I’m counting one, what complex increasing or
is one decreasing pattern and
1 - One is one alone, extend the pattern for the
next 2 or 3 terms
alone it shall be. Assessment: have
e.g.
2 - Two pair, two pair learners to practice with
- 3, 6, 9, 12, 15… - the rule
come pair let us pair more examples
is “add 3 or take 3 steps
3 - Turn around forward or - 30, 27, 24,
4 - Follow me 21, 18 … - the rule is take 3
5 - Fire steps backwards or
subtract 3)
Tuesday Sing songs like: Create a pattern for a Review the lesson with
given pattern rule (e.g., Learners
I’m counting one, what create a pattern for the
is one rule “add 10”)
1 - One is one alone, Assessment: have
alone it shall be. learners to practice with
more examples
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Wednesday Sing songs like: Identify errors or missing Review the lesson with
elements in an increasing Learners
I’m counting one, what or decreasing pattern and
is one justify the answer e.g. - 5,
1 - One is one alone, 10, 20, 25, 30 … or - 45, Assessment: have
40, 35, 30, __, 20 …
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
come pair let us pair
Thursday Sing songs like: Locate and describe Review the lesson with
increasing or decreasing Learners
I’m counting one, what patterns in a 100s chart
is one (horizontal, vertical, Assessment: have
1 - One is one alone, diagonal patterns, etc.) learners to practice with
more examples
Friday Sing songs like: Locate and describe Review the lesson with
increasing or decreasing Learners
I’m counting one, what patterns in a 100s chart
is one (horizontal, vertical,
1 - One is one alone, diagonal patterns, etc.) Assessment: have
alone it shall be. learners to practice with
2 - Two pair, two pair more examples
Week Ending
Class Three
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B3.4.1.2.2
Performance Indicator Learners can know the everyday uses of heat
Strand FORCES AND ENERGY
Sub strand SOURCES AND FORMS OF ENERGY
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 Review previous lesson on What have we learnt
songs and recite familiar heat energy and ask today?
rhymes learners to cite everyday
uses of heat energy in the Ask learners to
home. e.g. for ironing, summarize the important
food preparation and points of the lesson
preservation, heating of
water.
• Through think-pair-
share, ask learners to
mention one application
of the use of heat energy
by the following
professions, farmers,
nurses, hair dressers,
blacksmiths, tailors and
seamstresses.
Assessment: let learners
mention the everyday
uses of heat
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Thursday Engage learners to sing Ask learners to explain What have we learnt
songs and recite familiar why farmers need heat. today?
rhymes
Ask learners to
Assessment: let learners summarize the important
mention the everyday points of the lesson
uses of heat
Week Ending
Class Three
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B3.3.4.1. 2.
Performance Indicator Learners can identify moral lessons of the lives of the
religious leaders
Strand OUR BELIEFS AND VALUES
Sub strand Being a Leader
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 talk about how What have we learnt
songs and recite familiar they can apply the moral today?
rhymes lessons they learnt from
the lives of the religious Ask learners to
leaders in their daily lives summarize the main
points in the lesson
Assessment: let learners
identify moral lessons of
the lives of the religious
leaders
Thursday Engage learners to sing Learners role play the What have we learnt
songs and recite familiar moral lives of the religious today?
rhymes leaders.
Ask learners to
Assessment: let learners summarize the main
identify moral lessons of points in the lesson
the lives of the religious
leaders
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Week Ending
Class Three
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B3.2.4.1.1
Performance Indicator Learners can identify the forts and castles built along
the coast of Ghana
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 Show and discuss a What have we learnt
songs and recite familiar documentary/ slides on today?
rhymes forts and castles in Ghana.
Ask learners to
summarize the main
Assessment: let learners points in the lesson
identify the forts and
castles built along the
coast of Ghana
Thursday Engage learners to sing Show and discuss a What have we learnt
songs and recite familiar documentary/ slides on today?
rhymes forts and castles in Ghana.
Ask learners to
summarize the main
Assessment: let learners points in the lesson
identify the forts and
castles built along the
coast of Ghana
Week Ending
Class Three
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B3.3.2.3.1
Performance Indicator Learners can perform continuous step ups.
Strand PHYSICAL FITNESS
Sub strand STRENGTH,
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 After warm ups learners What have we learnt
demarcated area in files perform continuous step today?
while singing and ups using stable platforms
clapping to warm-up the like block, bag of sand, Use answers to
body for maximal etc. to test muscular summarise the lesson.
performance and to strength in the legs. Put
prevent injuries learners in pairs to count
and record as the other
performs
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Week Ending
Class Three
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B3.3.1.1.1
Performance Indicator Learners can describe the youthful lives of the leaders
of the three major religions in Ghana.
Strand Religious Leaders
Sub strand The Youthful Life of the Leaders of the three Major
Religions
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 In groups, let learners talk What have we learnt
songs and recite familiar about the occupations of today?
rhymes the religious leaders.
- The Lord Jesus Christ as a Ask learners to
carpenter, summarize the main
- The Holy Prophet points in the lesson
Muhammad (S.A.W) as a
businessman
- A Traditional Religious
Leader, e. g. Egya Ahor as
a farmer.
• In groups, let learners
write short paragraphs on
the occupational lives of
the religious leaders and
present to class for
discussion.
Assessment: let learners
can describe the youthful
lives of the leaders of the
three major religions in
Ghana
Week Ending
Class Three
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B3 2.3.4.1
Performance Indicator Learners can plan a display of own performing
artworks to share creative experiences based on ideas
that reflect the history and culture of people in other
African communities
Strand PERFORMING ARTS
Sub strand Displaying and Sharing
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 watch a short video or today?
rhymes live performances that
reflect the history and Ask learners to
culture of other African summarize the main
communities; points in the lesson
discuss the need for
performing compositions
of own music, dance,
drama, etc.;
Assessment: let learners
mention the need for
performing artworks
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar plan a display of own today?
rhymes music, dance and drama
compositions to share
ideas, educate and inform
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team
the public on the history Ask learners to
and culture of people in summarize the main
other parts of Africa. points in the lesson
Assessment: let learners
display their own
performing artworks
Learning Indicator (s) (Ref. No.) B3.6.2.1.1 Read short stories aloud correctly
Performance Indicators The learner should read short stories aloud correctly
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 • Sing a popular song with What have we learnt
songs and recite learners. today?
familiar rhymes • Read a short story aloud
and correctly to learners.
• Discuss the story with Review the lesson with
learners and read the learners
story again.
• Call them out one by
one to read short stories
aloud correctly.
• Call learners to read a
sentence each from the
story.
Assessment: let learners
read short stories aloud
correctly
Engage leaners to sing • Sing a popular song with What have we learnt
songs and recite learners. today?
familiar rhymes • Read a short story aloud
and correctly to learners.
• Discuss the story with Review the lesson with
learners and read the learners
story again.
If you find this file helpful for your work, kindly donate to the MTN no. 0245350591 (Nana Fiifi Acquah) to support the
team
• Call them out one by
one to read short stories
aloud correctly.
• Call learners to read a
sentence each from the
story.
Assessment: let learners
read short stories aloud
correctly
Engage leaners to sing • Sing a popular song with What have we learnt
songs and recite learners. today?
familiar rhymes • Read a short story aloud
and correctly to learners.
• Discuss the story with Review the lesson with
learners and read the learners
story again.
• Call them out one by
one to read short stories
aloud correctly.
• Call learners to read a
sentence each from the
story.
Assessment: let learners
read short stories aloud
correctly
