TERM 2

BASIC TWO

WEEK TWO

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 WEEKLY SCHEME OF LEARNING- WEEK TWO
BASIC TWO

Name of School………………………………………………………………………….……………………….……………………

Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.1.6.1.2 B2.2.6.1.3. B2.4.4.1.1 B2.5.4.1.1
B2.6.1.1.1
Performance Indicator Learners can talk about events at home
Learners can show awareness that homonyms have
different meanings in different contexts
Learners can draw and label objects found in their
environment
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 Introduce the day’s topic today?
rhymes and show pictures of
activities at home. Ask learners to
• Have learners think-pair- summarize the main
share the domestic points in the lesson
activities.
• Have learners talk about
which of the events they
like most and why they
like them.

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 • Have learners role-play
some of the scenes. E.g.
People engaged in
domestic chores. People
at table.

Assessment: let learners

talk about events at home
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar today?
rhymes Provide examples in
contexts to help learners Ask learners to
discover that homonyms summarize the main
have different meanings in points in the lesson
different contexts. e.g.
bat.
I saw a bat fly this
morning.
My mother bought a
tennis bat for me.

Assessment: let learners

use homonyms to form
different sentences

Wednesday Engage learners to sing C. WRITING What have we learnt

songs and recite familiar Let learners draw and today?
rhymes label objects from the
area studied by their Ask learners to
group. summarize the main
• Help them to edit their points in the lesson
work particularly spelling
and spacing.
• Let learners write their
names under their work
and post their charts on
the walls of the classroom
for peer review

Assessment: let learners

draw and label objects
found in their
environment
 Thursday Engage learners to sing D.WRITING What have we learnt
songs and recite familiar CONVENTIONS AND today?
rhymes GRAMMAR USAGE
Tell learners some of the Ask learners to
things you do daily in summarize the main
short and simple points in the lesson
sentences. e.g. I read
stories everyday.
• 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?
rhymes introduce the reading/
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.

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• For each reading
session, guide learners to
select books

Assessment: Guide
learners to select books
for readings
 Week Ending
Class Two
Subject CREATIVE ARTS
Reference Creative Arts curriculum
Learning Indicator(s) B2 2.1.1.2
Performance Indicator Learners can explore own experiences to talk about
performing artworks that reflect people in other
communities in Ghana
Strand PERFORMING 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 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 performing artworks (e.g.
music, dance and drama) Ask learners to
that are produced or summarize the main
performed by people in points in the lesson
other parts of Ghana.

that are used (e.g.

instruments, elements,
costumes, props) for
composing and
performing those
artworks
subject matter
of those artworks and
explore their importance
and the occasions on
which they are performed

Assessment: let learners

use their own experiences

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 to talk about performing
artworks that reflect
people in other
communities in Ghana

Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar probe how the artworks today?
rhymes are made, who makes
them, the safety rules that Ask learners to
are observed and taboos summarize the main
(if any) associated with
points in the lesson
these performing
artworks;

techniques observed in
the performing artworks.

Assessment: let learners

use their own experiences
to talk about performing
artworks that reflect
people in other
communities in Ghana
 Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B2.1.2.4.2
Performance Indicator Learners can use personal strategies to add and
subtract within 100
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: Decompose a number Review the lesson with
into easier numbers to add Learners
I’m counting one, what and doing partial sums-
is one Decomposing one number
1 - One is one alone, into easier numbers to add
alone it shall be. E.g., when adding 28 + 47, Assessment: have
2 - Two pair, two pair record think 20 + 40 + 8 + learners to practice with
come pair let us pair 7, which is the same as 60 more examples
3 - Turn around + 15 which is the same as
4 - Follow me 75
5 - Fire

Tuesday Sing songs like: ‘Friendly jumps” strategy, Review the lesson with
where one of the numbers Learners
I’m counting one, what is decomposed into a
is one friendlier number and
1 - One is one alone, added in “chunks” or by Assessment: have
alone it shall be. “friendly jumps” e.g. when learners to practice with
2 - Two pair, two pair adding 26 + 32, start with more examples
come pair let us pair 26, add 10 three times to

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 get 56 (26 + 10 + 10 + 10),
then add on 2 to get 58.
The answer is 58. (NOTE:
This strategy is similar to
the first strategy of
decomposing)
Wednesday Sing songs like: . Moving part of one Review the lesson with
number to the other Learners
I’m counting one, what number to create numbers
is one that are easier to add E.g.
1 - One is one alone, when adding 29 + 56, Assessment: have
move 1 from
alone it shall be. learners to practice with
56 to 29 to create the
2 - Two pair, two pair more examples
expression 30 + 55 = 85)
come pair let us pair

Thursday Sing songs like: . Compensation – Adding Review the lesson with
more to a number to make Learners
I’m counting one, what it friendlier, then
is one subtracting the amount
1 - One is one alone, added from the answer Assessment: have
alone it shall be. e.g. learners to practice with
2 - Two pair, two pair when adding 26 + 39, add more examples
come pair let us pair 1 to 39 to create the
3 - Turn around expression 26 + 40, which
4 - Follow me gives 76, then subtract
5 - Fire from the answer the 1 that
was added; 76 -1 = 75, so
the answer is 75.
Friday Sing songs like: Compensation – Adding Review the lesson with
more to a number to make Learners
I’m counting one, what it friendlier, then
is one subtracting the amount
1 - One is one alone, added from the answer Assessment: have
alone it shall be. e.g. learners to practice with
2 - Two pair, two pair when adding 26 + 39, add more examples
1 to 39 to create the
expression 26 + 40, which
gives 76, then subtract
from the answer the 1 that
was added; 76 -1 = 75, so
the answer is 75.
 Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B2.2.1.4.2
Performance Indicator Learners can identify uses of air

Strand CYCLES
Sub strand Earth Science
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 Ask learners to breathe in What have we learnt
songs and recite familiar and out and find out from today?
rhymes them what they are
breathing in. Ask learners to
• In groups learners summarize the important
perform the following points of the lesson
activities, e.g. filling
balloons, pumping tyres,
flying kites, cooling the
body, supporting burning
and if possible show
pictures of the activities.
• Show pictures of people
on a boat wearing life
jackets, swimmers on
inflated balloons on water

Assessment: let learners

identify uses of air

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Thursday Engage learners to sing Create real life problems What have we learnt
songs and recite familiar related to the topic for today?
rhymes learners to discuss and Ask learners to
come out with possible summarize the important
solutions points of the lesson

Assessment: let learners

identify uses of a fan and
pump.
 Week Ending
Class Two
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B2. 2.1.1.1
Performance Indicator Learners can explain the importance of worship.

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 . • Lead learners to talk What have we learnt
songs and recite familiar about the importance of today?
rhymes worship at home, church
or mosque and in school: - Ask learners to
It is a command from God summarize the main
to serve Him. points in the lesson

Assessment: let learners

explain the importance of
worship

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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 Show and discuss What have we learnt
songs and recite familiar video/documentary/stories today?
rhymes /slides about the history of
these major historical Ask learners to
locations in Ghana. summarize the main
points in the lesson

Assessment: let learners

identify Ghana’s major
historical locations.
Thursday Engage learners to sing Show and discuss What have we learnt
songs and recite familiar video/documentary/stories today?
rhymes /slides about the history of
these major historical Ask learners to
locations in Ghana. summarize the main
points in the lesson

Assessment: let learners

narrate the history of
Ghana’s major historical
locations.
 Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B2.1.2.1.11
Performance Indicator Learners can clap and dance to beat (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 a beat and What have we learnt
demarcated area in files dance to the beat. today?
while singing and Emphasis coordination in
clapping to warm-up the clapping to the beat and Use answers to
body for maximal coordination dancing. Give summarise the lesson.
performance and to learners corrective
prevent injuries feedback to improve their
coordination. Allow them
to progress at their own
pace with fun and
enjoyment.

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Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B2.2.4.1. 1.
Performance Indicator Learners can explain the need to accept and adapt to a
change in the total number of people, as a responsible
citizen
Strand ALL AROUND US
Sub strand Population and Settlement
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 role play What have we learnt
songs and recite familiar problems of a large family today?
rhymes size.
Represent the number of Ask learners to
family members in your summarize the main
house with a bar chart.
points in the lesson
Explain what happens to
the class size when a new
learner joins or leaves
your class.

Assessment: let learners

explain the need to accept
a change in the total
number of people
Thursday Engage learners to sing Learners talk about skills What have we learnt
songs and recite familiar needed to accept and today?
rhymes adjust to a change in the
total number of people in Ask learners to
a place, e.g. respect the summarize the main
rights of others, tolerance, points in the lesson
sharing.

Assessment: let learners

 explain the need to adapt
to a change in the total
number of people

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WEEKLY LESSON PLAN FOR B2 GHANAIAN LANGUAGE

Learning Indicator (s) (Ref. No.) B2.1.7.1.2 Narrate an experience at the hospital.
B2.1.7.1.3 Narrate experiences at school.
B2.1.7.1.4 Narrate experiences at the church/mosque,
palace etc.
Performance Indicators • The learner should narrate an
experience at the hospital.
• The learner should narrate experiences
at school.
• The learner should narrate experiences
at the church/mosque, palace etc.
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 • Show a picture of a What have we learnt
songs and recite hospital to learners. today?
familiar rhymes • Discuss the picture with
learners.
• Discuss what goes on at
the hospital with learners.
• Ask learners to tell their Review the lesson with
experience at the hospital learners

Assessment: let learners

narrate an experience at
the hospital

Engage leaners to sing • Let learners talk about What have we learnt
songs and recite their homes. today?
familiar rhymes • Show a picture of a
school to learners.
• Let learners talk about
the picture. Review the lesson with
• Discuss what goes on at learners
the school with learners.
 • Ask learners to tell their
experiences at school.

Assessment: let learners

narrate experiences at
school.

Engage leaners to sing • Show a picture of a What have we learnt

songs and recite palace to learners/ Visit a today?
familiar rhymes palace/church.
• Discuss what goes on at
the church or palace with
learners.
• Ask learners to tell their Review the lesson with
experiences at the church learners
or palace

Assessment: let learners

narrate experiences at the
church/mosque