TERM TWO

BASIC SIX
WEEK THREE
Name of School………………………………………………………………………….……………………….……………………

Week Ending
Class Six
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B6.1.6.3.2 B6.2.6.4.1 B6.3.5.1.1 B6.4.9.3.3
B6.5.4.1.2 B6.6.1.1.1.
Performance Indicator A. Learners can demonstrate turn taking in
conversation on different topics and follow
agreed-upon rules for conversation and
express thoughts
B. Learners can recognise how words are formed
through compounding
C. Learners can use different types of verbs −
Main verb and Helping verb
D. Learners can publish writing piece for other
peers to read and in the school magazine.
E. Learners can explore the use of the simple past
verb form and participle form
F. Learners can read and critique a variety of age-
and level appropriate books and present a one-
page critical commentary based on a set of
criteria, on 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)
Monday Engage learners to sing A. ORAL LANGAUGE What have we learnt
songs and recite familiar • Through discussion, today?
rhymes guide learners to identify

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 some current or recent Ask learners to
events. summarize the main
• Choose one such event points in the lesson
and engage in a model
conversation with a
learner earlier prepared.
• Converse on a given
topic with a learner as
others watch.
• Let learners, converse in
pairs on different topics
after the example.
Encourage them to follow
the rules of conversation.
Guide the use of
appropriate vocabulary by
showing vocabulary cards
and indirectly dropping
hints of a correct word.

Assessment: let learners

turn taking in
conversation on different
topics
Tuesday Engage learners to sing B .READING What have we learnt
songs and recite familiar Have learners refresh today?
rhymes their knowledge on affixes
– prefixes and suffixes – , Ask learners to
acronyms and blending summarize the main
using examples. points in the lesson
• Learners choose words
with given affixes and use
them appropriately in
sentences.
• Introduce compound
words in context and have
learners identify their
components. E.g.
breakfast = break, fast;
classroom = class, room.
 Assessment: Put learners
into groups to build more
compound words
Wednesday Engage learners to sing C. GRAMMAR What have we learnt
songs and recite familiar Revise verbs generally. today?
rhymes Have learners identify
verbs in sentences and Ask learners to
use them in their own summarize the main
sentences. − Helping verb points in the lesson
(primary auxiliary and
modal auxiliary E.g. can
might, would, ought, is,
are, is, are, was, were).
• Choose a text (story)
and have the learners
work in groups to identify
the main verbs. Let each
group select five of the
verbs and use them in
sentences.
• Introduce auxiliaries
(primary and modal) in
context one at a time.
Learners listen to/read a
text having several of
them.
• Guide learners with
examples to identify and
distinguish them from the
main verbs and use them
in sentences.

Assessment: let learners

use different types of
verbs − Main verb and
Helping verb in sentences
Thursday Engage learners to sing D. WRITING What have we learnt
songs and recite familiar Revise writing as a today?
rhymes process.
• Have learners share
their writing with their
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 peers classmates and Ask learners to
families. summarize the main
Encourage learners to points in the lesson
type/copy neatly their
writing and submit them
for publication in the class
magazine, school
magazine/notice board.
Other places to publish
include The Junior Graphic
or The Daily Graphic and
other print media.

Assessment: let learners

publish writing piece for
other peers to read and in
the school magazine
Friday Engage learners to sing E. WRITING CONVENTION What have we learnt
songs and recite familiar AND GRAMMAR USAGE today?
rhymes Let learners write a story.
E.g. about what happened Ask learners to
after school on Monday. summarize the main
• Discuss the essay topic points in the lesson
with learners and use the
webbing strategy to help
them write on the chosen
topic. Learners write
individually.
• Learners exchange their
work for editing as
teacher guides by focusing
on the past verb form and
participle form.
• Assist those whose
essays are only in the
simple past to some in the
past participle tense.
• Learners rewrite their
essays incorporating the
corrections.
Assessment: Have
learners write on another
 topic individually using
the simple past verb form
as well as the past
participle form

Friday Guide learners to E. EXTENSIVE READING Have learners to tell

choose and read books Lead discussion on the what they read to the
during the library period importance of reading whole class
widely.
• Have learners read
books of their choice
independently 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.
• Encourage them to visit
the local library to read
and borrow books.
• Encourage them to
share whatever they read
with their mates.

Assessment: let learners

read and critique a variety
of age- and level
appropriate books and
present a one-page critical
commentary based on a
set of criteria, on each
book read

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Week Ending
Class six
Subject HISTORY
Reference History curriculum Page
Learning Indicator(s) B6.5.4.1.1
Performance Indicator Learners can explain post World War II developments
in the Gold Coast
Strand Journey to Independence
Sub strand Ghana Gains Independence
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 Report on the findings of What have we learnt
songs and recite familiar the Commission in the today?
rhymes form of a paper or
performance/poster/role Ask learners to
play etc. summarize the main
points in the lesson
Assessment: let learners
write the Report on the
findings of the
Commission
Thursday Engage learners to sing Report on the findings of What have we learnt
songs and recite familiar the Commission in the today?
rhymes form of a paper or
performance/poster/role Ask learners to
play etc. summarize the main
points in the lesson
Assessment: let learners
role-play Report on the
findings of the
Commission
 Week Ending
Class six
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B6.3.3.1.1
Performance Indicator Learners can investigate various interactions in an
ecosystem and the effect on humans
Strand SYSTEMS
Sub strand ECOSYSTEM
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 Show learners pictures of What have we learnt
songs and recite familiar different ecosystems. today?
rhymes • Learners observe
different ecosystems in Ask learners to
Discuss the functions of the field such as a small summarize the important
parts of plants with bush or pond. points of the lesson
learners • Engage learners to
brainstorm to come out
with possible interactions
that occur in the given
ecosystem.

Assessment: let learners

write interactions that
occur in a given
ecosystem.

Thursday Engage learners to sing Learners work in groups to What have we learnt
songs and recite familiar draw or design different today?
rhymes ecosystems in the
classroom.

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• Learners observe each of Ask learners to
the ecosystems and summarize the important
identify some possible points of the lesson
interactions that can take
place within each
ecosystem they have
designed.
• Guide learners to discuss
the effects of interactions
(hunting, farming and
predation) on humans and
other living things within a
given ecosystem.

Assessment: let learners

write the effects of
interactions (hunting,
farming and predation) on
humans and other living
things within a given
ecosystem.
 Week Ending
Class six
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B6.1.3.1.1 B6.1.3.1.2
Performance Indicator A. Learners can Compare and order a mixture of
fractions: common, percent and decimal
fractions (up to thousandths
B. Learners can Add and subtract unlike and
mixed fractions
Strand Number
Sub strand Fractions
Teaching/ Learning Resources Counters
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 Sing songs like: To compare and order a Review the lesson with
mixture of common, Learners
I’m counting one, what decimal and percent
is one fractions you can locate
1 - One is one alone, the fractions on the Assessment: have
alone it shall be. number and order them learners to practice with
2 - Two pair, two pair more examples

Tuesday Sing songs like: To compare and order a Review the lesson with
mixture of common, Learners
I’m counting one, what decimal and percent
is one fractions you can locate
1 - One is one alone, the fractions on the
alone it shall be. number and order them
2 - Two pair, two pair
come pair let us pair
Wednesday Sing songs like: To add like mixed
fractions that are larger
than 1, i.e. 2 1/3 and 32/3
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 I’m counting one, what we write down the sum of
is one the whole numbers and Assessment: have
1 - One is one alone, add the fractions; i.e. 2 learners to practice with
alone it shall be. 1/3 + 32/3 = 5 + 1/3 + more examples
2 - Two pair, two pair 2/3, = 5 (1+2)/3 = 53/3= 6

Thursday Sing songs like: To add like mixed Review the lesson with
fractions that are larger Learners
I’m counting one, what than 1, i.e. 2 1/3 and 32/3
is one we write down the sum of
1 - One is one alone, the whole numbers and Assessment: have
alone it shall be. add the fractions; i.e. 2 learners to practice with
2 - Two pair, two pair 1/3 + 32/3 = 5 + 1/3 + more examples
2/3, = 5 (1+2)/3 = 53/3= 6

Friday Sing songs like: To subtract like-fractions Review the lesson with
that are larger than 1, i.e. Learners
I’m counting one, what 2 1/3 and 32/3 , we
is one change the mixed fractions
1 - One is one alone, into improper fractions Assessment: have
alone it shall be. and subtract; i.e. 32/3 − 2 learners to practice with
2 - Two pair, two pair 1/3 + = 11/3- 7/3 + = more examples
(11-7)/3 = 4/3. = 1 1/3
 Week Ending

Class six

Subject CREATIVE ARTS

Reference Creative Arts curriculum

Learning Indicator(s) B6 1.2.2.2

Performance Indicator Learners can brainstorm and generate designs for

creating own visual artworks that reflect the physical
and social environments of some communities in the
world

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
and structures that
constitute the physical
Ask learners to
and social environments
summarize the main
of some communities in
points in the lesson
the world;

(sketches) of the ideas,

forms or structures that
interest them;

the ideas, forms and

structures studied;

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 (comp) sketches or final
designs for reproduction
in artworks;

review

Assessment: let learners

create own visual
artworks

Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar today?
use the ideas or feedback
rhymes
from the peer review to
improve upon the designs
Ask learners to
for reproduction;
summarize the main
points in the lesson
available materials and
tools to reproduce the
comp (e.g. - clay,
plasticine, papier mâché
(paper pulp) etc. for
modelling and casting; -
straw, yarn, paper etc. for
weaving;

Assessment: let learners

create own visual
artworks
 Week Ending
Class six
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B6.1.3.1.1
Performance Indicator Learners can organize aerobic dance

Strand MOTOR SKILLS 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)
Learners jog round a Organise aerobic dance What have we learnt
demarcated area in files with local or foreign today?
while singing and music. Learners perform Use answers to
clapping to warm-up the rhythmic exercises to summarise the lesson.
body for maximal develop and refine basic
performance and to movements skills such as
prevent injuries coordination, flexibility,
muscular endurance,
cardio-vascular
endurance, etc. Learners
perform and progress at
their own pace. Learners
use feedback from peers
and teacher to improve
their fitness skills.

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Week Ending
Class six
Subject COMPUTING
Reference Computing curriculum Page
Learning Indicator(s) B6.5.1.1.5 B6.5.1.1.6. B6.5.1.1.7.
Performance Indicator Learners can Lead learners to describe the basics of
Relational Data model. ie. rows and columns.
Guide learners to list the basics of logical database
design and develop sample database design.
Learners can guide learners to apply the basics of
relational algebra in a sample database.
Strand PROGRAMMING AND DATABASES
Sub strand INTRODUCTION TO DATABASES, ALGORITHM AND
PROGRAMMING. LANGUAGES
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 Lead learners to describe What have we learnt
songs and recite familiar the basics of Relational today?
rhymes Data model. ie. rows and
columns. Ask learners to
summarize the main
Guide learners to list the points in the lesson
basics of logical database
design and develop
sample database design.

Guide learners to apply

the basics of relational
algebra in a sample
database

Assessment: let learners

apply the basics of
relational algebra in a
sample database
 Week Ending
Class Six
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B6.2.4.1.1.
Performance Indicator Learners can describe internal migration in Ghana

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 What have we learnt
songs and recite familiar Learners explain migration today?
rhymes as the movement of
people from one place to Ask learners to
another with the intention summarize the main
of settling there. points in the lesson
Migration may be
individual, family units or
large groups.

Learners in groups discuss

the patterns of internal
migration in Ghana e. g.
movement from the north
to the south, movement
from the south to the
north, movement to
commercial and industrial
towns, movement to cash
crop farming areas.

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 Assessment: let learners
describe internal
migration in Ghana

Thursday Engage learners to sing Learners brainstorm the What have we learnt
songs and recite familiar reasons for migration today?
rhymes Ghana e.g. better living
conditions, to find work, Ask learners to
for marriage, Inadequate summarize the main
road networks, lack or points in the lesson
inadequate social
amenities (hospital,
portable drinking water,
schools and electricity).

Assessment: Let learners

show the migration
pattern on a sketch map
of Ghana.
 Week Ending
Class Six
Subject RELIGIOUS AND MORAL EDUCATION
Reference RME curriculum Page
Learning Indicator(s) B6.2.2.1.3:
Performance Indicator Learners can discuss moral lessons from the festivals.

Strand God, His Creation and Attributes

Sub strand The Environment
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 Help learners recall the What have we learnt
songs and recite familiar importance of festivals. today?
rhymes • Guide learners to
discuss the moral lessons Ask learners to
from festivals: - summarize the main
generosity, -. points in the lesson
• let learners dramatise
activities within festivals
to show how the moral
lessons in festivals reflect
in their lives.

Assessment: let learners

mention moral lessons
from the festivals

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Learning Indicator (s) (Ref. No.) B6.2.6.1.1. Explain the meaning of unfamiliar words
within their context.
B6.2.6.1.2 Answer factual and inferential questions
Performance Indicators • The learner should explain the
meaning of unfamiliar words within their
context
• The learner should answer factual and
inferential questions

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 • Give learners text to What have we learnt
songs and recite read. today?
familiar rhymes • Call learners in turns to
read a paragraph each.
• Let learners recognise
unfamiliar words from the
passage.
• Write the words on the
board and read out the
words aloud.
• Let learners explain the
meaning of unfamiliar
words from their context.
•Call learners in turns to
use the unfamiliar words
to form sentences Review the lesson with
learners

Assessment: let learners

use the unfamiliar words
to form sentences
Engage leaners to sing Give learners text to read. What have we learnt
songs and recite • Ask learners some today?
familiar rhymes factual questions and call
learners to answer orally.

Assessment:
Let learners answer
factual and inferential
questions from a given
text. Review the lesson with
learners
Engage leaners to sing Give learners text to read. What have we learnt
songs and recite • Ask learners some today?
familiar rhymes factual questions and call
learners to answer orally.

Assessment:
Let learners answer Review the lesson with
factual and inferential learners
questions from a given
text.