TERM TWO

BASIC TWO
WEEK ONE

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WEEKLY SCHEME OF LEARNING- WEEK ONE
BASIC TWO

Name of School………………………………………………………………………….……………………….……………………
Week Ending
Class Two
Subject ENGLISH LANGUAGE
Reference English Language curriculum Page
Learning Indicator(s) B2.2.6.1.3. B2.4.4.1.1 B2.5.4.1.1 B2.6.1.1.1
Performance Indicator 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)
Tuesday Engage learners to sing B.READING What have we learnt
songs and recite familiar Provide examples in today?
rhymescontexts to help learners
discover that homonyms Ask learners to
have different meanings in summarize the main
different contexts. e.g. points in the lesson
right and bat a. You are
right. Raise your right
hand

Assessment:
Let learners list five
examples of homonyms
Wednesday Engage learners to sing C. WRITING What have we learnt
songs and recite familiar Take learners round to today?
look at charts showing
rhymes
labelled objects. Ask learners to
• Put learners into groups summarize the main
and ask them to choose points in the lesson
an area in the
environment where they
will want to make a list of
objects found there (e.g.
home, market, shops etc.).

Assessment: Let learners

draw and label objects
from the area studied by
their group

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 every day.
• 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
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Friday Engage learners to sing E.EXTENSIVE READING What have we learnt
songs and recite familiar Use the Author’s chair to today?
introduce the reading/
rhymes
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.
• 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 1.1.1.2
Performance Indicator Learners can Explore own experiences to talk about
visual artworks that are produced or found in other
communities in Ghana
Strand VISUAL ARTS
Sub strand Thinking and Exploring Ideas
Teaching/ Learning Resources Pictures
Core Competencies: Creativity and Innovation Communication and Collaboration Personal
Development and Leadership Critical Thinking and Problem Solving.

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Wednesday Engage learners to sing Learners are to: What have we learnt
songs and recite familiar • talk about the visual today?
rhymes artworks produced or
found in other parts of Ask learners to
Ghana summarize the main
• discuss the materials points in the lesson
and tools that were/are
used in making these
artworks, the processes
and production
techniques, and how they
are used
• discuss the theme of
the artworks and its social
and cultural importance;
• identify those who make
artworks;
• study the subject matter
of the different artworks

Learners are to:

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examine the type of
materials used in making
the artworks;

are made, how they are

made, the safety rules
that are observed, taboos
(if any) associated with
the visual artworks;

function and uses of these

artworks

Assessment:

Learners describe visual

artworks that are found in
other communities in
Ghana
Week Ending
Class Two
Subject MATHEMATICS
Reference Mathematics curriculum Page
Learning Indicator(s) B2.1.2.4.1
Performance Indicator Learners can Use conventional strategy to add and
subtract
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)
Tuesday Sing songs like: Use objects (groups of tens Review the lesson with
and ones) or drawings to Learners
I’m counting one, what model addition and
is one subtraction of 1 and 2 digit
1 - One is one alone, numbers (with answers Assessment: have
alone it shall be. within 100), with and without learners to practice
2 - Two pair, two pair regrouping) and record the with more examples
come pair let us pair process symbolically, using
an addition or subtraction
frame

Tens Ones Tens Ones

+ -
Wednesday Sing songs like: Use objects (groups of tens Review the lesson with
and ones) or drawings to Learners
I’m counting one, what model addition and
is one subtraction of 1 and 2 digit
1 - One is one alone, numbers (with answers
alone it shall be. within 100), with and without

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2 - Two pair, two pair regrouping) and record the Assessment: have
come pair let us pair process symbolically, using learners to practice
an addition or subtraction with more examples
frame

Tens Ones Tens

Ones

+ -

Thursday Sing songs like: Use objects (groups of tens Review the lesson with
and ones) or drawings to Learners
I’m counting one, what model addition and
is one subtraction of 1 and 2 digit
1 - One is one alone, numbers (with answers Assessment: have
alone it shall be. within 100), with and without learners to practice
2 - Two pair, two pair regrouping) and record the with more examples
come pair let us pair process symbolically, using
3 - Turn around an addition or subtraction
4 - Follow me frame
5 - Fire
Tens Ones Tens Ones

+ -

Friday Sing songs like: Use objects (groups of tens Review the lesson with
and ones) or drawings to Learners
I’m counting one, what model addition and
is one subtraction of 1 and 2 digit
1 - One is one alone, numbers (with answers Assessment: have
alone it shall be. within 100), with and without learners to practice
2 - Two pair, two pair regrouping) and record the with more examples
process symbolically, using
an addition or subtraction
frame

Tens Ones Tens Ones

+ -
Week Ending
Class Two
Subject SCIENCE
Reference Science curriculum Page
Learning Indicator(s) B2.2.1.4.1
Performance Indicator Learners can Find out the qualities of good drinking
water
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)
Thursday Engage learners to sing Learners mention the What have we learnt
songs and recite familiar sources of water we drink today?
rhymes and use in their homes
and communities. Ask learners to
• Supply learners with summarize the important
samples of water from points of the lesson
different sources, i.e.
river, pond, well and
bottled water. Caution:
learners should not taste
any of the water samples.
• In groups learners
examine the water
samples for the following:
solid particles (using hand
lens), colour and odour
(smell).
Each group presents their
findings.

Display to learners,
samples of good drinking
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water and assist them to
infer that good drinking
water has no colour, and
no odour and is free from
solid particles.
• Learners explain what
will happen when they
drink water that has
particles, odour and
colour in it.

Assessment:
Learners mention the
qualities of good drinking
water
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 mode 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 Engage learners with What have we learnt
songs and recite familiar video clips or pictures of today?
rhymes people at worship.
• If possible, take learners Ask learners to
to the church, mosque or summarize the main
the shrine to observe the points in the lesson
mode of worship

Assessment:
Let learners explain the
mode 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 Identify the major What have we learnt
songs and recite familiar historical locations in today?
rhymes Ghana (starting with the
oldest location). Ask learners to
Where are the major summarize the main
Assessment: Let learners
historical locations? points in the lesson
Identify the major
What do these locations
historical locations in
tell us about our history?
Ghana

Thursday Engage learners to sing Identify the major What have we learnt
songs and recite familiar historical locations in today?
rhymes Ghana (starting with the
oldest location). Ask learners to
summarize the main
points in the lesson
Assessment: Let learners
Identify the major
historical locations in
Ghana
Week Ending
Class Two
Subject PHYSICAL EDUCATION
Reference PE curriculum Page
Learning Indicator(s) B2.1.2.1.10
Performance Indicator Learners can Foot-dribble by controlling a ball on the
ground
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 Arrange cones in different What have we learnt
demarcated area in files patterns and learners. today?
while singing and Have learners dribble balls
clapping to warm-up the through the cones at their Use answers to
body for maximal own pace. Observe their summarise the lesson.
performance and to practice and give them
prevent injuries corrective feedback for
improvement

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Week Ending
Class Two
Subject OUR WORLD OUR PEOPLE
Reference Our World Our People curriculum Page
Learning Indicator(s) B2.2.3.1. 1
Performance Indicator Learners can Sketch and locate things in the classroom

Strand ALL AROUND US

Sub strand Map Making and Land Marks
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 Observe the shape of the What have we learnt
songs and recite familiar classroom. today?
rhymes Sketch and colour the
shape of the classroom, Ask learners to
e.g. summarize the main
points in the lesson

Square, Rectangle, Round.

(Whole-class discussion) :
Learners share their work
for appreciation.

Assessment:
Let learners Sketch and
colour the shape of things
in the classroom
Thursday Engage learners to sing Observe and sketch What have we learnt
songs and recite familiar houses, school buildings today?
rhymes and other facilities in the
community Ask learners to
summarize the main
Assessment: points in the lesson
Let learners Sketch and
colour the houses in the
community

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Learning Indicator (s) (Ref. No.) B2.1.6.1.1 Discuss occasions to greet and talk about
the importance of greetings.
B2.1.6.1.2 Discuss the greetings associated with
different occasions
B2.1.7.1.1 Narrate an experience at the market.
Performance Indicators • The learner should discuss occasions
to greet and talk about the importance of
greetings.
• The learner should discuss the
greetings associated with different occasions.
• The learner should narrate an
experience at the market.
Week Ending
Reference Ghanaian Language curriculum
Subject GHANAIAN LANGUAGE
Teaching/ Learning Resources Manila cards, markers, recorded audios visual
Core Competencies: Communication and collaboration Personal development and leadership

DAYS PHASE 1: STARTER 10 PHASE 2: MAIN 40MINS PHASE 3: REFLECTION

MINS (New Learning Including 10MINS
(Preparing The Brain Assessment) (Learner And Teacher)
For Learning)
Engage leaners to sing • Ask learners to tell you What have we learnt
songs and recite what they do when they today?
familiar rhymes meet a teacher in school
in the morning.
• Demonstrate different
greeting to learners.
• Lead learners through
discussions to recognise
the various occasions to
greet.
• Pick about three
occasions and discuss
their greetings with
learners. E.g. Festivals,
birth, death, etc.
• Lead learners to discuss
the values of greetings.
E.g.to show respect,
Review the lesson with
politeness, concern,
learners
friendliness, phatic
communion, etc.

Assessment: let learners

talk about the importance
of greetings.

Engage leaners to sing • Let learners mention What have we learnt

songs and recite some occasions they today?
familiar rhymes know.
• Write the occasions on
the board.
• Write the various
occasional greetings on
the board and lead
learners to connect the
occasions with the
greetings.
• Allow learners to
practice the greetings in
pairs.

Review the lesson with

Assessment: let learners
learners
mention greetings
associated with different
occasions.

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

songs and recite market to learners. today?
familiar rhymes • Discuss the picture with
learners.
• Discuss what goes on at
the market with learners.
• Ask learners to tell their
experiences at the market.

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Assessment: let learners Review the lesson with
narrate an experience at learners
the market