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WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.1.1.1.2 B5.2.2.1.2. B5.3.1.1.2. B5.4.2.1.2 B5.5.1.1.2.

Performance Indicator a. Learners can Relate values in songs to real life experiences b. Learners can Read two syllable words with suffixes and "r" controlled words when reading continuous texts. c. Learners can Identify and use: proper nouns , Count/non-count d. Learners can Write compound sentences clearly and correctly e. Learners can write one paragraph about their friends

Week Ending 27/9/2019

Reference English curriculum

Subject English language

Class Five

Teaching/ Learning Resources word cards, sentence cards

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Monday Have learners sing some familiar patriotic songs

Lead learners to discuss the song and have them bring out the meaning. • In groups, learners discuss the values in the song, e.g. truthfulness, patience, etc. and relate the values to real life situations. • Have groups share their ideas with the class in the form of presentations. Assessment: What values do you learn from the national anthem?

1. Invite learners to tell the class which part of the song interests them most.

Tuesday Have learners say the rhyme ‘paracetamol’

Introduce learners to the “r” controlled words. e.g. or as in lord, ford er as in her, fern, term, herb ar as in arm, car, park ur as in burn, turn, purse • Invite learners to give their examples. • Put learners into groups and assign each group sounds. Using a dictionary and the internet, have

Have learners to say more l using the words which contain the sounds ‘or, er, ar , ur, ir’

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members of each group search for words that contain the sound. • Have each group read their words to the class Get learners to read two syllable words that contain suffixes and “r” controlled words (e.g. return) in sentences Assessment: Have learners write words which contain the sounds ‘or, er, ar , ur, ir’

Wednesday Sing songs Have learners to mention their hometowns and the festival they celebrate

Proper nouns • Introduce the concept in context. E.g. Christmas is coming. The people of Ga celebrate Homowo. - In pairs have learners give more examples of festivals and write them as proper nouns. Count and non-count nouns. • Elicit examples from learners. • Briefly discuss what common nouns are giving and eliciting several examples. • Use several examples to explain and exemplify count and non-count nouns and provide activities for practice. Assessment: write five a. nouns b. common nouns c. count nouns d. non-count nouns

Learners to form sentence with words on the word cards

Thursday Review simple sentences by asking learners to construct them using given verbs

Construct compound sentences and discuss their structure with learners (they are sentences that have at least two subject and predicates joined by a coordinating conjunction). Assessment: • Give out texts to small groups of learners to search for compound sentences.

Ask learners to tell what they have learned and what they will like to learn in the next lesson

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• Have the groups write them into their exercise books.

Friday Have learners sing some familiar songs

Guide learners to write about their friends by reading a sample essay on the topic to them. • Guide learners to write one paragraph about their friends after listening to the teacher read a sample essay on the topic to them. • Learners in pairs plan their writing. • Let individuals write about their friends

Ask learners to

tell what they have

learned and what they

will like to learn in the

next lesson

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WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.2.1.1.2

Performance Indicator Learners can Describe some ancient towns in Ghana

Week Ending 27/9/2019

Reference History curriculum

Subject History

Class Five

Teaching/ Learning Resources a map of Ghana

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Tuesday Sing songs with actions Which were the ancient towns in Ghana? Where were they located?

Assisi learners to List some ancient towns and places in Ghana (Begho, BonoManso, Have learners Locate some of these ancient towns and places on a map of Ghana Assessment : Draw the map of Ghana and indicate the ancient towns

What have we learnt today? some ancient towns and places in Ghana Have learners Locate ancient towns on a map to summarize the lesson

Thursday Sing songs with actions Which were the ancient towns in Ghana? Where were they located? Who founded them?

Have learners to Use the internet to learn about ancient towns places and share in class Assessment : Describe the prehistoric life of the people of kintampo

What have we learnt today? Have learners to summarize the important points in the lesson

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Name of school………………………………………............................

Learning Indicator(s) B5.1.1.1.

Performance Indicator Learners can State the qualities of God that humankind should demonstrate

Week Ending 27/9/2019

Reference RME curriculum

Subject RME

Class Five

Teaching/ Learning Resources Wall charts, word cards posters, pictures

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Friday Start with a related song such as: Lord you are so good Lord you are kind …..

Let learners mention qualities of God that humankind should demonstrate: love, patience, mercy, kindness, forgiveness, honesty, accountability etc. • Let learners discuss among those qualities of God they should possess to make them God’s children Assessment : What are the qualities of God? What are the moral lessons in the qualities of God?

Let learners describe how God wants humans to be like

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WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.1.1.1.3 B5.1.1.1.4

Performance Indicator Learners can Distinguish the difference and similarities between analogue and digital devices Learners can Identify the left, right mouse button, holding of mouse, performing single, double and triple clicking and dragging object.

Week Ending 27/9/2019

Reference Computing curriculum

Subject computing

Class five

Teaching/ Learning Resources Laptop computer mouse

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Wednesday Sing songs with actions

Have students

write on a sheet

of paper,

examples of

digital devices

and hence

introduce

the lesson

Guide the learners to identify the similarities and differences between analogue and digital devices. Present examples of analogue and digital devices to learners. Aid them to mention other examples of analogue devices and digital devices as well as noticing the differences Use picture(s) describe the processes; single, double and triple clicking and dragging objects into a folder and ask leaners to point out a mentioned process Guide learners to use the mouse to perform single, double and triple clicking and dragging object into a folder Assessment: 1. What are the differences between analogue and digital devices 2. what are the similarities between analogue and digital devices?

What have we learnt

today?

similarities and differences between analogue and digital devices performing single, double and triple clicking and dragging object Ask learners to draw an analogue and a digital device

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Homework: What is the use of single, click? What is the use of double clicking? What is the use of triple clicking? How is dragging performed with the mouse?

0245350591

WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.1.2.1.1. B5.1.3.1.1.

Performance Indicator a. Learners can Describe emotional and psychological changes that occur during adolescence b. Learners can Learners mention behaviours and attitudes needed to be a committed family member

Week Ending 27/9/2019

Reference OWOP curriculum

Subject Our world our people

Class five

Teaching/ Learning Resources Pictures charts

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Tuesday

Sing a song

Have Learners

mention physical

changes in boys

and

some physical

changes in girls

Assist learners to use dictionary to find the meaning of emotional and psychological. Some emotional and psychological changes in both boys and girls e.g. easily irritated (anger), worry/fear, Assessment: Write the emotional and psychological changes in both boys and girls at the adolescence stage

Ask learners to talk

about what they

enjoyed most during

the lesson?

Thursday Sing the song “Nebuchadnezzar , he disobeyed God”

Learners mention behaviours and attitudes needed to be a committed family member e.g. taking part in family activities Assessment: What are the behaviours and attitudes needed to be a committed family member?

Ask learners to talk about what they enjoyed most during the lesson?

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WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5. 1.1.1.2 B5. 1.1.1.3

Performance Indicator a. learners can describe the materials and methods used in designing and making the artwork ‘Warrior’ by El-Anatsui b. learners can describe how artwork ‘Warrior’ by El-Anatsui reflect the physical and social environment of some African communities

Week Ending 27/9/2019

Reference Creative arts curriculum

Subject Creative arts

Class five

Teaching/ Learning Resources pictures

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Monday Sing a song

with

actions

Guide learners to study the materials and methods used in designing and making the artwork under study. For example, a) The bottle tops in El-Anatsui’s ‘Warrior’ represent the liquor that was used to influence our people to enter into the slave business. The ‘copper wire’ represents the connection (power chain) linking Africa, Europe and America – the triangular (slave) trade;

b) Materials: mixed media; c) Method: construction and assemblage (e.g. cutting, joining, twisting etc.); d) Display/Exhibition: installation by hanging on the wall or from the ceiling. Assessment: What are the materials used in making the artwork ‘Warrior’?

Ask learners to talk about what they enjoyed most during the lesson? have learners generate ideas for their own artworks that will reflect the history and culture of the people of Ghana

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What method was used in making the artwork ‘Warrior’?

Wednesday Sing a song

with

actions

select the artwork ‘Warrior’ by El-Anatsui Explain to learners how the artwork, reflect ideas from the physical and social environment of some African communities; appreciate: talk about the artwork in-pairs and share their views during a plenary session (e.g. the type of artwork, theme/purpose, the idea from the physical and social environment that the artworks reflect, materials used, method of production); Assessment: describe how the artwork ‘Warrior’ by El-Anatsui reflect the physical and social environment of some African communities?

appreciation have learners talk about the artwork in-pairs and share their views on: the type of artwork, theme/purpose, the idea from the physical and social environment that the artworks reflect, materials used, method of production

0245350591

WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.1.1.1.3 B5.1.1.1.4

Performance Indicator a. Learners can Identify numbers in different positions around a given number in a number chart b. Learners can Compare and order whole numbers up to 100,000 and represent the comparison using ">, <, or ="

Week Ending 27/9/2019

Reference Mathematics Curriculum

Subject Mathematics

Class five

Teaching/ Learning Resources

number chart

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Monday Play “Show me a number” (up to 10), with straws

Display a number chart in multiples of 1,500 between 10,000 and 1000,000 and lead learners identify numbers in different positions around a given number.

1000 115 12000 13500 15000 16500

2000 215 22000 23500 24000 25500

3000 315 33000 34500 36000 37500

4000 415 43000 44500 46000 47500

5000 515 53000 54500 56000 57500

6000 615 63000 645000 66000 67500

Assessment:

For 43000. What number is

1. on top of it =

2. below it =

3. on its right side =

4. on its leftside =

Put learners in pairs and give each group a number grid and have them identify numbers in different positions around a chosen number

Wednesday Play “Show me a number” (up to 10), with straws

Display a number chart in multiples of 1,500 between 10,000 and 1000,000 and lead learners identify numbers in different positions around a given number

1000 11500 12000 13500 15000 16500

Put learners in pairs and give each group a number grid and have them identify numbers in

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2000 21500 22000 2,500 24000 25500

3000 31500 33000 34500 36000 37500

4000 41500 43000 4,500 46000 47500

5000 51500 53000 54500 56000 57500

6000 61500 63000 645000 66000 67500

Display a number chart in multiples of 1,500 between 10,000 and 1000,000 and lead learners identify numbers in different positions around a given number Assessment: For 47,500, write the next two numbers below it = For 37,500, write the next two numbers on top of it =

different positions around a chosen number

Wednesday Guide Learners to identify numbers which are 10,000 more or 10,000 less than a given six-digit number. Guide Learners to use words such as: “equal to” “greater than” “less than” and later use symbols such as “<”, “=”, “>” to compare numbers up to 10,000 taking into consideration the place value of each digit in the given number. Assessment : 1. 122,400 is 1,000 less than_______ . 2. use “<”, “=”, “>” a. 251200___251,200 b. 132,734____132,635

What have we learnt today?

Thursday Guide Learners to work together in their groups to order a given set of numbers in ascending or descending order verbally and in writing. E.g. 1020,1025,2673,2873 Assessment : Order the following in descending order 1. 1020,1025,2673,2873 2. 2040,2025,2010, 3025

Friday Give two numbers between 10,000 and 100,000 to each group and encourage learners to say as many things as possible about the two numbers. Assessment: Question 1. using “<”, “=”, “>” compare 1022345 and 1022534 in three different ways ;

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Ans 1: 1022345 is less than (smaller than) than 1022534 Ans 2: 1022534 is bigger than (greater than) 1022345, Ans 3: 1022345 is almost 200 less than 1022534 e

0245350591

WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.1.1.2.1

Performance Indicator Learners can classify specimen as (1) Things that are alive (2) Once alive or (3) Never been alive

Learners can Compare the differences among things that

are living, dead and things that have never been alive

Week Ending 27/9/2019

Reference Science Curriculum

Subject science

Class five

Teaching/ Learning Resources plants, insects, fish, rocks, soil, water

,

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Monday Sing a song Assemble living things (e.g. plants, insects, etc.), non-living things (e.g. firewood, pencils, paper, etc.) and things that have never lived (rocks, soil, water, etc.) for class activities. NB: Wear protectives when gathering specimen. • Learners observe and comment on the samples. • Learners, in an activity, classify the provided specimen as (1) Things that are alive (2) Once alive or (3) Never been alive. Assessment: Complete the table

Things that are alive

Once alive

Never been alive.

Give learners opportunity to talk about what they have learnt Elaborate more on learners ideas writing key points on the board

Thursday Sing a song Learners are guided to compare the differences among things that are alive, once alive or never been

alive.

Give learners opportunity to talk about what they have learnt

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Learners explain why they (learners) are classified as living things. Assessment: 1. What is the difference between things that are alive and things that was once alive? 2. What is the difference between

things that are alive and things

that have never been alive?

Elaborate more on learners ideas writing key points on the board

0245350591

WEEKLY SCHEME OF CURRICULUM

Name of school………………………………………............................

Learning Indicator(s) B5.1.1.1.2

Performance Indicator learners should Skip and leap continuously

Week Ending 27/9/2019

Reference Physical Education Curriculum

Subject Physical Education

Class five

Teaching/ Learning Resources Skipping ropes

DAYS PHASE 1: STARTER 10 MINS (Preparing The Brain For Learning)

PHASE 2: MAIN 40MINS (New Learning Including Assessment)

PHASE 3: REFLECTION 10MINS (Learner And Teacher)

Friday Learners jog round a demarcated

area in files while singing and

clapping to warm-up the body for

maximal performance and to

prevent injuries

Learners bend their knees, push against the ground to skip and leap as many times as they can at their own pace in a demarcated area. Learners practice the activities as individuals and in groups at their own pace. Organise competitions for learners in groups

End the lesson with cool down activities and use questions to summarise the lesson.

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