PACe COMPUTING (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)

WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 6: SUB-STRAND 6: B5.6.6.1. Show how to Customize a B5.6.6.1.1. Demonstrate how to set default search engines.
1 INTERNET AND CUSTOMIZING YOUR Browser B5.6.6.1.2. Show how to set homepages.
SOCIAL MEDIA BROWSER B5.6.6.1.3. Show how to make Browser apps, add-ons, plug-ins, and extensions.
B5.6.6.1. Show how to Customize a B5.6.6.1.4. Illustrate how to customize the browser toolbar.
2 Browser B5.6.6.1.5. Identify cookies in web browsers.
B5.6.6.1.6. Illustrate how to set disk space or cache usage.
SUB-STRAND 7: B5.6.7.1. Demonstrate the use of B5.6.7.1.1. Identify the various e-mail service providers.
3
ELECTRONIC EMAIL Electronic Mail B5.6.7.1.2. Demonstrate the use of internet e-mail addresses.
B5.6.7.1. Demonstrate the use of B5.6.7.1.3. Creating an email account e.g. Yahoo mail or Gmail account. (Yahoo Mail
4 Electronic Mail or Gmail account.).
B5.6.7.1.4. Illustrate viewing received messages and Create or Compose messages.
SUB-STRAND 8: B5.6.8.1. Demonstrate the use of Internet B5.6.8.1.1 Describe the purpose Internet of Things.
INTERNET OF THINGS (IOT) of Things (IoT) B5.6.8.1.2. Give examples of Internet of Things with a consumer part and an
5 industrial/business segment.
B5.6.8.1.3. Identify components of Internet of Things.
B5.6.8.1.4. Identify the role of smart sensors in the Internet of Things.
SUB-STRAND 9: B5.6.4.9.1. Demonstrate proficiency in B5.6.4.9.1.1. Describe private and personal information.
6 DIGITAL LITERACY Digital Literacy. B5.6.4.9.1.2. Discuss various techniques on online protection from online identity
theft.
SUB-STRAND 10: B5.6.10.1. Demonstrated the application B5.6.10.1.1. Define digital footprint.
7 DIGITAL LITERACY of Network Etiquette B5.6.10.1.2. Illustrate how to keep some information from public when using the
(Netiquette). internet.
STRAND 7: SUB-STRAND 1: HEALTH B5.7.1.1. Demonstrate the application of B5.7.1.1.1. Identify some major health hazards associated with the use of ICT tools’
HEALTH AND AND SAFETY IN USING ICT Health and safety measures, in using ICT use.
8
SAFETY IN USING TOOLS tools. Guide the learners to discuss wrist pain and sitting posture (neck, back and waist pain).
ICT TOOLS
B5.7.1.1.2. Describe proper sitting posture.
Guide learners in groups to discuss, identify and practice the proper sitting posture (i.e.
9
siting at 90 degrees, wrist should be supported with a wrist pad, take short breaks etc.)
when using the computer.

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 PACe CREATIVE ARTS (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATOR AND EXAMPLERS

Strand 1: Sub-Strand 3: B5 1.3.5 Demonstrate understanding of how to display/present a portfolio B5 1.3.5.1 Exhibit portfolio of own and others’ visual art
Visual Arts Displaying and
of art works that share own knowledge, concepts, ideas and experiences with artworks to share creative experiences of artworks that
1 Sharing
audience through display/presentation; and using senses/manual/digital reflect the history and culture of the people of Africa
applications where necessary, to record for reporting on the events.
Strand 2: Sub-Strand 3: B5 2.3.5 Demonstrate understanding of how to display/present a portfolio B5 2.3.5.1 Stage a display of own portfolio of performing
Performing Displaying and
of art works that share own knowledge, concepts, ideas and experiences with artworks to share creative experiences of compositions
2 Arts Sharing
audience through display/presentation; and using senses/manual/digital that reflect the history and culture of the people of Africa
applications where necessary, to record for reporting on the events.
Strand 1: Sub-Strand 4: B5 1.4.6 Demonstrate understanding of how to analyse, appreciate, B5 1.4.6.1 Develop guidelines for appreciating and
Visual Arts Appreciating and
3 appraise/critique and present report on own works and that of others based appraising own and others’ visual artworks that reflect the
Appraising
on established guide for judging artworks (the theme, subject matter, media, history and culture of the African people
Sub-Strand 4: techniques, elements and principles of design, social, aesthetic, cultural and B5 1.4.6.2
Appreciating and
functional values), the recordings and reports Develop guidelines for appreciating and appraising own
4 Appraising
and others’ visual artworks that reflect the physical and
social environments of some communities in Africa
Strand 2: Sub-Strand 4: B5 2.4.6 Demonstrate understanding of how to analyse, appreciate, B5 2.4.6.1 Develop guidelines for appreciating and
Performing Appreciating and
5 appraise/critique and present report on own works and that of others based appraising own and others’ performing artworks that
Arts Appraising
on established guide for judging artworks (the theme, subject matter, media, reflect the history and culture of the people of Africa
Sub-Strand 4: techniques, elements and principles of design, social, aesthetic, cultural and B5 2.4.6.2 Develop guidelines for appreciating and
Appreciating and
functional values), the recordings and reports appraising own and others’ performing artworks that
6 Appraising
reflect the physical and social environment of some
communities in Africa
Strand 1: Sub-Strand 4: B5 1.4.7 Demonstrate understanding of how to make informed decisions on B5 1.4.7.1 Analyse and appreciate own or others’ visual
Visual Arts Appreciating and
7 displays, presentations, performances, recordings and/or reports based on artworks and present reports as feedback on artworks
Appraising
established guide for judging artworks (the theme, subject matter, media, that reflect the history and culture of the people of Africa
Sub-Strand 4: techniques, elements and principles of design, social, aesthetic, cultural and B5 1.4.7.2 Analyse and appreciate own or others’ visual
Appreciating and
functional values) for correlation, correction and future modifications artworks and present reports as feedback on artworks
8 Appraising
that reflect the physical and social environments of some
communities in Africa
Strand 2: Sub-Strand 4: B5 2.4.7 Demonstrate understanding of how to make informed decisions on B5 2.4.7.1
Performing Appreciating and
displays, presentations, performances, recordings and/or reports based on Analyse and appreciate own or others’ performing
Arts Appraising
9 established guide for judging artworks (the theme, subject matter, media, artworks and present reports as feedback on compositions
techniques, elements and principles of design, social, aesthetic, cultural and that reflect the history and culture of the people of Africa
functional values) for correlation, correction and future modifications
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 ENGLISH LANGUAGE (THIRD TERM) WEEKLY SCHEME OF LEARNING: PRIMARY FIVE (B.S. 5)
ENGLISH LANGUAGE
WEE
K WRITING CONVENTIONS
READING GRAMMAR LISTENING AND SPEAKING WRITING AND COMPOSITION
/GRAMMAR USAGE
Strand 2: Reading Sub-strand 9: Modals Strand 1: Oral Language Strand 4: Sub-strand 9: Using simple, compound and
Sub-strand 7: Apply the knowledge of Sub-strand 9: Giving and following Sub-strand 14: Complex sentences. Apply knowledge of
1 Comprehension. Modals in speech and in commands/instructions/directions and Expository/informative Writing. grammatical rules to form words, phrases and
writing Making and Responding to Requests Write informative/expository essay
Sub-strand 7: Sub-strand 9: Modals Use verbs in commands, requests and directions Sub-strand 14: Sub-strand 9: Using simple, compound and
2 Comprehension. in speech. Give and respond to commands, Expository/informative Writing. Complex sentences. Apply knowledge of
instructions; give and follow Write informative/expository essay grammatical rules to form words, phrases
Sub-strand 8: Silent Reading. Sub-strand 9: Modals directions with clear landmarks Sub-strand 14: and sentences. Identify subjects and verbs in
3 Construct meaning from text read Expository/informative Writing. simple sentences.
Write sentences to describe a
Sub-strand 8: Silent Reading. Sub-strand 9: Modals Sub-strand 9: Giving and following process of doing something. Write Sub-strand 9: Using simple, compound and
4 Construct meaning from text read commands/instructions/directions and about incidence or events of the day Complex sentences. Apply knowledge of
Making and Responding to Requests (e.g. any event witnessed on their grammatical rules to form words, phrases
Sub-strand 9: Fluency Sub-strand 9: Modals Make and respond to polite requests from way to school) and make radio/TV and sentences. Identify subjects and verbs in
Read fluently to enhance Apply the knowledge of familiar adults. presentation simple sentences.
5 comprehension Modals in speech and in
writing
Sub-strand 9: Fluency Sub-strand 10: Preposition Sub-strand 10: Presentation Sub-strand 14: Sub-strand 9: Using simple, compound and
6 Read grade-level texts at good speed, Apply the knowledge of Demonstrate knowledge of spoken grammar Expository/informative Writing. Complex sentences. Construct simple sentences
with accuracy and expression prepositions in oral and and register. Write informative/expository essay correctly
Sub-strand 9: Fluency written communication. Use Sub-strand 10: Presentation Sub-strand 15: Letter Writing Sub-strand 9: Using simple, compound and
Construct meaning from texts read prepositions to convey a Demonstrate awareness of the features of Write informal letters on given topics. Complex sentences. Apply knowledge of
7 variety of meaning spoken language (contractions, ellipses e.g. A: Write to friends about events using grammatical rules to form words, phrases and
How are you? B: Fine) appropriate letter formats. sentences. Identify subjects and verbs in
Sub-strand 9: Fluency Sub-strand 10: Preposition Sub-strand 10: Presentation Sub-strand 15: Letter Writing simple sentences.
Use context to confirm or self- Apply the knowledge of Demonstrate awareness of the differences Write informal letters on given topics.
8 correction strategies to confirm prepositions in oral and between spoken and written forms of languages Write to friends about events using
understanding of level appropriate written communication. e.g. simple and complex sentence structures. appropriate letter formats.
texts
Sub-strand 10:Summarising Use prepositions to convey a Sub-strand 10: Presentation Sub-strand 15: Letter Writing Sub-strand 10: Spelling
Read and summarise passages. variety of meaning Demonstrate awareness of how meaning is Write informal letters on given topics. Spell words accurately
9 Summarise level-appropriate conveyed through appropriate pace, stress,
passage/texts tone-through stories read aloud
orally Sub-strand 10: Preposition Sub-strand 10: Presentation Sub-strand 15: Letter Writing Sub-strand 10: Spelling
Sub-strand 10:Summarising Apply the knowledge of Demonstrate the ability to communicate with Write informal letters on given topics. Spell words accurately
10 Read and summarise passages. prepositions in oral and accurate pronunciation and appropriate
intonation
Sub-strand 10:Summarising written communication. Use Sub-strand 10: Presentation Sub-strand 15: Letter Writing Sub-strand 10: Spelling
11 Write short summary of a level- prepositions to convey a Speak clearly and fluently, using the appropriate Write informal letters on given topics. Spell words accurately
appropriate passage/texts read. variety of meaning voice qualities (pace, tone etc.)
Sub-strand 10:Summarising Sub-strand 10: Preposition Sub-strand 10: Presentation Sub-strand 15: Letter Writing Sub-strand 10: Spelling
Write short summary of a level- Use prepositions to convey a Plan and present information and ideas for a Write informal letters on given topics. Spell words accurately
12 appropriate passage/texts read. variety of meaning variety of purposes. Elaborate ideas using
explanations.
13 REVISION REVISION REVISION REVISION REVISION
 FRENCH WEEKLY SCHEME OF WORK FOR PRIMARY FIVE (B.S. 5)
1st TRISMESTRE 2e TRISMESTRE (2) 3e TRISMESTRE
MATIERE/SUJET/THE MATIEME/SUJET/THEM MATIERE/SUJET/THEM
SEMAINE (S) REFERENCES REFERENCES REFERENCES
ME E E
Savoir se presenter savoir French syllabus Les Articles Je veux parler Les jours de la semaine et Francais
demander et donner son section 1 Definite/Indefinite Francais pg 47. les mois de l’annee primaire bk 1
Ler – 2e nom, son prenom. son age Unite 1 and 3 Handbook for French pg 37
Semaine son lieu de naissance, son Studies by Margret
adresse sa nationalite. Sa Kwakwa pg. 26-28
profession
fait Francais La Nationalite Je veux parler Le meubles pronom Francais
primaire Francais pg 19-20 personnel primaire bk 1
3e – 4e Semaine Bk 1 pg 11 pg 29
Tranafrique bk 2
pg 72
A la maison Je veux parler Savoir decrier sa famille et French syllabus section Qu’est-ce que tu preferes? Tranafrique bk
5e – 6e Semaine qu’est-ce que c’est Francais pg 38 les lieus familiaux 1 Conjugaison deuxieme 1 pg 36-37
Unite 8 groupe verbs
Possessive Adjectives French basic L’unique priere Je veux parler La coifure Francais
course ny Francais pg 23 primaire bk 1
7e Semaine
Monique cossard pg 26
pg. 100
Les outils d’ecolier Francais Savoir decrier des prefession French syllabus section Des Aliments Francais
primaire 2 primaire bk 1
8e – 9e Semaine Bk 1 pg 14-18 Unite 1 et je veux pg 34-35
parler
Francais pg 71-73
Les corps humaine Je veux parler Savoir demander l’heure et French Syllabus section Savoir nommer: Les French syllabus
10e – 11e Francais pg 33- donner l’heure 2 unite 2 Tranafrique commercent, les magasins, section 4
Semane 34 bk 2 pg 40 les marchandises et leur Unite 2
mode de presentation
Savoir exprimer la French syllabus Savoir se decrire French Syllabus section La sale de classe Je veux parler
propriete des objets section 1 1 unite 6 Je veux parler Francais pg 62-
Unite 10: New Francais pg 76 65
12e Semaine
practical French
students bk 1 pg
4-5
13e – 14e Revision et examen Revision et examen Revision et examen
Semaine
 GHANAIAN LANGUAGE (THIRD TERM) WEEKLY SCHEME OF WORK PRIMARY FIVE (B.S. 5)
GHANAIAN LANGUAGE

WEEK USING WRITING CONVENTIONS/

ORAL LANGUAGE GRAMMAR USAGE AT WORD AND PHASE
READING WRITING GRAMMAR USAGE
(LISTENING AND SPEAKING) LEVELS
EXTENSIVE READING
STRAND 1: ORAL LANGUAGE STRAND 2: READING Strand 3: Grammar and Usage at Word and Strand 4: Writing STRAND 5: USING WRITING
1 Sub-Strand 10: Presentation Sub-Strand 9: Fluency Phrase Levels. Sub-Strand 13: CONVENTIONS/GRAMMAR USAGE
Sub-Strand 8: Conjunctions Persuasive/Argumentative Writing
B5.1.10.1: Demonstrate knowledge B5.2.9.1: Read fluently to B5.3.8.1: Apply the knowledge of conjunctions B5.4.13.1: Support an opinion in writing Sub-Strand 8: Using Conjunctions
2 of spoken grammar and register enhance comprehension in speech and in writing

B5.1.10.1.1. Demonstrate B5.2.9.1.1. Read grade-level B5.3.8.1.1. Identify and use simple B5.4.13.1.1. Write explanations to B5.5.8.1: Apply the knowledge of
awareness of the features of spoken texts with good speed and conjunctions-because, since, so, although – to support opinions conjunctions in speech and in
language, e.g. use of discourse accuracy − give reasons, B5.4.13.2: Write arguments to support writing
3
markers – well, also, finally − link contrasting ideas claims with clear reasons and relevant B5.5.8.1.1. Identify and use
− show results evidence conjunctions – because, since, so,
although – to
B5.1.10.1.2. Demonstrate B5.2.9.1.2. Use context to Sub-Strand 9: Modals B5.4.13.2.1. Introduce claims and Sub-Strand 9: Using Simple,
awareness of the differences confirm or self-correction B5.3.9.1: Apply the knowledge of modals in support them with clear reasons and Compound and Complex Sentences
4 between spoken and written forms strategies to confirm speech and in writing evidence using credible sources B5.5.9.1: Apply knowledge of
of language, e.g. formal and understanding of level- B5.4.13.2.3. Establish and maintain a grammatical rules to form words,
informal register appropriate texts formal style phrases and sentences
B5.1.10.2: Demonstrate the ability Sub-Strand 10: Summarising B5.3.9.1: Apply the knowledge of modals in Sub-Strand 14: Informative/Expository B5.5.9.1.1. Identify subjects and
to communicate with accurate B5.2.10.1: Read and speech and in writing Writing predicates in compound sentences
5
pronunciation and appropriate summarise passages read B5.4.14.1: Write informative/ expository
intonation essays
B5.1.10.2.1. Speak audibly and B5.2.10.1.1. Summarise B5.3.9.1.1.Use modals to express a variety of B5.4.14.1.1. Write sentences to describe B5.5.9.1.2. Construct compound
6 coherently, using the appropriate level-appropriate meanings: a process of doing something sentences correctly
voice qualities (pace, tone etc.) texts/passages orally B5.4.14.2: Write the event of the day
B5.1.10.2.2. Read aloud clearly, at a B5.2.10.1.2. Write a short Sub-Strand 10: Prepositions Sub-Strand 15: Letter Writing Sub-Strand 10: Spelling
good pace and with expression summary of a level-
7 appropriate text/passage
read
B5.1.10.3: Plan and present B5.2.10.1.2. Write a short B5.3.10.1: Apply the knowledge of prepositions B5.4.15.1: Write informal letters on B5.5.10.1: Spell words correctly
information and ideas for a variety summary of a level- in oral and written communication given topics
8
of purposes appropriate text/passage
read
B5.1.10.3.3. Gather and select facts B5.2.10.1.2. Write a short B5.3.10.1.1. Use prepositions to convey a B5.4.15.1.1. Write to friends about B5.5.10.1.1. Use phonics knowledge
and ideas from one or multiple summary of a level- variety of meanings: events using appropriate letter formats to spell words
9 print and non-print sources, appropriate text/passage
appropriate to the purpose, read
audience, context and culture
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 PACe HISTORY (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 5: SUB-STRAND 1: B5.5.1.1. Show understanding of the factors that B5.5.1.1.1 Identify the early protest movements in Ghana
1 JOURNEY TO EARLY PROTEST MOVEMENTS led to the formation of early protest movements in before 1945.
INDEPENDENCE Ghana before1945
B5.5.1.1. Show understanding of the factors that B5.5.1.1.2 Examine sources of evidence about the role of
2 led to the formation of early protest movements in Joseph Mensah Sarbah in the Aborigines Rights Protection
Ghana before1945 Society-ARPS- 1897
SUB-STRAND 1: B5.5.1.1. Show understanding of the factors that B5.5.1.1.3 Examine sources of evidence about the role of
3 EARLY PROTEST MOVEMENTS led to the formation of early protest movements in Joseph Ephraim Casely-Hayford in the National Congress
Ghana before1945 of British West Africa (NCBWA).
B5.5.1.1. Show understanding of the factors that led B5.5.1.1.3 Examine sources of evidence about the role of
4 to the formation of early protest movements in Joseph Ephraim Casely-Hayford in the National Congress
Ghana before1945 of British West Africa (NCBWA).
SUB-STRAND 1: B5.5.1.1. Show understanding of the factors that B5.5.1.1.4 Examine sources of evidence about the role of
EARLY PROTEST MOVEMENTS led to the formation of early protest movements in Dr Joseph Boakye Danquah in the Gold Coast Youth
5
Ghana before 1945 CONT’D Conference

B5.5.1.1. Show understanding of the factors that B5.5.1.1.4 Examine sources of evidence about the role of
led to the formation of early protest movements in Dr Joseph Boakye Danquah in the Gold Coast Youth
6
Ghana before 1945 CONT’D Conference

STRAND 5: SUB-STRANDS 3: B5.5.3.1. Show understanding of the sequence of B5.5.3.1.1 Show understanding of the sequence of events
7 JOURNEY TO THE 1948 RIOTS AND AFTER events leading to the 1948 riots in Ghana leading to the 1948 riots in Ghana
INDEPENDENCE
SUB-STRANDS 3: B5.5.3.1. Show understanding of the sequence of B4.5.3.1.2 Examine sources of evidence about what
8 THE 1948 RIOTS AND AFTER events leading to the 1948 riots in Ghana happened during the 1948 riots.

SUB-STRANDS 3: B5.5.3.1. Show understanding of the sequence of B5.5.3.1.2 Show understanding of the sequence of events
9 THE 1948 RIOTS AND AFTER events leading to the 1948 riots in Ghana leading to the 1948 riots in Ghana. Examine sources of
evidence about what happened during the 1948 riots.

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 PACe MATHEMATICS (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS
STRAND 3: SUB-STRAND 3: B5.3.1.1.Identify and sort quadrilaterals, B5.3.1.1.2 Use paper folding with cut-out squares and rectangles to
GEOMETRY AND MEASUREMENT – PERIMETER, AREA, including rectangles, squares, trapezoids, investigate sides, angles, and diagonals properties
1
MEASUREMENT CAPACITY/ VOLUME AND ANGLE parallelograms, and rhombuses, B5.3.1.1.3 Prove that a polygon is regular by measuring the sides and
according to their attributes angles or by folding and superimposing
MEASUREMENT – PERIMETER, AREA, B5.3.2.1.Estimate and measure perimeter B5.3.2.1.1 Estimate perimeter using referents for centimeter and meter,
CAPACITY/ VOLUME AND ANGLE and surface area of 2-D shapes using and calculate the actual perimeter and compare.
2 centimeter and meter B5.3.2.1.2 Calculate perimeter of given shapes in centimeters and meters.
B5.3.2.1.3 Calculate surface area of given shapes in centimeters and
meters.
MEASUREMENT – PERIMETER, AREA, B5.3.2.2.Demonstrate an understanding B5.3.2.2.1 Select and justify referents for cm3 or m3 units.
3 CAPACITY/ VOLUME AND ANGLE of B5.3.3.2.2 Determine the volume of boxes by finding how many cubes of
volume of common 3D shapes sizes 1cm3 each contains
MEASUREMENT – PERIMETER, AREA, B5.3.2.2.Demonstrate an understanding B5.3.2.2.3Determine different sizes of boxes that have the same volume.
4 CAPACITY/ VOLUME AND ANGLE of B5.3.3.2.4 Demonstrate an understanding of capacity by describing the
volume of common 3D shapes relationship between capacity and volume as well as liter and 10cm3
SUB-STRAND 3: B5.3.3.3.Demonstrate an understanding B5.3.3.3.1 Identify examples of angles in the environment that are equal
5 MEASUREMENT - ANGLES of angles to, less than or larger than, a right angle.
MEASUREMENT - ANGLES B5.3.3.3.Demonstrate an understanding B5.3.3.3.2 Measure given angles with a protractor and classify them
6 of according to their measured sizes – right, acute, obtuse and reflex
angles
STRAND 4: SUB-STRAND 1: B5.4.1.1Differentiate between first-hand B5.4.1.1.1Explain the difference between first-hand and second-hand
DATA DATA COLLECTION, ORGANISATION, and secondhand data data.
7
PRESENTATION, INTERPRETATION B5.4.1.1.2 Find examples of second-hand data in print and electronic
AND ANALYSIS. media, such as newspapers, magazines, and the internet.
DATA DATA COLLECTION, ORGANISATION, B5.4.1.2.Construct and interpret double B5.4.1.2.1. Draw double bar graphs, complete with title, labelled axes, key
PRESENTATION, INTERPRETATION bar graphs to draw conclusions or legend, to represent data collected (up to 3 pairs of categories of data
AND ANALYSIS. and use it to solve problems.
8
B5.4.1.2.2 Identify examples of double bar graphs used in a variety of
print and electronic media, such as newspapers, magazines, and the
internet.
DATA SUB-STRAND 2: B5.4.2.1.Describe the likelihood of a B5.4.2.1.1 Classify the likelihood of a single outcome occurring in a
CHANCE (PROBABILITY) single outcome occurring using words probability experiment as impossible, possible, or certain
9 such as impossible, possible, and certain. B5.4.2.1.2 Design and conduct an experiment in which the likelihood of a
single outcome occurring is impossible, possible (likely or unlikely),
certain.
B5.4.2.1.3 Conduct a given probability experiment a number of times,
10 recording the outcomes, and explaining the results.
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PACe OUR WORLD OUR PEOPLE (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXEMPLARS
STRAND 4: SUB-STRAND 3: B5.4.3.1. Demonstrate understanding of B5.4.3.1. Demonstrate understanding of responsible use of water
1 OUR NATION RESPONSIBLE USE OF responsible use of water Learners discuss ways of keeping water bodies safe e.g. Do not throw rubbish
GHANA RESOURCES into water bodies, do not wash in water bodies, etc.
RESPONSIBLE USE OF B5.4.3.1. Demonstrate understanding of B5.4.3.1. Demonstrate understanding of responsible use of water
2 RESOURCES responsible use of water Learners compose slogans and create poster on how to keep water bodies
safe.
SUB-STRAND 4: B5.4.4.1. Demonstrate understanding of B5.4.4.1.1. Participate in transplanting seedlings
3 FARMING IN GHANA basic farming practices transplanting) Learners prepare plant house or garden boxes/pots/trays, containers or
garden beds for transplanting.
FARMING IN GHANA B5.4.4.1. Demonstrate understanding of B5.4.4.1.1. Participate in transplanting seedlings
4 basic farming practices (transplanting) Use the right tools e.g. hand trowel to lift seedlings from seedbed, use dibber
to make holes at the right depth.
STRAND 5: SUB-STRAND 1: B5.5.1.1. Demonstrate knowledge of the B5.5.1.1.1. Describe the economic exchanges between Ghana and her
MY GLOBAL OUR NEIGHBOURING economic exchanges between Ghana neighbours
5
COMMUNITY COUNTRIES and her neighbours Learners watch picture/videos of economic exchanges between Ghana and her
neighbours e.g. trade, work, etc.
OUR NEIGHBOURING B5.5.1.1. Demonstrate knowledge of the B5.5.1.1.1. Describe the economic exchanges between Ghana and her
COUNTRIES economic exchanges between Ghana neighbours
6
and her neighbours Learners describe the types of goods exchanged between Ghana and her
neighbours e.g. tomatoes, onions, clothes etc.
OUR NEIGHBOURING B5.5.1.2. Demonstrate knowledge of the B5.5.1.2.1. Describe the rotation and revolution of the Earth
7 COUNTRIES Rotation and Revolution of the Earth Learners explain rotation and revolution of the Earth
OUR NEIGHBOURING B5.5.1.2. Demonstrate knowledge of the B5.5.1.2.1. Describe the rotation and revolution of the Earth
8 COUNTRIES Rotation and Revolution of the Earth Learners undertake activities describing the rotation of the earth on its axis
and revolution of the earth round the sun.
OUR NEIGHBOURING B5.5.1.2. Demonstrate knowledge of the B5.5.1.2.1. Describe the rotation and revolution of the Earth
9 COUNTRIES Rotation and Revolution of the Earth Discuss their findings on the experiment in groups.
Present group findings to the class.
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PACe RELIGIOUS AND MORAL EDUCATION (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)

WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 4: SUB- STRAND 1: B5.4.1.1. Explain Family Commitment B5.4.1.1.1: Explain the need to be a committed
1 THE FAMILY AND THE FAMILY AND THE COMMUNITY member of the family.
COMMITMENT
THE FAMILY AND THE COMMUNITY B5.4.1.1. Explain Family Commitment B5.4.1.1.1: Explain the need to be a committed
2 member of the family.

THE FAMILY AND THE COMMUNITY B5.4.1.1. Explain Family Commitment B5 4.1.1.2: Demonstrate things to do to show
3 commitment as members of the family.

THE FAMILY AND THE COMMUNITY B5.4.1.1. Explain Family Commitment B5 4.1.1.2: Demonstrate things to do to show
4 commitment as members of the family.

STRAND 5: SUB-STRAND 1: B5.5.1.1. Appreciate the need to obey and B5.5.1.1.1: Recognize parents as sources of
5 THE FAMILY, AUTHORITY AUTHORITY AND OBEDIENCE submit to authority. discipline and character formation.
AND OBEDIENCE
AUTHORITY AND OBEDIENCE B5.5.1.1. Appreciate the need to obey and B5.5.1.1.1: Recognize parents as sources of
6 submit to authority. discipline and character formation.

AUTHORITY AND OBEDIENCE B5.5.1.1. Appreciate the need to obey and B5. 5.1.1.2: Explain the need to demonstrate
7 submit to authority. responsible behaviour at home.
SUB-STRAND 2: B5 5.2.1. Explain the contributions of a B5 5.2.1.1: Discuss the importance of being a
ROLES, RELATIONSHIPS IN THE responsible family member. responsible member of the family.
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FAMILY AND CHARACTER
FORMATION
ROLES, RELATIONSHIPS IN THE B5 5.2.1. Explain the contributions of a B5 5.2.1.1: Discuss the importance of being a
9 FAMILY AND CHARACTER responsible family member. responsible member of the family.
FORMATION

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 PACe SCIENCE (THIRD TERM) WEEKLY SCHEME OF LEARNING (PRIMARY FIVE)
WEEK STRAND SUB-STRAND CONTENT STANDARDS INDICATORS AND EXAMPLARS

STRAND 4: SUB STRAND 3: B5.4.3.1 Know that movement is caused B5.4.3.1.1 Explain the term, “friction”, its effects and applications
1 FORCES AND FORCES AND by applied forces due to the release of Review the previous lesson on forces with learners.
ENERGY MOVEMENT stored energy. Learners recall some examples of forces and their effects/applications.
FORCES AND B5.4.3.1 Know that movement is caused B5.4.3.1.1 Explain the term, “friction”, its effects and applications
MOVEMENT by applied forces due to the release of Learners explain why cars usually drive slowly on wet roads.
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stored energy. Task them to explain what happens when one accidentally step into an oil spill
on the floor.
STRAND 5: SUB-STRAND 1: B5.5.1.1 Recognize the importance of B5.5.1.1.1 Know why it is important to wash clothes regularly
HUMANS AND PERSONAL HYGIENE personal hygiene. Engage learners in groups to discuss among themselves what items are
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THE AND SANITATION needed to wash their clothes and underwear.
ENVIRONMENT Groups present their ideas to the whole class.
PERSONAL HYGIENE B5.5.1.2 Identify, discuss and appreciate B5.5.1.2.1 Know how to keep washrooms clean
AND SANITATION the natural and human features of the Learners watch pictures and videos on how to keep washrooms clean.
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environment and the need to keep the Engage them in a discussion on how to keep the lavatory clean.
environment clean. Learners investigate the risks associated with the use of dirty washrooms.
PERSONAL HYGIENE B5.5.1.2 Identify, discuss and appreciate B5.5.1.2.2 Demonstrate how to clean the environment regularly
AND SANITATION the natural and human features of the Assemble various items for cleaning the environment.
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environment and the need to keep the Begin the lesson with a song on cleanliness.
environment clean. Learners are assisted to know the need to keep the environment clean.
HUMANS AND SUB-STRAND 2: B5.5.2.1 Know common diseases of B5.5.2.1.1 Explain the causes, symptoms and control of chicken pox
THE DISEASES humans; causes, symptoms, effects and Learners watch pictures, videos or charts on causes, symptoms and control of
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ENVIRONMENT prevention. chicken pox or invite a health personnel or School Health Education
Programmer (SHEP) coordinator to give a talk on chicken pox.
DISEASES B5.5.2.1 Know common diseases of B5.5.2.1.2 Identify causes, symptoms and prevention of cholera
7 humans; causes, symptoms, effects and Learners watch pictures and videos or images showing the causes, symptoms
prevention. and prevention of cholera.
SUB STRAND 3: B5.5.3.1 Recognize the impact of science B5.5.3.1.1 Identify the raw materials used in some local industries
SCIENCE AND and technology in society (kenkey production, gari production, ceramic and pottery production)
8 INDUSTRY Take learners to a local gari, kenkey, Shea butter, cooking oil, blacksmith,
basketry, carpentry or pottery production site or show videos of such
ventures.
SUB-STRAND 4: B5.5.4.1 Know that climate change is one B5.5.4.1.1 Identify the impact of deforestation on climate change
9 CLIMATE CHANGE of the most important environmental Put learners into groups and let them discuss the importance of trees in the
issues facing the world today. environment.
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