GHANA EDUCATION SERVICE

(MINISTRY OF EDUCATION)

REPUBLIC OF GHANA

GHANAIAN LANGUAGE
CURRICULUM FOR PRIMARY SCHOOLS
(BASIC 4 - 6)
SEPTEMBER 2019
Ghanaian Language Curriculum for Primary schools

Enquiries and comments on this Curriculum Framework should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh
FOREWORD

The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of every classroom and
ensuring that every learner receives quality education. Provision of accessible quality education for all is non-negotiable if we are to meet the human capital
needs of our country, required for accelerated sustainable national development. It is for this reason that the new curriculum sets out clearly the learning
areas that need to be taught, how they should be taught and how they should be assessed. It provides a set of core competencies and standards that
learners are to know, understand and demonstrate as they progress through the curriculum from one content standard to the other and from one phase to
the next. The curriculum and its related teachers’ manual promote the use of inclusive and gender responsive pedagogy within the context of learning-
centred teaching methods so that every learner can participate in every learning process and enjoy learning. The curriculum encourages the use of
Information and Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.
The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is expected that at
any point of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also prerequisites for Ghana
becoming a learning nation. The graduates from the school system should become functional citizens in the 4Rs and lifelong learners. They should be digital
literates, critical thinkers and problem solvers. The education they receive through the study of the learning areas in the curriculum should enable them to
collaborate and communicate well with others and be innovative. The graduates from Ghana’s schools should be leaders with a high sense of national and
global identity. The curriculum therefore provides a good opportunity in its design to develop individuals with the right skills and attitudes to lead the
transformation of Ghana into an industrialised learning nation.
For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired through the new
curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values that underpin the identification and
selection of the learning areas for this curriculum. These core values serve as fundamental building blocks for developing into our learners the spirit of
teamwork, respect, resilience and the commitment to achieving excellence. The Ministry endorses a quality learning experience as an entitlement for each of
Ghana’s school-going girl and boy; the curriculum has rightly focused on learning and learning progression. The Ministry has also endorsed accountability as
a critical domain for effective workings of standards-based curriculum.
More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core competencies and
values and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised and endorsed by my Ministry. The
Ministry will support the implementation of the curriculum to include capacity development of all teachers in the new curriculum. Teachers matter in the
development and delivery of the standards-based curriculum and we will continue to support our teachers on this journey that we have started together to
put learning at the centre of what we do best; teach!
I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.

Dr. Matthew Opoku Prempeh (MP)

The Honourable Minister of Education

© NaCCA, Ministry of Education 2019 ii

TABLE OF CONTENTS

FOREWORD ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ ii
Rationale for Ghanaian Language ----------------------------------------------------------------------------------------------------------------------------------------------------- xv
Philosophy -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- xv
General Aims----------------------------------------------------------------------------------------------------------------------------------------------------------------------------- xvi
Subject Aims------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ xvi
CORE COMPETENCIES --------------------------------------------------------------------------------------------------------------------------------------------------------------- xvi
LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS) ----------------------------------------------------------------------------------------------------------- xvii
VALUES: .............................................................................................................................................................................................................................................................................xx

ASSESSMENT ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------xxi
SUGGESTED TIME ALLOCATION ------------------------------------------------------------------------------------------------------------------------------------------------ xxii
PEDAGOGICAL APPROACHES ---------------------------------------------------------------------------------------------------------------------------------------------------- xxii
LEARNING-CENTRED PEDAGOGY ---------------------------------------------------------------------------------------------------------------------------------------------- xxii
INCLUSION --------------------------------------------------------------------------------------------------------------------------------------------------------------------------- xxiii
DIFFERENTIATION AND SCAFFOLDING-------------------------------------------------------------------------------------------------------------------------------------- xxiii
INFORMATION COMMUNICATIONS TECHNOLOGY -------------------------------------------------------------------------------------------------------------------- xxiv
ORGANISATION OF THE CURRICULUM--------------------------------------------------------------------------------------------------------------------------------------- xxv
NOTE TO THE TEACHER------------------------------------------------------------------------------------------------------------------------------------------------------------ xxv
Scope and Sequence ----------------------------------------------------------------------------------------------------------------------------------------------------------------------- i
STRAND 1: Oral Language (Listening and Speaking)-------------------------------------------------------------------------------------------------------------------------------- 1
SUB STRAND 1: SONGS ---------------------------------------------------------------------------------------------------------------------------------------------------------------- 1
SUB-STRAND 3: Poems ----------------------------------------------------------------------------------------------------------------------------------------------------------------- 1
SUB-STRAND 4: Listening and Story Telling ----------------------------------------------------------------------------------------------------------------------------------------- 2
SUB-STRAND 5: Dramatisation and Role Play--------------------------------------------------------------------------------------------------------------------------------------- 3
SUB-STRAND 6: Conversation --------------------------------------------------------------------------------------------------------------------------------------------------------- 3

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SUB-STRAND 7: Talking about Oneself, Family, People and Places-------------------------------------------------------------------------------------------------------------- 4
SUB-STRAND 9: Asking and Answering Questions--------------------------------------------------------------------------------------------------------------------------------- 5
SUB-STRAND 10: : Giving and Following Commands/Instructions-------------------------------------------------------------------------------------------------------------- 5
SUB-STRAND 11: Presentation -------------------------------------------------------------------------------------------------------------------------------------------------------- 6
SUB-STRAND 4: Phonics: Letter Sound Knowledge-------------------------------------------------------------------------------------------------------------------------------- 7
SUB-STRAND 5: Vocabulary(Sight and content vocabulary ----------------------------------------------------------------------------------------------------------------------- 8
SUB-STRAND 6: Comprehension------------------------------------------------------------------------------------------------------------------------------------------------------ 9
SUB-STRAND 7: Silent Reading ------------------------------------------------------------------------------------------------------------------------------------------------------ 10
SUB-STRAND 9: Summarising -------------------------------------------------------------------------------------------------------------------------------------------------------- 11
SUB-STRAND 1: Penmanship/Handwriting ---------------------------------------------------------------------------------------------------------------------------------------- 12
STRAND 4: Composition Writing --------------------------------------------------------------------------------------------------------------------------------------------------- 14
SUB-STRAND 1: Narrative Writing ------------------------------------------------------------------------------------------------------------------------------------------------- 14
SUB-STRAND 2: Creative/ Free Writing ------------------------------------------------------------------------------------------------------------------------------------------- 15
SUB-STRAND 3: Descriptive Writing ----------------------------------------------------------------------------------------------------------------------------------------------- 15
SUB-STRAND 4: Persuasive Writing ------------------------------------------------------------------------------------------------------------------------------------------------ 16
SUB-STRAND 5: Argumentative Writing ------------------------------------------------------------------------------------------------------------------------------------------- 17
SUB-STRAND 6: Informative/Academic Writing ---------------------------------------------------------------------------------------------------------------------------------- 17
SUB-STRAND 7: Literary Writing --------------------------------------------------------------------------------------------------------------------------------------------------- 18
SUB-STRAND 8: Letter Writing ----------------------------------------------------------------------------------------------------------------------------------------------------- 19
STRAND 5 : Writing Conventions/ Usage------------------------------------------------------------------------------------------------------------------------------------------ 19
SUB-STRAND 1: Integrating Grammar in Written Language (Capitalization) ----------------------------------------------------------------------------------------------- 19
SUB-STRAND 2: Integrating Grammar in Written Language (Punctuation) ------------------------------------------------------------------------------------------------- 20
SUB-STRAND 3: Integrating Grammar in Written Language (Use of action words) --------------------------------------------------------------------------------------- 21
SUB-STRAND 4: Integrating Grammar in Written Language (Use of qualifying words) ----------------------------------------------------------------------------------- 22
SUB-STRAND 5: Integrating Grammar in Written Language (Use of postpositions) -------------------------------------------------------------------------------------- 23

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SUB-STRAND 6: Integrating Grammar in Written Language (Use of simple and compound sentences) --------------------------------------------------------------- 24
SUB-STRAND 7: Integrating Grammar in Written Language (Spelling)----------------------------------------------------------------------------------------------------------24
SUB-STRAND 8:Integrating Grammar in Written Language (Use of Conjunctions)------------------------------------------------------------------------------------------25
SUB-STRAND 7: Integrating Grammar in Written Language (spelling) ------------------------------------------------------------------------------------------------------- 25
STRAND 6 : Extensive Reading/Children Literature/Library------------------------------------------------------------------------------------------------------------------- 26
SUB-STRAND 1: Building the Love and Culture of Reading in Learners ------------------------------------------------------------------------------------------------------ 26
SUB-STRAND 2: Read Aloud with Children --------------------------------------------------------------------------------------------------------------------------------------- 26
SUB-STRAND 3: Reading Texts, Poems, Narratives and Short Stories ------------------------------------------------------------------------------------------------------- 26
STRAND 1: Oral Language (Listening and Speaking)------------------------------------------------------------------------------------------------------------------------------ 28
SUB STRAND 1: SONGS -------------------------------------------------------------------------------------------------------------------------------------------------------------- 28
SUB-STRAND 3: Poems --------------------------------------------------------------------------------------------------------------------------------------------------------------- 29
SUB-STRAND 4: Listening and Story Telling --------------------------------------------------------------------------------------------------------------------------------------- 29
SUB-STRAND 5: Dramatisation and Role Play------------------------------------------------------------------------------------------------------------------------------------- 30
SUB-STRAND 6: Conversation ------------------------------------------------------------------------------------------------------------------------------------------------------- 32
SUB-STRAND 7: Talking about Oneself, Family, People and Places------------------------------------------------------------------------------------------------------------ 33
SUB-STRAND 9: Asking and Answering Questions------------------------------------------------------------------------------------------------------------------------------- 35
SUB-STRAND 10: : Giving and Following Commands/Instructions------------------------------------------------------------------------------------------------------------ 36
SUB-STRAND 10: : Giving and Following Commands/Instructions------------------------------------------------------------------------------------------------------------ 37
STRAND 2: Reading -------------------------------------------------------------------------------------------------------------------------------------------------------------------- 38
SUB-STRAND 4: Phonics: Letter and sound knowledge ------------------------------------------------------------------------------------------------------------------------- 38
SUB-STRAND 5: Vocabulary (Sight and content vocabulary) ------------------------------------------------------------------------------------------------------------------- 40
SUB-STRAND 6: Comprehension --------------------------------------------------------------------------------------------------------------------------------------------------- 40
SUB-STRAND 7: Silent Reading ------------------------------------------------------------------------------------------------------------------------------------------------------ 41
SUB-STRAND 8: Fluency -------------------------------------------------------------------------------------------------------------------------------------------------------------- 41
SUB-STRAND 9: Summarising ------------------------------------------------------------------------------------------------------------------------------------------------------- 42

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STRAND 3: Writing -------------------------------------------------------------------------------------------------------------------------------------------------------------------- 43
SUB-STRAND 1: Penmanship/Handwriting ----------------------------------------------------------------------------------------------------------------------------------------- 43
STRAND 4: Composition Writing --------------------------------------------------------------------------------------------------------------------------------------------------- 45
SUB-STRAND 1: Narrative Writing ------------------------------------------------------------------------------------------------------------------------------------------------- 45
SUB-STRAND 2: Creative/ Free Writing ------------------------------------------------------------------------------------------------------------------------------------------- 46
SUB-STRAND 3: Descriptive Writing ----------------------------------------------------------------------------------------------------------------------------------------------- 47
SUB-STRAND 4: Persuasive Writing ------------------------------------------------------------------------------------------------------------------------------------------------ 47
SUB-STRAND 5: Argumentative Writing ------------------------------------------------------------------------------------------------------------------------------------------- 48
SUB-STRAND 6: Informative/ Academic Writing --------------------------------------------------------------------------------------------------------------------------------- 49
SUB-STRAND 7: Literary Writing --------------------------------------------------------------------------------------------------------------------------------------------------- 50
SUB-STRAND 8: Letter Writing ----------------------------------------------------------------------------------------------------------------------------------------------------- 51
STRAND 5: Writing Conventions/ Usage------------------------------------------------------------------------------------------------------------------------------------------- 52
SUB-STRAND 1: Integrating Grammar in Written Language (capitalization) ------------------------------------------------------------------------------------------------ 52
SUB-STRAND 2: Integrating Grammar in Written Language (Punctuation) ------------------------------------------------------------------------------------------------ 53
SUB-STRAND 3: Integrating Grammar in Written Language (Use of action words) --------------------------------------------------------------------------------------- 54
SUB-STRAND 4: Integrating Grammar in Written Language (Use of qualifying words) ----------------------------------------------------------------------------------- 55
SUB-STRAND 5: Integrating Grammar in Written Language (Use of postpositions) -------------------------------------------------------------------------------------- 56
SUB-STRAND 6: Integrating Grammar in Written Language (Use of simple and compound sentences) --------------------------------------------------------------- 57
SUB-STRAND 7: Integrating Grammar in Written Language (Spelling)------------------------------------------------------------------------------------------------------- 58
STRAND 6: Extensive Reading/Children Literature/Library --------------------------------------------------------------------------------------------------------------------- 59
SUB-STRAND 1: Building the Love and Culture of Reading in Learners ------------------------------------------------------------------------------------------------------ 59
SUB-STRAND 2: Read Aloud with Children -------------------------------------------------------------------------------------------------------------------------------------- 59
SUB-STRAND 3: Reading Texts Poems Narrative, and Short Stories and Respond to them----------------------------------------------------------------------------- 60
STRAND 1: Oral Language (Listening and Speaking)------------------------------------------------------------------------------------------------------------------------------ 61
SUB STRAND 1: SONGS -------------------------------------------------------------------------------------------------------------------------------------------------------------- 61

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SUB-STRAND 3: Poems --------------------------------------------------------------------------------------------------------------------------------------------------------------- 62
SUB-STRAND 4: Listening and Story Telling --------------------------------------------------------------------------------------------------------------------------------------- 62
SUB-STRAND 5: Dramatisation and Role Play------------------------------------------------------------------------------------------------------------------------------------- 63
SUB-STRAND 6: Conversation ------------------------------------------------------------------------------------------------------------------------------------------------------- 64
SUB-STRAND 7: Talking about Oneself, Family, People and Places------------------------------------------------------------------------------------------------------------ 65
SUB-STRAND 9: Asking and Answering Questions------------------------------------------------------------------------------------------------------------------------------- 65
SUB-STRAND 10: Giving and Following Commands/Instructions ------------------------------------------------------------------------------------------------------------- 66
SUB-STRAND 11: Presentation ------------------------------------------------------------------------------------------------------------------------------------------------------ 67
SUB-STRAND 4: Phonics: Letter and sound knowledge ------------------------------------------------------------------------------------------------------------------------- 68
SUB-STRAND 5: Vocabulary (Sight and content vocabulary) ------------------------------------------------------------------------------------------------------------------- 69
SUB-STRAND 6: Comprehension---------------------------------------------------------------------------------------------------------------------------------------------------- 69
SUB-STRAND 7: Silent Reading ------------------------------------------------------------------------------------------------------------------------------------------------------ 70
SUB-STRAND 8: Fluency -------------------------------------------------------------------------------------------------------------------------------------------------------------- 70
SUB-STRAND 9: Summarising -------------------------------------------------------------------------------------------------------------------------------------------------------- 71
STRAND 3: Writing -------------------------------------------------------------------------------------------------------------------------------------------------------------------- 72
SUB-STRAND1: Penmanship/Handwriting ------------------------------------------------------------------------------------------------------------------------------------------ 72
STRAND 4: Composition Writing --------------------------------------------------------------------------------------------------------------------------------------------------- 73
SUB-STRAND 1: Narrative Writing ------------------------------------------------------------------------------------------------------------------------------------------------- 73
SUB-STRAND 2: Creative/ Free Writing ------------------------------------------------------------------------------------------------------------------------------------------- 74
SUB-STRAND 2: Creative/ Free Writing ------------------------------------------------------------------------------------------------------------------------------------------- 74
SUB-STRAND 3: Descriptive Writing ----------------------------------------------------------------------------------------------------------------------------------------------- 75
SUB-STRAND 4: Persuasive Writing ------------------------------------------------------------------------------------------------------------------------------------------------ 75
SUB-STRAND 5: Argumentative Writing ------------------------------------------------------------------------------------------------------------------------------------------- 76
SUB-STRAND 6: Informative/ Academic Writing --------------------------------------------------------------------------------------------------------------------------------- 77
SUB-STRAND 7: Literary Writing --------------------------------------------------------------------------------------------------------------------------------------------------- 78

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SUB-STRAND 8: Letter Writing ----------------------------------------------------------------------------------------------------------------------------------------------------- 78
STRAND 5: Writing Conventions/ Usage------------------------------------------------------------------------------------------------------------------------------------------- 79
SUB-STRAND 1: Integrating Grammar in Written Language (Capitalization) ----------------------------------------------------------------------------------------------- 79
SUB-STRAND 2: Integrating Grammar in Written Language (Punctuation) ------------------------------------------------------------------------------------------------- 80
SUB-STRAND 3: Integrating Grammar in Written Language (Use of action words) --------------------------------------------------------------------------------------- 81
SUB-STRAND 4: Integrating Grammar in Written Language (Use of qualifying words) ----------------------------------------------------------------------------------- 82
SUB-STRAND 5: Integrating Grammar in Written Language (Use of postpositions) -------------------------------------------------------------------------------------- 83
SUB-STRAND 6: Integrating Grammar in Written Language (Use of simple and compound sentences) --------------------------------------------------------------- 83
SUB-STRAND 7: Integrating Grammar in Written Language (spelling) ------------------------------------------------------------------------------------------------------- 84
STRAND 6: Extensive Reading/Children Literature/Library -------------------------------------------------------------------------------------------------------------------- 85
SUB-STRAND 1: Building the Love and Culture of Reading in Learners ------------------------------------------------------------------------------------------------------ 85
SUB-STRAND 2: Read Aloud with Children -------------------------------------------------------------------------------------------------------------------------------------- 85
SUB-STRAND 3: Reading Texts, Poems Narratives and Short Stories and Responding to them ------------------------------------------------------------------------- 86

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RATIONALE FOR GHANAIAN LANGUAGE
Language is both a medium of communication and a library in which the elements of culture are stored. It remains the most reliable means through which elements of
culture are preserved and transmitted from generation to generation. First, the study of learners’ first language and culture will make them conscious about their identity
and equip them with effective communication skills that will provide them with the ability to appreciate the values embodied in their language and culture. They will know
their cultural values and practices to help them to become honest and responsible citizens in their communities.

Again, learners must be made to learn Ghanaian Language in their schools to enable them access indigenous and educational knowledge. In the light of the current global
development and technological advancement, the learning of a Ghanaian Language will help learners maintain their identity as Ghanaians. It will also help learners to
integrate their knowledge in Ghanaian languages into the present-day global development and technological advancement.
In addition, research has proven that learners who are very good in their first language are able to learn a second language faster and better. This implies that emphasis
must be put on the teaching and learning of Ghanaian Languages to serve as a foundation block to the effective learning of English as a second language. This will therefore
make learners bilinguals, which is crucial in the current global world.

PHILOSOPHY
The language and culture-learning curriculum is informed by two main philosophical ideas, namely the Developmental Theory and the Social Constructivism.
Children go through developmental stages as they learn language and research. It is clear that children develop language at their own pace as they interact with the social
environment around them. Therefore, when children are provided with a good social environment they develop their language and culture faster.
In teaching language and culture, the syllabus adopts the socio-constructivists dimensions to learning. Children have in-built potentials to develop and acquire new language
while approximating grammatical structures as they learn to speak. They invent names for the objects in their world from the beginning but gradually as they interact, they
learn the appropriate language of the community.

The Social Constructivist Theory holds the notion that reading, and writing are active processes of constructing meaning from print; hence the use of their favourite phrase
“meaning making” to describe how active the reader is in learning a first language and comprehending what s/he reads or hears. In this way, the teacher serves as guide and
facilitator to enhance children’s ability to decode text, and support them to engage and make sense of what they read. This is to ensure that good readers constantly make
hypothesis and predictions and modify them as they read along.

This calls for participatory and thematic approaches to help children to connect Ghanaian language learning in the classroom to solve real world problems. The teacher
should therefore promote interaction and make learners active in constructing their own knowledge, thoughts and experiences. In this approach, teachers should
recognize individual differences in language learning to ensure effective teaching of language in the classroom.

Language learning is not just listening, speaking, reading and writing, but also involves the appropriate use of the language in an appropriate context. Teachers should
therefore develop the linguistic and sociolinguistic competence of the learners. Teachers should also promote effective use of verbal and non-verbal strategies in their
communication. The Ghanaian language and culture curriculum, therefore, assumes that learners who are knowledgeable in their first language are able to access
indigenous and educational information effectively, construct their knowledge, thoughts and experiences efficiently and appreciate their language and culture and that of
others and contribute meaningfully in the development of their communities as honest and responsible citizens.

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GENERAL AIMS
The curriculum is aims to develop individuals who are literate, good problem solvers, have the ability to think creatively and have both the confidence and competence to
participate fully in the Ghanaian society as responsible citizens, locally and globally.

SPECIFIC AIMS
The overriding aim for Ghanaian Language and Culture curriculum in Basic Schools is to develop the linguistic and cultural awareness of the learner. The following aims may
culminate into the achievement of this broad aim:
1. Heighten learners’ sensitivity to their Ghanaian Language.
2. Acquire the basic skills that will help them decode appropriate age-level text in the Ghanaian Languages.
3. Read age level/appropriate text with ease, fluently, and with comprehension.
4. Cultivate life-long habit of reading widely for information and pleasure.
5. Acquire a wide stock of vocabulary and understand grammatical structures as well as linguistic conventions for easy listening, speaking, reading and writing.
6. Write clearly, accurately and coherently in their first language in a range of contexts for varied purposes and audience.
7. Read literary materials with pleasure, appreciate great stock of literary works, and become lifelong learners.
8. To polish existing skills and extend the learner’s linguistic knowledge and experience.
9. Appreciate and value their culture and that of others.
10. Appreciate the linguistic, historical and cultural heritage of their people.

CORE COMPETENCIES
The core competencies describe a body of skills that teachers at all levels should seek to develop in their learners. They are ways in which teachers and learners engage
with the subject matter as they learn the subject. The competencies presented here describe a connected body of core skills that are acquired throughout the processes of
teaching and learning.

CRITICAL THINKING AND PROBLEM SOLVING (CP)

This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving skills enables learners to draw
on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that learners embrace the problem at
hand, persevere and take responsibility for their own learning.

CREATIVITY AND INNOVATION (CI)

Creativity and Innovation promotes entrepreneurial skills in learners through their ability to think of new ways of solving problems and developing technologies for
addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to think independently and
creatively.

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COMMUNICATION AND COLLABORATION (CC)
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences. Learners
actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the views of others.

CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by
inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, COMPETENCIES and attitudes acquired to
contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and
global trends that enable them to contribute to the global community.

PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations. Learners are
able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the importance of values such
as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish between right and wrong. The skill helps
them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self-regulation and responsibility necessary for lifelong learning.

DIGITAL LITERACY (DL)

Digital Literacy develop learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media responsibly.

LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)

A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values

KNOWLEDGE, UNDERSTANDING AND APPLICATION

Under this domain, learners may acquire some knowledge through some learning experiences. They may also show an understanding of concepts by comparing,
summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new contexts. At a
higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At a much more higher level, the learner may be required to synthesize
knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, the learners may be required to evaluate,
estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning
behaviours “knowing ”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and
Application”.

In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be able to
describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to

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explain, summarise, and give examples etc. means that the learner has understood the concept taught. Similarly, being able to develop, defend, etc. means that the learner
can “apply” the knowledge acquired in some new context.

You will notice that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate after teaching
and learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in
most cases has tended to stress knowledge acquisition to the detriment of other higher level behaviours such as knowledge application.

Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you have to
teach. The focus is to move teaching and learning from the didactic acquisition of knowledge where there is fact memorisation, heavy reliance on formulae, remembering
facts without critiquing them or relating them to real world – surface learning – to a new position called deep learning. Learners are expected to deepen their learning
by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real life problems in their school lives and later in their
adult lives. This is the point at which learning becomes beneficial to the learner.
The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:

Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts, concepts. Knowledge is the ability to
remember or recall material already learned and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based
upon a trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods,
principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate,
discover etc.
Analysis: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise,
organise, create, generate new ideas and solutions etc.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, compare, contrast, criticise, justify,
support, discuss, conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material
based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creation is the highest form of thinking and learning skill and is therefore the most important behaviour. This
unfortunately is the area where most learners perform poorly. In order to get learners to develop critical thinking and behavioural
skills beginning right from the Upper primary level, it is advised that you do your best to help your learners to develop analytic and
application skills as we have said already.

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SKILLS AND PROCESSES
These are specific activities or tasks that indicate performance or proficiency in a given learning area. They are useful benchmarks for planning lessons, developing
exemplars and are the core of inquiry-based learning. It is evidently clear from the definition that four skills are to be developed. These skills are Listening, Reading,
Speaking and Writing. Explanation of the meaning of the four skills is as follows:

Listening: This is the ability to listen to, understand and follow directions, instructions etc. given in a language
Reading: The ability to read and understand what is conveyed in a piece of writing. The reader must be able to read coherently and must be able to answer
questions arising from the passage read. They should also be able to summarise passages read their own words to show understanding of the passage.
Speaking: The ability to speak the language clearly and in a way that will be understood by listeners. This is an oral communication skill that learners should be
encouraged to practice to perfection.
Writing: The ability to express one’s self clearly and comprehensively in writing. Writing may be in the form of simple sentences, short essays, compositions,
summaries, letters, etc.

ATTITUDES AND VALUES

To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to situations that
challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them
participate in debates and take a stand on issues affecting them and others. The geography curriculum thus focuses on the development of attitudes and values.

Attitudes

i. Curiosity: The inclination or feeling toward seeking information about how things work in a variety of fields.

ii. Perseverance: The ability to pursue a problem until a satisfying solution is found.

iii. Flexibility in ideas: Willingness to change opinion in the face of more plausible evidence

iv. Respect for Evidence: Willingness to collect and use data in one’s investigation, and also have respect for data collected by others.

v. Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other ways by which the
investigation could be improved upon. The teacher should endeavour to ensure that learners cultivate the above scientific attitudes and
process skills as a prelude to effective work in Ghanaian Language.

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VALUES
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related pedagogy
should be consistent with the following set of values:

i. Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
ii. Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views
of all persons and to see national diversity as a powerful force for national development. The curriculum promotes social cohesion.
iii. Equity: Socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the
unique needs of learners and schools. Ghana’s learners are from diverse backgrounds, and require the provision of equal opportunities to all, and that all strive to
care for each other both personally and professionally.
iv. Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their
best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
v. Teamwork/Collaboration: Learners are encouraged to become committed to team-oriented working and learning environments. This also means that learners
should have an attitude of tolerance to be able to live peacefully with all persons.
vi. Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences, and be
morally upright with the attitude of doing the right thing even when no one is watching. Also, learners are taught be true to themselves and be willing to live the
values of honesty and compassion. Equally important, the ethos or culture of the work place, including integrity and perseverance, must underpin the learning
processes to allow learners to apply skills and competencies in the world of work.
The action verbs provided under the various profile dimensions should help you to structure your teaching to achieve desired learning outcomes. Select from the action
verbs provided for your teaching, for evaluation exercises and for test construction. Check the weights of the profile dimensions to ensure that you have given the
required emphasis to each of the dimensions in your teaching and assessment.

ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.

In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of learners to enable teachers
ascertain their learner’s response to instruction. Assessment is both formative and summative.

Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.

Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information that learners provide the teacher
forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to take responsibility of their own learning to improve performance.
Learners set their own goals and monitor their progress.

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Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process.
The teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching strategies and improve learners’
performance. Learners become actively involved in the learning process and gain confidence in what they are expected to learn.

Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and can do over a period of time. The
emphasis is to evaluate the learner’s cumulative progress and achievement.

It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to select indicators in such a way
that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is considered a criterion to be achieved by the learners. When
you develop assessment items or questions that are based on a representative sample of the indicators taught, the assessment is referred to as a “Criterion-Referenced
Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The assessment procedure you use i.e. class assessments, homework,
projects etc. must be developed in such a way that the various procedures complement one another to provide a representative sample of indicators taught over a period.

SUGGESTED TIME ALLOCATION

A total of five periods a week, each period consisting of thirty minutes, is allocated to the teaching of Ghanaian Languages at the Upper Primary level.

PEDAGOGICAL APPROACHES
These include the approaches, methods and strategies for ensuring that every learner benefits from appropriate and relevant teaching and learning episodes which are
timely assessed and feedback provided to the learner and other stakeholders such as parents and education authorities. It includes the type and use of appropriate and
relevant teaching and learning resources to ensure that all learners attain the expected level of learning outcomes. The curriculum emphasises the following:
• The creation of learning-centred classrooms through the use of creative approaches to teaching and learning as strategies to ensuring learner empowerment
and independent learning.
• The positioning of inclusion and equity at the centre of quality teaching and learning.
• The use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind.
• The use of Information Communications Technology (ICT) as a pedagogical tool.
• The identification of subject specific instructional expectations needed for making learning in the subject relevant to learners.
• The integration of assessment for learning, as learning and of learning into the teaching and learning process and as an accountability strategy.
• Using questioning techniques that promote deeper learning.

LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young people with a
focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning experiences to
progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a compensatory provision through
differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the primary school, the progression phases are: pre-primary
(KG1 – 2), primary phases (B1 – B3 and B4 to B6).

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The curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to
the learner what they are learning in school and what they know from outside of school. The learning centred classroom is a place for the learners to discuss ideas, and
through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This also includes researching for information
and analysing and evaluating the information obtained. The aim of the learning-centred classroom approach is to develop learner autonomy so that learners can take
ownership of their learning. It provides the opportunity for deep and profound learning to take place.
The teacher should create a learning atmosphere that ensures:
• Learners feel safe and accepted.
• Learners are given frequent opportunities to interact with varied sources of information, teaching and learning materials and ideas in a variety of ways.
• The teacher assumes the position of a facilitator or coach who helps learners to identify a problem suitable for investigation via project work.
• Problems are connected to the context of the learners’ world so that it presents authentic opportunities for learning.
• Subject matter around the problem, not the discipline.
• Learners responsibly define their learning experience and draw up a plan to solve the problem in question.
• Learners collaborate whilst learning.
• Demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred
classroom.

INCLUSION
Inclusion entails access and learning for all learners especially those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in Ghana.
The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education are being met. The curriculum
suggests a variety of approaches that address learners’ diversity and their special needs in the learning process. These approaches when used in lessons, will contribute to
the full development of the learning potential of every learner. Learners have individual needs and different learning styles, learning experiences and different levels of
motivation for learning. Planning, delivery and reflection on daily learning episodes should take these differences into consideration. The curriculum therefore promotes:
• learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
• learning that is meaningful because it aligns with learners’ abilities (e.g. learning that is oriented towards developing general capabilities and solving the practical
problems of everyday life); and
• the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the process and also
enabling them to assess their own learning outcomes.

DIFFERENTIATION AND SCAFFOLDING

This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within the context of the
creative approaches.

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Differentiation is a process by which differences between learners (learning styles, interest and readiness to learn etc.) are accommodated so that all students in a group
have the best possible chances of learning. Differentiation could be by task, support and outcome. Differentiation as a way of ensuring each learner benefits adequately
from the delivery of the curriculum can be achieved in the classroom through:

• Task
• One-on-one support
• Outcome

Differentiation by task involves teachers setting different tasks for learners of different ability e.g. in sketching the plan and shape of their classroom some leaners could
be made to sketch with free hand while others would be made to trace the outline of the plan of the classroom.

Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of not
reaching the expected level of learning outcome. This support may include a referral to a Guidance and Counselling Officer for academic support.

Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed more time to complete a
given task.

Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards a stronger understanding and ultimately
greater independence in the learning process.

It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need to learn each part. The
process may require a teacher assigning an excerpt of a longer text to learners to read, engage them to discuss the excerpt to improve comprehension of its rationale,
then guiding them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to read the full text.
Common scaffolding strategies available to the teacher include:

• giving learners a simplified version of a lesson, assignment, or reading, and then gradually increasing the complexity, difficulty, or sophistication over time.
• describing or illustrating a concept, problem, or process in multiple ways to ensure understanding.
• giving learners an exemplar or model of an assignment, they will be asked to complete.
• giving learners a vocabulary lesson before they read a difficult text.
• clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve.
• explicitly describing how the new lesson builds on the knowledge and skills learners were taught in a previous lesson.

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INFORMATION COMMUNICATIONS TECHNOLOGY
ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomes that this
curriculum aims to achieve through ICT use for teaching and learning are:
• improved teaching and learning processes;
• improved consistency and quality of teaching and learning;
• increased opportunities for more learner-centred pedagogical approaches;
• improved inclusive education practices by addressing inequalities in gender, language, ability;
• improved collaboration, creativity, higher order thinking skills;
• enhanced flexibility and differentiated approach of delivery.

The use of ICT as a teaching and learning tool helps to provide learners access to large quantities of information online. It also provides the framework for analysing data to
investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organize, edit and present information in
many different ways.

Learners need to be exposed to the various ICT tools around them such as calculators, radios, cameras, phones, television sets, and computer and related software like
Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Primary School level to use ICT in
exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for
teaching and learning is expected to enhance the quality and learners’ level of competence in the 4Rs.

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ORGANISATION OF THE CURRICULUM
The curriculum has been structured into four columns which are Strands, Sub-strands, Content standards and indicators and exemplars. A unique annotation is used for
numbering the learning indicators in the curriculum for the purpose of easy referencing. The notation is indicated in table 2.

Example: KG1.2.3.4.1

ANNOTATION MEANING / REPRESENTATION

KG1 Year Or Class
2. Strand Number
3. Sub-Strand Number
4. Content Standard Number
5. Learning / Performance indicator Number

Strands are the broad areas/sections of the Ghanaian Language content to be studied.
Sub-strands are the topics within each strand under which the content is organised.
Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners have to exhibit in each year to meet the content standard expectation. The indicators represent the minimum
expected standard in a year.
Exemplar: support and guidance which clearly explains the expected outcomes of an indicators and suggests what teaching and learning activities could take to support
the facilitators/teachers in the delivery of the curriculum.

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 ILLUSTRATION

Year/Class Learning/Performance indicators

Content Standards

STRAND 1: Oral Language: Listening and Speaking

SUB-STRAND 4: Listening and Story Telling

KG1 KG2 B1 B2

KG1.1.4.1: Exhibit knowledge of KG2.1.4.1: Exhibit knowledge of B1.1.4.1: Exhibit knowledge of B2.1.4.1: Exhibit knowledge of
listening to and appreciating simple listening to and appreciating listening to and appreciating listening to and appreciating simple
stories. simple stories. simple stories. stories.

KG1.1.4.1.1. Discuss the characters in the KG2.1.4.1.1 Recognise and discuss the B1.1.4.1.1 Discuss the characters of the B2.1.4.1.1 Retell part of the story
story characters in the story. story.

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NOTE TO THE TEACHER

Integration of Skills
A fundamental component of this syllabus is its integrated approach to the teaching of language skills and cultural values. In the
sense that Listening, Speaking (cultural values), Reading and Writing are integral in building the grammatical and communicative
competence of the learner. Grammar simply sets the rules for speaking, reading and writing correctly. This is not to shift the focus
of language lessons to preaching these values. Small doses of these values are fused into literature and composition as well as
reading and oral work. It is, therefore, advantageous at this level to adopt an integrated approach in the teaching of language skills
and cultural values.
This means, for example, that as you teach a writing/composition lesson, relevant grammatical and cultural issues must be raised and
explained in relation to the writing task. Similarly, such a lesson must have significant aural and oral components.

Approach to Grammar
It is important to point out that at the primary school, grammar is basically internalized. It must be seen as an integral part of
listening and speaking and treated as such. The main task is to assist learners to learn to use the listed language/grammatical items
correctly and fluently. These should be introduced in meaningful situations in the context of everyday activities, modelled
adequately and practised orally by every child. As much as is possible, the children must not be bothered with grammatical
terminologies, definitions and lengthy explanation of abstract grammatical concepts.

Oral Language (Listening and Speaking)

The section on Oral Work referred to as “Listening and Speaking” in this syllabus has the following segments: songs, rhymes,
poems, talking about (oneself, family people and places), storytelling, dramatisation, conversation, listening comprehension, asking
and answering questions, giving and following commands/instructions and presentation. The purpose of each of these segments is
to encourage learners to listen carefully, recite, sing and carry out instructions in the Ghanaian language. In KG1 to B3, the
Grammar has been integrated into the Listening and Speaking as well as Writing aspects of the lessons. The teacher must give the
segments their due weight, balance and influence in the teaching process.

Reading Material
To help the teacher to achieve the indicators of the strand “Reading”, a list of topics for reading has been provided below. The
topics have been carefully selected to help learners acquire vital information on health issues, as well as information on issues of

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current interest. The teacher is further encouraged to use his/her initiative in improvising and planning new reading materials. It is a
requirement that each learner should read three books on different topics each term, that is, nine books per year. Apart from the
prescribed books, the teacher should also encourage learners to read any Ghanaian Language book they find interesting.

Supplementary Material
The teacher is further encouraged to constantly look for other supplementary material which will enhance the teaching/learning
especially of the sections on “Listening and Speaking” and “Reading”; Material that focus on comprehensive sexuality education,
moral, ethical and social values such as honesty, diligence, integrity are particularly recommended.

List of Topics for Reading

The following list of topics has been selected to be used in developing materials for reading from Basic 4 to Basic 6. The teacher is
encouraged to look for materials that may be relevant to these topics or select passages from other sources that will be of interest
to learners at each class level. Materials for reading must also include the basic types of prose: narrative, creative, persuasive,
descriptive, informative/academic writing, literary writing, letter writing and argumentative as well as bits of drama and verse.

BASIC 4 – BASIC 5
1. Drug Abuse
2. Natural Disasters – Earthquakes, floods, tremors, hurricanes, etc.
3. Road Accidents – Causes and prevention
4. Water – Sources, importance and uses
5. Leisure
6. Historical events – Independence day, February shootings, Formation of UGCC and struggle for independence, etc
7. Communication – Letters, telephones, E-mail, print and electronic media
8. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public property
9. Comprehensive Sexuality education

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BASIC 6
1. Comprehensive Sexuality Education
2. Teenage Pregnancy
3. Marriage
4. HIV/AIDS
5. Energy – Sources, importance and conservation
6. Inventions
7. Computers
8. Forest Depletion
9. Social moral & cultural values such as honesty diligence, patriotism, commitment respect for elders, care for public
property.
10. Entrepreneurship

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SCOPE AND SEQUENCE

STRANDS SUB STRANDS KG1 KG2 B1 B2 B3 B4 B5 B6

1. ORAL LANGUAGE: 1.Songs √ √ √ √ √ √ √ √
LISTENING AND SPEAKING
2.Rhymes √ √ √ √ √
3.Poems √ √ √ √
4.Story Telling
√ √ √ √ √ √ √ √

5.Dramatisation √ √ √ √ √ √ √ √
and Role Play
6.Conversation √ √ √ √ √ √ √ √
7.Talking about Oneself, Family, People,
√ √ √ √ √ √ √ √
Places,

8.Listening Comprehension √ √ √ √ √
9.Asking and Answering Questions √ √ √ √ √ √ √ √
10.Giving and Following Commands/ √ √ √ √ √ √ √ √
Instructions
11.Presentation √ √ √ √ √ √ √ √

1.Pre-Reading Activities √ √ √
2. READING
√ √ √
2.Print Concept
√ √ √ √ √
3.Phonological and Phonemic Awareness
4.Phonics:(Letter and sound knowledge) √ √ √ √ √ √ √ √

5.Vocabulary √ √ √ √ √ √
(Sight and Content Vocabulary)
6.Comprehension √ √ √ √ √ √

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 7.Silent Reading √ √ √ √ √ √

8.Fluency √ √ √ √ √ √

9.Summarising √ √ √

3. WRITING
1.Penmanship/Handwriting √ √ √ √ √ √ √ √

2.Writing Letters-Small √ √
and Capital Letters
3.Writing Simple Words /Names of
People and Places (Proper Nouns) √ √ √ √
Labelling Items in the
Environment/Classroom
4.Writing/Copying Simple Sentences with
Correct Spacing √ √ √

4. COMPOSITION 1.Creative/Free Writing √ √ √

WRITING
2.Narrative Writing √ √ √
3.Descriptive Writing √ √ √
4.Persuasive Writing √ √ √
5.Argumentative Writing √ √ √
6.Informative/Academic Writing √ √ √
7.Literary Writing √ √ √
8.Letter Writing √ √ √
5. WRITING 1.Integrating Grammar in Written √ √ √ √ √ √
CONVENTIONS/ USAGE Language (Capitalization)
2.Integrating Grammar in Written √ √ √ √ √
Language (Punctuation)
3.Integrating Grammar in Written √ √ √ √ √ √ √
Language (Use of Action Words)
4.Integrating Grammar in Written √ √ √ √ √ √ √

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 Language (Use of Qualifying Words)

5.Integrating Grammar in Written √ √ √ √ √ √ √

Language (Use of Postpositions)
6.Integrating Grammar in Written
Language (Use of Simple and Compound √ √ √ √ √
Sentences)
7.Integrating Grammar in Written √ √ √ √ √ √
Language (Spelling)
8.Integrating Grammar in Written √ √ √
Language (Use of Conjunctions)
1.Building the Love and Culture of √ √ √ √ √ √ √
Reading in Learners
6. EXTENSIVE √ √ √ √ √ √ √
READING/CHILDREN’S 2.Read Aloud with Children
LITERATURE/ LIBRARY 3.Reading Texts, Poems, Narratives and
Short Stories and Respond to them √ √ √ √

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 BASIC 4

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 BASIC 4

STRAND 1: Oral Language (Listening and Speaking)

SUB STRAND 1: SONGS
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B4.1.1.1: Exhibit B4.1.1.1.1. Sing and discuss songs connected to traditional occupations and their
knowledge of importance.
traditional and •
Let learners sing a familiar traditional song.
occupational songs by
•
Show learners a video of a traditional song being performed.
recognising their Communication and
•
Discuss the lyrics of the song with learners.
types and their collaboration
related songs. •
Let learners sing songs connected to the traditional occupation in their locality (Pick one
occupation at a time).
• After watching a video on a performed traditional occupation, allow the learners to discuss
some importance of traditional occupation songs.
Work songs: – reduce fatigue, boredom provides enjoyment allows systematic work, inspires
fellow workers to work harder etc.

SUB-STRAND 3: Poems
B4.1.3.1: B4.1.2.1.1. Explore the poems of about five lines correctly and discuss the moral lessons
Demonstrate in the poem. Communication and
knowledge and • Let learners sing a popular traditional song. collaboration
understanding of
• Explore a poem to learners.
selected poems by
• Let them listen and take note of keywords words in the poem.
discussing them.
• Ask learners to mention the words they heard.
• Write the words on the board.
• Lead learners to say the words aloud.
• Let learners say the words and use them to form their own sentences.
• Let learners explore the poem correctly.
• Put learners in groups.
• Let them discuss the moral lessons in the poems in groups and tell the class.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 4: Listening and Story Telling

B4.1.4.1: B4.1.4.1.1. Retell a folktale of about three scenes and recognise its beginning and
Demonstrate end and discuss the features of the folktale.
knowledge on the • Let learners sing a popular song.
structure and
• Play a video of someone telling a folktale.
features of folktales.
• Encourage learners to take note of whatever they see and hear.
• Teach learners what a folktale is. Communication and collaboration
• Call learners individually to retell what they saw and heard in the video.
• Put learners into groups and ask them to compose a folktale on any topic of their
choice.
• Let learners present their folktales to the class.
• After watching the video on someone telling a folktale, lead learners to discuss what Personal development and leadership
they saw and heard.
• Tell learners a folktale.
• Discuss the beginning and end of the folktale with learners. E.g. Beginning or opening,
middle or body and end or conclusion.
• Let learners discuss the features of the folktale. E.g. People, animals, spirits, tress,
river, mountains, etc. Digital literacy
It has a moral lesson and is very interesting.
It is usually a comedy or tragedy.

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CONTENT STANDARD INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Dramatisation and Role Play

B4.1.5.1: Demonstrate an B4.1.5.1.1 Narrate a story line of a story of about five characters and recognise and
understanding of discuss the characters and setting of the story.
changing a story to • Let learners sing any traditional work song they know.
drama.
• Invite a guest teacher to tell a short story made up of five characters.
• Discuss what a story line is with learners.
• Lead learners through discussion to find out the story line of the story they have heard. Communication and
• Let learners listen to the story again from the guest teacher. collaboration
• Discuss what a setting and a character is with learners.
• Allow learners to recognise the characters and setting of the story.

B4.1.5.1.2 Perform the drama of about five characters.

• Discuss the story that the guest teacher told the class again with learners.
• Assign roles to them and direct learners to perform the drama.
• Discuss the performance with learners. Creativity and innovation
• The strengths and weaknesses must be emphasized in order to improve on subsequent
performances.

SUB-STRAND 6: Conversation
B4.1.6.1: Talk about B4.1.6.1.1 Narrate any interesting experiences in life. Communication and
personal experiences and • Ask learners to mention some traditional plays they know. collaboration
that of others
• Ask learners to sing the songs associated with the plays.
• Give an account of any interesting experience you have had in life as a teacher.
• Discuss the narrated experience with learners.
• Allow learners to also narrate any interesting experience they have had in life.
B4.1.6.1.2 Respond/react to other peoples’ stories or narratives.
• Let learners narrate their experiences in life (it could be an experience at the hospital,
Communication and
school, home or the playing field).
collaboration
• Discuss the experience narrated with learners.
• Let learners express their views on the experiences narrated.
• Lead learners to recognise the various positive reactions to other people’s experiences.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 7: Talking about Oneself, Family, People and Places

B4.1.7.1: Show an B4.1.7.1.1 Talk about the environment and recognise and discuss things that
understanding of destroy the environment.
what an • Take a stroll with learners.
environment is and
• Tell them to take note of the things they see as you take the stroll.
the effect of
• Let learners mention the names of things in their environment.
environmental Communication and collaboration
degradation. • In class, discuss what an environment is with learners.
• In class, discuss the trip with learners and lead them to recognise some of the actions
of man that destroy the environment.
• Let learners recognise other things that destroy the environment. E.g. Bushfires,
erosion, de-forestation, pollutions in various forms, etc.

B4.1.7.1.2 Describe how to prevent things that destroy the environment.

• Discuss the actions that destroy the environment again with learners.
• Group learners and ask them to brainstorm in their various groups on what they think
must be done to prevent the destruction of the environment.
Personal development, creativity and
• Let each group present whatever they have written down to the class.
leadership
• Let learners discuss the points raised by their friends and select the major ideas that
they bring out (the teacher can add more ways of preventing the destruction of the
environment in case the points raised by learners are not very strong).
• Show learners a video on how to prevent things that destroy the environment.
• Discuss the video with them.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARD AND CORE COMPETENCIES

SUB-STRAND 9: Asking and Answering Questions

B4.1.9.1: B4.1.9.1.1 Recognise polar question markers.
Demonstrate • Revise the lesson on giving and responding to commands with learners.
knowledge on
• Call one learner and use the questions and answers strategy to get information from Communication and collaboration
understanding and
him or her as the rest of the learners listen.
use of polar question
• Discuss what polar question markers are with learners.

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markers • Lead learners to recognise polar question markers in a group of questions written on
the board.
Eg. Have you eaten? Yes/No. Are you from this town? Yes/No

B4.1.9.1.2 Recognise anduse polar question markers correctly.

• Let learners come out in pairs.
• Let one ask a polar question for the other to answer and vice versa (supervise the
questioning so that you provide an assistance where necessary).
• Use question and answer strategy, to get information from one of the learners on the
use of polar question markers.
• Let them recognise polar questions in your question.
• Lead learners to recognise how to use polar question markers correctly.

SUB-STRAND 10: Giving and Following Commands/Instructions

B4.1.10.1: Exhibit B4.1.10.1.1 Recognise landmarks in your area and use them to give directions.
knowledge of • Revise the lesson on the environment with learners.
understanding and
• Show learners map of Ghana with the landmarks very visible.
use of landmarks in
• Discuss the map with learners telling them what a landmark is and how to recognise
giving directions. Communication and collaboration
the landmarks.
• Let the learners mention some of the popular landmarks they see on the map.
• Let learners recognise landmarks in their locality.
• Let learners mention some of the popular landmarks they know ones again.
• Use the landmarks to give directions.
• Let learners use landmarks on the school compound to give directions to specific
places in the school.
• Let learners use landmarks to give directions to key places in the locality.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 11: Presentation

B4.1.11.1: B4.1.11.1.1 Say the time by hour, half hour and minutes.
Demonstrate • Revise the lesson on telling the time with learners.
knowledge and
• Show a wall clock to learners.
understanding of the
• Discuss the various parts of the clock with learners (i.e. numbers, hour hand, minute
names and sequence Communication and collaboration
hand and the second hand).
of days of the week
and months of the • Use the clock to teach the time by hour. Place the hour and minutes hand properly on
year. the numbers and call learners to tell the time by hour.
• Use the clock to tell the time by hour, half an hour and in minutes.
• Let learners tell time by hour, half hour, and minutes.
• Lead learners to know when to write the time with “am” and “pm”(am for morning
and pm for afternoon till eleven in the night). E.g. The time is 6 o’clock. The time is
7:30am. The time is 7:12pm.
B4.1.11.1.2 Say the names of the week in sequence.
• Let learners say the letters of the alphabet. Critical thinking and problem solving
• Create a game with the names of the days in a week.
• Play the game with learners in the classroom.
• Let learners mention the names of the week in sequence and use the names of the
days of the week to form simple sentences.
• Write the names of the days of the week on the board and lead learners to mention
them.
• Let learners say the names of the days of the week in turns. E.g. Sunday, Monday,
Tuesday etc.
B4.1.11. 1.3 Say the names of the months in sequence.
• Create a game with the names of the months of the year.
• Play the game with learners in the classroom.
• Help learners to mention the names of the months in sequence.
• Let learners form sentences with the names of the months of the year. E.g. January,
February, March, April, etc.

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 STRAND 2:Reading
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 4: Phonics: Letter Sound Knowledge

B4.2.4.1: B4.2.4.1.1 Read and recognise sounds at word initial.
Demonstrate • Let learners say the letters of the alphabet as a group and then individually. Communication and collaboration
knowledge in listening
• Write a number of words on the board.
and pronouncing
• Lead learners to say the words as a group and then individually.
words with identical
sounds from a list of • Let learners use the knowledge they have on letters and sounds and sorting to
words. group words with the same initial sounds together in a group.
• Let learners show their works to another group.
• Through this, help learners read and recognise sounds at word initial.

B4.2.4.1.2 Read and recognise diagraphs in sentences.

• Let learners say the letters of the alphabet as a group and individually.
• Write a number of sentences on the board.
• Lead learners to read the sentences as a group and individually.
• Lead learners to recognise the diagraphs in the sentences.
• Let learners read the diagraphs in the words that are in sentences.
B4.2.4.1.3 Blend two-syllables to form words.
• Revise the lesson on syllables with learners.
• Write two syllable words on the board and help learners to read them.
• Put learners into groups and ask them to form as many words as they can by
blending two-syllable words and mention their words to the class.
B4.2.4.1.4 Recognise and read consonant clusters in sentences.
• Let learners say the letters of the alphabet.
• Write words with consonant clusters in them (where applicable) and lead learners
to say the words as a group and individually.
• Use words formed with consonant clusters to form sentences on the board and
lead learners to read the sentences.
• Let learners read the sentences and as they read, lead them to recognise the
consonant clusters in the sentences and write them down.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
SUB-STRAND 5: Vocabulary (Sight and content vocabulary)
B4.2.5.1: Show an B4.2.5.1.1.1 Read aloud with correct pronunciation and tone.
understanding of, • Sing a song with learners. Read aloud a passage.
recognise and read
• Read the passage again while learners read after you.
about things in their
• Let learners read aloud the passage with correct pronunciation and tone (correct
environment Communication and collaboration
them where necessary).

B4.2.5.1.2 Find meanings of unfamiliar words from context.

• Read aloud the passage again.
• Mention some words and write them on the board.
• Lead learners to find the meaning of the words in context.
• Let learners find the meanings of more unfamiliar words in context.

B4.2.5.1.3 Find meanings of figurative expressions.

• Read a passage aloud.
• Write the figurative expressions in the passage on the board.
• Lead learners through discussions to find the meanings of the figurative
expressions.
• Let learners find the meanings of more figurative expressions.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 6: Comprehension
B4.2.6.1: Exhibit B4.2.6.1.1. 1 Explain the meanings of unfamiliar words.
knowledge of • Let learners sing a song they know.
answering questions
• Read aloud a passage.
based on texts
• Read the passage again while learners repeat after you.
presented. Communication and collaboration
• Let learners read the passage as a group and individually.
• Let learners read a paragraph of the passage in turns.
• Ask learners to mention unfamiliar words they see in the passage and write the
words on the board.
• Discuss the words with learners to get the meanings of the words.
• Group learners and let them find the meanings of given unfamiliar words.
• Let learners explain the meanings of unfamiliar words.

B4.2.6.1.2 Explain the meanings of figurative expressions.

• Read aloud a passage.
• Write the figurative expressions in the passage on the board.
• Lead learners to read the figurative expressions as a group and individually.
• Lead learners through discussion to find the meanings of the figurative expressions.
• Let learners find the meanings of more figurative expressions Personal development and leadership

B4.2.6.1.3 Answer factual questions.

• Let learners read the passage again in turns.
• Call a learner to ask a question based on the passage read for the other learners to
answer.
• Ask questions for learners to answer.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 7: Silent Reading

B4.2.7.1: B4.2.7.1.1. Explain the meanings of unfamiliar words in a text.
Demonstrate in • Lead learners to sing a song.
knowledge on reading
• Read a passage silently.
for comprehension
• Ask learners to recognise and write unfamiliar words down.
Communication and collaboration
• Let learners mention the words to the class.
• Write the words on the board and group learners to find the meanings of the given
words.
• In groups, let the learners explain the meanings of the unfamiliar words in a text
among themselves.
B4.2.7.1.2 Explain the meanings of figurative expressions in a text.
• Read a passage. Personal development and leadership
• Write the figurative expressions in the passage on the board.
• Lead learners to read the figurative expressions as a group and individually.
• Lead learners through discussion to find the meanings of the figurative expressions.
• Let learners find the meanings of more figurative expressions.
B4.2.7.1.3 Answer questions on a passage.
• Let learners read the passage again in turns.
• Call a learner to ask questions based on the passage read for the other learners to
answer.
• Ask questions for learners to answer.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES

STANDARD AND CORE COMPETENCIES
SUB-STRAND 8: Fluency
B4.2.8.1: Exhibit B4.2.8.1.1 Read short passages observing punctuations.
knowledge by reading • Give learners short passages to read in silently. Communication and collaboration
with minimal
• Call learners to read the passage in turns (correct learners where necessary).
mistakes
• As they read, let them observe the punctuations in the passage.

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 B4.2.8.1.2 Read about 125 to 150 words per minute.
• Give learners a passage to read (the passage should be about 125 to 150 words to Personal development and leadership
be read in a minute.)
• Group learners and let them play a reading game at 120 words or more per
minute.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 9: Summarising
B4.2.9.1: Show an B4.2.9.1.1 Select topic sentences in paragraphs.
understanding of • Let learners sing a traditional occupational song.
how main ideas are
• Let learners read a number of paragraphs from a book. Critical thinking and problem solving
extracted from a
• Lead learners to discuss what a topic sentence is.
text.
• Lead learners to recognise some topic sentences in the passage they have read.
• Let learners continue with the reading of the passage and write down the topic
sentences in each paragraph read.
• Let learners compare their topic sentences in their groups.
• Let learners compare their final group works to those of other groups.
• Discuss their findings with them.

B4. 2.9.1. 2 Give titles to passages.

• Read a passage to learners.
• Discuss the passage with learners and let them come out with suggested titles.
• Discuss their suggested titles with them and select one.
• Give learners a different printed passage for them to read.
• Lead learners to give a title to the passage they have read.

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 STRAND 3: Writing

SUB-STRAND 1: Penmanship/Handwriting
CONTENT STANDARD INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B4.3.1.1: Exhibit B4.3.1.1.1 Recognise that, full stop is used at the end of a complete sentence. Communication and
knowledge of the use of • Write a number of sentences on a cardboard. collaboration
full stops, commas and • Use full stops at the end of each sentence you write.
question marks • Lead learners to read the sentences as a group and in turns.
appropriately in • Ask learners to tell you the punctuation marks they see at the end of the sentences and
sentences, and write tell them that the full stop is used at the end of a complete sentence.
simple sentences boldly • Write more sentences on the board without full stops and ask learners to use the full
and clearly. stop to punctuate them.
B4.3.1.1.2 Recognise that a comma is used to separate a list of items. It serves as a
Personal development and
pause in sentences and speech.
leadership
• Draw some items on a cardboard.
• Call learners to mention the names of the items you have drawn on the board and
write the names down horizontally.
• Use commas to separate the items you have written.
• Let learners recognise that a comma is used to separate a list of items in a row.
• Let learners also know that the comma serves as a pause in sentences and speech as
well (show an example of this in a passage).
• Group learners and assign a leader.
• Let learners mention names of items for the group leader to write.
• Let the group now separate the items with a comma and show their work to other
groups and discuss their findings.

B4.3.1.1.3 Recognise that a question mark is used at the end of a question.

• Revise command and response with learners.
• Write some questions on a cardboard.
• Lead learners to read the questions.
• Use question marks at the end of each of the questions.
• Let students read the questions again in turns.
• Let learners recognise that question marks are used at the end of a question.
• Write more questions on the board and call learners to come out to punctuate them
using the question mark.
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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B4.3.1.1.4 B4.3.1.1.4 Write simple sentences.
(cont’d) • Put learners into groups and help them to write simple sentences on their own as you
monitor.
• Let each group write one of their sentences on the board.
• Discuss the sentences they have written with them to see if it is a statement or a
question.

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 STRAND 4: Composition Writing

SUB-STRAND 1: Narrative Writing

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B4.4.1.1: Show an B4.4.1.1.1 Demonstrate the use of commas in narrative writing. Communication and collaboration
understanding in • Revise the lesson on the use of commas with learners.
using punctuation
• Discuss what a narrative writing is with learners.
marks appropriately
• Group learners and ask them to write a short narrative essay.
in writing sentences.
• Let the groups read their essays to the class for the class to discuss (the discussion
should focus on the parts in the essay that learners think a comma had been used or
left out).
Personal development and leadership
B4.4.1.1.2 Write sentences using full stops effectively.
• Revise the lesson on the use of the full stop as a punctuation mark with learners.
• Write a number of sentences on a cardboard.
• Use full stops at the end of each sentence you write.
• Show the cardboard to learners and call them to read the sentences individually.
• Help learners recognise that full stop is used at the end of a complete sentence.
• Allow learners to construct some sentences in groups.
• Let them show their sentences to the class and discuss the sentences with the class.

B4.4.1.1.3 Recognise and use the question marks appropriately in narrative writing.
• Give learners a narrative writing that has question marks used in the right way. Communication and collaboration
• Let learners read aloud the narrative writing in turns.
• As they read, let them take note of how question marks have been used.
• Let them recognise and use the question marks appropriately in narrative writing.
• Allow learners to read with the correct intonation.
• Write a four sentence paragraph on the board and allow learners to put the question
marks at the appropriate positions.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 2: Creative/ Free Writing

B4.4.2.1: Show an B4.4.2.1.1 Write a one paragraph story describing a past event. Communication and collaboration
understanding of • Let learners sing a popular traditional song they know.
composing short
• Share the class Readers/Reading books to learners and ask them to open to a page
simple stories
where there is a passage made up more than one paragraph.
• Lead learners to read the passage.
• Use the passage to assist learners to recognise a paragraph.
• Narrate a past event to learners and put them into groups to write a one paragraph Personal development and leadership
story describing the event narrated to them.
B4.4.2.1.2 Create a scene and write a short story on it.
• Show learners a short video.
• In groups, let learners discuss the scenes they saw in the movie.
• Let learners write a short story on the scene they saw and read their story to the
class.
• Discuss their stories with them.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 3: Descriptive Writing

B4.4.3.1: Exhibit the B4.4.3.1.1 Describe pictures using controlled composition.
knowledge in writing • Let learners mention some landmarks in the locality.
of descriptive essays
• Show learners a number of pictures. Communication and collaboration
using controlled
• Let learners pick any of the displayed pictures and describe it.
composition.
• Using the controlled composition approach, let learners describe a picture.

B4.4.3.1.2 Give a description of a building or a structure using controlled

composition.
• Let learners mention some traditional occupations they know.
• Write the points you will use to describe a building or structure on the board and
lead learners to read them.
• Describe the building you live in to learners using the points you have written on
the board.
• Let learners also give a description of buildings or a structure using the points on Personal development and leadership
the board.

B4.4.3.1.3 Describe objects within the environment on their own.

• Let learners mention some things in the environment.
• Show a couple of objects to learners.
• Use some words to describe the objects.
• Encourage learners to describe objects within the environment on their own.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 4: Persuasive Writing

B4.4.4.1: Exhibit B4.4.4.1.1 Write a persuasive essay on cleanliness using controlled composition.
knowledge and • Let learners mention some actions that destroy the environment.
understanding of
• Discuss cleanliness with learners. Communication and collaboration
writing persuasive
• Allow the learners to talk with each other about cleanliness.
essays using controlled
composition. • Let learners write a persuasive essay on cleanliness using controlled composition.

B4.4.4.1.2 Compose a persuasive essay based on a picture description.

• Let learners mention some actions that destroy the environment.
• Show learners some pictures.
• Let learners describe the picture.
• Lead learners to compose a persuasive essay based on a picture description.

B4.4.4.1.3 Write a persuasive essay on responsibility.

• Let learners mention the names of their parents and friends.
• Let learners tell you what they think are the responsibilities of their parents (you can touch Personal development and leadership
on the responsibilities of other people as well).
• Write a model persuasive essay with learners on the board.
• Let learners write a persuasive essay on responsibility.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES

SUB-STRAND 5: Argumentative Writing

B4.4.5.1: Show an B4.4.5.1.1 Understand the process in writing good argumentative essays.
understanding of • Raise an issue and ask learners to tell you what they think about it.
recognising and
• Discuss what an argumentative writing is with learners.
writing
• Discuss the process of writing a good argumentative essay.
argumentative essays. Communication and collaboration
• Group learners and let them write an argumentative essay on a given topic.
• Let learners read their essays to the class and discuss the essays with learners.

B4.4.5.1.2 Write simple argumentative essays.

• Write a model argumentative essay with learners on the board.
• Help learners to write simple argumentative essays in groups.
• Let learners exchange their works.
• Let group leaders read the essay on behalf of the group.
• Discuss their essays with them. Personal development and leadership

B4.4.5.1.3 Write a simple argumentative essay on a given topic.

• Write a model argumentative essay with learners.
• Help learners to write a simple argumentative essay on a given topic.
• Allow learners to write argumentative essay on a given topic in groups.

SUB-STRAND 6: Informative/Academic Writing

B4.4.6.1: Show an B4.4.6.1.1 Write about personal experiences of the day.
understanding of • Narrate an experience you have had in life to learners.
writing events of the
• Let learners also narrate an experience they have had in life before.
day and editing it.
• Let learners narrate an experience they have had in the day.
• Help learners to write personal experience of the day.

B4.4.6.1.2 Write picture events.

• Let learners mention some things in the classroom.
• Let learners cut out pictures from magazines.
• Let them create a picture book.
• With their own picture book, help learners to write picture events.
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 B4.4.6.1.3 Edit your writing
• Give learners a topic.
• Let learners write their own passage on the topic.
• Let learners do peer editing of their own writings.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND

STANDARD CORE COMPETENCIES

SUB-STRAND 7: Literary Writing

B4.4.7.1: B4.4.7.1.1 Comprehend the process in writing poems, prose, and plays. Communication and collaboration
Demonstrate • Let learners sing a song they know.
knowledge of writing
• Discuss with learners some features of plays, prose and poems.
poems, prose and
• Through discussion, encourage learners to comprehend the process in writing
plays.
poems, prose and plays.

B4.4.7.1.2 Compose short poems using controlled composition.

• Let learners explore a rhyme they know.
• Use a controlled composition to write a short poem on the board.
• Let learners explore the poem with gestures.
• In groups let learners compose short poems using controlled composition.

B4.4.7.1.3 Create short plays and stories using controlled composition.

Personal development and leadership
• Let learners sing a familiar traditional song they know.
• Use a controlled composition to create a short story or play with learners.
• Put them in pairs and let them create short plays and stories using controlled
composition.

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 SUB-STRAND 8: Letter Writing

B4.4.8.1: Exhibit B4.4.8.1.1 Discuss the process in writing good informal letters.
knowledge of writing • Let learners say the letters of the alphabet. Communication and collaboration
good informal letters.
• Discuss with learners what an informal letter is.
• Discuss with learners the process of writing a good informal letter.
• Let them comprehend the process in writing good informal letters.
• Discuss features of informal letters.

B4.4.8.1.2 Write informal letters using controlled composition. Personal development and leadership
• Write an informal letter on the board and lead learners to discuss it.
• Let learners read the letter as a group and then individually.
• Using the letter on the board as a guide let learners write an informal letter.
Communication and collaboration

B4.4.8.1.3 Write good informal letters

• Let learners say the letters of the alphabet.
• Give learners a topic and let them write an informal letter on the topic in groups.
• Let the groups present their essays to the class.
• Let learners write an informal letter on their own.

STRAND 5 : Writing Conventions/ Usage

SUB-STRAND 1: Integrating Grammar in Written Language (Capitalization)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
STANDARD CORE COMPETENCIES
B4.5.1.1: Exhibit B4.5.1.1.1 Begin sentences with capital letters.
knowledge of using • Let learners write their names on a paper and show it to the class.
capital letters
• Create a game about using a capital letter to begin a sentence. Communication and collaboration
appropriately
• Play the game with learners.
• Write the sentences on the board and let learners read the sentences.
• Encourage learners to begin sentences with capital letters.

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 B4.5.1.1.2 Use capital letters after full stops.
• Create a game about using a capital letter after a full stop. Personal development and leadership
• Play the game with learners.
• Let learners use capital letters after full stops.

B4.5.1.1.3 Demonstrate an understanding of the use of capital letters after

colons.
• Create a game about using a capital letter after a colon.
• Play the game with learners.
• Help learners to understand the use of capital letters after a colon.
• Encourage learners to use capital letters to begin a sentence after a colon.

SUB-STRAND 2: Integrating Grammar in Written Language (Punctuation)

B4.5.2.1: B4.5.2.1.1 Demonstrate the use of commas.
Demonstrate an • Use commas in sentences on the board. Communication and collaboration
understanding on
• Let learners demonstrate the use of commas by writing sentences in groups.
the use of
• Let learners show their work to the class and discuss it with them.
punctuation marks
appropriately in
writing sentences. B4.5.2.1.2 Write sentences using full stops appropriately.
• Write sentences on cardboards and show it to learners.
• Let learners read the sentences as a group.
• Call learners to put the full stop at the right positions in the sentences.
• Let learners write sentences using full stops effectively.

B4.5.2.1.3 Recognise and use the question marks appropriately in writing.

• Write questions on the board using question marks appropriately.
• Encourage learners to recognize and use the question marks appropriately in
writing.
• Write a piece on the board and call learners to put in the correct punctuations.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 3: Integrating Grammar in Written Language (Use of action words)

B4.5.3.1: B4.5.3.1.1 Write past tense action words.
Demonstrate • Revise the lesson on commands with learners.
knowledge on
• Write sentences using past action words. Communication and collaboration
recognition and use
• Lead learners to recognise the present tense action words in the sentences.
of action words
• Let learners write past tense action words on their own.

B4.5.3.1.2 Recognise past tense action words in short sentences.

• Use past tense action words to write short sentences on the board.
• Call learners to read the sentences.
• Help learners to recognise past tense action words in the short sentences.
• Allow learners to narrate what they did yesterday.
• Let learners recognise the past tense action words in the narration.

B4.5.3.1.3 Use past tense action words in short sentences.

• With the learners’ contribution use past tense action words to write short sentences
on the board.
• Let learners read the sentences on the board.
• Lead learners to recognise the past tense action words in the sentences.
• Let learners use past tense action words in short sentences on their own and read Personal development and leadership
aloud for other learners to recognise the past tense action word.
• Let learners use the past tense action words to form sentences.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 4: Integrating Grammar in Written Language (Use of qualifying words)

B4.5.4.1: B4.5.4.1.1 Recognise the positive comparative words and superlative words of
Demonstrate regular adjectives.
knowledge on the • Let learners sing a familiar song.
use of adjectives and Communication and collaboration
• In pairs, let learners compare their heights, sizes, nature, etc.
adverbs.
• Help learners to recognise the words that are used to express comparative and
superlative forms. Personal development and leadership

B4.5.4.1.2 Differentiate between comparative and superlative words/adjectives.

• In pairs, let learners differentiate between the comparative and superlative
words/adjectives. E.g. Better, best more beautiful, most beautiful

B4.5.4.1.3 Use comparative and superlative words/adjectives in sentences.

• In groups let learners use comparative and superlative words/adjectives in sentences.
• Assist learners to recognise comparative and superlative words/adjectives in
sentences.
• Let learners use these words to form sentences: more beautiful, most beautiful, e.g.
Kofi is a better keeper but Ama is the best keeper.

B4.5.4.1.4 Demonstrate the use of comparative and superlative adverbs /words.

• Let learners demonstrate the use of comparative and superlative words individually in
class. E.g. better, best more beautiful, most beautiful.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 5: Integrating Grammar in Written Language (Use of postpositions)

B4.5.5.1: B4.5.5.1.1 Explore the use of other postpositions such as below and under in
Demonstrate sentences.
knowledge in the use • Let learners explore a poem.
of postpositions.
• Illustrate by putting an object above, below, etc. for learners to discuss where the
object is.
• Use postpositions to write phrases and sentences. Communication and collaboration
• Guide learners to read the phrases and sentences as a group.
• Guide learners to explore the use of other postpositions such as below and under in
sentences.

B4.5.5.1.2 Recognise and use other postpositions in sentences.

• Use postpositions to write phrases and sentences on the board.
• Let learners read the sentences as a group and in pairs.
• Let learners recognise postpositions in sentences.
• Let learners form sentences using the postpositions.

B4.5.5.1.3 Demonstrate the use of postpositions such as below and under in

context. Personal development and leadership
• Write phrases and sentences leaving out the postpositions.
• Let learners fill them with the correct postpositions.
• Help learners to demonstrate the use of postpositions such as below and under in
context.
• Let learners form sentences using the postpositions discussed.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 6: Integrating Grammar in Written Language (Use of simple and compound sentences)

B4.5.6.1: Exhibit B4.5.6.1.1 Form compound sentences from simple sentences.

knowledge of forming • Let learners form simple sentences. Communication and collaboration
compound sentences
• Let them read the sentences as a group.
in writing.
• Use simple sentences to form compound sentences on the board.
• In groups, let learners form compound sentences from simple sentences.
• Let learners present their sentences to the class.

B4.5.6.1.2 Exhibit knowledge of different types of conjunctions in writing.

• Let learners form simple sentences and read them to the class.
• Discuss conjunctions with learners.
• Write some conjunctions on the board and lead learners to say them.
• Use different types of conjunctions to form sentences.
• Let learners form sentences using the conjunctions.
• Let learners understand different types of conjunctions in writing.

B4.5.6.1.3 Form compound sentences with conjunctions.

• Use different types of conjunctions to form sentences. Personal development and leadership
• In pairs, let learners form compound sentences with conjunctions and read their
sentences to the class.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 7: Integrating Grammar in Written Language (spelling)

B4.5.7.1: Exhibit B4.5.7.1.1 Write seven and eight letter words correctly.
knowledge of • Let learners say the letters of the alphabet.
recognising and
• Introduce learners to vocabulary words in a passage. Communication and collaboration
spelling words
• Help learners to write seven and eight letter words correctly.
correctly

B4.5.7.1.2 Fill in missing letters from words.

• Write some words on the board and lead learners to mention the words.
• Let learners mention and spell the words as a group.
• Call learners to mention the words individually.
• Introduce learners to words that have missing letters.
• Let students to fill in missing letters from words.

B4.5.7.1.3 Fill in missing words from a short passage.

• Let learners narrate a short story they have heard before.
• Share the class Readers or Reading books to the learners and lead them to read a
passage.
• Write the first paragraph of the passage on the board taking out some words.
• Let learners fill in missing the words from short passage.

B4.5.7.1.3 Write dictated short passages.

• Let learners sing a familiar work song. Personal development and leadership
• Write some words on the board and lead learners to pronounce the words.
• Let learners pronounce the words individually.
• Introduce learners to a short passage and lead learners to read the passage.
• Dictate the first four sentences of the passage to learners to write.
• Let learners exchange their works and discuss their works with them.

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 CONTENT INDICATORSS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCIES

Sub-Strand 8 : Integrating Grammar in Written Language(Conjunctions)

B4.5.8.1: Apply the B4.5.8.1.1. Identify and use simple conjunctions - and, but, or, nor - to link: Communication and Collaboration
knowledge of • similar ideas, contrasting ideas, show choices/express alternatives
conjunctions in • Introduce the conjunctions one at a time in context.
writing • Elicit examples of sentences with conjunctions from learners.
• Put on cards simple sentences.
e.g.
i. Esi is tall. Ama is short.
ii. Esi is tall but Ama is short.

• Use combination drill for learners to practise the use of conjunctions.

e.g.
i. Learner A: I bought a pen…
ii. Learner B: I bought a pen and a notebook.
iii. Learner C: I will eat fufu……
Learner D: I will eat fufu or kenkey.

STRAND 6 : Extensive Reading/Children Literature/Library

SUB-STRAND 1: Building the Love and Culture of Reading in Learners

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES
B4.6.1.1: Exhibit B4.6.1.1.1 Read long stories aloud correctly.
knowledge of • Do a model reading of a long story. Communication and collaboration
reading long stories
• Allow learners to read aloud long stories correctly in groups and then individually.
from sources other
than the class
Readers, with
correct intonation.

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 SUB-STRAND 2: Read Aloud with Children
B4.6.2.1: Exhibit B.4.6.2.1.1 Read long passages correctly.
knowledge of • Revise letters of the alphabet, using the alphabet song. Communication and collaboration
reading long stories
• Do a model reading of a long passage.
with correct tone.
• Help learners to read long passages correctly.

SUB-STRAND 3: Reading Texts, Poems, Narratives and Short Stories

B4.6.3.1. : B4.6.3.1.1 Read passages/stories from other materials with correct tone.
Demonstrate • Read short passages to learners. Communication and collaboration
knowledge on
• Let learners read short passages from other materials with correct tone.
reading materials
• Lead learners to discuss what they read.
other than the
reader provided in
class B4.6.3.1.2 Answer question on the passage/stories read.
• Read short passages to learners.
• Let learners to read short passages on their own and answer questions on the
passages read.
Personal development and leadership
B.4.6.3.1.3 Explore the meaning of unfamiliar words from context or dictionary.
• Let learners read a text.
• Let them mention and find the meaning of unfamiliar words from context or
dictionary.

B.4.6.3.1.4 Summarise the passage read in a few words.

• Allow learners to read a text.
• Let learners answer about questions based on the passage read.
• Discuss the process of summarizing with learners.
• Allow them to summarize the passage read in few words.

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 BASIC 5

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 BASIC 5

STRAND 1: Oral Language (Listening and Speaking)

SUB STRAND 1: SONGS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B5.1.1.1: Show an B5.1.1.1.1: Sing cradle songs/lullaby with the correct rhythms and discuss importance Communication and
understanding of of cradle songs/lullaby to the baby, mother and caretaker. collaboration
cradle • Show a clip of a baby crying to learners.
songs/lullaby. • Ask learners to tell you what a mother does when a child is crying.
• Discuss the answers with the learners and talk about what a lullaby is. Critical thinking and
• Play a recorded cradle song or lullaby to the hearing of learners. problem solving
• Lead learners to sing cradle songs/lullaby with correct rhythm.
• Allow individual learners to sing a lullaby.
• Let learners brainstorm the importance of lullaby.
• Lead them to discuss the importance of cradle songs to the baby.
• Write some of the benefits discussed on the board, and allow learners to copy them into
books.
E.g. It makes the baby sleep.
It makes the baby happy.
It enables the baby to play.
• Assist learners to discuss the importance of cradle songs to the mother and caretaker.
E.g. It allows the mother to do her work. It helps the mother to rest etc.
• Write the outcome from the discussion with the learners.
• Let learners role play mother singing a lullaby and holding a child.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Poems
B5.1.3.1: B5.1.3.1.1 Explore a poem of about six to seven lines correctly.
Demonstrate • Ask a learner to explore a poem and listen to a poem accompanied by audio.
knowledge and
• Let the learners perform the gestures that accompany the poems. Communication and
understanding of
• Explore a poem for learners to listen. collaboration
selected poems by
• Lead learners to explore poems correctly.
discussing them.
B5.1.3.1.2 Recognise the key words in the poem and discuss the theme of the Critical thinking and problem
poem. solving

• Let learners listen to a poem recital.

• Read a poem and discuss key issues in the poem.
• Let learners explore poems they know.
• Lead learners to recognise the key words in the poem they explore.
• Put learners into groups and let the groups discuss the key issues and present to
the class.
• Allow a learner to explore a poem for learners to listen.
• Allow learners to write down what they think about the poem and let them
discuss.
• In groups, help learners to discuss the theme of the poem.

SUB-STRAND 4: Listening and Story Telling

B5.1.4.1: B5.1.4.1.1. Retell a folktale of about five scenes and discuss the moral/values of it.
Demonstrate • Ask learners to say what is done in the evenings when there are no electrical Communication and
knowledge on the gadgets around. collaboration
structure and
• Discuss answers with learners and talk about folktales.
features of folktales.
• Tell a folktale to learners.
Critical thinking and problem
• Allow learners to retell the folktale. solving
• Allow learners to discuss the structure of, and the values/moral lessons in the
folktale.

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 • In groups, let learners summarise the structure and values of folktales and present
to the class.
B5.1.4.1.2 Recognise the characters in the folktales.
• Let a learner tell a folktale and discuss key issues among themselves.
• Allow learners to recognise the characters in the folktales.
• Let learners write briefly on the characters identified.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Dramatisation and Role Play

B5.1.5.1: B5.1.5.1.1 Narrate a story of about six to seven characters and recognise the
Demonstrate an characters, setting and stage.
understanding of how • Assist learners to read a story of about three paragraphs long. Communication and
a story can be
• Discuss some unfamiliar words with learners. collaboration
changed into a drama
• Let learner retell the story in groups.
• Discuss key considerations in issues in changing a story to a drama.
• Show a video clip to learners.
• Put learners in groups to retell the story. Critical thinking and problem
• Discuss with learners the features of a drama. solving
• Show learners the processes involved in changing a story into drama.
• Assist learners to recognise the characters, setting, costumes and the stage in a
drama composed from the story.
B5.1.5.1.3 Perform a drama of about six to seven characters. Creativity and innovation
• Revise the features of a drama and the processes or ways to change a story into a
drama.
• Let learners mention some of the key points to be considered in turning a story
into a drama.
• Direct learners to perform a drama piece with the story line.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 6: Conversation
B5.1.6.1: Name and B5.1.6.1.1. Recognise and discuss items used at home.
discuss some basic • Show learners pictures or concrete objects of items at home.
items used at home
• Ask learners to mention the names of the things and write them on the board. E.g. Communication and
and in school.
bucket, plates, stool, cooking pot, spoon, etc. collaboration
• Let learners discuss the uses of the items in the home.
• Ask learners to improvise the use of some of the home items to the class.
• Let learners describe some of the items to the class.

B5.1.6.1.2 Recognise and discuss things used at school.

• Take learners round the school environment.
• Ask learners to tell you some items learners saw when they return to the
classroom.
• Show learners pictures or concrete objects of items at school.
• Ask learners to mention the names of the things and write them on the board. E.g.
books, chalk, pens, chairs, table, etc.
• In groups, let learners describe the items and their uses.
• Let learners tell which people use the items.
• Allow learners to put some of the names of the items into both oral and written
sentences.

B5.1.6.1.3 Demonstrate how some of the items used at home and in school are
maintained.
Critical thinking and problem
• Show learners items found at school and at home.
solving.
• Pick one of the items and show learners how the item is maintained.
• Help learners to demonstrate how some of the items used at home and in school
are maintained.
• Put learners in groups and let learners present to the class how an item is
maintained and its benefits that come with maintenance.
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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Talking about Oneself, Family, People and Places

B5.1.7.1: B5.1.7.1.1 Demonstrate and say expressions that show courtesy.
Demonstrate • Show a video that exhibits some courtesy behaviour.
knowledge on the
• Discuss the video with learners. Communication and
recognition of
• Let learners mention some of the words/ expressions heard from the video that collaboration
expressions and
indicate courtesy.
behaviour that show
• Allow learners to write the expressions on the board.
courtesies.
• Call learners to read the expressions aloud.
Saying “Please”.
“I am sorry.”
“thank you.”
“Excuse me.”
• Ask learners to mention other courtesies known to learners.
• Let learners mention situations where courtesy is demanded.
• Demonstrate some behaviour of courtesy with some of the learners in a mentioned
situation.
• Direct learners to demonstrate behaviours that indicate courtesy in other
situations individually or in groups.

B5.1.7.1.3 Demonstrate non-verbal behaviour that depict courtesy. Cultural identity and global
• Demonstrate some non-verbal behaviours of courtesy. citizenship
• Ask learners to discuss the non-verbal action performed.
• Listen and write some of the expressions that resulted from the discussion with
learners.
• Direct learners to demonstrate non-verbal behaviours that depict courtesy.
• In groups, allow learners to tell what the non-verbal action depicts in groups.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 9: Asking and Answering Questions

B5.1.9.1:
Demonstrate B5.1.9.1.1 Recognise and use polar question markers
knowledge on • Discuss with learners ways of forming questions. Communication and collaboration
understanding and • Ask learners to form questions orally and write them on the board.
use of polar question • Talk about the polar question type.
markers. • Write more questions on the board.
• Lead learners to recognise polar questions markers from the writing on the board.
E.g. Have you eaten? Yes/No
Are you from this town? Yes/No

B5.1.9.1.2 Explain and use polar question markers.

• Write some polar questions on the board.
• Ask learners to recognise the polar question markers
• Lead learners to use polar question markers identified correctly in their speech or
in their conversations.
• Ask learners to give more polar questions.
• Write some of the polar questions on the board.
• Help learners to recognise the polar question markers and tell where they occur in
the structure.
• Ask learners to tell how to use polar question markers correctly.
• Allow learners to give examples on the board.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 10: Giving and Following Commands/Instructions

B5.1.10.1: Exhibit B5.1.10.1.1 Recognise landmarks in your area and other areas.
knowledge of • Discuss with learners what landmarks are. Communication and
understanding and collaboration
• Display a sketch of an area on the board.
use of landmarks in
giving directions. • Show them some of the landmarks on the sketch.
• Lead learners to recognise landmarks in their area and other areas.
• Allow a learner to give directions to their home making reference to any landmark
in their area. E.g. post office, palace, church, mosque, school etc.

B5.1.10.1.2 Use landmarks to give directions.

• Display a sketch of an area on the board.
• Ask the learners to mention some of the landmarks seen on the sketch displayed.
• Point to two locations on the sketch and ask learners to give directions from one
location to another point on the sketch.
• Assist learners to use more landmarks on the sketch to give directions correctly.
E.g. Take the route on your right. Turn to the left of the mosque and descend the
hill near the post office.
• Expose learners to Global Positioning System (GPS), especially the Ghana Post
digital address system.
• Show learners how to use it.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 10: Giving and Following Commands/Instructions

B5.1.11.1: B5.1.11.1.1 Discuss things that make the home unclean.
Demonstrate an • Display a picture of a rubbish dump and another picture of a neat house. Communication and
understanding of the collaboration
• Let learners talk about the pictures in groups.
process of cleaning
• Lead learners to recognise and mention things that make the home unclean.
the home.
• Let learners draw some of the things that make the home unclean. E.g. Rubbish,
stagnant water, unclean bowls etc.

B5.1.11.1.2 Discuss the items used in cleaning the home. Cultural identity and global
citizenship
• Display a picture of somebody sweeping.
• Let learners talk about the picture.
• Lead a discussion on cleanliness.
• Allow learners to recognise and mention items used in cleaning the home.
• Show some items for cleaning to the learners.
• Let learners demonstrate or improvise the use of these items in a cleaning exercise.
E.g. Broom, mop, dusters, etc.

B5.1.11.1.3 Give reasons for cleaning the home.

• Discuss with learners the consequences of an unclean home.
• Lead learners to discuss how to make the home clean.
• Help learners to recognise and mention the reasons for cleaning the home. E.g. To
make the home healthy for living. To prevent sickness etc.

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 STRAND 2: Reading

SUB-STRAND 4: Phonics: Letter and sound knowledge

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND
CORE
COMPETENCIES
B5.2.4.1: B5.2.4.1.1 Read and recognise words with familiar sounds..
Demonstrate the • Ask learners to mention some sounds of the letters of the alphabet. Communication and
ability to listen to • Write down some of these sounds on the board. collaboration
and pronounce • Select one sound and lead learners to form words using that sound.
words with • Read to learners words with familiar sounds.
identical sounds • Assist learners to read and recognise word with familiar sounds at word medial.
from a list of • Read to learners some simple poems.
words.
• In groups, lead learners to read simple poems of about ten lines.
• Ask learners to note the words in the poems that have similar sounds.
• Group the words identified and categorise them into words with similar sounds.
B5.2.4.1.2 Read and recognise diagraphs in words found in paragraphs.
• Let learners mention some words and write them on the board. Personal development and
• Group the words into two: those without diagraphs and those with diagraphs. leadership
• Write out the diagraphs on the board and pronounce them to the hearing of learners.
• Assist learners to recognise diagraphs in the words in a given paragraph.
• Call learners to write the diagraphs identified from the words on the board.
• Group the diagraphs and put learners into groups and ask learners to form more words
with the diagraph assigned to each group.
B5.2.4.1.3 Blend two or more syllables to form words and read them.
• Let learners mention some words and write them on the board.
• Divide the words into syllables and discuss with learners.
• Allow learners to use some of the syllables to form new words.
• Let learners say the words to the class and write some on the board. .
• Assist learners to blend two or more syllables to form words and read them.
• Let learners use some of the words to form sentences orally.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B5.2.4.1 B4.2.4.1.4 Recognise and say consonant clusters in words found in paragraphs.
Cont’d • Let learners mention some words and write the words on the board.
• Discuss the words on the board and bring out the sound combination differences.
• Write out the consonant clusters found in the words on the board and read them
aloud.
• Let learners recognise words that contain consonant clusters in a given paragraph.
• Let learners use the consonant clusters found to form new words. .

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 5: Vocabulary (Sight and content vocabulary)

B5.2.5.1: Show an B5.2.5.1.1 Read paragraphs of passages aloud with correct pronunciation and
understanding of tone. Communication and collaboration
recognising and • Write some sentences on flashcards and show them to learners.
reading about things
• Ask some of the learners to say the words and then read the sentences in full.
in their environment.
• In groups, guide learners to read sentences aloud with correct pronunciation and
tone.
• Give a paragraph of a passage and allow learners to read in turns.
• With sentences card and learners in groups, help learners to read paragraphs aloud
with correct pronunciation and tone.
• Give passages of about three paragraphs, and let learners read in their groups.
• Call leaders of the groups to read the whole passage to the class.

B5.2.5.1.2 Read stories aloud with correct pronunciation and tone. Personal development and leadership
• Put learners in groups to read sample notices, texts and use sentence cards to help
learners read paragraphs aloud with correct pronunciation and tone.

SUB-STRAND 6: Comprehension
B5.2.6.1: Exhibit B5.2.6.1.1 Explain the meaning of unfamiliar words in context.
knowledge of • Put learners in groups and read a passage aloud to them. Communication and collaboration
answering questions • Ask learners to read the passage on their own and recognise unfamiliar words.
based on texts • Let learners say the unfamiliar words and write them on the board.
presented. • Assist the learners to explain the meanings of the unfamiliar words from their context.
• Let learners use some of the unfamiliar words to form sentences orally.
B 5.2.6.1.2 Answer factual and inferential questions.
• Read a passage aloud. Personal development and leadership
• Allow learners to read the passage on their own.
• Call learners to read a paragraph each of the passage aloud to the class.
• Let the learners answer factual and inferential questions based on the passage.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARD AND CORE COMPETENCIES

SUB-STRAND 7: Silent Reading

B5.2.7.1: B5.2.7.1.1 Explain the meaning of unfamiliar words in a text.
Demonstrate • Read a passage of about four paragraphs aloud in class. Communication and collaboration
knowledge on reading
• Let learners read the passage silently for a few minutes.
for comprehension.
• Assist the learners to explain the meanings of unfamiliar words in the text.

B5. 2.7.1. 2 Explain the meaning of figurative expression in a text and answer
questions on the passage.
Personal development and leadership
• Read a passage consisting of more than five paragraphs aloud.
• Ask learners to read and recognise some figurative expressions from the passage.
• Point out to learners some of the figurative expressions in the passage that you
read to them.
• Guide the learners to explain meanings of figurative expressions in a text.
• Allow learners to read a paragraph each.
• In groups, let learners read the passage and tell what understanding learners get.
• Guide the learners to answer questions based on the passage.

SUB-STRAND 8: Fluency
B5.2.8.1: Exhibit the B5.2.8.1.1 Read longer texts with minimal mistakes.
ability to read longer • Give learners longer passages to read aloud.
texts with minimal
• Help learners read longer passages with minimal mistakes. Communication and collaboration
mistakes.
• Let learners recognise unfamiliar words and discuss with learners.
• Play a reading game with learners in groups and in pairs.
B5.2.8 .1. 2 Read naturally.
• Give learners longer passages to read aloud.
• Help learners read longer passages silently with minimal mistakes.
Ask learners to note unfamiliar words and explain to learners individually as teacher moves
from learner to learner during the reading.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 9: Summarising
B5.2.9.1: Show an B5.2.9.1.1Give the summary of longer texts.
understanding of how • Let learners read a passage. Communication and
main ideas are collaboration
• Let learners recognise the main ideas in each paragraph read.
extracted from a
• Let learners write down each idea found in each paragraph and discuss in their
text.
groups.
• Assist learners to recognise the main ideas in a text.
• Lead learners to give summaries of the texts orally before writing in their books.
Personal development and
leadership
B5. 2.9.1. 2 Write main ideas in a given text.
• Read a text aloud in class.
• Let learners select the main ideas from each paragraph.
• Let learners write the main ideas in their own words and read aloud for discussion.
• Assist learners to write the main ideas in the given text in simple sentences
correctly.

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 STRAND 3: Writing

SUB-STRAND 1: Penmanship/Handwriting
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND
CORE
COMPETENCIES
B5.3.1.1: Exhibit B5.3.1.1.1 Recognise the use of full stops at the end of a complete sentence, and to
knowledge in the separate initials. Communication and
use of full stops, • Let learners write a sentences on the board and in their books. collaboration
commas and
• Go round and check the sentences written to see if full stops are at the ends.
question marks
• Discuss the punctuation, full stop, with learners.
appropriately in
• Write a passage on the board with all punctuations.
sentences; and
• Assist learners to recognise that a full stop is used at the end of a complete sentence, and
write simple
to separate initials.
sentences boldly
and clearly. B5.3.1.1.2 Recognise that a comma is used to separate a list of items. It serves as a
pause in sentences and speech. Personal development and
leadership
• Write a passage on the board with all the appropriate punctuations.
• Discuss the passage with learners, and help them to recognize the punctuation comma.
• Assist learners to recognise that a comma is used to separate a list of items. It serves as a
.
pause in sentences and speech.
• Let learners write sentences or short passages using the comma.
• Write a list of items on the board and ask learners to use the list to form sentences, using
the comma to separate the items in the sentence written.

B5.3.1.1.3 Recognise that a colon is used to list and explain a statement, or to mention
a list of items.
• Write a passage on the board with all the appropriate punctuations.
• Discuss the use of the colon in the passage.
• Assist learners to recognise that a colon is used to list and explain a statement, or to
mention a list of items.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B5.3.1.1 B5.3.1.1.4 Recognise that quotation marks are used when you want to write or
(Cont’d) quote the same words a person said or wrote.
• Call learners to make some utterances by asking questions.
• Write the utterance in quotation marks on the board and discuss with learners.
• Write a passage on the board with all punctuations.
• Assist learners to recognise that, quotation marks are used when you want to write
the same words a person said or wrote.

B5.3.1.1.5 Write simple sentences.

• Write words on the boards and explain the meaning of those words.
• Call learners in turns to form simple sentences with the words.
• Write sentences on sentence cards.
• Use the sentence cards to help learners write simple and meaningful sentences.

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 STRAND 4: Composition Writing

SUB-STRAND 1: Narrative Writing

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B5.4.1.1: B5.4.1.1.1 Recognise and use commas, full stops, and question marks appropriately in
Comprehend and narrative writing.
use punctuation • Discuss with learners types of writing and explain what narrative writing is. Communication and
marks in narrative
• Give examples of narrative writing to learners to examine. collaboration
writing.
• Discuss with learners the structure and features of narrative writing.
• Assist learners to recognise the use of commas, full stops, and question marks
appropriately in narrative writing given.
• Allow learners to write a narrative of about two hundred words.
Personal development and
B5.4.1.1.2 Understand and use exclamation mark in narrative writing appropriately. leadership
• Give a long narrative writing piece to learners.
• Discuss the content of the narrative writing with learners.
• Allow learners to recognise the exclamation marks used in the given piece.
• Let learners read the narrative piece in their groups.
• Assist learners to understand the use of exclamation marks in narrative writing
appropriately.

B5.4.1.1.3 Know the appropriate use of colon and quotation marks in narrative writing.
• With a given narrative writing piece.
• Allow learners to discuss in groups the punctuations used in the narrative writing.
• Assist learners to know the use of the colon and quotation marks in narrative writing
appropriately through discussion.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND
CORE
COMPETENCIES

SUB-STRAND 2: Creative/ Free Writing

B5.4.2.1: Show an B5.4.2.1.1 Write a short story on their own. Communication and
understanding of • Discuss with learners things that are considered in writing a story. collaboration.
creating and writing • In groups, ask learners to create a short story and read to the class.
longer stories on • Give a few words on the board as a guide for learners to write a short story.
their own.
B5.4.2.1.2 Write an imaginative longer story on their own. Creativity and Innovation
• Ask a learner to tell a story.
• Discuss with learners what an imaginative story is.
• In groups, ask learners to write an imaginative story of about three hundred words and
present to the class.
• Write sentences on flashcards.
• Use the sentences on the flashcards to help learners to write an imaginative longer story
on their own.

B5.4.2.1.3 Create a story that relates to their environment.

• Discuss some environmental issues with learners such as flood, bushfire, climate change
pollution, etc. Give learners some guiding sentences on the board.
• Put learners in groups and guide them to create a story about a selected issue on the
environment for each group.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Descriptive Writing

B5.4.3.1: Exhibit B5.4.3.1.1 Write simple descriptive essays about human beings using controlled
knowledge of writing composition.
descriptive essays • Use controlled composition to write a short descriptive essay on a cardboard.
using controlled
• Encourage and monitor learners to write simple descriptive essays about human Creativity and Innovation
composition or on
their own. beings using controlled composition.

B5.4.3.1.2 Give simple descriptive essays about objects using controlled

composition.
• Use controlled composition to write a simple descriptive essay on a cardboard.
• Let learners write simple descriptive essays about objects using controlled
composition.

B5.4.3.1.3 Write their own simple descriptive essays on given topics.

• Use controlled composition to write a simple descriptive essay on a cardboard.
• Guide learners to write simple descriptive essays on given topics of at least three
paragraphs and read some aloud in class.

SUB-STRAND 4: Persuasive Writing

B5.4.4.1: Exhibit B5.4.4.1.1 Write a simple persuasive essay through controlled composition.
knowledge of writing • Use controlled composition to write a simple persuasive essay on a cardboard.
simple persuasive • Read the sample persuasive essays on the cardboard and discuss some of its Communication and
essays using structure and features. collaboration
controlled • Let learners compose a simple persuasive essay through controlled composition
composition on their individually and read some aloud to class.
own
B5.4.4.1.2 Write simple persuasive essays about domestic issues. Personal development and
• Discuss domestic issues with learners. leadership
• Use controlled composition to write a simple persuasive essay on a cardboard.
• Allow learners to write simple persuasive essays about domestic issues.

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 B5.4.4.1.3 Write persuasive essays on given topics.
• Use controlled composition to write a simple persuasive essay on a cardboard.
• Guide learners to write persuasive essays on given topics.
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Argumentative Writing

B5.4.5.1: Exhibit B5.4.5.1.1 Gather information for the writing of good argumentative essays.
knowledge and • Discuss the structure of argumentative writing with learners. Communication and
understanding of • Use controlled composition to write a simple argumentative essay on a cardboard. collaboration
good argumentative
essays by gathering • Read the argumentative essay on the board pointing out the structure.
information. • Let learners understand and recognise how to gather information for the writing of
good argumentative essays.

B5.4.5.1.2 Comprehend and discuss how to write for or against a motion in an

argumentative essay. Personal development and
• Give a topic to the class and put the learners into two groups. leadership
• Let one group write for the topic and the other against the topic in class.
• Let each group read their write up in class.
• Discuss the ways of writing for or against a motion in a given motion in an
argumentative essay.
• Let individual learners write for or against a given motion.

B5.4.5.1.3 Write a simple argumentative essay on a given topic.

• Use controlled composition to write a simple argumentative essay on a cardboard.
• Guide learners to write a simple argumentative essay on a given topic of about four
paragraphs.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 6: Informative/ Academic Writing

B5.4.6.1: B5.4.6.1.1 Write articles for a journal and edit the articles.
Demonstrate • Show learners a copy of an article.
knowledge of creating • Discuss with learners some types of articles and their structure. Communication and
a journal • Discuss with learners what a journal is. collaboration
• Talk to learners about types of journals.
• Guide learners to write a simple article in their groups, and discuss in class.
• Create a class journal.
• Let learners write articles for their class journal.
• Show learners a copy of an article.
Personal development and
• Assist learners to edit the articles for their class journal by bringing out the features
leadership
and structure of the article in the journal.

B5.4.6.1.2 Publish and appreciate the articles in the journal.

• Look at the class journal created.
• In their groups, let learners write simple articles on topics on disability and equity,
and let other learners edit them.
• Ask the learners to publish the article in the created class journal and display in the
class.
• Put learners in groups and allow each group to read an article from the class journal Creativity and Innovation
and discuss the article, bringing out for instance, the moral and the theme.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Literary Writing

B5.4.7.1: B5.4.7.1.1 Write short poems.
Demonstrate • Write a simple short poem on a cardboard. Communication and
knowledge of creating • Discuss some features of a poem with learners. collaboration
short literary works. • Use flashcards with short poems on them to help learners compose their own
short poems.

B5.4.7.1.2 Create short prose.

• Show learners samples of prose and discuss some features of prose.
• Ask learners to write a simple prose to be read in class.
• Give an assignment of prose writing as a competition among learners.
Personal development and
leadership
B5.4.7.1.3 Write a short and simple play.
• Allow learners to watch a simple play.
• Discuss the play with learners and bring out its features.
• Write out some of the features of a play on the board as a guide.
• Ask learners to write a simple play of at least three characters, one of the plays may
be dramatised in class and be discussed.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 8: Letter Writing

B5.4.8.1: Exhibit B5.4.8.1.1 Comprehend and discuss the process in writing good semi-formal
knowledge in the letters.
writing of semi- • Discuss letter writing and its structure with learners. Communication and collaboration
formal letters. • Show a sample of a letter to learners to point out the structure and features.
• Discuss the features and types of letters.
• Explain to learners the structure of semi-formal letters.
• Write a sample semi-formal letter on the board.
• Discuss the process involved in writing a semi-formal letter.
Personal development and
• Assist learners to understand the process in writing good semi-formal letters.
leadership

B5.4.8.1.2 Write semi-formal letters using controlled composition.

• Write a semi-formal letter on the board.
• Assist learners to write semi-formal letters using controlled composition.
• Ask learners to point out the features and structure of the semi-formal letter
written.

B5.4.8.1.3 Write good semi-formal letters.

• Read a semi-formal letter to learners.
• Guide learners to write good semi-formal letters.

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 STRAND 5: Writing Conventions/ Usage

SUB-STRAND 1: Integrating Grammar in Written Language (capitalization)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B5.5.1.1: Show an B5.5.1.1.1 Understand that capital letters begin proper nouns.
understanding in • Write a list of words on the board comprising of common nouns and proper nouns.
the use of capital • Ask learners to group the nouns. Communication and
letters • Discuss with learners the proper nouns. collaboration
appropriately. • Let learners recognise the use of capital letters to begin the proper nouns.
• Ask students to write some more proper nouns on the board.
• Ask learners to use some of the proper nouns in sentences.

B5.5.1.1.2 Comprehend the use of capital letters after a colon.

• Write a paragraph on flash cards with all punctuations used.
• Ask learners to recognise where capital letters occur in the paragraph.
• Discuss the colon and the use of capitals after the colon.
• Use flashcards to help learners understand the use of capital letters after a colon.

B5.5.1.1.3 Understand the use of capital letters after a question mark.

• Allow learners to read a passage.
• Discuss with learners the occurrences of the question mark in the passage.
• Let learners recognise the words that occur after the question mark.
• Discuss the occurrence of the capital letter to begin the word after the question mark.
• Write a few sentences on the board and ask learners to write them out correctly, placing
in them question marks and capital letters, etc.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 2: Integrating Grammar in Written Language (Punctuation)

B5.5.2.1: B5.5.2.1.1 Recognise and use commas, full stops, and question marks
Demonstrate appropriately in writing.
knowledge in the use • Show a passage to learners and allow the learners to read. Communication and
of punctuation marks • Read the passage aloud to learners. collaboration
in passages. • Let learners recognise the punctuation used in the passage.
• Write a paragraph on a flash card without any punctuations.
• Guide learners to use commas, full stops, and question marks appropriately in the
writing.

B5.5.2.1.2 Understand and use exclamation mark in writing appropriately. Personal development and
• Allow learners to read a passage and discuss the punctuations with learners. leadership
• Talk about the exclamation mark.
• Write a paragraph on a flash card without some punctuations, e.g. the exclamation
mark.
• Read the paragraph aloud to learners.
• Assist learners to use exclamation marks to punctuate the writing appropriately.

B5.5.2.1.3 Use colon and quotation marks in writing appropriately.

• Revise the lesson on colon with learners and discuss quotation marks with learners.
• Give a short passage and ask learners to put in the colon and quotation marks
appropriately.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Integrating Grammar in Written Language (Use of action words)

B5.5.3.1: B5.5.3.1.1 Recognise and use simple present tense action words in sentences.
Demonstrate • Ask learners to do some actions in the class like clap, jump, sit, etc. Communication and
knowledge on use of • Write and read aloud some of the action words mentioned by the learners. collaboration
action words • Ask learners to form sentences orally with some of the action words.
appropriately. • Write simple present tense sentences on flashcards.
• Call learners in turns to read out the sentences on the flashcards.
• Call a learner to say or point out the action word in the sentence on a flashcard.
• Give simple present tense action words to learners to form sentences and read out
aloud, or show to the class by writing on the board.

B5.5.3.1.2 Use simple past tense action words in sentences.

• Ask learners to recount what they did the day before.
• Write some of the action words mentioned by the learners on the board.
• Read aloud to learners the written action words.
• Talk to learners about the action and explain to them the action has happened
already.
• Allow learners to give more action words orally and guide them to put the words in
past tense.
• Ask learners to use the past tense action words to form simple sentences in writing,
or orally.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 4: Integrating Grammar in Written Language (Use of qualifying words)

B5.5.4.1: B5.5.4.1.1 Recognise and use the types of adjectives (dimension, colour, age)
Demonstrate • Show objects to the class and let learners touch the objects. Communication and
knowledge in the collaboration
• Ask learners to describe the objects.
use of adjectives
and adverbs. • Write on the board some of the words used in describing the objects.
• Read aloud the words to learners e.g. blue, big, small, round etc.
• Allow learners to use some of the qualifying words to form sentences either written or
orally.
• Write sentences containing adjectives on flashcards.
• Use the flashcards with adjectives written on them to help learners recognise the type of
adjectives. (Dimension, colour, physical propensity, age, etc.)
• Ask learners to mention adjectives and write them on the board.
• Allow learners to use some of the adjectives to form sentences.
• Ask learners to put the adjectives written on the board into the different types taught to
the learners.
• Put learners into groups and give each group one type of adjective to form some sentences
Personal development and
with them and read aloud to the class. leadership

B5.5.4.1.2 Use of comparative and superlative words/adjectives forms in sentences.

• Show two objects of the same type to learners.
• Ask learners to compare the objects in terms of size, colour, age, etc.
• Write out the words that are used in the sentences to compare the objects in addition to
the verb denoting adjectival meaning or the adjective for example in Akan …..’kyen’/sen is
a comparative word, Ga uses ‘fe’ for comparing.
• Explain to learners that the comparative is done either with the use of a word, or the
adjectival form changes depending on the language in question.
• Talk about the superlative and discuss the words used in a sentence to tell that the object
that is described is superlative e.g. in Ga ‘fefɛɛ’ occurs in the sentence.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Integrating Grammar in Written Language (Use of postpositions)

B5.5.5.1: B5.5.5.1.1 Recognise and use postpositions in complex sentences.
Demonstrate the • Revise postpositions with learners. Communication and
use of • Let learners give some examples of postpositions. collaboration
postpositions. • Write the postpositions on the board and read them aloud.
• Allow learners to form some sentences.
• Write sentences with postposition words on flashcards. Read aloud the sentences and
allow learners to also read.
• Guide learners to recognise post positions in complex sentences.
• Allow learners to use some of the written postpositions on the board to form complex
sentences.
• Explain the structure of a complex sentence to learners.
• Assist learners to use postpositions in writing complex sentences.

B5.5.5.1.3 Recognise postpositions in paragraphs Personal development and

• Give learners a passage to read or read it to them. leadership
• Assist learners to recognise post positions in paragraphs.
• Present learners with a mixture of words and allow them to select the postpositions.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 6: Integrating Grammar in Written Language (Use of simple and compound sentences)
B5.5.6.1: Exhibit B5.5.6.1.1 Recognise single conjunctions such as “but” and “because” in compound
knowledge in the sentences. Communication and
use of • Ask learners to give simple sentences orally and write the sentences on the board. collaboration
conjunctions in • Discuss how some of the sentences can be put together as one sentence.
forming • Explain to the learners the use of conjunctions as words used to link the sentences.
compound • Give a sample compound sentence and guide learners to recognise the conjunction in it.
sentences. • Write out other conjunctions and read aloud to learners.
• Use flashcards with single conjunctions written on them to assist learners to recognise
single conjunctions such as “but”, “because” in compound sentences.

B5.5.6.1.2 Use single conjunctions in forming compound sentences.

• Write a mixture of words on the board and lead learners to select the conjunctions.
• Ask learners to use the conjunctions to form compound sentences orally or written.
• Put learners in a group to write compound sentences and underline the conjunction.
Personal development and
leadership
B5.5.6.1.3 Form compound sentences with appropriate conjunctions.
• Give learners simple sentences and ask them to form compound sentences with them
using the appropriate conjunction.
• Use flashcards with conjunctions written on them to assist learners to form compound
sentences with appropriate conjunctions.
• Allow learners to write some conjunctions on the board.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Integrating Grammar in Written Language (Spelling)

B5.5.7.1: B5.5.7.1.1 Write eight and nine-letter words correctly.
Recognise and • Ask learners to mention words they know and write them on the board. Communication and
spell out words • Group the words according to the number of letters. collaboration
correctly. • Read the letters aloud and guide learners to spell out the words correctly.
• Use flashcards with eight and nine letter words written on them to help learners to write
eight and nine letter words correctly.

B5.5.7.1.2 Rearrange letters to form new words. Personal development and

• Give learners some letters and ask them to form words from those letters. leadership
• Say and write on the board eight, and nine letters and help learners rearrange the letters
to form new words.

B5.5.7.1.3 Fill in missing words from passages.

• Write words with some missing sounds. Let learners recognise them and fill in the missing
letters.
• Using flashcards with sentences that have missing words written on them help learners fill
in missing words from passages.

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 Content Standards INDICATORSs and Exemplars Subject Specific Practices
and Core Competencies
Sub-Strand 8: Integrating Grammar in Written Language(Conjunctions)

B5.5.8.1: Apply the B5.5.8.1.1. Identify conjunctions (because, since, so, although etc.) appropriately in sentences Communication and
knowledge on the use to give reasons, link contrasting ideas and show results collaboration
of conjunctions in • Revise the lesson on simple conjunctions.
writing sentences • Provide simple sentences and let learners join them using and, or/nor, but.
• Introduce because, since, so, although in context.
e.g.:
I'm late because I missed the bus.
Although Afi is has eye problems, she doesn't wear glasses.
He eats well, so he is healthy.
• Guide learners to discover the functions of these conjunctions.
• Have them practise using these conjunctions in their own sentences. Personal development
• Provide a passage and have learners identify the conjunctions in the passage.
• Let learners form pairs of simple sentences and join them with the conjunctions identified.

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 STRAND 6: Extensive Reading/Children Literature/Library

SUB-STRAND 1: Building the Love and Culture of Reading in Learners

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B5.6.1.1: Exhibit B5.6.1.1.1 Read aloud passages from novels and newspapers with correct pronunciation
the ability to read and tone. Communication and
other materials • Read a passage aloud to learners. collaboration
like newspapers,
novels, other than • Use flashcards with three to four word sentences written on them to assist learners with
the class Reader correct pronunciation and intonation.
alone. • Let learners bring other materials on literary works like magazines or newspapers to read.
• Call learners to read paragraph by paragraph to check the correct pronunciation.

B5.6.1.1.2 Demonstrate correct speech, rhythm and tone. Personal development and
leadership
• Read a newspaper or novel aloud to learners with the correct tone and rhythm.
Allow learners to demonstrate correct speech, rhythm and tone.

SUB-STRAND 2: Read Aloud with Children

B5.6.2.1: Exhibit B5.6.2.1.1 Read aloud passages with correct pronunciation and tone. Communication and
knowledge in • Read a passage of about seven paragraphs aloud to learners. collaboration
reading sentences, • Lead learners to read aloud passages with correct pronunciation and intonation.
paragraphs and Communication and
stories aloud. B5.6.2.1.2 Demonstrate correct speech, rhythm and tone. collaboration
• Demonstrate correct speech, rhythm and tone.
• Lead learners to demonstrate correct speech, rhythm and tone.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Reading Texts, Poems, Narrative, and Short Stories and Respond to them
B5.6.3.1: B5.6.3.1.1 Read short texts, narratives or stories from other materials with correct
Demonstrate intonation/tone.
knowledge in • Read a text aloud to the hearing of learners.
reading materials • Guide learners to read short texts, narratives or stories from other materials with correct Communication and
other than the intonation. collaboration
reader provided in • Let learners read paragraph each of the text to the class.
class with
understanding. B5.6.3.1.2 Answer questions on the narratives/passage read.
• Learners read a passage to the hearing of others learners.
• Lead learners to answer questions on the passage read orally then write them into their
books.
B5.6.3.1.3 Retell the short stories or narratives read.
• Read a passage to the hearing of learners.
• Guide learners to re-tell the short stories or narratives read.

B5.6.3.1.4 Read paragraphs, passages and stories of different texts.

• Read a paragraph to the hearing of learners.
• Give learners the opportunity to read paragraphs, passages and stories of different texts to Critical thinking and problem
the class. solving

B5.6.3.1.5 Answer factual questions based on the passage read.

• Read a passage to the hearing of learners.
• Help learners to read a text.
• Let them answer factual questions based on the passage read.
• Ask learners to narrate what they read.

B5.6.3.1.6 Write a summary of passage/text read.

• Read a passage to the hearing of learners.
• Lead learners to read a text.
• Guide them to summarize the passage read

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 BASIC 6

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 BASIC 6

STRAND 1: Oral Language (Listening and Speaking)

SUB STRAND 1: SONGS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B6.1.1.1: B6.1.1.1.1 Sing some traditional songs which are used for traditional dances and their
Investigate some correct rhythms.
traditional dances • Play back a recorded traditional song in class, and help learners to sing traditional songs
and their songs. with their correct rhythms. Cultural Identity and global
citizenship
• Demonstrate how some of the dances are performed.
• Allow learners to dance to the rhythm of the song.

B6.1.1.1.2. Discuss the importance and some moral lessons of the songs and the
dances.
• With a recorded traditional song played in class, let learners listen and sing along, and on Communication and
their own. collaboration
• Lead learners to discuss some morals of the traditional song.
• Discuss some importance of traditional songs to the community and to the people.
• Lead learners to discuss the history or relevance of the songs.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Poems
B6.1.3.1: B6.1.3.1.1. Explore poems correctly and recognise the key words and talk about their
Demonstrate themes.
knowledge and • Give copies of poems to learners.
understanding of
• Read the poem aloud and let learners read the poem in turns.
selected poems by
• Call a learner to explore the poem with the correct stress and rhythm.
discussing them.
• Let learners to explore poems in groups.
• With the given copies of poems, allow learners to read through the poem and discuss it.
• Lead learners to recognise the key words in the poem. Critical thinking and problem
• With the copies of the poem, brainstorm and lead learners to say the theme of the poem. solving
• Bring a resource person to explore a poem, or play back a poem recital.
• Put learners into groups to bring out the issues discussed in the poem and the theme.
• Listen to each group’s theme and discuss it. Communication and
collaboration

SUB-STRAND 4: Listening and Story Telling

B6.1.4.1: B6.1.4.1.1 Indicate the similarities and differences between folktales and stories.
Demonstrate an • Ask a learner to tell a folktale and another learner to tell a story.
understanding and
• Tell a folktale and a story.
comparison of
• Revise the lesson on the structure of a folktale and a story.
folktales to
stories. • Let learners discuss the similarities between folktales and stories in their groups.
• Let a learner recount a folktale and another learner a story.
• Let learners discuss the differences between folktales and stories in pairs. Cultural identity and global
• Write out some of the differences on the board. citizenship
• Let learners debate to confirm the differences found from the discussion.

B6.1.4.1.2. Discuss the values or morals of folktales and of stories.

• Let learners discuss the values or morals of folktales and stories in groups.
• Let each group present the findings to the whole class.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Dramatisation and Role Play

B6.1.5.1: B6.1.5.1.1. Tell a story of about eight to ten characters, and recognise the characters,
Demonstrate an setting, costumes and the stage.
understanding of • Discuss a story line with learners. Critical thinking and problem
how to change a solving
• Let a learner tell a story and lead learners to recognise the storyline.
story into a
• Write out the story line on the board.
drama.
• Guide learners to recognise the characters, setting, costumes and of a play shown to them.
• Let the learners write the characters identified on the board and discuss their role in the
story

B6.1.5.1.2 Perform a drama. Communication and

• Allow learners to read a story. collaboration
• Guide learners to re-tell the story.
• Let learners identify the characters and suggest costumes for the characters where
necessary.
• Let learners discuss the setting for the story read.
• Discuss with learners some processes and key considerations in changing a story into a
drama.
• Direct learners to perform the drama.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 6: Conversation
B6.1.6.1: Exhibit B6.1.6.1.1 Explore and say the names of cities in Ghana.
knowledge of the • Show learners a current map of Ghana and mention some of the capital towns.
names of some Cultural identity and global
• Let learners point to the cities on the map.
towns, cities and citizenship
• Let learners mention the names of cities in Ghana.
villages and rivers
in Ghana. • Discuss some of the locations of the cities.

B6.1.6.1.2 Explore or say some towns and villages in Ghana. Communication and
• Ask learners to mention names of towns and villages they know. collaboration
• Show learners a current map of Ghana and mention some of the capital towns.
• Assist learners to mention the names of some towns and villages in Ghana.
• Let learners discuss the locations of these towns and villages.
• Ask learners to tell which villages they come from.

B6.1.6.1.3 Discuss the major rivers in Ghana and those close to the area.
• Ask learners to mention the sources of the water that flow in the taps or boreholes in
community.
• Write out some of the rivers mentioned by learners.
• Show learners a current map of Ghana.
• Let learners point to the rivers indicated on the map.
• Lead learners to mention the major rivers in Ghana after looking at the map.
• Talk about the locations of these rivers.
• Let learners look closely at the current map of Ghana.
• Help learners to recognise the names of rivers in or close to their area and mention and
write the names on the board.
• Discuss whether these rivers serve as a source of water to the community.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Talking about Oneself, Family, People and Places

B6.1.7.1: B6.1.7.1.1 Recognise the nuclear family and mention the members in it.
Demonstrate • Ask learners to mention the family members they live with.
knowledge on the
• Discuss who a nuclear family comprises of.
differentiation Communication and
• Display a picture of a family.
between the collaboration
nuclear and • Aid learners to recognise the nuclear family and mention the members in it.
extended families. B6.1.7.1.2 Recognise the extended family and mention some members in it.
• Display a picture or watch a clip of an extended family in class.
• Discuss the members of the family seen in the video.
• Explain the concept of the extended family to learners.
• Aid learners to recognise the extended family and mention some members in it.
B6.1.7.1.3 Use the appropriate terms to describe families.
• With flashcards, write terms used in describing members of the family.
• Discuss the terms used to describe members with learners.
• Ask the learners to talk about their family using the appropriate terms. Personal development and
• In groups, ask learners to act like a family and let learners use the appropriate terms to leadership
describe the families.

SUB-STRAND 9: Asking and Answering Questions

B6.1.9.1: Exhibit B6.1.9.1.1 Discuss the intonation used in asking question words. Personal development and
knowledge of • Write question words on flashcards. leadership
answering
• Let learners to use some of these question words to form questions orally.
questions using
• Listen to the oral answers and discuss the intonation with learners.
the correct
pronunciation and • Assist learners recognise the intonation used in asking questions.
intonation. B6.1.9.1.2 Answer questions using the correct pronunciations and intonation.
• Say and write question words or tags on flashcards.
• Revise lesson on question formation with the words.
• Let learners come in pairs and use the question words to ask and answer questions with each
other. Communication and
• Discuss some intonations in answering questions. Aid learners recognise how to answer collaboration
questions using the correct pronunciations and intonations.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 10: Giving and Following Commands/Instructions

B6.1.10.1: Exhibit B6.1.10.1.1 Recognise landmarks in your area.
knowledge and • Explain to learners what landmarks are.
understanding in Communication and
• Ask learners to mention some landmarks that they see in their communities.
the use of collaboration
• Show learners a picture of a town with some important landmarks like Bank, church,
landmarks in
mosque, big tress etc.
giving directions.
• Let learners recognise landmarks in their area.

B6.1.10.1.2 Use the landmarks to give directions to a house.

• Mention a landmark in the community.
• Show a picture of a town with some important landmarks like Bank, church, mosque, etc.
• Lead the learners to recognise the landmarks in the picture.
• Ask a learner to give directions from the landmark to the home.
• Assist learners to use other landmarks to give directions to their house.

B6.1.10.1.3. Use the landmarks to give directions to your school.

Creativity and innovation
• Show a picture of a town with some important landmarks like Bank, church, mosque, etc.
• Assist learners to use the landmarks to give directions to their school.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 11: Presentation

B6.1.11.1: B6.1.11.1.1 Recognise and discuss accidents that occur at home, school, roads, etc.
Demonstrate • Show learners a picture of a vehicle involved in a road accident.
knowledge on the Communication and
• Discuss the picture with learners.
need for safety collaboration
• Let learners recognise and mention accidents that occur at home, school, and on the
measures in the
roads.
environment.
B6.1.11.1.2 Discuss causes of accidents in the environment.
• Through brainstorming, ask learners to say some of the causes of accidents.
• Show learners a picture of a fallen tree.
• Ask learners what they think caused the tree to fall.
• Put learners in groups and give each group specific accident scene and ask the learners to
brainstorm the causes.
• Each group should discuss with the class the causes for each given accident.

B6.1.11.1.3. Discuss some safety measures to prevent accidents that occur at home, Personal development and
school and on roads. leadership
• Put learners into groups to discuss the accidents that occur in school, home, road etc.
previously allocated to them.
• Let the group discuss the preventive and safety measures for those incidents.
• Let each group discuss the safety measures of the given accident to the whole class.

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 STRAND 2: Reading

SUB-STRAND 4: Phonics: Letter and sound knowledge

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B6.2.4.1: B6.2.4.1.1.Read and recognise words with diagraphs in sentences and paragraphs.
Demonstrate the • Revise the alphabet sounds briefly with learners.
ability to listen and
• Ask learners to mention some words and write them on the board.
pronounce words Communication and
• Group the words into two, those consisting of diagraphs and those without diagraphs.
with identical collaboration
sounds from a list • Discuss the concept of diagraphs with learners.
of words. • Write words which consist of diagraphs with their diagraphs underlined on flashcards.
• Ask learners to say the words aloud.
• Write sentences which have words that consist of diagraphs in them on flashcards.
• Help learners to recognise the diagraphs in the words found in the sentences.
• Ask learners to use the diagraphs identified to form some new words.

B6.2.4.1.2 Blend three or more syllables to form words and read them.
• Revise the lesson on syllables with the learners. Personal development and
• Write some words on the board and ask learners to form sentences with them. leadership
• Show flashcards with syllables written on them to the learners.
• Help learners blend three or more syllables to form words and read them out aloud.

B6.2.4.1.3 Recognise and say consonant clusters in passages.

• Ask learners to mention words they know and write the words on the board.
• Discuss the sounds in the words and discuss consonant clusters.
• Show flashcards with words that have consonant clusters written on them to learners.
• Help learners recognise and read the words with consonant clusters.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Vocabulary (Sight and content vocabulary)

B6.2.5.1: Show an B6.2.5.1.1. Read dialogues aloud with correct pronunciation and tone. Communication and
ability to • Do a sample reading for learners to hear. collaboration
recognise and
• In their groups, help learners to take turns to read dialogues, using correct
read about things
pronunciations and tonations.
in the
environment. B6.2.5.1.2 Read long text/passages aloud with correct pronunciation and tone. Personal development and
leadership
• Do a sample reading of a passage about diseases, drought, weather, etc. for learners to
listen.
• Select some of the unfamiliar words in the passage with the help of the learners.
• Pronounce the words with the correct tone aloud for learners to repeat.
• Help learners read passages aloud with correct pronunciation and tone in their
groups.

SUB-STRAND 6: Comprehension
B6.2.6.1: Exhibit B6.2.6.1.1. Explain the meaning of unfamiliar words within their context.
the ability to • Give learners text to read. Communication and
answer questions collaboration
• Call learners in turns to read a paragraph each.
based on texts
• Let learners recognise unfamiliar words from the passage.
presented.
• 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.

B6.2.6.1.2 Answer factual and inferential questions.

• Give learners text to read.
• Ask learners some factual questions and call learners to answer orally.
• Let learners answer factual and inferential questions from a given text.
B6.2.6.1.3 Make predictions of a given text.
• Give learners the text to read again.
• Discuss how to make predictions from a passage.
• Assist learners to make predictions from the given text.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Silent Reading

B6.2.7.1: B6.2.7.1.1. Summarise a given story/text. Communication and
Demonstrate • Give learners a text to read. collaboration
knowledge on
• Let learners read a paragraph silently.
reading for
• Discuss how to do summary with the learners.
comprehension.
• Ask a learner to summarise the paragraph read to the class.
• Make learners summarise a given short text and discuss the summary made from groups.

B6.2.7.1.2 Retell the story sequentially.

• Give learners an interesting text to read.
• Let learners retell the story in the text in groups and then to the class.

SUB-STRAND 8: Fluency
B6.2.9.1: Show an B6.2.9.1.1. List the most important ideas from a paragraph.
understanding of • Give learners longer passages that are interesting to read.
how selecting
• Discuss ideas that can be derived from the text.
main ideas from a
• Lead learners to recognise and list the most important ideas of the given text.
text. Communication and
collaboration
B6.2.9.1.2 Recognise topic sentences in each paragraph.
• Give learners longer passages that are interesting to read.
• Allow learners to read and discuss the ideas in the passage.
• Discuss topic sentences with learners.
• Help learners recognise topic sentences in each paragraph.

B6.2.9.1.3 Re-write the main ideas in a passage in a logical order.

• Give learners longer passages that are interesting to read.
Personal development and
• Put learners in groups and help them to recognise the main ideas in each paragraph of the leadership
passages.
• Let learners re-write the main ideas from a passage logically.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 9: Summarising
B6.2.9.1: Show an B6.2.9.1.1. List the most important ideas from a paragraph.
understanding of • Give learners longer passages that are interesting to read. Communication and
how main ideas collaboration
• Discuss the ideas that can be derived from the text.
from a text are
• Lead learners to recognise and list the most important ideas of the text from the
extracted.
paragraphs.

B6.2.9.1.2 Recognise topic sentences in each paragraph.

• Give learners longer passages that are interesting to read.
• Allow learners to read and discuss the ideas in the passage.
• Discuss topic sentences with learners.
• Help learners to recognise topic sentences in each paragraph.

B6.2.9.1.3 Re-write the main ideas in a passage in a logical order. Personal development and
leadership
• Give learners longer passages that are interesting to read.
• Put learners in groups and help them to recognise the main idea in each paragraph.
• Let learners re-write the main ideas in a passage logically.

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 STRAND 3: Writing

SUB-STRAND1: Penmanship/Handwriting

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B6.3.1.1: Write B6.3.1.1.1 Pay attention to ascending and descending letters that are not easy to write.
sentences clearly • Give learners longer sentences on flashcards to read. Communication and
and correctly, using collaboration
• Show the flashcards to the learners.
correct • Assist learners pay attention to ascending and descending letters that are not easy to write.
capitalisation • Give list of words and allow learners to write correct sentences from them.
where needed.
B6.3.1.1.2 Write sentences using joint scripts. Creativity and innovation
• Give learners longer sentences on flashcards to read.
• Discuss joint scripts with learners.
• Use some joint scripts to write some sentences on the board.
• Show the flashcards to the learners.
• Help learners write sentences using joint scripts from the sentences on the flashcard.

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 STRAND 4: Composition Writing

SUB-STRAND 1: Narrative Writing

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND
CORE
COMPETENCIES
B6.4.1.1: Show an B6.4.1.1.1 Write a report or account of a particular events or activity in which they
understanding of were involved.
writing a narrative • Discuss with learners how to write a narrative composition. Creativity and innovation
composition.
• Show a sample of a narrative writing and discuss its structure and key points.
• Ask learners to narrate to the class an activity in which they took part.
• Discuss the narration from the learner.
• Assist learners to write a report or an account of a particular event or activity in which
they were involved.

B6.4.1.1.2 Write a brief report on an event or activity they have witnessed.

• Discuss with learners key points in writing a narrative composition.
• Ask a learner to narrate an event witnessed to the class.
• Assist learners towrite a brief report on an event or activity e.g. rainfall, storm, drought
they have witnessed. Personal development and
leadership
B6.4.1.1.3 Write a report or account of a particular event or activity.
• Discuss with learners types of narrative writing.
• Put learners in groups to discuss an event that took place in the school, home or
community etc.
• Assist learners to write a report or account of a particular event or activity.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 2: Creative/ Free Writing

B6.4.2.1: Show an B6.4.2.1.1 Create and write a short imaginative story.
understanding of • Show some creative works like stories to learners to see. Creativity and innovation
writing good
• Discuss the creative works with the learners.
imaginative and
• Discuss with learners how to create imaginative stories.
real stories.
• Let learners create or narrate and write a short imaginative story.
. B6.4.2.1.2 Write a long real story of about five paragraphs.
Personal development and
• Discuss with learners how to write stories. leadership
• Show samples of stories to learners and talk about the stories.
• Let learners write or narrate a real story which is a little bit longer of about five
paragraphs.
B6.4.2.1.3 Write a longer imaginative or real story.
• Revise with learners how to write stories and talk about the setting, characters and titles.
• Guide learners to write a longer imaginative or real story.

SUB-STRAND 2: Creative/ Free Writing

B6.4.2.2: Show an B6.4.2.2.1 Create and write a short imaginative story.
understanding of • Show some creative works like stories to learners to see. Creativity and innovation
writing good
• Discuss the creative works with the learners.
imaginative and
• Discuss with learners how to create imaginative stories.
real stories.
• Let learners to create or narrate and write a short imaginative story.
B6.4.2.2.2 Write a long real story of about five paragraphs.
Personal development and
• Discuss with learners how to write stories. leadership
• Show sample of stories to learners and talk about the stories.
• Let learners to write or narrate a real story which is a little bit longer of about five
paragraphs.
B6.4.2.2.3 Write a longer imaginative or real story.
• Revise with learners how to write stories and talk about setting, characters and titles.
• Guide learners towrite a longer imaginative or real story.
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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Descriptive Writing

B6.4.3.1: Exhibit B6.4.3.1.1 Write a descriptive composition on a given object.
the ability to • Show an object to learners. Creative and innovation
understand, and
• Pass the object round for learners to touch it.
write short
• Call learners in turns to describe the object.
descriptive
stories. • Discuss with learners how to write descriptive composition.
• Let learners write a descriptive composition on a given object.

B6.4.3.1.2 Write a descriptive essay about a situation. Critical thinking and problem
• Discuss with learners situations that can occur in the home or school or community. solving
• Let learners describe any of the situations in groups and say to the class.
• Discuss with learners how to write descriptive composition.
• Lead learners to compose a descriptive essay about a situation.

B6.4.3.1.3 Write a descriptive composition on a certain process.

• Discuss with learners processes in doing things like cooking, installing a chief, etc.
• Ask a learner the process and describe it to the class.
• Assist learners towrite a descriptive composition on a certain process.

SUB-STRAND 4: Persuasive Writing

B6.4.4.1: Exhibit B6.4.4.1.1 Write a persuasive essay on a given topic.
knowledge and • Discuss ways that persuasion can be achieved.
understanding of Creativity and innovation
• Discuss some vocabularies that are used in persuasion and write some on the board.
persuasive essays.
• Discuss with learners how to writepersuasive essays by looking at structure and content.
• Let learners write a persuasive essay on a given topics.

B6.4.4.1.2 Write a persuasive essay about education.

• Discuss with learners situations that can occur in the home or school or community.
• Let learners describe any of the situations in groups and say to the class.
• Discuss with learners how to write descriptive composition.
• Lead learners to compose a descriptive essay about a situation. Personal development and
leadership
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 B6.4.4.1.3 Write a persuasive essay on a national issue.
• Discuss with learners processes in doing things like cooking, installing a chief, etc.
• Ask a learner the process and describe it to the class.
• Assist learners to write a persuasive composition on a certain process.

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC

STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Argumentative Writing

B6.4.5.1: Exhibit B6.4.5.1.1 Take a stand and write an argumentative essay for a given motion.
knowledge and • Discuss with learners how argumentation is done and the vocabularies used in Critical thinking and problem
understanding of argumentation. solving
good
• Discuss with learners how to write an argumentative essay.
argumentative
• Discuss the structure, content and features .of an argumentative essay.
essays by writing.
• Select a topic and discuss with learners how to take a stand and write on it.
• Assist learners to take a stand and write an argumentative essay for a given motion.

B6.4.5.1.2 Take a stand and write an argumentative essay against a given motion.
• Revise the lesson with learners on how to write argumentative essay.
• Assist learners to take a stand and write an argumentative essay against a given motion.

B6.4.5.1.3 Write an argumentative essay on a given topic. Creativity and innovation

• Select a topic and put learners into two groups.
• Make learners take a stand after discussions among themselves.
• Let learners of each group write individually, for or against the motion of an
argumentative essay on a given topic.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 6: Informative/ Academic Writing

B6.4.6.1: Exhibit B6.4.6.1.1 Discuss the process of writing speeches, letter to the press and reports.
knowledge in • Play a recorded speech to learners and discuss the speech. Communication and collaboration
writing
• Teach learners how to write speeches and letters to the press.
informative/
• Assist learners to understand the process of writing speeches, letter to the press, and
academic
reports.
compositions.
B6.4.6.1.2 Write speeches, letter to the press and reports using controlled
composition.
• Revise with learners the topic on how to write speeches, and letters.
• Show a sample speech written to press or report.
• Discuss the vocabularies and structure of the report.
• Guide learners to write speeches, letter to the press and reports using controlled
composition. Personal development and
leadership
B6.4.6.1.3 Write good speeches, letter to the press and reports.
• Show more samples of reports and speeches on various topics to learners and discuss the
content.
• Guide learners to write good speeches, letter to the press and reports.

B6.4.6.1.4 Write good reports on various activities.

• Discuss various activities on which reports can be written.
• Select an activity and write a sample report on the board; involve learners.
• Guide learners to write good reports on various activities.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Literary Writing

B6.4.7.1: B6.4.7.1.1 Compose a simple poem.
Demonstrate • Read a simple poem on a flashcard. Creativity and innovation
knowledge of
• Discuss the composition of poems such as the choice of words, rhyme and stanzas and theme.
simple literary
• Use the flashcards with short poems on them to help learners compose a good simple poems.
works by writing
them. B6.4.7.1.2 Create a prose on a given situation.
• Read a simple prose on a flashcard.
• Discuss the features of the prose with learners.
• Use the flashcards with short prose written on them to help learners compose their own short
prose on a given situation.
B6.4.7.1.3 Write a good play using daily activities and experiences.
• Allow learners to discuss a play they have watched. Critical thinking and problem
• Let learners watch a play and discuss the costume, characters and settings. solving
• Discuss daily activities and experiences with learners.
• Choose an experience and guide learners on how to write a play on that.
• Allow learners to choose a daily activity in groups and write a short play on it.

SUB-STRAND 8: Letter Writing

B6.4.8.1: Exhibit B6.4.8.1.1 Comprehend the process in writing formal letters.
knowledge of • Show types of letters to learners and discuss them. Critical thinking and
writing formal problem solving
• Talk about formal letters and their structure.
letters
• Write a sample formal letter on the board.
• Discuss with the learners the processes of writing letters.
• Assist learners to understand the process in writing formal letters.
B6.4.8.1.2 Write formal letters using controlled composition.
Communication and
• Read out the formal letter the board and ask learners to talk about it.
collaboration
• Let learners write formal letters using controlled composition.
B6.4.8.1.3 Write good formal letters.
• Choose a place and discuss letters that can be written to that place by different categories of people.

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 STRAND 5: Writing Conventions/ Usage

SUB-STRAND 1: Integrating Grammar in Written Language (Capitalisation)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B6.5.1.1: Exhibit B6.5.1.1.1 Use the upper case letters after colons and question marks.
knowledge of using • Write well-punctuated sentences on flashcards. Communication and collaboration
capital letters
• Discuss the use of colon with learners.
appropriately.
• Use the flashcards to help learners understand the use of the upper case letters after the
colon.
• Give a passage and allow learners to put in the colon and the capital letters where
necessary.
• Explain to learners the use of the upper case letters after question mark.
• Give a passage without the punctuations (question mark and capital letters).
• Let learners put in the punctuations and read aloud to the class.

B6.5.1.1.2 Use upper case letters to begin paragraphs and after exclamation mark.
Personal development and
• Discuss with learners the use of capital letters to begin paragraphs and after an leadership
exclamation mark.
• Give a paragraph consisting of about ten sentences without the punctuations and capital
letters.
• Put learners in groups to read the paragraphs, punctuate it and present to the class for
discussion.
• Check the use of the punctuations used by learners and give the comments.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 2: Integrating Grammar in Written Language (Punctuation)

B6.5.2.1: Show an B6.5.2.1.1 Use punctuation marks appropriately in writing paragraphs.
understanding of • Write well punctuated sentences on flashcards. Communication and collaboration
using punctuation
• Teach learners what a paragraph is.
marks
• Help learners to show an understanding of using punctuation marks appropriately in
appropriately in
writing paragraphs.
writing.
B6.5.2.1.2 Use punctuation marks appropriately in writing essays.
Critical thinking and problem
• Revise punctuation marks with learners. solving
• Give a topic for learners to write a short essay on.
• Take learners’ essays and discuss the punctuation used in them.
• Give another essay topic for learners to write and discuss among themselves the
punctuations used.
Creativity and innovation
B6.5.2.1.3 Use punctuation marks appropriately in writing reports.
• Write well punctuated on flashcards.
• Use the flashcards to help learners write their own reports.
• Give a topic for learners to write a report on and check the use of their punctuations.
• Give a report with no punctuation, ask learners to put in the punctuations marks and
discuss them.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Integrating Grammar in Written Language (Use of action words)

B6.5.3.1: B6.5.3.1.1 Recognise and use perfect tense action words in sentences.
Demonstrate • Let learners mention some action words and use them in sentences. Communication and
knowledge on the collaboration
• Write the sentences on the board and discuss the perfect tense with learners.
appropriate use of
• Allow a learner to give an action word (verb) and another learner to use it to form a
action words.
sentence with the verb in the perfect tense.
• Talk about the perfect tense and give examples on the board.
• Write some sentences and allow learners to identify the perfect action words in the
sentences.
• Allow the learners to use the verbs to form sentences orally.
• Tell the learners to put the verbs in the perfect tense.

B6.5.3.1.3 Apply the use of the singular and plural subject and verb forms that go with them.
• Write sentences with the subject in singular form and discuss with learners the agreement
between the verb and the subject.
• Allow learners to give more sentences orally and talk about the subject-verb agreement.
• Give other sentences with the subject in the plural form.
• Discuss the agreement between the verb and plural subject.
• Ask learners to give more examples and write them on the board.
• Call learners in turns to underline the verb.
• Let learners change the verbs in the sentences into the perfect tense.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 4: Integrating Grammar in Written Language (Use of qualifying words)

B6.5.4.1: B6.5.4.1.1 Explore the use of adjectives in sentences.
Demonstrate • Revise lesson on qualifying words with learners.
knowledge on the Critical thinking and problem
• Let learners mention some adjectives and write them on the board.
use of adjectives solving
• Call learners in turns to use the adjectives written on the board to form sentences.
and adverbs
appropriately. • Write the sentences on the board and call a learner to read them aloud.
• Give other sentences with adjectives on the board.
• Call learners to come to the board and underline the adjectives in the sentences.

B6.5.4.1.2 Write short description of people using adjectives. Personal development and
• Mention a famous personality in the community. leadership
• Ask learners to talk about the person and write out the adjectives that come up in the
description.
• Show to learners a manila card on which a short description of a person is written.
• Discuss the description on the manila card with learners and ask learners to recognise the
adjectives used in the description.
• Ask learners to write a short description of their friends and read some aloud.

B6.5.4.1.3 Use the different types of adverbs in sentences.

• Let a learner do an action or activity such as walking or talking.
• Ask learners to describe the action done by the learner.
• Introduce the adverb and explain to learners what it is.
• Ask learners to mention some adverbs and use them to form sentences.
• Ask a learner to identify the adverbs and discuss the types of adverbs with learners.
• Give the different types and allow learners to use them in sentences.
• Let learners read out their sentences on the board.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 5: Integrating Grammar in Written Language (Use of postpositions)

B6.5.5.1: B6.5.5.1.1 Recognise postpositions in paragraphs.

Demonstrate the • Talk to learners about positions of objects in a particular location. Critical thinking and
use of innovation
• Put a book on a table or under a chair.
postpositions.
• Discuss the location of the book with learners and write out the postpositions used by
learners on the board.
• Write other postpositions and allow learners to use them to form sentences.
• Write a paragraph of about ten to twelve sentences and ask learners to identify the
postpositions in them.

B6.5.5.1.2 Use postpositions in writing paragraphs appropriately. Communication and

• Write some postposition words on the board. collaboration
• Ask learners in turns to write a paragraph on a topic using some of the postpositions.

SUB-STRAND 6: Integrating Grammar in Written Language (Use of simple and compound sentences)

B6.5.6.1: Exhibit B6.5.6.1.1 Recognise conjunctions such as unless in sentences writing.

knowledge of • Let learners form simple sentences and write some on the board. Critical thinking and problem
using conjunctions solving
• Join some of the sentences and discuss with the learners the word used in joining the two
in forming
simple sentences.
compound
• Explain what conjunctions are to learners and give more examples.
sentences.
• Write some more sentences and allow learners to recognise and underline the
conjunctions in them.

B6.5.6.1.2 Use conjunctions in forming compound sentences correctly. Communication and

• Let learners write some conjunctions in their books. collaboration
• Call learners in turns to mention and write them out on the board.
• Let learners use the conjunctions to form about three sentences.
• Explain to learners the sentence type formed (Compound sentence).
• Let learners write some more compound sentences and read them aloud.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 7: Integrating Grammar in Written Language (spelling)

B6.5.7.1: B6.5.7.1.1 Write nine and ten-letter words correctly.

Recognise and • Give a passage to learners to read.
spell words Critical thinking and problem
• Select all the nine and ten letter words in the passage and write them on the board.
correctly. solving
• Discuss the words with learners.
• Spell out, together with learners, the words on the board.
• Call individual learners to spell the words to the class.
• Dictate the words for learners to write in their books.
• Put learners into groups and do a spelling game among the groups

B6.5.7.1.2 Fill in missing words from a short passage. Communication and

• Give a passage with nine and ten letter words missing from it. collaboration
• Write the missing words on the board.
• Ask learners to fill in the missing words in the passage.

B6.5.7.1.3 Write dictated passages.

• Read passages for learners to listen to.
• Discuss the unfamiliar words.
• Give the passages to learners to read.
• Dictate the passage for the learners to write.

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
Sub-Strand 8 : Integrating Grammar in Written Language(Conjunctions)

B6.5.8.1: Apply the B6.5.8.1.1. Identify and use the conjunctions — so that, when, while, if, unless to express
knowledge of purpose, time, condition, etc.
conjunctions in • Revise the coordinating conjunctions – and, or, nor, and but, and subordinating conjunctions by Communication and
writing having learners use them in sentences. collaboration
• Provide sentences for learners to join them with coordinating and subordinating conjunctions.
• Provide passages and let learners identify the conjunctions in those passages.
• Let them do other activities like filling blanks with suitable conjunctions and using conjunction in
their own sentences.
• Introduce the conjunctions "so that, when, while, if etc" in context.
e.g.
Take a hot bath so that you can sleep well.
I drank the soup while my mother was in the kitchen.
• Provide opportunities for learners to use the conjunctions learnt.

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 STRAND 6: Extensive Reading/Children Literature/Library

SUB-STRAND 1: Building the Love and Culture of Reading in Learners

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND
CORE
COMPETENCIES
B6.6.1.1: Exhibit B6.6.1.1.1 Recognise topics for magazine.
knowledge of • Read an article on a particular topic to the class from a magazine. Communication and
understanding and collaboration
• Discuss the article read from the magazine
appreciating
• Help learners to recognise topics for magazines.
magazines.
• Discuss the topic with the learners.
B6.6.1.1.2 Recognise features of articles for a class magazine.
• Give a magazine to learners to look at it and talk about the magazine
• Discuss the features of an article in the magazine with the class.
• Let learners see samples of articles and recognise features of articles for a class magazine.
B6.6.1.1.3 Write articles for class magazine.
• Discuss a topic for an article with learners.
• Encourage learners to write the article in their class magazine.
B6.6.1.1.4 Publish the articles in the magazines.
• Let learners read some of the articles in class.
• Assist learners to publish the article in the class magazine.
B6.6.1.1.5. Appreciate the articles.
• Show the class magazine with the articles published in it.
• Let learners talk about the articles and appreciate them.

SUB-STRAND 2: Read Aloud with Children

B6.6.2.1: Exhibit B6.6.2.1.1 Read whole passage with correct tone.
knowledge of • Read a whole passage with correct intonation to learners Communication and
reading dialogue collaboration
• Ask learners to read a paragraph each of the passage in turns.
and long passages
• Call learners to read the whole passage in groups and individually.
with correct tone

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 CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES

SUB-STRAND 3: Reading Texts, Poems Narratives and Short Stories and Responding to them
B6.6.3.1: B6.6.3.1.1 Read short texts, narratives or stories from other materials aloud and correctly.
Demonstrate • Bring to class another material other than the class reader and ask learners to read.
knowledge on Communication and
• Read a short text material aloud to learners.
reading materials collaboration
• Let learners read short text, narratives or stories from other materials with correct
other than the
intonation to one another.
class reader with
understanding. • Call individual learners to read the text to the class.
B6.6.3.1.2 Answer questions that are based on the passage.
• Explain unfamiliar words in the passage to learners.
• Ask questions based on the text read.
• Allow learners to answer questions on the passage read.
B6.6.3.1.3 Read paragraphs, passages and stories of different text at a reasonable speed.
• Read a passage aloud for learners to listen.
• Make learners read paragraphs in turns
• Allow learners to read passages and stories of different texts at a reasonable speed as a
game.
B6.6.3.1.4 Find the meaning of unfamiliar words from the dictionary and context.
• Read a passage or text aloud for learners to listen.
• Let learners mention unfamiliar words and write them on the board.
• Allow learners to find the meaning of unfamiliar words from the dictionary and context.
B6.6.3.1.5 Answer factual and inferential questions from the passage read.
• Ask questions based on the text read.
• Allow learners to answer factual and inferential questions from the text read.
B6.6.3.1.6 Write a summary of the passage or text read.
• Revise the topic on how to do summary with learners. Personal development and
• Let learners summarise a paragraph from the text read. leadership
• Listen to some of the ideas from the learners on the paragraph summary.
• Read a text aloud for learners to listen and allow learners to read on their own.
• Allow learners to write a summary of the text read.

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 GHANAIAN LANGUAGE SUBJECT PANEL MEMBERS AND REVIEWERS
SN NAME INSTITUTION
WRITING PANEL
1 Prof. Charles Owu-Ewie Faculty of Ghanaian Languages, UEW
2 Dr. Emmanuel Amo Ofori Department of Ghanaian Languages and Linguistics, UCC
3 Mr Patrick Wonkyi Faculty of Ghanaian Languages, UEW
4 Dr Kafui Genevieve Ofori Faculty of Ghanaian Languages, UEW
5 Ms Cecilia Tomekyin Faculty of Ghanaian Languages, UEW
6 Mr Mark K. K. Ali Faculty of Ghanaian Languages, UEW
7 Mr Richard Logogye Faculty of Ghanaian Languages, UEW
8 Mrs Henry Afari Twako Faculty of Ghanaian Languages, UEW
9 Mr David Sarpei Nunoo Kaajaano Presby School, La
10 Mr Emmanuel Asubonteng Department of Ghanaian Languages and Linguistics, UCC
11 Mr W. G. Tenkorang S.D.A COE, Asokore
12 Mr Albert Djangmah Faculty of Ghanaian Languages, UEW
13 Mr Alhassan Issahaku Faculty of Ghanaian Languages, UEW
14 Miss Monica Mantebea Dwamena Akenteng SHS
REVIEWERS
15 Mr. Simon Tsadidey Retired Educationist
16 Daniel Hammond Centre for Reading and Research, Ghana
17 Dr Yvonne A. A. Ollennu Faculty of Ghanaian Languages, UEW
CURRICULUM ADVISOR
18 Dr. Sam Awuku OPM (Oxford Policy Management)

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 SUPERVISORS
19 Felicia Boakye-Yiadom (Mrs) NaCCA, Former Executive Secretary
20 Dr. Prince H. Armah NaCCA, Acting Executive Secretary
GRAPHIC DESIGNERS
17 Eugene Offei Tettey NaCCA
18 Frank Appoh NaCCA

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