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Physical Education · B2

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Physical Education

Shalom special school

Weekly Lesson Plan

Basic 2 · Term 3

Physical Education

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Dimbu George

Subject

Physical Education

Class

Basic 2

Class Size

Duration

45 mins

Week No.

Week 2

Strand

1. MOTOR SKILL AND MOVEMENT PATTERNS

Sub-Strand

1. LOCOMOTOR, MANIPULATIVE AND RHYTHMIC SKILLS

Content Standard & Indicator

B2.1.1.1.1

Content Standard

Demonstrate competence in the motor skills and movement patterns needed to perform a variety of physical activities (games, athletics, gymnastics and dance).

Indicator

Travel (move) in straight, curved, and zigzag pathways, using the following locomotor movements: walking, running, leaping, jumping, and skipping.

Performance Indicator

Learners will travel in straight, curved, and zigzag pathways using walking, running, leaping, jumping, and skipping movements.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Thu 30 Apr 2026	1Recall the five basic locomotor movements (walking, running, leaping, jumping, skipping) and identify the three types of pathways 2Ask learners to stand and show thumbs up if they can name a way to move from one side of the playground to the other without using arms. Invite three learners to demonstrate their movement while the class watches silently	IDENTIFY AND DEMONSTRATE PATHWAYS USING LOCOMOTOR MOVEMENTS 1Mark three clear pathways on the playground using chalk or rope: one straight (15 metres), one curved (semicircle), and one zigzag (4 direction changes). Call learners to line up at the start of the straight pathway and lead them through in groups of 5—first walking the straight line, then running it, then walking the curved pathway, then running it, then walking the zigzag. Repeat with each group so all 31 learners experience each pathway with each movement 2Using the exercise book, ask learners to draw and label the three pathways they just walked and ran. Call on one learner from each group to stand and point to their drawing while describing aloud which pathway was straight, which was curved, and which was zigzag. Struggling learners work with a partner to label the pathways together while the teacher provides a word bank (straight, curved, zigzag) on the chalkboard 3Struggling learners: pair with a stronger peer for the drawing task and allow them to trace pathway templates. Fast finishers: create their own zigzag pattern by placing cones and lead a partner through it.	1Chalkboard 2Exercise book 3Textbook 4Chalk or rope for marking pathways 5Cones (optional for zigzag marking)	1Ask learners to stand in a circle. Call out a movement (walking, running, jumping, skipping, leaping) and point to one of the three pathway marks on the floor—learners must travel that pathway using the movement you called. Repeat five times with different combinations, alternating which learners go first 2Learners sit in pairs and take turns: Partner A whispers a pathway (straight, curved, or zigzag) and a movement (walking, running, jumping) to Partner B, who performs it silently while Partner A checks if the pathway and movement were correct Exercise 1Call on a learner to walk the curved pathway, then ask another learner to skip the zigzag pathway, then ask a third learner to run the straight pathway. Observe and confirm each learner completes their movement and pathway correctly in their exercise books.

Class Teacher

Dimbu George

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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