Ghana curriculum lesson note

SHS 1 Islamic Religious Studies 2nd Semester Week 6 Lesson Plan

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Weekly Learning Plan
Subject	Islamic Religious Studies	Week	6
Duration	60 minutes	Form	SHS 1
Strand	Religious Communities and Nation Building	Sub-Strand	The Origin and Nature of Islamic Communities
Learning Outcome(s)	1.3.1.LO.1 - Explain the key ideas related to unity, diversity and peaceful coexistence.
Learning Indicator(s)	1.3.1.LI.5 - Unity, diversity and peaceful coexistence
Lesson Focus	Unity, diversity and peaceful coexistence
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Unity, diversity and peaceful coexistence; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Unity, diversity and peaceful coexistence. Complete the concrete guided/practical task for Unity, diversity and peaceful coexistence accurately. Apply Unity, diversity and peaceful coexistence independently to a new case, data set, text, material or performance situation.
Essential Question(s)	What evidence or procedure is needed to work accurately with Unity, diversity and peaceful coexistence? What would a strong practical/application response to Unity, diversity and peaceful coexistence look like? How would changing the context, data or constraints affect a decision about Unity, diversity and peaceful coexistence?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Faith-community case profile Community needs map Project planning sheet Inclusion checklist
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Unity, diversity and peaceful coexistence. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Unity, diversity and peaceful coexistence.
Process	Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria.
Product	Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria.
Success Criteria	The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer.
Homework	Write a short case response on Unity, diversity and peaceful coexistence: identify the issue, state one relevant Islamic principle and propose a practical action with justification.

Lesson Activities
Stage	Teacher Activity	Learner Activity	Assessment / DoK
Starter10 minutes	Present a short, respectful case or selected Qur’an/Hadith reference connected to Unity, diversity and peaceful coexistence; ask learners what question the case raises for belief and conduct.	Inspect the prompt/materials, record an initial response about Unity, diversity and peaceful coexistence, and justify it briefly.	Not provided.
Activity 115 minutes	Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Unity, diversity and peaceful coexistence; avoid relying on unsupported opinion or long quotation.	Analyse a fictional faith-community profile: services offered, groups reached, leadership roles and one inclusion/development challenge.	Check accurate identification of the relevant belief/value/source and respectful use of terminology.
Activity 220 minutes	Learners apply Unity, diversity and peaceful coexistence to a realistic ethical, historical, community or development case and support their reasoning with relevant Islamic principles.	Map how a Islamic community could contribute to education, health, peace, welfare or national development while respecting people of other beliefs.	Assess reasoning, relevance of the faith principle, awareness of consequences and respect for diversity.
Activity 310 minutes	Each learner gives an individual reasoned response to a new case or source question on Unity, diversity and peaceful coexistence.	Design a small inclusive service project with goal, beneficiaries, tasks, safeguarding/inclusion consideration and success measure.	Check whether the response applies rather than merely repeats a belief statement.

Lesson Closure

Ask learners to distinguish one belief/principle learned in Unity, diversity and peaceful coexistence from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Unity, diversity and peaceful coexistence.

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More SHS 1 Islamic Religious Studies 2nd Semester Lessons

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