Ghana curriculum lesson note
SHS 1 Islamic Religious Studies 2nd Semester Week 9 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Islamic Religious Studies | Week | 9 |
| 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 islamic values for citizenship. | ||
| Learning Indicator(s) | 1.3.1.LI.8 - Islamic values for citizenship | ||
| Lesson Focus | Islamic values for citizenship | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Islamic values for citizenship; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Islamic values for citizenship. Complete the concrete guided/practical task for Islamic values for citizenship accurately. Apply Islamic values for citizenship 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 Islamic values for citizenship? What would a strong practical/application response to Islamic values for citizenship look like? How would changing the context, data or constraints affect a decision about Islamic values for citizenship? | ||
| 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 Islamic values for citizenship. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Islamic values for citizenship. | ||
| 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 Islamic values for citizenship: 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 Islamic values for citizenship; ask learners what question the case raises for belief and conduct. | Inspect the prompt/materials, record an initial response about Islamic values for citizenship, and justify it briefly. | Not provided. |
| Activity 115 minutes | Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Islamic values for citizenship; 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 Islamic values for citizenship 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 Islamic values for citizenship. | 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 Islamic values for citizenship from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Islamic values for citizenship. | ||
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More SHS 1 Islamic Religious Studies 2nd Semester Lessons
Week 1Sub-strand: Major Beliefs of IslamWeek 2Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 3Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 4Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 5Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 6Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 7Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 8Sub-strand: The Origin and Nature of Islamic CommunitiesWeek 9 (current)Week 10Sub-strand: Islam and the EnvironmentWeek 11Sub-strand: Islam and the EnvironmentWeek 12Sub-strand: Islam and the EnvironmentWeek 13Sub-strand: Islam and the EnvironmentWeek 14Sub-strand: Islam and the EnvironmentWeek 15Sub-strand: Islam and the EnvironmentWeek 16Sub-strand: Islam and the Environment