Ghana curriculum lesson note

SHS 2 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 2
Strand	Religion and Contemporary Issues	Sub-Strand	Islam and Sexual Morality
Learning Outcome(s)	2.4.2.LO.1 - Demonstrate understanding and practical application of Modesty, dignity, consent and moral boundaries within the curriculum sub-strand Islam and Sexual Morality.
Learning Indicator(s)	2.4.2.LI.2 - Modesty, dignity, consent and moral boundaries
Lesson Focus	Modesty, dignity, consent and moral boundaries
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Modesty, dignity, consent and moral boundaries; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Modesty, dignity, consent and moral boundaries. Complete the concrete guided/practical task for Modesty, dignity, consent and moral boundaries accurately. Apply Modesty, dignity, consent and moral boundaries 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 Modesty, dignity, consent and moral boundaries? What would a strong practical/application response to Modesty, dignity, consent and moral boundaries look like? How would changing the context, data or constraints affect a decision about Modesty, dignity, consent and moral boundaries?
Pedagogical Strategies	Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment
Teaching & Learning Resources	Selected Qur’an/Hadith references Age-appropriate ethical scenario cards Decision framework Support-resource list
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Modesty, dignity, consent and moral boundaries. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Modesty, dignity, consent and moral boundaries.
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 Modesty, dignity, consent and moral boundaries: 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 Modesty, dignity, consent and moral boundaries; ask learners what question the case raises for belief and conduct.	Inspect the prompt/materials, record an initial response about Modesty, dignity, consent and moral boundaries, and justify it briefly.	Not provided.
Activity 115 minutes	Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Modesty, dignity, consent and moral boundaries; avoid relying on unsupported opinion or long quotation.	Use age-appropriate ethical scenario cards to identify the competing values, pressures, possible harms and relevant Islamic principles.	Check accurate identification of the relevant belief/value/source and respectful use of terminology.
Activity 220 minutes	Learners apply Modesty, dignity, consent and moral boundaries to a realistic ethical, historical, community or development case and support their reasoning with relevant Islamic principles.	Apply a decision framework—dignity, responsibility, consent/safety, consequences, faith principle and support—to propose a respectful response.	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 Modesty, dignity, consent and moral boundaries.	Write a confidential-style advice response to a fictional peer that encourages responsible choices and seeking trusted adult/professional support where needed.	Check whether the response applies rather than merely repeats a belief statement.

Lesson Closure

Ask learners to distinguish one belief/principle learned in Modesty, dignity, consent and moral boundaries from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Modesty, dignity, consent and moral boundaries.

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