Ghana curriculum lesson note

SHS 3 Islamic Religious Studies 2nd Semester Week 1 Lesson Plan

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Weekly Learning Plan
Subject	Islamic Religious Studies	Week	1
Duration	60 minutes	Form	SHS 3
Strand	Religious Communities and Nation Building	Sub-Strand	Religious Communities, Gender and Development
Learning Outcome(s)	3.3.2.LO.1 - Demonstrate understanding and practical application of Islamic perspectives on dignity, education and development within the curriculum sub-strand Religious Communities, Gender and Development.
Learning Indicator(s)	3.3.2.LI.2 - Islamic perspectives on dignity, education and development
Lesson Focus	Islamic perspectives on dignity, education and development
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Islamic perspectives on dignity, education and development; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Islamic perspectives on dignity, education and development. Complete the concrete guided/practical task for Islamic perspectives on dignity, education and development accurately. Apply Islamic perspectives on dignity, education and development 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 perspectives on dignity, education and development? What would a strong practical/application response to Islamic perspectives on dignity, education and development look like? How would changing the context, data or constraints affect a decision about Islamic perspectives on dignity, education and development?
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 Islamic perspectives on dignity, education and development. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Islamic perspectives on dignity, education and development.
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 perspectives on dignity, education and development: 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 perspectives on dignity, education and development; ask learners what question the case raises for belief and conduct.	Inspect the prompt/materials, record an initial response about Islamic perspectives on dignity, education and development, and justify it briefly.	Not provided.
Activity 115 minutes	Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Islamic perspectives on dignity, education and development; 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 Islamic perspectives on dignity, education and development 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 Islamic perspectives on dignity, education and development.	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 Islamic perspectives on dignity, education and development from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Islamic perspectives on dignity, education and development.

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