Ghana curriculum lesson note

SHS 3 Islamic Religious Studies 2nd Semester Week 11 Lesson Plan

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Weekly Learning Plan
Subject	Islamic Religious Studies	Week	11
Duration	60 minutes	Form	SHS 3
Strand	Religion and Contemporary Issues	Sub-Strand	Religion and Fraud
Learning Outcome(s)	3.4.3.LO.1 - Demonstrate understanding and practical application of Islamic responses to corruption, restitution and accountability within the curriculum sub-strand Religion and Fraud.
Learning Indicator(s)	3.4.3.LI.4 - Islamic responses to corruption, restitution and accountability
Lesson Focus	Islamic responses to corruption, restitution and accountability
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Islamic responses to corruption, restitution and accountability; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Islamic responses to corruption, restitution and accountability. Complete the concrete guided/practical task for Islamic responses to corruption, restitution and accountability accurately. Apply Islamic responses to corruption, restitution and accountability 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 responses to corruption, restitution and accountability? What would a strong practical/application response to Islamic responses to corruption, restitution and accountability look like? How would changing the context, data or constraints affect a decision about Islamic responses to corruption, restitution and accountability?
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 Fraud/integrity scenario cards Impact-response matrix Poster/procedure template
Key Notes on Differentiation
Content	Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Islamic responses to corruption, restitution and accountability. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Islamic responses to corruption, restitution and accountability.
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 responses to corruption, restitution and accountability: 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 responses to corruption, restitution and accountability; ask learners what question the case raises for belief and conduct.	Inspect the prompt/materials, record an initial response about Islamic responses to corruption, restitution and accountability, and justify it briefly.	Not provided.
Activity 115 minutes	Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Islamic responses to corruption, restitution and accountability; avoid relying on unsupported opinion or long quotation.	Classify school/work/digital/public-life scenarios as honest conduct, conflict of interest, deception, theft/fraud or corruption and explain the evidence.	Check accurate identification of the relevant belief/value/source and respectful use of terminology.
Activity 220 minutes	Learners apply Islamic responses to corruption, restitution and accountability to a realistic ethical, historical, community or development case and support their reasoning with relevant Islamic principles.	Use selected Qur’an/Hadith references and civic consequences to build a response matrix: harm, affected people, moral principle, prevention, accountability/restitution.	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 responses to corruption, restitution and accountability.	Create a short integrity message or reporting/prevention procedure for one school/community fraud risk, avoiding accusations about real persons.	Check whether the response applies rather than merely repeats a belief statement.

Lesson Closure

Ask learners to distinguish one belief/principle learned in Islamic responses to corruption, restitution and accountability from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Islamic responses to corruption, restitution and accountability.

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