Ghana curriculum lesson note

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

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

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