Ghana curriculum lesson note

SHS 3 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 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 Fraud scenarios in school, work, digital and public life within the curriculum sub-strand Religion and Fraud.
Learning Indicator(s)	3.4.3.LI.3 - Fraud scenarios in school, work, digital and public life
Lesson Focus	Fraud scenarios in school, work, digital and public life
Previous Knowledge	Learners recall the immediately preceding knowledge/skill needed to engage with Fraud scenarios in school, work, digital and public life; the starter diagnoses this rather than assuming mastery.
Lesson Objective(s)	Identify or explain the key subject idea/procedure in Fraud scenarios in school, work, digital and public life. Complete the concrete guided/practical task for Fraud scenarios in school, work, digital and public life accurately. Apply Fraud scenarios in school, work, digital and public life 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 Fraud scenarios in school, work, digital and public life? What would a strong practical/application response to Fraud scenarios in school, work, digital and public life look like? How would changing the context, data or constraints affect a decision about Fraud scenarios in school, work, digital and public life?
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 Fraud scenarios in school, work, digital and public life. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Fraud scenarios in school, work, digital and public life.
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 Fraud scenarios in school, work, digital and public life: 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 Fraud scenarios in school, work, digital and public life; ask learners what question the case raises for belief and conduct.	Inspect the prompt/materials, record an initial response about Fraud scenarios in school, work, digital and public life, and justify it briefly.	Not provided.
Activity 115 minutes	Guide close reading/analysis of selected Qur’an/Hadith references and curriculum concepts for Fraud scenarios in school, work, digital and public life; 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 Fraud scenarios in school, work, digital and public life 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 Fraud scenarios in school, work, digital and public life.	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 Fraud scenarios in school, work, digital and public life from the concrete behaviour it should influence. Complete a one-minute exit response using a concrete example from the lesson on Fraud scenarios in school, work, digital and public life.

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