G3N
GES · 41 topics

Religious & Moral Education

G3N tutors you through the full GES Religious & Moral Education syllabus offline — from Strand 1: God, His Creation and Attributes — God the Creator, Strand 1: God, His Creation and Attributes — Religious Worship in the Three Major Religions in Ghana, Strand 1: God, His Creation and Attributes — Religious Festivals in the Three Major Religions in Ghana and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

Study Religious & Moral Education now All GES subjects
Syllabus

What you’ll cover in Religious & Moral Education.

The complete topic outline G3N teaches, mapped to the GES curriculum.

Basic 1

5 topics
Strand 1: God, His Creation and Attributes — God the Creator
  • Explain who the
    • Explore God's Creation In groups, learners discuss who the creator is
    • He is God, the originator of all things
    • He provides all our needs: air, food, water, life, etc
    • Mention the names of some of the things God created Engage learners with pictures, charts, video clips and songs showing some of the things God created: humankind, animals, trees, rivers, the sea and mountains. Let learners draw, colour and model some of the things God created. Help learners to role play, recite rhymes and sing songs about some of the things God created
    • Examine some attributes of God In groups, guide learners to talk about the attributes of God. Engage learners with pictures, charts, video clips, songs and role play to demonstrate attributes of God showing: love to one another, truthfulness, kindness, patience, mercy, etc. at home, school and community. Let learners role play the following activities:
    • Home: family members caring for one another
    • School: teachers and learners demonstrate care and love among themselves and
    • Community: visits to the hospital and orphanage, etc Appreciation, Truthfulness, Faith, Caring, Love
Strand 1: God, His Creation and Attributes — Religious Worship in the Three Major Religions in Ghana
  • Demonstrate the
    • Name the three main types of worship in Ghana Show pictures, video clips of people worshipping among the three main religions in Ghana
    • Christian worship
    • Islamic worship and
    • Traditional worship Let learners role-play the act of worship in the three main religions in Ghana
    • Recite religious passages and sing religious songs Show pictures, video clips, etc. of songs and recitations from the three main religions. Let learners sing and recite texts from the three main religions:
    • The Lord's Prayer, Psalm 23 (Christian)
    • Any recital from the traditional religion-sacred myths, riddle, proverbs, etc (Traditional)
    • Describe religious festivals in Ghana Guide learners to mention festivals celebrated in the three religions
Strand 1: God, His Creation and Attributes — Religious Festivals in the Three Major Religions in Ghana
  • Describe religious
    • Commitment, Dedication Reconciliation, Togetherness, Unity
Strand 3: Religious Leaders — Birth of the Leaders of the three Major Religions in Ghana
  • Narrate the birth
    • Narrate the stories of the birth of religious leaders Show pictures and video clips depicting the birth of the religious leaders: Christian, Islamic and ATR. Let learners tell stories about the birth of the religious leaders. Let learners dramatise the birth of the religious leaders. Patience, Commitment Chastity, Caring Responsibility Citizenship
Strand 4: The Family and the Community — Roles and Relationships
  • Show an
    • Identify the role of the individual members of the family Let learners, in groups, talk about their roles and roles of their parents in the family:
    • Parents: Provision of shelter, food, security and education
    • Children: running errands, performing house chores, etc Let learners role-play the functions of the various members in the family
    • E.g. Learners play the role of a father, mother, etc
    • Explain the role of the community in the upbringing of its members Let learners, in groups, talk about the role of the community in the upbringing of its members through education, discipline, counselling, etc. Let learners dramatise or role-play the roles of members of the community in the upbringing of its members through education, discipline, counselling, etc. Responsibility, Togetherness Caring, Love, Sharing Cooperation, Commitment Respect, Obedience Honesty, Kindness Reliable, Discipline

Basic 2

7 topics
Strand 1: God, His Creation and Attributes — The Environment
  • Demonstrate an
    • Mention attributes of God that reveal His nature as Sustainer of life In groups, lead learners to discuss the attributes of God as the Sustainer of life:
    • Giver of rain and sunshine
    • The One who makes plants grow
    • The Giver of air, etc Let learners mention other attributes of God in their local languages. Let learners explain the attributes of God relevant to their daily life, e.g. God gives life, rain and air. Appreciation, Truthfulness Faith, Caring, Love
  • Appreciate
    • Explain the importance of the environment Take a look at pictures or a short video (or look outside from a window with a grown-up) to of the school environment with learners to observe:
    • Things of natural existence (objects God created): trees, stones, animals, etc
    • Things created by humankind: buildings, cars, tables, chairs, etc In groups, let learners examine things made by humankind and identify the materials used in making the things
    • Guide learners to talk about the importance of the environment. (survival of God's creation depends on the environment): air, food, water, shelter, etc. Appreciation, Truthfulness Caring, Protection Love, Cleanliness, Responsibility
Strand 2: Religious Practices and their Moral Implications
  • Appreciate
    • Demonstrate human activities that destroy God's creation or the environment. Guide learners to talk about activities that destroy the environment: indiscriminate cutting down of trees, illegal mining activities (galamsey), pollution of water bodies, etc. Let learners know that all these activities lead to climate change heat, floods, rainstorms, less rainfall pattern, drought, famine, etc. Group learners to record data on human activities that destroy the environment and present to class for discussion. NB look at pictures or a short video (or look outside from a window with a grown-up) to video clips and pictures on environmental degradation can be used. Let learners draw and colour various aspects of the environment:
    • Safe environment
    • Unsafe environment, etc Let learners talk about the desired environment. Appreciation, Truthfulness Caring, Love
  • Appreciate
    • Explain the purpose of God's creation Group learners to discuss the usefulness of plants and animals to humankind. Let learners identify the uses of animals and plants. Let learners draw and colour useful plants and animals. Appreciation, Truthfulness Caring, Love
Strand 2: Religious Practices and their Moral Implications — Religious Worship in the Three Major Religions in Ghana
  • Explain
    • Explain the importance of worship Engage learners with video clips or pictures of people at worship. If possible, take learners to the church, mosque or the shrine to observe the mode of worship. Lead learners to talk about the importance of worship at home, church or mosque and in school:
    • It is a command from God to serve Him
    • Sing and recite simple texts from the three main religions in Ghana Lead learners to mention popular religious songs and recitations in the three main religions in Ghana. Let learners sing or recite some simple verses from the Bible or Quran and some sayings from the oral tradition
    • The Lord's Prayer (Christian)
    • Traditional prayer (ATR) Let learners write simple texts from the religious songs and recitations. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness
Strand 2: Religious Practices and their Moral Implications — Festivals in the Three Major Religions
  • Explain
    • Demonstrate activities which take place during the celebration of festivals Let learners mention religious festivals they have witnessed or head of. Islam - Eid-ul-Fitr, Eid-ul-Adha, etc., Christianity- Easter, Christmas, etc., Traditional - Kundum, Odwira, Damba, Bugum, Yam Festival, etc. Let learners, in groups, describe how various festivals are celebrated. Let learners role-play or dramatise activities that take place during the festivals: merry- making, sharing, family re-union, worship, etc. Let learners draw scenes from festivals. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness Sharing, Reconciliation Sacrifice Patriotism
Strand 3: Religious Leaders — Early Life of the Leaders of the three Major Religions
  • Narrate the story of the early life of the religious leaders in the three
    • Narrate the story of the early life of the religious leaders in the three religions in Ghana. Let learners mention the names of the religious leaders: Jesus Christ, the Holy Prophet (Sallahu Alaihi Wasallam-S.A.W (Peace be upon Him)) Okomfo Anokye, Toha Zie, Egya Ahor, etc. Discuss with learners the early lives of these religious leaders
    • The Lord Jesus Christ
    • The Holy Prophet Muhammad (SAW)
    • A traditional leader In groups, let learners role-play some important aspects of the early life of a religious leader
    • Outline the moral lessons in the early lives of the religious leaders Lead learners to talk about the moral lessons they have learnt from the discussions about the religious leaders of the three main religions in Ghana. Guide learners to explain how they will apply the moral lessons learnt from the religious leaders in their daily lives. Let learners dramatise the moral lives of the religious leaders. Respect, Obedience, Perseverance, Endurance, Honesty, Cooperation, Commitment, Dedication
Strand 4: The Family and the Community — Roles and Relationships
  • Describe
    • Identify things that families do to show their commitment to God Let learners mention the religious activities their families perform: morning devotion, going to church, mosque or the shrine. Let learners in groups, identify the number of times religious activities are performed during the day, week and occasionally. Let learners to role-play what their families do to show commitment to God e.g. worship, offertory, Sadaqah, Zakat, prayer and fasting, etc
    • Explain the need for commitment to God Guide learners to explain the meaning of commitment. Let learners discuss why we need to be committed to God:
    • It is a command from God
    • It attracts blessings from God Let learners talk about things they do to show their commitment to God. Let learners, in pairs, share their personal experiences about things they do at home, school, church or mosque and community to show their commitment to God. Through questions and answers, let learners share their personal experiences in class
    • Describe factors that promote good relationships between children and their parents. Lead learners to talk about good relationships. Let learners talk about things that promote good relationships: comportment, respect, love, obedience, humility, friendliness, etc. Let learners identify their friends and say things they like about them. Let learners dramatise behaviours that show good relationships. Responsibility, Love, Sharing, Commitment, Obedience, Respect, Humility, Honesty, Trust
Strand 4: The Family and the Community — Personal Safety in the Community
  • Describe ways of promoting personal hygiene and safety in the community
    • Describe ways of promoting personal hygiene and safety in the community Personal Hygiene Have learners mention things they need in promoting personal hygiene practices: water, soap, tooth brush and tooth paste, nail cutter, etc. Let learners talk about things they do to show personal hygiene practices: bathing twice a day, brushing of the teeth, at least, twice daily, washing of clothes regularly, washing of hands regularly, etc. Through dramatisation, let learners demonstrate personal hygiene practices. Let learners draw items used in keeping their bodies clean. Safety in the Community Have learners mention things they need in promoting safety in the community: brooms, scrubbing brushes, rakes, cutlasses, street lights, etc. Let learners talk about things that must be done to ensure safety in the community: clearing of surroundings, de-silting choked gutters, creating watch-dog groups and reporting crimes or criminals (bad people or bad behaviours), etc. Help learners demonstrate safe community practices. Let learners draw items used in keeping our communities clean. Let learners draw people who keep our communities safe. Responsibility, Love, Sharing, Commitment, Obedience, Respect, Humility, Honesty, Trust

Basic 3

7 topics
Strand 1: God, His Creation and Attributes
  • Identify
    • Demonstrate ways to care for the environment Use questions and answers for learners to explain the environment. Using Think-Pair-Share, let learners talk about ways of caring for the environment through: tree planting, proper disposal of waste, legal mining, clean-up exercises, avoiding environmental pollution, etc. Let learners organise and do clean-up exercises in the school environment. Let learners draw and colour activities of caring for the environment. Guide learners in groups to do a project on: clearing a rubbish dump, planting trees, checking erosion, clearing choked gutters, etc. Let learners present their work in class for appreciation and discussion. Cleanliness, Sustainability, Responsibility, Maintenance, Caring, Obedience, Respect for right to life
Strand 1: God, His Creation and Attributes — The Purpose of God's Creation
  • Explain the purpose of
    • Explain the purpose of God's creation of humankind. Discuss with learners the creation of humankind
    • Who were the first people God created?
    • Who was created first? Let learners tell creation stories from the three religious groups in Ghana. Explain why God created human beings: to take care of other creatures to worship and serve Him, etc. Stewardship, Loyalty, Caring, Protection, Obedience, Respect, PRACTICES AND
  • Explain the purpose
    • Give reasons for protecting God's creation Lead learners to think-pair-share on why we should protect God's creation:
    • To preserve creation for generations
    • It is a command from God
    • Our survival depends on other creation: food, medicine, shelter, air, etc and
    • It is service to God and humankind
    • Explain the need for good relationship among people of different ethnic groups. Lead learners to talk about good relationships. Let learners talk about things that promote good relationships: comportment, respect, love, obedience, humility, friendliness, etc. Let learners identify their friends and say things they like about them. Let learners discuss in groups, the need for good relationships. Let groups present their findings to the class: we are people created by God to ensure peace and unity, companionship, teamwork, caring for one another, etc. Let learners dramatise behaviours that show good relationships
Strand 2: Religious Practices and their Moral Implications — Religious Worship in the Three Major Religions in Ghana
  • Appreciate the
    • Name the sacred scriptures of the three major religions Guide learners to mention the sacred scriptures: The Holy Bible (Christianity), The Holy Qur'an, Hadith (Islam), Sacred Myths, parables and taboos (Traditional Religion), etc. Let learners in groups, talk about the Holy Scriptures and which religion each belongs to. 23 (Christianity) and Sacred Myths, folktales, parables, etc. (Traditional Religion). Let learners write simple texts from the sacred scriptures
    • Give reasons for studying the sacred scriptures of the three major religions among their followers. Let learners talk about the religion they belong to. Let learners mention the scriptures their religion uses. Discuss the importance of studying the sacred scriptures:
    • They lead us to God
    • They help us to know the Truthfulness about God and the world
    • They help us to lead good moral lives
    • They give us messages from God, etc Let learners recite texts from the scriptures. Guide learners to talk about the moral lessons from the scriptures. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness
Strand 2: Religious Practices and their Moral Implications — Festivals in the Three Major Religions
  • Explain the
    • Describe how various festivals are celebrated Let learners mention religious festivals they have witnessed or heard about:
    • Islam-Eid-ul-Fitr, Eid-ul-Adha, etc
    • Christianity-Easter, Christmas, Ash Wednesday, Pentecost Day, etc
    • Traditional-Aboakyer, Hogbetsotso, Adae, Fetu Afahy, Feok, etc Let learners, in groups, describe how various festivals are celebrated. Let learners dramatise activities that take place during the festivals. Let learners draw scenes from festivals: durbar of chiefs, drumming and dancing, merry-making, etc
    • Demonstrate the importance of religious festivals Show pictures and videos of religious festivals. Using pictures and or video clips etc., let learners demonstrate how festivals are celebrated. Let learners talk about the scenes in the pictures or the videos. Guide learners to narrate the events in the festivals they have participated in. In groups, guide learners to discuss the importance of festivals: to remember key events in the past, reconciliation, renewal of faith, thanksgiving, etc. Let learners draw scenes they saw during the festival they witnessed. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness Sharing, Reconciliation Sacrifice, Patriotism
Strand 3: Religious Leaders — Early Life of the Leaders of the three Major Religions
  • Narrate the
    • Describe the youthful lives of the leaders of the three major religions in Ghana. Guide learners to talk about the youthful lives of the religious leaders:
    • The Lord Jesus Christ
    • The Holy Prophet Muhammad (S.A.W)
    • A Traditional Religious Leader In groups, let learners talk about the occupations of the religious leaders
    • The Lord Jesus Christ as a carpenter
    • The Holy Prophet Muhammad (S.A.W) as a businessman
    • A Traditional Religious Leader, e. g. Egya Ahor as a farmer In groups, let learners write short paragraphs on the occupational lives of the religious leaders and present to class for discussion
    • Identify and explain the moral lessons of the youthful life of the religious leaders. Discuss with learners the moral lessons of the youthful lives of the religious leaders: piety, honesty, sacrifice, patience, hard work, courage, perseverance, etc. Guide learners to talk about how they can apply the moral lessons they learnt from the lives of the religious leaders in their daily lives. Let learners dramatise the moral lives of the religious leaders. Respect, Trust, Obedience, Commitment, Responsibility
Strand 4: The Family and the Community
  • Appreciate the role
    • Discuss God's promises to humankind Lead learners to identify the promises God made to humankind: the call of Abraham (Ibrahim)-God promised him with eternal life, the call of Moses (Musa), etc. In groups, let learners discuss the calls of Abraham (Ibrahim) and Moses (Musa). Let learners present their work to class for discussion. Let learners role-play the call of Moses (Musa)
    • Identify the benefits of responding to God's call Discuss with learners the ways we respond to God's call:
    • Prayer
    • Service to humankind
    • Caring for the environment
    • Helping the needy (charity), etc In groups, let learners mention the benefits of responding to God's call:
    • Blessings from God
    • Drawing closer to God
Strand 4: The Family and the Community — s 2 Personal Safety in the Community
  • Explain the role of the family
    • Explain the need to live in harmony with one another. Have learners mention ways of living in harmony with one another. Discuss the need to live in harmony with one another: to promote peace and unity, law and order, growth and development, etc. In a Think-Pair-Share session, let learners talk about attitudes and behaviours that promote harmonious living at home, school, community, etc. Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Truthfulness, Responsibility, Togetherness PRACTICES AND
  • Appreciate the role
    • Identify moral lessons learnt from responding to God's call Let learners discuss moral lessons derived from responding to God's call. Lead learners to mention the moral lessons they learnt from responding to God's call: obedience, respect, sacrifice, commitment, reverence for God, humility, etc. Using the sacred scriptures, let learners dramatise moral activities such as humility, obedience, reverence, commitment, respect, honouring promises, etc

Basic 4

8 topics
Strand 1: God, His Creation and Attributes — God the Creator
  • Appreciate the
    • Explain the nature of God as the Creator Lead learners to discuss the nature of God as the Creator: originator of all things, He created all things such as human beings, trees, animals, water bodies, etc. Take learners on look at pictures or a short video (or look outside from a window with a grown-up) and observe and document things created by God: human beings, trees, animals, water bodies, etc. In groups, learners put their findings together and present them to the class for discussion
    • Identify the uniqueness of humankind from other creatures. Have learners in groups identify how different humankind is from other creatures of God:
    • Human beings versus animals
    • Human beings versus plants Let learners, in groups, write down the characteristics of humankind: our thinking ability, ability to speak, knowing what is good and evil, etc. Let each group present its list for peer-review and class discussion. Let learners draw an animal and a human being and draw the comparison between the two. Let learners write down the characteristics of humankind that are different from animals. Respect, Caring, Responsibility, stewardship, Love, (Responsible dominion)
Strand 1: God, His Creation and Attributes — The Environment
  • Explain the
    • Discuss the effects of human activities on the environment. Guide learners to talk about the human activities in the environment. Show pictures and video clips on human activities that destroy the environment: illegal mining (galamsey), indiscriminate cutting down of trees (deforestation), pollution of water bodies, air pollution, etc. Let learners write the effects of human activities on the environment: climate change heat, floods, rain storms, less rainfall, famine, drought, etc. Respect, Caring, Responsibility, stewardship, Love
Strand 2: Religious Practices and their Moral Implications — s 1: Religious Worship, Prayer and other Religious Practices
  • Appreciate the
    • Name the various forms of worship Ask learners to mention the various forms of worship in the three main religious groups in Ghana: Christianity, Islam and Traditional. Let learners observe pictures depicting various forms of worship and discuss them. In groups, let learners write down the activities that go on during worship. Let learners dramatise the modes of worship among the three major religious groups
    • State the purpose of worship in the three main religions. Together with learners, discuss why we worship God: to draw closer to God, to communicate with God, to show obedience to God, etc. In groups, learners should recognise the need to take active part in worship. Let learners draw and colour a worship scene
    • Differentiate between religious and non-religious songs. Ask learners to mention songs sung in Ghana. Let learners differentiate between religious and non-religious songs by comparing the lyrics: religious songs express faith in God while non-religious songs portray worldly ideas, etc. Let groups list titles of religious and non-religious songs. Let learners sing some religious and non-religious songs. Faithfulness, Obedience Respect, Commitment, Humility, Unity, and Global Citizenship
Strand 2: Religious Practices and their Moral Implications — Festivals in the Three Major Religions
  • Explore the
    • Discuss festivals in their neighbourhood Let learners mention festivals that are celebrated in their communities: Christmas, Easter, Eid-Ul-Fitr, Eid-Ul-Adha, Odwira, Aboakyir, etc. Use pictures, charts or video clips to demonstrate how the various religious festivals are celebrated. Let learners recite texts and sing songs that accompany festivals celebrated in their communities. Put learners in groups to write activities that take place during festivals. In their same groups or in pairs, let learners discuss the specific activities that take place during festivals, bringing out the following values:
    • Social and
    • Economic Let groups present their findings for class discussions. Faithfulness, Obedience Respect, Commitment, Humility, Unity, and Global Citizenship
Strand 3: Religious Leaders
  • Explain the
    • Describe the call of the religious leaders Have learners discuss the leaders of the three major religions in Ghana:
    • The Lord Jesus Christ as the son of God-His Baptism
    • The Holy Prophet Muhammad (S.A.W) - His encounter with Angel Jibril (Gabriel) in the Cave- Hijrah
    • The call of Traditional Religious Leader OkomfoAnokye, TogbuiTsali, etc. Invite a resource person to talk about the call of each religious personality. Guide learners to discuss what they have heard about the religious personalities. In groups, ask learners to dramatise or role-play the call of the religious personalities. Let learners write on the call of the religious personalities and present their works to class for discussion. Respect, Trust, Obedience, Commitment, Responsibility, Citizenship
Strand 4: The Family and Community
  • Exhibit the need to
    • Explain the need to be committed to God Let learners mention the ways by which we are committed to God:
    • Prayer
    • Service to humankind
    • Caring for the environment
    • Helping the needy (charity), etc Guide learners to discuss the need to be committed to God:
    • God created us; It is a command from Him
    • He provides our needs
    • We get good things from Him
  • Explain the need for
    • Identify deeds that attract rewards Lead learners to discuss deeds, attitudes and actions towards others and things in the environment. Ask learners to write down good deeds:
    • Helping one another
    • Obedience to the constitution of Ghana, parents teachers, school authorities, elders and rulers, etc. Guide learners to know that refusal to do good deeds attracts punishment. Put learners in groups to write down actions that are rewarded and those that are punished and present to class for discussion. Let learners select texts from the sacred scriptures that talk about good deeds and dramatise them:
    • The Good Samaritan (Luke-10:25-37)
    • The Feeding of the Five Thousand-a little boy offered his loaf of bread (Mathew 14:16-21)
    • Righteous Deeds (Surah Hud, The Holy Quran 11:11) and
    • Traditional folktales and proverbs
  • Explain the need for
    • Give reasons for rewarding good deeds Lead learners to re-call good deeds. Let learners mention types of rewards: handshakes, hugs, praises, certificates, prizes, gifts, etc. Guide learners to discuss the importance of good deeds:
    • To ensure law and order in society
    • To help everyone to develop good moral life
    • To encourage hardworking, etc Let learners, in pairs or groups, write essays on good deeds:
    • Why I will always do good
    • The rewards of being good Every good turn deserves another
Strand 5: The Family, Authority and Obedience — Authority and Obedience
  • Explain the need
    • Explain authority at home, school and in the community. Through questions and answers, let learners explain authority. With the aid of picture cards, videos, wall charts, etc., let learners identify people in authority in their immediate community. NB Where possible, films can be used to guide the learners to identify the people in authority in the immediate communities. Guide learners to identify those in authority at home, school and in their community: parents, head teachers, teachers, class prefect, sectional leaders, chiefs, pastors, Imams, etc. Let learners dramatise or role-play authority at home, school and in the community. Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Responsibility, Togetherness Citizenship
Strand 5: The Family, Authority and Obedience — Roles, Relationships in the Family and Character Formation
  • Explain the
    • Discuss the importance of being a committed member of the family. Assist learners to explain who a committed person is. Let learners mention behaviours that show that a person is committed. Ask learners to describe a committed family member. A person who:
    • Takes part in family activities
    • Is obedient to elders of the family
    • Respects other family members
    • Accepts responsibility (performing assigned duties)
    • Takes initiatives
    • Helps needy relatives, etc Help learners to discuss the importance of being a committed family member:
    • To promote unity

Basic 5

8 topics
Strand 1: God, His Creation and Attributes — God the Creator
  • Appreciate the
    • Explain how special each individual is Through various activities such as working in pairs or in groups, let learners discuss how each person is unique and different from one another: some are short, tall, intelligent, fair in complexion, black in complexion, serious, etc. Lead learners to demonstrate the uniqueness of each individual, using themselves. Put learners into groups according to: height, colour, mass, intelligence, etc. Let learners put in writing how different they are from each other
    • State the qualities of God that humankind should demonstrate. Let learners mention qualities of God that humankind should demonstrate: love, patience, mercy, kindness, forgiveness, honesty, accountability etc. Let learners discuss among those qualities of God they should possess to make them God's children. Let learners, in pairs or in groups, discuss how they can use their God-given unique qualities:
    • Serve God and humankind
    • Protect and preserve the environment
    • Live together in harmony
    • Contribute to development, etc Let learners present their work for appreciation and discussion in class. Respect, Caring, Responsibility, stewardship, Love
  • Appreciate
    • Mention why individuals should maintain their God-given gifts of form and colour. Let learners give reasons why they should maintain their God-given form and colour: God has a purpose for creating everybody as they are. No-one creates himself or herself.Our bodies serve as the Temple of God. Let learners discuss possible purposes for which each one is created in a unique form. Use pictures or video clips (where possible) to demonstrate the effects of destroying our bodies. Put learners in groups to discuss how to maintain their God-given form and colour and not to deform their bodies.We should be proud of how we were created.We should avoid bleaching the skin
Strand 1: God, His Creation and Attributes — The Environment
  • Explain how to
    • Discuss the effects of human activities on the environment. Guide learners to talk about the human activities in the environment. Show pictures and video clips on human activities that destroy the environment: illegal mining (galamsey), indiscriminate cutting down of trees (deforestation), pollution of water bodies, air pollution, etc. Let learners write the effects of human activities on the environment: climate change heat, floods, rain storms, less rainfall, famine, drought, etc. Respect, Caring, Responsibility, stewardship, Love, Citizenship PRACTICES AND
  • Explain how to care
    • Demonstrate ways to care for the environment Through questions and answers, learners explain what they think a clean environment should be. Using Think-Pair-Share, learners talk about ways of caring for the environment through: tree planting, proper disposal of wastes, legal mining, clean-up exercises, avoiding environmental pollution, etc. Let learners organise and do clean-up exercises in the school environment. Guide learners in groups to do a project on: clearing a rubbish dump, planting trees, checking erosion, clearing choked gutters, etc. Let learners discuss and write down the importance of caring for the environment: the importance may include: it helps to improve climatic conditions such as adequate rainfall, balanced temperature on earth, etc. Let learners present their work in class for appreciation and discussion
Strand 2: Religious Practices and their Moral Implications — Religious Worship in the Three Major Religions in Ghana
  • Appreciate the
    • Discuss the moral importance of worship Help learners (in groups) to explain modes of worship: charity, prayer, song ministration, evangelism, etc. Let learners give reasons why we worship: humankind is under the authority of the Creator, we demonstrate that we depend on God for survival, etc. Through questions and answers, assist learners to talk about the importance of worship: to get blessings from God, to get closer to God, etc. Have children show how they pray
    • Explain the moral significance of religious songs and recitations. Let learners identify religious songs of the three major religions in Ghana. Let learners listen to cassette (CD) player of religious songs in the three major religions and indicate how they can apply the theme in their daily lives. Put learners into religious groups to take turns to perform various religious music and dance. Let learners, in groups, discuss the importance of religious songs in worship: they encourage worship; they make worship lively, they tell us about the nature and attributes of God in melodious and harmonious manner, etc. Let Learners compose simple religious songs and poems. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness, Unity and Global Citizenship
Strand 2: Religious Practices and their Moral Implications — Festivals in the Three Major Religions
  • Explain the
    • Identify the moral significance of sacred passages and oral traditions in the three main religions. Give selected passages and or oral traditions for learners to study e.g. the Ten Commandments - (Exodus 20,), Al- them in their daily lives. Guide learners to identify sacred passages and oral traditions in the three main religions in Ghana. Let learners isolate moral elements that can be found in the passages and narratives: this reinforces trust in God, helps to control stress, gives hope, guides our behaviours, etc. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness, Unity and Global Citizenship
Strand 3: Religious Leaders — Ministry of the Leaders of the Three Major Religions in Ghana
  • Show an
    • The Lord Jesus Christ- Baptism, temptation, call of the disciples, teaching, etc
    • The Holy Prophet Muhammad (S.A.W.) - call triumphant entry to Makkah, etc
    • Traditional Leader- training, teaching, etc In groups, let learners role-play some aspects of the ministry of:
    • The Lord Jesus Christ
    • The Holy Prophet Muhammad and
    • A Traditional Religious Leader
    • Outline the moral lessons from the ministry of the various leaders. Put learners in groups to identify the significant roles by the religious leaders in their ministries: obedience; commitment; patience, leadership, sacrifice etc. In groups, let learners dramatise portions of the scripture that depict moral lessons, e.g. submissiveness, humility, loyalty, etc. Respect, Trust, Obedience, Commitment, Responsibility, Citizenship
Strand 4: The Family and Commitment
  • Explain Family
    • Explain the need to be a committed member of the family. Have learners mention behaviours and attitudes needed to be a committed family member:
    • Initiates activities for family members eg. Periodic get together
    • Supports common family projects eg. Taking care of needy person in the family
    • Visitation (taking time off to look at pictures or a short video (or look outside from a window with a grown-up) to elders, parents, etc.)
    • Accepting responsibility (support family members who lag behind in performing their assigned duties)
    • Helping to instil discipline among younger family members, etc. Learners discuss the need for being a committed family member:
    • To promote unity
    • To gain respect
  • Explain Family
    • Demonstrate things to do to show commitment as members of the family. Guide learners to sketch a demonstration on the following:
    • Taking part in family programmes and activities
    • Contributing and attending weddings, funerals naming ceremonies, etc. In groups, let learners discuss things they have to do to show commitment to their family. Trust, Commitment, Loyalty, Respect, Obedience, Humility, Unity, Responsibility, Togetherness
Strand 5: The Family, Authority and Obedience — Authority and Obedience
  • Appreciate the
    • Recognise parents as sources of discipline and character formation. Through questions and answers, let learners mention how they are disciplined by their parents and other elders at home:
    • Scolding
    • Reprimanding
    • Deprivation of gifts and other interests
    • Prayer and worship at home
    • Parents act as role models to the children/learners, etc. Guide learners to talk about the benefits they get from their parents because of their obedience to them. In groups, let learners demonstrate how their parents discipline them at home
    • Explain the need to demonstrate responsible behaviour at home. Let learners identify ways by which they can be responsible:
    • Be a good child to avoid punishment
Strand 5: The Family, Authority and Obedience — Roles, Relationships in the Family and Character Formation
  • Explain the
    • Discuss the importance of being a responsible member of the family. Assist learners to explain a responsible person in the family. Let learners describe attitudes and behaviours that show that a person is responsible. Ask learners to describe a responsible family member:
    • Show commitment in family taking activities
    • Obedience to elders of the family
    • Respect for family members
    • Accepting responsibility (performing assigned duties)
    • Taking initiatives
    • Helping needy relatives, etc Guide learners to discuss the importance of being a responsible family member:
    • To promote unity

Basic 6

6 topics
Strand 1: God, His Creation and Attributes — God the Creator
  • Explore the
    • Describe the nature of God through His attributes. Let learners list the attributes of God: love, patience, merciful, Omniscient (All-knowing), etc. Guide learners to discuss the attributes of God in English and local languages. In groups, ask learners to identify the attributes of God that are present in humankind: love, patience, merciful, etc. Through questions and answers, let learners show how they can relate the attributes of God to their lives. Guide learners to write essays on the attributes of God and present their works to class for discussion. Respect, Caring, Responsibility, stewardship, Love, Citizenship
Strand 1: God, His Creation and Attributes — The Environment
  • Appreciate the
    • Explain how humankind and the environment interrelate. With questions and answers, guide learners to explain the natural environment: things around us that were created by God and can affect our lives. Let learners mention things around us that were created by God:
    • Air, water, land, plants, animals, etc Guide learners to discuss the inter relationship among God's creatures:
    • Humankind and animals depend on plants for air food, medicine, shelter, etc
    • Plants depend on humankind and other animals for survival (dispersal of seeds, planting of trees, etc.)
    • Some animals depend on other animals for food (carnivores) and shelter (parasites). Through group discussions, let learners demonstrate ways humankind should relate with the environment. Let learners, in groups, discuss the importance of the environment to humankind. Ask learners to write about their findings and present to class for discussion:
    • Our survival depends on the environment
    • Leaves and trees provide us with oxygen, food and medicine, etc. Respect, Caring, Responsibility, stewardship, Love, Citizenship
  • Appreciate the
    • Explain the religious and moral lessons in preserving the environment. Guide learners to talk about the religious and moral lessons in preserving the environment:
    • Humankind must account for his or her stewardship of the environment
    • To promote healthy life
    • To respect other creatures' right to survival
    • It is a command from God, etc Through questions and answers, let learners show how they can preserve the environment:
    • Afforestation
    • Proper methods of fishing and hunting
    • Proper disposal of refuse
Strand 2: Religious Practices and their Moral Implications — Religious Worship in the Three Major Religions in Ghana
  • Explain the
    • Discuss the importance of prayer in our lives. Guide learners to discuss the meaning of prayer: a communication between the worshipper and the object of worship. Let learners talk about the types of prayer: Christianity - thanksgiving, intercession, supplication, confession, etc. Islam - Salat (five daily compulsory prayers), congregational (Ju`mah), etc. Traditional - thanksgiving, intercession, supplication, confession, etc. Lead learners to discuss the importance of prayer:
    • Brings us closer to God
    • It shows our dependence on God, etc Ask learners to demonstrate how prayer is performed in the three major religions. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness and Global Citizenship
  • Discuss the significance
    • Gather and record data on religious festivals. Aid learners to list the festivals celebrated in Ghana: Damba, Tedudu, Christmas, Easter, Eid-ul-Fitr, Eid-ul- Adha, etc. Use pictures, charts, video clips, etc. to demonstrate how various festivals in Ghana are celebrated. In groups, let learners describe how festivals are celebrated. Let learners write essays on how festivals are celebrated and read their essays to the class. Faithfulness, Obedience Respect, Commitment, Humility, Togetherness, Forgiveness Generosity, hardwork Kindness, endurance Sacrifice, Reconciliation PRACTICES AND
    • Explain the need for celebrating various festivals Let learners mention the festivals celebrated in Ghana. Lead learners to talk about why festivals are celebrated: teacher about love and sacrifice, promote unity and brotherliness, etc. In groups, let learners to dramatise a festival of their choice, showing important activities like sharing, reconciliation, unity and brotherliness, etc. Let leaners write essays on the need for celebrating festivals. Lead learners to discuss their essays for suggestions and corrections
    • Discuss moral lessons from the festivals Help learners recall the importance of festivals. Guide learners to discuss the moral lessons from festivals:
    • Generosity
    • Hardwork
    • Kindness
    • Endurance
    • Sacrifice
Strand 3: Religious Leaders — Ministry and Latter Lives of Leaders of the Three Major Religions in Ghana
  • Narrate the story of the latter lives of the leaders of
    • Narrate the story of the latter lives of the leaders of the major religions. Guide learners to talk about the latter lives of the religious leaders:
    • Jesus Christ-triumphant entry to Jerusalem (Palm Sunday), Last Supper, Prayer at Gethsemane, arrest and trial, crucifixion, death and resurrection
    • The Holy Prophet Muhammad (S.A.W.) - triumphant entry into Makkah, farewell message, sickness and death
    • Traditional leader (e.g. OkomfoAnokye)-priesthood miracles and other activities and death. Show pictures or video clips on the latter lives of Jesus Christ and a traditional leader to learners. Let learners dramatise the latter lives of the religious leaders
    • Identify the moral lessons from the latter lives of the religious leaders. Guide learners to discuss the moral lessons from the latter lives of the religious leaders. Put learners into groups to explore virtues they have learnt from the latter lives of the religious leaders and present to class. Let each group list the virtues they have explored about the latter lives of the religious leaders:
    • Humility, forgiveness, faithfulness, obedience perseverance, patriotism, etc. Lead learners to dramatise or role play the virtues they have listed. Let learners talk about how they can apply the virtues in their lives. Respect, Trust, Obedience, Commitment, Responsibility
Strand 4: The Family and community
  • Demonstrate ways they can commit themselves to
    • Demonstrate ways they can commit themselves to the community. Guide learners to explain commitment. Through discussion, let learners identify ways they can show commitment to the society:
    • Communal labour
    • Clean-up exercises
    • Reporting crime
    • Protecting public property, etc Let learners dramatise ways of showing commitment to the society. Let learners write group essays on commitment to the society for class discussions
    • Explain the need to be committed members of the community. In groups, let learners talk about the need to be a committed citizen. Let learners list the need to be committed to the society:
    • It attracts material and spiritual blessings
    • It ensures peace and harmony
Strand 4: The Family and community — Roles, Relationships in the Family and Character Formation
  • Identify attitudes and behaviours of a responsible
    • Taking part in family activities
    • Obedience to elders of the family
    • Respect for family members
    • Accepting responsibility (performing assigned duties)
    • Taking initiatives
    • Helping needy relatives, etc Guide learners to discuss the importance of being committed to the family:
    • To promote unity
    • To gain respect
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