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Religious and Moral Education · B8

Term 3 · Week 4 · 1.00 credits · GHS 0.50

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 Lesson Note - Religious and Moral Education
A
Ave Maria R/C JHS
Weekly Lesson Plan
JHS 2 (B8) · Term 3
Religious and Moral Education
Lesson 1 of 1
Week Ending
Friday, 15 May 2026 Backdated
Week & Term
Week 4 · Term 3
Class Teacher
Samuel Kpei
Subject
Religious and Moral Education
|
Class
JHS 2 (B8)
|
Class Size
—
|
Duration
50 mins
|
Week No.
Week 4
Strand
6. RELIGION AND ECONOMIC LIFE
Sub-Strand
1. MONEY

Content Standard & Indicator

B8.6.1.1.2
Content Standard
Plan the wise
Indicator
Identify and explain honest ways of acquiring money Plan the wise use of
Performance Indicator
Identify and explain honest ways of acquiring money according to Christian, Islamic, and Traditional teachings
Core Competencies
Critical Thinking and Problem Solving (CP) Communication and Collaboration (CC)
Key Words
honest money labour trading theft religious teaching integrity
Teaching / Learning Resources (TLR)
Textbook Bible/Quran/reference texts Exercise book
References
Religious and Moral Education Curriculum Teachers Resource Pack Learners Resource Pack
Lesson Activities by Day
Date Phase 1: Starter (7 mins)
Preparing the brain		 Phase 2: Main (16 mins)
New learning + assessment		 Resources Phase 3: Plenary (5 mins)
Reflection + exercise
Mon
11
May 2026
  • 1Recall honest and dishonest ways of acquiring money from everyday Ghanaian contexts
  • 2Show learners a picture of Ama selling waakye at Makola Market and Kwame stealing GH₵5 from his mother's purse; ask which action is honest and why
  • HONEST WAYS OF ACQUIRING MONEY IN THE THREE MAJOR RELIGIONS
  • 1Read aloud from the Bible (1 Thessalonians 4:11) and Textbook page 45: 'work with your own hands' and from the Quran that trading with honesty is blessed; learners list three honest ways: labour, trading, farming in their Exercise books
  • 2In groups of four, learners explain using the Textbook one honest way taught by each religion—Christians (hard work), Muslims (fair trade), Traditional (community labour); one group representative writes their answer on the board for class to check
  • 3Ask learners: Why do you think stealing money breaks the rules of all three religions? Learners discuss in pairs and share one reason (e.g. it harms others, it is dishonest)
  • 1Textbook (page 45)
  • 2Bible (1 Thessalonians 4:11)
  • 3Quran (reference on honest trade)
  • 4Exercise books
  • 5Picture of market trader
  • 1Learners repeat chorally three times: 'Honest work pleases God and brings blessing.'
  • 2Ask a learner to give one example of honest money and one example of dishonest money from their community; class shows thumbs up if they agree
Exercise
  • 1Name two honest ways of acquiring money taught by any religion you know, and explain why each one is honest in one sentence in their exercise books.
Class Teacher
Samuel Kpei
Head Teacher
Signature & Date
SISO / Circuit Supervisor
Signature & Date
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