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Religious and Moral Education · B8

Term 3 · Week 17 · 6.00 credits · GHS 3.00

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Lesson Note - Religious and Moral Education

Bomso D/A JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Religious and Moral Education

Lesson 1 of 1

Week Ending

Friday, 24 Apr 2026 Backdated

Week & Term

Week 17 · Term 3

Class Teacher

Elizabeth Omane Kwakye

Subject

Religious and Moral Education

Class

JHS 2 (B8)

Class Size

Duration

90 mins

Week No.

Week 17

Content Standard & Indicators

B8.6.1.1.1 B8.6.1.1.2 B8.6.1.1.3 B8.6.1.1.4

Content Standard 1 B8.6.1.1.1

Plan the wise

Indicator 1

Explain the term “money” and indicate its usefulness.

Content Standard 2 B8.6.1.1.2

Plan the wise

Indicator 2

Identify and explain honest ways of acquiring money Plan the wise use of

Content Standard 3 B8.6.1.1.3

Plan the wise

Indicator 3

Discuss the appropriate ways of using money Plan the wise use of

Content Standard 4 B8.6.1.1.4

Explain the

Indicator 4

Discuss the benefits of the SSNIT pension scheme and people who are qualified to benefit. Plan the wise use of money The SSNIT Pension Scheme The Social Security and National Insurance Trust (SSNIT)is the institution established by law to collect and manage the social security contributions of workers. Its main objective is to “ensure the provision of social protection for the working population for various contingencies including old age, invalidity and emigration and death” (Ref. Act 766 and Act 883). Those qualified for SSNIT benefits

Performance Indicator

Explain the term 'money' and indicate its usefulness in daily life and society.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (29 mins) New learning + assessment	Resources	Phase 3: Plenary (9 mins) Reflection + exercise
Mon 20 Apr 2026	1Recall what money is and name at least two ways Ghanaians use money in their daily lives 2Show learners a GH₵5 note and a GH₵1 coin; ask: What do we call these? What do you use them for? Learners call out answers chorally	UNDERSTANDING MONEY AND ITS USEFULNESS 1Display the textbook page showing Ghanaian currency notes and coins. Read aloud: Money is anything accepted as legal tender and used as a medium of exchange. Write this definition on the board; learners copy into exercise books 2Present five usefulness points using Bible/Quran reference texts: money promotes God's work (tithing example from Malachi 3:10), motivation to work (2 Thessalonians 3:10), acquiring basic needs (food, clothing, shelter, education), preparing for retirement/hardship, and helping the poor (Proverbs 22:9 or Quran 2:177). Learners read each point from the reference text and identify which one they see in their own household 3Use real-life scenario: Ama earned GH₵50 from selling vegetables at Makola Market. Ask learners: Which of the five usefulness points could Ama apply with her money? Learners discuss in pairs and share one example each with the class	1Textbook 2Bible/Quran/reference texts 3Exercise book 4Real Ghanaian currency (GH₵5 note and GH₵1 coin or images)	1Learners stand and respond to quick statements: If the statement matches a use of money, clap twice; if not, stay silent. Examples: Money buys food (clap), Money is a person (silent), Money helps the poor (clap) 2Invite one learner to summarise in one sentence what money is, and another learner to name one way money is useful in Ghana Exercise 1Write down the meaning of money and list three ways money is useful in your family or community in their exercise books.
Wed 22 Apr 2026	1Recall honest and dishonest ways of acquiring money from everyday Ghanaian life 2Show picture of Ama selling waakye at Makola Market, Kofi working as a carpenter, Yakubu receiving a loan — ask: Which person is earning money honestly?	HONEST WAYS OF ACQUIRING MONEY IN THE THREE MAJOR RELIGIONS 1Divide class into three groups. Group 1 reads Bible passages on honest work (Proverbs 10:4, Ephesians 4:28) from the Textbook. Group 2 reads Quranic teachings on halal income (Quran 2:188) from reference text. Group 3 consults Traditional beliefs section in Textbook about farming and inheritance — each group writes three honest ways in their exercise book 2Call on one representative from Group 1 to name one Bible-based honest way; Group 2 representative names one Islamic way; Group 3 representative names one Traditional way — teacher confirms and lists all nine ways on board 3Learners copy the nine honest ways into their exercise books and circle the three ways they think are most common in Ghana	1Textbook 2Bible 3Quran 4Reference texts 5Exercise books	1Learners stand and arrange themselves in a human line: those who think farming is the most honest way stand on the left, those who choose wage labour stand in the middle, those who choose business stand on the right — ask three learners to explain their choice 2Ask learners to rate on fingers 1–5: How confident am I now in explaining honest money to someone else? Exercise 1In your exercise book, write the names of three people from your community (real or example) and say one honest way each person earns money, linking it to one of the three religions we studied today
Thu 23 Apr 2026	1Recall the religious teachings on money from Day 1 and Day 2 lessons 2Show learners three pictures: a person saving money in a box, a person sharing food with neighbours, and a person buying expensive items. Ask: Which action shows wise use of money? Why?	BRAINSTORMING GOOD WAYS TO USE MONEY ACROSS THREE RELIGIONS 1Divide class into three mixed groups: Group 1 (Christian), Group 2 (Islamic), Group 3 (Traditional). Each group uses the Textbook and Bible/Quran/reference texts to list three good ways of using money according to their assigned religion (e.g. Christians: giving tithes, helping the poor, saving for family needs). Groups write answers in exercise books. Invite one representative from each group to read their list aloud 2Display all three lists on the board. Ask the class: Which ways of using money appear in more than one religion? (Expected: helping the poor, saving, avoiding greed). Learners mark these shared values with a tick in their exercise books 3Present real scenario: Kwame receives GH₵500 from his uncle. Using the three religious perspectives, ask learners to suggest three wise ways Kwame could use this money. Call on individual learners to share one suggestion each; record on board	1Textbook 2Bible/Quran/reference texts 3Exercise book 4Pictures of different money-use scenarios 5Whiteboard and markers	1Ask: Which religion's teaching on money do you find most helpful? Why? Learners discuss in pairs for one minute, then two volunteers share their opinion with the class 2Learners stand and create a silent tableau showing one wise way to use money (e.g. putting money in a savings box, giving to a beggar, buying food for the family). Other learners guess the action Exercise 1Write or draw one plan showing how you would use GH₵100 wisely according to at least two religious teachings discussed today in their exercise books.
Fri 24 Apr 2026	1Recall the key features of the SSNIT pension scheme and identify who qualifies for benefits 2Show a picture of an elderly worker resting at home; ask learners: What do you think helps this person live comfortably after years of hard work?	UNDERSTANDING SSNIT BENEFITS AND QUALIFIED RECIPIENTS 1Read aloud from the Textbook the definition of SSNIT and its main objective; ask learners to write three reasons why workers need SSNIT in their exercise books 2Using the Bible/Quran/reference texts, discuss the moral principle of caring for the elderly (e.g., Proverbs 23:22 or Islamic teaching on respect for parents); link this to why SSNIT exists 3Display on the board a checklist of who qualifies: (1) workers upon retirement at age 60, (2) workers struck by invalidity/sickness, (3) families of workers who die. Learners copy this checklist and circle two groups they think are most in need. Use Textbook during the task	1Textbook 2Bible/Quran/reference texts 3Exercise book 4Whiteboard and marker	1Pair learners; each pair discusses one SSNIT benefit and reports back to the class in one sentence 2Whole class recites chorally the three main groups qualified for SSNIT benefits three times to embed memory Exercise 1Name one group of people qualified for SSNIT benefits and explain one way the pension helps them plan their finances wisely in their exercise books.

Class Teacher

Elizabeth Omane Kwakye

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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