RME Curriculum PDF - Religious and Moral Education for B7/JHS1 - B9/JHS3

NATIONAL COUNCIL FOR CURRICULUM & ASSESSMENT (MINISTRY OF EDUCATION) RELIGIOUS AND MORAL EDUCATION COMMON CORE PROGRAMME (CCP) CURRICULUM FOR B7/JHS1 - B9/JHS3 SEPTEMBER, 2020 MINISTRY OF EDUCATION REPUBLIC OF GHANA Religious and Moral Education Curriculum for B7/JHS1- B9/JHS3 Enquiries and comments on this Curriculum should be addressed to: The Director-General National Council for Curriculum and Assessment (NaCCA) Ministry of Education P. O. Box CT PMB 77Cantonments Accra Telephone: 0302909071, 0302909862 Email: [email protected] Website: www.nacca.gov.gh ©2020 National Council for Curriculum and Assessment (NaCCA) This publication is not for sale. All rights reserved. No part of this publication may be reproduced without prior written permission from the Ministry of Education, Ghana. Ministry of EducationGhana © NaCCA, Ministry of Education 2021 i FOREWORD The Ministry of Education, acting through the National Council for Curriculum and Assessment (NaCCA) has, in recent times, been working on curriculum and assessment reforms to improve the quality and relevance of learning experiences in pre-tertiary schools in Ghana. This curriculum, known as theCommon Core Programme (CCP), is a sequel to the Kindergarten-Primary standards-based school curriculum, the implementation of which commencedwith the 2019/2020 academic year. The CCP is carefully designed for learnersin Basic 7 to Basic 9 (JHS 1 – JHS 3) as part of a holistic learning experiencethat prepares them for post-secondary education, the world of work or both.The curriculum focuses on building character and nurturing values, in additionto ensuring a seamless progression for all learners from JHS1 to JHS3 and creates clear pathways for academic and career-related programmes from Basic10 - 12 (SHS1 – SHS3). In the twenty-first century, memorisation of facts and figures is no longer a sufficient learner attribute. Therefore, the CCP focuses on the acquisition ofthe 4Rs (Reading, wRiting, aRithmetic and cReativity) and core competenciesto afford learners the ability to apply knowledge innovatively to solve everydayproblems. Personal projects, community projects and community service have been integrated into the CCP as part of a comprehensive assessment programme, including assessment of knowledge, skills, attitudes and values that mainly emphasise what learners can do. It is hoped that the contentof this curriculum will promote better high school education that meetsthe varied learning needs of the young people in the country and addresses the shortfalls in the current school curriculum in relation to learning and assessment. The Ministry of Education is committed to ensuring that our schools develop globally competitive high school graduates who have the requisite employable skills and workplace ethos. The CCP curriculum will, therefore, play an important role in this regard. The Ministry will support the effective implementation of the CCP to include capacity development of all teachers toensure improved learning experiences and outcomes for our young people. Dr Matthew Opoku Prempeh (MP) The Honourable Minister of Education © NaCCA, Ministry of Education 2021 ii ACKNOWLEDGEMENTS This Common Core Programme (CCP) curriculum was developed together with the National Pre-Tertiary Learning Assessment Framework (NPLAF) andTeacher’s and Learner’s Resource Packs. All these documents were developedby the National Council for Curriculum and Assessment (NaCCA), under the oversight and strategic direction of the Ministry of Education (MoE) withsupport from some agencies of the MoE and other relevant stakeholders. NaCCA, acting on behalf of the Ministry of Education (MoE), would liketo express its sincere gratitude to all its partners who participated inthe professional conversations and discussions during the course of the development of the CCP curriculum. NaCCA also extends special commendations to the leadership of the Ghana Education Service (GES), National School Inspectorate Authority (NaSIA), National Teaching Council (NTC), Commission for Technical and Vocational Education and Training (Commission for TVET) and other agencies of the MoE. Additionally, NaCCA acknowledges the contributions of staff from various Universities and Colleges of Education as well as teachers and learners withinthe Ghana Education Service. Special thanks go to those who also contributed to shaping this curriculum content through the consultation process, including the national stakeholderengagement conducted in Accra in February, 2020. © NaCCA, Ministry of Education 2021 iii Contents FOREWORD.............................................................................................................................................................................................................................................................................. iii ACKNOWLEDGEMENTS......................................................................................................................................................................................................................................................... iii INTRODUCTION....................................................................................................................................................................................................................................................................... vii RATIONALE............................................................................................................................................................................................................................................................................... x PHILOSOPHY.............................................................................................................................................................................................................................................................................. xi AIMS............................................................................................................................................................................................................................................................................................... xii PROFILE OF EXPECTED LEARNINGBEHAVIOURS........................................................................................................................................................................................................ xiii ASSESSMENT........................................................................................................................................................................................................................................................................... xvii CREATIVE PEDAGOGICAL APPROACHES......................................................................................................................................................................................................................... xxi CORE COMPETENCIES.......................................................................................................................................................................................................................................................... xxv INSTRUCTIONAL EXPECTATIONS................................................................................................................................................................................................................................. xxvii ORGANISATION OF THE CURRICULUM..................................................................................................................................................................................................................... xxviii SCOPE AND SEQUENCE.......................................................................................................................................................................................................................................................xxx BASIC 7....................................................................................................................................................................................................................................................................................... 1 STRAND 1: GOD, HIS CREATION AND ATTRIBUTES............................................................................................................................................ 2 SUB-STRAND 1: GOD, HIS NATURE AND ATTRIBUTES......................................................................................................................................................................................... 2 © NaCCA, Ministry of Education 2021 iv STRAND 2: RELIGIOUS PRACTICES........................................................................................................................................................................... 4 SUB-STRAND 1: WORSHIP................................................................................................................................................................................................................................................ 4 SUB-STRAND 2: RELIGIOUS SONGS AND RECITATIONS...................................................................................................................................................................................... 8 STRAND 3: THE FAMILY AND THE COMMUNITY.................................................................................................................................................. 10 SUB-STRAND 1: FAMILY SYSTEMS................................................................................................................................................................................................................................ 10 STRAND 4: RELIGIOUS LEADERS AND PERSONALITIES..................................................................................................................................... 13 SUB-STRAND 1: RELIGIOUS LEADERS......................................................................................................................................................................................................................... 13 STRAND 5: ETHICS AND MORAL LIFE..................................................................................................................................................................... 15 SUB-STRAND 1: MANNERS AND DECENCY............................................................................................................................................................................................................. 15 SUB-STRAND 2: SUBSTANCE ABUSE............................................................................................................................................................................................................................. 18 STRAND 6: RELIGION AND ECONOMIC LIFE......................................................................................................................................................... 21 SUB-STRAND 1: WORK, ENTREPRENEURSHIP AND SOCIAL SECURITY....................................................................................................................................................... 21 BASIC 8..................................................................................................................................................................................................................................................................................... 26 STRAND 1: GOD, HIS CREATION AND ATTRIBUTES............................................................................................................................................ 26 SUB-STRAND 1: THE CREATION STORIES OF THE THREE MAJOR RELIGIONS IN GHANA.................................................................................................................. 26 STRAND 2: RELIGIOUS PRACTICES......................................................................................................................................................................... 28 SUB-STRAND 1: RITES OF PASSAGE............................................................................................................................................................................................................................. 28 STRAND 3: THE FAMILY AND THE COMMUNITY.................................................................................................................................................. 36 SUB-STRAND 1: AUTHORITY AND OBEDIENCE..................................................................................................................................................................................................... 36 STRAND 4: RELIGIOUS LEADERS AND PERSONALITIES..................................................................................................................................... 39 SUB-STRAND 1: PROPHETS AND CALIPHS................................................................................................................................................................................................................... 39 STRAND 5: ETHICS AND MORAL LIFE..................................................................................................................................................................... 42 © NaCCA, Ministry of Education 2021 v SUB-STRAND 1: MORAL TEACHINGS IN THE THREE MAJOR RELIGIONS IN GHANA.............................................................................................................................. 42 STRAND 6: RELIGION AND ECONOMIC LIFE......................................................................................................................................................... 45 SUB-STRAND 1: MONEY.................................................................................................................................................................................................................................................... 45 BASIC 9..................................................................................................................................................................................................................................................................................... 55 STRAND 1: GOD, HIS CREATION AND ATTRIBUTES............................................................................................................................................ 54 SUB-STRAND 1: THE PURPOSE AND USEFULNESS OF GOD’S CREATION.................................................................................................................................................. 54 SUB-STRAND 2: THE ENVIRONMENT........................................................................................................................................................................................................................ 56 Strand 2: RELIGIOUS PRACTICES.............................................................................................................................................................................. 60 SUB-STRAND 1: RELIGIOUS FESTIVALS........................................................................................................................................................................................................................ 60 STRAND 3: THE FAMILY AND THE COMMUNITY.................................................................................................................................................. 63 SUB-STRAND 1: RELIGION AND SOCIAL COHESION............................................................................................................................................................................................ 63 STRAND 4: RELIGIOUS LEADERS AND PERSONALITIES..................................................................................................................................... 66 SUB-STRAND 1: WOMEN IN RELIGION AND LEADERSHIP POSITIONS....................................................................................................................................................... 66 STRAND 5: ETHICS AND MORAL LIFE..................................................................................................................................................................... 69 SUB-STRAND 1: REWARD, PUNISHMENT AND REPENTANCE......................................................................................................................................................................... 69 © NaCCA, Ministry of Education 2021 vi INTRODUCTION In the f irst t h r e e years of high school education, learners are expected totake a Common Core Programme (CCP) that emphasises a set of high, internationally- benchmarked career and tertiary education readiness standards. Learners need to acquire these for post-secondary education, theworkplace or both. The standards articulate what learners are expected to know, understand and be able to do by focusing on their social, emotional, cognitive and physical development. The CCP runs from Basic 7 through Basic9. The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective), are at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society, the CCP provides an educationof the heart, mind and hands in relation to the learner’s lifetime values, well-being, physical development, metacognition and problem-solving abilities. Ultimately, this will produce character- minded learners who can play active roles in dealing with the increasing challenges facing Ghana and the global society. The features that shape the common core programme are shown in Figure 1. These are: learning and teaching approaches – the core competencies, 4Rs and pedagogical approaches learning context – engagement service and projects learning areas – mathematics, science, computing, languages (English, Ghanaian Languages, French and Arabic), career technology, social studies, physical and health education, creative arts and design and religious and moral education. © NaCCA, Ministry of Education 2021 vii 4Rs CORE COMPETENCIES The 4Rs refer to Reading, Describe the relevant global skills for wRiting, aRithmetic and learning that the cReativity, in which all learners CCP helps learners to must become develop in addition proficient. CO to the 4Rs. RE CO s M 4R EN PE G TE AG NC S CT EM IES PROJE ENT COMMON CORE LEARNER ATTRIBUTES P E DA GO S EA PEDAGOGICAL S E RV I C E LEARNING GI AR C APPROACHES LA AREAS A G The CCP emphasises PP IN RO R N The CCP comprises of creative and inclusive AC H ES LEA the following subject areas: pedagogies that are anchored 1. Languages (English Languag e, on authentic and enqui ry-based Ghanaian Languages , French, Arabic) learning, collaborative and 2. Mathematics 3. Science cooperative learning, differentiated 4. Creative Arts & Design 5. Career and holistic learning as well as cross Technology 6. Social Studies disciplinary learning. 7. Computing 8. RME 9. PHE. Figure 1: Common Core Learner Attributes Learning and Teaching Approaches The core competencies: Describe the relevant global skills for learningthat the CCP helps learners to develop in addition to the 4Rs.The global skills for learning allow learners to become critical thinkers, problem- solvers, creators, innovators, good communicators, collaborators, digitally literate, and culturally and globally sensitive citizens who are life-long learners with a keen interest in their personal development. Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and cooperative learning, differentiated learning, and holistic learning as well as cross disciplinary learning. The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and cReativity, which all learners must become fluent in. © NaCCA, Ministry of Education 2021 viii Learning Context The CCP places emphasis on engagement of learners in the classroom activities, projects (in and outside classroom). These projects can involve individual or group tasks which all learners are required to complete bythe end of Basic 9. The CCP project provides learners with contexts to demonstrate creativity and inventiveness in various areas of human endeavour.Community service offers opportunity for learners to nurture, love, care for,and solve problems in their community. Learning Areas The CCP comprises the following learning areas: 1. Languages (English Language, Ghanaian Languages, French, Arabic) 2. Mathematics 3. Science 4. Creative Arts and Design (CAD) 5. Career Technology 6. Social Studies 7. Computing 8. Religious and Moral Education (RME) 9. Physical and Health Education (PHE) This document sets out the standards for learning RME in the Common Core Programme (CCP). The standards in the document are posited in the expectation that the CCP (B7/JHS1 – B9/JHS3) will offer quality education for all typesof learners. The design of this curriculum is based on the features of the CCPas shown in Figure 1. It emphasises a set of high internationally-benchmarked career and tertiary education readiness standards. Learners need to acquire these competenciesin RME for post-secondary education, workplace training or both. The curriculum has been designed to be user friendly because it provides a detailed preamble that covers the rationale, philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical approaches, core competencies and the 4Rs, assessment practices and instructional expectations. © NaCCA, Ministry of Education 2021 ix RATIONALE The issue of morality and religion has engaged human attention over the centuries. This is because of their effects on the co-existence of human beings with one another and the world they live in and ideas concerning their relationship with forces beyond the known world. Religious and Moral Education is a vital and indispensable part of human growth and developmentin the Ghanaian society. The subject reinforces the informal religious and moral training young people acquire from their homes and communities. The nation is confronted with major moral issues including corruption,poor attitude to the environment and blanket imbibing of foreign values andcultures. Education must make learners aware of the dangers these pose to themselves as individuals and the nation as a whole and help them acquire values and attitudes that would address these challenges. Many homes and communities may be unable to provide this type of trainingadequately due to demands of the modern environment. It has therefore become necessary for the school to provide education to help learners become morally responsible and patriotic citizens. The changes in the way oflife as a result of education, population growth, and contacts with the outsideworld, have introduced both positive and negative influences, affecting the moral fabric of the society. © NaCCA, Ministry of Education 2021 x PHILOSOPHY The learning and teaching of Religious and Moral Education reflect the beliefthat irrespective of the diverse needs of learners in Ghana’s classrooms, eachcan be nurtured into an honest, creative and responsible citizen. Teaching Philosophy The teaching of Religious and Moral Education (RME) should be learner- centred rather than teacher-centred. There is a Chinese proverb that states “I hear, and I forget; I see, and I remember; and I do, and I understand.” This is interpreted to mean that when learners are fully involved in teaching and learning processes, they tend to develop great interest and subsequently contribute actively to lessons. In the same vein, it is expected that the teachingand learning of Religious and Moral Education would be participatory, and notbe turned into preaching sessions. Learners would become passive learners when RME teachers attempt to impart every information solely by themselves,and this may not encourage effective teaching and learning. Teaching resources play key roles in teaching and learning processes. Withoutthem, learners are likely to find it difficult to understand various themes and concepts (topics/strands/sub-strands) they study. Teaching resources suchas charts, real objects and drawings help to make lessons interesting and practical. The RME teacher should therefore be resourceful and be able to find the relevant teaching materials that may be needed for the lessons. It willbe highly essential for teachers to use audio-visual resources in their lessonsfor learners to acquire the needed knowledge, values, attitudes and skills. Learners will also acquire some language skills and other core competenciesfrom the topics they study and this will facilitate their learning of RME and other subjects in the school curriculum. In addition, the teacher is expected to relate the various topics to practical situations in their daily lives. Teaching RME demands cultural and religious sensitivity. For example, teachersmust be sensitive to the use of images to depict stories in Islam. For example,teachers must consistently be aware of the need to avoid depicting Allah or the Prophet Muhammad (SAW) visually. Learning Philosophy The best way of learning Religious and Moral Education is through practical activities like demonstrations, role plays, recitals, games, group work and visitingimportant religious and historic sites. There should be more demonstrationsthroughout the lessons. Learners can get a clearer picture of lessons and store facts in their memory and practice when they are encouraged to take active part in the lessons that involve demonstrations and other practical activities. In educational principles, the learner’s generic skills are fully developedonly when enough demonstrations and activities are undertaken. Some of them have the ability to dance, sing, draw, dramatise or make models; and allthese potentials are to be developed through the teacher’s assistance and resourcefulness. Games arouse the interest of learners to take active part inlessons. They may include chain games whereby a learner may ask another learner a question and continue in the same order throughout the class. Theteacher is at liberty to introduce appropriate games in the lesson. Learners are to be encouraged to work in groups, carry out some of the functions of the teacher, and act as leaders of groups. The teacher should guide learners working in groups so that there is a balance between teacher-centred lessons, and the lesson which gets out of hand because of lack of control. The rationale of this philosophy is to inculcate in learners the spirit of teamwork, consensus building and tolerance in order to ensure peace and unity. © NaCCA, Ministry of Education 2021 xi AIMS General Aims The curriculum is aimed at developing individuals who are literate, effective problem solvers, have the ability to think creatively and have both the confidence and competence to participate fully in the Ghanaian society as responsible local and global citizens. Specific Aims The aims of teaching and learning Religious and Moral Education are to encourage and enable learners to: develop an awareness of their Creator and the purpose of their very existence; develop an understanding and tolerance of other people’s faiths and cultures; draw the difference between acceptable and unacceptable behaviours so that they can make the right decisions in any situation and thus become responsible citizens; acquire the socio-cultural values inherent in the three major religions in Ghana (i.e. Christianity, Islam and Indigenous African Religion) which will help them cope with the variety of moral choices they have to make in today’s rapidly changing world; develop the spirit of teamwork, collaboration and togetherness in nation-building; and increasingly develop the ability to respond to religious beliefs and practices in an informed, rational and responsible way. Instil in learners the ability to challenge stereotypes about gender, disability, religion, ethnicity, among others that limit learners socio-cultural development. © NaCCA, Ministry of Education 2021 xii PROFILE OF EXPECTED LEARNINGBEHAVIOURS A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are: Knowledge, Understanding and Application Process Skills Attitudes and Values Knowledge, Understanding and Application Under this domain, learners may acquire some knowledge through learning experiences. They may also show understanding of concepts by comparing, summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in somenew contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At a much higher level, the learner may be required to synthesise knowledgeby integrating a number of ideas to formulate a plan, solve a problem, composea story, or a piece of music. Further, the learners may be required to evaluate,estimate and interpret a concept. At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours “knowing”, “understanding”, “applying”, “analysing”,“synthesising”, “evaluating” and “creating” fall under the domain “Knowledge,Understanding and Application”. In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the learner will be able to describe something. Being able to “describe” something afterteaching and learning has been completed means that the learner has acquired“knowledge”. Being able to explain, summarise, and give examples etc. meansthat the learner has understood the concept taught. Similarly, being able to develop, defend, etc. means that the learner can “apply”the knowledge acquired in some new context. It should be noted that each ofthe indicators in the curriculum contains an “action word” that describes thebehaviour the learner will be able to demonstrate after teaching and learninghas taken place. “Knowledge, Understanding and Application” is a domain thatshould be the prime focus of teaching and learning in schools. Teaching in most cases has tended to stress knowledge acquisition to the detriment of other higher-level behaviours such as applying knowledge. Each action word in any indicator outlines the underlying expected outcome.Each indicator must be read carefully to know the learning domain towards teaching happens. The focus is to move teaching and learning from the didacticacquisition of “knowledge” where there is fact memorisation, heavy relianceon formulae, remembering facts without critiquing them or relating them to the real world – surface learning – to a new position called – deep learning. Learners are expected to deepen their learning by knowledge applicationto develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner. The keywords and the explanations involved in the “Knowledge, Understanding and Application” domain are as follows: © NaCCA, Ministry of Education 2021 xiii Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts, concepts. Knowledge is the ability to rememberor recall material already learned and this constitutes the lowest level of learning. Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend. Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic. Applying: This dimension is also referred to as “Use of Knowledge” andit is the ability to use knowledge or apply knowledge, apply rules, methods principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover, etc. Analysis: The ability to break down material/information into its componentparts; to differentiate, compare, distinguish, outline, separate, identify significantpoints etc., ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc. Synthesising: The ability to put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise,create, generate new ideas and solutions etc. Evaluating: The ability to appraise, compare features of different things andmake comments or judgement, compare, contrast, criticise, justify, support, discuss, conclude, make recommendations etc. Evaluation refers to the abilityto judge the worth or value of some material based on some criteria. Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products. From the foregoing, creation is the highest form of the thinking and learning skill and is therefore the most important behaviour. This unfortunately is the area where most learners perform poorly. In order to get learners to develop critical thinking and behavioural skills beginning right from the lower primary level, it is advised that the teachers do their best to help learners develop analytic andapplication skills as stated already. Skills and Processes These are specific activities or tasks that indicate performance or proficiencyin a given learning area. They are useful benchmarks for planning lessons, developing exemplars and are the core of inquiry-based learning. Observing: This is the skill of using our senses to gather information about objects or events. This also includes the use of instruments to extend the range of our senses. Classifying: This is the skill of grouping objects or events based on commoncharacteristics. Comparing: This is the skill of identifying the similarities and differences between two or more objects, concepts or processes. Communicating (Reporting): This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms – verbal, written, pictorial, tabular or graphical. Predicting: This is the skill of assessing the likelihood of an outcome basedon prior knowledge of how things usually turn out. © NaCCA, Ministry of Education 2021 xiv Analysing: This is the skill of identifying the parts of objects, information orprocesses, and the patterns and relationships between these parts. Generating possibilities: This is the skill of exploring all the options, possibilities and alternatives beyond the obvious or preferred one. Evaluating: This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing thequality and feasibility of objects. Designing: This is the skill of visualising and drawing new objects or gadgetsfrom imagination. Interpreting: This is the skill of evaluating data in terms of its worth: good,bad, reliable, unreliable; making inferences and predictions from written or graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”. Recording: This is the skill of drawing or making graphical representation boldly and clearly, well labelled and pertinent to the issue at hand. Generalising: This is the skill of using the conclusions arrived at in an activityto point to what could happen in similar situations. Attitudes and Values To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them participate in debates and take a stand on issues affecting them and others. The RME curriculum thus focuseson the development of attitudes and values. Attitudes i. Curiosity: The inclination or feeling toward seeking information abouthow things work in a variety of fields. ii. Perseverance: The ability to pursue a problem until a satisfying solution is found. iii. Flexibility in Ideas: Willingness to change one’s opinion in the face of moreplausible evidence. iv. Respect for Evidence: Willingness to collect and use data in one’s investigation, and have respect for data collected by other. v. Reflection: The habit of critically reviewing ways in which an investigation has been carried out to see possible faults and other waysby which the investigation could be improved upon. Values At the heart of this curriculum is the belief in nurturing honest, creativeand responsible citizens. As such, every part of this curriculum, including therelated pedagogy should be consistent with the following set of values: Respect: This includes respect for the nation of Ghana, its institutionsand laws and the culture and respect among its citizens and friends of Ghana. © NaCCA, Ministry of Education 2021 xv Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taughtto respect the views of all persons and to see national diversity asa powerful force for nation development. The curriculum promotes social cohesion. Equity: The socio-cultural and economic development across the country is uneven. Consequently, it is necessary to be deliberate in addressing the specific needs of learners and to ensure an equitable distribution of the resources. Ghana’s learners have varied needs influenced by their gender, ability, economic status, geographical background among others which requires the provision of equal opportunities for all. Learners are from diverse backgrounds, which require the provision ofequal opportunities to all, and that all strive to care for each other both personally and professionally. Commitment to achieving excellence: Learners as global citizens,must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in whatever field of endeavouras global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology. Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. Thisalso means that learners should have an attitude of tolerance to be ableto live peacefully with all persons. Truth and Integrity: Learners are encouraged to consistently tell the truth irrespective of the consequences and be morally upright withthe attitude of doing the right thing even when no one is watching;be true to themselves and be willing to live the values of honestyand compassion. Equally important, the ethos or culture of the work place, including integrity and perseverance, must underpin the learning processes to allow learners apply skills and competencies in the worldof work. The action words provided under the various profile dimensions shouldhelp teachers structure their teaching to achieve desired learning outcomes.Selection from the action words provided will help in teaching, for evaluationexercises and for test construction. The weights of the profile dimensions must be checked to ensure the required emphasis has been given to each ofthe dimensions in your teaching and assessment. The teacher should endeavour to ensure that learners cultivate the above attitudes as a prelude to effective work in RME. © NaCCA, Ministry of Education 2021 xvi ASSESSMENT Assessment is a process of collecting and evaluating information aboutlearners and using the information to make decisions to improve their learning. Assessment may be formative, summative, diagnostic, or evaluative depending on its purpose. It is integral to the teaching-learning process, promotes student learning and improves instruction. In CCP, it is suggested that assessment involves assessment for learning, assessment of learning andassessment as learning, which are described in the subsequent paragraphs. Assessment for Learning (AFL) Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learner is in their learning, where they need to be (the desired goal), and how best toget them there. AfL is one of the most suitable methods for improving learningand raising standards (Black and William, 1998). Assessment for Learning alsorefers to all their activities undertaken by teachers and/or by their learners, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged. AfL can be achieved throughprocesses such as sharing criteria with learners, effective questioning, and feedback. AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various strategiesand questioning to measure the learning that has actually taken place. It is a continuous process that happens at all stages of the instructional process to monitor the progress of a learner and to offer feedback or change teaching strategies to achieve performance standards of a lesson. Assessment as Learning (AaL) Assessment as Learning develops and supports students’ sense of ownershipand efficacy about their learning through reflective practices. This form of self-assessment helps in building the competencies of learners to achieve deeperunderstanding of their own learning and what they are taught. Assessment of Learning (AoL) Assessment of Learning provides a picture of the achieved standards of the teacher and performance of students at the terminal stage of the learning process. This information provides data for accountability and educational decisions such as grading, selection and placement, promotion and certification. Through AoL, stakeholders such as parents and guardians are informed about the extent students have attained expected learning outcomes at the end of their grade or programme. What do we assess? Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective). © NaCCA, Ministry of Education 2021 xvii Knowledge and skills with emphasis on the 4Rs in the learning areas Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagogical approaches. The process is illustrated diagrammatically in Figure 2. Figure 2: Essential Assessment Features How do we Monitor Progress? School-Based Assessment (SBA) covers all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by any school-level actor (learner, teacher, head teacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the data are central to the conduct of SBA. © NaCCA, Ministry of Education 2021 xviii Table 1: Modes of Assessment Assessment for Assessment as Assessment of Learning Learning Learning Class exercises Portfolio Class Assessment Task (CAT) Quizzes Journal entries End of term test Class tests (written, Project work End of year test oral, aural and/or practical) Class Assessment Task Checklist (CAT) Questionnaire The following are samples of relevant records that can be kept on the learner’slearning. Learner’s Progress Record (Cumulative Record) Learner’s Report Card School-Based Assessment Termly Recording Register Details of guidelines on SBA can be found in the National Pre-tertiary LearningAssessment Framework (NPLAF) document (Ministry of Education, 2020a) and the School-Based Assessment Guidelines (Ministry of Education, 2020b). Reporting School-Based Assessment (SBA) in the CCP The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout the three-year duration of CCP is done against criteria linked to performance standards and not against the work of other learners. The CCP provides levels of proficiency to be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors cannot be changed by individual schools and are, therefore, common to all learners as well as learning areas nationwide. For each assessment criterion or (benchmark for the level of proficiency), a number of descriptors are defined as shown in Table 2. © NaCCA, Ministry of Education 2021 xix Table 2: Benchmarks, levels of proficiency and the grade level descriptors Level of Benchmark Grade Level Descriptor Proficiency 1: Highly 80% + Learner shows high level of proficiency proficient in knowledge, skills and values and can (HP) transfer them automatically and flexibly through authentic performance tasks 2: Proficient 68-79% Learner demonstrates sufficient level (P) of proficient knowledge, skills and core understanding; can transfer them independently through authentic performance tasks 3: Approaching 54-67% Learner is approaching proficiency in Proficiency terms of knowledge, skills and values (AP) with little guidance and can transfer understanding through authentic performance tasks 4: Developing 40-53% Learner demonstrates developing (D) level of knowledge, skills and values but needs help throughout the performance of authentic tasks 5: Emerging (E) 39% and Learner is emerging with minimal below understanding in terms of knowledge, skills, and values but needs a lot of help The grading system presented, shows the letter grade system and equivalentgrade boundaries. In assigning grades to pupils’ test results, or any form of evaluation, the above grade boundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP], Proficient [P], Approaching Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of each grade. In addition to the school-based assessment (SBA), a national standardsassessment test is conducted in Basic 8 to provide national level indicators on learners’ achievement. © NaCCA, Ministry of Education 2021 xx CREATIVE PEDAGOGICAL APPROACHES The CCP emphasises creative and inclusive pedagogies that are anchored onauthentic and enquiry-based learning, collaborative and cooperative learning,differentiated learning, and holistic learning, cross disciplinary learning (i.e. the4Rs across the curriculum) as well as developing the core competencies. Thissection describes some of the creative pedagogical approaches required for the CCP. The curriculum emphasises: The creation of learning-centred classrooms through the use of creativeapproaches to teaching and learning as strategies to ensuring learner empowerment and independent learning. The positioning of inclusion and equity at the centre of quality teachingand learning. Inclusion involves addressing the varied needs of learners based on gender, ability, economic status, religious affiliation, geographical location etc The use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind. The use of Information Communication Technology (ICT) as a pedagogical tool. The identification of subject-specific instructional expectations neededfor making learning in the subject relevant to learners. The integration of assessment for learning and of learning into the teaching and learning process and as an accountability strategy. The use of questioning techniques that promotes deep learning. Learning-Centred Pedagogy The learner is at the centre of learning. At the heart of the curriculum is learning progression and improvement of learning outcomes for Ghana’s young people with a focus on – Reading, wRiting, aRithmetic and cReativity (4Rs). It is expected that at each curriculum phase, learners would be offeredthe essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the nextphase a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with their classmates. At the primary school, the progression phases are: pre- basic (KG1 – 2), basic phases (B1 – B3 and B4 to B6). The curriculum encourages the creation of a learning-centred classroom withthe opportunity for learners to engage in meaningful “hands-on” activities that bring home to the learner what they are learning in school and what theyknow from outside of school. The learning-centred classroom is a place for thelearners to discuss ideas and through the inspiration of the teacher actively engage in looking for answers through working in groups to solve problems. This also includes researching for information and analysing and evaluating theinformation obtained. The aim of the learning-centred classroom approach isto develop learner autonomy so that learners can take ownership of their learning. It provides the opportunity for deep and profound learning to take place. The teacher should create a learning atmosphere that ensures: Learners feel safe, accepted and encouraged to actively participate in the learning process. Learners are given frequent opportunities to interact with variedsources of information, teaching and learning materials and ideas in a © NaCCA, Ministry of Education 2021 xxi variety of ways. The teacher assumes the position of a facilitator or coach who: Helps learners to identify a problem suitable for investigation via project work. Problems are connected to the context of the learners’ world so thatit presents authentic opportunities for learning. Subject matter around the problem, not the discipline. Learners responsibly define their learning experience and draw up a plan to solve the problem in question. Learners collaborate whilst learning. Learners demonstrate the results of their learning through a product or performance. It is more productive for learners to find answers to their own questions rather than for teachers to provide the answers and their opinions in a learning-centred classroom. Inclusion Inclusion is recognizing that learners come from diverse background with varied needs and must be uniquely supported through the learning process. Learners can be disadvantaged based on their gender, ability, ethnic background, economic status, religious affiliation etc. All learners are therefore entitled to a broad and balanced curriculumin every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access to quality education is being met. The curriculum suggests a variety of approaches that address learners’diversity and their special needs in the learning process. These approaches when used in lessons, will contribute to the full development of the learning potential of every learner. Learners have individual needs and different learningstyles, learning experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning episodes should take these differences into consideration. The curriculum therefore promotes: learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities; learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical problems of everyday life); and active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance in the process and also enabling them assesses their own learning outcomes. Differentiation and Scaffolding © NaCCA, Ministry of Education 2021 xxii This curriculum is to be delivered through the use of creative approaches. Differentiation and Scaffolding are pedagogical approaches to be used within the context of the creative approaches. Differentiation is a process by which differences between learners, (learningstyles, interests and readiness to learn etc.) are accommodated so that all students in a group have the best possible chance of learning. Differentiationcould be by task, support or outcome. Differentiation as a way of ensuring each learner benefits adequately from the delivery of the curriculum and canbe achieved in the classroom through: Task One-on-one support Outcome Differentiation by task involves teachers setting different tasks for learnersof different ability e.g. in sketching the plan and shape of their classroom somelearners could be made to sketch free hand while others would be made totrace the outline of the plan of the classroom. Differentiation by support involves the teacher providing a targeted support to learners who are seen as performing below expected standards or at risk of not reaching the expected level of learning outcome. This supportmay include a referral to a Guidance and Counselling Officer for academic support. Differentiation by outcome involves the teacher allowing learners to respond at different levels. In this case, identified learners are allowed moretime to complete a given task. Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and ultimately greater independence in the learning process. It involves breaking up the learning episode, experience or concepts into smaller parts and then providing learners with the support they need to learneach part. The process may require a teacher assigning an excerpt of a longertext to learners to read, engage them to discuss the excerpt to improve comprehension of its rationale, then guiding them through the key words/ vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to read the full text. Common scaffolding strategies available to the teacher include: Giving learners a simplified version of a lesson, assignment, or reading,and then gradually increasing the complexity, difficulty, or sophisticationover time. Describing or illustrating a concept, problem, or process in multiple ways to ensure understanding. Giving learners an exemplar or model of an assignment, they will be asked to complete. Giving learners a vocabulary lesson before they read a difficult text. Clearly describing the purpose of a learning activity, the directions learners need to follow, and the learning goals they are expected to achieve. Explicitly describing how the new lesson builds on the knowledge andskills learners were taught in a previous lesson. © NaCCA, Ministry of Education 2021 xxiii Information and Communication Technology (ICT) ICT has been integrated into this curriculum as a teaching and learning tool to enhance deep and independent learning. Some of the expected outcomesthat this curriculum aims to achieve through ICT use for teaching and learningare: Improved teaching and learning processes. Improved consistency and quality of teaching and learning. Increased opportunities for more learner-centred pedagogicalapproaches. Improved inclusive education practices by addressing inequalities ingender, language, ability. Improved collaboration, creativity, higher order thinking skills. Enhanced flexibility and differentiated approach of delivery. The use of ICT as a teaching and learning tool is to provide learners an accessto large quantities of information online. It also provides the framework for analysing data to investigate patterns and relationships in a geographical context. Once pupils have made their findings, ICT can then help them organise, edit and present information in many different ways. Learners need to be exposed to the various ICT tools around them includingcalculators, radios, cameras, telephones, television sets and computers and related software like Microsoft Office packages – Word, PowerPoints and Excel as teaching and learning tools. The exposure that learners are given at the Basic School level to use ICTin exploring learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to enhance the quality and learners’ level of competency in the 4Rs. © NaCCA, Ministry of Education 2021 xxiv CORE COMPETENCIES The core competencies describe a body of skills that teachers at the basic level should seek to develop in their learners. The competencies describe a connected body of core skills that are acquired throughout the processesof teaching and learning. They are the relevant global skills for learningthat allow learners to develop, in addition to the 4Rs, to become critical thinkers, problem-solvers, creators, innovators, good, collaborators, culturallyidentified individuals, digitally literate and global citizens who have keen interest in their personal development. In using this curriculum, we hope thecore competencies will be developed in learners to help them develop our country, Ghana. These competencies include the following; Critical Thinking and Problem Solving (CP) This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem-solving skills enablelearners to draw on their own experiences to analyse situations and choosethe most appropriate, out of a number of possible solutions. It requires thatlearners embrace the problem at hand, persevere and take responsibility fortheir own learning. Creativity and Innovation (CI) Creativity and Innovation promotes entrepreneurial skills in learners through their ability to think of new ways of solving problems and developingtechnologies for addressing the problem at hand. It requires ingenuity of ideas,arts, technology and enterprise. Learners having this skill are also able to think independently and creatively. Communication and Collaboration (CC) This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the views of others. Cultural Identity and Global Citizenship (CG) This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes acquired to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the global community. © NaCCA, Ministry of Education 2021 xxv Personal Development and Leadership (PL) This competence involves improving self-awareness and building self- esteem. It also entails identifying and developing talents, fulfilling dreamsand aspirations. Learners are able to learn from mistakes and failures ofthe past. They acquire skills to develop other people to meet their needs. It involves recognising the importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enables learners to distinguish between right and wrong. The skill helps them to foster perseverance, resilience and self-confidence. PL helps them acquire the skill of leadership, self- regulation and responsibility necessary for lifelonglearning. For effective lesson planning for teaching, learning and assessment, it is suggested that teachers refer to Appendix A for details of the components of the core competencies. These details comprise the unpacked skills such as:listening, presenting and team work for collaboration. Digital Literacy (DL) Digital Literacy develops learners to discover, acquire, and communicate through ICT to support their learning. It also helps them use digital media responsibly. © NaCCA, Ministry of Education 2021 xxvi INSTRUCTIONAL EXPECTATIONS 1. Guide and facilitate learning of RME by generating discourse among learners and challenging them to accept and share responsibility for their own learning based on their unique individual differences. 2. Select RME content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities, and experiences of learners. 3. Work together as colleagues within and across disciplines and grade levels to develop communities of learners who exhibit the skills of inquiry and the attitudes and social values conducive to learning of RME. 4. Use multiple methods and systematically gather data about learners’ understanding and ability, to guide teaching and learning of RME with arrangements to provide feedback to both learners and parents. 5. Design and manage learning environments that provide learners with the time, space, and resources needed for learning RME. Above all, RME should be taught in such a way that the learners increasingly develop the ability to respond to religious beliefs and practices in an informed,rational and responsible way. Thus learners should be able to draw the differences between acceptable and understandable behaviours so that they can make the right decisions in any situation and thus become responsible citizens. SUGGESTED TIME ALLOCATION A total of three periods a week, each period consisting of 50 minutes, is allocated to the teaching of RME at the basic level. © NaCCA, Ministry of Education 2021 xxvii ORGANISATION OF THE CURRICULUM Curriculum Reference Numbers The curriculum has been structured into four columns which are Strands, Sub-strands, Content Standards and Indicators and Exemplars. A unique annotation is used for numbering the learning indicators in the curriculum forthe purpose of easy referencing. The notation is indicated in Table 2. Example:B7/JHS1.2.3.4.5 ANNOTATION MEANING / REPRESENTATION B7/JHS1 Year or Class 2. Strand Number 3. Sub-Strand Number 4. CONTENT STANDARD Number 5. Learning / Performance indicator Number Strands are the broad learning areas or domains of the Religious and MoralEducation content to be studied. Sub-strands are the sub-divisions of the broad of the broad learning areas or strands. Content Standards are the expected level of knowledge, skill and/or attitude that a learner must attain at each grade level. Indicators are the distinct outcomes that learners must exhibit for each content standard at each level of learning. Exemplars clearly explain the distinct outcomes or indicators. They supportand guide the facilitator/teacher in helping learners achieve the content standards. © NaCCA, Ministry of Education 2021 xxviii Annotation A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the purpose of easy referencing. The annotation is defined in figure 3: Strand Number Class/Year B7/JHS1.1. Learning indicator 1.1.1 Sub-strand Number Content Standard Number Figure 3: Curriculum Reference Numbers © NaCCA, Ministry of Education 2021 xxix SCOPE AND SEQUENCE STRANDS SUB-STRANDS B7/JHS1 B8/JHS2 B9/JHS3 GOD, HIS CREATION AND God, His Nature and Attributes    ATTRIBUTES The Creation Stories of the Three Major Religions in Ghana The Purpose and Usefulness of God’s Creation and the Environment RELIGIOUS PRACTICES Worship, Religious Songs and Recitations    Rites of Passage Religious Festivals THE FAMILY AND THE Family Systems    COMMUNITY Authority and Obedience Religion and Social Cohesion RELIGIOUS LEADERS AND Religious Leaders    PERSONALITIES Prophets and Caliphs Women in Religion and Leadership Positions ETHICS AND MORAL LIFE Manners, Decency and Substance Abuse    Moral Teachings in the Three Major Religions in Ghana Reward, Punishment and Repentance RELIGION AND ECONOMIC LIFE Work and Entrepreneurship    Money, Bribery and Corruption Time and Leisure © NaCCA, Ministry of Education 2021 xxx BASIC 7 © NaCCA, Ministry of Education 2021 1 STRAND 1: GOD, HIS CREATION AND ATTRIBUTES SUB-STRAND 1: GOD, HIS NATURE AND ATTRIBUTES CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 1.1.1: Explain B7/JHS1 1.1.1.1: Explain the nature of God through His CG 5.2: Develop and exhibit ability to defend the nature of God attributes inthe three major religions one’s cultural beliefs, practices and norms; seen through His CG 5.3: Develop and express respect and attributes Exemplars: appreciation of others’ culture. 1. Identify the attributes of God. E.g. omnipotent, omnipresent, CP 5.6: Demonstrate a thorough omniscient, love, patience. understanding of a generalised concept or facts 2. Explain the attributes of God in English and in their local languages. to task or situation. E.g., Amowia – giver of sunlight (Akan); Binnamdanaa – the Creator DL 5.5: Evaluate the quality and validity of of all creatures (Dagbani); Mawu Kitikata – God is the source of life information (Ewe) DL 6.4: Adhere to behavioural protocols that 3. Write an essay on the attributes of God and present your works for prevail in cyberspace class discussion. Learners are encouraged to make use of resources DL 6.6: Knowledge and recognition of ethical on the internet for more of the attributes of God from the three use of information major religions. B7/JHS1 1.1.1.2: Describe ways in which you demonstrate CC 9.1: Demonstrate behaviour and skills of attributesof God in your life working towards group goals CC 9.4: Help group work on relevant activities. Exemplars: 1. In groups, ask learners to identify the attributes of God that are found in humankind and present to class for discussion E.g. love, patience, merciful. 2. Role play how they relate the attributes of God to their life. © NaCCA, Ministry of Education 2021 2 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 1.1.1 B 7.1.1.1.3: Identify the similarities in the way that the nature CC 9.1: Demonstrate behaviour and skills of (CONTINUED): of God is understood through His attributes in the three major working towards group goals. Explain the nature of religions in Ghana CC 9.4: Help group work on relevant activities. God seen through His attributes Exemplars: 1. Using Think-Pair-Share, learners identify the similarities in the way the nature of God is understood in His attributes in the three major religions. Examples The nature of God as everlasting can be found from the following attributes giving to God by the three major religions. Tetekwaframoa (the ancient of days) – indigenous Akan religion; Alpha and Omega (the beginning and end) - Christianity and Al-Awwalu wal A’khirun (the beginner and the end) - Islam. The nature of God as omnipotent can be found in the following attributes. Mawu (Almighty) - indigenous Ewe religion or Otumfour (Almighty) - indigenous Akan religion; El-Shaddai (God Almighty) - Christianity and Azza wa Jalla (Almighty God) – Islam. The nature of God as the sustainer of all creations are found in attributes such as: Amosu (giver of rain) - indigenous Akan religion or Amowia (giver of sunlight) - indigenous Akan religion; Jehovah-Jireh (God the Provider) – Christianity and Al-Razak (the Provider) – Islam. © NaCCA, Ministry of Education 2021 3 STRAND 2: RELIGIOUS PRACTICES SUB-STRAND 1: WORSHIP CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 2.1.1: Explain B7/JHS1 2.1.1.1: Identify the types of worship in the three CC 9.1: Demonstrate behaviour and skills of how worship is majorreligions working towards group goals performed in the three CC 9.4: Help group work on relevant activities. major religions in Exemplars: CG 5.2: Develop and exhibit ability to defend Ghana and apply the 1. Through questions and answers learners explain the meaning of one’s cultural beliefs, practices and norms moral lessonsin the worship. E.g. worship is the submission to the will of God or Allah. worship in their life. CG 5.3: Develop and express respect and 2. Show pictures or video clip of people at worship appreciation of others’ culture. 3. Through Think-Pair Share, learners discuss the religion each worship CG 5.3: Develop and express respect and belongs to. appreciation of others’ culture. 4. Identify the types of worship in Christianity, Islam and Indigenous CG 6.1: Understanding of influencing of African Religions. E.g. private (individual or family) and congregational. globalisation on traditions, languages and cultures. 5. In three mixed ability groups, learners dramatise the types of worship in the three major religions. CP 5.6: Demonstrate a thorough understanding of a generalised concept or facts to task or situation. DL 5.5: Evaluate the quality and validity of information DL 6.4: Adhere to behavioural protocols that prevail in cyberspace DL 6.6: Knowledge and recognition of ethical use of information © NaCCA, Ministry of Education 2021 4 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 2.1.1 B7/JHS1 2.1.1.2: Describe the modes of worship in the three CC 9.1: Demonstrate behaviour and skills of (CONTINUED): majorreligions working towards group goals Explain how worship is CC 9.4: Help group work on relevant activities. performed in the three Exemplars: major religions in Ghana 1. In groups, learners to identify activities that take place during worship and apply the moral and report to class. lessons in the worship in Christianity – Meditation, Bible reading, prayer, singing and their life. dancing, offertory, sermon, communion, baptism, etc. Islam – Niyyat (intention), ablution, genuflections in prayers, the five pillars of Islam, Qur’anic recitation, sermon, glorification to Allah, sadaqah, offertory, etc Indigenous African Religion – offer of libation, sacrifice, prayer, drumming, singing and dancing, incantations, spirit possession, divination, etc. B7/JHS1 2.1.1.3: Identify and explain the moral lessons from CC 9.1: Demonstrate behaviour and skills of working towards group goals worshipExemplars: CC 9.4: Help group work on relevant activities. 1. Through questions and answers, learners identify the moral lessons CG 6.1: Understanding of influencing of from worship. E.g., It encourages discipline in society, it encourages globalisation on traditions, languages and togetherness and unity of people, it gives confidence to face life, etc. cultures. 2. Learners to dramatise how they relate the moral lessons from CG 5.2: Develop and exhibit ability to defend worship to their life. one’s cultural beliefs, practices and norms Project Work: Consult a pastor/priest/an Imam and parents to discuss CG 5.3: Develop and express respect and why we need to be in constant touch with God. appreciation of others’ culture. © NaCCA, Ministry of Education 2021 5 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 2.1.1 B7/JHS1. 2.1.1.4: Explain the significance of CC 9.1: Demonstrate behaviour and skills of (CONTINUED): working towards group goals Explain how worship is prayerExemplars: CC 9.4: Help group work on relevant activities. performed in the three 1. Learners to explain the meaning of prayer. E.g. the act of CG 6.1: Understanding of influencing of major religions in Ghana communication between the worshipper and the object of worship globalisation on traditions, languages and and apply the moral cultures. lessons in the worship in their life. 2. In groups, learners to identify the types of prayer in the three major CG 5.2: Develop and exhibit ability to defend religions and present findings for discussion in class. one’s cultural beliefs, practices and norms Christianity – thanksgiving, intercession, supplication, confession CG 5.3: Develop and express respect and etc. appreciation of others’ culture. Islam – Fard prayers (the five daily obligatory prayers – Subhi/Fajr, Zuhr, Asr, Magrib and Isha’i). Special/Occasional Prayer Friday congregational prayer (Ju’muah) in place of Zuhr Tarawih prayer – special prayer in Ramadan Janazah prayer - prayer for the dead before interment Eid-ul-Fitr – the prayer after the end of Ramadan Eid-ul-Adha – commemoration of the grand sacrifice of Prophet Ibrahim Tahajju – midnight prayer Kusuf – prayer for the eclipse of the sun Khusuf – pray for the eclipse of the moon, etc. Indigenous African Religion – thanksgiving, intercession, supplication, confession, etc. 3. Learners use skits to demonstrate how prayer is performed in the three major religions. © NaCCA, Ministry of Education 2021 6 CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 2.1.1 4. Learners should compare the use of prayer across the three major (CONTINUED): religions in Ghana and identify similarities and differences. E.g. some Explain how worship is of the similarities are to communicate with God; to put needs before performed in the three God and give thanks to God. Among the difference are: while in major religions in Ghana Indigenous African Religion the act of cursing one’s enemies and the and apply the moral enemies of society is formally accepted, it is forbidden in Islam and lessons in the worship in Christianity; in Islam and Christianity prayer is used for confession their life and forgiveness of sin but in indigenous African religion, forgiveness of sinis achieved through sacrifice and not prayer alone. In groups, learners to discuss the significance of prayer in their daily life. E.g., it is a command from God/Allah, prayer brings us closer to our Creator, etc. © NaCCA, Ministry of Education 2021 7 STRAND 2: RELIGIOUS PRACTICES SUB-STRAND 2: RELIGIOUS SONGS AND RECITATIONS CONTENT STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES B7/JHS1 2.2.1: Analyse B7/JHS1 2.2.1.1: Differentiate between religious songs CG 6.1: Understanding of influences of globali- and apply the moral and non-religious songs. sation on traditions, languages and cultures. valuesin religious CG 6.3: Know the global discourse about the songs and recitations Exemplars: role of men and women. 1. Explain the differences between religious songs and non-religious CG 6.4: Exhibit a sense of nationality and songs. global identity. Religious songs - are music that express the belief of worshippers and CI 5.1: Examine alternatives in creating new their dependence on God or the Supreme being while non-religious things. songs deal with social, political and economic matters. CI 5.2: Ability to merge simple/complex ideas 2. State the characteristic of religious songs. Learners listen to a variety to create novel situations or things. of songs and identify if they are religious songs or not. CI 5.7: Putting forward constructive comments, Characteristics ideas, explanations and new ways of doing things Express religious beliefs CI 6.4: Imagining and seeing things in a different Draw worshippers to God way Give hope to the hopeless, etc. DL 5.5: Evaluate the quality and validity of 3. In groups, learners compose their own religious songs, sing in class information and discuss the key message the songs convey. DL 6.4: Adhere to behavioural protocols that prevail in cyberspace DL 6.6: Knowledge and recognition of ethical

RME Curriculum PDF - Religious and Moral Education for B7/JHS1 - B9/JHS3

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