SHS2 Religious And Moral Education · Semester 1 Week 15: Responsible Parenting and Parenthood

Lesson notes

Learning Objectives

Indicator: 2.2.2.LI.2 - Examine obligations of individuals to the family and the society.

By the end of the lesson, learners can:

Identify at least four obligations individuals owe to their families and four obligations they owe to society.
Categorise obligations into those owed to the family and those owed to society, explaining how they overlap.
Justify why fulfilling family obligations contributes to peaceful family life and national development.
Analyse the consequences for the family and society when individuals neglect their obligations.
Demonstrate through role play or discussion how gender is not a barrier to performing any family obligation.

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Curriculum details

Strand: Stewardship and Responsibility (Strand 2)
Sub-strand: Responsible Parenting and Parenthood (2.2)
Content standard: 2.2.2.CS.1 - Demonstrate knowledge and understanding of the concepts of parenting and parenthood, and the respective roles of parents and children. 2.2.2.LO.1 Justify the need for responsible parenting.
Indicator: 2.2.2.LI.2 - Examine obligations of individuals to the family and the society.
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Source document note: The official curriculum document has a fault in this entry, so the curriculum text above is transcribed exactly as printed:

strand name - p.28: this strand is printed "STEWARDSHIP AND RESPONSIBILTY" here and on printed p.43, and "STEWARDSHIP AND RESPONSIBILITY" on printed p.56, in the table of contents and in the scope-and-sequence; transcribed as printed
indicator text - p.45: this indicator's code is printed "2.2.2. LI.2", with a space after the third segment; filed as 2.2.2.LI.2, its assessment on the same page being printed 2.2.2.AS.2 without the space
Curriculum reference: NaCCA curriculum document, p. 45

Exemplars (from the NaCCA curriculum)

General Learning Approach: In the context of schools with large sizes, the RMEC team should utilize case studies, video watching (movie scenes), drama/role play that will offer opportunities for discussions afterwards.
Where appropriate the following pedagogies may also be implemented:
Talk for Learning: Through Think-Pair-Share, discuss the roles of parents and children.
Exploratory Learning: Work in mixed ability groups to create posters on the roles of parents.
Activity-Based Learning:
- Create a concept map on the roles of parents and children and the effects of their refusal to perform their respective roles.
- Lead learners to realise that many of the roles played by parents can be done by both males and females.
Enquiry Route Learning:
- Explain the roles of parents and children.
- Discuss the consequences of the failure of parents and children to perform their respective roles.
Teaching and Learning Resources:
- Materials for creating posters
- Computers
- Flip charts
Assessment (2.2.2.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.