Leisure · SHS3 Religious And Moral Education

Lesson notes

Learning Objectives

Indicator: 3.1.1.LI.2 - Discuss how to use leisure time profitably.

By the end of the lesson, learners can:

Define profitable use of leisure time and distinguish it from mere idleness or passive entertainment.
Identify and categorise at least three types of profitable leisure activities (physical, intellectual, creative, social, and spiritual).
Explain how planned leisure contributes to personal development, family bonds, and national productivity.
Design a personal weekly leisure timetable that balances rest, skill-building, and recreation.
Justify the choice of a particular leisure activity in terms of its benefits to self and community.

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Curriculum details

Strand: Work, Time Management and Leisure (Strand 1)
Sub-strand: Leisure (1.1)
Content standard: 3.1.1.CS.1 - Demonstrate knowledge and understanding of the importance of leisure in work ethics. 3.1.1.LO.1 Discuss the need for leisure and how to utilise leisure time profitably.
Indicator: 3.1.1.LI.2 - Discuss how to use leisure time profitably.
Suggested placement: Semester 1, Week 2 (Week 2 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:

sub strand name - p.52: this sub-strand is headed "Sub-Strand 1. LEISURE" and coded 3.1.1, and the table of contents agrees, but the scope-and-sequence on printed p.22 lists Leisure as the third sub-strand of strand 1, after Work Ethics and Honesty and Time Management; the other two year-3 sub-strands are numbered 3 and agree with the scope table
indicator text - p.54: this indicator's code is printed "3.1.1. LI.2", with a space after the third segment; filed as 3.1.1.LI.2, its assessment on the same page being printed 3.1.1.AS.2 without the space
Curriculum reference: NaCCA curriculum document, p. 54

Exemplars (from the NaCCA curriculum)

General Learning Approach: In the context of schools with large sizes, the RMEC 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:
Activity-Based Learning: Through drama, demonstrate how leisure time is used profitably.
Project-Based Learning: Create group charts on how to use leisure time effectively.
Enquiry Route: Proper use of leisure time
Teaching and Learning Resources:
- Flip charts
- Sticky notes
- Computers
- Poster colours
Assessment (3.1.1.AS.2). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.