Our Beliefs · KG1 Integrated Learning

Lesson notes

Learning Objectives

Indicator: K1.3.4.1.3 - Interact actively with peers during a teacher-read aloud session about religious beliefs, use visual information to understand the unfamiliar words when reading and use new vocabulary acquired to talk about their beliefs.

By the end of the lesson, learners can:

Listen attentively and respond actively during a teacher-read aloud session about different religious groups in Ghana.
Use pictures and visual clues to explain unfamiliar words such as mosque, chapel, and shrine.
Talk about their own beliefs and the beliefs of others using new vocabulary such as worship, pray, mosque, chapel, and church.
Identify at least one thing that all religious groups do in common and one thing that is different.
Count and compare the letters in the names of worship places (for example, mosque and church) using the words “more than”, “less than” and “same as”.

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Curriculum details

Strand: Values and Beliefs (Strand 3)
Sub-strand: Our Beliefs (3.4)
Content standard: K1.3.4.1 - Demonstrate understanding of and relating well with people with different beliefs
Indicator: K1.3.4.1.3 - Interact actively with peers during a teacher-read aloud session about religious beliefs, use visual information to understand the unfamiliar words when reading and use new vocabulary acquired to talk about their beliefs.
Suggested placement: Term 2, Week 5 (Week 17 of the year)
Term is the curriculum's own; the week within it is our suggestion, laid out in curriculum order. Follow your school's scheme of learning.
Curriculum reference: Kindergarten Curriculum (KG1 and KG2), 2019, p. 49
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

Follow the before reading, during reading and after reading strategies as you read an informational text on different religious groups in Ghana and how they worship. Pause often and have the learners respond to the text by relating the information to their lives. Use visual information such as pictures to explain unfamiliar words such as mosque, chapel, etc.
Learners identify and share what they have learnt about the things that we all do in common and things that are different about the three religious groups. Allow learners to talk a lot using the new vocabulary that they have heard from the book. Learners role play what their religious leaders do when leading worship. Have learners talk about and demonstrate how they will relate with their classmates and other learners in harmony although they belong to different religious groups. Count the letters in at least two religious books and/or name of worship place and use comparative language ("more than", "less than", "same as") and signs ([<], [>], [=]) to describe the letters in the spelling of the religious books e.g. Bible, chapel, Quran, Mosque, Shrine, etc. You can extend this activity using different objects