Responsibilities of Young Persons · SHS3 Religious And…

Lesson notes

Learning Objectives

Indicator: 3.2.3.LI.1: Examine responsibilities of young persons to their families and community.

By the end of the lesson, learners can:

List at least five responsibilities of young persons to their families and at least five to their communities, drawing on both religious teachings and societal expectations.
Explain how at least two religious traditions (Christianity, Islam, or African Traditional Religion) define the responsibilities of young persons to their families and communities.
Assess, using a simple case study, the consequences for a family and community when a young person fails to perform their responsibilities.
Role-play or dramatise a scenario that demonstrates a young person carrying out a responsibility at home or in the community, and reflect on how that action promotes the well-being of others.
Identify one personal area where they are falling short in performing their responsibilities and propose a realistic strategy to improve.

Sign in with your phone number to read the full note and download the GES plan - free.

Sign in with phone number

Curriculum details

Strand: Stewardship and Responsibility (Strand 2)
Sub-strand: Responsibilities of Young Persons (2.3)
Content standard: 3.2.3.CS.1 - Demonstrate an appreciation for responsibilities of young persons to their family, society, and the country. 3.2.3.LO.1 Assess responsibilities of young persons as defined by religion and society.
Indicator: 3.2.3.LI.1 - Examine responsibilities of young persons to their families and community.
Suggested placement: Semester 1, Week 14 (Week 14 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.
Curriculum reference: NaCCA curriculum document, p. 58

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:
Digital Learning: Do group PowerPoint presentations on responsibilities of young persons to their family and society.
Experiential Learning: Watch documentaries showing young people doing extraordinary things for their families and society.
Creative Writing: Learners should create poems/drawings/music to communicate their responsibilities for their family and society.
Enquiry Route Learning: Identify your roles in the family and in your society.
Teaching and Learning Resources:
- Projectors
- Computers
- Internet routers
Assessment (3.2.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 3 Strategic reasoning; Level 4 Extended critical thinking and reasoning.