BASIC 7 (JHS 1) RELIGIOUS AND MORAL EDUCATION
THIRD TERM SCHEME OF LEARNING
**Subject:** Religious and Moral Education (R.M.E.)
**Class:** Basic 7
**Term:** Third Term
**Curriculum:** NaCCA Common Core Programme (CCP)
**Number of Periods:** 3 periods per week
**Duration:** 50 minutes per period
### GENERAL AIMS FOR THE TERM
By the end of the term, learners should be able to:
1. Explain and demonstrate good manners and decency.
2. Explain the importance of good manners in society.
3. Discuss the significance of chastity.
4. Explain the teachings of the three major religions on manners, decency and chastity.
5. Explain the meaning of work and entrepreneurship.
6. Discuss the importance of work from religious and ethical perspectives.
7. Identify steps to becoming a successful entrepreneur.
8. Appreciate hard work and develop positive attitudes towards entrepreneurship.
9. Apply moral and religious principles to everyday life.
---
## WEEK 1
**Strand:** 5 – Ethics and Moral Life
**Sub-strand:** Manners and Decency
**Content Standard:** B7 5.1.1 – Develop good manners and learn how to apply them in their daily lives.
**Indicator:** B7 5.1.1.1 – Identify and explain behaviours considered to be good manners in society.
**Topics:**
* Meaning of manners
* Good manners
* Examples of good manners
* Behaviours that demonstrate good manners
**Learning Activities:**
* Learners brainstorm examples of good manners.
* Learners discuss appropriate and inappropriate behaviours.
* Groups role-play situations involving good and bad manners.
* Teacher guides learners to identify acceptable behaviours.
**Resources:** Pictures, charts, posters, video clips, textbook.
**Assessment:** Learners list five good manners and explain any three.
---
## WEEK 2
**Strand:** 5 – Ethics and Moral Life
**Sub-strand:** Manners and Decency
**Content Standard:** B7 5.1.1
**Indicator:** B7 5.1.1.2 – Discuss the importance of good manners and decency.
**Topics:**
* Importance of good manners
* Meaning of decency
* Importance of decency in society
* Effects of indecent behaviour
**Learning Activities:**
* Learners discuss why people should behave decently.
* Groups identify consequences of bad manners.
* Learners dramatise situations showing decent and indecent behaviour.
* Class discusses the moral lessons from the drama.
**Resources:** Pictures, posters, textbooks, video.
**Assessment:** Explain four reasons why good manners are important.
---
## WEEK 3
**Strand:** 5 – Ethics and Moral Life
**Sub-strand:** Manners and Decency
**Content Standard:** B7 5.1.1
**Indicator:** B7 5.1.1.3 – Discuss the significance of chastity.
**Topics:**
* Meaning of chastity
* Importance of chastity
* Ways of maintaining chastity
* Consequences of sexual immorality
**Learning Activities:**
* Teacher explains chastity using age-appropriate examples.
* Learners discuss ways young people can maintain self-control.
* Learners identify positive peer influences.
* Groups discuss consequences of irresponsible sexual behaviour.
**Resources:** Bible, Qur'an, posters, textbook.
**Assessment:** Define chastity and state four reasons why it is important.
---
## WEEK 4
**Strand:** 5 – Ethics and Moral Life
**Sub-strand:** Manners and Decency
**Content Standard:** B7 5.1.1
**Indicator:** B7 5.1.1.4 – Discuss the teachings of the three main religions on manners, decency and chastity.
**Topics:**
* Christian teachings
* Islamic teachings
* Traditional African religious teachings
* Moral lessons from the three religions
**Learning Activities:**
* Learners identify teachings from Christianity, Islam and Traditional Religion.
* Groups compare the teachings.
* Learners discuss similarities and differences.
* Groups present their findings.
**Resources:** Bible, Qur'an, charts, textbook.
**Assessment:** State two teachings from each of the three major religions concerning good manners and chastity.
---
## WEEK 5
### CONSOLIDATION / CLASS TEST
**Strand:** Ethics and Moral Life
**Sub-strand:** Manners and Decency
**Activities:**
* Review Weeks 1–4.
* Oral questions and answers.
* Group exercises.
* Class test.
* Correction and discussion of answers.
**Assessment:**
* Objective questions
* Short-answer questions
* Practical/role-play assessment
---
# STRAND 6 – RELIGION AND ECONOMIC LIFE
## WEEK 6
**Strand:** 6 – Religion and Economic Life
**Sub-strand:** Work, Entrepreneurship and Social Security
**Content Standard:** B7 6.1.1 – Cultivate the need for hard work and develop the spirit of entrepreneurship.
**Indicator:** B7 6.1.1.1 – Explain the meaning of work and entrepreneurship.
**Topics:**
* Meaning of work
* Types of work
* Meaning of entrepreneurship
* Entrepreneur
* Examples of entrepreneurs
**Learning Activities:**
* Learners brainstorm different forms of work.
* Teacher explains entrepreneurship.
* Learners identify entrepreneurs in their communities.
* Groups classify different occupations.
**Resources:** Pictures, charts, videos, textbook.
**Assessment:** Define work and entrepreneurship and give three examples of each.
---
## WEEK 7
**Strand:** 6 – Religion and Economic Life
**Sub-strand:** Work, Entrepreneurship and Social Security
**Content Standard:** B7 6.1.1
**Indicator:** B7 6.1.1.2 – Discuss the relevance of work from religious and ethical perspectives.
**Topics:**
* Religious attitudes towards work
* Work as a responsibility
* Dignity of labour
* Hard work and success
* Honesty at the workplace
**Learning Activities:**
* Learners identify religious teachings that encourage hard work.
* Groups discuss the value of honest work.
* Learners examine attitudes towards different occupations.
* Teacher leads discussion on dignity of labour.
**Resources:** Bible, Qur'an, charts, textbook.
**Assessment:** State and explain four reasons why work is important.
---
## WEEK 8
**Strand:** 6 – Religion and Economic Life
**Sub-strand:** Work, Entrepreneurship and Social Security
**Content Standard:** B7 6.1.1
**Indicator:** B7 6.1.1.3 – Identify steps to be taken to become a successful entrepreneur.
**Topics:**
* Identifying business opportunities
* Setting goals
* Planning
* Saving and managing money
* Acquiring skills
* Starting and managing a business
**Learning Activities:**
* Learners identify possible businesses in their community.
* Groups develop simple business ideas.
* Learners discuss qualities needed by an entrepreneur.
* Groups prepare a simple business plan.
**Resources:** Charts, business samples, posters, textbook.
**Assessment:** List and explain five steps to becoming a successful entrepreneur.
---
## WEEK 9
**Strand:** 6 – Religion and Economic Life
**Sub-strand:** Work, Entrepreneurship and Social Security
**Content Standard:** B7 6.1.1
**Indicator:** B7 6.1.1.4 – Justify the need to become an entrepreneur.
**Topics:**
* Importance of entrepreneurship
* Employment creation
* Income generation
* Poverty reduction
* Community development
* Independence and self-reliance
**Learning Activities:**
* Learners discuss how businesses contribute to society.
* Groups identify benefits of entrepreneurship.
* Learners interview or research a local entrepreneur.
* Groups present their findings.
**Resources:** Pictures, video, posters, textbook.
**Assessment:** Explain five reasons why people should develop entrepreneurial skills.
---
## WEEK 10
### ENTREPRENEURSHIP PROJECT / REVISION
**Strand:** Religion and Economic Life
**Sub-strand:** Work, Entrepreneurship and Social Security
**Activities:**
* Learners present their simple business ideas.
* Groups discuss qualities of successful entrepreneurs.
* Teacher reviews all indicators under Strand 6.
* Learners answer revision exercises.
**Project:**
Learners develop a simple business idea and identify:
1. The product/service.
2. Target customers.
3. Resources required.
4. Estimated cost.
5. Possible profit.
6. Moral values needed to operate the business.
**Assessment:** Group presentation and individual written exercise.
---
## WEEK 11
### GENERAL REVISION
**Areas for Revision:**
* Good manners
* Decency
* Chastity
* Religious teachings on manners and chastity
* Meaning of work
* Types of work
* Entrepreneurship
* Religious and ethical importance of work
* Steps to becoming a successful entrepreneur
* Importance of entrepreneurship
**Activities:**
* Question-and-answer session.
* Group discussion.
* Past-question practice.
* Individual exercises.
* Correction of exercises.
---
## WEEK 12
### END-OF-TERM EXAMINATION
**Activities:**
* Administration of the End-of-Term R.M.E. Examination.
* Objective test.
* Structured questions.
* Essay/application questions where applicable.
**Assessment Areas:**
* Knowledge and understanding
* Application of moral principles
* Critical thinking
* Communication
* Ability to relate religious teachings to everyday life
---
# CORE COMPETENCIES
Throughout the term, the following competencies should be developed:
* **Critical Thinking and Problem Solving**
* **Communication and Collaboration**
* **Personal Development and Leadership**
* **Cultural Identity and Global Citizenship**
* **Creativity and Innovation**
* **Digital Literacy**
The curriculum expects R.M.E. teaching to develop learners' cognitive, affective and practical abilities rather than relying only on memorisation.
# SUGGESTED TEACHING AND LEARNING RESOURCES
* Bible
* Qur'an
* Approved R.M.E. textbook
* Teacher's Guide
* Pictures and photographs
* Charts and posters
* Flashcards
* Video clips
* PowerPoint presentations
* Local community resource persons
* Newspapers and magazines
* Internet/digital resources
NaCCA maintains an approved instructional-resource system, and an approved **Religious and Moral Education for JHS Basic 7** textbook is listed in its approved books registry.
# REFERENCE
**National Council for Curriculum and Assessment (NaCCA), Ministry of Education, Ghana. Religious and Moral Education Common Core Programme Curriculum for B7/JHS1–B9/JHS3.**
**Note:** Schools may adjust the number of weeks slightly to accommodate their academic calendar, examination dates, holidays and school-based assessment activities. The NaCCA curriculum itself provides the standards and indicators; the weekly sequencing above is a practical school scheme based on those indicators.
