BASIC 1

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 Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator

CONTENT STANDARDS SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND
CORE
COMPETENCIES
B1. 1.1.1. Explain who the B1. 1.1.1.1: Explore God’s Creation. Appreciation,
Creator is  In groups, learners discuss who the creator is. Truthfulness,
- He is God, the originator of all things. Faith,
- He provides all our needs: air, food, water, life, etc. Caring,
Love,
B1. 1.1.1.2: Mention the names of some of the things God created. Communication and
 Engage learners with pictures, charts, video clips and songs showing some of Collaboration,
the things God created: humankind, animals, trees, rivers, the sea and Critical Thinking
mountains. Creativity and Innovation
 Let learners draw, colour and model some of the things God created. Digital Literacy
 Help learners to role play, recite rhymes and sing songs about some of the
things God created.

B1. 1.1.1.3: Examine some attributes of God.

 In groups, guide learners to talk about the attributes of God.
 Engage learners with pictures, charts, video clips, songs and role play to
demonstrate attributes of God showing: love to one another, truthfulness,
kindness, patience, mercy, etc. at home, school and community.
 Let learners role play the following activities:
- home: family members caring for one another,
- school: teachers and learners demonstrate care and love among themselves and
- community: visits to the hospital and orphanage, etc.

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 Sub-Strand 2: Religious Worship in the Three Major Religions in Ghana
SUBJECT SPECIFIC
CONTENT STANDARDS PRACTICES AND
INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B1.2.1.1. Demonstrate the B1 2.1.1.1: Name the three main types of worship in Ghana. Commitment, Dedication
understanding of religious  Show pictures, video clips of people worshipping among the three main religions Cultural Identity, Sharing
worship in Ghana. Reconciliation,
- Christian worship, Togetherness, Unity
- Islamic worship and Communication and
- Traditional worship. Collaboration,
 Let learners role-play the act of worship in the three main religions in Ghana. Critical Thinking
Creativity and Innovation
B1 2.1.1.2: Recite religious passages and sing religious songs. Digital Literacy
 Show pictures, video clips, etc. of songs and recitations from the three main
religions.
 Let learners sing and recite texts from the three main religions:
- The Lord’s Prayer, Psalm 23 (Christian),
- Al- Fãtihah (Islamic) and
- any recital from the traditional religion-sacred myths, riddle, proverbs, etc.
(Traditional).

B1.2.2.1.1: Describe religious festivals in Ghana.

 Guide learners to mention festivals celebrated in the three religions.
- Christian: Christmas, Easter, etc.
- Islamic: Eid-ul-Fitr, Eid-ul-Adha, etc.
- African Traditional Religion (ATR): Odwira, Damba, Homowo,
Hogbetsotso, Fetu AfahyƐ, etc.

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 Sub-Strand 2 Religious Festivals in the Three Major Religions in Ghana

SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B1.2.2.1. Describe religious - Commitment, Dedication
festivals Cultural Identity, Sharing
CONT’D Reconciliation,
Togetherness, Unity
Communication and
Collaboration,
Critical Thinking
Creativity and Innovation
Digital Literacy

Strand 3: Religious Leaders

Sub-Strand 1: Birth of the Leaders of the three Major Religions in Ghana

CONTENT STANDARDS SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B1. 3.1.1. Narrate the birth B1. 3.1.1.1: Narrate the stories of the birth of religious leaders. Patience, Commitment
stories of the leaders of the  Show pictures and video clips depicting the birth of the religious leaders: Chastity, Caring
three main religions Christian, Islamic and ATR. Responsibility
 Let learners tell stories about the birth of the religious leaders. Personal Development and
 Let learners dramatise the birth of the religious leaders. Leadership
Creativity and Innovation
Cultural Identity and Global
Citizenship,
Digital Literacy

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 Strand 4: The Family and the Community
Sub-Strand 1: Roles and Relationships

CONTENT STANDARDS SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND
CORE
COMPETENCIES
B1. 4.1.1. Show an B1. 4.1.1.1: Identify the role of the individual members of the family. Responsibility, Togetherness
appreciation of the roles of  Let learners, in groups, talk about their roles and roles of their parents in the Caring, Love, Sharing
the family and community in family: Cooperation, Commitment
their daily lives - Parents: Provision of shelter, food, security and education, Respect, Obedience
- Children: running errands, performing house chores, etc. Honesty, Kindness
 Let learners role-play the functions of the various members in the family, Reliable, Discipline
e.g. Learners play the role of a father, mother, etc. Cultural Identity

B1. 4.1.1.2: Explain the role of the community in the upbringing of its members. Personal Development and
 Let learners, in groups, talk about the role of the community in the upbringing of Leadership
its members through education, discipline, counselling, etc. Creativity and Innovation
 Let learners dramatise or role-play the roles of members of the community in the Communication and
upbringing of its members through education, discipline, counselling, etc. Collaboration

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 BASIC 2

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 BASIC 2
Strand 1: God, His Creation and Attributes
Sub-Strand 1: God the Creator

CONTENT STANDARDS SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2. 1.1.1. Demonstrate an B2.1.1.1.1: Mention attributes of God that reveal His nature as Sustainer of life. Appreciation, Truthfulness
appreciation of God’s  In groups, lead learners to discuss the attributes of God as the Sustainer of life: Faith, Caring, Love
creation - Giver of rain and sunshine, Communication and
- the One who makes plants grow, Collaboration,
- the Giver of air, etc. Critical Thinking and
 Let learners mention other attributes of God in their local languages. Problem Solving
 Let learners explain the attributes of God relevant to their daily life, e.g. God gives
life, rain and air.

Sub-Strand 2: The Environment

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.1.2.1. Appreciate B2.1.2.1.1: Explain the importance of the environment. Appreciation, Truthfulness
the environment as  Take a nature walk of the school environment with learners to observe: Caring, Protection
God’s creation - things of natural existence (objects God created): trees, stones, animals, etc., Love, Cleanliness,
- things created by humankind: buildings, cars, tables, chairs, etc. Responsibility
 In groups, let learners examine things made by humankind and identify the materials used Communication and
in making the things. Collaboration,
- Guide learners to talk about the importance of the environment. (survival of Critical Thinking and
God’s creation depends on the environment): air, food, water, shelter, etc. Problem Solving

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 CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.1.2.1. Appreciate B2. 1.2.1.2: Demonstrate human activities that destroy God’s creation or the Appreciation, Truthfulness
the environment as environment. Caring, Love
God’s creation  Guide learners to talk about activities that destroy the environment: indiscriminate cutting
CONT’D down of trees, illegal mining activities (galamsey), pollution of water bodies, etc. Communication and
 Let learners know that all these activities lead to climate change – heat, floods, rainstorms, Collaboration,
less rainfall pattern, drought, famine, etc. Critical Thinking and
 Group learners to record data on human activities that destroy the environment and Problem Solving
present to class for discussion.

NB Nature walk, video clips and pictures on environmental degradation can be used.

 Let learners draw and colour various aspects of the environment:

- safe environment,
- unsafe environment, etc.
 Let learners talk about the desired environment.

Sub-Strand 3: Purpose of God’s Creation

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.1.3.1. Appreciate B2.1.3.1.1: Explain the purpose of God’s creation. Appreciation, Truthfulness
things created by God  Group learners to discuss the usefulness of plants and animals to humankind. Caring, Love
 Let learners identify the uses of animals and plants.
 Let learners draw and colour useful plants and animals. Communication and
Collaboration,
Critical Thinking and
Problem Solving

Strand 2: Religious Practices and their Moral Implications

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 Sub-Strand 1: Religious Worship in the Three Major Religions in Ghana
CONTENT SUBJECT SPECIFIC
STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.2.1.1. Explain B2. 2.1.1.1: Explain the importance of worship. Faithfulness, Obedience
the importance of Respect, Commitment,
religious worship  Engage learners with video clips or pictures of people at worship. Humility, Togetherness
 If possible, take learners to the church, mosque or the shrine to observe the mode of Cultural Identity, Gratitude
worship.
 Lead learners to talk about the importance of worship at home, church or mosque and in Communication and
school: Collaboration,
- It is a command from God to serve Him. Personal Development and
Leadership
Creativity and Innovation
B2 2.1.1.2: Sing and recite simple texts from the three main religions in Ghana. and Global Citizenship

 Lead learners to mention popular religious songs and recitations in the three main religions in
Ghana.
 Let learners sing or recite some simple verses from the Bible or Quran and some sayings
from the oral tradition.
- The Lord’s Prayer (Christian)
- Al-Fãtihah (Islam)
- Traditional prayer (ATR)
 Let learners write simple texts from the religious songs and recitations.

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 Sub-Strand 2: Festivals in the Three Major Religions

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B2.2.2.1. Explain B2.2.2.1.1: Demonstrate activities which take place during the celebration of festivals. Faithfulness, Obedience
the importance of Respect, Commitment,
religious festivals  Let learners mention religious festivals they have witnessed or head of. Humility, Togetherness
Islam - Eid-ul-Fitr, Eid-ul-Adha, etc., Cultural Identity, Gratitude,
Christianity- Easter, Christmas, etc., Sharing, Reconciliation
Traditional - Kundum, Odwira, Damba, Bugum, Yam Festival, etc. Sacrifice Patriotism
 Let learners, in groups, describe how various festivals are celebrated. Communication and
 Let learners role-play or dramatise activities that take place during the festivals: merry- Collaboration,
making, sharing, family re-union, worship, etc. Personal Development
 Let learners draw scenes from festivals. Creativity and Innovation
and Global Citizenship

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 Strand 3: Religious Leaders
Sub-Strand 2: Early Life of the Leaders of the three Major Religions

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
Narrate the early B2. 3.1.1.1: Narrate the story of the early life of the religious leaders in the three Respect, Obedience,
life stories of the religions in Ghana. Perseverance, Endurance,
leaders of the three  Let learners mention the names of the religious leaders: Jesus Christ, the Holy Prophet Honesty, Cooperation,
main religions (Sallahu Alaihi Wasallam-S.A.W (Peace be upon Him)) Okomfo Anokye, Toha Zie, Egya Commitment, Dedication,
Ahor, etc.
 Discuss with learners the early lives of these religious leaders. Communication and
- The Lord Jesus Christ; Collaboration,
- The Holy Prophet Muhammad (SAW), Critical Thinking, Personal
- A traditional leader. development, Humility,
 In groups, let learners role-play some important aspects of the early life of a religious leader. Decision making

B2. 3.1.1.2: Outline the moral lessons in the early lives of the religious leaders.
 Lead learners to talk about the moral lessons they have learnt from the discussions about the
religious leaders of the three main religions in Ghana.
 Guide learners to explain how they will apply the moral lessons learnt from the religious
leaders in their daily lives.
 Let learners dramatise the moral lives of the religious leaders.

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 Strand 4: The Family and the Community
Sub-Strand 1: Roles and Relationships

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B2. 4.1.1. Describe B2. 4.1.1.1: Identify things that families do to show their commitment to God. Responsibility,
the roles of the  Let learners mention the religious activities their families perform: morning devotion, going to Love,
family and church, mosque or the shrine. Sharing,
community in their  Let learners in groups, identify the number of times religious activities are performed during Commitment,
daily lives the day, week and occasionally. Obedience,
 Let learners to role-play what their families do to show commitment to God e.g. worship, Respect,
offertory, Sadaqah, Zakat, prayer and fasting, etc. Humility,
Honesty,
B2. 4.1.1.2: Explain the need for commitment to God. Trust
 Guide learners to explain the meaning of commitment. Communication and
 Let learners discuss why we need to be committed to God: Collaboration,
- It is a command from God. Critical Thinking,
- It attracts blessings from God. Cultural Identity
 Let learners talk about things they do to show their commitment to God. Global Citizenship
 Let learners, in pairs, share their personal experiences about things they do at home, school,
church or mosque and community to show their commitment to God.
 Through questions and answers, let learners share their personal experiences in class.

B2. 4.1.1.3: Describe factors that promote good relationships between children and their
parents.
 Lead learners to talk about good relationships.
 Let learners talk about things that promote good relationships: comportment, respect, love,
obedience, humility, friendliness, etc.
 Let learners identify their friends and say things they like about them.
 Let learners dramatise behaviours that show good relationships.

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 Sub-Strand 2: Personal Safety in the Community

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
Identify ways of B2. 4.2.1.1: Describe ways of promoting personal hygiene and safety in the community. Responsibility, Love,
caring for the body Personal Hygiene Sharing,
 Have learners mention things they need in promoting personal hygiene practices: water, soap, Commitment, Obedience,
tooth brush and tooth paste, nail cutter, etc. Respect, Humility, Honesty,
 Let learners talk about things they do to show personal hygiene practices: bathing twice a day, Trust,
brushing of the teeth, at least, twice daily, washing of clothes regularly, washing of hands
regularly, etc.
 Through dramatisation, let learners demonstrate personal hygiene practices.
 Let learners draw items used in keeping their bodies clean.
Communication and
Safety in the Community Collaboration,
 Have learners mention things they need in promoting safety in the community: brooms, Critical Thinking,
scrubbing brushes, rakes, cutlasses, street lights, etc. Cultural Identity
 Let learners talk about things that must be done to ensure safety in the community: clearing Global Citizenship
of surroundings, de-silting choked gutters, creating watch-dog groups and reporting crimes or
criminals (bad people or bad behaviours), etc.
 Help learners demonstrate safe community practices.
 Let learners draw items used in keeping our communities clean.
 Let learners draw people who keep our communities safe.

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 BASIC 3

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 BASIC 3
Strand 1: God, His Creation and Attributes

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.1.2.1. Identify B3.1.2.1.1: Demonstrate ways to care for the environment. Cleanliness, Sustainability,
ways of ensuring  Use questions and answers for learners to explain the environment. Responsibility, Maintenance,
environmental  Using Think-Pair-Share, let learners talk about ways of caring for the environment through: Caring, Obedience, Respect
safety tree planting, proper disposal of waste, legal mining, clean-up exercises, avoiding for right to life
environmental pollution, etc. Communication and
 Let learners organise and do clean-up exercises in the school environment. Collaboration,
 Let learners draw and colour activities of caring for the environment. Critical Thinking and
 Guide learners in groups to do a project on: clearing a rubbish dump, planting trees, checking Problem-Solving
erosion, clearing choked gutters, etc. Personal Development and
 Let learners present their work in class for appreciation and discussion. Leadership

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 Sub-Strand 3: The Purpose of God’s Creation

SUBJECT SPECIFIC PRACTICES AND

CONTENT STANDARDS INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B3.1.3.1. Explain the purpose of B3.1.3.1.1: Explain the purpose of God’s creation of Stewardship, Loyalty, Caring, Protection,
God’s creation humankind. Obedience, Respect,
 Discuss with learners the creation of humankind.
-Who were the first people God created? Communication and Collaboration,
-Who was created first? Critical Thinking and
 Let learners tell creation stories from the three
religious groups in Ghana.
 Explain why God created human beings: to take
care of other creatures to worship and serve Him,
etc.

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CONTENT STANDARDS INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
PRACTICES AND CORE
COMPETENCIES
B3.1.3.1. Explain the purpose B3.1.3.1.2: Give reasons for protecting God’s creation. Problem-Solving
of God’s creation  Lead learners to think-pair-share on why we should protect God’s creation: Personal Development and
COND’ - to preserve creation for generations, Leadership
- it is a command from God,
- our survival depends on other creation: food, medicine, shelter, air, etc.
and
- it is service to God and humankind.

B3.1.3.1.3: Explain the need for good relationship among people of different
ethnic groups.
 Lead learners to talk about good relationships.
 Let learners talk about things that promote good relationships: comportment,
respect, love, obedience, humility, friendliness, etc.
 Let learners identify their friends and say things they like about them.
 Let learners discuss in groups, the need for good relationships.
 Let groups present their findings to the class: we are people created by God to
ensure peace and unity, companionship, teamwork, caring for one another, etc.
 Let learners dramatise behaviours that show good relationships.

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 Strand 2: Religious Practices and their Moral Implications
Sub-Strand 1: Religious Worship in the Three Major Religions in Ghana

SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.2.1.1. Appreciate the B3.2.1.1.1: Name the sacred scriptures of the three major religions.
importance of religious  Guide learners to mention the sacred scriptures: The Holy Bible (Christianity), Faithfulness, Obedience
worship The Holy Qur’an, Hadith (Islam), Sacred Myths, parables and taboos (Traditional Respect, Commitment,
Religion), etc. Humility, Togetherness
 Let learners in groups, talk about the Holy Scriptures and which religion each Cultural Identity, Gratitude
belongs to.
 Guide learners to recite simple texts from the scriptures: Al-Fãtihah (Islam), Psalm Communication and
23 (Christianity) and Sacred Myths, folktales, parables, etc. (Traditional Religion). Collaboration,
 Let learners write simple texts from the sacred scriptures. Personal Development and
Leadership
B3 2.1.1.2: Give reasons for studying the sacred scriptures of the three major Creativity and Innovation
religions among their followers. and Global Citizenship
 Let learners talk about the religion they belong to.
 Let learners mention the scriptures their religion uses.
 Discuss the importance of studying the sacred scriptures:
- they lead us to God,
- they help us to know the Truthfulness about God and the world,
- they help us to lead good moral lives,
- they give us messages from God, etc.
 Let learners recite texts from the scriptures.
 Guide learners to talk about the moral lessons from the scriptures.

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 Sub-Strand 2: Festivals in the Three Major Religions

SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.2.2.1. Explain the B3.2.2.1.1: Describe how various festivals are celebrated. Faithfulness, Obedience
importance of religious  Let learners mention religious festivals they have witnessed or heard about: Respect, Commitment,
festivals - Islam-Eid-ul-Fitr, Eid-ul-Adha, etc. Humility, Togetherness
- Christianity-Easter, Christmas, Ash Wednesday, Pentecost Day, etc. Cultural Identity, Gratitude,
- Traditional-Aboakyer, Hogbetsotso, Adae, Fetu AfahyƐ, Feok, etc. Sharing, Reconciliation
 Let learners, in groups, describe how various festivals are celebrated. Sacrifice, Patriotism
 Let learners dramatise activities that take place during the festivals. Communication and
 Let learners draw scenes from festivals: durbar of chiefs, drumming and dancing, Collaboration,
merry-making, etc.

B3 2.2.1.2: Demonstrate the importance of religious festivals.

 Show pictures and videos of religious festivals.
 Using pictures and or video clips etc., let learners demonstrate how festivals are
celebrated.
 Let learners talk about the scenes in the pictures or the videos.
 Guide learners to narrate the events in the festivals they have participated in.
 In groups, guide learners to discuss the importance of festivals: to remember key
events in the past, reconciliation, renewal of faith, thanksgiving, etc.
 Let learners draw scenes they saw during the festival they witnessed.

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 Strand 3: Religious Leaders
Sub-Strand 2: Early Life of the Leaders of the three Major Religions

SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.3.1.1. Narrate the B3.3.1.1.1: Describe the youthful lives of the leaders of the three major religions Respect, Trust, Obedience,
youthful life stories of the in Ghana. Commitment,
leaders of the major  Guide learners to talk about the youthful lives of the religious leaders: Responsibility,
religions - The Lord Jesus Christ Personal Development and
- The Holy Prophet Muhammad (S.A.W) Leadership
- A Traditional Religious Leader Communication and
 In groups, let learners talk about the occupations of the religious leaders. Collaboration,
- The Lord Jesus Christ as a carpenter, Creativity and Innovation
- The Holy Prophet Muhammad (S.A.W) as a businessman Digital Literacy
- A Traditional Religious Leader, e. g. Egya Ahor as a farmer. Cultural Identity and Global
 In groups, let learners write short paragraphs on the occupational lives of the Citizenship
religious leaders and present to class for discussion.

B3.3.1.1.2: Identify and explain the moral lessons of the youthful life of the
religious leaders.
 Discuss with learners the moral lessons of the youthful lives of the religious
leaders: piety, honesty, sacrifice, patience, hard work, courage, perseverance, etc.
 Guide learners to talk about how they can apply the moral lessons they learnt from
the lives of the religious leaders in their daily lives.
 Let learners dramatise the moral lives of the religious leaders.

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 Strand 4: The Family and the Community
Sub- Strand 1: Roles and Relationships

CONTENT STANDARDS SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCIES
B3.4.1.1 Appreciate the role B3.4.1.1.1: Discuss God’s promises to humankind.
of the family and the  Lead learners to identify the promises God made to humankind: the call of
community in their Abraham (Ibrahim)-God promised him with eternal life, the call of Moses
relationship with God (Musa), etc.
 In groups, let learners discuss the calls of Abraham (Ibrahim) and Moses
(Musa). Trust, Commitment, Loyalty,
 Let learners present their work to class for discussion. Respect, Obedience,
 Let learners role-play the call of Moses (Musa). Humility, Unity,
Responsibility, Togetherness
B3 4.1.1.2: Identify the benefits of responding to God’s call.
 Discuss with learners the ways we respond to God’s call:
- Prayer, Personal Development and
- service to humankind, Leadership
- caring for the environment, Communication and
- helping the needy (charity), etc. Collaboration,
 In groups, let learners mention the benefits of responding to God’s call: Cultural Identity and Global
-blessings from God, Citizenship
-drawing closer to God,
- long life,
- prosperity,
-eternal life, etc.
 Guide learners to discuss the benefits of responding to God’s call.
 Let learners in their groups, write four benefits of responding to God’s call
and present their works for class discussion.

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 SUBJECT SPECIFIC
CONTENT STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE COMPETENCIES
B3.4.1.1 Appreciate the role B3. 4.1.1.3: Identify moral lessons learnt from responding to God’s call.
of the family and the  Let learners discuss moral lessons derived from responding to God’s call.
community in their  Lead learners to mention the moral lessons they learnt from responding to God’s
relationship with God call: obedience, respect, sacrifice, commitment, reverence for God, humility, etc.
CONTD’  Using the sacred scriptures, let learners dramatise moral activities such as humility,
obedience, reverence, commitment, respect, honouring promises, etc.

Sub-Strands 2 Personal Safety in the Community

SUBJECT SPECIFIC PRACTICES AND

CONTENT STANDARDS INDICATORS AND EXEMPLARS
CORE COMPETENCIES
B3.4.2.1. Explain the role of the family B3.4.2.1.1: Explain the need to live in Trust, Commitment, Loyalty, Respect,
members in living safely with each other harmony with one another. Obedience, Humility, Unity, Truthfulness,
 Have learners mention ways of living in Responsibility, Togetherness
harmony with one another. Personal Development and Leadership
 Discuss the need to live in harmony Communication and Collaboration,
with one another: to promote peace Cultural Identity and Global Citizenship
and unity, law and order, growth and
development, etc.
 In a Think-Pair-Share session, let
learners talk about attitudes and
behaviours that promote harmonious
living at home, school, community, etc.

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