PROVINCE OF THE
EASTERN CAPE
EDUCATION
DIRECTORATE:
CURRICULUM FET PROGRAMMES
LESSON PLANS
TERM 3
RELIGION STUDIES
GRADE 10
FOREWORD
The following Grade 10, 11 and 12 Lesson Plans were developed by Subject Advisors during May 2009. Teachers are requested to look at
them, modify them where necessary to suit their contexts and resources. It must be remembered that Lesson Plans are working documents,
and any comments to improve the lesson plans in this document will be appreciated. Teachers are urged to use this document with the
following departmental policy documents: Subject Statement; LPG 2008; SAG 2008; Examination Guidelines 2009 and Provincial CASS Policy
/ Guidelines.
Lesson planning is the duty of each and every individual teacher but it helps when teachers sometimes plan together as a group. This
interaction not only helps teachers to understand how to apply the Learning Outcomes (LOs) and Assessment Standards (ASs) but also builds
up the confidence of the teachers in handling the content using new teaching strategies.
It must please be noted that in order to help teachers who teach across grades and subjects, an attempt has been made to standardise
lesson plan templates and thus the new template might not resemble the templates used in each subject during the NCS training. However,
all the essential elements of a lesson plan have been retained. This change has been made to assist teachers and lighten their administrative
load.
Please note that these lesson plans are to be used only as a guide to complete the requirements of the Curriculum Statements and the work
schedules and teachers are encouraged to develop their own learner activities to supplement and /or substitute some of the activities given
here (depending on the school environment, number and type of learners in your class, the resources available to your learners, etc).
Do not forget to build in the tasks for the Programme of Assessment into your Lesson Plans.
Strengthen your efforts by supporting each other in clusters and share ideas. Good Luck with your endeavours to improve Teaching, Learning
and Assessment.
Page 2 of 19
Religion Studies Term 3 Lesson Plans
Grade 10
SUBJECT: RELIGION STUDIES
GRADE: 10
LESSON PLAN 1
TERM 3
TIME: 8 HOURS
CORE CONTENT:

Principles of research: definitions of objectivity and subjectivity. Application of these insights to historical and social understanding of religion.
INTEGRATION WITH OTHER SUBJECTS:
 History
LEARNING OUTCOME 1:
LEARNING OUTCOME 2:
LEARNING OUTCOME 3:
LEARNING OUTCOME 4:
Variety of Religions.
The learner is able to demonstrate
knowledge and understanding of a variety of
religions and how they relate to one another.
Common features on religion as
generic and unique phenomenon.
The learner is able to analyse, relate
and systematize universal dimensions
of religion.
Research into and across religions.
The learner is able to apply skills of research into
religion as a social phenomenon, and across
religions.
■ 10.1.1 Identify various clusters of
religions in the world.
■ 10.2.1 Consider various
definitions of religion.
Topical issues in society
The learner is able to reflect
critically and constructively on
topical issues in society from a
Religion Studies perspective and
apply such insights.
10.3.1 Analyse, from a Religion
Studies perspective, a number of
topical issues in South Africa,
Africa and the world.
■ 10.1.2 Provide a historical
overview of the origins of a number
of religions.
■ 10.2.2 Define religion and
relate it to other concepts such
as worldview, belief system,
ethical system and indigenous
knowledge system
■ 10.1.3 Explain the statistical
situation concerning various religions
in South Africa and the world.
■ 10.2.3 Distinguish aspects of
understanding religion.
10.1.4 Analyse the notions of
tolerance, respect, dialogue, conflict,
fundamentalism, pluralism,
propaganda, indoctrination and
■ 10.2.4 Analyse and
categorise dimensions common
to all religions.
Page 3 of 19
■ 10.3.2 Describe ethical decisionmaking principles pertaining to
public life in different religions.
Religion Studies Term 3 Lesson Plans
■ 10.4.1 Analyse the
notions of objectivity,
subjectivity, neutrality,
impartiality and insider
and outsider
perspectives in
research into religions.
■ 10.4.2 Attend,
observe, describe and
interpret rituals and
write a report.
■ 10.4.3 Design and
conduct an interview
with exponents of
different religions on
the relationships
between religions.
Grade 10
√
syncretism with reference to
religious interaction
■ 10.2.5 Discuss how various
religions originated.
■ 10.2.6 Describe and explain a
variety of social forms,
institutions and roles in different
religion
TEACHER ACTIVITIES

LEARNER ACTIVITIES
RESOURCES
ASSESSMENT
Asks learners questions related
to how do the authors get
information to write books?
Introduces the research
process to the class.
Learners give their own answers
on the questions asked.

Gives the learners extracts of
speeches which depicts
different attitudes for analysis.
Learners give their own views on
the attitude of the different
speakers.
Textbooks
Dictionaries
Newspaper clips
Daily assessment
Classwork activity and
homework

Out of the discussions the
teacher explains in his/her own
words notions like objectivity,
subjectivity, neutrality,
impartiality, insider and outsider
perspectives. The focus is
however on objectivity and
subjectivity.
Learners take down notes.
Textbooks
Daily assessment
Answering of questions from
the textbook.

Give dictionaries to class to
look up the definitions of
‘objectivity’ and ‘subjectivity’
and write these in their class
work books.
Learners look up the definitions in
the dictionaries and write these
down in their class work books.

Groups the learners into groups
of 5 and gives them case
studies each portraying the
Learners discuss the two reports in
their groups and with the necessary
reasons decide which principal

Page 4 of 19
Take down notes given, on the
research process.
Religion Studies Term 3 Lesson Plans
Daily Assessment: Learners
do a case study on two
newspaper clips.
Grade 10
DATE
COMPLETED

principles of objectivity and
subjectivity for classification
according to the two principles.
One person in the group must
act as a scribe for the feedback
session. They must out of their
knowledge of the concepts
‘objectivity ‘and ‘subjectivity’
decide which report will portray
which principle the best and
give clear reasons for their
view.
belong to which report.
Consolidates the lesson by
sensitizing the learners about
being critical when reading
reports so as to ascertain the
element of objectivity. He then
emphases the importance of
being subjective when
conducting a research.
Learners take down notes, ask
questions and respond to questions
asked.
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
____________________
TEACHER
Page 5 of 19
________________
DATE
Religion Studies Term 3 Lesson Plans
_______________
HOD / SMT
____________
DATE
Grade 10
SUBJECT: RELIGION STUDIES
GRADE: 10
LESSON PLAN 2
TERM 3
TIME: 12 HOURS
CORE CONTENT:



Roles produced in various religions: Elder, Guru, Healer, Minister, Nun, Imam, Monk and Pastor.
Topical issues in South Africa: Analyse kinship systems, crime and violence, suicide, divorce, education, leisure discrimination. Manifestation, causes and
consequences of these issues. How are they understood from a religious perspective?
Interviews on inter-religious relationships: Questions, process, identifying and interviewing people, presenting the report and discussion.
INTEGRATION WITH OTHER SUBJECTS:
 Life Orientation
PROGRAMME OF ASSESSMENT.
Task 5: Investigation: Interview project on the roles and topical issues in religions.
LEARNING OUTCOME 1:
LEARNING OUTCOME 2:
LEARNING OUTCOME 3:
LEARNING OUTCOME 4:
Variety of Religions.
The learner is able to demonstrate
knowledge and understanding of a variety of
religions and how they relate to one another.
Common features on religion as
generic and unique phenomenon.
The learner is able to analyse, relate
and systematise universal dimensions
of religion.
■ 10.2.1 Consider various
definitions of religion.
Topical issues in society.
The learner is able to reflect critically and
constructively on topical issues in society
from a Religion Studies perspective and
apply such insights.
10.3.1 Analyse, from a Religion
Studies perspective, a number of
topical issues in South Africa,
√
Africa and the world.
Research into and across religions.
The learner is able to apply skills of research
into religion as a social phenomenon, and
across religions.
■ 10.1.2 Provide a historical
overview of the origins of a number
of religions.
■ 10.2.2 Define religion and
relate it to other concepts such
as worldview, belief system,
ethical system and indigenous
knowledge system
■ 10.3.2 Describe ethical
decision-making principles
pertaining to public life in different
religions.
■ 10.1.3 Explain the statistical
situation concerning various religions
in South Africa and the world.
■ 10.2.3 Distinguish aspects of
understanding religion.
■ 10.1.1 Identify various clusters of
religions in the world.
Page 6 of 19
Religion Studies Term 3 Lesson Plans
■ 10.4.1 Analyse the
notions of objectivity,
subjectivity, neutrality,
impartiality and insider
and outsider perspectives
in research into religions.
■ 10.4.2 Attend, observe,
describe and interpret
rituals and write a report.
■ 10.4.3 Design and
conduct an interview with
exponents of different
religions on the
Grade 10
√
relationships between
religions.
10.1.4 Analyse the notions of
tolerance, respect, dialogue, conflict,
fundamentalism, pluralism,
propaganda, indoctrination and
syncretism with reference to
religious interaction
■ 10.2.4 Analyse and
categorise dimensions common
to all religions.
■ 10.2.5 Discuss how various
religions originated.
■ 10.2.6 Describe and explain a
variety of social forms,
institutions and roles in different
religions.
TEACHER ACTIVITIES





Asks learners to explain what
their understanding of the
concept ‘role’.
Explain s the concept and ask
learners to give a Dictionary
definition of the word role.
Asks the learners to name a
few roles that we get in the
different religions.
From the roles given the
teacher selects those that form
the focal point of the lesson and
adds on those that have been
omitted. Roles in focus are:
Elder, Guru, Healer, Minister,
Nun, Imam, Monk and Pastor.
Instructs the learners about the
roles each of the above is
expected to play in their
respective religions.
A task on roles is assigned to
the learners.
Page 7 of 19
√
LEARNER ACTIVITIES
RESOURCES
ASSESSMENT
Give definitions.
Textbooks
Magazines
Newspaper articles
Internet
DVD
Learners engage in a
task on roles as
assigned by the
teacher.
Look up the word in the dictionary
and write it in their workbooks.
Naming of a few roles.
Religion Studies Term 3 Lesson Plans
Grade 10
DATE
COMPLETED

Introduces the learners to the
interviewing process and
equips them with interviewing
skills / tips.
Write down notes ask and answer
questions.

Assigns an investigation task
where the learners have to
interview at least two leaders
from a particular religion.
Assists learners in designing a
questionnaire.
Writes a letter informing the
interviewees about the purpose
of the investigation.
Design a questionnaire with the
help of the educator on questions
like the following :











Textbooks
Reference books, videos, etc.
Current newspaper articles and
reports
Literature on interview processes
Programme of
Assessment:
Investigation project on
the roles and topical
issues in religions.
His/her position, job,
training etc.
Enquire about titles of
leaders in other religions.
The relationships between
the different religions within
the society.
Religion forums where
different religion leaders are
represented in order to
address issues like
violence, abuse, crime
etc.in society.
Representation on
governmental bodies.
Current programmes
running on these issues.
Gives different newspaper clips
and DVD articles on different
topical issues and the role of
religion in it.
Leads discussions.
Table views on these news paper
clips and DVD.
Textbooks
Newspaper articles
Daily Assessment
Classwork
Homework
(The task should
emanate from what is
in the articles).
Divides the learners into groups
each of which is assigned a
topical issue to research on
such as violence, crime,
suicide, HIV/AIDS etc. the
research should focus on the
viewpoints of different religions
and the role played by each
regarding the issue.
Conduct a research and table a
report with pictures and any other
relevant evidence.
Textbooks
Literature on the research process
Newspaper articles
An informal research
on different topical
issue.
Page 8 of 19
Religion Studies Term 3 Lesson Plans
Grade 10

Guidance on the conducting of
the research ( the SAG should
be used as a reference).

Presentation of gender issues
from a religious perspective.
Debate the issue in two groups.

Consolidates by showing how
the three aspects viz. roles,
topical issues and interviews,
dealt with above are
interrelated.
Taking down of notes.
Homework
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
____________________
TEACHER
Page 9 of 19
________________
DATE
Religion Studies Term 3 Lesson Plans
_______________
HOD / SMT
____________
DATE
Grade 10
SUBJECT: RELIGION STUDIES
GRADE: 10
LESSON PLAN 3
TERM 3
TIME: 12 HOURS
CORE CONTENT:


Characteristics of fundamentalism, pluralism, propaganda, indoctrination and syncretism with reference to the interaction between religions.
Principles of harmonious social existence expounded by various religions.
INTEGRATION WITH OTHER SUBJECTS:
 Life Orientation
LEARNING OUTCOME 1:
LEARNING OUTCOME 2:
LEARNING OUTCOME 3:
LEARNING OUTCOME 4:
Variety of Religions.
The learner is able to demonstrate
knowledge and understanding of a
variety of religions and how they relate
to one another.
Common features on religion as
generic and unique phenomenon.
The learner is able to analyse,
relate and systematise universal
dimensions of religion.
Topical issues in society.
The learner is able to reflect critically
and constructively on topical issues in
society from a Religion Studies
perspective and apply such insights.
Research into and across religions.
The learner is able to apply skills of
research into religion as a social
phenomenon, and across religions.
■ 10.1.1 Identify various clusters of
religions in the world.
■ 10.2.1 Consider various
definitions of religion.
10.3.1 Analyse, from a Religion
Studies perspective, a number of
topical issues in South Africa,
Africa and the world.
■ 10.1.2 Provide a historical
overview of the origins of a number
of religions.
■ 10.2.2 Define religion and
relate it to other concepts such
as worldview, belief system,
ethical system and indigenous
knowledge system
■ 10.3.2 Describe ethical
decision-making principles
pertaining to public life in different
religions.
■ 10.4.1 Analyse the
notions of objectivity,
subjectivity, neutrality,
impartiality and insider and
outsider perspectives in
research into religions.
■ 10.4.2 Attend, observe,
describe and interpret
rituals and write a report.
■ 10.1.3 Explain the statistical
situation concerning various religions
in South Africa and the world.
■ 10.2.3 Distinguish aspects of
understanding religion.
10.1.4 Analyse the notions of
tolerance, respect, dialogue,
conflict, fundamentalism,
■ 10.2.4 Analyse and
categorise dimensions
Page 10 of 19
■ 10.4.3 Design and
conduct an interview with
exponents of different
religions on the
relationships between
religions.
√
Religion Studies Term 3 Lesson Plans
√
Grade 10
pluralism, propaganda,
indoctrination and syncretism
with reference to religious
interaction
common to all religions.
■ 10.2.5 Discuss how
various religions originated.
■ 10.2.6 Describe and
explain a variety of social
forms, institutions and roles
in different religion.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
RESOURCES
ASSESSMENT
Recall their understanding of
concepts like tolerance, respect,
conflict etc. for them to respond
effectively in the discussions
Textbooks
Dictionaries
Document on the Democratic Values
Reference books, videos, etc.
Daily assessment like
class work exercises
and home work. Use
could be made of the
tasks in the textbooks.
N.B. this activity should be linked
with Lesson Plan 2 Term 2


Introduces the lesson by
informing the learners about the
importance of interacting with
people in the community.
Learners are then reminded of
the concepts dealt with
previously viz. tolerance,
respect, conflict etc.
Emphasises the value of living
harmoniously with others. The
teacher then sensitises the
learners about differences
brought about by different
ideologies, beliefs and value
systems emanating from
adherence to different religions.
Emphasis is put on the
importance of the interaction
between religions, thus the
living together in communities
where people belong to
different religions.
Page 11 of 19
Listen and contribute in the
introduction by citing examples of
differences that exist in their
communities generally, the impact
they have and how people try and
live harmoniously in spite of all
these.
Religion Studies Term 3 Lesson Plans
Grade 10
DATE
COMPLETED






Introduction of the concepts
fundamentalism and pluralism.
The two principles are
discussed and critically
analysed.
Relates these concepts to the
way in which people from
different religions relate.
Research on the philosophy on
which each principle is based.
Textbooks
Dictionaries
Reference books, videos, etc.
A debate / role play will be
conducted in the classroom.
Daily assessment like
any informal task.
Oral presentation
Divides the learners into two
groups i.e. Fundamentalists
and Pluralists. The groups have
to prepare themselves for a
debate / role play on each
principle with regard to values
like respect, tolerance, dialogue
and discrimination.
Consolidation by demonstrating
to the learners the
fundamentalistic as well as the
pluralistic nature of the South
African society.
Introduces the concepts
propaganda and indoctrination.
The two concepts, as
principles, are defined,
discussed and critically and
analysed.
Taking of notes.
Discussion and answering of
questions.
Textbooks
Dictionaries
Reference books, videos, etc.
1. How propaganda is
different from spreading
of information?
Presents the learners with a
case study / cartoon or any
other source depicting either
propaganda or indoctrination
and then respond to the
questions as in the “Learner
activities” Column.
Page 12 of 19
Learners should be
made to respond to the
following:
2. How indoctrination is
different from ordinary
teaching?
3. Should we support
propaganda against
another religion?
Religion Studies Term 3 Lesson Plans
Grade 10



Gives the learners source
depicting the mixing of
elements from different religion
sources and ask them to
analyse the contents.
Syncretism introduced, defined
and discussed as a way of
integrating two or more
religions. The teacher exposes
the learners to instances of
syncretism as practiced in
some churches in South Africa.
Drawing from what has been
done in the previous activities,
the teacher exposes the
learners to the process of
decision-making.

Explains the importance of
ethics and morals in the making
of decisions. Learners should
be made aware that ethical
decision-making has to do with
the application of moral
principles to various situations
in their daily lives.

Handling of the sources of
ethical decision making e.g the
teachings of the great teachers,
founders or prophets as
contained in the sacred books
of the different religions.

The lesson is concluded by
demonstrating how the
principles of harmonious social
existence among religions
impact on how people interact.
Page 13 of 19
Discussion.
The learners should be made to
point out the advantages and
disadvantages of syncretism based
on their experiences.
Brainstorming on the process of
decision making.
Explanation of their understanding
of ethics, morals and values.
Textbooks
Dictionaries
Reference books, videos, etc.
Any task as a form of
daily assessment.
Copies of available sacred books.
Any task as a form of
daily assessment.
Extracts from sacred sources.
References on ethical teachings.
Religion Studies Term 3 Lesson Plans
Grade 10
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
____________________
TEACHER
Page 14 of 19
________________
DATE
Religion Studies Term 3 Lesson Plans
_______________
HOD / SMT
____________
DATE
Grade 10
SUBJECT: RELIGION STUDIES
GRADE: 10
LESSON PLAN 4
TERM 3
TIME: 16 HOURS
CORE CONTENT:



Rituals: Rites of passage.
Observation: Establish contact with relevant persons, observe protocol, report objectively and discuss.
Dimensions of religions: Spiritual experience or spirituality, faith, organization.
INTEGRATION WITH OTHER SUBJECTS:
 Life Orientation
PROGRAMME OF ASSESSMENT:
Task 6: Test: Based on all LOs and Ass covered in this term.
LEARNING OUTCOME 1:
LEARNING OUTCOME 2:
LEARNING OUTCOME 3:
LEARNING OUTCOME 4:
Variety of Religions.
The learner is able to demonstrate
knowledge and understanding of a variety of
religions and how they relate to one another.
Common features on religion as
generic and unique phenomenon.
The learner is able to analyse, relate
and systematise universal dimensions
of religion.
■ 10.2.1 Consider various
definitions of religion.
Topical issues in society.
The learner is able to reflect critically and
constructively on topical issues in society
from a Religion Studies perspective and
apply such insights.
10.3.1 Analyse, from a Religion
Studies perspective, a number of
topical issues in South Africa,
Africa and the world.
Research into and across religions.
The learner is able to apply skills of research
into religion as a social phenomenon, and
across religions.
■ 10.1.2 Provide a historical
overview of the origins of a number
of religions.
■ 10.2.2 Define religion and
relate it to other concepts such
as worldview, belief system,
ethical system and indigenous
knowledge system
■ 10.3.2 Describe ethical
decision-making principles
pertaining to public life in different
religions.
■ 10.1.3 Explain the statistical
situation concerning various religions
■ 10.2.3 Distinguish aspects of
understanding religion.
■ 10.1.1 Identify various clusters of
religions in the world.
Page 15 of 19
Religion Studies Term 3 Lesson Plans
■ 10.4.1 Analyse the
notions of objectivity,
subjectivity, neutrality,
impartiality and insider and
outsider perspectives in
research into religions.
■ 10.4.2 Attend, observe,
describe and interpret
rituals and write a report.
■ 10.4.3 Design and
conduct an interview with
Grade 10
√
in South Africa and the world.
10.1.4 Analyse the notions of
tolerance, respect, dialogue, conflict,
fundamentalism, pluralism,
propaganda, indoctrination and
syncretism with reference to
religious interaction
exponents of different
religions on the
relationships between
religions.
■ 10.2.4 Analyse and
categorise dimensions common
to all religions.
√
■ 10.2.5 Discuss how various
religions originated.
■ 10.2.6 Describe and explain a
variety of social forms,
institutions and roles in different
religions.
TEACHER ACTIVITIES
LEARNER ACTIVITIES
RESOURCES
ASSESSMENT
N.B. this activity should be linked
with lesson 3 of term 1.
Brainstorming.
Textbooks
Material from the Library
Human resources e.g. believers in the
chosen religion
Daily e.g. Classwork
tasks
Homework



The teacher asks the learners
to try and remember a wedding
or funeral they have attended
and write down the important
events on a piece of paper. A
few learners then report about
their observations.
The teacher explains to the
class that these repetitive
actions or behaviours
constantly coming up in these
ceremonies are rituals. The
concept ‘ritual’ is defined and
unpacked.
The teacher clarifies to the
class the importance of
observing the rites of passage
or life-cycle rituals irrespective
of different backgrounds.
Page 16 of 19
Taking of notes, asking and
answering of questions.
Preparation of an essay and
presentation.
Gallery walk.
Religion Studies Term 3 Lesson Plans
Grade 10
DATE
COMPLETED




Learners are taught about the
different life stages like birth,
initiation into adulthood,
marriage and death as they are
marked by different
communities.
The teacher divides the class
into groups of six, each of
which has to choose a different
religion. The teacher then asks
each group to prepare an
essay demonstrating the rituals
performed in one’s life cycle.
The groups will present orally
then display their essays for a
gallery walk.
The teacher plans and prepares
the learners for the observation
of a ritual and conducting an
interview. The groups are
further assigned a task to go
and observe a ritual of their
choice from the religion dealt
with in activity 1 above.
Drafting of questions for the
interviews. The questions are
presented to the teacher for
scrutiny.
The learners are reminded
about the rules of interviewing
people e.g. observing protocol
as well as the importance of
being objective. Learners will
have to be assisted in the
drawing up of questions so as
to check their relevancy and
objectivity.
N.B.The teacher needs to
establish contact and seek
permission from relevant
persons for the learners to
conduct the interviews.
Writing of reports.
Textbooks
Literature on research
Availability of a ceremony / institution
Attending, observing and
conducting an interview as
scheduled.
Reporting. (Aspects like the
importance of the ceremony to its
people, similarities and differences
will be specified.)
N.B. this activity should be linked
Page 17 of 19
Religion Studies Term 3 Lesson Plans
Grade 10
On-going submission to
the teacher of each
completed piece of the
task that will culminate in
the final writing of the
report.
with lesson 3 of term 2.





The learners are introduced to
the dimensions of religions. The
teacher asks the learners to
brainstorm in pairs their
understanding of the terms
prayer, meditation and faith.
They are also asked to share
their experiences regarding
these. A few pairs report
The teacher explains to the
learners the aspect of
spirituality in all religions. The
teacher explains the aspects of
prayer, meditation and faith as
elements of spirituality.
The teacher explains to the
learners the existence of
institutions or organizations
inherited from the past by
different religions. Reference is
made to churches, mosques,
temples, synagogues etc.
Brainstorming in pairs their
understanding of the terms prayer,
meditation and faith.
Textbooks
Additional text from the library and
newspapers
Daily Assessment like
classwork exercises and
homework.
Textbooks
Texts with pictures of the institutions
Learners should be
exposed to a variety of
daily activities in
preparation for the test.
Sharing of experiences regarding
these.
Reporting.
Taking down of notes.
Learners will participate in class
discussions.
Taking of notes.
Programme of
Assessment
A
controlled test focusing
on the following should
be written:
Rituals
Observations and
interviews
Dimensions of religions
Classification of institutions
according to how many different
people have a say in running
them viz. (Refer Focus on
Religion Studies)
1, Monarchy
2. Oligarchy
3. Democracy
The teacher will give a general
explanation of these forms and
cite different religions where
they are applicable.
Classification of religious
organizations on whether they
are:
Local religions
Page 18 of 19
Religion Studies Term 3 Lesson Plans
Grade 10
National religions
Universal religions
The teacher will give a general
explanation of these forms and
cite different religions where
they are applicable. (Refer.OBE
for FET Religion Studies)
Local religions
Homework:
Enrichment/Expanded Opportunities:
Teacher Reflections:
SIGNATURES:
____________________
TEACHER
Page 19 of 19
________________
DATE
Religion Studies Term 3 Lesson Plans
_______________
HOD / SMT
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DATE
Grade 10