All Likely 2025 BECE RME Questions – Set 1

Apart from the released sample questions by NaCCA and WAEC for the pending BECE examination, candidates, schools, and teachers will find our “All Likely 2025 BECE RME Questions (Set 1)” useful as they prepare for the examination.

The questions are carefully crafted based on the common core curriculum. They are mostly case studies, scenarios, applications, and critical thinking questions.

For each subject, we shall provide all likely examination questions to help candidates prepare.

These questions were crafted by our dedicated examiners, and we believe these set of questions and the more to come for Religious and More Education, as well as the other subjects, will go a long way to demystify the kind of questions WAEC will be asking students when they sit for the 2025 BECE.

It is also recommended that those who come into contact with these questions read them carefully to understand the questions.

Similar questions with answers for mocks are available for sale on our online BECE STORE- Go here: NaCCA/WAEC Type of Questions for May 2025 BECE Mock

All Likely 2025 BECE RME Questions – Set 1

Let us look at some of the questions provided here for free.

Warm-up questions

[Special Question 1]

Religious songs according to your RME teacher, bring us closer to God and have different moral values when we sing and recite them. Explain any four of these values to your younger brother, Kojo.

[Special Question 2]

Kuma has a brother and sister, and two of them have the same parents but their neighbours, the Hammonds’, who live in a big house have their grandparents and other family members with them.

[a] Explain the two family systems identified above.

[b] Give four differences between the two family systems

[c] Explain three benefits of the Hammond family that the Kuma family will not have.

Scenario: In a classroom discussion, students from various religious backgrounds share their views on the attributes of God. Some of the attributes mentioned include omnipotence, omniscience, and benevolence.

READ: 2025 BECE Social Studies Topics to Watch

Main Questions for RME

Question 1: Identify and list three attributes of God as discussed by the students. Explain each attribute in English and in one of the local languages spoken in Ghana (e.g., Akan, Ewe, Ga).

Critical Thinking and Explanation:

Scenario: After the classroom discussion, the teacher asks the students to delve deeper into understanding the attributes of God by comparing how these attributes are perceived in Christianity, Islam, and Traditional African Religion.

Question 2: Choose two attributes of God from the list identified in Question 1. Explain how each attribute is understood in Christianity, Islam, and Traditional African Religion. Highlight any similarities and differences in these perceptions.

Essay Writing and Presentation:

Scenario: The teacher assigns an essay to be written by the students on the attributes of God. The essay should reflect a comprehensive understanding of the topic and include insights from various resources, including internet research.

Let us challenge you with another question under this All Likely 2025 BECE RME Questions -Set 1

Case Study

A community recently experienced a natural disaster that caused significant damage and hardship. Despite the challenges, members of the community came together to support each other. The local school organized a series of activities to help rebuild the community spirit. One of the activities involved students working in groups to identify and discuss the attributes of God they observed in the actions of community members during the recovery efforts.

Questions

Social Studies

1. Case Study Analysis:
   • Question: In the aftermath of the natural disaster, identify three actions taken by community members that demonstrate the attributes of God (e.g., love, patience, mercy). Explain how each action reflects these attributes.
2. Critical Thinking and Application:
   • Question: Discuss the importance of exhibiting attributes of God in times of crisis.
   • How do these attributes contribute to the recovery and rebuilding of a community?
   • Using Think-Pair-Share,  identify the similarities in the way the nature of God is understood in His attributes in the three major religions.

3. Question 1

   Case Study Analysis:

   • Scenario: During a class discussion on religious practices, students shared their experiences about the activities that take place during worship in Christianity, Islam, and Traditional African Religions.
   • Question: Identify and describe three activities that are commonly observed during worship in each of the three religions in Ghana. How do these activities reflect the core beliefs and values of each religion?

   Question 2

   Critical Evaluation:

   • Scenario: The school plans to organize an interfaith dialogue to promote understanding and respect among students of different religious backgrounds. The event will include presentations and discussions about worship practices.
   • Question: Evaluate the importance of understanding and respecting the worship practices of different religions. How can knowledge of these practices contribute to peaceful coexistence in a multicultural society like Ghana?

   Question 3

   Application of Knowledge:

   • Scenario: A new student from a different country joins your class and is curious about the religious practices in Ghana. She asks you to explain what happens during a typical worship session in either Christianity, Islam, or Traditional African Religions.
   • Question: Explain the sequence of activities that take place during worship in one of the three religions (choose Christianity, Islam, or Traditional African Religions). How do these activities help adherents to connect with their faith and community?

   Question 4

   Problem-Solving:

   • Scenario: There has been a misunderstanding among students from different religious backgrounds regarding the significance of certain worship activities.
   • Question: Propose three strategies that the school can implement to educate students about the worship practices of different religions and prevent future misunderstandings.
     • READ: 2025 BECE Social Studies Topics to Watch

4. Section C: Critical Thinking and Case Study

   Preamble:

   Music plays a significant role in different aspects of our lives. It can be used for worship, entertainment, education, and even therapy. Understanding the characteristics and purposes of various types of songs helps us appreciate their significance and context.

   Case Study:

   In a recent school music project, students were asked to listen to a variety of songs. These included hymns, gospel songs, pop music, and folk songs. The aim was to identify the differences between religious and non-religious songs and understand the unique features of religious songs. After listening to these songs, the students discussed their observations and categorized the songs accordingly.

   Questions:

   1. Explain the differences between religious songs and non-religious songs.Answer Guide:
      • Religious Songs:
        • Typically used in worship and religious ceremonies.
        • Lyrics often focus on themes like faith, worship, devotion, and moral values.
        • Examples include hymns, gospel music, and chants.
      • Non-Religious Songs:
        • Used for entertainment, education, or personal expression.
        • Lyrics cover a wide range of themes such as love, nature, social issues, and personal experiences.
        • Examples include pop music, rock, jazz, and folk songs.
   2. State the characteristics of religious songs.Answer Guide:
      • Characteristics of Religious Songs:
        • Purpose: Meant for worship, meditation, and spiritual upliftment.
        • Lyrics: Focus on divine themes, sacred texts, and spiritual messages.
        • Instruments: Often use traditional instruments associated with religious practices (e.g., organs in churches, tablas in Hindu bhajans).
        • Performance Context: Typically performed in religious settings like churches, temples, mosques, or during religious festivals and ceremonies.
        • Emotional Tone: Often evoke feelings of reverence, peace, and spirituality.
   3. Critical Thinking:
      • Scenario: You are a member of your school’s music club, and your task is to create a playlist for an upcoming interfaith event. The playlist should include both religious and non-religious songs that can appeal to a diverse audience while respecting the religious sentiments of different groups.

      Question: Explain the criteria you would use to select the songs for this playlist. How would you ensure that the songs chosen are appropriate for the event and resonate well with the audience?

      Answer Guide:

      • Criteria for Selecting Songs:
        • Inclusivity: Choose songs from different religions to represent the diversity of beliefs (e.g., Christian hymns, Islamic nasheeds, Hindu bhajans).
        • Appropriateness: Ensure lyrics are respectful and suitable for a mixed audience.
        • Balance: Include a mix of religious and non-religious songs to cater to all attendees.
        • Cultural Sensitivity: Be aware of and avoid songs that might offend or exclude any group.
        • Mood and Theme: Select songs that promote unity, peace, and understanding among different faiths.

READ: NaCCA/WAEC Type of Questions for May 2024 BECE Mock

Prepare for 2025 BECE with our RME questions, featuring case studies and critical thinking tasks with the above.