Longhorn
Islamic Religious Education
Activities
Teacher’s Guide
Grade 1
Abdulsalaam Changa
Leila F. Bahati
Published by
Longhorn Publishers (Kenya)Ltd.,
Funzi Road, Industrial Area,
P. O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd.,
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745
Kampala, Uganda
Longhorn Publishers (Tanzania) Ltd.,
New Bagamoyo/Garden Road
Mikocheni B, Plot No. MKC/MCB/81,
P O Box 1237
Dar es Salaam,Tanzania.
Longhorn Publishers (Rwanda) Ltd.,
Remera opposite COGE Bank
P. O. Box 5910
Kigali, Rwanda
© Abdulsalaam Changa, Leila F.Bahati, 2018
The moral rights of the authors have been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior written permission of the copyright owner.
First published 2018
ISBN 978-9966-64-056-7
Printed by
Table of content
Introduction ..........................................................................................................................1
Strand 1 Qur’an .............................................................................................................22
Strand 2 Pillars of Iman ............................................................................................... 30
Strand 3 Siirah {Life of the Prophet (S.A.W)}......................................................... 34
Strand 4 Hadith {Traditions of the Prophet (S.A.W)} ........................................37
Strand 5 Devotional Acts............................................................................................. 44
Strand 6 Islamic Moral Teachings................................................................................47
Strand 7 Islamic Festivals .............................................................................................64
❐ Introduction
The vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged,empowered and ethical citizen.This will be achieved by providing
every Kenyan learner with the right standards in the skills and knowledge that they
deserve, and which they need in order to thrive in life.This shall be accomplished
through the provision of excellent teaching, school environments, resources and a
sustainable visionary curriculum that provides every learner with high quality learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in
the curriculum.
This Teacher’s Guide has been designed to do just that. It places the learner at
the centre of learning.The Teacher’s Guide provides pathways for identifying and
nurturing the talents and interests of learners early enough to prepare them for
the world of work, career progression and sustainability.
Based on a competency based curriculum; the guide, as well as the learners’ book
provide methods of assessment,promoting of national values and national cohesion
and their integration into the curriculum.
The teacher should nurture the learner’s potential through the learning pathways
that are provided in this book.This is for the recognition of the learner’s potential,
gifts and talents.At the end of the day, no child should be labelled a failure
❐ The Book Structure
This Teacher’s Guide is organised into two main sections. Part one is the general
introduction section detailing pendagogical issues. Part two highlights the strands
just as outlined in the learner’s book.It gives in details the expected learning themes,
interesting teaching and learning activities and informative notes.
❐ Organisation of the Strand
Each strand consists of the following:
1. Strand
2. Sub-strands
3. Suggested time
4. Speciclearningoutcomes
5. Key inquiry questions
6. Core competences to be developed
7. Links to PCIs
8. Links to other subjects
9. Link to attitudes and values
10.Suggested learning aids
11.Suggested community service learning
12.Suggested assessment
13.Background information
14.Attention to special education needs
1. Strands
These represent the skills; basic literacy skills in Qur’an, siirah, hadith, devotional
acts and jum’ah. It is through the skills that learners apply their learning and engage
in higher order thinking.These skills relate to the upper levels of Bloom’s taxonomy
and they lead to deep rather than surface learning.The teacher’s guide ensures that
they are functional.The learners should experience the interdependence of the skills
acrossthebookandndrelevanceofwhattheylearnintheirdaytodaycontexts.
2. Sub-Strands
Each strand has a sub-strand area which indicates the scope of coverage of what a
teacher should teach and learner should learn in line with stated learning objectives.
3. Suggested time
These are number of lessons suggested for each strand.
4. Speciclearningoutcomes
By the end of the course, the learner should be able to:
• Demonstrate basic literacy and numeracy skills for learning.
• Communicate appropriately using verbal and non-verbal modes in a variety
of contexts.
• Explore the immediate environment for learning and enjoyment.
• Practice hygiene, nutrition, sanitation and safety skills to promote health
and well-being.
• Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and
moral development for balanced living.
• Demonstrate appreciation of Kenya’s rich and diverse cultural heritage for
harmonious co-existence.
• Apply digital literacy skills for learning and enjoyment.
5. Key inquiry questions
The question statement is a comprehensive learning statement presented as a
startingpoint.Itisaquestionthatismeanttomakethelearnerswanttondout
the solutions in the course of the lesson.
6. Core competences to be developed
A competence based approach enables meaningful connections within and between
subject areas.The seven core competences to be achieved by every learner are:
• Communicationandcollaboration
• Self-efcacy
• Criticalthinkingandproblemsolving
• Citizenship
• Digitalliteracy
• Learningtolearn
• Creativityandimagination
They should be achieved once learners have met all the learning objectives in the
lesson.
7. Links to PCIs
Instructions should set out an approach to pertinent and contemporary issues.
Examples are life skills, citizenship skills, animal welfare, environmental education
and many more.
8. Links to other subjects
It is important for learners to gain an understanding of the interconnections between
different subjects so that learning in each subject is reinforced across the curriculum.
This platform does exactly that. It prepares the teacher to pass this information to
the learners so that they are aware!
9. Links to attitudes and values
Values are standards that guide an individual on how to respond or behave in a given
circumstance.The teaching of values will facilitate the achievement of the curriculum
reforms’ vision with respect to moulding ethical citizens. Truly engaging with the
learning, requires appropriate attitudes and values that relate to the lesson.
10.Suggested learning aids
This section lists the teaching aids needed for the theme. It also indicates the
alternative teaching aids and materials for learners with special needs and for schools
with limited resources.
11. Suggested community service learning
The learner is part of a larger community and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
andresponsibilities,rightsandbenetsthatthismembershipentails.
12. Suggested assessment
This section contains the questions and suggested answers to assess the lesson
learning objectives.
13. Background information
This section provides an insight to the teacher on how to come up with a
methodology of the unit using the resources from different activities in the Learner’s
Book. It also contains suggestions to the teacher on how to introduce the lesson
and engage the learners.
14.Attention to special education needs
This section provides a way that the teacher can cater for the different special
education needs with a consideration to the nature and requirements of the lesson.
Organisation of the lessons
The lesson has the following key parts:
• Lesson number
• Speciclearningoutcomes
• Teaching aids
• Introduction to the lesson
• Learning activities
• Assessment
• Answers
1. Lesson number
This gives the number of lessons to be covered in that lesson.
2. Speciclearningoutcomes
This section has the learning objective related to the particular lesson according
to the syllabus.
3. Teaching aids
This section lists the teaching aids needed for the lesson. It also indicates the
alternative teaching aids and materials for learners with special needs and for schools
with limited resources.
4. Introduction to the lesson
This section provides additional content for the teacher to have a deeper
understanding of the strand.
5. Learning activities
Learning activities are expected to engage learners in an interactive learning process
as much as possible (learner-centred and participatory approach). They outline
guidelines on how to facilitate the learner’s activities in a way that promotes the
development of core competences, values, skills and attitudes. It also provides a
way that the teacher can cater for the different special education needs with a
consideration to the nature and requirements of the lesson. This section contains
suggestions of remedial activities for slow learners too.The teacher is also guided
on how to instruct with approach to PCIs.
Suggestions on when to arrange the learners in groups have been made in this
teacher’s guide. It is encouraged to group the learners during all lessons. This is
because it allows all learners to participate and develop their communication skills.
However, bear in mind the special educational needs, gender balance, and the
ability of the members. Ensure minimum movement when grouping the learners
and encourage them to speak quietly so that they are able to listen to one another.
6. Assessment
This section contains suggestions that assess the lesson learning objectives.They can
be in form of questions, demonstrations, drawings, written exercises or portfolio.
7. Answers
This section provides the answers to the exercise of the lesson.
The Teaching Process
IRE is taught and learned as a subject.At every grade, it is structured in strands and
sub-strands.They are further broken down into lessons.
• A lesson is aligned with the number of activities.
• Each lesson has learning outcomes whose achievement is pursued by all
teaching and learning activities undertaken by both the teacher and the
learners.
Some learning outcomes focus on knowledge and understanding.These are associated
with Lower Order Thinking Skills or LOTS.
For example;
By the end of the lesson, learners should be able to:
• Recite the selected Surah correctly.
• Pronounce simple Arabic words.
• Respond correctly to questions.
Other learning outcomes focus on acquisition of skills,attitudes and values.They are
associated with Higher OrderThinking Skills or HOTS.These learning objectives are
actually considered to be the ones targeted by the new curriculum. For example;
By the end of the lesson, learners should be able to:
• Enjoy reciting Arabic verses in the Qur’an.
• Appreciate the use of Arabic in Islam religion.
• Identify a verse from the Surah.
• Use the selected Surah in Swalah.
There are Learning Activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centered and participatory approach).
This section also contains suggestions of remedial activities for slow learners.There
are suggestions of activities and written exercises for fast learners,too. In this digital
era, there are activities where computer devices are necessary.
Each lesson has Links to other subjects, its Assessment Criteria and the Materials
(or Resources) that are expected to be used in the teaching and learning process.
The language skills
This involves teaching that you incorporate all the language skills in each lesson.
However the correct order of teaching these skills should always be observed;
listeningcomesrst,followedbyspeaking,readingandlastlywriting.
Listening and speaking
This is the teaching of oral work. It involves teaching vocabulary, sentence patterns
and structures.In listening lessons, emphasise on good sitting postures, appropriate
facial expressions and gestures. When speaking, learners should pronounce the
vocabulary correctly. The proper punctuation and intonation as they read should
also be observed.
Learners with low attention spans should be observed closely and deliberate efforts
made to have them engaged in ongoing activities.If objectives are still not met,other
interventions should be sought.
Activities for oral lessons
• Conversations, dialogue and discussions
• Responding to simple instructions
• Drama and role play
• Songs
• Storytelling
Reading
Learners should read words that have simple letter-sound correspondence and
gradually introduce longer words with more complex letter-sound correspondence.
Where learners are good readers, variations to this suggestion should be made by
giving more complex sounds to be combined into longer words.This is intended to
take care of differentiated curriculum and learning. For those struggling with word
recognition, a combination of prompts could be used to support them.
As learners progress, they recite verses in the Qur’an gradually increasing in length
and requiring more accuracy and expression at intervals of two weeks.Variations
to this suggestion should be made by giving longer texts demanding more accuracy
andexpressionamonglearnerswhocanreaduently.Forthosestrugglingwith
uentreading,shortertextsdemandingfewerwordsperminutecouldbegivento
support them.
Note that for good reading, sitting posture should be upright. Learners should also
bediscouragedfromlip-readingorusingtheirngerstoguidethem.
Reading activities for beginners:
• Phonic method is in order.
• Letter cards, sound cards or slides can be used.
• The look and say method is also good for beginners.
Writing
Learners should practise handwriting often, starting from copying models of
shapes and progressively improving to writing dictated words and sentences neatly
and legibly. Learners should later start using capital letters for proper nouns and
progressively write sentences with a variety of correct punctuation marks.
The progression to using a variety of punctuation marks should be accelerated in
instances where learners recognise and use appropriate punctuation. For those
struggling with capital letters and punctuation,opportunities for more practice with
simpler punctuation should be created.
Atthislevelnow,learnerscannowpracticecompletingsimpleblankllingexercises.
They then progressively move to making short phrases and sentences to make
paragraphs. The progression from writing phrases to sentences and paragraphs
should also be accelerated in instances where learners can comfortably complete
sentences.But in case of slow learners,opportunities for more practice with simpler
phrases and sentences should be created.
Writing activities, among the many activities learners can engage in are:
• Demonstration and imitation
• Work to do
• Word search
Teaching methods in IRE
It is important to discuss some of the methods commonly used during instruction.
These are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play
(iv) Individual work
(v) Discussion
(vi) Discovery method
These methods have their own merits when used at the right moment and for the
appropriate audience. An attempt has been made to spell out how and when to
make use of some of the methods outlined in the teaching of IRE.
(i) Demonstration
When the pupils are expected to use teaching aids, make models or draw pictures,
itisnecessaryfortheteachertodemonstraterstwhatheorsheexpectsofthem.
When the teacher is demonstrating, say for example how a game is done, he or she
is to ensure that all the pupils can see what he or she is doing.
It may be necessary to call the pupils around the demonstration table for all to
see. During demonstration, he or she could ask some pupils to help in handling and
setting up the teaching aids.The teacher should then outline the procedure he or
she expects the pupils to follow as they carry out their projects either individually
or in groups.
(ii) Questioning technique
Thisisoneofthemostimportantmethodsofteachingandndsitsapplicationin
nearlyallsubjectsinaschool.Goodmodeofquestioningwillfullseveralimportant
aspects of a lesson:
•Increasespupil’sparticipation.
•Reducesteachertalkconsiderably.
•Createsenthusiasmandmotivationinthepupils.
•Encouragescreativethinking.
•Developsskillsinorganisationofideas.
•Keepstheclassactiveandlively.
•Promotesinteractionbetweentheteacherandhisorherpupils,among
the pupils and with teaching aids.
When a teacher asks a question to one of his or her pupils and the pupil gives a
wrong answer, the teacher should not say ‘no’ or rebuke the pupil.This withdraws
the pupil from further learning and concentration, because his or her answer was
honest based on what he or she thought was right.Instead,the teacher should follow
the pupil’s answer to detect any reason that led to his or her wrong answer. In this
process, the teacher will discover where the pupil went wrong and help him or her.
Alternatively, the teacher’s question could have been ambiguous or vague and as a
result he or she will need to rephrase his or her question.
(iii) Role play
This method can be applied in teaching of speaking, listening and reading skills.The
teacher can ask learners to act out a dialogue in small groups and then demonstrate
before the whole class. This method enables learners to fully interact with one
another and with the teacher during the lesson.
(iv) Individual work
Individual work by pupils begins when the teacher assigns a few problems to them
during class work.This is the application session whereby every individual pupil is
expected to work on his or her own.
During this session,the teacher moves round the class marking pupil’s work and giving
individualattentiontothoseindifculties.Individualworkisthenextendedtothe
homework assignment where the pupils will be expected to solve problems outside
the classroom.Individual work encourages the pupils to go through learnt concepts
alone.This reveals to the teacher how a pupil would perform after instruction. It
is possible to conclude whether the lesson achieved the expected objective or
whether a remedial lesson is needed.
(v) Discussion
In discussion, a teacher acts as a facilitator during pupil’s interaction. He or she
poses the strand for discussion and acts as a resource person. Discussion educates
and trains the pupils to apply knowledge, think critically, solve problems easily and
obtain relevant information easily and make pertinent decisions.
An effective discussion is characterised by the following:
(i) A group atmosphere should prevail where all are actively involved.
(ii)Participationshouldbecriticalandreectivewithlotsofcooperation.
(iii) All in class should share in decision making and conclusions reached.
(iv) The teacher’s role is that of a guide and sometimes that of a facilitator.
(vi) Discovery method
Through manipulation of teaching aids and a study of a number of patterns and
relationships,pupils discover concepts in IRE.Discovery can arise through organised
work and discussions.
Note:
The two most important documents in planning to teach are the schemes of work
and the lesson plan.
a) Schemes of work
A scheme of work is a collection of related strands and sub-strand drawn from the
syllabus and organised into lessons week by week for every term.
b) Lesson plan
Alessonplanisadetailedoutlineofhowtheteacherintendstocarryoutaspecic
lesson.
Grouping learners
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shift from knowledge-based to competence curriculum will make grouping
the norm in the teaching process. Grouping learners can be informed by one or
all of the following:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Friendship grouping
(f ) Sex grouping
Grouping learners has several advantages such as:
(a) The individual learner’s progress and needs can easily be observed.
(b) The teacher–learner relationship is enhanced.
(c) A teacher can easily attend to the needs and problems of a small group.
(d) Materials that were inadequate for individual work can now easily be shared
(e) Learners can learn from one another.
(f) Cooperation among learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without
feeling humiliated when they are in a small group rather than the whole class.
(h) Learners’ creativity,responsibility and leadership skills can easily be developed.
(i) Learners can work at their own pace.
The type of “grouping” that a teacher may choose depends on:
(a) The strand or task to be tackled.
(b) The materials available.
(c) Ability of learners in the class (fast, average, slow).
However,theteachermustbeexibleenoughtoadjustorchangehisorhertype
ofgroupingtocopewithnewsituations.Thereisnoxednumberoflearnersthat
a group must have.This again will be dictated by such factors as the task to be done,
the materials, characteristics of learners in your class, size and the space available.
However, groups should on average have between four to seven learners.You can
also resort to pair work depending on the nature of the content being taught at
the time.
There is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the strand or sub-strand at hand.
Important attitudes in learning of IRE
a) In learners
There are certain useful attitudes which the teacher should help to develop in the
learners as they learn IRE. IRE is expected to make an impact on a learner’s general
behaviour and approach to life.
Practical approach to problem solving
Learners shouldseek answers to their questions and problems by nding out
wherever possible.
Responsibility
A learner should be responsible enough to effect tasks apportioned and take good
care of items and objects during and after an investigation.
Cooperation
Learners will often be working in groups while role-playing and need therefore to
cooperate with all other members of the group.
Curiosity
Learners should have a curious attitude as they observe things and events around
them.Thisistherststeptowardssolvingaproblem.
Self-conﬁdence
Learners should have the will to attempt to solve a problem.The feeling of self-
condencecanbestrengthenedinyounglearnersiftheyexperiencemanysmall
successes that win approval and encouragement from the teacher.
Theproblemswhichlearnersattempttosolveshouldnotbesodifcultthatthey
lead to frustration.
Honesty
As they make observations, record, analyse results and draw conclusions.
Patience
Learners should be patient with each other as other learners may be quick to answer
and others slow to understand.
b) In teachers
•Engagestudentsinavarietyoflearningactivities.
•Applyappropriateteachingandassessmentmethods.
•Adjustinstructionstothelevelofthelearner.
•Encouragecreativityandinnovation.
•Makeconnectionsrelationswithothersubjects.
•Showahighlevelofknowledgeofthecontent.
•Developeffectivedisciplineskillstomanagetheclassroomadequately.
•Beagoodcommunicator.
•Beaguideandcounsellor.
•Havestrongpassionforchildren,teachingandlearning.
Teaching resources
These refer to things that the teacher requires during the teaching process.They
include:
•Theclassroom.
•Textbooks.
•Wallcharts.Cards,picturesandwallmaps.
•Classroomobjects.
•Models.
•Resourcepersons.
•Socialfacilitiessuchashealthcentres,mosques,otherlearninginstitutions
and community organizations.
•Enterprisessuchasagriculturalfarms,industriesandothers.
Improvisation
If each learner is to have a chance of experimenting,cheap resources must be made
available. Expensive, complicated materials may not always be available in most
schools.Such sophisticated equipment made by commercial manufacturers is usually
expensive and majority of schools cannot afford it.The teacher is therefore advised
to improvise using locally available materials as much as possible.Improvisation should
however not be regarded as a cheap substitute of proper equipment.
Note:Certain strands are best studied during a particular weather condition than at
other times. For instance, observation of colours and visit of a farm are best done
during sunny weather.The teacher should therefore think ahead while making the
scheme of work so that the prevailing weather pattern is considered.This will ensure
that suitable activities for learning English are planned for with the weather in mind.
However,agoodschemeofworkshouldbesufcientlyexibletocopewith
unexpectedsituationsandcanbealteredormodiedtosuitcertaincircumstances.
Special education needs and multi-ability learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
thosewithlearningdifcultiesanddisabilities.Thefocusofinclusivecurriculumis
on ensuring participation in education of learners with different learning styles and
otherdifculties.Tobesuccessful,itentailsa range of issuesincluding teacher’s
positive attitudes,adapting the learning resources, a variety of teaching and learning
methodsandworkingtogether.Overallbenetsofaninclusivecurriculumextend
to all learners.
Inclusive education also helps to ensure the optimal development of children with
special educational needs by giving them a vital space which provides opportunities
for child focused learning, play, participation, peer interaction and the development
of friendships. The curriculum may also be enriched for learners who are gifted
and talented.This may be done by providing additional and advanced content and
resources.
Learners with special needs who follow the regular curriculum
Some learners with special needs may follow the same curriculum as learners
without special needs.However, for these learners to access the regular curriculum,
adaptation may be necessary.Adaptations may include the substitution of curriculum
content,removalofspeciccurricularcontentareasandtheadaptationofteaching
and learning strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include those
with:
i. Gifted and Talented
ii.Visual Impairment
iii. Hearing Impairment
iv. Physical Handicap
v. Mild Cerebral Palsy
vi. Learning Disabilities
 vii.EmotionalandBehaviouralDifculties
Assessment strategies and conditions should be standardised to the needs of these
learners. The teacher should identify such cases and help facilitate the affected
learners’learning.Forexample,learnerswithvisualandhearingdifcultiesshould
sit near the teacher’s table for easy supervision and assistance.The following are
more suggestions on how to support special needs children in your class.
(a)Learnerswithphysicaldifculties
In this group of learners,the affected areas are normally some body parts,especially
the limbs.There may be partial or total loss of use of the limbs. In case the legs are
affected, the learners will need assistance during activities that involve movement.
This could be during a nature walk and other activities that learners have to stand
for some reason.The teacher should organise for the learner’s ease of movement
around.The learner should also be given time to catch up with the others.
Incasethehandsareaffected,thelearnersshouldbegivenmoretimetonish
their work. In both cases, the learners should not be pressurised to do things that
can cause injury or ridicule.
(b)Learnerswithvisualdifculties
These learners normally have problems with their eyesight. They should sit in a
position where they are able to see the chalkboard without straining.
Note:The learner could be long sighted or short sighted.
The material to be observed should be brought closer to the learner and a magnifying
lens used where necessary.
The
teacher should use large diagrams, charts and labels.
In some cases, the learners can be allowed to touch and feel whatever others are
looking at. Other learners can assist by reading aloud. The lighting system in the
classroom can also be improved.
The teacher should read aloud most of the things he/she writes on the chalkboard.
(c)Learnerswithhearingdifculties
The affected part in this case is the ear.The learner should have hearing aids.The
teacher should use as many visual aids as possible.They should also project their
voice and always talk while facing the learners.Use of gestures and signs while talking
helpsthelearnergureoutwhattheteacherissayingaswell.
(d)Learnerswithspeechdifculties
A common example in a normal class is the stammerer. They always speak with
alotofdifculties.Theteachershouldbepatientwiththemandencouragesuch
learners to express themselves in their own way. Such learners should be given
more written exercises than oral.
(e)Learnerswithmentaldifculties
The teachershould try to identify the nature andlevel of the mental difculty.
Learnerswithmentaldifcultiesshouldthenbegivenspecialassistanceandattention
at an individual level.They can be given special tests or assessments. In general, all
thelearnerswithdifcultiesshouldbereinforcedpromptly.Thisencouragesand
motivates them.The teacher and the rest of the class should never ridicule learners
withanyofthedifculties.Notethatgenerally,peoplewithanykindofdisabilitycan
be very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not
deserve them.Treat them fairly but not with undue favours. In extreme cases, it can
be recommended for the learners to join a special school.
Safety in the classroom
Pupils in primary school are extremely active and curious.As such, they are inclined
to getting harmed and injured.They should therefore be constantly protected from
sources of injury and harm.The teacher is therefore advised to take strict safety
precautions whenever learners are in class or outside the classroom. Some areas
that need consideration as far as safety is concerned include:
•Whenusingtoolsandequipment.
•Duringdemonstrations.
•Whenhandlingsharporpointedobjectslikeapairofscissorsandrazor
blade.
• During nature walks and eld visits, learners should avoidhandling
poisonous plants and harmful animal.
• Remember,theteacherisresponsibleforthesafetyofthepupilsduring
the period he or she is handling them.
Assessment and evaluation methods
Competence based assessment
Assessment is the process of evaluating the teaching and learning processes through
collecting and interpreting evidence of individual learner’s progress in learning and
to make a judgement about a learner’s achievements measured against dened
standards. Assessment is an integral part of the teaching and learning processes.
In the new competence-based curriculum, assessment must also be competence-
based; whereby a learner is given a complex situation related to his or her everyday
life and asked to try to overcome the situation by applying what he or she learned.
“An assessment is a machine for reasoning about what students know, can do or
have accomplished based on a handful of things they say, do or make in particular
settings.” (Mislevy et al, 2003).Assessment is not just designing an assessment task
andproducinganassessmentscore.Agoodassessmentalsodenesthesizeand
nature of the learning gap.
Purposes of assessment
The aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition
and mastery of expected competencies.Assessment helps to diagnose and monitor
the progress of a learner, and provides feedback to learners, parents, teachers and
curriculum designers and implementers. It also provides guidance on the selection
offuturecourses,certicationandpromotiontothenextprogressionlevel.
The assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects.The collection of a learner’s information should
be a continuous process and should be recorded constantly. The teacher should
give importance to each learner’s way of responding and learning and the span of
time he or she takes to do so.The teacher should provide feedback that will lead
to positive action and help the learner.When a teacher is providing reports on a
continuous basis he or she should be sensitive to every learner’s response.
Types of assessment
The two types of assessment that will be employed in the new curriculum is formative
or continuous assessment (assessment for learning) and summative assessment
(assessment of learning).
a) Formative or continuous assessment (assessment for
learning)
Formative or continuous assessment involves formal and informal methods
used by schools to check whether learning is taking place.When a teacher is
planning his/ or her lesson, he or she should establish criteria for performance
and behaviour changes at the beginning of a unit. Then at the end of every
unit, the teacher should ensure that all the learners have mastered the stated
key unit competences basing on the criteria stated before going to the next
unit. The teacher will assess how well each learner masters both the subject
matter and the generic competences described in the syllabus and from this,the
teacher will gain a picture of the all-round progress of the learner.The teacher
will use one or a combination of the following:
•Observationtojudgetheextentofskillsacquisition
•Writtentests
•Oralquestions
• Projectwork
•Attitudechange–thiscanbedonebyaskingprobingquestionsandchecking
body language as learners respond to the questions.
b) Summative assessment (assessment of learning)
When assessment is used to record a judgment of a competence or performance
of the learner,it serves a summative purpose. Summative assessment gives a picture
ofalearner’scompetenceorprogressatanyspecicmoment.Themainpurpose
of summative assessment is to evaluate whether learning objectives have been
achieved and to use the results for the ranking or grading of learners, for deciding
onprogression,forselectionintothenextlevelofeducationandforcertication.
This assessment should have an integrative aspect whereby a student must be able
to show mastery of all competences.
It can be internal school based assessment or external assessment in the form
of national examinations. School based summative assessment should take place
once at the end of each term and once at the end of the year. School summative
assessmentaveragescoresforeachsubjectwillbeweightedandincludedinthenal
national examinations grade. School based assessment average grade will contribute
acertainpercentageasteachersgainmoreexperienceandcondenceinassessment
techniques,and in the third year of the implementation of the new curriculum it will
contribute10%ofthenalgrade,butwillbeprogressivelyincreased.Districtswill
be supported to continue their initiative to organise a common test per class for
all the schools to evaluate the performance and the achievement level of learners
in individual schools. External summative assessment will be done at the end of P6.
Proposed Grading System
Mark Range Grade Quality
of Grade
Competency
80% and above A Excellent Competent
60-79% B Very Good Good
50-59% C Good Fairly
Competent
40-49% D Sufcient/Pass
Below 40% E NotSufcient/Fail Not Yet
Competent
Excellent
This is a standard of excellence level. Descriptions should indicate that all aspects
of competencies exceed grade level expectations and show exemplary performance
or in-depth understanding. Learning goals are met in a comprehensive way.
Very Good
This is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performance or understanding.Learning goals are met in a practical and thorough way.
Good
This meets acceptable standards.This level should indicate minimal competencies
acceptable to meet grade level expectations.Learning goals are met in an appropriate
and reasonable way.
Sufcient
Performance and understanding are emerging or developing but there are some
errors and mastery is not thorough.
Notsufcient
This does not yet meet acceptable standards. This level indicates what is not
adequate for grade level expectations and indicates that the student has serious
errors, omissions or misconceptions.The teacher needs to make decisions about
appropriate interventions to help the student improve.
Conclusion
This Teacher’s book has been written to help you guide pupils to learn IRE.
• Encourage and guide the learner to to knowArabic alphabet in preparation
to read the Qur’an.
• Prompt learners to discuss the activities that take place during Juma’h.
• Ask learners to narrate the activities that take place before and during
Jum’ah.
• As a class, small groups prompt again the learners to chant and recite the
selected Surahs.
• Encourage and guide learners to exchange gifts during Jum’ah day festivals
in the most enjoyable and captivating manner.You are reminded to always
arouse the curiosity of learners as you teach. Some things that you may
do before you go for a lesson include:
1. Go through the expected learning objectives – this should help guide the
manner of teaching.
2. Read through the lesson in advance to get an overview of the content to
be covered.
3. Form a mental picture of the learning activities and the ways in which you
will execute them.
4. Interact with pupils when dealing with the suggested activities.
5. Collect the materials that will be needed during the lesson in advance.
6. In some cases, try out the suggested activities/experiments in advance to
avoid embarrassments like the equipment failing to work during the lesson.
Strand
1
Qur’an
Arabic Alphabet
Speciclearningoutcomes
By the end of the strand, the learner should be able to:
1. Pronounce the Arabic sounds correctly for proper reading of the Qur’an.
2. Identify alphabet for reading readiness.
3. Read simple Arabic words for readiness in reciting the Qur’an.
4. Write Arabic letters for writing readiness from right to left.
5. Appreciate proper articulation of the Qur’an.
Suggested number of lessons
You will need about ten lessons to teach this strand.
Teaching methodology
• Questionandanswer
• Groupwork
• Demonstration
• Discussion
NOTE:Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Refer to Learner’s Book pages 1 - 18
Learning resources
• CD’s
• Flashcards
• Pocketboard
• Juzuu
Suggested learning and teaching activities
Introduce the sub-strand by asking learners to recall what they learnt in
pre-primary 2 about the Arabic alphabet. Learners should take active role in
learning by being the central focus in the class and any other learning that
takes place outside the class or school.The following are suggested teaching
and learning experiences to be employed in each activity as in the learner’s
book. Each row takes an account of the activity as outlined in the book.
Guide learners to look at the Arabic alphabet chart on page 1. Learners should
count the Arabic alphabet in the chart.They will be guided to read the alphabet
in pairs.
Reciting and recognising the Arabic alphabet
Guide learners in reciting the Arabic alphabet. Group learners and ask them to
copy the Arabic alphabet on a manila paper and display it in class for reference
learning.
Display cards written Arabic alphabet from haa to khaa. Guide learners to read
them aloud. However, help them in reading for correct pronunciation. Learners
to be involved in individual work to do on page 2.
Display ﬂash cards with Arabic alphabet for learners to identify as they read
in class.Learners are guided on how to arrange Arabic alphabet in sequence.
Learners practice to write Arabic alphabet.
Guide learners to read the Arabic alphabet from faa to laam alif. Correct
pronunciation mistakes for proper reading. Ensure learners are able to identify
Arabic alphabet in readiness to create and read Arabic words correctly. Let
them do work to do on page 3.
Pronunciation of Arabic alphabet
Ask learners to read the selected Arabic alphabet on page 4 as in number 1 of
the activity. Ensure proper pronunciation by individual learner.
Let learners copy the selected Arabic alphabet in their books. Check their work
and correct mistakes.
There is additional work to do on page 4 in the learner’s book.Ask learners to
attempt it in their books and check the work done. Corrections will be done in
class.
Reading simple Arabic words
Guide learners to read the selected simple Arabic words on page 5. Listen to
their pronunciation.You are advised to write extra simple words on the board
for extra exercises.
In work to do, guide learners in creative thinking to come up with three Arabic
letter words.Ask learners to read constructed words in turns.
Core competences to be developed
• Communication and collaboration
• Citizenship
• Critical thinking and problem solving
• Learning to learn
• Imagination and creativity
Link to PCI’s
• Life skills: Skills of knowing and living with others.
Effective communication – respond to simple verbal and non verbal
instructions promptly.
Link to other subjects
• CRE the use of the Bible and God’s creation.
• Enviromental studies, other enviroment.
Language activities
• English literacy activities
• Mathematical activities
Link to values
• Love
• Unity
Suggested community service learning
Singing the alphabet aloud with siblings and other children.
Suggested non-formal activity to support learning
Attending Madrasa sessions after school to learn the Arabic alphabet.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Selected Surahs
• Surah Al-Fatiha
• Surah An-Nas
Suggested number of lessons
You will need sixteen lessons to teach these sub-strand.You need eight lessons for
each selected Surah.
Speciclearningoutcomes
By the end of the sub-stand, the learner should be able to:
1. Recite the selected Surah correctly for spiritual nourishment.
2. Use the selected Surah in swalah.
3. Handle the Qur’an with care and respect.
Key inquiry questions
1. When is Surah Al-Fatiha recited?
2. When is Surah An-Nas recited?
3. Why is the Qur’an recited?
4. Where is the Qur’an kept?
Teaching methodology
• Question and answer
• Group work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• CD’s
• Flash cards
• Pocket board
• The Qur’an
Preparation
Ensure that learners have their copies of the Qur’an and they are well positioned to
listen and hear properly.You should ensure that you have checked your appliances
andworkingconditionsoftherecordedCDorashdisc.
Suggested teaching and learning activities
Emphasise and guide learner on the importance of taking ablution before handling
the Qur’an. Stress on the importance of handling the Qur’an with respect as it is
the word of God. Guide learners for proper handling of the Qur’an in preparation
for use as a reference learning material.Ask learners to observe the chart with the
selected Surah and count the number of verses in the each Surah.
Encourage learners to use the selected Surah in Swalah.
Surah Al-Fatiha
Introduce the sub-strand from known to unknown. Ask learners to recite Surah
Al-Fatiha in class. Guide learners to look for Surah Al- Fatiha from the Qur’an.
Learners should be able to identify Surah Al-Fatiha from the Qur’an and know that
it is recited in Swalah.
There is work to do in learner’s book that test on the learner’s knowledge of the
versesofSurahAl-Fatiha.AsklearnerstondouttherstSurahintheQur’an.
Reading and memorising Surah Al-Fatiha
Recite Surah Al-Fatiha in class or let learners listen to a recorded Surah Al-Fatiha in
class. In turn, listen to learners reciting Surah Al- Fatiha verse per verse as a class
then in pairs. Ask learners to recite Surah Al-Fatiha to their siblings or guardians
at home.
Leadthelearnerstondthewordsthatttocompletetheverse.Leadandguide
learners as a class in small groups,pairs or as individuals to recite the SurahAl-Fatiha
through memory.Emphasise on proper pronunciation of the words of SurahAl-Fatiha.
Meaning and writing of Surah Al-Fatiha
In this sub-strand, learners are going to know the meaning of Surah Al-Fatiha as
used in Swalah.They will also be expected to write Surah Al-Fatiha and present it
on a manila paper for reference learning.
Group learners and provide each group with a manila paper and a felt pen. Each
group should have a secretary to copy what is on page 9 in learner’s book. Let them
exchange their work with other groups for comparison. Check their work to guide
and correct spelling mistakes and other factual errors.Ask each group to recite what
they have copied on a manila paper.
Teachings of Surah Al-Fatiha
LetlearnersreciteSurahAl-Fatihainclass.GuidelearnerstondtheSurahthatis
also a dua. Guide learners to role play an Imam leading people in Swalah by reciting
Surah Al-Fatiha.Ask them to identify attributes of Allah from the Surah.
Surah An-Nas
Introduce Surah An-Nas by asking learners to recite it in class.You can the recite
it to them as they listen. Ask them to copy Surah An-Nas on a manila paper and
display at the back of the class for reference learning.
Reading and memorising Surah An-Nas
Guide learners to read the words of Surah An-Nas as in the learner’s book. Let
them copy these words in their books verse per verse.
Leadlearnersto ndthe wordsthatt to completetheverse.Leadand guide
learners as a class in small groups,pairs or individually to recite SurahAn-Nas through
memory.Asklearnerstousepocketboardandashcardstosortandarrangethe
verses of the selected Surah.
Meaning and writing of Surah An-Nas
Guide to recite SurahAn-Nas with its translation.Let them recite individually,in pairs,
and as a class. Emphasise on proper pronunciation of the words of Surah An-Nas.
There is work to do in the learner’s book to guide them in proper pronunciation.
Teachings of Surah An-Nas
Invite an Imam to come and talk to the learners.Let them listen to the Imam reciting
Surah An-Nas in class.Ask learners to recite Surah An-Nas in class to identify the
teachings.Ask them to identify attributes of Allah (S.W.T) from the Surah.
For memorisation of selected Surah
• Leadlearnerstondthewordsthatttocompletetheverse.
• Lead and guide learners as a class in small groups, pairs or individually to
recite the selected Surah through memory.
• Asklearnerstousepocketboardandashcardstosortandarrangethe
verses of the selected Surah.
• Emphasise and guide learners on the importance of taking ablution before
handling the Qur’an.
• Stress on the importance of handling the Qur’an with respect as it is the
word of God. Ask learners to observe the chart with the selected Surah
and count the number of verses in the Surah.
• Encourage learners to use the selected Surah in Swalah.
Core competences to be developed
• Communication and collaboration
• Imagination and creativity
• Digital literacy
• Learning to learn
Link to PCI’s
• Skills of knowing and living with others.
• Effective communication - respond to simple verbal and non verbal
instructions promptly.
Link to other subjects
• Language activities
• Mathematical activities
• English literacy activities
Link to values
• Love
• Respect
• Peace
Suggested community service learning
• ReciteSurahAl-FatihaandSurahAn-Nastoeldersiblingsforconrmation
and memorisation.
Suggested non-formal activity to support learning
• Participating in the Qur’an recitation competition.
• Attending Madrasa after school.
Suggested assessment
• Oral questions
• Observation
• Portfolios
Belief in Allah (S.W.T)
• Al-Khaaliq
• Ar-Razaaq
Belief in Angels
Speciclearningoutcomes
By the of the strand, the learner should be able to:
1. Identify Allah’s (S.W.T) creation in the immediate environment to strengthen
their Iman
2. Appreciate the use of Allah’s (S.W.T) creation in life.
3. Appreciate the existence of angels as creations of Allah (S.W.T).
Suggested number of lessons
You require four lessons to teach this sub-strand.
Key inquiry questions
1. Who created you?
2. What else has Allah (S.W.T) created?
3. HowdoyoubenetfromAllah’s(S.W.T)creation?
Teaching methodology
• Question and answer
• Observation
• Discussion
• Story telling
Strand
2
Pillars of Iman
Refer to Learner’s Book pages 19 - 28
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Learning resources
• Plants
• Animals
• Crayons
• Manilla papers
• Paints
• Brushes
• Water
• Pictures
• The Qur’an.
Suggested teaching and learning activities
Introduce the lesson by asking learners with probe questions about Iman. Let them
explore the meaning of a Pillar, Iman and the six Pillars of Iman.
Group learners and provide them with a manila paper and a felt pen in each group.
Guide them to select their secretary and copy the six Pillars of Iman. Let each
group display their work in class. Lead and guide them to make and recite poems
on Pillars of Iman.
Belief in Allah (S.W.T)
• Al-Khaaliq
• Ar-Razaaq
Belief in Angels
GuidelearnerstodiscusstherstPillarofIman,BeliefinAllah(S.W.T).Engageand
guidelearnersindiscussionontheattributesofAllah(S.W.T)asintherstPillar
of Iman. Learners should know their creator and the things Allah (S.W.T) created.
Let them identify the creation of Allah (S.W.T) as in the provided pictures.
Guide learners to explore and understand the attributes ofAllah (S.W.T);Al-khaaliq
and Al-Razaaq.Distinguish the meaning of the two attributes ofAllah (S.W.T) as the
creator and provider.
Supervise and monitor learners as they observe and feel the creation ofAllah (S.W.T)
outside the classroom. Arrange the learners well in the class or any convenient
place in your school to look at pictures and watch videos ofAllah’s (S.W.T) creation.
Guide learners to discuss the Belief in Angels. Emphasise that angels were created
by Allah (S.W.T).
Arrange learners to sing or listen to songs, poems and Qaswida related to Allah’s
(S.W.T) creation.
Probe, prompt and guide learners to name some angels they know.
Core competences to be developed
• Communication and collaboration
• Imagination and creativity
• Learning to learn
• Digital literacy
• Movement and creativity
Link to PCI’s
• Citizenship
• Social Cohesion
Link to values
• Love
• Responsibility
• Respect
Suggested community service learning
Participationinenvironmentalconservationactivitieslikewateringowers,cleaning
the home compound.
Suggested non-formal l activity to support learning
Tree planting in school and community as a means of taking care of Allah’s (S.W.T)
creation.
Link to other subjects
• Language activities
• Movement and creative activities
• Environmental activities
Suggested assessment
• Oral questions
• Observation
• Observation
Birth of the Prophet (S.A.W.)
Speciclearningoutcomes
By the end of the strand, the learner should be able to:
1. Narrate the event of the birth of the Prophet (S.A.W).
2. Name the parents of the Prophet (S.A.W).
3. Identify the name given to the Prophet (S.A.W) at birth.
4. Appreciate Makkah, the birth place of the Prophet (S.A.W) as the holy city of
Muslims.
Suggested number of lessons
To teach this sub-strand, you will need eight lessons.
Key inquiry questions
1. When was the Prophet (S.A.W) born?
2. Where was the Prophet (S.A.W) born?
3. What name was the Prophet (S.A.W) given at birth?
4. What events took place during the birth of the Prophet (S.A.W)?
Teaching methodology
• Question and answer
• Discussion
• Story telling
• Dramatisation
• Pair work
Strand
3
Siirah (Life of the Prophet
(S.A.W)
Refer to Learner’s Book pages 29 - 35
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Flash cards
• The Qur’an
• Resource person
Suggested teaching and learning activities
Birth of the Prophet (S.A.W)
Introduce the sub-strand the story of the birth of the Prophet (S.A.W).You will
narrate to them the history and events that occurred during the birth of the Prophet
(S.A.W). In turn, ask them to tell you what they have heard from the story.
Ask learners to explain what they can see in the picture on page 29. Let them link
the picture to what they heard from the story.
Naming of the Prophet (S.A.W)
Engage and lead learners to name the date, month and year of birth of the Prophet
(S.A.W). Ask and engage learners in the discussion to name the place of birth of
the Prophet (S.A.W). Organise the learners in small groups or as a class to sing a
Qaswida or poem on the Prophet (S.A.W).
Pair learners and ask them to read the table on page 31 about the short history of
the birth and naming of the Prophet (S.A.W).
History during the birth of the Prophet (S.A.W)
Probe and engage learners in telling the events during the birth of the Prophet
(S.A.W). Invite the Imam to be as a resource person to give a story about the
events of the Amul Fiyl or the Year of the Elephant.
Supervise, monitor and guide the learners to draw and colour the Al-Kaabah,
elephants and birds.Engage and ask the learner to pick out the name of the Prophet
(S.A.W)fromasetofashcardscontainingothernames.
Organise the learners in small groups or as a class sing a Qaswida or poem on the
Prophet (S.A.W).
Core competences to be developed
• Communication and collaboration
• Imagination and creativity
Link to PCI’s
• Life skills
• Self awareness
• Inter personal relationship in activities
Link to other subjects
• Language activities
• Movement activities
• Creative activities
Link to values
• Love
• Honesty
• Unity
• Integrity
Suggested community service learning
Singing Qaswida in praise of the Prophet (S.A.W) during ceremonies.
Suggested non-formal activity to support learning
Narrating the event of the birth of the Prophet (S.A.W) to other siblings.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Hadith on Obedience
Speciclearningoutcomes
By the end of this strand, the learner should be able to:
1. Recite the selected hadith to show obedience to parents.
2. Practice obedience in their day to day life to follow the orders of Allah (S.W.T)
3. Appreciate the importance of the hadith in shaping up the life of an individual.
Suggested number of lessons
Youwillneedvelessonstoteachthislesson.
Key inquiry questions
1. What is obedience?
2. What do you do to please Allah (S.W.T)?
3. How do you show obedience to different people for example teachers, peers,
parents, elders and others?
Teaching methodology
• Question and answer
• Discussion
• Storytelling
• Dramatisation
• Pair work
Strand
4
Hadith
(Traditions of the Prophet (S.A.W)
Refer to Learner’s Book pages 36 - 44
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Flash cards
• The Qur’an
• Resource person
• Charts
Suggested teaching and learning activities
Introduce the strand by engaging learners to explore the meaning of hadith. Let
them mention types of hadith they know.
Hadith on Obedience
Ask learners to recite the hadith on page 36. In turn, recite the hadith on obedience
and let them repeat after you in unison. Encourage proper pronunciation while
reciting the hadith.
Ask learners to tell what they learn from the hadith on cleanliness. Probe them
with questions concerning the hadith on obedience.Lead learners to discuss in small
groups the meaning of obedience.
Let the learners say why we should be obedient .Encourage and guide them to say
that obedience is known as Twa’ah. Monitor the learners in groups as they discuss
the importance of obedience.
Involve learners to practice obedience in class,school and at home. Emphasise them
to respect their elders and parents by citing the pleasure of Allah (S.W.T).
Core competences to be developed
• Communication and collaboration
• Imagination and creativity
• Learning to learn
Link to PCI’s
• Life skills; Interpersonal relationship.
• Citizenship
• Social cohesion
• Learner support programmes
• Peer Education
• Learning to live together
Link to other subjects
• Language activities
• Environmental studies
Link to values
• Unity
• Love
• Respect
Suggested community service learning
Learners to carry out light household chores and help the parents.
Suggested non-formal activity to support learning
Learners to discuss with parents and other siblings the meanings and teachings of
the hadith on obedience.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Hadith on Cleanliness
Speciclearningoutcomes
By the end of this su-strand, the learner should be able to:
1. Recite the selected Hadith on cleanliness as an act of worship.
2. Maintain personal hygiene for a healthy living.
3. Practice cleanliness in their day to day life as an act of ibaadah.
4. Appreciate the importance of cleanliness as part of faith.
Suggested number of lessons
Youwillneedvelessonstoteachthissub-strand.
Key inquiry questions
1. How do you maintain cleanliness?
2. When do we wash our hands?
3. Why do you clean your school compound every day?
Teaching methodology
• Question and answer
• Group work
• Demonstration
• Pair work
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Qur’an
• Soap
• Water
• Water troughs
• Brooms
• Charts
• Dustbin
Suggested teaching and learning activities
Probe questions about the hadith on cleanliness. Lead learners to discuss in small
groups the meaning of cleanliness. Let them explain what cleanliness is and what it
pertains. Learners should explain why they participate in cleaning classrooms. Ask
learners to observe the chart with the hadith on cleanliness.
Prompt the learners to say why we should always be clean. Guide them to say that
cleanliness is part of our faith. Monitor the learners in groups as they discuss the
importance of cleanliness.
Ask the learners to observe the chart with the Hadith on cleanliness then guide
them to read the hadith on cleanliness which is,“Cleanliness is part of faith.”Ask the
learners to recite the hadith on cleanliness repeatedly for memorisation. Correct
learners on the spot especially those who make pronunciation mistakes.
Guide the learners to write the hadith on cleanliness on a wall paper inArabic, pick
the one that has been written neatly and display it on the notice board.
Encourage learners to shape their letters well and place the vowels correctly. Invite
an elder or the local Sheikh in your area to give a story depicting the importance
of cleanliness.
Call learners to the front and give their experiences in real life where they have
practiced cleanliness.Organise the learners as a class,small groups or pairs to discuss
the importance of faith in their daily lives.
Enquire from learners if they have a Qaswida or song on cleanliness to sing in the
classroom. Call one of the learners in front of the class to tell a story on cleanliness.
Encourage the learners to give different stories on cleanliness.
Engage learners to say how they can be clean at school and home.Supervise learners
as they sort words to complete the hadith.
Monitor learners in small groups or in pairs as they mention things that a Muslim
should do to show cleanliness in their neighbourhood. Lead and guide learners in
small groups or pairs to discuss the teachings of the hadith on cleanliness.
Engage and monitor learners in cleaning activities such as cleaning the school
compound, washing and mopping the classroom or washing their hands. Guide
learners to understand the importance of cleanliness of both their bodies and the
environment.Ask learners to explain ways of cleaning their bodies and keeping their
environment clean.
Core competences to be developed
• Communication and collaboration
• Digital literacy
• Learning to learn
• Creativity and imagination
Link to PCI’s
Life skills - Personal hygiene.
Link to values
• Unity
• Responsibility
Link to other subjects
• Language activities
• Hygiene and nutrition
• Environmental activities
Suggested community service learning
• Learners to demonstrate washing at school.
• Learners to perform light cleanliness activities at home.
Suggested non-formal activity to support learning
• Learners to collect rubbish in the school compound.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Pillars of Islam: Shahadah
Speciclearningoutcomes
By the end of the strand, the learner should be able to:
1. RecitethevepillarsofIslamtostrengthentheirfaith.
2. Pronounce shahadah as an act of ibaadah.
3. Appreciate the importance of shahadah as a basic principle of Islam.
Suggested number of lessons
• Youwillneedvelessonstoteachthissub-strand.
Key inquiry questions
1.WhatarethevepillarsofIslam?
2. How do you pronounce the shahadah?
3. When do we say the shahadah?
Teaching methodology
• Question and answer
• Discussion
• Story telling
• Dramatisation
• Pair work
Strand
5
Devotional Acts
Refer to Learner’s Book pages 45 - 50
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Flash cards
• The Qur’an
• Resource person
• Charts
Suggested teaching and learning activities
TelllearnersthevePillarsofIslam.LeadandguidethemtonamethevePillars
of Islam in their sequence. Engage learners to sing songs or poems on the Pillars of
Islam with emphasis on shahadah. Guide them to understand why shahadah is the
main Pillar of Islam.
Encourage learners to make their own poems and compose songs on the pillars
of Islam. Invite language teachers to come and give their input on this. Prompt and
probelearnerstosortandarrangepillarsofIslamonashcardsintheirsequence.
Group learners in pairs and ask them to recite the shahadah in turns.Ask them to
ndthenameofAllah(S.W.T)andMuhammadintheshahadah.Learnersshould
explain why they should recite shahadah in strengthening their Iman.
Lead and guide learners to give occasions when the shahadah is said. Supervise and
monitor learners as they draw a person performing the shahadah. Lead and guide
the learners to say what Wudhu is.
Core competences to be developed
• Communication and collaboration
• Learning to learn
• Imagination and creativity
Link to PCI’s
• Life skills; Skills of knowing and living with oneself
• Self esteem
• Self-awareness - parts of my body
Link to other subjects
• Language activities
• Mathematical activities
Link to values
• Love
• Unity
• Obedience
• Respect
Suggested community service learning
Learners to recite the shahadah to other siblings.
Suggested non-formal activity to support learning
Attend Madrasa after school to learn shahadah.
Suggested assessment
• Oral questions
• Portfolio
• Observation
Islamic Etiquette
Greetings (Manners of Greetings)
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
1. Use the Islamic greetings in their daily lives to inculcate the spirit of love.
2. Identify Islamic etiquettes on greetings to inculcate the culture of greeting in
Islam.
3. Appreciate the use of Islamic greetings to attain rewards.
Suggested number of lessons
You require four lessons to teach this sub-strand.
Key inquiry questions
1. What do you do when you meet your friend?
2. What is the Islamic way of greeting people?
3. Why should we use Islamic greetings?
Teaching methodology
• Question and answer
• Discussion
• Storytelling
• Dramatisation
Strand
6
Islamic Moral Teachings
Refer to Learner’s Book pages 51 - 75
• Pair work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Flash cards
• The Qur’an
• Resource person
• Charts
Suggested teaching and learning activities
Guide learners to explore the meaning of greetings.Lead and guide learners to recite
the Islamic greetings. Place learners in small groups or in pairs and guide them to
listen to the manners of Islamic greetings from a CD.Arrange and put learners in
pairs, small groups or as a whole class to practice Islamic greetings.
Display a chart with the Islamic greetings and guide learners to read in turns. Let
them practice greetings in class.
Engage learners to say the Islamic greetings; “Assalamu Alaykum “and reply by saying,
“Waalaykum Salaam.”GuidelearnersinndingthemeaningoftheIslamicgreetings.
Supervise and monitor learners to salute and respond to greetings through role play.
Probe learners with questions on the importance of greetings.
Core competences to be developed
• Communication and collaboration
• Imagination and creativity
• Learning to learn
Link to PCI’s
• Life skills self awareness
• Inter personal relationship
• Citizenship and peace
• Social cohesion
Link to other subjects
• Language activities
• Environmental activities
Link to values
• Love
• Unity
• Respect
• Peace
Suggested community service learning
• Demonstrate a habit of greeting members of the society using the correct
Islamic greetings.
Suggested non-formal activity to support learning
• Learner greeting all those they meet outside the school compound.
Suggested assessment
• Oral questions
• Observation
Islamic manners of eating
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
1. Recite the prescribed dua before eating,to seek the blessings of Allah and after
eating to thank Allah (S.W.T).
2. Practice Islamic manners of eating as per the teachings of the Prophet (S.A.W).
3. Appreciate the use of Islamic manners of eating as an act of ibadah.
Suggested number of lessons
• You will need ten lessons to teach this sub-strand.
Key inquiry questions
1. What do you do before eating?
2. Which hand do you use when eating?
3. What do you do after eating?
Teaching methodology
• Question and answer
• Discussion
• Story telling
• Dramatisation
• Pair work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Flash cards
• The Qur’an
• Audio-visual clips
• Charts
Suggested teaching and learning activities
Using open ended questions, ask the learners to say what they say before eating.
Lead and guide learners to view Islamic manners of eating through pictures or audio
visual materials.
Monitor,supervise and guide learners to practice Islamic manners of eating which are:
• Washing hands.
• Saying Bismillah.
• Using your right hand.
• Eating what is before you.
• Saying Alhamdulillahi after eating.
• Monitor and observe learners as they demonstrate manners of eating
through role play.
Core competences to be developed
• Communication and collaboration
• Learning to learn
• Citizenship
Link to PCI’s
• Health education personal hygiene
• Life skills self awareness
• Inter personal relationship
Link to other subjects
• Environmental activities
• Hygiene and nutrition
Link to values
• Responsibility
• Love
• Unity
Suggested community service learning
Exhibit good eating manners at home and in other Islamic gatherings.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Suggested non-formal activity to support learning
• Practice Islamic eating manners during meals at home with siblings.
Islamic Phrases
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
1. Identify the situations when the selected Islamic phrases are used.
2. Use the selected Islamic phrases correctly in their daily lives.
3. Appreciate the importance of using the selected Islamic phrases in their daily
lives.
Suggested number of lessons
You will need four lessons to teach this sub-strand.
Key inquiry questions
1. What do you say when someone helps you with a pen?
2. When do you use this Islamic phrase Mashaa Allah?
3. What do you say when you want to do something in future?
Teaching methodology
• Question and answer
• Discussion
• Role playing
• Dramatisation
• Group work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Flash cards
• The Qur’an
• Audio-visual clips
• Charts
• Projector
• Computer
Suggested teaching and learning activities
Engage learners to pronounce the selected phrases. Guide learners to explore the
meaning and instances these phrases are used. Supervise,monitor and lead learners
in pairs, small groups or as a whole class practice Islamic phrases:
• Jazakallahkhayr
• Mashaa Allah
• Insha Allah
Guide learners to read Islamic phrases projected on the wall. Monitor and observe
learners practice Islamic phrases through role play.
Let them tell the instances when we say these phrases.
Core competences to be developed
• Communication and collaboration
• Creativity and imagination
• Learning to learn
Link to PCI’s
• Life skills self awareness
• Self esteem
• Effective communication
Link to other subjects
• Language activities
Link to values
• Love
• Respect
• Unity
Suggested community service learning
Assisting in community activities within the neighborhood.
Suggested non-formal activity to support learning
Use Islamic phrases appropriately at their free time.
Suggested assessment
• Oral questions
• Observation
Relationships
Love for Allah (S.W.T)
Speciclearningoutcomes
By the end of this sub-strand, the learner should be able to:
1. Identify the bounties ofAllah (S.W.T) in the immediate environment to enhance
love for Allah (S.W.T).
2. Utilise the bounties of Allah (S.W.T) appropriately to earn blessings.
3. Appreciate the bounties of Allah (S.W.T) as a sign of love to mankind.
Suggested number of lessons
You will need four lessons to teach this sub-strand.
Key inquiry questions
1. What are the bounties of Allah (S.W.T) bestowed upon you?
2. Which creations of Allah (S.W.T) are found around you?
3. How do you utilise Allah’s (S.W.T) bounties appropriately?
4. Why do you take care of Allah’s (S.W.T) creation?
Teaching methodology
• Question and answer
• Discussion
• Role playing
• Dramatisation
• Group work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Tape recorder
• Crayons
• Colours
• Trees
• Animals
• Flashcards
• The Qur’an
• Audio-visual clips
• Charts
• Empty boxes
Suggested teaching and learning activities
Learners should explore their relationship with Allah (S.W. T). They should name
the things Allah (S.W.T) gives to them. Provide a video clip about the nature of the
environment. You are advised to take learners around the school compound to
observe the environment.This will emphasise their understanding on the creations
of Allah (S.W.T).
Organise learners in small groups, pairs or as a class to name the favours of Allah
(S.W. T) on them. Organise and lead the learners to carry out simple activities
usingtheirhands,legsandeyestoreectonthebountiesofthebodyparts.Ask
learners to identify their body parts and their functions. Ask them to draw an eye,
ear and nose.
Engage learners to listen, sing Qaswida and recite poems onAllah’s (S.W.T) favours.
Supervise, monitor and guide learners to draw and colour trees, animals as part of
creation of Allah (S.W.T) from the immediate environment.
Involvetheminactiveparticipationinenvironmentalcaringthroughgrowingowers,
trees and taking care of them.
Core competences to be developed
• Communication and collaboration
• Citizenship
• Learning to learn
• Creativity and imagination
• Innovation and creativity
Link to PCIs
• Environmental education
Link to other subjects
• Movement and creative activities
• Environmental activities
Link to values
• Love
• Responsibility
• Integrity
Suggested community service learning
Planting and watering trees at home.
Suggested assessment
• Oral questions
• Observation
Suggested non-formal activity to support learning
• Planting and taking care of trees in the school compound.
Love for parents or guardians
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
1. Outline ways on how to show love to their parents.
2. Demonstrate ways through which respect can be accorded to parents.
3. Appreciate the role of parents in their day to day life.
Suggested number of lessons
You will need three lessons to teach this sub-strand.
Key inquiry questions
1. Who do you stay with at home?
2. What do your parents or guardians do for you?
3. How do you show love to your parents?
Teaching methodology
• Question and answer
• Discussion
• Role playing
• Dramatisation
• Group work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Resource person
• Tape recorder
• Crayons
• Flashcards
• The Qur’an
• Audio-visual clips
• Charts
• Empty boxes
• Camera
Suggested teaching and learning activities
Guide them to read the chart on page 66 in the Learner’s Book. Ask them to pray
for their parents or guardians.
Engage and probe learners to name their parents or guardians. Organise and place
the learners in pairs, small groups and as a class to discuss what the parents or
guardians do for them. Supervise, monitor and guide learners to draw and colour
pictures of a family.
Observe and correct learners role play parents and children exchanging gifts and
presents. Guide learners to recite dua for their parents.
Core competences to be developed
• Communication and collaboration
• Critical thinking
• Learning to learn
• Creativity and imagination
Link to PCI’s
• Life Skills
• Empathy
• Self awareness
• Respect
• Citizenship
• Child right
• Care for environment
Link to other subjects
• Environmental activities
Link to values
• Love
• Responsibility
• Peace
• Respect
• Unity
Suggested community service learning
• Make dua for their parents.
Suggested non-formal activity to support learning
Participate in activities and simple tasks assigned to them by parents.
Suggested assessment
• Oral questions
• Observation
Environment
School Cleanliness
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
1. Outline ways of maintaining cleanliness in the school for a healthy living.
2. Practice cleanliness of school compound and classroom to facilitate healthy
learning.
3. Appreciate the importance of learning in a clean compound or environment
as a Muslim.
Suggested number of lessons
You will need four lessons to teach this sub-strand.
Key inquiry questions
1. Who makes your school dirty?
2. Why should we keep our school compound clean?
3. When do we clean our classroom?
4. What items do we use to clean the school?
Teaching methodology
• Question and answer
• Discussion
• Role playing
• Dramatisation
• Group work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Water
• Brooms
• Dustbin
• Rake
• The Qur’an
Suggested teaching and learning activities
Organise a video clip on environment showing animals and vegetation. This will
stimulate learners curiosity to learn and appreciate the environment. Take them
for a nature walk around the school compound.Ask them to write what they see.
On classroom and school compound cleanliness,guide learners in active participation.
Emphasise that they are key in maintaining their environment clean.
Engage and lead learners in a discussion on how to clean the school. Organise
learners in small groups and as a class to clean their school compound and classroom.
Engage and probe learners to recite the Hadith on cleanliness which is,“Cleanliness
is part of faith.” Organise, lead and guide learners to discuss the items used in
cleaning the school compound and classroom. Encourage proper use of the litter
bins at school.
Ask them to identify tools used in cleaning at home and at school.
Core competences to be developed
• Communication and collaboration
• Citizenship
• Critical thinking
• Learning to learn
Link to PCI’s
• Life skills
• Inter personal relationship
Link to other Subjects
• Environmental activities
• Hygiene and nutrition
Link to values
• Responsibility
• Unity
Suggested community service learning
• Clean their home compound.
Suggested non-formal activity to support learning
• Collect litter in the school compound.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Jum’ah
Speciclearningoutcomes
By the end of the sub-strand, the learner should be able to:
1. Name Sunnah acts to be observed in Jum’ah.
2. Perform the Sunnah acts of Jum’ah in order to attain preparation for Jum’ah
prayers rewards from Allah (S.W.T).
3. Appreciate Jum’ah as the Eid of the week.
Suggested number of lessons
You will need four lessons to teach this sub-strand.
Key inquiry questions
1. Which day of the week is considered Eid for the Muslims ?
2. What activities are done before and during the Jum’ah prayer ?
3. How do you dress when going for Jum’ah prayer?
4. Who leads the Jum’ah prayers?
Teaching methodology
• Question and answer
• Discussion
• Role playing
• Dramatisation
Strand
7
Islamic Festivals
Refer to Learner’s Book pages 76 - 82
• Group work
• Demonstration
NOTE: Involve learners with special needs in the learning process appropriately.
For example, give activities that are friendly to them.
Suggested learning resources
• Water
• Brooms
• Dustbin
• Rake
• The Qur’an
Suggested learning outcomes
• Organise, guide and lead learners in pairs, small groups or as a class to
discuss activities done by Muslims before Jum’ah prayers.
• Observe, monitor and supervise learners role play the activities of Jum’ah.
• Supervise and guide learners to draw and colour a mosque.
• Organise learners to watch a video of Muslims performing Jum’ah.
Core competences to be developed
• Communication and collaboration
• Citizenship
• Learning to learn
• Creativity and imagination
Link to PCI’s
• Life skills
• Inter personal relation
• Self -awareness
Link to other subjects
• Environmental activities
• Creative activities
• Hygiene and nutrition
Link to values
• Love
• Unity
Suggested community service learning
Participate in cleaning of the Masjid.
Suggested assessment
• Oral questions
• Observation
• Portfolio
Suggested non-formal activity to support learning
Participate in congregational Jum’ah prayers.