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

The moral rights of the authors have been asserted.

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

(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.

(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.

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

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

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

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

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

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

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

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

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.