Longhorn
Islamic Religious Education
Activities
Teacher’s Guide
Grade 2
Abdulsalaam Changa
Abdallah Menza
Published by
Longhorn Publishers (K) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033 – 00500,
Nairobi, Kenya.
Longhorn Publishers (U) Ltd.,
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Kampala, Uganda.
Longhorn Tanzania Ltd.,
New Bagamoyo/Garden Road,
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Longhorn Publishers (R) Ltd.,
166 KG 13 off KG 11 Avenue,
P.O. Box 5910,
Kigali, Rwanda,
© • Abdulsalaam Changa • Abdallah Menza, 2018
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 64 057 4
Printed by
Table of Content
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Introduction.............................................................................................................1
Strand 1: Qur’an ...........................................................................................................................20
Strand 2: Pillars of Iman ...........................................................................................................28
Strand 3: Siirah (Life of the Prophet S.A.W).................................................................. 34
Strand 4: Hadith............................................................................................................................37
Strand 5: Devotional Acts.........................................................................................................47
Strand 6: Moral Teachings........................................................................................................51
Strand 7: Islamic Festivals........................................................................................................ 66
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
environment, 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, promotion 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 pedagogical issues. Part two highlights
the strands just as outlined in the learner’s book.It gives,in details,the expected
learning outcomes, interesting teaching and learning activities, tips
on handling the special needs learners and informative notes to
teachers.
Organisation of the strand
Each strand consists of the following:
1. Strand
2. Sub-strand
3. Suggested time
4. Specific learning outcomes
5. Key inquiry questions
6. Core competences to be developed
7. Links to PCIs
8. Links to other subjects
9. Links to attitudes and values
10. Suggested learning aids
11. Teaching aids
12. Suggested community service learning
13. Suggested assessment
14. Background information
1. Strand
This represents the skills; basic literacy skills in Arabic alphabet, reciting
the Surah with confidence, practising Islamic etiquette,appreciating
Islamic culture and demonstrating love and appreciation for Allah. 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 find relevance of what they learn in their day to day
contexts.
2. Sub-strand
Each strand has a sub-strand area which indicates the scope of coverage of
what a teacher should teach and what a learner should learn in line with stated
learning objectives.
3. Suggested time
This refers to the number of lessons suggested for each strand.
4. Specific 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/or non-verbal modes in a
variety of contexts.
• Explore the immediate environment for learning and enjoyment.
• Practise hygiene, nutrition, sanitation, safety skills to promote health and
wellbeing.
• Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and
moral development for balanced living.
• Demonstrate appreciation of the country’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 find out
the solutions in the course of the lesson.
6. Core competences to be developed
A competency 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
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, 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 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.
11. Teaching aids
This section lists the teaching aids needed for the strand. It also indicates
the alternative teaching aids and materials for learners with special needs
and for schools with limited resources.
12. 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 benefits that this
membership entails.
13. Suggested assessment
This section contains the questions and suggested answers to assess the
lesson outcome.
14. 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.
Organisation of the lessons
The lesson has the following key parts:
- Lesson number
- Specific learning outcomes
- Teaching aids
- Introduction to the lesson
- Learning activities
- Assessment
- Answers
1. Lesson number
This gives the number of the lessons to be covered in that lesson.
2. Specific 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 education needs, gender balance and
the ability of the learners. 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’s 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 strand.
The teaching process
IRE is taught and learned as a subject, starting from pre-primary.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.
- Use the selected Surah in Swalah.
- Identify a verse from the Surah.
- Pronounce simple Arabic verses in the Qur’an.
- Enjoy reciting Arabic verses in the Qur’an.
- Appreciate the use of Arabic in Islam religion.
- 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:
- Pronounce simple Arabic words.
- Enjoy reciting Arabic verses in the Qur’an.
- Appreciate the use of Arabic in Islam religion.
- Respond correctly to questions.
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 integrated Arabic.That means you incorporate all the
language skills in each lesson. However, the correct order of teaching these
skills should always be observed;listening comes first,followed by speaking,
reading and lastly writing.
Listening and speaking
This is the teaching of oral work. It involves teaching words found in the
Surah and verses. In listening lessons, emphasise on good sitting postures,
appropriate facial expressions and gestures.When speaking, learners should
pronounce the words found in the Surah 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, dialogues and discussions
- Responding to simple instructions,
- Drama and role-play
- Songs
- Story-telling
Reading
Learners should read words found in the Surah that have simple letter- sound
correspondence and gradually introduce longer words with more complex
letter-sound correspondence.
Where learners are good readers and reciters, variations to this suggestion
should be made by giving more complex sounds in verses to be combined into
longer words. This is intended to take care of differentiated curriculum and
learning. For those struggling with letter or 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
fluently. For those struggling with fluent reading, shorter texts demanding
fewer words per minute could be given to support them.
Note that for good recitation reading, sitting posture should be upright.
Learners should also be discouraged from lip-reading or using their fingers
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. It is where they
incorporate games like lucky dip, bingo etc.The learners develop in their
reciting by reading aloud in groups. Loud reciting reading enhances
fluency because the learners are listening to good reciting.With time, you
can teach the learners about silent reciting.
Writing
Learners should practise handwriting often, starting from copying models
of shapes and progressively improving to writing dictated words and verses
neatly and legibly.Learners should later start using Arabic alphabetical letters
and progressively write verses with a variety of correct vowels.
The progression to using a variety of vowels should be accelerated in instances
where learners recognise and use appropriate vowels. For those struggling
with Arabic alphabets, capital letters and punctuation, opportunities for more
practise with simpler vowels should be created.
At this level now, learners can now practise completing simple blank filling
exercises. They then progressively move to making short phrases and
sentences to make paragraphs.The progression from writing Arabic words to
verse and Surah should also be accelerated in instances where learners can
comfortably complete verses. But in case of slow learners, opportunities for
more practice with simpler words and verses should be created.
Writing activities
Among the many activities learners can engage in are;
- Demonstration and imitation
- Spelling games
- Work to do
- Word search
Teaching methods in IRE
It is important to discuss some of the methods commonly used during
instruction of the IRE.These are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play
(iv) Individual work
(v) Discussion
(vi) Discovery
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 first demonstrate what they expect
of the learners.When the teacher is demonstrating, for example, how a game
is played, they should ensure that all the pupils can see what they(teacher)
are doing.
It may be necessary to call the pupils around the demonstration table for
all to see. During demonstration, they could ask some pupils to help in
handling and setting up the teaching aids.The teacher should then outline the
procedure they expect 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 finds its application
in nearly all subjects in a school. Good mode of questioning will fulfil 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theirpupils,amongthe
pupils and with teaching aids.
When a teacher asks a question to one of their 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 their
answer was honest based on what they thought was right.Instead,the teacher
should follow the pupil’s answer to detect any reason that led to their wrong
answer. In this process, the teacher will discover where the pupil went wrong
and help them.
Alternatively, the teacher’s question could have been ambiguous or vague and
as a result they will need to rephrase their 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 enable 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 their own.
During this session, the teacher moves round the class marking pupil’s work
and giving individual attention to those in difficulties. 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.They pose
the topic 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 reflective, 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
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 strands 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
specific lesson.
Grouping learners
Grouping learners for learning has increasingly become popular in recent years.
In fact, the shift from knowledge-based to competence based 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 flexible enough to adjust or change their type of
grouping, to cope with new situations.There is no fixed 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 finding 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 first step towards solving a problem.
•Self-confidence
Learners should have the will to attempt and solve a problem. The feeling
of self-confidence 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 difficult that
they lead them to frustration.
• Honesty
As they make observations, record, analyse results and draw conclusions,
learners must be honest.
• 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or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 organisations.
• 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 strand and sub strand is considered.This
will ensure that suitable activities for learning IRE are planned for with the strand
in mind.
However, a good scheme of work should be sufficiently flexible to cope with
unexpected situations and can be altered or modified 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 difficulties and disabilities. The focus of
inclusive curriculum is on ensuring participation in education of learners with
different learning styles and other difficulties.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. Overally, the
benefits 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 specific curriculum 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. Gifts and Talent
ii. Visual Impairment
iii. Hearing Impairment
iv. Physical Disability
v. Mild Cerebral Palsy
vi. Learning Disabilities
vii. Emotional and Behavioural Difficulties
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
difficulties 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 difficulties
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 finish
their work. In both cases, the learners should not be pressurised to do things
that can cause injury or ridicule.
(b) Learners with visual difficulties
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 they write on the chalkboard.
(c) Learners with hearing difficulties
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 figure out what the teacher is saying
as well.
(d) Learners with speech difficulties
A common example in a normal class is the stammerer. They always
speak with a lot of difficulties.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 difficulties
The teacher should try to identify the nature and level of the mental
difficulty. Learners with mental
difficulties 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 difficulties 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
difficulties.
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,razorblade,etc.
• Duringnaturewalksandeldvisits,learnersshouldavoidhandlingpoisonous
plants and harmful animals.
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 defined 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 their everyday life and asked to try to overcome the situation by
applying what they learned.
“An assessment is a machine for reasoning 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 defines 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 competences 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, certification 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 they take 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, they should be sensitive to every
learner’s response.
Types of assessment
The
two types of assessment that will be employed in the new curriculum are
formative and summative assessment.
a) Formative (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
their lesson, they should establish criteria for performance and behaviour
changes at the beginning of a strand. Then at the end of every strand, the
teacher should ensure that all the learners have mastered the stated key strand
competences,basing on the criteria stated before going to the next strand.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skill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 specific 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 certification.
This
assessment should have an integrative
aspect whereby a learner 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 final national examinations grade. School-based assessment
average grade will contribute a certain percentage as teachers gain more
experience and confidence in assessment techniques and in the third year of the
implementation of the new curriculum, it will contribute 10% of the final 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
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
competences 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.
Sufficient
Performance and understanding are emerging or developing but there are some
errors and mastery that are not thorough.
Not sufficient
This does not yet meet acceptable standards. This level indicates what is not
adequate for grade level expectations and indicates that the learners have serious
errors, omissions or misconceptions.The teacher needs to make decisions about
appropriate interventions to help the student improve.
Conclusion
This Teacher’s Guide has been written to help you guide pupils to learn IRE.
• Encourage and guide the learner to name the Islamic months when Eid is
celebrated, which is Shawal and Milad un-Nabi.
• Prompt learners to discuss the activities that take place during Milad un-
Nabi celebrations.
• Ask learners to narrate the activities that take place before and during
Milad un-Nabi festival.
• As a class, in small group,s prompt again the learners to chant and recite
the Takbir for Milad un-Nabi to glorify Allah (S.W.T).
• Encourage and guide learners to exchange gifts during Milad un-Nabi
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:
• Go through the expected learning objectives – this should help guide the
manner of teaching.
• Read through the lesson in advance to get an overview of the content to be
covered.
• Form a mental picture of the learning activities and the ways in which you
will interact with pupils when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
• In some cases, try out the suggested activities or experiments in advance to
avoid embarrassments like the equipment failing to work during the lesson.
Remember: The suggested teaching activities in this book are just a guide.
You may not need to follow them to the latter. Feel free to incorporate
other innovative teaching methods that will help in delivering the intended
content optimally.
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
a) Read Arabic alphabet with vowels in readiness for reading the
Holy Qur'an.
b) Pronounce the Arabic sounds in simple Arabic words.
c) Appreciate the importance of correct pronunciation of the four
letter words for proper recitation of the Holy Qur'an.
Suggested number of lessons
You will need twelve lessons to teach this sub strand with each selected
Surah taking four lessons.
Preparation
Ensure that learners have their copies of the Holy Qur’an and they are well
positioned to listen and hear properly.
You should ensure that you have checked your appliances and working
condition of the recorded CD or flash disc.
Arabic alphabet
Activity 1 (Learner’s book page 1)
1. Guide the learners to identify the language in which the Holy Quran is
written.
2. Let them present in groups of four and finally as the whole class.
3. Make sure all the learners have presented their findings.
4. Guide the learners in reciting Arabic alphabet from (Alif) to (yan).
Strand
1
Qur’an
(Learner’s book pages 1-18)
Reading Arabic vowels
Activity 2 (Learner’s book page 4)
1. Guide the learners in reading the Arabic vowels.
2. Group them in groups of four as you direct them to read.
3. Let the learners read aloud the Arabic vowels as a class.
Reading Arabic vowels
Activity 3 (Learner’s book page 6)
1. Let the learners read the Arabic vowels in class in groups of four.
2. Identify those who are not able to read and give them more time to
read aloud.
3. Are the learners able to remember what they learned in the previous
lesson?
4. Write the Arabic vowels learned on the Manila paper and display them
on the wall for the learners to associate with what they have learned.
5. With time, they will be able to associate what they learned as they get
familiarised with the words.
Arabic letters with Tanwin
Activity 4 (Learner’s book page 8)
1. Guide the learners to read the Arabic letters with Tanwin in class.
2. Since this is the first time, they will not be able to read well.
3. As a facilitator, make sure you motivate learners by appreciating their
efforts.
4. Start with the easiest words as you advance with the more complex
words.
Arabic letters with Tanwin
Activity 5 (Learner’s book page 10)
1. Are learners able to recall what they learned in the previous lesson
about Tanwin letters?
2. Let the learners, in groups of five read words with Tanwin letters in
class.
3. Make sure each learner is able to read the letters they learned in the
previous lesson.
4. For the slow learners, give them extra exercise to go and work on
them while at home.
Core competences to be developed
• Communication
• Digitalliteracy
• Criticalthinking
• Self-efcacy
Learning resources
• CD’s
• FlashCards
• PocketBoard
• Juzuu
• TheHolyQur’an
Teaching methodology
• Questionandanswer
• Discussion
• Demonstration
• Role play
Key inquiry questions
1. How do you pronounce wudhu, hasidin, ghaasiqin? (In Arabic)
2. How do you spell wudhu, hasidin, ghaasiqin? (In Arabic)
3. Which alphabet and vowels are in wudhu, hasidin, ghaasiqin? (In Arabic)
Teaching and learning experiences
1 Display simple Arabic words on a flash card and let learners look and
read them.
2. Organise learners in the class to listen to Arabic sounds from a CD or
a resource person.
3. Place learners in manageable groups and ask them to pick simple
Arabic words from the selected Surah and read them aloud.
4. Correct any pronunciation mistakes on the spot.
5. Group the learners and let them sort words written on flash cards
about Arabic vowels and let them pronounce them.
Link to PCI’s
1. Effective communication
2. Self-awareness
3. Inter personal relationship
Link to other subjects
» Language activities
» Literacy
Link to values
» Peace
» Unity
Suggested community service learning
Teach your younger siblings how to form and pronounce simpleArabic words.
Suggested non formal activity to support learning
Attend Madrasa sessions and learn to pronounce appropriately variety of
words from the Holy Qur’an.
Suggested assessment
• Oralquestions
• Observation
• Portfolio
Surah Al-Falaq
Surah-Al-Ikhlaas
(Learner’s book pages 11-15)
Specific learning outcomes
By the end of the Sub-strand, the learner should be able to:
1. Recite the selected Surah correctly.
2. Memorise the selected Surah for spiritual nourishment.
3. Use the selected Surah in Swalah.
4. Handle the Holy Quran with respect, as it is the word of God.
Surah Al-Falaq
Activity 6 and 7 (Learner’s book page 11)
1. Guide the learners in writing the three-letter word. Are they able to
write?
2. Let them show their friends what they have written in class.
3. Ask them to tell if what they have written is similar.
4. Ask learners to show each other a word in Surah AL-Falaq which has
kasratein.
5. Let the learners pronounce words in Surah AL-Falaq.
6. Are they able to pronounce those words?
7. Guide them in spelling the words pronounced in Surah AL- Falaq above.
Reading, meaning, memorising and writing Surah AL-Falaq
Activity 8 and 9 (Learner’s book page 12)
1. Guide the learners in reciting the Surah in class.Are they able to recite
the Surah?
2. Let them write in their books what they have recited.
3. Go round the class and mark learners’ book to see what they have
written.
5. Are they able to write the words correctly? Where they are not able
to write, guide them to write correctly.
Teaching of Surah AL-Falaq
Bring a resource person to the school. Let him talk to the learners about
revealing of Surah AL-Falaq to the prophet.
1. Let the learners share in class what they have learned from the resource
person.
2. Let them present what they have learned in class.
Activity 11 and 12 (Learner’s book pages 15-18)
1. Guide the learners in reciting words from Surah AL-Ikhlaas.
2. Let them identify alphabet and vowels in the words from Surah AL-
Ikhalaas.
3. Go round from group to group scribing the meaning of Surah AL-
Ikhalaas to the learners.
4. Guide the learners in copying the Surah AL-Ikhlaas on a manila paper.
Display what you have written on the wall for learners to read.With
time they will be farmiliarised with the words and will start associating
them with what they have learned.
Core competences to be developed
» Communication
» Digital literacy
» Critical thinking
» Self-efficacy
Learning resources
CD’s: Flash Cards, Pocket Board,The Holy Qur’an.
Key inquiry questions
1. Who can recite the selected Surah?
2. How many verses are in the selected Surah?
3. Which Surah do you recite before sleeping?
Teaching and learning experiences
1 Guide the learners to listen keenly to the audio of the Surah.
2. Prompt the learners to recite as a class,small groups and then individually
audibly.
3. Monitor and supervise the learners as they use electronic devices to
listen to recitation of the selected Surah.
4. Encourage, organise and guide the learners to repeatedly recite the
selected Surah for memorisation.
5. Lead and guide the learners as a class, small groups ,pairs or individual
to recite the selected Surah through memory.
6. Ask learners to use pocket board and flash cards to sort and arrange
the verses of the selected Surah.
6. Emphasise and guide learners on the importance of taking ablution
before handling the Holy Qur'an.
7. Stress on the importance of handling the Holy Qur'an with respect as
it is the word of God.
8. Encourage learners to use the selected Surah in Swalah.
Link to PCI’s
• Effectivecommunication
• Self-awareness
Link to other subjects
• Languageactivities
• Literacy
Link to values
• Love
• Unity
• Responsibility
Suggested community service learning
Recite the selected Surah to elder siblings for confirmation and
memorisation.
Suggested assessment
• Oralquestions
• Observation
Answers
Work to do
(Learner’s book page 15)
1. Dawn
2. Falaq
(Learner’s book page 18)
1.
2.
3.
4.
Belief in the Books of Allah (S.W.T)
(Learner’s book pages 19-23)
Specific learning outcomes
By the end of the strand, the learner should be able to:
1. Names the four revealed scriptures from Allah (S.W.T) and the
prophets whom they were revealed to.
2. Identify the reasons why Allah sent the prophets to mankind.
3. Appreciate the Prophets and Holy Books as sources of guidance to
mankind.
4. Appreciate the importance of the Last Day by abiding to the teachings
of Islam.
Activity 1 (Learner’s book page 20)
1. Guide the learners on singing the nasheed on the Pillars of Iman.
2. Let the learners in class discuss the importance of the Pillars of Iman.
3. Ask the learners to identify books of Allah.
4. Are they able to identify the books of Allah?
5. Let them write down the books of Allah that they know.
6. Go round from group to group marking books to see if they are able
to remember books of Allah.
Use three lessons to teach this sub-strand.
Core competences to be developed
1. Communication and collaboration
2. Imagination and creativity
Strand
2
Pillars of Iman
(Learner’s book pages 19-26)
3. Learning to learn
Learning resources
4. Teacher’s own collection
5. Flash cards
6. Juzuu
7. Pocket boards
8. Flash cards and Charts
9. The Holy Qur'an
Guideline to teaching and learning activities
1. Guide the learners to discuss the six Pillars of Iman.
2. Probe learners to state the importance of the Belief in Allah’s Books.
3. Ask learners to name the other revealed verses of Allah (S.W.T).
4. Engage and ask learners to identify the Holy Qur'an from other
assorted books.
5. Ask learners if they have a Qaswida or poem from their own collection
to sing it in class.
6. Lead and guide them to make and recite poems on Pillars of Iman.
7 Monitor and supervise learners to draw and colour the Holy Qur'an.
Link to PCI’s
Citizenship
Self awareness, inter personal relationship.
Learner support programs: guidance services, learning to live together.
Link to values
1. Love
2. Unity
3. Responsibility
4. Respect
5. Integrity
Suggested community service learning
Discuss the revelation of the Qur’an and other books with your siblings at
home.
Suggested non formal activity to support learning
Attend Madrasa to learn about Pillars of Iman.
Link to other activities
1. Language activities
2. Mathematical Activities
Suggested assessment
1. Oral questions
2. Observation
Key inquiry questions
1. How many books did Allah reveal to mankind?
2. What is the name of the Book revealed to Prophet Muhammad (S.A.W)?
3. Why did Allah send books and prophets to mankind?
Belief in His Prophets
(Learner’s book pages 23-26)
Specific learning outcomes
By the end of this sub-strand, the learner should be able to:
1. Name the four revealed verses from Allah (S.W.T) and the prophets on
whom they were revealed to.
2. Identify the reasons why Allah sent the prophets to mankind.
3. Appreciate the Prophets and Holy Books as sources of guidance to
mankind.
Use three lessons to teach this sub strand.
Activity 3 (Learner’s book page 23)
1. Guide the learners in naming the prophets of Allah that they know in
groups of four.
2. Let them present in class according to groups.
3. Write on the whiteboard or chalkboard what they have mentioned.
4. Write on the Manila paper what you have written and display for
learners to read.
5. Tell the learners to draw the Qur’an and colour it.
This is not an art lesson; don’t expect them to draw the exact Qur’an.
6. Appreciate them as a way of encouraging them.
Core competencies to be developed
1. Communication and collaboration
2. Imagination and creativity
Link to PCI’s
Citizenship–Social cohesion
Life skills-interpersonal relation
Link to values
1 Love
2. Unity
3. Responsibility
Learning resources
Teacher’s own collection
1. Flash cards
2. Juzuu
3. Pocket boards
4. Flash cards and Charts
5. The Holy Qur'an
Suggested community service learning
Discuss the revelation of the Holy Qur’an and others siblings at home .
Suggested non formal activity to support learning
Listen to the stories of the Prophets from elder siblings and friends out of
school.
Link to other subjects
Environmental Activities
Suggested assessment
• Oralquestions
• Observation
Key inquiry questions
1. How many books were revealed by Allah to mankind ?
2. What is the name of the Book revealed to Prophet Muhammad (S.A.W)?
3. Why did Allah send books and prophets to mankind?
Guideline to teaching and learning activities
1. Probe learners to state the importance of Belief in Prophets.
2. Ask learners to name the other revealed verses of Allah (S.W.T).
3. Engage and ask learners to identify names of the Prophet from many
names placed in a box.
4. Ask learners to pick names of Prophets who were given divine books
from a pocket board or flash cards. If you do not have a pocket board
you can use even a carton with the names of the Prophets in it.
5. Ask learners if they have a Qaswida or poem from their own collection
to sing it in class.
6. Lead and guide them to make and recite poems on Pillars of Iman.
7. Place and coordinate learners in groups to match the Books and the
Prophets to whom they were revealed.
8. Tell learners to name some Prophets.
Answers
Work to do
(Learner’s book page 23)
1. four
2. Qur’an
3. six
(Learner’s book page 26)
1. There are 25 prophets
2. Adam
3. Tawheed
4. Muhammad
Guardians of the Prophet (S.A.W)
Specific learning outcomes
By the end of the strand, the learner should be able to :
1. Name the foster mother of the Prophet (S.A.W).
2. Identify the role played by the guardians of the Prophet after the death
of his parents.
3. Appreciate the role played by the Prophet's guardians in the upbringing
of the Prophet (S.A.W).
Activity 1 (Learner’s book page 27)
1. Guide the learners in a discussion about the story of the Prophet.
2. Read with them the story of the Prophet and ask them to tell the story.
3. Let them talk about the foster mother of the Prophet. Inform them that
the foster mother means the step mother.
4. Tell the learners that the foster mother of the prophet was Halima
Saadiyah.
The father of Prophet Muhammad was Abdullahi and the grandfather
was Abdul Mutwalib.
The uncle of Prophet Muhammad was called Abu Twalib.
The mother of the prophet was Amina.
Core competences to be developed
1. Communication and collaboration
2. Imagination and creativity
Strand
3
Siirah (Life of the Prophet S.A.W)
(Learner’s book pages 27-31)
3. Learning to Learn
4. Citizenship
Link to PCI’s
Life skills
Skills of knowing and living with others, effective communication: give and
respond to simple verbal and non verbal instructions.
Link to other learning activity area
1. Language activities
2. Environmental activities
Link to values
1. Love
2. Respect
3. Responsibility
Suggested learning resources
1. Flash Cards
2. Charts and colours
3. A photo of family members
4. The Holy Qur'an
Suggested community service learning
Take care of the orphans and the disabled in the neighborhood.
Suggested non formal activity to support learning
Listen to the stories of the Prophet from elder siblings and friends out of
school.
Suggested assessment
• Oralquestions
• Observation
• Portfolio
Key inquiry questions
1. Who took care of the Prophet (S.A.W) after the death of his mother?
2. What was the name of the foster mother of the Prophet (S.A.W)?
3. What was the role played by Abu Twalib in the upbringing of the
Prophet (S.A.W)?
Guideline to teaching and learning activities
1. Engage and lead learners to name the foster mother, Halima As-Saadiya
and the guardians, of the Prophet (S.A.W), Abdul Mutwalib and Abu
Twalib.
2. Probe and engage learners in the discussion of the childhood of the
Prophet (S.A.W).
3. Invite your local Sheikh or a resource person to give a story of the
Prophet (S.A.W) under the care of Halima As-Saadiyya.
Answers
Work to do
(Learner’s book page 31)
1. Makkah
2. Abdul Mutwalib
3. Abdul Mutwalib
4. Abu Twalib
Hadith on Swalah
Specific learning outcomes
By the end of this strand, the learner should be able to:
1. Mention times for the five daily obligatory prayers.
2. Perform the five daily prayers on their prescribed time.
3. Appreciate the importance of performing the five daily prayers on their
prescribed time.
Suggested number of lessons
You will need four lessons to teach this lesson.
Activity 1 (Learner’s book page 32)
1. Guide the learners in reciting the Hadith on Swalah. Let them present
in class what they have recited.
2. Display the Hadith on Swalah on the wall for learners to get farmiliarised
with it.
3. Guide the learners to explain the times of the daily prayers in groups
of four.
4. Let them present in class one after the other. Make sure all the learners
have presented the five daily prayers in class.
Core competences to be developed
1. Communication and collaboration
2. Imagination and creativity
3. Learning to learn
4. Digital literacy
Strand
4
Hadith
(Learner’s book pages 32-41)
Link to PCI’s
• Lifeskills
• Self-awareness
• Inter-personalrelationship
• HealthEducation:PersonalHygiene
Link to other subjects
• Languageactivities
• Hygieneandnutrition
• Movement
• Unity
• Responsibility
Suggested learning resources
Pocket Boards
• ICT
• Clock
• Charts
• TheHolyQur’an
Suggested community service learning
ParticipateinJama’aprayers.
Suggested non formal activity to support learning
Attend Madrasa after school and during holidays.
Suggested assessment
• Oralquestions
• Observation
• Portfolio
Key inquiry questions
1. Where do you go for prayers?
2. What are the five daily prayers?
3. Which prayer is performed before breakfast?
4. Which prayer is performed during lunchtime?
Guideline to teaching and learning activities
1. Lead learners to discuss, in small groups, the meaning of Swalah.
2. Let the learners say why we pray. Encourage them to say that it is a
Pillar of Islam.
3. Monitor the learners in groups as they discuss the importance of Swalah.
4. Ask the learners to observe the chart with the Hadith on Swalah then
guide them to read the Hadith on Swalah which is, "The best deed is to
perform Swalah on time"
5. Ask the learners to recite the Hadith on Swalah repeatedly for
memorisation. Correct learners on the spot especially those who
make pronunciation mistakes.
6. Guide the learners to write the Hadith on Swalah on a wall paper in
Arabic, pick the one that has been written neatly and display it on the
noticeboard.
7. Encourage learners to shape their letters well and place the vowels
correctly.
8. Invite an elder or the local Sheikh in your area to give a story depicting
the importance of Swalah.
9. Call learners to the front and give their experiences in real life whether
they have practised Swalah and if so, which ones.
10. Organise the learners as a class, small groups or pairs, to discuss the
importance of Swalah in their daily lives.
11. Invite learners to complete the Hadith on the chalkboard.
Specific learning outcomes
By the end of this strand, the learner should be able to:
1. Memorise the Hadith on Iman for spiritual nourishment.
2. Outline ways through which a Muslim can show generosity to his neighbour.
3. Appreciate the virtue of generosity as a means of social cohesion.
Activity 2 (Learner’s book page 34)
1. Guide the learners in drawing clocks showing different times of Swalah.
2. Let them show each other what they have drawn.
3. Go round and check what they have drawn. Mark and correct where
necessary.
4. Draw clock faces on a Manila paper and display them in class for
learners to read and demonstrate how they perform their daily prayers.
5. Let them role play how the five daily prayers are performed.
Core competences to be developed
1. Communication and collaboration
2. Digital literacy
3. Learning to Learn
Link to PCI’s
Life skills
Skills of knowing and living with others - assertiveness.
Inter personal relationship
Effective communication
Link to other subjects
1. Language activities
2. Environmental activities
Link to values
• Unity
• Love
• Social justice
Suggested learning resources
• ICT
• Charts
• Flashcards
• The Holy Qur’an
Suggested community service learning
Assist the poor neighbours and orphans.
Suggested non formal activity to support learning
Attend Madrasa after school to learn and memorise Hadith.
Suggested assessment
• Oralquestions
• Observation
• Portfolio
Key inquiry questions
1. Who can read the Hadith on generosity?
2. What can you do to show generosity to your neighbour in class?
Guideline to teaching and learning activities
1. Lead learners to discuss in small groups the meaning of faith and
generosity.
2. Prompt the learners to say why we should have faith. Guide them to
say that being faithful is having trust, assurance and confidence in
Allah (S.W.T) while generosity is the act of sharing with others. It is
the ability to give out willingly.
3. Monitor the learners in groups as they discuss the importance of
faith.
4. Ask the learners to observe the chart with the Hadith on honesty
then guide them to read the Hadith on faith which is, "Let him who
believes in Allah and the last day be generous to his neighbour"
5. Ask the learners to recite the Hadith on faith repeatedly for
memorisation. Correct learners on the spot, especially those who
make pronunciation mistakes.
6. Guide the learner to write the Hadith on honesty on a wall paper
in Arabic, pick the one that has been written neatly and display it
on the noticeboard.
7. Encourage learners to shape their letters well and place the vowels
correctly.
8. Invite an elder or the local Sheikh in your area to give a story depicting
the importance of faith.
9. Call learners to the front and let them give their experiences in
real life where they have practised faith.
10. Organise the learners as a class, small groups or pairs, to discuss
the importance of faith in their daily lives.
11. Enquire from learners if they have a Qaswida or song on honesty
to sing in the classroom.
12. Call one of the learners in front of the class to tell a story on
honesty. Encourage the learner to give different stories on faith
and generosity.
Engage learners to say how they can be generous at school and home.
Supervise learners as they sort words to complete the Hadith.
Monitor learners in small groups or in pairs, mention things that a Muslim
should do to show generosity to their neighbours.
Encourage learners to share learning items like rubbers, sharpeners and
pencils to enhance generosity amongst them.
Hadith on Love
(Learner’s book pages 40-43)
Specific learning outcomes
By the end of this strand, the learner should be able to:
1. Memorise the Hadith to enhance the virtue of love.
2. Outline ways through which a Muslim can show love to others.
3. Appreciate the virtue of love as a way of promoting brotherhood.
Teachings and values from the Hadith
Activity 3 (Learner’s book page 36)
1. Guide the learners in reciting the Hadith on neighbours in class.
2. Let them read the translated Hadith on neighbours in class.
3. Tell the learners to read loudly the Hadith recited in class.
Activity 4 (Learner’s book page 38)
1. Guide the learners in reciting Hadith on Love in class.
2. Guide them well on reciting the Hadith.
3. Are learners able to recite Hadith on Love?
4. Help those who are not able in reciting the Hadith.
5. Tell them how to show love to their friends by sharing what they have
with them such as food, pencil and playing together.
Core competencies to be developed
• Communicationandcollaboration
• Citizenship
• LearningtoLearn
Link to PCI’s
Citizenship
Social cohesion-being kind and friendly to others.
Life skills
Skills of knowing and living with others - empathy, caring for others.
Inter-personal relationship, Effective communication
Link to other subjects
• Languageactivities
• Environmentalactivities
Link to values
• Unity
• Love
• Socialjustice
Suggested learning resources
• ICT
• Charts
• Water
• Food
• Pencil
• Rubber
• TheHolyQur’an
Suggested community service learning
Participate in distribution of sadaqa.
Suggested non formal activity to support learning
Practise sharing with peers in school.
Suggested assessment
• Oralquestions
• Observation
• Portfolio
Key inquiry questions
1. How do you show love to your friends?
2. Whom do you share your food with?
3. What do you share in class?
Guideline to teaching and learning activities
1. Lead learners to discuss in small groups the meaning of love.
2. Prompt the learners to say why we should love one another. Guide and
lead them to say that love is a strong feeling of affection or a great
pleasure and interest in something.
3. Monitor the learners in groups as they discuss the importance of love.
4. Ask the learners to observe the chart with the Hadith on love then
guide them to read the Hadith on love which is, "None of you can be a
true believer unless he loves for his brother what he loves for himself".
5. Ask the learners to recite the Hadith on love repeatedly for
memorisation. Correct learners on the spot especially those who
make pronunciation mistakes.
6. Guide the learners to write the Hadith on love on a wall paper in
Arabic, pick the one that has been written neatly and display it on the
noticeboard.
7. Encourage learners to shape their letters well and place the vowels
correctly.
8. Invite an elder or the local Sheikh in your area to give a story depicting
the importance of love.
9. Call learners to the front so that they can give their experiences in real
life where they have practised love.
10. Organise the learners as a class, small groups or pairs to discuss the
importance of love in their daily lives.
11. Enquire from learners if they have a Qaswida or song on love to sing
in the classroom.
12. Call one of the learners in front of the class to tell the class a story
on love. Encourage the learner to give different stories on faith and
generosity.
13. Engage learners to say how they can show love at school and at home.
14. Supervise learners as they sort words to complete the Hadith.
12. Monitor learners in small groups or in pairs as they mention things
that a Muslim should do to promote the spirit of love.
13. Encourage learners to share learning items like rubbers, sharpeners
and pencils to enhance love for each other.
Answers
Work to do
(Learner’s book page 41)
a) ahadikum
b) akhihi
c) nafsihi
c) Himself
Pillars of Islam
Swalah,Wudhu for the five daily prayers
Specific learning outcomes
By the end of this sub strand, the learner should be able to:
1. Perform Wudhu systematically as a prerequisite for performance of
prayers.
2. Name the five daily prayers.
3. Appreciate Wudhu as a purification requirement before performing
prayers.
Activity 1 (Learner’s book page 42)
1. Let the learners talk about steps of performing wudhu in class.
2. Guide them to role play how Wudhu is performed in class and correct
where necessary.
3. Let the learners name the five daily prayers in order.
4. Write the five daily prayers in order on a Manila paper and display
them in class.
5. This will make learners to be farmiliarised with the steps in order.
Performing Wudhu
Activity 2 (Learner’s book page 46)
1. Guide the learners to role play on how Wudhu is performed.
2. Let them present in class what they have performed.
Strand
5
Devotional Acts
(Learner’s book pages 42-48)
3. Make sure all groups have presented a role play about Wudhu.
4. Tell them the important parts that are washed during wudhu.
Core competences to be developed
Communication and collaboration
• Learningtolearn
• Criticalthinking
• Problemsolving
• Imaginationandcreativity
Link to PCI’s
Skills of knowing and living with oneself, self esteem and self awareness -
parts of my body.
Link to other subjects
• Languageactivities
• Hygieneandnutrition
• MathematicalActivities
Link to values
• Love
• Responsibility
• Respect
Learning resources
• CD’s
• Video/clips
• Charts
• Mart
• Photographs
• TheHolyQur’an
Suggested community service learning
AttendJama'aprayersinthemosque.
Suggested assessment
• Oralquestions
• Observation
• Checklist
• Portofolio
Key inquiry questions
1. What do you do before you pray?
2. Which body parts are washed during Wudhu?
3. Which are the five daily prayers?
Suggested non formal activity to support learning
Perform Wudhu and prayer at home and in the mosque.
Guideline to teaching and learning activities
1. Lead and guide the learners to say what is Wudhu.
2. Guide the learners on the Fardh parts of Wudhu which are:
a) washing the face
b) washing the two arms
c) wiping the head
d) washing the two feet
3. Organise and supervise the learners to watch a video or a clip showing
the correct steps in the performance of Wudhu.
4. Supervise and monitor learners to performWudhu practically and in the
correct sequence or order. Emphasise to the learners to avoid wastage
of water.
5. Arrange with the committee of your nearby mosque to visit with the
pupils the Masjid to observe and perform Wudhu.
6. Demonstrate to learners the performance of Wudhu.
7. Lead and guide learners to mention the five daily prayers.
8. Observe and correct learners as they perform Wudhu on the different
parts of their bodies. Ensure that their bodies are well watered and no
part is left dry.
9. Ask the learner to match, draw or colour different parts of the body
that are washed during Wudhu.
Answers
Work to do
(Learner’s book page 45)
F A J R D E I
J U M S H D A
A B R A U S H
R M I S H A D
M A G H R I B
1. Fajr 2. Maghrib
3. Swalah 4. Fajr, Maghrib, Ishai
5. Maghrib
(Learner’s book page 48)
1. Wudhu
2. Face
3. a) The face
b) The two arms
c) Wiping the hand
d) Washing the two feet
Islamic Etiquette
Manners of toileting
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
1. Outline the manners of entering and leaving the toilet as per the Islamic
teachings.
2. Read the dua before entering and leaving the toilet as taught by the
Prophet.
3. Appreciate the Islamic etiquette in toileting as part of character
formation.
Activity 1 (Learner’s book page 49)
1. Take a walk with the pupils out of the class to the site where the toilets
are located.
2. Lead them in practising how to enter the toilet with their left foot first
and leaving with the right foot first.
3. Guide the learners to say the appropriate dua during toileting,‘Allahuma
in - ini audhubika minal – khubuthi’ when entering and Ghufraanak when
leaving.
4. When you are back to the class, ask learners to repeat the toileting
dua.This will help you to tell whether they understood or not.
5. Ask the learners to observe the illustrations on page 52 of the learner’s
book to help them understand better the manners of toileting.
Strand
6
Moral Teachings
(Learner’s book pages 49-63)
Core competences to be developed
• Communication
• Collaboration
• Imagination
• Creativity
• Criticalthinking
• Problemsolving
• LearningtoLearn
Link to PCI’s
Life skills
Inter personal relations
Link to other subjects
• Languageactivities
• Environmentalactivities
Link to values
• Love
• Unity
• Respect
Learning resources
• Masjid
• Pictures
• AudioVisualmaterials
• TheHolyQur’an
Suggested community service learning
ParticipateintheJama’ah(congregation)prayersinaMasjid.
Suggested assessment
• Oralquestions
• Observation
Key inquiry questions
1. How do you enter and leave the toilet?
2. What do you say when entering the toilet?
3. What do you say when leaving the toilet?
4. What do you use when toileting?
Guideline to teaching and learning activities
1. Guide the learners on the manners of entering the toilet.
2. Arrange the learners in an orderly manner for them to watch a video
of a person entering and leaving the toilet.
2. Organise and supervise the learners to go to the toilet and observe the
manners of toileting.
3. Ask learners to say which dua they say when getting into and out of
the mosque.
4. Lead and guide the learners on manners of entering and leaving the
toilet. The dua for entering is, "Bismillah audhu billahi minal khubuth
wal khabaith" then after saying this you enter with your left foot first.
Observe silence in the toilet. Guide and tell learners to leave the toilet
on their right foot first, then recite the dua for leaving the toilet which
is, "Ghufranaka".
5. Organise the learners in small groups or as individuals to practice
Islamic manners of entering and leaving the toilet through role play.
6. Guide learners on Istinja or proper self cleaning during toileting and
washing the hands after toileting.
7. Ask learners to read the dua for toileting displayed or written on the
board.
Dua before and after waking up
Learner’s book page 55
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Read the dua before sleeping and the dua after waking up as per the
Sunnah.
2. Memorise the dua before and after waking up.
3. Appreciate the recitation of the dua before sleeping forAllah's protection
and Dua after waking up to thank Him.
Activity 2 (Learner’s book page 51)
1. Lead the learners in discussing the manners of sleeping and waking up
in small groups,
2. In pairs, ask the learners to recite to each other the dua said before
sleeping and after waking up.
3. Guide the learners to role play about manners of sleeping. Let them
present in class.
4. In their groups, let the learners discuss and answer the question on
page 53 of the learners book. Here are the answers:
a) ‘Allahuma Bismika amtunwa ahyaa’
b) Listen to the answers from learners. Encourage them to go to bed
early.
c) ‘Al – Hamdulillahi ladhii ahyaana baada maa amaatana wa – ileyhin –
nushur’
Core competences to be developed
• Communication
• Collaboration
• Selfefcacy
• Learningtolearn
• Criticalthinking
Link to PCI’s:
Citizenship-social cohesion
Link to other other Subjects
• Languageactivities
• Environmentalactivities
Link to values
• Responsibility
• Integrity
• SocialJustice
Learning Resources
• Flashcards
• TheHolyQur’an
• Charts
Suggested community service learning
Discuss with siblings on manners and dua on sleeping and waking up
Suggested assessment
• Oralquestions
• Observation
• Portfolio
Suggested non formal activity to support learning
Attend Madrasa after school to learn the dua.
Key inquiry questions
1. What do you do before sleeping?
2. What do you say after waking up?
3. Why do you recite the dua before sleeping and after waking up?
Guideline to teaching and learning activities
1. Using open ended questions, ask the learners to say what they say
when they are going to sleep and after waking up.
2. Guide the learner to recite the Dua said when one is going to sleep
which is to say, "Bismika Allahumma amutu wa ahaya" in small groups,
pairs and then individually.
3. Ask learner to observe a chart with the dua.
4. Lead and guide the learners in groups or a class on what to recite
after waking up which is to say, "Alhamdulillahi alladhiy ahyana baada ma
amatana wa ilayhi nnushur".
5. Prompt the learner to say this dua before sleeping and after waking up
repeatedly for memorisation.
6. Ask learners to complete the dua by picking words of the dua from
flash cards.
Love and care for neighbours
(Learner’s book page 54)
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Outline the obligations towards neighbours according to the Islamic
teachings.
2. Identify ways through which love and care can be extended to neighbours.
3. Demonstrate love and care for neighbours for harmonious coexistence.
Appreciate the love and care for neighbours as an act of ibaadah.
Activity 3 (Learner’s book page 54)
1. Put the learners in pairs and ask them to tell each other who their
neighbours are.
2. Are they able to tell who their neighbors are?
3. Lead learners in singing qasida and reciting poems on good relations
with neighbours. You should help them to come up with any song about
this; the song could even be in the vernacular language.
4. Guide learners through role playing about love, care and general good
relations with neighbours.
5. Let the learners tell you who the school neighbours are.
6. Ask them to tell you any help they have ever received from neighbours.
7. Ask them to observe illustrations on page 57 that shows how neighbours
should treat each other.
8. Finally ask them to tell who a neighbour is. Are they able to tell you?
Core competences to be developed
• Communication
• Collaboration
• Citizenship
• Criticalthinking
• Learningtolearn
Link to PCI’s
Life skills -Skills of knowing and living with others - assertiveness - I am
important as you are important; Empathy - caring for others.
Service learning and parental empowerment and engagement
Avenue for community involvement - sharing and caring in the community.
Citizenship
Common Humanity
Link to other other subjects
• Languageactivities
• Environmentalactivities
• Movementandcreativeactivities
• Hygiene and nutrition
Link to values
• Love
• Responsibility
• SocialJustice
• Integrity
Learning resources
• ICT
• Charts
• TheHolyQur’an
Suggested community service learning :
Assisting in community activities within the neighborhood
Suggested assessment
• Oralquestions
• Observation
• Checklist
• Homework
• Proling
Suggested non formal activity to support learning
Jointheneighboursincleaningtheenvironment.
Key inquiry questions
1. Who is a neighbour?
2. Who are some of your neighbours in class and at home?
3. How do you help your neighbour?
4. What assistance or help have you ever received from your neighbour?
Guideline to teaching and learning activities
1. Organise learners in small groups, pairs or as a class to identify their
neighbours in the class.
2. Lead and guide learners in pairs, small groups or as a class, to discuss
their obligations towards their neighbors.
3. Invite a child randomly through volunteering to come forward and sing a
Qaswida or recite a poem with themes on good relations with neighbours.
4. Arrange learners in the class to listen to a Qaswida or poem with the
theme on good relations with neighbours.
5. Ask and tell learners to come up with their own poems on obligation
to our neighbours.
6. You can invite a resource person from the language department in
your school to emphasise on the language rules when writing a poem.
7. Supervise and guide learners to role play on how to love and care for
their neighbours.
Relationship
Love and care for people with special needs
Specific learning outcomes
By the end of this sub strand, the learner should be able to:
1. Outline the obligations towards people with special needs.
2. Identify ways through which love and care can be extended.
3. Demonstrate love and care for people with special needs.
Activity 4
(Learner’s book page 56)
1. Organise the learners to dramatise care for the special needs. For
example caring for a blind person.
2. Organise the learners in groups and lead them in discussing ways of
helping people with special needs.
3. Chose leaders of each group to present the work they have discussed
to the class.
4. Ask the learners to mention to you various groups of people with
special needs.
Core competences to be developed
• Communication
• Collaboration
• Citizenship
• Learningtolearn
Link to PCI’s
Skills of knowing and living with others - assertiveness - am important as
you are important; Empathy-caring for others.
Service learning and parental empowerment: Avenue for community
involvement-sharing and caring in the community.
Link to other subjects
• Languageactivities
• EnvironmentalActivities
• Languageactivities
Link to values
• Love
• Responsibility
• Socialjustice
• Integrity
Learning resources
• Charts
• Boards
• PlainPapers
• Flashcards
• TheHolyQur’an
Suggested community service learning
Visiting the sick and praying for them.
Suggested assessment
• Oralquestions
• Observation
Suggested non formal activity to support learning
Visiting a sick person and make a dua.
Key inquiry questions
1. Who are people with special needs?
2. What assistance can you offer to people with special needs?
Guideline to teaching and learning activities
1. Organise learners in small groups, pairs or as a class to discuss their
obligations to people with special needs.
2. Lead and guide learners on how to help a blind person cross the road.
3. Lead and guide learners on how to interact with people with special
needs to avoid stigmatisation.
1. Monitor and supervise learners as they draw wheelchairs and crutches.
2. Guide learners to dramatise how to take care of people with special
needs.
Care for domestic animals
(Learner’s book pages 60–66)
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Mention the types of care accorded to domestic animals as per the
teachings of Islam.
2. Care for domestic animals in their environment according to the values
of Islam.
3. Appreciate the domestic animals as part of creations of Allah.
Activity 5 (Learner’s book page 58)
1. Ask the learners to name domestic animals that they know from their
locality.
2. Lead the learners in discussing Hadith on kindness to domestic animals.
3. Group the learners and ask them to discuss how to care for domestic
animals.
Activity 6 (Learner’s book page 59)
1. Ask the learners to tell each other things that we get from domestic
animals.
2. Let the learners present what they have discussed.
3. Ask them to look at the animals on pages 61 to 63. Let them tell you
what people get from each of these animals.
Ways of caring for domestic animals
Activity 7 (Learner’s book page 63)
1. Ask the learners to observe the pictures on pages 63 to 65.Ask them
to tell you how the animals in the pictures are being taken care of.
2. Guide the learners to tell each other different ways in which animals
are taken care of.
3. Ask each learner to draw a cow and colour it.
Core competences to be developed
• Communication
• Collaboration
• Criticalthinking
• Learningtolearn
• Creativity and imagination
Link to PCI’s
Life skills
Education for sustainable Development
Animal Welfare Education - domestic animals found at home.
Link to other subjects
• Languageactivities
• Hygieneandnutrition
• Movement and creative activities
• Environmentalactivities
Link to values
• Love
• Responsibility
Learning resources
• Charts
• Pencils
• Crayons
• Colours
• Plasticine
Suggested community service larning
Discuss with parents on the importance of caring for animals.
Suggested assessment
• Oralquestions
• Observation
• Checklist
• Homework
Suggested non formal activity to support learning
Taking photographs of domestic animals
Key inquiry questions
1. Which animals are found in your locality?
2. What are domestic animals?
3. How do you care for domestic animals?
4. What do we get from domestic animals?
Guideline to teaching and learning activities
1. Lead and guide learners in pairs, small groups and as a class to name
the domestic animals in their locality.
2. Supervise the learners draw and colour domestic animals in their
locality.
3. Lead and guide learners to list the types of care accorded to animals;
a) Feeding them.
b) Protecting them from harm.
c) Providing them with water.
d) Treating them when they fall sick.
8. Invite a learner through volunteering to come in front and sing Qaswida
or songs and poems on care for domestic animals.
9. Encourage learners to write their own poems on care for domestic
animals.
10. Probe and prompt learners to name the products of domestic animals
that benefit human beings.
Answers
Wor to do
(Learner’s book page 56)
1. Neighbour
2. Love
(Learner’s book page 63)
1. Domestic animals
2. (a) Cow (b) Goats
(c) Sheep (d) Chicken
Milad un-Nabi
Suggested number of lessons
You will need three lessons to teach this sub strand.
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Outline the activities that take place during the Milad un-Nabi.
2. Appreciate Milad un-Nabi celebrations in the history of the Prophet
(S.A.W).
Activity 1 (Learner’s book page 64)
1. Guide the learners to narrate to each other the activities that take
place during Milad un – Nabi.
2. Ask the learners to tell each other in class whether they have ever
attended a ceremony or not.
3. Let them tell you what happened in the ceremonies that they attended.
4. Lead them in explaining when the prophet (S.A.W) was born.
Core competences to be developed
• Communication
• Collaboration
• Criticalthinkingandproblemsolving
• Learningtokearn
• Creativityandimagination
Strand
7
Islamic Festivals
(Learner’s book pages 64-70)
Link to PCI’s
Life skills
ESD:Animal Welfare Education - domestic animals found at home.
Link to other subjects
• Languageactivities
• Hygieneandnutrition
• Movementandcreativeactivities
• Environmentalactivities
Link to values
• Love
• Responsibility
• Respect
• Unity
Learning resources
• Charts
• Pencils
• Crayons
• Colours
• Plasticine
• Picturesofanimals
• TheHolyQur’an
Suggested community service learning
Participate in Milad un-Nabi ceremonies to learn more about this festival .
Suggested assessment
• Oralquestions
• Observation
• Checklist
• Homework
Suggested non formal activity to support learning
Sing Qaswida at home with other siblings.
Key inquiry questions
1. When was the Prophet (S.A.W) born?
2. What do you do when you attend a Milad un-Nabi ?
Guideline to teaching and learning activities
1. Guide and lead learners to sing Qaswida in praise of the Prophet
(S.A.W).
2. Ask a volunteer to come forward and lead in singing a Qaswida.
3. Probe prompt and guide learners to name the attributes of the Prophet
(S.A.W) As-Sadiq,Al Amin.
4. Encourage learners to emulate the character of the Prophet (S.A.W)
of being truthful and trustworthy.
Aqiqah
(Learner’s book pages 67-70)
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
1. Mention the activities that take place during Aqiqah ceremony as taught
by the Prophet (S.A.W).
2. Appreciate Aqiqah as an Islamic ritual for all children.
Activity 2 (Learner’s book page 67)
1. Lead the learners in explaining the meaning of Aqiqah.
2. Supervise them to narrate to one another the events which normally
take place during Aqiqah.
3. Lead them to respond to the following in their groups:
a) Activities done when a baby is born, such as naming and other
celebrations.
b) The time when Aqiqah is celebrated.
c) Why Aqiqah is celebrated.
Core competencies
• Communication
• Collaboration
• Criticalthinkingandproblemsolving
• Learningtolearn
• Creativityandimagination
Link to PCI’s
Life skills
ESD: Animal Welfare Education - domestic animals found at home.
Link to other subjects
• Languageactivities.
• Hygieneandnutrition
• Movementandcreativeactivities
• Environmentalactivities
Link to values
• Love
• Responsibility
• Respect
• Unity
Learning resources
• Charts
• Pencils
• Crayons
• Colours
• Plasticine
• Picturesofanimals
• TheHolyQur’an
Specific learning outcomes
Child naming
Activity 3 (Learner’s book page 69)
1. Ask the learners to name any male and female Islamic names that they
know. Let them do this in pairs.
2. After mentioning the names in pairs, ask them to share with the entire
class the names that they were able to find.
3. In their small groups, ask them to tell each other why Muslims slaughter
goats or sheep during Aqiqah Celebrations.
Participate in Aqiqah ceremonies to learn more about this festival.
Suggested assessment
• Oralquestions
• Observation
• Checklist
Suggested non formal activity to support learning
Sing Qaswida at home with other siblings.
Key inquiry questions
1. What are the activities that are carried our when a baby is born?
2. How many animals are slaughtered for Aqiqah?
Guideline to teaching and learning activities
1. Guide and lead learners to discuss what Aqiqah is. Let them find out
that it is the slaughtering of an animal for the sake of a new born baby.
2. Ask a volunteer to come forward and lead in singing a song sang during
celebrations in your locality.
3. Monitor and supervise learners in drawing and colouring the animals
slaughtered during Aqiqah.
4. Probe, prompt and guide learners to mention in pairs or in small groups
the activities carried out during the ceremony of Aqiqah.
Answers
Work to do
(Learner’s book page 66)
1. Listen to learners give the various activities that take place during
Milad un-Nabi
2. 12
th
Rabiul Awwal
3. aala Muhammad wa a’ala aali Muhammad
(Learner’s book page 70)
1. Aqiqa
2. two, one
3. 7
th