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Islamic Religious
Education Activities
Teacher’s Guide
Grade 3
Abdulsalaam Changa
Leila F. Bahati
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© Abdulsalaam Changa, Leila F. Bahati
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without the prior written permission of the Copyright owner.
First Published 2018
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Table of Contents
Part 1: General Introduction..................................................................1
Part 2: Lesson Development ............................................................... 24
Strand 1: Qur’an ....................................................................................... 24
Surah Al-Masad.............................................................................................. 24
Surah An-Nasr................................................................................................ 27
Surah Al-Kafirun ............................................................................................29
Strand 2: Pillars of Iman ....................................................................... 33
Belief in the Last Day ................................................................................... 33
Belief in Qadar............................................................................................... 36
Strand 3: Siirah .......................................................................................... 39
Early Life of the Prophet (S.A.W).............................................................. 39
Strand 4: Hadith........................................................................................ 42
Hadith on Ihsaan ........................................................................................... 42
Hadith on Honesty .......................................................................................45
Hadith on Respect ....................................................................................... 48
Hadith on Responsibility,............................................................................. 51
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Strand 5: Devotional Acts.................................................................... 55
Pillars of Islam (Swalah) .............................................................................. 55
Strand 6: Moral Teachings ................................................................... 59
Islamic Etiquettes........................................................................................... 59
Masjid .............................................................................................................. 59
Sneezing ........................................................................................................... 62
Islamic Phrases............................................................................................... 65
Relationship..................................................................................................... 67
Care and Dua for the Sick.......................................................................... 67
Places of Worship..........................................................................................69
Environment .................................................................................................... 72
Cleanliness of the Environment ................................................................. 75
Care for Plants............................................................................................... 74
Strand 7: Islamic Festivals ................................................................... 77
Eid ..................................................................................................................... 77
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A. Introduction to Competence-Based
Curriculum
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 design.
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 ways
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 Teacher’s Guide
provides methods of assessment, ways of promoting national
values and national cohesion and how to integrate them
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,
no learner should be labelled a failure.
Essence statement
Kenya is a state where people subscribe to various religions. The
Constitution advocates for development of values.Religious Education
is one of the ways to inculcate these values in learners.
Islamic Religious Education Activities aims at equipping the learner
with knowledge, skills, values and psycho-social competences that
assist them grow socially, emotionally and spiritually as balanced
persons. It helps the learner acquire the values of sharing, care,
respect, love, obedience, empathy, kindness, being considerate, being
social, helping those in need and the ability to distinguish between
right and wrong.
Part 1: General Introduction
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B. National Goals of Education
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions
and should be able to live and interact as one people. Education
should enable the learner to acquire a sense of nationhood and
patriotism. It should also promote peace and mutual respect for
harmonious co-existence.
2. Promote social, economic, technological and industrial
needs for national development
Education should prepare the learner to play an effective and
productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for
effective participation in community and national development.
b) Economic Needs
Education should prepare a learner with requisite competences
that support a modern and independent growing economy.
This should translate into high standards of living for every
individual.
c) Technological and Industrial Needs
Education should provide the learner with necessary
competences for technological and industrial development
in tandem with changing global trends.
3. Promote individual development and self-fulfilment
Education should provide opportunities for the learner to develop
to the fullest potential.This includes development of one’s interests,
talents and character for positive contribution to the society.
4. Promote sound moral and religious values
Education should promote acquisition of national values as
enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral
and religious values.
5. Promote social equity and responsibility
Education should promote social equity and responsibility. It should
provide inclusive and equitable access to quality and differentiated
education, including learners with special educational needs
and disabilities. Education should also provide the learner with
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opportunities for shared responsibility and accountability through
service learning.
6. Promote respect for and development of Kenya’s rich and
varied cultures
Education should instil in the learner appreciation of Kenya’s rich
and diverse cultural heritage. The learner should value own and
respect other people’s culture as well as embrace positive cultural
practices in a dynamic society.
7. Promote international consciousness and foster positive
attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples
and nations. Education should therefore enable the learner to
respect, appreciate and participate in the opportunities within
the international community. Education should also facilitate the
learner to operate within the international community with full
knowledge of the obligations, responsibilities, rights and benefits
that this membership entails.
8. Good health and environmental protection
Education should inculcate in the learner the value of physical and
psychological well-being for self and others. It should promote
environmental preservation and conservation, including animal
welfare for sustainable development.
C. Learning Outcomes for EarlyYears
Education
By the end of early years’ education, the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal
modes in a variety of contexts.
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practice hygiene, nutrition, sanitation, safety skills to promote health
and wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual,
aesthetic and moral development for balanced living.
8. Demonstrate appreciation of the country’s rich and diverse cultural
heritage for harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
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D. General Learning Outcomes for I.R.E
Activities
By the end of I.R.E Activities EarlyYears Education Course, the learner
should be able to:
a) Recite, read and write selected Surah (chapter) of the Qur’an.
b) Demonstrate love, appreciation and awareness of Allah (S.W.T)
and His creation.
c) Demonstrate love and appreciation for Prophet Muhammad
(S.A.W).
d) Practise Islamic etiquettes for social relations.
e) Perform acts of worship correctly.
f) Apply creativity and critical thinking skills in problem solving.
g) Explore the immediate environment while observing Islamic
teachings.
h) Co-exist harmoniously with people of other faith and of
different cultural backgrounds.
i) Practise hygiene and observe nutrition and safety, guided by
Islamic principles.
E. Interrelationship between the National
Goals of Education, the level outcomes,
the general outcomes, subject
outcomes and specific outcomes
Knowledge of the interrelationship between National Goals of
Education and level outcomes is important for the teacher as they
enable him/ her to establish the linkages between the outcomes at
different levels and draw their relationship with the National Goals of
Education.This will help the teacher to:
• Establish a consensus on the interrelationship between National
Goals of Education and outcomes at different levels.
• Be creative and innovative in the learning approach.
• Acquire awareness regarding his/ her rights and responsibilities.
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Example:
Goal Number 4 of the National Goals of Education in Kenya states
that we should promote sound moral and religious values. This National
goal is related to Early Years Education General Learning Outcome
Number 7 which requires learners to demonstrate the acquisition of
emotional, physical, spiritual, aesthetic and moral development for balanced
living.
In an effort to address this outcome at the subject level, the outcome
is linked to the Islamic Religious Education Activities outcomes D and E.
These are in turn connected to specific learning outcomes A and B of
Strand 4 (Hadith) which state:
a) Read the selected Hadith for spiritual nourishment and;
b) Outline the teachings of the Hadith to strengthen one’s
consciousness of Allah (S.W.T).
F. Structure of the Teacher’s Guide
This Teacher’s Guide is organised in two main sections. Part 1 is
the general introduction section detailing pedagogical issues. Part 2
captures the lesson development for the strands just as outlined in the
Learner’s Book. It gives in details the expected learning outcomes,
interesting teaching and learning resources, tips on handling
learners with special needs and flexible teaching guidelines
to the teacher.
Organisation of the Strand
Each strand consists of the following:
1. Sub strands
2. Number of lessons
3. Specific learning outcomes
4. Key inquiry questions
5. Suggested learning experiences
6. Suggested learning resources
7. Additional information for the teacher
8. Core competences to be developed
9. Link to PCIs
10. Link to Values
11. Link to other learning activity areas
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12. Suggested community activity service learning
13. Suggested non-formal activity to support learning
14. Suggested assessment methods
15. Sample assesment rubric
1. Sub strands
These are specific subtopics being discussed under every strand.
Some include Surah Al-Masad, Surah An-Nasr, Surah Al-Kafirun,
Belief in the Last Day, Belief in Qadar, Early life of the Prophet
(S.A.W), Hadith on Ihsaan, Hadith on Honesty.
2. Number of lessons
For each sub strand, the number of lessons it should take is indicated.
3. Specific learning outcomes
This section captures the specific learning outcomes for each substrand.
4. Key Inquiry Questions
Key Inquiry Questions (KIQ) is an approach where the teacher
uses questions to stimulate learners’ thinking to allow them to
generate information using their own words and understanding.
Key Inquiry Questions play the following functions:
• Help the learner to focus on the learning.
• Probe for deeper meaning and set the stage for further questioning.
• Foster the development of critical thinking skills and higher
order capabilities such as problem-solving.
• Allow learners to explore ideas in a free, non-
judgmental, meaningful and purposeful way.
• Encourage collaboration amongst learners, teachers and the
community thus integrating technology to support the learning
process.
When writing Key Inquiry Questions:
(a) Consider the focus of your learning outcome and the strand
as given in the curriculum design.
(b) Examine the concept in the curriculum design that must be
addressed and brainstorm on questions that would enable
learners to think about the concept without dictating the
direction or outcome of their thinking.
(c) Utilise the six typical question words: Who? What? Where?
When? Why? How?
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5. Suggested learning experiences
Learning experiences 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.
Suggestions on when to organise the learners in groups have been
made. It is encouraged to group the learners during all lessons.
This is because it allows all learners to participate and develop
their communication skills.
6. Suggested learning resources
This section lists the learning resources needed for the sub strand.
It also indicates the alternative learning resources and materials for
learners with special needs and for schools with limited resources.
7. Additional information for the teacher
This section provides an insight to the teacher on how to come
up with a methodology to cover content in the sub strand using
the resources from different learning experiences in the Learner’s
Book. It gives the teacher some background information that he
or she needs in order to competently handle the sub strand.
8. Core competences to be developed
A competency-based approach requires inculcation of specific
core competences in learners in all learning areas. The seven
core competencies to be acquired by every learner are:
i) Communication and collaboration
Communication is the act of transferring information
from one place to another, whether vocally, visually, or
non-verbally.
Collaboration on the other hand is the process of two
or more people or organisations working together to
realise shared goals.
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Strategies for effective communication enhance the
attainment of greater collaboration among learners
that ultimately increase their success as they engage in
collaborative problem-solving.
ii) Self-efficacy
Self-efficacy is a person’s belief about his or her capabilities
to perform tasks or assignments that can change and
transform his or her life. It determines how a learner feels,
thinks, behaves and motivates themselves. Self-efficacy
has the potential to determine four major processes in
a learner, namely: cognitive, motivational, affective and
selection processes.
iii) Critical thinking and problem solving
An important outcome of quality education is teaching
learners how to think critically.
It is possible for learners to reason in an uncritical way.
When learners are empowered with critical thinking,
they avoid being subjective and use logic and evidence to
arrive at conclusions.
Critical thinking further facilitates exploring new ways
of doing things and thus promotes learner autonomy.
This gives learners ways of solving problems in their lives
and communities and will ultimately help them to fulfil
their potential, which is the vision for the basic education
curriculum.
iv) Creativity and imagination
Creativity is the ability to imagine things that are not
real, to form pictures in the mind of things that one has
not seen or experienced and turn those pictures into real
things. Imagination only exists or happens in the mind
and it remains in the mind.
In educational terms, creativity and imagination refers to
the ability of learners and their teachers to form images
and ideas in their minds and turn them into real, visible
creations. Learners who are imaginative and creative are
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able to make life interesting for themselves and others
around them. They use the knowledge, skills and values
acquired in the learning process to create new ideas that
result in products that add value to their lives and to the
lives of others around them.
v) Citizenship
Human beings have always been known to form communities
based on a shared identity. Such identities are formed
in response to a variety of human needs, which might be
economic, political, religious or social. The individuals in
these communities identify themselves as citizens.
Citizenship is the state of being vested with the rights,
privileges and duties of a citizen. A sense of citizenship helps
to equip young people with skills to deal with situations of
conflict and controversy knowledgeably and tolerantly. It
nurtures personal respect and respect for others, wherever
they live.
vi) Digital literacy
Digital literacy can be described as having the knowledge,
skills and behaviour necessary to effectively and safely use
a wide range of digital content and devices. Such devices
include mobile phones, smart phones, tablets, laptops and
desktops, among others.
Digital literacy skills include being able to use computer
communication networks, being able to engage in online
communication and social networks, being aware of and
adhering to ethical behaviour protocols, being aware of
societal issues raised through digital media and being
able to search, evaluate and use information channelled
through digital platforms.
vii) Learning to learn
Learning to learn is the ability to pursue and persist in
learning, to organise one’s own learning by the effective
management of time and information, both individually
and in groups. It includes awareness of one’s learning
process and needs, identifying available opportunities
and the ability to overcome obstacles in order to learn
successfully.
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Learning to learn helps learners to build on prior learning
and life experiences in order to use and apply knowledge
and skills in a variety of contexts.There are four pillars of
learning: learning to know, learning to do, learning to be
and learning to live together.
They should be achieved once learners have met all the
learning outcomes in the lesson.
9. Link to PCIs
This section shows the connection between the content
and some identified Pertinent Contemporary Issues (PCIs)
facing society.These PCIs include health education, life skills
and values education, education for sustainable development,
learner support programmes, community service learning and
parental engagement.
10. Link to 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 vision with respect to
moulding ethical citizens.
11. Link to other learning activity areas
It is important for learners to gain an understanding of the
interconnections between different learning areas so that learning
in each learning areas is reinforced across the curriculum design.
12. Suggested community activity 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, responsibilities, rights and
benefits that this membership entails.
13. Suggested non-formal activity to support learning
This section gives activities that will provide learners with an
opportunity to put into practice what they were taught in class.
It can happen during their free time or when they are away from
school. It gives learners a chance to remind themselves of what
they already learnt in class.
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14. Suggested assessment methods
This section gives ways through which the teacher will assess the
degree of achievement of the learning outcomes.
15. Sample assessment rubric
This section provides the moderator with a way of awarding
learners. He or she gets to know the learner’s level of understanding
based on how they are performing on the assessment rubric.
G. Teaching Methods in I.R.E Activities
It is important to discuss some of the methods commonly used during
instruction of the I.R.E.These are:
(i) Demonstration (ii) Question and answer
(iii) Role play (iv) Discussion (v) 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 I.R.E Activities.
(i) Demonstration
This method is used when the learners are expected to use
learning resources, make models or draw pictures.It is necessary
for the teacher to demonstrate first 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 learners can see
what he or she is doing.
It may be necessary to call the learners around the demonstration
table for all to see. During demonstration, he or she could ask
some to help in handling and setting up the learning resources.
The teacher should then outline the procedure he or she expects
them to follow as they carry out their projects either individually
or in groups.
(ii) Question and answer
This is one of the most important methods of teaching and finds
its application in nearly all learning areas in a school.The question
and answer method:
• Increases learner’s participation.
• Reduces teacher’s talk time considerably.
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• Creates enthusiasm and motivation in the learners.
• Encourages creative thinking.
• Develops skills in organisation of ideas.
• Keeps the class active and lively.
• Promotes interaction between the teacher and his or her
learners, among the learners and with the learning resources.
When a teacher asks a question to one of his or her learners
and the learner gives a wrong answer, the teacher should not
say ‘no’ or rebuke the learner. This withdraws the learner 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 learner’s answer to detect any reason
that led to his or her wrong answer. In this process, the teacher
will discover where the learner 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 the question.
(iii) Role play
When teaching sub strands such as manners and dua of
sneezing, the learners can role-play. One learner can sneeze
and say, ‘Alhamdulillah’. The other learner should tell him or her,
‘Yarhamukallah’.
(iv) Discussion
In discussion, a teacher acts as a moderator during learner’s
interaction. He or she poses the strand for discussion and acts as
a resource person. Discussion educates and trains the learners
to apply knowledge, think critically, solve problems easily, obtain
relevant information easily and make pertinent decisions.
An effective discussion is characterised by the following:
(i) A group atmosphere where all are actively involved.
(ii) Critical and reflective participation with lots of
cooperation.
(iii) Shared decision-making and making conclusions.
(iv) Teacher’s role being that of a guide and sometimes that of a
facilitator.
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(v) Discovery
Through manipulation of learning resources and a study of a
number of patterns and relationships, learners discover concepts
in I.R.E Activities. Discovery can arise through organised work
and discussions.
H. The Teaching Process
I.R.E is taught and learned as a core learning area.At every grade,
it is structured in strands and sub strands. They are further broken
down into lessons.
• A lesson is aligned to a number of activities. Each lesson
has learning outcomes whose achievement is pursued using
all teaching and learning resources in learning experiences
undertaken by both the teacher and the learner.
• Some learning outcomes focus on knowledge and understanding.
These are associated with Lower Order Thinking Skills or LOTS.
The Lower OrderThinking Skills (LOTs) are mainly focused on helping
the learner acquire basic knowledge and understanding.These skills
include:
• The use of the selected Surah during Swalah.
• Correct recitation.
• Ability to identify verses from the Surah.
• Pronunciation of Arabic text.
On the other hand, Higher Order Thinking Skills (HOTs) focus on
skills, attitudes and values.These skills include:
• Appreciating the use of Arabic in Islam.
• Enjoying the recitation of Arabic verses in the Qur’an.
I. Planning to Teach
The two most important documents in planning to teach are the
schemes of work and the lesson plan.
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1. Schemes of work
A scheme of work is a collection of related strands and sub strands drawn from the curriculum
design and organised into weeks and lessons for the entire term.
Sample Schemes of Work
Week Lesson Strand Sub
strand
Specific
learning
outcomes
Key inquiry
questions
Learning
experiences
Learning
resources
Values PCIs
(Pertinent and
Contemporary
Issues)
Assessment
methods
Constructive
feedback
1 1 Hadith Hadith
on
Honesty
By the end
of the lesson,
the learner
should be
able to:
a) Explain
the meaning
of honesty
b) Read
the Hadith
on honesty
correctly.
c) Apply the
teachings of
the Hadith
in nurturing
piety.
c) Appreciate
the teachings
of the Hadith
to inculcate
the virtue.
1.What is
honesty?
2.When do
you practise
honesty?
Learners are
guided to
discuss in small
groups the
meaning of
honesty.
Learners are
guided to read
the Hadith
on honesty in
groups.
Learners take
turns to read
the Hadith on
honesty in pairs.
Learners take
turns to read
the Hadith
on honesty
individually.
1. Chart with
the Hadith
on honesty
written on it.
2. Learner’s
Book page 30.
1. Honesty
2. Responsibility
Life skills: self-
awareness,
interpersonal
relations
Oral question:
The learner is
asked questions
on what they
can see from
the illustration
in their books.
Observation:
The learner
is observed
as they read
the chart with
Hadith on
honesty
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2. Lesson plan
A lesson plan is a detailed outline of how the teacher intends to
carry out a specific lesson.
Sample Lesson Plan
School
Grade Date Time Roll
Tumaini
3 20/06/2018 11:30 4
Strand: Moral Teachings
Sub strand: Islamic etiquettes-masjid
Specific learning outcomes
By the end of the sub-strand, the learner should be able to:
1. State the manners of entering and leaving the mosque as a sign
of respect for the masjid.
2. Use appropriate manners and dua(supplication) when entering
and leaving the masjid to receive blessings from Allah (S.W.T).
3. Appreciate the use of appropriate Islamic manners and dua
when entering and leaving the masjid as an act of ibadah.
Suggested learning resources
• Masjid
• Pictures
• Audio Visual materials
Organisation of learning
The teacher prepares for the lesson by collecting the required resources
such as charts and pictures of a masjid.The teacher introduces the
lesson by asking learners the manners that they observe when they
are entering and leaving the masjid.
Lesson development
Ask learners to demonstrate the manners they practise when they
enter and leave the masjid.
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Explain how one enters a masjid with the right foot forward and
leaves with the left foot forward.This can be reinforced with pictures
in the Learner’s Book showing the two manners being talked about.
Talk about the duas for entering and leaving the masjid.
The learners can recite the duas in turns and demonstrate at the
same time.
Conclusion and summary
Emphasise on the duas for entering and leaving the masjid as well
the foot to use while entering or leaving the masjid.
Reflection
The learners take around five minutes to reflect on what they just
learned.
J. Grouping Learners for Learning
Experiences
The following are different ways of grouping learners:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Gender 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 challenges of a
small group.
(d) Materials that were inadequate for individual work can now
easily be shared.
(e) Learners can learn from one another.
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(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 individually.
(h) Learner’s 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
his or her type of grouping to cope with new situations.There is no
fixed number of learners that a group must have.This will be dictated
by such factors as the task to be done, the materials available,
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
for 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.
K. Considerations for Special Needs
Education
Teachers are encouraged to involve all the learners in the learning
experiences, whether they have special educational needs or not.
Learners with disabilities are fundamentally as competent as those
without disabilities.Therefore, they should be full participants in every
learning activity.
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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 the gifted and talented. Others are those with:
i) Physical impairment
ii) Visual impairment
iii) Hearing impairment
iv) Mild cerebral palsy
v) Emotional and behavioural difficulties
vi) Learning disabilities
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 impairments should sit near the teacher’s table for
easy supervision and assistance.The following are more suggestions on
how to support learners with special needs in your class:
i) Learners with physical impairment
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.
ii) Learners with visual impairment
These learners normally have problems with their eyesight.
They should sit in a position where they are able to see the
chalkboard without straining.
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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 or she writes
on the chalkboard.
The teacher should adjust appropriately for learners who are
long-sighted.
iii) Learners with hearing impairment
The affected part in this case is the ear.The learner should have
hearing aids. The teacher should project his or her 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.
iv) Learners with speech impairment
A common example in a normal class is the stammerer. They
always speak with a lot of impairment. 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.
v) Learners with mental impairment
The teacher should try to identify the nature and level of the
mental difficulty. Learners with mental
impairment 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 impairment 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
impairments.
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.
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L. Safety in the Classroom
Learners 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 advised to take strict safety precautions whenever learners are
inside 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.
• During nature walks and field visits.Learners should avoid handling
poisonous plants and harmful animals.
Remember, the teacher is responsible for the safety of the learners
during the period he or she is handling them.
M. Assessment and Evaluation Methods
Assessment is the process of evaluating learning 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 learning process. In the new competence-based curriculum,
assessment must also be competency-based, whereby a learner is
given a complex situation related to his or her everyday life and asked
to try analyse the situation by applying what he or she learned.
Purpose 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
competences.
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 learning areas. The
collection of a learner’s information should be a continuous process
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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
There are
two types of assessment:
i) Formative or continuous assessment
ii) Summative assessment
i) 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 strand. 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
curriculum design and from this, the teacher will be able to gauge
the all-round progress of the learner. The teacher will use one or a
combination of the following:
• Observation • Written tests • Oral questions
• Project work • Attitude change
Attitude change can be done by asking probing questions and
checking body language as learners respond to the questions.
ii) Summative assessment (Assessment of learning)
When assessment is used to record a judgement 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 resources 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.
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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 learning area 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.
It includes tests, examinations, performances, presentations,
portfolios and a variety of written and oral tests. It provides
feedback to educators, parents and learners, about a learner’s
achievement to make decisions for appropriate placements
or further studies.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
Learner
consistently
states and
applies the
manners of
entering and
leaving the
masjid and recite
duas correctly.
Learner states
and applies
the manners
of entering
and leaving
the masjid and
recites duas
correctly.
Learner fairly
states and
applies the
manners of
entering and
leaving the
masjid and
recites duas
correctly.
Learner has
difficulties to
state and applies
the manners of
entering and
leaving the masjid
and recites duas
correctly.
Exceeding expectations
This means that the learner’s level of understanding of the concept
being taught goes beyond what the teacher had anticipated. This is a
positive indication that the content has been well delivered and well
received by the learner. This depicts clear understanding of what was
being taught.
Meeting expectations
This is when the learner’s reception of concept is just as the teacher
had anticipated.
It is a positive response, one that shows that the learner has well
understood what was being taught.
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Approaching expectations
This is a sign that learner has a glimpse of what was taught. However,
he or she has not understood the concept. In this case, the teacher will
have to introduce remedial classes to repeat the sub strand, which
gave the learner difficulties.
Below expectations
This is when the learner has not understood the concept at all. The
teacher has to use a different approach to deliver the content.
The teacher has to go an extra mile and create extra time for more
remedial classes on the sub strand. A variety of assessment methods
can be used to ensure that the content is delivered.
Conclusion
This Teacher’s Guide has been written to help you guide learners to
learn I.R.E Activities 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 outcomes as this will 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 experiences and the ways
in which you will Interact with learners 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 learning experiences in
advance to avoid embarrassments like the equipment failing to
work during the lesson.
Remember: The suggested learning experiences in this book are
just a guide. You may not need to follow them to the letter. Feel
free to incorporate other innovative learning methods that will
help in delivering the intended content successfully.
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Strand
1
Qur’an
(Refer to Learner’s Book pages 1-11)
Sub strand: Surah Al-Masad
(Refer to Learner’s Book pages 1- 5)
Duration: 4 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Recite Surah Al-Masad correctly.
b) Memorise Surah Al-Masad for spiritual nourishment.
c) Use Surah Al-Masad in Swalah.
d) Handle the Qur’an with respect as it is the word of Allah (S.W.T).
Key inquiry questions
1. Who can recite Surah Al-Masad?
2. What do you know about Surah Al-Masad?
3. How should we handle the Qur’an?
Suggested learning experiences
• Guide the learners to listen keenly to the audio of Surah
Al-Masad.
• Prompt the learners to recite aloud Surah Al-Masad as a class,
in small groups and then individually.
• Encourage,organise and guide the learners to recite repeatedly
Surah Al-Masad for memorisation.
• Guide the learners to find the words that fit to complete the
verses of Surah Al-Masad.
• Ask learners to use pocket board and flash cards to sort and
arrange the verses of Surah Al-Masad.
• Emphasise and guide learners on the importance of taking
ablution before handling the Qur’an.
Part 2: Lesson Development
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• Monitor and supervise the learners as they use electronic
devices to listen to recitation of Surah Al-Masad.
• Guide the learners to take ablution before handling the Qur’an.
Suggested learning resources
• Qur’an • CDs • Flash cards
• Phone • Pocket board
Additional information for the teacher
Surah Al-Masad was revealed after the incident of Mount Safa when
Abu Lahab, the Prophet’s (S.A.W) uncle, rebuked him for having
gathered them to tell them about oneness of Allah (S.W.T).This Surah
clearly shows that Allah (S.W.T) was not happy withAbu Lahab hence
revealing the Surah to curse him together with his wife. His wife used
to put thorns on the way of the Prophet (S.A.W) to harm him.
This Surah is also called Surah Al-Lahab.
Core competences to be developed
• Communication: This can happen as learners recite
Surah Al-Masad in groups or in pairs.
• Digital literacy:This can happen as learners play or listen to
Surah Al-Masad on phone or any other digital device.
• Critical thinking and problem-solving: This can be attained
when discussing the background of Surah Al-Masad.
• Self-efficacy: This can be attained when learners are able to
recite Surah Al-Masad from memory and also recite it during
Swalah.
Link to PCIs
Life skills and values education: Learners will acquire self esteem
and ettiquette when communicating during group or pair work and
when they recite Surah Al-Masad from the Learner’s Book or Qur’an.
Citizenship is achieved as they work together.
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Link to values
Love, unity and responsibility: This may happen when learners
appreciate each other during the recitation and memorisation of
Surah Al-Masad.
Link to other learning activity areas
Communication skills in this sub strand can be linked to skills in
Language Activities and Literacy Activities.
Suggested community activity service learning
Recite the selected Surah to elder siblings for confirmation and
memorisation.
Suggested non-formal activity to support learning
Participate in Qur’an recitation competitions.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
and correctly
recites Surah
Al-Masad and
handles the
Qur’an with
care.
The learner
correctly
recites and
reads Surah
Al-Masad and
handles the
Qur’an with
care.
The learner
recites and
reads Surah
Al-Masad and
handles the
Qur’an with
care.
The learner
recites and
reads Surah
Al-Masad with
difficulties and
handles the
Qur’an with
care.
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Sub strand: Surah An-Nasr
(Refer to Learner’s Book pages 6-8)
Duration: 4 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Recite Surah An-Nasr correctly.
b) Memorise Surah An-Nasr for spiritual nourishment.
c) Use Surah An-Nasr in Swalah.
d) Handle the Qur’an with respect as it is the word of Allah
(S.W.T).
Key inquiry questions
1. Who can recite Surah An-Nasr?
2. What do you know about Surah An-Nasr?
Suggested learning experiences
• Guide the learners to listen keenly to the audio of Surah
An-Nasr.
• Prompt the learners to recite Surah Al-Nasr aloud as a class,
small groups and then individually.
• Encourage,organise and guide the learners to recite repeatedly
Surah An-Nasr for memorisation.
• Guide the learners to find the words that fit to complete the
verses of Surah An-Nasr.
• Ask learners to use pocket board and flash cards to sort and
arrange the verses of Surah An-Nasr.
• Emphasise and guide learners on the importance of taking
ablution before handling the Qur’an.
• Monitor and supervise the learners as they use electronic
devices to listen to recitation of Surah An-Nasr.
• Guide the learners to take ablution before handling the Qur’an.
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Suggested learning resources
• Qur’an • CDs • Flash cards • Phone
• Pocket board
Additional information for the teacher
Surah An-Nasr was revealed about the conquest of Makkah. It was
after the conquest of Makkah that many people embraced Islam.The
Prophet (S.A.W) forgave the Quraish despite the evil things that they
had committed against him and the Muslims.This Surah reminds us of
the power of truth over falsehood. It also reminds us of Allah’s (S.W.T)
love for the Prophet (S.A.W) and the Muslims. Muslims should always
praise Allah (S.W.T) whenever they succeed in anything.They should
also ask for forgiveness from Him.
Core competences to be developed
• Communication: This will happen as learners recite
Surah An-Nasr in groups or in pairs.
• Digital literacy:This will happen as learners play or hear Surah
An-Nasr on phone or any other digital device.
• Critical thinking and problem-solving:This will be attained
when discussing the background of Surah An-Nasr.
• Self-efficacy: This will be attained when learners are able to
recite Surah An-Nasr from memory and also recite it during
Swalah.
Link to PCIs
Life skills: Learners will develop effective communication and
self-esteem as they communicate during group or pair work and
when they recite Surah An-Nasr from the Learner’s Book or Qur’an.
Citizenship is achieved as they work together.
Link to values
Love, unity and responsibility: Learners will learn to love and
appreciate each other during the recitation and memorisation of
Surah An-Nasr.
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Link to other learning activity areas
Communication skills in this sub strand are linked to those in
Language Activities and Literacy Activities
Suggested community activity service learning
1. Recite the selected Surah to elder siblings for confirmation
and memorisation.
2. Visit an Imam to recite and learn more about Surah An-Nasr.
Suggested non-formal activity to support learning
Participation in Qur’an recitation competitions.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
and correctly
recites Surah
An-Nasr and
handles the
Qur’an with
care.
The learner
correctly
recites and
reads Surah
An-Nasr and
handles the
Qur’an with
care.
The learner
recites and
reads Surah
An-Nasr and
handles the
Qur’an with
care.
The learner
recites and
reads Surah
An-Nasr with
difficulties and
handles the
Qur’an with
care.
Sub strand: Surah Al-Kafirun
(Refer to Learner’s Book pages 8-11)
Duration: 4 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Recite Surah Al-Kafirun correctly.
b) Memorise Surah Al-Kafirun for spiritual nourishment.
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c) Use Surah Al-Kafirun in Swalah.
d) Handle the Qur’an with respect as it is the word of Allah
(S.W.T).
Key inquiry questions
1. Who can recite Surah Al-Kafirun?
2. What do you know about Surah Al-Kafirun?
3. What parts of Surah Al-Kafirun do you know?
Suggested learning experiences
• Guide the learners to listen keenly to the audio of Surah
Al-Kafirun.
• Prompt the learners to recite Surah Al-Nasr aloud as a class,
small groups and then individually.
• Encourage,organise and guide the learners to recite repeatedly
Surah Al-Kafirun for memorisation.
• Guide the learners to find the words that fit to complete the
verses of Surah Al-Kafirun.
• Ask learners to use pocket board and flash cards to sort and
arrange the verses of Surah Al-Kafirun.
• Organise a class competition on the correct recitation of Surah
Al-Kafirun.
Suggested learning resources
• Qur’an • CDs • Flash cards • Phone • Pocket board
Additional information for the teacher
Surah Al-Kafirun was revealed when some Quraish approached
the Prophet (S.A.W) and proposed that Muslims should join them
in the worship of the idols for one year then they would worship
Allah (S.W.T) with Muslims the following year. Allah (S.W.T) told
the Prophet (S.A.W) to tell the Quraish that he and Muslims cannot
worship idols.The Quraish were very disappointed when the Prophet
(S.A.W) rejected their proposal.
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Surah Al-Kafirun confirms Muslims’ strong belief in Allah (S.W.T).
It emphasises the fact that when it comes to matters of Tawheed,
Muslims can never compromise in religious matters.
The learner should appreciate the oneness of Allah (S.W.T) and stay
away from any act of Shirk.
Core competences to be developed
• Communication: This can occur while learners recite
Surah Al-Kafirun in groups or in pairs.
• Digital literacy: This can be attained through learners
playing or hearing Surah Al-Kafirun on phone or any other
digital device.
• Critical thinking and problem solving:This can be attained
when discussing the background of Surah Al-Kafirun.
• Self-efficacy: This can be attained once learners are able to
recite Surah Al-Kafirun from memory and also recite it during
Swalah.
Link to PCIs
Life skills: Learners will develop skills in effective communication
and self-esteem as they recite Surah Al-Kafirun from the Learner’s
Book or Qur’an. Citizenship is achieved as they work together.
Link to values
Love, unity and responsibility will be attained through learners
appreciating each other during the recitation and memorisation of
Surah Al-Kafirun.
Link to other learning activity areas
Communication skills developed in this sub strand are closely linked
to skills in Language Activities and Literacy Activities.
Suggested community activity service learning
Recitation of the selected Surah to elder siblings for confirmation and
memorisation.
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Suggested non-formal activity to support learning
Participating in Qur’an recitation competitions.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
and correctly
recites and
reads Surah
Al-Kafirun
and handles
the Qur’an
with care.
The learner
correctly recites
and reads Surah
Al-Kafirun and
handles the
Qur’an with
care.
The learner
recites and
reads Surah
Al-Kafirun and
handles the
Qur’an with
care.
The learner
recites and
reads Surah
Al-Kafirun with
difficulties and
handles the
Qur’an with
care.
Answers
Answers to work to do
Page 4, No. 2 Al-Lahab
Page 5, No. 2. Mount Safa
Page 5, No. 3.
A F H L D U
B L E B Z M
M A S A D M
J H A E Q U
H A F S E J
M B A K N A
I S B M O M
A J F P L I
S A D B A L
Page 6.‘Sort and arrange...’ (ii) (i) (iii)
Page 8. No. 1. Makkah
Page 8 ‘Complete verses...’ No. 1.A 2. B 3.A
Page 9 ‘Copy and arrange...’ No. 1. (ii) (i) (iii)
2. (iii) (ii) (i)
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Strand
2
Pillars of Iman
(Refer to Learner’s Book pages 12 - 19)
Sub strand: Belief in the Last Day
(Refer to Learner’s Book pages 13-16)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Identify belief in the Last Day as one of the pillars of Iman.
b) Mention other names of the Last Day.
c) Discuss the events of the Last Day.
d) Appreciate the importance of the Last Day by abiding by the
teachings of Islam.
Key inquiry questions
1. Which is the fifth pillar of Iman?
2. What are other names of the Last Day?
3. Which activities will take place on the Last Day?
Suggested learning experiences
• Guide the learners to discuss the six pillars of Iman.
• Probe learners to state the importance of the Last Day.
• Encourage learners to draw diagrams of a building that
has been destroyed by an earthquake or any other natural
phenomena like storms or floods.
• Ask learners to name the other names of the Last Day.
• Guide the learners through asking and answering oral questions
on the names of the Last Day, for example,Yaumul Qiyama,
Yaumul Hisab,Yaumul Jazaa,Yaumul Baath.
• Let the learners discuss in small groups the events of the Last
Day, resurrection, judgement, reward or punishment.
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Suggested learning resources
• Qur’an (citing some verses that describe the Last Day)
• Cards • Charts
Additional information for the teacher
Belief in Last Day is the fifth pillar of Iman. It is upon every Muslim to
live in this world knowing that one day they will appear before Allah
(S.W.T) for judgement. Belief in the Last Day reminds Muslims of Allah
(S.W.T) as well as death.
Guide the learners to understand that they should be responsible in
what they do because Allah (S.W.T) will question them about their
deeds in this world.
Guide the learners to mention other names of the Last Day. Let them
link the names of the Last Day and the events of that particular day.
Core competences to be developed
• Communication and collaboration: This happens as
learners discuss with others the events of the Last Day in
groups or in pairs.
• Imagination: This happens as the learner discusses and
ponders over the events of the Last Day.
Link to PCIs
• Citizenship: Social cohesion will be attained through discussing
the events of the Last Day in groups or in pairs.
• Life skills: Interpersonal relations will be improved as
learners discuss the events of the Last Day and take individual
responsibility to avoid punishment on that day.
Link to values
Love, unity, integrity and responsibility will be fostered as
learners appreciate each other when they mention other names of
the Last Day and discuss the events of that day.
Link to other learning activity areas
Environmental Activities: When learners look at the earth and
the general environment and relate how they will be like on the Last
Day.
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Suggested community activity service learning
Discuss the different punishments for different crimes.
Suggested non-formal activity to support learning
Attend madrasa to learn about pillars of Iman.
Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
narrates the
events of the
Last Day.
The learner
narrates the
events of the
Last Day.
The learner
fairly narrates
the events of
the Last Day.
The learner
has difficulties
to narrate the
events of the
Last Day.
The learner
consistently
and correctly
mentions
other names
of the Last
Day.
The learner
correctly
mentions other
names of the
Last Day.
The learner
mentions some
other names of
the Last Day.
The learner has
difficulties to
mention other
names of the
Last Day.
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Sub strand: Belief in Qadar
(Refer to Learner’s Book pages 16-19)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) State the meaning of Qadar.
b) Recognise the power of Allah (S.W.T) over everything as a
pillar of Iman.
c) Appreciate the importance of belief in Qadar to boost Iman.
Key inquiry questions
1. Who created you?
2. What is Qadar?
3. Why do we observe the creation of Allah (S.W.T)?
Suggested learning experiences
• Guide the learners to discuss the six pillars of Iman.
• Encourage learners to draw a building that has been destroyed
by an earthquake or any other natural phenomena like storms
or floods.
• Lead the learners to discuss in small groups the Qadar of Allah
(S.W.T).
• Take learners out of the class to observeAllah’s (S.W.T) creation
so that they can appreciate the power of Allah (S.W.T).
Suggested learning resources
• Qur’an (citing some verses that talk about Qadar)
• Cards
• Charts
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Additional information for the teacher
Belief in Qadar is the sixth and the last pillar of Iman. Every Muslim
should believe that the affairs of this world are controlled by Allah
(S.W.T). Belief in Qadar helps a Muslim be patient during times of
difficulties. A Muslim who believes in Qadar will not be involved in
Shirk.
Guide the learner to understand that through Qadar, Allah (S.W.T)
decides what happens to His creation.
Core competences to be developed
• Communication and collaboration: This happens as the
learner discusses with others the Qadar of Allah (S.W.T) in
groups or in pairs.
• Imagination: This happens when the learner draws the
creation of Allah (S.W.T) such as trees and mountains.
Link to PCIs
• Self-awareness: This is attained when the learner identifies
himself or herself as a creature of Allah (S.W.T).
• Interpersonal relations: This is attained when learners
discuss the power of Allah (S.W.T) and appreciate the
relationship that exists between us and Allah (S.W.T) and
between one human being and another.
Link to values
Obedience, love, responsibility and honesty: These are attained
as learners appreciate each other when they identify the relations
that creation has with Allah (S.W.T). They are also achieved when
learners appreciate the love that Allah (S.W.T) has for His creation.
Link to other learning activity areas
Language Activities: Communication skills in discussion groups
Environmental Activities: Looking at the earth and the general
environment and appreciating Allah’s (S.W.T) Qadar.
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Suggested community service learning
• Discuss the different punishments for different crimes with
friends.
• Explain to those in difficult situations why they should be
patient.
Suggested non-formal activity to support learning
Attend madrasa to learn about pillars of Iman.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
explains the
powers of
Allah (S.W.T).
The learner
explains the
powers of Allah
(S.W.T).
The learner
fairly explains
the powers of
Allah (S.W.T).
The learner
has difficulties
to explain
powers of
Allah (S.W.T).
Answers
Work to do page 13. No. 2.
Yaumal Aakhir - The last Day
Yaumal Hisab - The Day of Accounting
Yaumal Baath - The Day of Ressurection
Yaumal Jazaa - The Day of Reward
Yaumal Qiyamah - The Day of Standing
Answers to work to do page 19. No. 1. (a) ( ), 1. (b) (X), 1. (c) ( )
2. Allah (S.W.T)
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Strand
3
Siirah
(Refer to Learner’s Book pages 20-21)
Sub strand: Early Life of the Prophet (S.A.W)
(Refer to Learner’s Book pages 20-21)
Duration: 9 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Mention the activities that were carried out by the Prophet
(S.A.W) during the early stages of his life.
b) Identify the qualities of the prophet (S.A.W) that can be learnt
from his early life.
c) Appreciate the importance of the qualities of the Prophet
(S.A.W) in shaping the life of a Muslim.
Key inquiry questions
1. What did the Prophet (S.A.W) do during his early life?
2. Who travelled with the Prophet (S.A.W) to Syria?
Suggested learning experiences
• Guide the learners to discuss the qualities of the Prophet (S.A.W)
from his early life, for example, hardworking, trustworthy,
humble, obedient and patient.
• By asking open-ended questions, guide learners to identify
and mention the activities undertaken by the Prophet (S.A.W)
during the early stages of his life.
• Ask learners to give the nickname given to the Prophet (S.A.W)
due to his truthfulness as a young trader.
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• Supervise the learners drawing a sheep.Ask them the qualities
we get when we look after animals. Let the learners give answers
like love, responsibility, kindness, humility and leadership.
• Enquire from the learners the challenges they get when they
look after animals and let them give their experiences.
• Enquire from the learners whether some of them have travelled
with their parents or relatives for trade. Let them give their
experience.
• Invite a local Sheikh in your area to come and narrate the
story of the Prophet’s (S.A.W) journey to Syria with his uncle.
Suggested learning resources
• Flash cards • Pictures of family members • Charts
Additional information for the teacher
During his early life, the Prophet (S.A.W) played several roles that
prepared him for the future. He served as shepherd, which prepared
him to be patient and responsible.
Core competences to be developed
• Communication and collaboration: This is developed when
learners discuss the early life of the Prophet (S.A.W) either in
groups or in pairs.
• Imagination and creativity: This is developed as learners
talk about what they should do to help their parents or
guardians while at home or when on a journey.
Link to PCIs
Life skills: Self-awareness and interpersonal relationships are
developed when learners acquire knowledge about the Prophet’s
(S.A.W) life and relate it with their own.They get to understand their
personalities much better.
Link to values
Obedience, love, responsibility and honesty are developed
when learners appreciate the qualities of the Prophet (S.A.W) during
his early life.
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Links to other learning activity areas
Language Activities and Environmental Activities: Connections
arise when learners read the early life of the Prophet (S.A.W) and relate
it with their immediate environment.
Suggested community activity service learning
Taking care of domestic animals at home.
Suggested non-formal activity to support learning
Visit madrasa to learn more about the Siirah of the Prophet (S.A.W).
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
and correctly
mentions
the activities
undertaken by
the Prophet
(S.A.W) and
identifies his
qualities.
The learner
correctly
mentions
the activities
undertaken by
the Prophet
(S.A.W) and
identifies his
qualities.
The learner
mentions
the activities
undertaken by
the Prophet
(S.A.W) and
identifies his
qualities.
The earner
mentions
the activities
undertaken by
the prophet
(S.A.W) and
identifies his
qualities with
difficulties.
Answers
Page 20. No. 2. Al-Amin
3. (a) He was a shepherd.
(b) He worked for Khadija as a trader.
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Strand
4
Hadith
(Refer to Learner’s Book pages 22-29)
Sub strand: Hadith on Ihsaan
(Refer to Learner’s Book pages 22-23)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Read the Hadith on Ihsaan for spiritual nourishment.
b) Outline the teachings of the Hadith on Ihsaan to strengthen
one’s consciousness of Allah (S.W.T).
c) Appreciate the teachings of the Hadith on Ihsaan in nurturing
the piousness of a Muslim.
Key inquiry questions
1. What is Ihsaan?
2. Why do you worship Allah (S.W.T)?
Suggested learning experiences
• Lead learners to discuss in small groups the meaning of Ihsaan.
• Let the learners say why we worship Allah (S.W.T). Encourage
them to say that it is a pillar of Ihsaan.
• Monitor the learners in groups as they discuss the importance
of Ihsaan.
• Ask the learners to observe the chart with the Hadith on
Ihsaan then guide them to read the Hadith on Ihsaan which is,
“To worship Allah as if you see Him for if you don’t see Him,
He sees you.”
• Ask the learners to recite the Hadith on Ihsaan repeatedly for
memorisation. Correct learners on the spot especially those
who make pronunciation mistakes.
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• Guide the learners to write the Hadith on Ihsaan on a wall
paper in Arabic. Pick the one that has been written neatly and
display it on the wall inside the classroom.
• Encourage learners to shape their letters well and place the
vowels correctly.
• Invite a local Sheikh to give a story depicting Ihsaan and Allah’s
(S.W.T) attribute,Al-Basiir, the All-Seeing.
• Call learners to the front to give their experiences in real life
where they have practised Ihsaan.
• Organise the learners as a class, small groups or pairs to
discuss the importance of Ihsaan in their daily lives.
Suggested learning resources
• Charts with the Hadith on Ihsaan
• Flash cards with the words of the Hadith on Ihsaan
Additional information for the teacher
Ihsaan literally means goodness. In Islamic context, it means to worship
Allah (S.W.T) as though you see Him and believing that He sees you
even if you do not see Him.The Hadith on Ihsaan says, “Ihsaan is to
worship Allah as if you see Him for if you don’t see Him, He see you.”
Guide the learner to understand the Hadith in order motivate them
to worship Allah (S.W.T) out of sincerity and love.
Core competences to be developed
• Communication and collaboration: This is developed
when the learner discusses with others the teachings of the
Hadith on Ihsaan.
• Critical thinking and problem solving: This is attained
when the learner discusses on the best ways to improve on
worshipping Allah (S.W.T).
Link to PCIs
• Life skills: Self-awareness is reinforced through the learner
being more responsible in acts of worship and class work too.
• Interpersonal relationships and effective communication
enhanced when learners discuss the teachings of the Hadith on
Ihsaan.
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Link to values
Unity and responsibility are developed when learners appreciate
each other when they give points regarding the Hadith on Ihsaan.
These values are also achieved when learners participate in group or
pair work and assist each other.
Link to other learning activity areas
Environmental Activities and Language Activities: Linkage
occurs when the learner reads the Hadith on Ihsaan as well as
when the learner looks at the creation of Allah (S.W.T) and relates
that to presence of Allah (S.W.T) and the attribute of Allah (S.W.T);
the All-Seeing.
Suggested community service learning
Narrate the Hadith on Ihsaan to parents, siblings or friends.
Suggested non-formal activity to support learning
Attend madrasa to learn about pillars of Hadith on Ihsaan.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
correctly and
consistently
recites the
Hadith on
Ihsaan and
outlines its
teachings.
The learner
correctly
recites the
Hadith on
Ihsaan and
outlines its
teachings.
The learner
recites the
Hadith on
Ihsaan and
outlines its
teachings.
The learner
recites the
Hadith on
Ihsaan and
outlines its
teachings with
difficulties.
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Sub strand: Hadith on Honesty
(Refer to Learner’s Book page 24)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Read the Hadith on honesty correctly.
b) Apply the teachings of the Hadith on honesty in nurturing piety.
c) Appreciate the teachings of the Hadith on honesty to inculcate
the virtue of honesty.
Key inquiry questions
1. What is honesty?
2. When do you practise honesty?
3. What would you do when you collect your friend’s pen in class?
Suggested learning experiences
• Lead learners to discuss in small groups the meaning of honesty.
• Prompt the learners to say why we should be honest. Guide
them to say that being honest is the quality of being truthful. It
is choosing not to lie, cheat, steal or deceive.
• Monitor the learners in groups as they discuss the importance
of honesty.
• Ask the learners to observe the chart with the Hadith on
honesty then guide them to read the Hadith on honesty which
is,“Speak the truth even if it is bitter.”
• Ask the learners to recite the Hadith on honesty repeatedly
for memorisation. Correct learners on the spot especially
those who make pronunciation mistakes.
• 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 wall inside the classroom.
• Encourage learners to shape their letters well and place the
vowels correctly.
• Invite a local Sheikh to give a story depicting honesty and
Allah’s (S.W.T) attribute, Al-Basiir, the All-Seeing.
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• Call learners to the front and give their experiences in real life
where they have practised honesty.
• Organise the learners as a class, small groups or pairs to
discuss the importance of honesty in their daily lives.
• Call one of the learners in front of the class to tell a story on
honesty.
• Encourage the learners to give different stories on honesty.
• Engage learners to say how they can be honest at school and
at home.
Suggested learning resources
• Charts with the Hadith on honesty
• Flash cards with the words of the Hadith on honesty
Additional information for the teacher
Honesty means being truthful and trustworthy. It is the quality of
being honest. A Muslim should speak the truth even if the truth will
hurt their own friends and relatives.That is why the Prophet (S.A.W)
told us to speak the truth even if it is bitter.
Encourage learners to always be honest in whatever they do. They
should be honest with their parents, friends, siblings, teachers and
relatives.
Core competences to be developed
• Communication and collaboration: This is developed when
the learner discusses with others the teachings of the Hadith on
honesty.
• Critical thinking and problem solving: This is attained
when the learner discusses the best ways to practise honesty
and gives examples of situations that require honesty.
• Learning to learn:This is developed when the learner applies
the teachings of the Hadith on honesty in his or her daily life.
• Citizenship: This is developed when the learner practices
honesty and encourages others to practise honesty.
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Link to PCIs
• Life skills: Self-awareness is developed when the learner
becomes more responsible and practises honesty.
• Interpersonal relationship and effective communication
are developed when learners discuss the teachings of the
Hadith on honesty.
Link to values
Unity and responsibility are practised when learners appreciate
each other when they give points regarding the Hadith on honesty.
These values are also achieved when learners participate in group or
pair work and assist each other.
Link to other learning activity areas
Environmental Activities and Language Activities: Linkage
occurs when the learner reads the Hadith on honesty.
Suggested community service learning
Telling a story on honesty to others at home.
Suggested non-formal activity to support learning
Sharing stories on honesty with siblings at home.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
correctly and
consistently
recites the
Hadith on
honesty and
outlines its
teachings.
The learner
correctly
recites the
Hadith on
honesty and
outlines its
teachings.
The learner
recites the
Hadith on
honesty and
outlines its
teachings.
The learner
recites the
Hadith on
honesty and
outlines its
teachings with
difficulties.
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Sub strand: Hadith on Respect
(Refer to Learner’s Book pages 25-26)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Recite the selected Hadith on respect correctly.
b) Outline ways of showing respect to the elders as per the
teachings of the Hadith on respect.
c) Appreciate the importance of the virtue of respect as a way
of abiding by the teachings of Hadith of the Prophet (S.A.W).
Key inquiry questions
1. What is respect?
2. How do you show respect to parents?
3. What will happen if you fail to obey your elders?
Suggested learning experiences
• Lead learners to discuss in small groups the meaning of respect.
• Prompt the learners to say why we should have respect.
• Guide them to say that respect is the feeling of great admiration
due to one’s abilities, qualities or achievements.
• Monitor the learners in groups as they discuss the importance
of respect.
• Ask the learners to observe the chart with the Hadith on
respect then guide them to read the Hadith on respect which
is, “He is not among us he who does not show mercy to our
young ones and does not respect the elderly.”
• Ask the learners to recite the Hadith on respect repeatedly for
memorisation. Correct learners on the spot especially those
who make pronunciation mistakes.
• Guide the learner to write the Hadith on respect on a manila
paper in Arabic. Pick the one that has been written neatly and
display it on the wall inside the classroom.
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• Encourage learners to shape their letters well and place the
vowels correctly.
• Invite an elder or the local Sheikh to give a story depicting
respect.
• Call learners to the front and ask them to give their experiences
in real life where they have accorded respect to the elderly.
• Organise the learners as a class, small groups or pairs to
discuss the importance of respect in their daily lives.
Suggested learning resources
• Charts with the Hadith on respect
• Flash cards with the words of the Hadith on respect
Additional information for the teacher
Respect is the feeling of great admiration due to one’s abilities,
qualities or achievements. Respect is a two-way thing. It should come
from the young and the old.The Prophet (S.A.W) teaches us that a
good Muslim is the one who respects the elderly and shows mercy to
the young.
Encourage the learners to respect every person including their peers.
Core competences to be developed
• Communication and collaboration: This is developed as
the learner discusses with others the teachings of the Hadith
on respect.
• Learning to learn: This is developed as the learner applies
the teachings of the Hadith on respect in his or her daily life.
Link to PCIs
• Life skills: Self-awareness is attained when the learner
becomes more responsible and respectful.
• Citizenship: Social cohesion is developed when learners
show respect to parents, teachers, leaders, relatives, peers
and the society at large.
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Link to values
Respect: This is attained when learners respect each other’s opinion
during group discussions. It is also achieved when learners show
respect to parents, teachers, leaders, relatives, peers and the society
at large.
Link to other learning activity areas
Environmental Activities and Language Activities: There is
linkage between the content on the Hadith on respect and these two
learning areas.
Suggested community service learning
Tell a story on respect to elders.
Suggested non-formal activity to support learning
Share stories on respect to elders with siblings at home.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
correctly and
consistently
recites the
Hadith on
respect and
lists the ways
of showing
respect to the
elders as per
the teachings
of the Hadith.
The learner
correctly
recites the
Hadith on
respect and
lists the ways
of showing
respect to the
elders as per
the teachings
of the Hadith.
The learner
recites the
Hadith on
respect and
lists the ways
of showing
respect to the
elders as per
the teachings
of the Hadith.
The learner
recites the
Hadith on
respect and
lists the ways
of showing
respect to the
elders as per
the teachings of
the Hadith with
difficulties.
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Sub strand: Hadith on Responsibility
(Refer to Learner’s Book pages 26-29)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Recite the Hadith on responsibility correctly.
b) Identify responsible ways of taking care of the facilities in school.
c) Appreciate the teachings of the Hadith on responsibility in
nurturing a responsible person.
Key inquiry questions
1. What is responsibility?
2. How can you be responsible at school?
3. Why should you be responsible?
Suggested learning experiences
• Lead learners to discuss in small groups the meaning of
responsibility.
• Prompt the learners to say why we should be responsible.
• Guide them to say that responsibility is the state or fact of
having a duty to deal with something or of having control over
someone; the state or fact of being accountable.
• Monitor the learners in groups as they discuss the importance
of being responsible.
• Ask the learners to observe the chart with the Hadith on
responsibility then guide them to read the Hadith on responsibility
which is,“Every one of you is a shepherded and is responsible
for his flock.”
• Ask the learners to recite the Hadith on respect repeatedly for
memorisation. Correct learners on the spot especially those
who make pronunciation mistakes.
• Guide the learner to write the Hadith on responsibility on a
manila paper in Arabic. Pick the one that has been written
neatly and display it on the wall inside the classroom.
• Encourage learners to shape their letters well and place the
vowels correctly.
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• Invite an elder or the local Sheikh to give a story on being
responsible.
• Call learners to the front to give their experiences in real life
where they have carried out some duties that showed that
they are responsible.
• Organise the learners as a class, small groups or pairs to
discuss the importance of being responsible in their daily lives.
• Call one of the learners in front of the class to tell a story on
responsibility.
• Encourage the learner to give different stories on respect.Invite
your local Sheikh to come and talk about being responsible.
Suggested learning resources
• Charts with the Hadith on responsibility
• Flash cards with the words of the Hadith on responsibility
Additional information for the teacher
Responsibility is the state or fact of having a duty to deal with
something or of having control over someone. It also means the state
or fact of being accountable.The Prophet (S.A.W) teaches us that we
are responsible for what is under our care. He reminds us to take our
duties seriously because Allah (S.W.T) will hold us accountable for
whatever was under our care.
Guide the learners to understand that being responsible includes
taking good care of the things inside the classroom,doing assignments
promptly, not disturbing others during learning sessions and guiding
fellow learners.
Remind them that they should be responsible at home too.
Core competences to be developed
• Communication and collaboration: This is developed when
the learner discusses with others the teachings of the Hadith on
responsibility.
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• Learning to learn:This is developed when the learner applies
the teachings of the Hadith on responsibility in his or her daily
life.
• Critical thinking and problem solving: This is developed
when the learner gives examples of what shows that one is
a responsible person. This is also achieved when the learner
answers questions related to the Hadith on responsibility.
Link to PCIs
• Self-awareness: This is developed when the learner becomes
more responsible and self-conscious.
• Empathy: This is developed when the learner strives to assist
his or her fellow learners in different ways.
• Effective communication: This is developed when learners
participate in group or pair discussion.
Link to values
• Respect: This is developed when learners respect each other’s
opinion during group discussions.
• Unity: This will happen as learners participate in group work.
• Integrity:This is developed when learners become responsible,
for example, returning lost pens to their owner or reporting
the lost and found item to the teacher.
Link to other learning activity areas
Environmental Activities and Language Activities: Reading
the Hadith on responsibility and taking care of his or her immediate
environment relates to skills in the these two learning areas.
Suggested community service learning
Telling a story on respect to elders.
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Suggested non-formal activity to support learning
Visiting the elderly members of society and helping with light duties.
Suggested assessment methods
Oral questions, observation and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
correctly and
consistently
recites the
Hadith on
responsibility
and states its
teachings on
responsibility.
The learner
correctly
recites the
Hadith on
responsibility
and states its
teachings on
responsibility.
The learner
recites the
Hadith on
responsibility
and states its
teachings on
responsibility.
The learner
recites the
Hadith on
responsibility
and states its
teachings on
responsibility
with difficulties.
Answers
Page 22. No. 2. Refer to points on page 23 of the Learner’s Book.
Page 24. No. 1. Return the pen to him or her.
Page 27. No. 3. Imam, Kadhi and Madrasa teacher.
Answers to work to do page 29. No. 2. Picking litter, sweeping the
compound.
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Strand
5
Devotional Acts
(Refer to Learner’s Book pages 30-34)
Sub strand: Pillars of Islam
(Refer to Learner’s Book pages 30- 34)
Swalah
Duration: 6 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Name the five daily prayers performed by Muslims as a pillar
of Islam.
b) Demonstrate the correct postures for validity of Swalah.
c) Appreciate Swalah as a form of thanking Allah (S.W.T).
Key inquiry questions
1. How many times do you pray in a day?
2. Which are the postures of Swalah?
3. How do you dress when you go for prayers?
Suggested learning experiences
• Lead and guide the learners to name the five daily prayers.
• Through open-ended questions, guide the learner to name
the five daily prayers in sequence which is: Fajr, Dhuhur, Asr,
Maghrib and Ishaa.
• Organise the learners to watch a video of people performing
congregational prayers.
• Arrange with the committee of your nearby mosque to visit the
masjid with the learners to observe and perform congregational
prayers.
• Demonstrate to learners the postures of Swalah.
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• Lead and guide learners to say the words that are said in
different postures.
• Observe and correct learners as they perform the different
postures. Ensure that their bodies are well inclined.
• Show learners photographs of the postures of Swalah which
are: Qiyam, Rukuu, I’itidal, Sujud and Jalsa.
• Ask the learner to match, draw or colour different types of
clothes worn by males and females during prayers.
Suggested learning resources
• Charts showing postures of Swalah.
• Mat for practical performance of Swalah.
• Video showing a person or people performing Swalah.
• Photographs showing postures of Swalah.
Additional information for the teacher
Swalah is a very important pillar of Islam.It is the most important pillar
after Shahada. There are five daily prayers that must be performed
by every adult Muslim on a daily basis. These are Fajr, Dhuhr, Asr,
Maghrib and Ishaa. There are also postures that must be observed
during Swalah.These are Qiyam, Rukuu, I’itidal, Sujud and Jalsa.
Ask the learners to mention the five daily prayers. Ask them to
demonstrate the different postures of Swalah.
Core competences to be developed
• Communication and collaboration:This is developed when
the learners name and discuss about the five daily prayers. It is
also developed when learners cooperate to demonstrate the
postures of Swalah.
• Learning to learn: This is developed when the learner practises
Swalah at school, at home and in the masjid.
• Critical thinking and problem solving: This is developed
when the learner demonstrates how Swalah is performed and
when he or she answers questions about names and postures
of Swalah.
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• Citizenship: This is developed when learners discuss and
demonstrate postures of Swalah. It is also achieved when
learners perform attend congregational prayers.
Link to PCIs
• Life skills: Interpersonal relationship is developed when
the learner performs Swalah alone and with others.
• Citizenship: Social cohesion is developed as the learner
performs and demonstrates postures with other learners and
people.
Link to values
• Respect: This is developed as the learner performs every
posture of Swalah correctly.
• Unity and love: This is developed when learners stand side
by side to demonstrate the postures of Swalah together.
Link to other learning activity areas
Mathematics Activities, Psychomotor Activities and Creative
Arts Activities: Demonstrating postures of Swalah, following the
correct order of the postures of Swalah, drawing pictures of a person
performing Swalah and depicting different postures of Swalah relate
to skills learnt in these learning areas.
Suggested community service learning
Practising Swalah at home with other siblings.
Suggested non-formal activity to support learning
Visit a nearby masjid and perform Swalah within a congregation.
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Suggested assessment methods
Observation, oral questions, written questions, checklists and
portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
accurately states
the sequence
of postures of
Swalah and its
proper dress
code.
The learner
states the
sequence of
postures of
Swalah and its
proper dress
code.
The learner
fairly states
the sequence
of postures of
Swalah and its
proper dress
code.
The learner
hardly states
the sequence
of postures of
Swalah and its
proper dress
code.
Answers
Swalah Rakaat
Dhuhr Tw o
Fajr Four
Ishaa Three
Maghrib Four
Asr Four
A U T R F A U A
G R B H A A R A
U S H U J H T H
M A G H R I B S
I R J D A I N I
Page 31 Page 32
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Strand
6
Moral Teachings
(Refer to Learner’s Book pages 35- 49)
Sub strand: Islamic Etiquettes
(Refer to Learner’s Book pages 35-37)
Masjid
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
1. State the manners of entering and leaving the masjid.
2. Use appropriate manners and dua (supplication) when entering
and leaving the Masjid to receive blessings from Allah (S.W.T).
3. Appreciate the use of appropriate Islamic manners and dua
when entering and leaving the masjid as an act of Ibadah.
Key inquiry questions
1. What is a masjid?
2. How do you enter and leave the masjid?
3. Which dua do you recite when entering and leaving the masjid?
4. What do you do while in the masjid?
Suggested learning experiences
• Guide the learners on the importance of a masjid in the life of
a Muslim.
• Arrange the learners in the class orderly to watch a video of
the different parts of a masjid and let them see the Mihrab,
Minbar, praying hall and the dome.
• Display a chart with parts of a masjid.
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• Arrange with an Imam for learners to visit a nearby masjid
and observe the parts of a masjid. See if the distance from the
school to the masjid allows learners to go there.
• Ask learners to recite the dua they say when getting into and
out of the masjid.
• Guide the learners on manners of entering and leaving the
Masjid. The dua for entering is, “Allahumma iftah liy abwaba
rahmatik.” Tell the learners that after saying the dua for
entering the masjid, enter with your right foot first. Observe
silence in the masjid. Leave the masjid on your left foot first
then recite the dua for leaving the masjid which is,“Allahumma
inniy as’aluka min fadhlik.”
• Organise the learners in small groups or as individuals to
practise Islamic manners of entering and leaving the masjid
through role play.
• Engage the learners to recite the dua for entering and leaving
the masjid in pairs or groups.
Suggested learning resources
• Masjid
• Pictures
• Audio Visual materials
Additional information for the teacher
Masjid means mosque in English. Masjid is the main worshipping place
for Muslims,especially for male Muslims.Naturally,whenever a person
sees a masjid, they instantaneously think of Islam. Therefore, masjid
serves as a symbol of Islam.
Masjid is a place that Muslims respect. Guide the learner to state the
manners of entering and leaving the masjid. Let them learn from the
illustrations in the book which foot should be used first while entering
and leaving the masjid.
Guide them to recite and appreciate the duas that should be recited
by a person while entering or leaving the masjid.
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Core competences to be developed
• Communication and collaboration: This is developed when
learners discuss (in groups or pairs) the manners of entering and
leaving the masjid.
• Citizenship: This is developed when learners interact with
each other while entering and leaving the masjid.
• Self-efficacy: This is developed when a learner strongly
believes in his or her abilities to recite the dua for entering and
leaving the masjid.
Link to PCIs
• Life skills: This is developed when learners acquire knowledge
on the manner of entering and leaving the masjid. They can
use this knowledge every time they are entering or leaving the
masjid.
• Citizenship: Social cohesion is developed when learners
work together to discuss the manners of entering and leaving
the masjid.
Link to values
Love, unity and respect: These are developed when learners work
together as a group or in pairs.They learn to love and respect each
other as well as to value togetherness.
Links to other learning activity areas
Language Activities and Environmental Activities: Reading
the manners of entering and leaving the masjid and relating them to
their immediate environment relate to skills taught in the two learning
areas.
Suggested community activity service learning
Participating in the jamaah (congregation) prayers in a masjid.
Suggested non-formal activity to support learning
Going to the masjid to learn appropriate manners and ways of entering
and leaving the masjid.
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Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
states and
applies the
manners of
entering and
leaving the
masjid and
recites duas
correctly.
The learner
states and
applies the
manners of
entering and
leaving the
masjid and
recites duas
correctly.
The learner
fairly states
and applies
the manners
of entering
and leaving
the masjid and
recites duas
correctly.
The learner has
difficulties to
state and apply
the manners
of entering
and leaving
the masjid and
recites duas
correctly.
Sub strand: Sneezing
(Refer to Learner’s Book pages 37-38)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Name the manners to be observed by Muslims in the event
one sneezes.
b) Apply the manners of sneezing in day-to-day life to promote
good personal hygiene.
c) Recite the appropriate dua related to sneezing as per the
teachings of the Prophet (S.A.W).
d) Appreciate the virtue of praying for one another to seek
Allah’s (S.W.T) mercy.
Key inquiry questions
1. What do you do when sneezing?
2. What do you say after sneezing?
3. What do you say when someone else sneezes?
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Suggested learning experiences
• Using open-ended questions, ask the learners what they say
when they sneeze.
• Guide the learners to recite the dua said when one sneezes
which is “Alhamdulillah.”
• Ask the learners to observe a chart with the dua.
• Guide the learners in groups or as a class on how to respond
to the dua for sneezing which is to say,“Yarhamukallah.”
• Prompt the learners to explain what they say after the second
dua for sneezing.
• Guide the learner on what to say after the second dua for
sneezing which is to say,“Yahdikumullah wa yuslih balakum.”
Suggested learning resources
• Handkerchief • Charts • Flash cards
Additional information for the teacher
Sneezing is one of the gifts that Allah (S.W.T) gave us. When a person
sneezes, they feel better. Islam teaches us the manners of sneezing.
A Muslim should cover his or her nose with a handkerchief or any
piece of cloth while sneezing. A Muslim who sneezes should say
‘Alhamdulillah’. The Muslim who hears him or her should tell him
or her ‘Yarhamukallah’.The person who sneezed should respond by
saying,‘Yahdikumullah waYuslih balakum’.
Guide the learners to recite the phrases of sneezing. Let them role-
play to enable them remember the duas.
Core competences to be developed
• Communication and collaboration: This will be developed
when the learners discuss and interact in their groups or pairs.
• Citizenship: This will be developed when learners interact
with each other.
• Learning to learn: This will be developed when learners
observe and try to emulate what they have learned.
Link to PCIs
• Citizenship: Social cohesion will be developed through the
interactions among learners during discussion.
• Life skills: Etiquette will be developed when learners understand
the ways of relating with others,for example, what to say when
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you sneeze and how the others respond. Etiquette is developed
when one learns the use of handkerchiefs when sneezing.
Link to values
Love, responsibility, unity and respect will be developed when
learners work together.
Links to other learning activity areas
Language Activities, Environmental Activities and Hygiene
and nutrition Activities: Reading the etiquette on sneezing and
relating it with their immediate environment as well as their personal
hygiene relates to skills taught in the three learning areas.
Suggested community activity service learning
Discuss with siblings and peers on manners and dua on sneezing.
Suggested non-formal activity to support learning
Visit madrasa and masjid to learn more about manners and dua for
sneezing.
Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
always
demonstrates
manners of
sneezing.
The learner
demonstrates
manners of
sneezing.
The learner
sometimes
demonstrates
manners of
sneezing.
The learner
rarely
demonstrates
manners of
sneezing.
The learner
always says
dua after
sneezing for
self and for
others.
The learner
says dua after
sneezing for
self and for
others.
The learner
says dua after
sneezing for
self and for
others.
The learner
sometimes
says dua after
sneezing for self
and for others.
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Sub strand:
Islamic phrases
(Refer to Learner’s Book pages 38- 40)
Duration: 5 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
• Read the selected Islamic phrases correctly to build reliance
on Allah (S.W.T)
• Give the circumstances under which the selected Islamic phrases
are said.
• Appreciate the use of the selected Islamic phrases in their
day-to-day experiences.
Key inquiry questions
1. When do we say Hasbunallah wa ni’imal wakil?
2. When do we say La haula wala quwwata illa billahi?
Suggested learning experiences
• Organise learners in small groups,pairs or as a class to recite the Islamic
phrases, Hasbunallah wa ni’imal wakil and La haula wala quwwata
illa Billah.
• Lead and guide learners to give the situations when it is
appropriate to use the selected Islamic phrases.
• Ask learners to repeatedly read the Islamic phrases displayed
for memorisation and practice.
• Engage the learners and guide them to complete Islamic
phrases using flash cards.
Suggested learning resources
• ICT
• Charts
• Flash cards
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Additional information for the teacher
Islam is a comprehensive religion. It teaches us everything.There are
phrases which Muslims should always use depending on what happens
to them. Such phrases include ‘Hasbunallah wa ni’imal wakil’ and ‘La
haula wala quwwata illa billahi’.
‘Hasbunallah wa ni’imal wakil’ means ‘Allah is sufficient for us’, and
‘He is the best disposer of affairs (for us)’. This phrase is actually
taken from Qur’an 3:173. A Muslim says it when he or she is in a
difficult situation. He or she says this dua to ask for Allah’s (S.W.T)
help.
‘La haula wala quwwata illa Billah’ means ‘there is neither might nor
power except that of Allah’. A Muslim should say this dua when he or
she sees or hears a strange thing.
Guide the learners to memorise the duas and use them in their daily life.
Core competences to be developed
• Communication and collaboration: This is developed
when learners discuss the Islamic phrases in their groups.
• Citizenship: The values discussed by learners promote
cohesion among learners.
Link to PCIs
• Life skills: Interpersonal relationship and etiquette will
be developed when the learner uses the phrases in their daily
lives to grow.
• Citizenship: Social cohesion will be developed when
learners come together during discussions in their pairs
and groups.
Link to values
Love and unity:These are developed when learners work together.
Links to other learning activity areas
Language Activities, Environmental Activities, Hygiene and
Nutrition: When learners read the Islamic phrases and relate it with
the events in their immediate environment, they learn skills related to
the three learning areas.
Suggested community activity service learning
Reciting the selected phrases with siblings.
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Suggested non-formal activity to support learning
Sharing the Islamic phrases with siblings and parents.
Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently and
correctly recites
the Islamic
phrases and gives
circumstances
when they are
said.
The learner
correctly
recites the
Islamic phrases
and gives
circumstances
when they are
said.
The learner
recites the
Islamic phrases
and gives
circumstances
when they are
said.
The learner
recites the
Islamic phrases
and gives
circumstances
when they
are said with
difficulties.
Sub strand: Relationship
(Refer to Learner’s Book pages 40- 41)
Care and Dua for the Sick
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Recite the dua to comfort the sick and seek Allah’s (S.W.T)
help for recovery.
b) Identify ways of showing care for the sick to enhance the spirit
of brotherhood.
c) Appreciate the importance of visiting the sick as per the Islamic
teachings.
Key inquiry questions
1. What do you do for the sick?
2. Which dua do you recite when you visit the sick?
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Suggested learning experiences
• Organise learners in small groups, pairs or as a class to recite
the dua for the sick which is,“La ba’asa alaika twahurun Insha
Allah.”
• Lead and guide learners on ways of showing care for the sick.
Care for the sick is shown by visiting them, praying for them,
assisting them, among others.
• Encourage learners to give more examples of ways of caring for
the sick.
• Ask learners to read repeatedly the dua for the sick displayed
for memorisation.
• Organise with the nearby hospital for learners to visit the sick.
Suggested learning resources
• Charts • Boards • Plain Papers • Flash cards
Additional information for the teacher
Anyone can fall sick at any time. Islam teaches us to visit and care for
the sick. Islam also teaches us the manners of visiting the sick.Among
them, is saying a dua for the sick in order to console them and at the
same time ask Allah (S.W.T) to heal them.The dua,‘La ba’asa alayka
twahurun Insha Allah’ is among the many that we should say when
we visit a sick Muslim.The dua means:‘Do not worry, it is a means of
forgiveness from sins if Allah wills’.
Guide the learners to memorise this dua and recite it whenever they
visit a sick Muslim.Also guide them to state other manners of caring
for and visiting the sick.
Core competences to be developed
• Communication and collaboration: Learners will
develop this when they hold discussions in groups or pairs.
• Citizenship: Learners will develop this by interacting with
each other.
• Learning to learn: This will be developed through observing
others.
Link to PCIs
• Life skills: Interpersonal relations will be developed when
learners visit the sick and show care towards them.
• Citizenship: Social cohesion will be developed when
learners interact with each other during discussions.
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Link to values
Love, responsibility and unity: Learners can work together as
a team.
Links to other learning activity areas
Language Activities and Environmental Activities: Skills
developed when learners read and relate what they read with
events in their immediate environment are linked to skills taught in
these two learning areas.
Suggested community activity service learning
Visit the sick and pray for them.
Suggested non-formal activity to support learning
Visit a sick person and make a dua.
Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
always shows
concern for the
sick.
The learner
shows concern
for the sick.
The learner
sometimes
shows concern
for the sick.
The learner
rarely shows
concern for the
sick.
The learner
consistently
recites the dua
for the sick.
The learner
recites the dua
for the sick.
The learner
sometimes
recites the dua
for the sick.
The learner
rarely recites
the dua for the
sick.
Sub strand: Places of Worship
(Refer to Learner’s Book pages 42- 45)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Name various places of worship to acknowledge religious
diversity.
b) Identify the symbols for the different places of worship.
c) Respect the other places of worship to enhance peaceful
co-existence.
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Key inquiry questions
1. What symbols represent various places of worship?
2. What activities take place in the places of worship?
3. Which religious groups use the following places of worship?
• Mosque • Church • Temple
Suggested learning experiences
• Ask learners to identify different places of worship that they
know.
• Prompt the learners to say the different symbols of the different
places of worship.
• Lead and guide the learners to mention the different religious
groups that use the Mosque, church and temple.
• Monitor learners as they draw and colour places of worship.
Suggested learning resources:
• Charts • Crayons • Colours
Additional information for the teacher
Religious tolerance is highly emphasised in Islam. Islam teaches us to
live peacefully with members of other religions.We should not force
them to join Islam. Muslims have also been ordered to respect places
of worship that belong to members of other religions.These places
of worship include churches, temples and shrines.
Guide the learners to identify and draw places of worship. Let them
draw a masjid, a church and a temple.
Core competences to be developed
• Communication and collaboration: This is developed
when learners hold discussions in groups or pairs.
• Citizenship: This is developed when learners interact with
each other.
• Critical thinking: This is developed when learners
mention some of the places of worship that they know.
• Learning to learn: This is developed through observations.
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Link to PCIs
• Life skills: Interpersonal relations are developed as learners
interact with each other.
• Citizenship: Ethnic and social relations are developed by
working together in groups and pairs.
• Human rights and responsibilities are practised by working
together in groups and pairs.
• Social cohesion: This is developed when learners work together
in groups and pairs.
Link to values
Love, responsibility, unity and respect: These will be developed
when learners interact in their groups and pairs.
Links to other learning activity areas
Language Activities:When learners mention and read about the
places of worship, they gain skills related to those taught in Language
Activities.
Suggested community activity service learning
Participate in community activities involving people of different faith.
Suggested non-formal activity to support learning
Visit neighbouring places of worship and learn more about them.
Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
correctly names
the places of
worship and
identifies their
symbols.
The learner
names the
places of
worship and
identifies their
symbols.
The learner
correctly names
the places of
worship.
The learner
names the places
of worship.
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Sub strand: Environment
(Refer to Learner’s Book pages 46-49)
Cleanliness of the Environment
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) State the importance of living in a clean environment as stated
in the Islamic teachings.
b) Identify the activities that can be carried out to keep the
environment clean.
c) Appreciate the importance of cleanliness within the
neighbourhood for healthy living.
Key inquiry questions
1. What do you do when your environment is dirty?
2. What are the items needed for cleaning?
3. Why do we keep our environment clean?
Suggested learning experiences
• Guide learners in pairs, groups or as a class to clean their school
and neighbourhood.
• Guide learners to identify the items needed in cleaning.
• Guide learners to draw and colour items used in cleaning.
• Guide learners on the importance of keeping the environment
clean.
Suggested learning resources
• Wheelbarrows • Rake • Slashers • Brooms
Additional information for the teacher
Islam teaches us that cleanliness leads to Paradise. Cleanliness of our
environment is very important because a clean environment protects
us from diseases.A point to remember is that a Muslim cannot pray
in a dirty environment soiled with najis.
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Guide the learners to discuss importance of living in a clean
environment. Guide them also to take part in cleaning their classroom
and the school compound. Encourage them to assist their parents and
guardians to clean their home environment and their neighbourhood.
Core competences to be developed
• Communication and collaboration: This will be developed
when learners discuss the importance of living in a clean
environment.
• Critical thinking and problem solving: This will be developed
when learners have to think of names of items used in cleaning.
• Citizenship: This will be developed when learners interact
with each other in group work and in pairs.
• Learning to learn: This will be developed through observation,
for example, when learners see any litter in their compound,
they remove it and put it in the dustbin.
Link to PCIs
• Life skills: Interpersonal relations will be attained when
learners develop personal relationships.
• Health Education: Personal hygiene will be attained from
the knowledge acquired on cleanliness and seen when the
learner practises personal hygiene.
• Citizenship: Ethical and social relations and patriotism will be
developed by interacting during their class and group discussions
and when participating in cleanliness activities together.
Link to values
Responsibility and unity: This will be developed when learners
interact in their groups and pairs to work.
Links to other learning activity areas
Language Activities, Environmental Activities and Hygiene
and Nutrition Activities: Learning about cleanliness and relating
it with their immediate environment and taking part in cleaning the
compound relates to skills taught in the three learning areas.
Suggested community activity service learning
Participate in clean-up activities in the community.
Suggested non-formal activity to support learning
Discuss with siblings and parents the importance of living in a clean
environment.
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Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
and correctly
states the
importance of
living in a clean
environment.
The learner
correctly
states the
importance of
living in a clean
environment.
The learner
occasionally
states the
importance of
living in a clean
environment.
The learner
rarely states
the importance
of living
in a clean
environment.
The learner
always
maintains
cleanliness.
The learner
maintains
cleanliness.
The learner
sometimes
maintains
cleanliness.
The learner is
not keen on
maintaining
cleanliness.
Sub strand: Care for Plants
(Refer to Learner’s Book pages 49-50)
Duration: 3 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Mention plants that are found in their locality for conservation.
b) Identify ways of caring for the plants as per the teachings of Islam.
c) Appreciate the need to care for plants in their immediate
environment to earn thawab.
Key inquiry questions
1. What plants are found in your school compound?
2. How do you care for plants?
Suggested learning experiences
• Take the learners out of the classroom to observe plants
in their immediate environment.
• Ask learners to identify and name some plants found in their
locality.
• Monitor and supervise the learners to draw and colour some
plants found within their school environment.
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• Guide and lead learners on ways of conserving the environment
like planting trees, watering them, fencing them, among others.
Suggested learning resources
• Colours • Charts • Seedlings • Water
Additional information for the teacher
Plants are part of our environment.They are among the things that
Allah (S.W.T) created to provide us with fruits, shade and medicine.
Plants do make our environment look beautiful.As Muslims, we have
a duty to take good care of our environment including plants.
Take the learners outside the classroom to look at the plants in or
around their school. Guide learners to mention the names of the
plants that are locally available. Engage them to draw and colour
some of the plants that they have seen.
Core competences to be developed
• Communication and collaboration:This will be developed
as learners discuss ways of taking care of plants.
• Critical thinking and problem solving: This will be
developed when learners think of names of plants in their
neighbourhood.
• Citizenship: This will be developed when learners interact
with each other in group work and in pairs as they discuss
ways of taking care of plants.
• Learning to learn: This will be developed when learners
start taking care of the plants at school and at home. It is also
achieved through observation.
Link to PCIs
• Health education: Personal hygiene will be improved by
applying the knowledge acquired on cleanliness.
• Citizenship: Ethical and social relations and patriotism
will be developed during class and group discussions.
Link to values
Love, responsibility, unity and patriotism will be developed when
learners interact in their groups and pairs to work.
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Links to other learning activity areas
• Language Activities: Reading about caring for plants
relates to this learning area.
• Environmental Activities and Hygiene and Nutrition
Activities: When learners can go outside their classroom to
identify the locally available plants, they acquire skills related to
these two learning areas.
Suggested community activity service learning
Plant trees and care for them.
Suggested non-formal activity to support learning
Visit tree nursery centres within the community and learn more about
the importance of and care for plants.
Suggested assessment methods
Oral questions and observation.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
correctly identifies
and names
some plants in
the immediate
environment.
The learner
correctly
identifies
plants in the
immediate
environment.
The learner
identifies some
plants in the
immediate
environment.
The learner
rarely identifies
plants in the
immediate
environment.
The learner
identifies ways
of caring for and
always cares for
plants.
The learner
identifies ways
of caring for
and cares for
plants.
The learner
identifies ways
of caring for
and rarely
cares for plants.
The learner
identifies ways
of caring for
plants.
Answers
Answers to work to do page 45. No. 2.Muslims - Masjid
Hindus - Temple
Christians - Church
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Sub strand: Eid
(Refer to Learner’s Book pages 51-56)
Duration: 6 Lessons
Specific learning outcomes
By the end of the sub strand, the learner should be able to:
a) Name the Islamic Months where the two major Eids fall.
b) Identify the two Eid festivals in the Islamic calendar.
c) Appreciate the Eid celebrations as a way of enhancing
brotherhood and unity.
Key inquiry questions
1. Which month do we celebrate Eid-ul-Fitr?
2. When do we celebrate Eid-ul-Adh’ha?
3. How do you prepare for Eid celebrations?
4. What is recited during the Eid celebrations?
Suggested learning experiences
• Guide the learners to name the Islamic months when Eid is
celebrated, that is, Shawwal and Dhul Hijja.
• Prompt learners to discuss the activities that take place during
Eid celebrations.
• Ask learners to narrate the activities that take place before
and during Eid festival.
• Prompt the learners to chant and recite the Takbir for Eid to
glorify Allah (S.W.T).
• Encourage and guide learners to exchange gifts during Eid
festivals.
Strand
7
Islamic Festivals
(Refer to Learner’s Book pages 51-56)
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• Organise learners to demonstrate how Eid prayer is performed
on an open ground.
Suggested learning resources
• Islamic Calendar
• Charts
• Greetings cards
Additional information for the teacher
Basically, there are two Eids that Muslims celebrate. These are
Eid-ul-Fitr and Eid-ul-Adh’ha. Eid-ul-Fitr is celebrated in the month of
Shawwal, after fasting in the month of Ramadhan.The actual date of
Eid-ul-Fitr is 1
st
of Shawwal. Eid-ul-Adh’ha is celebrated in the month
of Dhul Hijja.The actual date of Eid-ul-Adh’ha is 10
th
of Dhul Hijja.
Eid prayers are performed in an open field. However, performing Eid
prayers in the masjid is not prohibited.There could be some factors
that can lead to performing Eid prayers in the masjid. Such factors
include bad weather conditions, unavailability of an open field or
cases of the field being full of najis.
Remind the learners that the most important activity during both
Eids is perfroming the Eid prayer. Nevertheless, other celebrations
include exchanging gifts, reciting Takbiraat and visiting each other. It
is important to note that a Muslim should not engage in any haram
act during Eid celebrations.
Practise Eid Takbiraat with learners during the lessons.
Core competences to be developed
• Communication and collaboration: This will be developed
as the learners name and discuss about Eid. It is also developed
when learners chant the takbiraat for Eid.
• Learning to learn: This will be developed as the learners
chant the Takbiraat for Eid and demonstrate how Eid prayers
are performed.
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• Critical thinking and problem solving:This will be developed
when the learner answers questions related to Eid celebrations.
• Citizenship: This will be developed when learners discuss
Eid celebrations and participate in the celebrations.
Link to PCIs
• Life skills: Interpersonal relations and morals are developed
as learners discuss Eid celebrations with others. Also developed
when the learner invites others to their home during Eid.
• Citizenship: Social cohesion is developed when the learner
participates in group and pair discussion about Eid. Also
developed when the learner participates in Eid celebrations
alongside his or her community members.
Link to values
• Responsibility: This is developed when the learner shares gifts
with others.
• Unity and love: These are developed when learners chant the
Takbiraat for Eid together.
Link to other learning activity areas
• Environmental Activities: The concept of cleanliness
relates to this learning area.
• Mathematics Activities: Counting the number of Takbiraat
of Eid prayer relates to Mathematics Activities.
• Hygiene and Nutrition Activities: Talking about eating
healthy food during Eid celebrations relates to skills in this
learning area.
Approved by KICD – 2018 Edition
Property of the
Government of Kenya
Suggested community service learning
Assist in the preparations of Eid festivals.
Suggested non-formal activity to support learning
Participate in Eid prayers and celebration to learn more about the
Eid activities.
Suggested assessment methods
Observation, checklists and portfolio.
Sample assessment rubric
Exceeding
expectations
Meeting
expectations
Approaching
expectations
Below
expectations
The learner
consistently
and correctly
names the
months in
which the two
Eids fall.
The learner
correctly
names the
months in
which the two
Eids fall.
The learner
names the
months in which
the two Eids fall.
The learner
names the
months in
which the two
Eids fall with
difficulties.
The learner
consistently
and correctly
names and
identifies the
Eid-ul-Fitr and
Eid-ul-Adh’ha.
The learner
correctly
names and
identifies the
Eid-ul-Fitr and
Eid-ul-Adh’ha.
The learner
names and
identifies the
Eid-ul-Fitr and
Eid-ul-Adh’ha.
The learner
names and
identifies the
Eid-ul-Fitr and
Eid-ul-Adh’ha
with difficulties.
