CurriculumdesignIRE Gradeone · TermOne Strand Sub-Stran d Specificlearningoutcomes...

Curriculum design IREGrade one

Essence StatementKenya is a state where people subscribe to various religions. The constitution advocates for development ofvalues. Religious Education is one of the ways to inculcate these values in learners.Islamic Religious education activities aim at equipping the learner with knowledge, skills, values andpsychosocial competences that assist them grow up socially, emotionally and spiritually as balanced persons.It helps the learner acquire the values of sharing, care, respect, love, obedience, empathy, kindness, beingconsiderate, being social, helping those in need and the ability to distinguish between right and wrong.

General Learning Outcomes

By the end of Early Years Education, the learner should be able to:a. Recite, read and write selected Surah/chapter of the Qur’anb. Demonstrate love, appreciation and awareness of Allah (SWT) and His creationc. Demonstrate love and appreciation for the Prophet Muhammad (S.A.W)d. Practice Islamic etiquettes for social relationse. Perform acts of worship correctlyf. Apply creativity and critical thinking skills in problem solvingg. Explore the immediate environment while observing Islamic teachingsh. Co-exist harmoniously with people of other faith and of different cultural backgrounds.i. Practice hygiene and observe nutrition and safety, guided by Islamic principles.

Term One

Strand Sub-Strand

Specific learning outcomes Suggested learning experiences Key inquiryquestion(s)

1.0QUR’AN

1.1ArabicAlphabet(10lessons)

By the end of the sub-strandthe learner should be able to:a. Pronounce the Arabic

sounds correctly for properrecitation of the Qur’an

b. Identify alphabet forreading readiness c) readsimple Arabic words forreadiness in reciting theQur’an

c. Write Arabic letters forwriting readiness from rightto left

d. E) appreciateproper articulationof Qur’an recitation.

● Learners listen to pronunciation ofArabic letter sounds

● Learners practice the pronunciation ofArabicletter sounds.

● Learners pick Arabic letters from apool of flash cards for identification.

● Learners are introduced to simpleArabic words

● Organize learners in groups or pairs toform and read simple Arabic words

● Learners group Arabic letters according totheir shapes

● Learners are guided on how toarrange Arabic alphabet insequence.

● Learners practice to write Arabic alphabet.

1.Why do welearn theArabicAlphabet?2.How doyoupronounce?ب بب3.How do youread?

ب ر ،ب ي و م4.Which lettersare in?

، ب ر ،ب

ي و م

Core Competences to be developed:● Communication and collaboration● Critical thinking and problem solving● Citizenship● Learning to learn Imagination and creativity

Link to PCIs: life skills: Skills of knowing and living withothers; effective communication - respond to simple verbaland non- verbal instructions promptly.

Link to values: love, unity

Links to other subjects : Languages, Literacy,Mathematical activities

Suggested community service learning activities:singing the alphabet aloud with siblings and otherchildren.

Suggested non formal activity to support learning:attending madrasa after school to learn alphabet.

Suggested assessment: Oral questions, portfolio, andobservation

Suggested Learning Resources: Flash cards, Juzuu, pocket boards and Cds

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsConsistently andcorrectly identifiesArabic alphabet

Correctly identifiesArabic alphabet

Identifies Arabic alphabetwith difficulties

Identifies some Arabic alphabet

Consistently andcorrectly, pronouncesArabic sounds

Correctly pronouncesArabic sounds

ronounces Arabic soundswith difficulties

Pronounces some Arabicsounds with difficulties

Consistently and correctlyreads simple Arabic words

correctly reads simpleArabic words

Reads simple Arabic wordswith difficulties

Reads some simple Arabicwords with difficulties

Consistently and correctlywrites simple Arabic wordsfrom right to left

correctly writes simpleArabic words from right toleft

writes simple Arabic wordswith difficulties from right toleft

writes some simple Arabicwords with difficulties fromright to left

Strand Sub-Strand Specific Learning Outcomes Outcomes Suggested learning experiences Key inquiryquestion(s)

1.2SelectedSurahAl-FatihaAn-Nas(16lessons)

By the end of the sub-strandthe learner should be able to:

a. Recite the selected surahcorrectly for spiritualnourishment

● Share copies of the Qur’an with thelearners.

● Discuss with the learners manners ofhandling the Qur’an.

● Learners through Audio Visual materialslisten and recite verses from surah Al-Fatiha and An-

1.When is surahAl-Fatiharecited?2.When issurah An- Nasrecited?3.Why is the

b. Use the selected surah in swalahc. Handle the Qur’an with care

and respect d) appreciate theimportance of reciting theselected surah to get blessingsfrom Allah.

Nas.● Learners as a class, groups, pairs, or

individual recite the selected surah.● Learners observe and count verses of

surah Al- Fatiha and An-Nas displayedon a chart.

Qur’an recited?4. Where isthe Qur’ankept?

Core-Competences to be developed: Communication and collaboration, Imagination and creativity, Digital literacy, Learning to learn.Link to PCIs: life skills: Skills of knowing and living withothers; effective communication - respond to simple verbaland non-verbal instructions promptly.

Link to values: Love, Respect, Peace

Links to other subjects : Language Activities;Mathematical Activities; Literacy

Suggested Community Service Learning activities: ReciteSurah Al- Fatiha and Surah An-Nas to elder siblings forconfirmation and memorization.

Suggested Non formal Activity to support learning:Participate in Qur’an recitation competition, attend madrasaafter school to learn Qur’an

Suggested assessment: Oral questions, observation

Suggested Learning Resources: Flash cards, Cds, Juzuu

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsConsistently and correctlyrecites the selected surah

Correctly recites the selectedsurah

Recites part of the selectedsurah

Recites the selected surahwith difficulties.

Always handles theQur’an carefully andrespectfully

Handles the Qur’an carefullyand respectfully

Sometimes handles theQur’an respectfully

Rarely handles theQur’an respectfully

Strand Sub-Strand Specific Learning Outcomes Outcomes Suggested learning experiences Key inquiry

question(s)2.0PILLARSOF IMAN

2.1.1 Beliefin AllahAl-KhaaliqAr-Razaq

2.1.2 Beliefin Angels(8 Lessons)


a. Identify Allah’s creation intheimmediate environmentto strengthen their Iman.

b. Appreciate the use of Allah’s creation in life

c. Appreciate the existence ofAngels as part of Allah’screation.

● Learners name the pillars of Iman.● Learners are engaged in discussion

on the belief in Allah and His Angels.● Learners observe and feel the

creation of Allah outside theclassroom.

● Learners are shown pictures/videos ofAllah’screation

● Learners discuss in pairs or smallgroups about Allah’s creation.

● Learners sing or listen to songs, poemsandqasida related to Allah’s creation.

● Learners draw and colour Allah’screation in the immediate environment.

● Learners name some angels.

1.Whocreated you?2.What elsehas Allah(SWT)created?3.How do youbenefit fromAllah’screation?

Core Competences to be developed: Communication and collaboration; Creativity and Imagination; Learning to learn;Digital literacy, Movement and creativity.Link to PCIs: Citizenship; Social Cohesion. Link to Values: Respect, Love, ResponsibilityLinks to other subjects: Language activities; movement andcreative activities; environmental Activities

Suggested Community Service Learning activities: participationin environmental conservation activities e.g. watering flowers,cleaning the home compound

Suggested Non formal Activity to support learning: Treeplanting in school and community as a means of taking care ofAllah’s creation.

Suggested assessment: Oral questions, portfolio, and observation

Suggested Learning Resources: plants, animals, crayons, papers, paint, brushes, water and pictures.

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsConsistently andcorrectly identifiesAllah’s creation

Correctly identifiesAllah’s creation

Sometimes identifiesAllah’s creation

Difficulties in identifyingAllah’s creation

Consistently and correctlynames the pillars of Iman insequence.

Correctly names the pillarsof Iman.

Names the pillars of Iman. Names some of the pillars ofIman.

Consistently and correctlynames angels

Correctly names angels Names angels. Names angels.Names someangels.

Second Term


3.0SIIRAH(Life ofProphetS.A.W)

3.1 Birth ofProphetMuhammad (S.A.W)

( 8 Lessons)

By the end of the sub-strandthe learner should be able to:a) Narrate the event of the birth

of the Prophet (S.A.W)b) Identify the name given to

the Prophet (S.A.W) atbirth.

c) Appreciate Makka, the birthplace of the Prophet as theholy city of Muslims

● Learners are guided to name the date,month and year of birth of the Prophet(SAW)

● Learners are guided to name the place ofbirthof the Prophet (SAW)

● Learners listen to the story about theevents of the Amul fiil (the elephant year)

● Learners are guided to draw andcolour the Kaaba, elephant and birds

● Learners pick out the name of the Prophet(S.A.W) from a set of flash cardscontaining other names.

● Learners in small groups or class singqasida

1.When wasthe prophetborn?2.Where wasthe Prophet(S.A.W.) born?3.What namewas the Prophet(S.A.W.) given atbirth?4.What eventstook place duringthe birth of theProphet

or recite poems on the Prophet (S.A.W)● Learners to name the Prophet’s

parents

(S.A.W)?

Core-Competences to be developed: Communication and collaboration, Imagination and creativity

Link to PCIs: life skills, self awareness, inter personalrelationship in activitiesLinks to other subjects: Language activities; Movement andcreative activitiesSuggested Non formal Activity to support learning: Narratingthe event of the birth of the Prophet (S.A.W) to other siblingsand family members

Link to values: love, honesty, unity, integrity.

Suggested community service learning activities: Singingqasida in praise of the Prophet during ceremoniesSuggested assessment: Oral questions, portfolio, and observation

Suggested Learning Resources: Flash cards.

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsCorrectly and confidentlynames the date, month, yearand place of birth of theProphet (S.A.W)

Correctly names the date,month, year and place of birthof the Prophet (S.A.W)

Names the date, year andplace of birth of the Prophet(S.A.W)

Names the year and place ofbirth of the Prophet (S.A.W)

Consistently and correctlyidentifies the name of theprophet from a pool of flashcards

Correctly identifies the nameof the prophet from a pool offlash cards

Identifies the name of theprophet from a pool of flashcards

Identifies the name of theprophet from a pool of flashcards with difficulties.

Logically narrates the events ofthe Amul fiil

Narrates the events of the Amulfiil

Narrates some of the events ofthe Amul fiil

Has difficulty in narratingthe events of the Amul fiil


4.0HADITH

4.1 Hadith on:

● Obedience (5Lessons)

By the end of the sub-strandthe learner should be able to:a. Recite the selected Hadith to

show obedience to parentsb. Practice obedience in their

day to day life to follow theorders of Allah

c. Appreciate the importance ofthe Hadith in shaping the lifeof an individual.

● Learners listen to different storieson obedience.

● Learners are guided to give instanceswhereobedience is practiced in their daily life.

● Learners as a class, groups, pairs, orindividuals recite the Hadith onobedience ‘Allah’s pleasure is inparents’ pleasure and Allah anger is inparents’ anger’’

● Organize learners in groups or pairs toname activities that show obedience

● Learners read Hadith on obediencedisplayed for practice.

● Learners role play the virtue of obedience.

1.What isobedience?2.What do youdo to pleaseAllah?3.How do youshow obedienceto differentpeople (peers,teachers,parents, eldersetc)?

Core Competences to be developed: Communication and collaboration; Creativity and imagination; Learning to learnLink to PCIs: Life skills: inter personal relationship,Citizenship, social cohesion, Learner support programmes,peer education and learning to live together.

Link to values: love, unity, respect

Links to other subjects : Language and environment activities Suggested community service learning activities: Learners tocarry out light household chores and help the parents.

Suggested non formal activity to support learning: Learnersto discuss with parents and other siblings themeaning/teachings of the Hadith


Suggested Learning Resources: Charts, hadith book.

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectations

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Confidently and correctly recitesthe selected hadith.

Correctly recites the selected hadith. Occasionally recites the selectedhadith.

Rarely recites the selected hadith.

Always demonstrates obedience inand out of the class.

Demonstrates obedience in and outof the class.

Demonstrates obedience ingiven situations.

Rarely demonstrates obedience


4.2 Hadith on:● Cleanliness (5Lessons)

By the end of the sub-strandthe learner should be able to:a. Recite the selected Hadith

on cleanliness as an act ofworship.

b. Maintain personal hygienefor healthy living.

c. Practice cleanliness in theirday to day life as an act ofibadah.

d. Appreciate the importanceof cleanliness as part offaith

● Learners are guided to discusscleanliness and its importance (body,clothes, environment)

● Learners as a class, groups, pairs, orindividuals recite the Hadith oncleanliness ‘Cleanliness is part offaith…”

● Organise learners in class, groups orpairs, to discuss the teachings of theHadith.

● Learners to read the Hadith oncleanliness displayed on chart forpractice.

● Learners are engaged in cleaning activitiessuch as cleaning the schoolcompound, washing hands.

1.How doyou maintaincleanliness?2.When do wewash ourhands?3.Why do youclean yourschoolcompoundeveryday.

Core Competences to be developed: Communication and collaboration; Digital Literacy, Creativity and imagination; Learning to learnLink to PCIs: Health education: personal hygiene, Link to Values: responsibility, unityLinks to other subjects : Language activities, hygiene andnutrition activities, environmental activities

Suggested Community Service Learning activities:Learners to perform light cleanliness activities at home

Suggested Non formal Activity to support learning:Learners to collect rubbish in the school compound


Suggested Learning Resources: Charts, soap, water, dustbin0

mailto:[email protected]


http://www.schoolsnetkenya.com/


Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsConfidently and correctlyrecites the selected hadith.

Correctly recites theselected hadith.

Occasionally recites theselected hadith.

Rarely recites the selectedhadith.

Always maintainspersonal hygiene

Maintains personal hygiene Sometimes maintainspersonal hygiene

Rarely maintains personalhygiene

Confidently and correctlypractices the teachings of theHadith on cleanliness

Correctly practices theteachings of the Hadith oncleanliness

Sometimes practices theteachings of the Hadith oncleanliness.

rarely practices theteachings of the Hadith oncleanliness.

Strand Sub-Strand Specific Learning Outcomes Outcomes Suggested learningexperiences

Key inquiryquestion(s)

5.0DEVOTIONAL ACTS

5.1Pillarsof IslamShahada( 5 Lessons)


a. Recite the five pillars of Islamto strengthen their faith

b. Pronounce the Shahadahas an act of ibadah

c. Appreciate the importance ofShahadah as a basicprinciple of Islam.

● Learners to name the five pillars ofIslam in sequence

● Learners to sing songs or poems on thepillars of Islam/shahada

● Learners to arrange pillars of Islamon flash cards in their sequence

● Learners in pairs or groups to recite theshahad

● Learners to give occasions when theShahada is said.

1.What arethe five pillarsof Islam?2.How doyoupronouncetheshahada?3.When do wesay theshahada?

Core Competences to be developed: Communication and collaboration; Creativity and imagination; Learning to learnLink to PCIs: life skills: self-awareness, inter personalrelationship Citizenship, ethnic and racial relations

Link to values: Love, respect, obedience, unity

Links to other subjects : Language activities, Mathematical activities Suggested community serviceSuggested Non formal Activity to support learning: attend themadrasa

Suggested assessment: Oral questions, portfolio, andobservation





after school to learn Shahada

Suggested Learning Resources: Flash cards, chart.

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsConsistently and correctlynames the five pillars of Islamin their sequence

Correctly names the five pillarsof Islam in their sequence

Names five pillars of Islam Names some pillars of Islam

Correctly recites shahadaand occasions when it issaid

Recites the shahada andoccasions when it is said.

Correctly recites the shahada Recites the shahada



6.0 MORALTEACHING

6.1Islamicetiquettes


● Learners recite the Islamic greetings● Learners are guided in pairs or small

groups

1. What do youdo when youmeet





S 6.1.1 Greetings

(Mannersofgreetings )

(4 Lessons)

a. Use the Islamic greetings intheir daily lives to inculcatethe spirit of love

b. Identify Islamic etiquettes ongreetings to inculcate theculture of greeting in Islam

c. Appreciate the use ofIslamic greetings to attainrewards

to listen to the manners of Islamicgreetings from a Cd.

● Learners in pairs , small groups oras a whole class practice Islamicgreetings

● Learners to read words of Islamicgreetingsdisplayed on a chart

● Learners to salute and respond togreetings through role play

your friend?2.What is theIslamic way ofgreetingpeople?3.Why shouldwe use Islamicgretings?

Core Competences to be developed: Communication and collaboration ; learning to learn; Creativity and imaginationLink to PCIs: life skills: self-awareness, inter personalrelationship Citizenship, peace, Social cohesion

Link to Values: Love, respect, unity, peace

Links to other subjects : Language activities, Environmentalactivities

Suggested Community Service Learning activities:Demonstrate a habit of greeting members of the society usingthe correct Islamic greetings.

Suggested Non formal Activity to support learning: Learnergreeting all those they meet outside the school compound.

Suggested assessment: Oral questions and observation

Suggested Learning Resources: charts, pocket boards, Cds

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsFluently and confidently saysthe Islamic greetings

fluently says the Islamicgreetings

Says the Islamic greetings Says the Islamic greetingswith difficulty

Always uses the correctmanners of Islamic greetings.

Always uses the correctmanners of Islamic greetings

Sometimes uses thecorrect manners of Islamicgreetings.

Rarely uses the correctmanners of Islamic greetings.







6.1.2 Mannersof eating( 10 Lessons)

By the end of the sub-strand thelearner should be able to:

a) recite the prescribed dua beforeeating, to seek the blessings of Allahand after eating to thank Allah.b) practise Islamic manners of eatingas per the teachings of the Prophet(S.A.W)c) appreciate the use of Islamicmanners of eating as an act of ibadah.

Learners to be guided to view Islamicmanners of eating through pictures or audiovisual materialsLearners to be guided to practice Islamicmanners of eating(washing hands, Say Bismillah, use of right, eatingwhat is before you and say Alhamdullillahi aftereating)Learners to demonstrate manners of eatingthrough role play

1.What do youdo beforeeating?2.Which hand doyou use wheneating?3.What do youdo duringeating?4.What do you doafter eating?Core Competences to be developed: Communication and collaboration, Creativity and imagination, learning to learn.

Link to PCIs: life skills: self-awareness, self esteem, effective communication Link to Values: Love, respect, unityLinks to other activity areas: Language activities, Suggested Community Service Learning activities: Practise Islamic

phrases while interacting with other members of the societySuggested Non formal Activity to support learning: Use Islamicphrases appropriately at their free time.


Suggested Learning Resources: charts, computer, projector, flashcards.

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsCorrectly recites and usesthe given Islamic phrasesappropriately.

Correctly recites and usesthe given Islamic phrases.

Recites and uses the givenIslamic phrases.

Recites the given Islamicphrases.

Term Three







6.1.3Islamicphrases(4 Lessons)

By the end of the sub-strandthe learner should be able to:a. Identify situations when the

selected Islamic phrases areused

b. Use the selected Islamicphrases correctly in theirdaily lives

c. Appreciate the importance ofusing the selected Islamicphrases in their daily lives

● Engage the learners in pronouncingthe selected phrases.

● Learners in pairs, small groups or as awhole class practice Islamic phrases .(Jazakallah khayr, Ma sha llah Allah andIn sha Allah)

● Learners to read Islamic phrasesprojected on the wall.

● Learners practice Islamic phrasesthroughrole play.

1.What do yousay whensomeone helpsyou with a pen?2.When do youuse this Islamicphrase? , Ma shaAllah3.What do yousay when youwant to dosomething infuture.

Core Competences to be developed: Communication and collaboration, Creativity and imagination, learning to learn.Link to PCIs: life skills: self-awareness, self esteem,effective communication

Link to Values: Love, respect, unity

Links to other activity areas: Language activities, Suggested Community Service Learning activities: PractiseIslamic phrases while interacting with other members of thesocietySuggested Non formal Activity to support learning: Use

Islamic phrases appropriately at their free time.Suggested assessment: Oral questions and observation

Suggested Learning Resources: charts, computer, projector, flashcards.

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectations





Correctly recites and usesthe given Islamic phrasesappropriately.

Correctly recites and usesthe given Islamic phrases.

Recites and uses the givenIslamic phrases.

Recites the given Islamicphrases.



6.2 Relationship6.2.1 Lovefor Allah

(4 Lessons)


a. Identify the bounties of Allahin the immediateenvironment to enhance lovefor Allah.

b. Utilize the bounties ofAllah appropriately toearn His blessings.

c. Appreciate the bounties ofAllah as a sign of love tomankind.

● Learners are organized in pairs, smallgroups or class to name somefavours of Allah on them

● Learners carry out simple activitiesusing their hands, legs and eyes toreflect on the bounties of the bodyparts.

● Learners listen/sing qasida and recitepoems on Allah’s favours.

● Learners draw and colour, trees,animals as part of creation of Allah fromthe immediate environment.

1.What are thebounties ofAllah bestowedupon you?2.Whichcreations of Allahare found aroundyou?3.How do youutilize Allah’sbountiesappropriately?4.Why do youtake care ofAllah’s creation?

Core Competences to be developed: Communication and collaboration , Citizenship, Creativity and imagination , Learningto learn and innovation and creativityLink to PCIs: ESD: environmental education. Link to Values: Responsibility, Integrity,loveLinks to other activity areas: Environmental activities, Movementand creative activities

Suggested Community Service Learning activities: Plantingand watering the trees at home.

Suggested Non formal Activity to support learning: Planting andtaking care of trees in the school compound.

Suggested assessment: Oral questions, portfolio andobservation





Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationscorrectly identifies Allah’sbounties and utilizes themappropriately.

Identifies Allah’s bountiesand utilizes themappropriately

Correctly Identifies Allah’sbounties.

Identifies Allah’s bounties.



6.2.2 Lovefor parents(3 Lessons)


a. Outline ways on how toshow love to their parents.

b. Demonstrate ways throughwhich respect can beaccorded to parents.

c. Appreciate the role ofparents in their day to daylife.

● Learners name their parents/guardian● Organise the learners in pairs, small

groups and as a class to discuss whatthe parents/guardians do for them.

● Learners draw and colour picturesof a family.

● Learners role play parents and childrenexchanging gifts

● Learners recite dua for their parents.

1.Who do youstay with athome?2.What do yourparents/guardians do for you?3.How do youshow love toyour parents?

Core Competences to be developed: Communication and collaboration , Citizenship, Creativity and imagination , Critical thinking,Learning to





learnLink to PCIs: life skills: empathy, self awareness, respect.Citizenship: Child right, care and protection.

Link to Values: love, peace, responsibility, respect, unity.

Links to other activity areas: Environmental activities Suggested Community Service Learning activities:Make dua for their parents

Suggested Non formal Activity to support learning:Participate in activities and simple tasks assigned to them byparents


Suggested Learning Resources: charts, colours, empty boxes

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsShow love and respect totheir parents at all times

Show love and respect totheir parents

Show love to their parents atall times

Show love to their parents

Always mentions theimportance of and maintainscleanliness

Maintains cleanliness Sometimes maintainscleanliness.

Rarely maintains cleanliness



6.3EnvironmentSchool


● Engage the learners in a discussion onhowto clean the school.

1. What makesour school dirty?





cleanliness( 4 Lessons) a. Outline ways of

maintaining cleanliness inthe school for healthyliving.

b. Practice cleanliness ofschool compound andclassroom to facilitatehealthy learning.

c. Appreciate the importanceof learning in a cleancompound/environmentas a Muslim

● Organise learners in small groups and asaclass to clean their school compoundand classroom.

● Learners recite the Hadith oncleanliness. “ Cleanliness is part offaith….”

● Learners discuss the items used incleaning the school compound andclassroom.

2.Why shouldwe keep ourschoolcompoundclean?3.When dowe clean ourclassroom?4.What items dowe use to cleanthe school?

Core Competences to be developed: Communication and collaboration , Citizenship, Critical thinking, Learning to learnLink to PCIs: life skills: InterpersonalrelationESD: environment education, DRR, Safety and security.

Link to Values: Unity and responsibility.

Links to other activity areas: Environmental activities, Hygieneand nutrition,

Suggested community service learning activities: Clean theirhome compound

Suggested Non formal Activity to support learning: Collect litter inthe school compound

Suggested assessment: Oral questions Portfolio andobservation

Suggested Learning Resources: water, brooms, dustbins, rake

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsAlways maintains cleanliness inschool compound and classroom.

maintains cleanliness inschool compound andclassroom.

Always maintainscleanliness in classroom.

maintains cleanliness in classroom.


Key inquiry question(s)

7.0ISLAMIC

7.1 Jum’ah( 4 Lessons)


● Organize the learners in pairs, smallgroups or class to discuss activitiesdone

1. Which day of theweek is consideredEid





FESTIVALSa. Name sunnah acts to

be observed inb. Perform the sunnah acts

of jum’ah in order toattain preparation forJum’ah prayers.rewardsfrom Allah

c. Appreciate Jum’ah as the Eidof the week.

by Muslims before Jum’ah prayers.● Learners role play the activities of

Jum’ah.● Learners draw and colour a mosque.● Learners watch a video of

muslims performing Jum’ahprayer.

for the Muslims?2.What activities aredone before andduring the Jum’ahprayer?3.How do you dresswhen going forJum’ah prayers?4.Who leads theJum’ah

prayers?Core Competences to be developed: Communication and collaboration , Citizenship, Creativity and imagination, Learning to learnLink to PCIs: life skills: Interpersonal relation, Self-Awareness. Link to Values: Love, unity.Links to other activity areas: Creative activities,Environmental activities, Hygiene and nutrition.

Suggested community service learning activities:Participate cleaning of the masjid.

Suggested Non formal activity to support learning:Participating in congregational Jum’ah prayers

Suggested assessment: Oral questions Portfolio andobservation

Suggested Learning Resources: Colour, crayons, manila papers,brooms,water

Assessment Rubrics

Exceeding expectations Meeting expectations Approaching expectations Below expectationsConsistently and correctlynames and performs sunnahacts of Jum’ah prayer

correctly names and performssunnah acts of Jum’ah prayer

Consistently and correctlynamessunnah acts of Jum’ah prayer.

Correctly names sunnahacts of Jum’ah prayers




CurriculumdesignIRE Gradeone · TermOne Strand Sub-Stran d Specificlearningoutcomes...

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