Wk

Lsn

Strand/ Theme

Sub strand

Specific learning outcomes

Key inquiry Questions

Learning experiences

Learning Resources

Assessment methods

Ref l

1

1

Hadith

Hadith on responsible living

By the end of the sub strand, the learner should be able to:

1. Outline five issues that mankind should account for according to the Hadith.
2. Describe the lessons learnt from the Hadith for character building.
3. Appreciate the teachings of the Hadith by living responsibly.

1. How can the youth live responsibly?
2. How do Muslims earn their wealth?
3. How do Muslims spend their wealth?
4. How can knowledge be used to benefit others?

• Learners will outline the five issues that mankind must account for on the Day of Resurrection
• describe the lessons learnt from the Hadith and do class presentations responsibly

• Charts & course books, digital
• devices, resource persons

written assessment, oral assessment, observation schedule, portfolio

2

PILLARS OF IMAN

Belief in Allah Attributes of Allah: Al- Ghaffaar (The Forgiver)

By the end of the sub strand, the learner should be able to:

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1. What lessons are learnt from the attributes of Allah?
2. Why should we use the attributes of Allah while making dua (supplications)

In pairs/ groups, learners are guided to:

listen to the attributes of Allah from a digital device;

Al- Ghaffaar (The Forgiver)

Match the attributes of Allah with corresponding meaning using flash cards.

discuss the teachings and  importance of the attributes of Allah and make anecdotal notes use the attribute of Allah while making dua sing qasida on the attributes of Allah

Digital devices, charts, course books, resource persons, course books and

Mus-haf, flashcards

3

Belief in Allah Attributes of Allah: Al- Aalim

(The All Knowing)

By the end of the sub strand, the learner should be able to:

1. outline the attributes of Allah and their  corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes
• use the attribute of of Allah while making dua
• sing qasida on the attributes of Allah

Portfolio, written assessment oral

assessment, observation schedule

By the end of the sub strand, the learner should be able to:

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books, the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes
• use the attribute of of Allah while making dua
• sing qasida on the attributes of Allah

By the end of the sub strand, the learner should be able to:

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. outline the attributes of Allah and their corresponding meaning for spiritual nourishment
2. state the teachings of the selected attributes of Allah for application in day to day life
3. Explain the importance of the attributes of Allah for character formation.
4. Use the attributes of Allah while making dua (supplication).
5. Appreciate the unique attributes of Allah as part of Islamic faith.

1.    What lessons are learnt from the attributes of Allah?

2.    Why should we use the attributes of Allah while making dua (supplications)?

In pairs/ groups, learners are guided to:

• listen to the attributes of Allah from a digital device;
• - Al-Haafidh (The Protector) the attributes of Allah with corresponding meaning using flash cards.
• importance of the attributes of Allah and make anecdotal notes of Allah while making dua
• sing qasida on the attributes of Allah

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. State the characteristics of angels to strengthen their iman.
2. Explain the significance of the belief in angels in the life of a Muslim.
3. Obey Allah’s commands by emulating angels.
4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims show obedience to Allah?

Individually/in pairs/in small groups, learners are guided to:

• on the characteristics of angels from digital devices/books/resource persons and present in class
• the significance of belief in angels and make anecdotal notes.
• fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
• a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. State the characteristics of angels to strengthen their iman.
2. Explain the significance of the belief in angels in the life of a Muslim.
3. Obey Allah’s commands by emulating angels.
4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims show obedience to Allah?

Individually/in pairs/in small groups, learners are guided to:

• on the characteristics of angels from digital devices/books/resource persons and present in class
• the significance of belief in angels and make anecdotal notes.
• fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
• a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. State the characteristics of angels to strengthen their iman.
2. Explain the significance of the belief in angels in the life of a Muslim.
3. Obey Allah’s commands by emulating angels.
4. Differentiate between angels and human beings so as to appreciate Allah’s creation.
5. Appreciate the belief in angels as a pillar of iman.

1.    What is the significance of believing in angels?

2.    What are the differences between angels and human beings?

3.   How can Muslims

Individually/in pairs/in small groups, learners are guided to:

• on the characteristics of angels from digital devices/books/resource persons and present in class
• the significance of belief in angels and make anecdotal notes.
• fferent situations that depict obedience to Allah’s commands (obeying parents, teachers, elders, school rules)
• a verse from the Qur’an on the obedience of angels on Allah’s commands (Q66: 6)

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Explain the qualities of Prophets for character formation.
2. Apply values learnt from the qualities of Prophets in their daily lives.
3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

• the qualities of Prophets from digital devices/books/resource persons and display in class
• story of any Prophet that shows these qualities
• demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
• the qualities of the Prophets learnt can be applied in school situation.

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Explain the qualities of Prophets for character formation.
2. Apply values learnt from the qualities of Prophets in their daily lives.
3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

• the qualities of Prophets from digital devices/books/resource persons and display in class
• story of any Prophet that shows these qualities
• demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
• the qualities of the Prophets learnt can be applied in school situation.

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Explain the qualities of Prophets for character formation.
2. Apply values learnt from the qualities of Prophets in their daily lives.
3. Appreciate belief in Allah’s Prophets by emulating the qualities of Prophets.

1.    What are the qualities of a good person?

2.   How can qualities of the Prophets be applied in daily life?

3.    Why are Prophets regarded as role models?

Individually/in pairs/in small groups, learners are guided to:

• the qualities of Prophets from digital devices/books/resource persons and display in class
• story of any Prophet that shows these qualities
• demonstrate values learnt from the qualities of the Prophets e.g.(honesty, obedience, patience)
• the qualities of the Prophets learnt can be applied in school situation.

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

Individually/in pairs/in small groups, learners are guided to:

• watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• display items related to the miracles of the selected Prophet

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

Individually/in pairs/in small groups, learners are guided to:

• watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• display items related to the miracles of the selected Prophet

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

Individually/in pairs/in small groups, learners are guided to:

• watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• display items related to the miracles of the selected Prophet

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

Individually/in pairs/in small groups, learners are guided to:

• watch/listen to stories of the miracles of the selected Prophets from digital devices and make notes. - Nuh (A.S)
• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• display items related to the miracles of the selected Prophet

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

Miracles of Prophets:
- Issa (A.S.)

By the end of the sub strand, the learner should be able to:

1. Identify the miracles of the selected Prophets to strengthen their iman (faith).
2. Discuss lessons learnt from the miracles of the selected Prophets for spiritual growth.
3. appreciate the miracles of the selected Prophets to build their reliance on Allah

1.    What is a miracle?

2.    Why did Prophets perform miracles?

• deduce lessons from the miracles of the selected Prophets and present in class
• Match the name of the Prophets with miracles performed using flash cards
• draw, color and display items related to the miracles of the selected Prophet

• Digital devices, charts, course books,
• resource persons, course books and
• Mus-haf, flashcards

By the end of the sub strand, the learner should be able to:

1. outline the nullifiers of swalah to safeguard its validity during performance.
2. perform Swalah correctly to earn thawab from Allah.
3. differentiate between nullifiers of swalah and wudhu to perfect their ibadah.
4. appreciate performance of swalah by avoiding its nullifiers.

1.    What acts should be avoided when praying?

2.    What is the significance of avoiding nullifiers of swalah?

Individually/in pairs/in small groups, learners are guided to:

• brainstorm on the nullifiers of swalah and present in class
• role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.).
• match and sort the nullifiers of swalah and wudhu using flash cards.
• demonstrate the correct performance of swalah

• Charts, course books, resource
• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

1. outline the nullifiers of swalah to safeguard its validity during performance.
2. perform Swalah correctly to earn thawab from Allah.
3. differentiate between nullifiers of swalah and wudhu to perfect their ibadah.
4. appreciate performance of swalah by avoiding its nullifiers.

1.    What acts should be avoided when praying?

2.    What is the significance of avoiding nullifiers of swalah?

Individually/in pairs/in small groups, learners are guided to:

• brainstorm on the nullifiers of swalah and present in class
• role play some of the observable nullifiers of swalah (e.g. walking, eating, drinking, jumping e.tc.).
• match and sort the nullifiers of swalah and wudhu using flash cards.
• demonstrate the correct performance of swalah

• Charts, course books, resource
• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

1. Explain the significance of performing sunnah prayers in the life of a Muslim.
2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
3. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)

Individually/in pairs/in small groups, learners are guided to:

• performed before and after fardh prayers and display in class using charts
• devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer
• importance of observing qabliyah and ba’diyah and develop anecdotal notes
• ba’diyah prayers

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

1. Explain the significance of performing sunnah prayers in the life of a Muslim.
2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
3. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)

Individually/in pairs/in small groups, learners are guided to:

• performed before and after fardh prayers and display in class using charts
• devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer
• importance of observing qabliyah and ba’diyah and develop anecdotal notes
• ba’diyah prayers

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

1. Explain the significance of performing sunnah prayers in the life of a Muslim.
2. Perform Qabliyah and Ba’diyahprayers to gain rewards from Allah.
3. appreciate the performance of Qabliyah and Ba’diyah to emulate the sunnah of the Prophet (s.a.w)

Individually/in pairs/in small groups, learners are guided to:

• performed before and after fardh prayers and display in class using charts
• devices/charts/pocket boards the number of raakat for Qabliyah and ba’diyah for each fardh prayer
• importance of observing qabliyah and ba’diyah and develop anecdotal notes
• ba’diyah prayers

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

• Explain the significance of performing Taraweh and witr prayers in the life of a Muslim.
• Perform swalatul Taraweh and Witr for spiritual nourishment.
• Appreciate the performance of Taraweh and witr prayers to earn thawab
• develop a habit of performing Taraweh and witr prayers so as to be close to Allah

1.    What is the significance of praying swalatul Taraweh and witr?

2.   How do Muslims perform swalatul Taraweh?

Individually/in pairs/in small groups, learners are guided to:

• video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers.
• importance of performing swalatul Taraweh and witr and present in class
• logs for a week on how they perform
• Taraweh/witr prayers.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

• Explain the significance of performing Taraweh and witr prayers in the life of a Muslim.
• Perform swalatul Taraweh and Witr for spiritual nourishment.
• Appreciate the performance of Taraweh and witr prayers to earn thawab
• develop a habit of performing Taraweh and witr prayers so as to be close to Allah

1.    What is the significance of praying swalatul Taraweh and witr?

2.   How do Muslims perform swalatul Taraweh?

Individually/in pairs/in small groups, learners are guided to:

• video/film on the performance of swalatul Taraweh and witr through digital devices and discuss the procedure of performing the prayers.
• importance of performing swalatul Taraweh and witr and present in class
• logs for a week on how they perform
• Taraweh/witr prayers.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to

1. practise different acts of swadaqah to earn rewards.
2. Explain the benefits of practising acts of swadaqah in the society.
3. Appreciate practising the different forms of swadaqah in their daily life.

1.    What acts of swadaqah do Muslims perform?

2.    What are the benefits of practising swadaqah?

Individually/in pairs/in small groups, learners are guided to:

• swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.).
• haritable activities (clean up exercise, visit to children’s home, tree planting…)
• giving charity and do class presentation.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to

1. practise different acts of swadaqah to earn rewards.
2. Explain the benefits of practising acts of swadaqah in the society.
3. Appreciate practising the different forms of swadaqah in their daily life.

1.    What acts of swadaqah do Muslims perform?

2.    What are the benefits of practising swadaqah?

Individually/in pairs/in small groups, learners are guided to:

• swadaqah as per the teachings of the Prophet (s.a.w) (e.g. feeding an animal, removing an obstacle from the path, sharing with others etc.).
• haritable activities (clean up exercise, visit to children’s home, tree planting…)
• giving charity and do class presentation.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

1. discuss the conditions for saum as a requirement for its validity
2. Apply the virtues that are learnt from observing fast for spiritual growth.
3. appreciate observing saum as an act of ibadah

1.    What virtues do Muslims learn from saum?

2.    What is the significance of observing fast?

Individually/in pairs/in small groups, learners are guided to:

• search through digital devices the reasons for observing saum and make notes
• discuss the conditions for saum and present in class
• Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal log

By the end of the sub strand, the learner should be able to:

1. discuss the conditions for saum as a requirement for its validity
2. Apply the virtues that are learnt from observing fast for spiritual growth.
3. appreciate observing saum as an act of ibadah

1.    What virtues do Muslims learn from saum?

2.    What is the significance of observing fast?

Individually/in pairs/in small groups, learners are guided to:

• search through digital devices the reasons for observing saum and make notes
• discuss the conditions for saum and present in class
• Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs

By the end of the sub strand, the learner should be able to:

1. discuss the conditions for saum as a requirement for its validity
2. Apply the virtues that are learnt from observing fast for spiritual growth.
3. appreciate observing saum as an act of ibadah

1.    What virtues do Muslims learn from saum?

2.    What is the significance of observing fast?

Individually/in pairs/in small groups, learners are guided to:

• search through digital devices the reasons for observing saum and make notes
• discuss the conditions for saum and present in class
• Brainstorm on the virtues learnt from saum (patience, honesty, self-control, empathy, generosity etc.) and display on charts.

Charts, course books, resource

• person, flash cards, digital devices,
• resource persons, personal logs