refined elementary madrasah curriculum (v3)

TABLE OF CONTENTS Introduction...................................1 Vision of a Madrasah Learner .................. 1 Background ............................................. 1 What is in the Framework? ...................... 2 How to Use this Framework .................... 3

Arabic Language ......................................... 4 Subject Description ................................. 4 Subject Goal ............................................ 4 Learning Expectations ............................ 5 Learning Competencies .......................... 6

Qur'n ....................................................... 18 Subject Description ............................... 18 Subject Goal .......................................... 18 Learning Expectations .......................... 19 Learning Competencies ........................ 20

Srah and Hadth ....................................... 22 Subject Description ............................... 22 Subject Goal for Srah ........................... 22 Subject Goal for Hadth ......................... 22 Learning Expectations for Srah ............ 23 Learning Competencies for Srah .......... 24 Learning Expectations for Hadth .......... 27 Learning Competencies for Hadth ........ 28

qdah and Fiq ........................................ 30 Subject Description ............................... 30 Subject Goal for qdah ........................ 30 Subject Goal for Fiq ............................. 30 Learning Expectations for qdah ......... 31 Learning Competencies for qdah ....... 32

Learning Expectations for Fiq.............. 35 Learning Competencies for Fiq ........... 36

Islamic Values Education........................... 39 Subject Description ............................... 39 Subject Goal.......................................... 39 Learning Expectations .......................... 40 Learning Competencies ........................ 42

English ...................................................... 57 Subject Goal.......................................... 57 Learning Expectations .......................... 57

Filipino ...................................................... 58 Mithiin .................................................. 58 Inaasahang Bunga ................................. 58

Elementary Mathematics .......................... 60 Subject Goal.......................................... 60 Learning Expectations .......................... 60

Science and Health ................................... 61 Subject Goal.......................................... 61 Learning Expectations .......................... 61

Sibika at Kultura ....................................... 62 Mithiin .................................................. 62 Inaasahang Bunga ................................. 62

Heograpiya, Kasaysayan at Sibika ............ 63 Mithiin .................................................. 63 Inaasahang Bunga ................................. 63

Glossary .................................................... 64 The 99 Names of Allh ......................... 72 Ahdth Collections ................................... 80 List of Suwar from Juz mma .................103 Transliteration Table of Arabic Letters .... 106

1 Refined Elementary Madrasah Curriculum

INTRODUCTION The Refined Elementary Madrasah Curriculum is a resource to guide public elementary

schools and private Madaris in the planning, teaching and assessing of Islamic Studies

(including Islamic Values Education) and Arabic Language within the context of the Philippine

classroom. It provides for an enriched teaching curriculum for the public schools as Arabic

Language and Islamic Values Education are taught in addition to subjects in the Basic

Education Curriculum (BEC). On the other hand, private Madaris are provided with a standard

set of learning goals for Islamic Studies subjects while introducing the Basic Education

Curriculum into their school system.

In structuring both curricula, the intention has been to equip the learners with the

competence in different learning areas for them to be competitive in the society and facilitate

the transferability of pupils from the private Madaris to the public schools and vice versa. The

second objective underscores the importance of implementing the BEC.

VISION OF A MADRASAH LEARNER

The content of the framework is founded on a vision of a Madrasah learner:

Ang bata ay dapat tugma sa ugali ng Propeta Muhammad maka-Diyos (Allh ), makabayan at sumusunod sa batas, makatao, makakalikasan, marunong sa Arabic, matalino at masipag at itoy isinasabuhay niya.

The learner emulates the character traits and virtues of Prophet Muhammad God-fearing (Allh ), nationalistic, law-abiding with concern for his

fellowmen and the environment, knowledgeable in Arabic, intelligent and industrious and lives up to them.

The learning goals and competencies aim to develop among the learners the knowledge and

understanding of Allh and the principles within the Islamic faith, Prophet Muhammad

and his teachings, and the values that build the self and espouse responsibility, compassion

and peace. The end goal is to prepare the pupils to be responsible, competent and

productive Filipino Muslims whose values are rooted in Islam.

BACKGROUND

The Department of Education (DepEd), in 2004, developed the Madrasah Education Program

for Filipino Muslim learners and accordingly, the Curriculum Framework. DepEd Order No. 51,

s.2004 prescribed for the adoption of this framework in the public elementary schools and

private Madaris. For the past years, the number of implementing schools has grown as DepEd

continues to provide resources in terms of materials and capacity building programs for

teachers, assist the private Madaris during transition and advocate the program in all regions.


In 2008/2009, a project to review and refine the framework and the instructional materials

was proposed in view of new curriculum policies within the Department and reports gathered

from monitoring visits and the 3-Year Program Implementation Review. DepEd has engaged

SEAMEO INNOTECH for the said project.

A workshop to review and refine the curriculum framework was conducted in December 2009

which was participated by Arabic Language and Islamic Studies experts, teachers and

curriculum specialists. A vision of a Madrasah Elementary Learner was created at the start of

the activity which served as guidance to the participants in the review and refinement

process. The participants were grouped according to their specialization (subject areas) to

review the subject description, goals, terminal and enabling objectives per grade level, scope

and sequence and time allotment found in the framework. Every group output was presented

to the plenary for deliberation to ensure consultation among experts and practitioners.

The new draft framework was then subjected to a validation by curriculum experts from the

Bureau of Elementary Education for consistency in the format and language used by DepEd

and subject experts for the content. This was later validated by field implementers and

education stakeholders (in January 2010) to primarily verify the appropriateness of learning

competencies and subject content to the level of the learners within the context of Philippine

society.

The finalization of the framework was conducted (in February 2010) to take into account the

inputs during the validation process. The finalized framework now contains a vision, subject

description, subject goals, learning expectations and competencies and the time allotment.

WHAT IS IN THE FRAMEWORK?

The framework contains the subject goal, learning expectations and competencies from

Grades I VI and the description for the five learning areas: Arabic Language, Qur'n, Srah and Hadth, qdah and Fiq, and Islamic Values Education. These will be basis for teachers planning their lessons and the learning opportunities for the pupils.

The framework contains similar features with the Basic Education Curriculum as it supports

the integration of values teaching across learning areas. The Holy Qur'n, Islamic beliefs and

legislations, the Sunnah of Prophet Muhammad as well as his life story are rich in values.

Hence, the goal at every grade level is for the learner to understand these values, internalize

them and practice them in every aspect of his/her life.

Also, Arabic terms used in this framework have either been translated or described in the

English language; a glossary of terms is provided. Also, as reference in teaching Hadth and

Islamic Values Education, a compilation of prescribed Ahdth and its sources is also included.


HOW TO USE THIS FRAMEWORK

This document has been prepared for teachers in the ALIVE Program (in the public school)

and ISAL (in the private Madaris). Though prescriptive, this framework does not restrict the

teacher in teaching other competencies and introducing other relevant topics to achieve the

learning goal. The framework is meant to guide him/her on what to teach and what core

knowledge, skills, and values are expected from their pupils. It is also the basis for the budget

of work.

For the Islamic Values Education subject, teachers are encouraged to find other ways by

which the values can be manifested among the learners.

Unlike in the previous framework, the scope and sequence for every learning area have been

incorporated within the learning competency matrix. Teachers may extract the content and

sequence of delivery within and across the grade levels from the matrices. The degree of

difficulty (in terms of competency) and mastery gradually increases within and across the

grade levels while the scope (for value formation) starts from Allh and the self, the family,

school and community/society and environment.

This framework is supported by teaching-learning materials developed by DepEd such as

textbooks, skills books, teachers manuals, learning guides (for teachers), and audio and video

support materials.


ARABIC LANGUAGE

Subject Description

Arabic Language for elementary level focuses on the basic communication skills:

listening, speaking, reading and writing while also developing higher order thinking

skills (HOTS). The phonemic, phonetic and alphabetic features of the Arabic language

are learned to reinforce the language competencies.

The competencies considered continuity in terms of depth and breadth from grade to

grade. The DepEd policy on the use of mother tongue as part of the learning

environment of learners in public elementary schools was considered as well as the

learning of English and Filipino. In Grades I and II, while Arabic is the medium of

instruction, the vernacular, Filipino and English may be used as auxiliary media.

Likewise, in Grades III and IV, the auxiliary media may be Filipino and English. In

Grades V and VI, the learners are exposed to full Arabic texts and materials. A

graphical representation in the use of auxiliary media and the shift to Arabic language

as medium is shown below:

Critical listening, immersion in developmental conversation drills and understanding

grammar rules are given focus to enhance the learners speaking, reading and creative

writing skills as well as vocabulary building. Instructional content that integrates Islamic

values derived from the Holy Qur'n and the Ahdth of the Prophet Muhammad shall be

utilized.

Subject Goal: Develop functional literacy in the Arabic Language to enable

learners to read and understand the Holy Qurn and Ahdth as well as

equip them with communication skills needed to achieve the vision for

elementary education graduates in preparation for secondary education.

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Grade Level

Multi-Language Transition in ALIVE & SMC

Arabic Language

Mother Tongue/ Filipino/ English

I II III IV V VI


LEARNING EXPECTATIONS

Grade I Grade II Grade III Grade IV Grade V Grade VI

At the end of Grade I,

the learner is expected

to demonstrate oral

fluency knowledge on

Arabic phonemes,

phonetics and

alphabet; read 2 to 3

syllable words and

understand their

meaning; and show

desirable values by

using polite greetings

in everyday life.

At the end of Grade II,


to listen, speak, write

and read with

comprehension 4 to 6

syllable words; use

polite greetings for

appropriate situations;

use vocabularies

learned in simple

conversation; and note

details in stories heard

with 2 3 sentences and with at least 2 3 words per sentence.

At the end of Grade III,


to demonstrate the

four basic skills:

listening, speaking,

reading and writing

with comprehension

of 3 to 4-word

sentences; give

meanings of new

words learned

through context clues;

use learned

vocabularies in simple

sentences; and apply

spelling and grammar

rules correctly and

properly.

At the end of Grade IV,


to demonstrate the

four basic skills:

listening, speaking,

reading, and writing

with comprehension

of at least 3 to 4-word

sentences;

communicate using 3

to 4-word sentences;

construct at least 2-3

sentences out of

stories heard with 2-3

short paragraphs; and

apply grammar rules

properly and correctly.

At the end of Grade V,


to demonstrate

effective

communication skills

with comprehension;

use simple sentences;

identify main ideas of

short stories heard;

make inferences out of

stories heard; write

about immediate

environment; and

apply rules on

grammar properly.

At the end of Grade VI,


to demonstrate

effective

communication skills

with comprehension;

retell short stories

heard; infer about

possible ending of

stories heard or read;

write about oneself

and the immediate

environment applying

rules on grammar

properly; and write

simple composition

comprised of 2 or

more paragraphs.


LEARNING COMPETENCIES

GR.

LEVEL LISTENING SPEAKING READING WRITING

I 1. Identify polite greetings,

Islamic expressions and

simple questions heard in

everyday conversation (e.g., Assalmu laikum and Wa laikumussalm; abhul Khair and abhun Nr; Masul Khair and Masun Nr; Wadn and Ilalliq; Shukran and fwan; Smihniy or sif and L laik; M Ismoka? Kam mroka/ki? Kayfa Hluka/ki? Kam dadu Usrataka/ki? Fi Ayyi affin Anta? Fi Ayyi affin Anti? Ayna Taskunu? Alhamdulillh, Msh Allh, and Subhnallh) (Good morning and Good morning too; Good afternoon and Good afternoon too; Good bye/ See you again, Thanks/ You are welcome, Excuse me/ I am sorry, Dont worry, What is your name? How old are you? How are you? At what grade level are you? Where do you live? All praises and thanks be to Allh! How Great/Holy Allh is!)

1. Use polite greetings and

Islamic expressions heard in

everyday conversation (e.g., Assalmu laikum and Wa laikumussalm; abhul Khair and abhun Nr; Masul Khair and Masun Nr; Wadn and Ilalliq; Shukran and fwan; Smihniy or sif and L Alaik; M Ismoka? Kam Omroka/ki? Kayfa Hluka/ki? Kam dadu Usrataka/ki? Fi Ayyi affin Anta? Fi Ayyi affin Anti? Ayna Taskunu? Alhamdulillh, Msh Allh, and Subhnallh) (Good morning and Good morning too; Good afternoon and Good afternoon too; Good bye/ See you again, Thanks/ Your are welcome, Excuse me/ I am sorry, Dont worry, What is your name? How old are you? How are you? At what grade level are you? Where do you live? All praises and thanks be to Allh! How Great/Holy Allh is!)


GR.


I 2. Identify root sounds and

different Arabic phonemes:

Bilabial

Labio-dental

Inter-dental

Dental

Alveolar

Velarized

Alveo-palatal

Palatal

Velar

Uvular

Pharyngeal

Glottal

2. Produce the sound of letters

in the Arabic alphabet with

short and long vowels, Sukn,

Tashdd, and Tanwn

3. Name the Arabic alphabet in

proper order

by singing

by using rhymes

4. Repeat 2 to 3 syllable words

for vocabulary building

1. Read and pronounce the

Arabic alphabet

2. Read with comprehension 2 3 syllable words

1. Trace and copy from right to

left

Straight lines

Slanting lines

Horizontal lines

Curves

Circular

2. Draw different shapes

3. Trace and copy letters of the

Arabic alphabet in

manuscript

4. Trace Arabic alphabet in

cursive forms

5. Write letters of the Arabic

alphabet in manuscript and

cursive forms

6. Copy 2 to 3 syllable words

7. Copy and write own name in

Arabic alphabet


GR.


I 3. Identify Arabic words

associated with the following

for vocabulary building:

Parts of the body

Things around the

Madrasah

Parts of the house

Calendar

Time

Arabic numerals

Colors

Shapes


GR.


II 1. Identify polite greetings,

Islamic expressions, and

simple questions used in

everyday conversations and

in appropriate situations such

as: Brakallhu Fka, anan, Ramadhn Karm, Hayykallh, Alallhu Baqaka, Hafiakallh, Laylatun Sadah, Taqabbalallhu Minn wa Minkum, Shukran, Iab fi Amnillh, Hiran Hiran, abron Jaml, La Qaddarallh, ayyib/Jayyid, Tamm, Mumtz, al Tastayqiu Mubakkiran? al Tanwalta Wajbatal Fur? Fi Ayyi Stin Taabu ilal Madrasah? al Hna Waqtul Istirhah? M Ishtarayta Minal Baqqlah? Alaysa Kalik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allh bless your life, May Allh prolong your life, May Allh protect you, Good night, May Allh accept what we have done for Him, Thank you, May Allh be with you, Be careful, Patience is good, Good luck, May Allh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)

1. Use polite greetings, Islamic

expressions, and simple

questions heard in everyday

conversations and in

appropriate situations such as:

BrakAllhu Fka, Brakallhu Fka, anan, Ramadhn Karm, Hayykallh, Alallhu Baqaka, Hafiakallh, Laylatun Sadah, Taqabbalallhu Minn wa Minkum, Shukran, Iab fi Amnillah, Hiran Hiran, abron Jaml, La Qaddarallh, ayyib/Jayyid, Tamm, Mumtz, al Tastayqiu Mubakkiran? al Tanwalta Wajbatal Fur? Fi Ayyi Stin Taabu ilal Madrasah? al Hna Waqtul Istirhah? M Ishtarayta Minal Baqqlah? Alaysa Kalik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allh bless your life, May Allh prolong your life, May Allh protect you, Good night, May Allh accept what we have done for Him, Thank you, May Allh be with you, Be careful, Patience is good, Good luck, May Allh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)

1. Read polite greetings, Islamic

expressions, and simple

questions heard in everyday

conversations and in

appropriate situations such

as:

Brakallhu Fka, anan, Ramadhn Karm, Hayykallh, Alallhu Baqaka, Hafiakallh, Laylatun Sadah, Taqabbalallhu Minn wa Minkum, Shukran, Iab fi Amnillah, Hiran Hiran, abron Jaml, La Qaddarallh, ayyib/Jayyid, Tamm, Mumtz, al Tastayqiu Mubakkiran? al Tanwalta Wajbatal Fur? Fi Ayyi Stin Taabu ilal Madrasah? al Hna Waqtul Istirhah? M Ishtarayta Minal Baqqlah? Alaysa Kalik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allh bless your life, May Allh prolong your life, May Allh protect you, Good night, May Allh accept what we have done for Him, Thank you, May Allh be with you, Be careful, Patience is good, Good luck, May Allh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)

1. Copy Arabic alphabet in

cursive form

2. Copy polite greetings, Islamic

expressions and simple

questions used and heard in

everyday conversation and in

appropriate situations:

Brakallhu Fka, anan, Ramadhn Karm, Hayykallh, Alallhu Baqaka, Hafiakallh, Laylatun Sadah, Taqabbalallhu Minn wa Minkum, Shukran, Iab fi Amnillah, Hiran Hiran, abron Jaml, La Qaddarallh, ayyib/Jayyid, Tamm, Mumtz, al Tastayqiu Mubakkiran? al Tanwalta Wajbatal Fur? Fi Ayyi Stin Taabu ilal Madrasah? al Hna Waqtul Istirhah? M Ishtarayta Minal Baqqlah? Alaysa Kalik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allh bless your life, May Allh prolong your life, May Allh protect you, Good night, May Allh accept what we have done for Him, Thank you, May Allh be with you, Be careful, Patience is good, Good luck, May Allh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)


GR.


II 2. Identify details from short

stories heard with 2 to 3

sentences composed of 2 to 3

words

3. Identify Arabic words



About oneself

About the family

About school

School helpers

About the Masjid

Things inside the house

Food

Animals

Plants

Different land forms

2. Recite 4-6 syllable words

properly

3. Give details from short stories

heard with 2 to 3 sentences

composed of 2 to 3 words

4. Use vocabularies learned in

simple conversation

About oneself

About the family

About school

School helpers

About the Masjid

Things inside the house

Food

Animals

Plants

Different land forms

2. Read with comprehension 4-6

syllable words

3. Write Arabic numerals (in one

or more digits)

4. Write 2-3 syllable words from

dictation

5. Copy and write 4-6 syllable

words


GR.


III 1. Identify details from short

stories heard with 4-6

sentences composed of 3-4

words

2. Give meanings of new words

heard through context clues

3. Answer questions such as

Man (who), M (what), Aina

(where) and Mat (when) in

stories read

4. Identify different kinds of

nouns from stories heard

5. Identify simple verbs from

stories heard




Means of transportation

Directions

Heavenly bodies

Bodies of water

People in the community

About the community

Natural events such as

seasons/climates

1. Recite vocabularies learned

from stories heard composed

of 4-6 sentences

2. Give details from short stories

heard with 4-6 sentences

composed of 3-4 words

3. Distinguish nouns in

sentences

Indicators

Common nouns

Proper nouns

Masculine & feminine

4. Distinguish verbs in sentences

Definition/ Description

Indicators


simple conversation using 4-6


words based on

conversational pattern

6. Use nouns and verbs in

correct grammar form

1. Read sentences with 4-6

words with comprehension


from short stories read

1. Copy and write 4-6 syllable

words from vocabularies

learned

2. Write 4-6 syllable words from

vocabularies learned in

correct spelling

3. Write nouns and verbs

4. Write polite greetings and

Islamic expressions in correct

spelling from dictation

5. Copy 2-3 word sentences

following basic grammar

rules

6. Write basic information

about oneself (e.g., complete

name, age, birth date,

address) and family (name of

parents and siblings)


GR.

LEVEL LISTENING/VIEWING SPEAKING READING WRITING

IV 1. Note details from short

stories heard and viewed

Answer questions such as

Man (who), M (what),

Aina (where) and Mat

(when)






Opposites

Name of continents,

countries & cities

Name of different

religions

Different languages

Adjectives to describe

oneself, distances, sizes,

shapes and colors

4. Follow 1-2 step directions

heard

5. Get information from

conversations listened to

1. Distinguish nouns in

sentences

Singular, dual, and plural

nouns

Al-Asmul Khamsah (The

Five Nouns)

Pronouns and its kinds

Possessive nouns

2. Distinguish verbs in sentences

Verb Tenses &

conjugation

Al-Aflul Khamsah (The

Five Verbs)

3. Distinguish Hurf (particles) in

sentences

4. Describe simple sentences


simple conversation using 4-6


words per sentence based on

conversational pattern

6. Apply proper grammar rules

on nouns, pronouns, verbs

and prepositions

1. Read short stories with 4-6

simple sentences (2-3 short

paragraphs) with

comprehension


Man (who), M (what), Aina

(where) and Mat (when) in

stories read



4. Sequence events from stories

read

5. Summarize short stories read

in 2 to 3 simple sentences

1. Write words from


correct spelling from

dictation

2. Copy simple sentences

3. Write about oneself in simple

sentences


GR.


IV 6. Sequence events from stories

heard or viewed through

pictures/guided questions

7. Talk about oneself using

simple sentences


GR.


V 1. Identify main ideas of short

stories heard






Current environmental

situation

Professions/ Means of

livelihood

Sports

Human senses

Adjectives to describe

immediate environment

(associated to above),

traits, and situations

4. Follow 3-5 step directions

heard

5. Get simple ideas from




guided questions

1. Distinguish ifah (adjective) in

sentences

2. Determine types of Hurf

(particles)

Jarr

tf

Nawsib (verb)

Jawzim (verb)

3. Talk about the immediate

environment in sentences

3.1 Use singular, dual and

plural forms of nouns

with adjectives

3.2 Use pronouns with

adjectives

3.3 Use verbs, nouns and

adjectives

4. Identify the Fl

(subject/doer)and Maf'l bihi

(object/ receiver) in sentences

1. Determine the Fl

(subject/doer) and Mafl bihi

(object) in sentences

2. Determine the Fil Mabniy Lil

Majl (passive form of verb)

and Naibul Fl (doer of

passive form of verb) in

sentences

3. Read short stories with at

least 2 or more paragraphs

with comprehension

4. Give main ideas of short

stories read



Aina (where), Mat (when)

and Kaifa (how) in stories

read



7. Sequence events from

stories read

8. Infer the traits of characters


1. Write words from



dictation

2. Write about the immediate

environment in simple

sentences

2.1. Use singular, dual and

plural forms of nouns

with adjectives

2.2. Use pronouns with

adjectives

2.3. Use verbs, nouns and

adjectives

3. Copy sentences with

Fl (subject/doer)

Mafl bihi (object/

receiver)

Fil Mabniy Lil Majl

(passive form of verb)

Nibul Fl (doer of

passive form of verb)


GR.


V 7. Infer the traits of characters

from the story heard/ viewed

5. Identify the Fil Mabniy Lil

Majl (passive form of verb)

and Nibul Fl (doer of

passive form of verb) in

sentences

6. Describe compound

sentences


sentences based on

observations

4. Copy compound sentences


GR.


VI 1. Give meanings of new words

heard

2. Retell short stories heard

3. Discuss main ideas of short

stories heard




Current events

People and culture of

different nations

Adjectives and adverbs

related to different

events, feelings &

emotions

5. Follow a series of directions

heard

6. Analyze ideas from




guided questions

8. Infer stories heard

1. Differentiate Jumlah Ismiyyah

(Mubtada & Khabar (subject

and predicate)) and their

Nawsikh (invalidations) ) and

Jumlah Fi'liyyah

2. Classify sentences according

to:

Khabariyyah (declarative)

Istifamiyyah

(interrogative)

Inshiyyah (imperative)

Tajjubiyyah (exclamatory)

3. Talk about oneself and the

immediate environment in

correct grammar using:

Fl (subject/doer)

Mafl bihi(object/

receiver)

Fi'l Mabniy Lil Majul


Nibul Fl (doer of


1. Read stories with several

paragraphs with

comprehension

2. Identify Fikrah mmah (main

idea) and Tafsl (supporting

details) from paragraphs in

the stories read

3. Discuss main ideas of stories

read



Aina (where), Mat (when),

Kaifa (how) and Lim (why)

in stories read

5. Use new words from stories

read correctly in

conversations

6. Analyze events from stories

read

7. Infer from stories read

1. Write words from



dictation

2. Write about oneself and the


correct grammar using:

Fl (subject/doer)

Maf'l bihi(object/

receiver)

Fi'l Mabniy Lil Majl


Nibul Fl (doer of


3. Write about oneself and the


sentences

Use sentences according

to Tarkb (construction)


to Dallah (indication)

4. Write a simple composition

composed of 2 or more

paragraphs


GR.


VI 4. Talk about oneself and the


correct grammar


to Tarkb (construction)


to Dallah (Indication)

Use 4-6 sentences


sentences based on

observations


QUR'N

Subject Description

Qur'n, as a subject area, is concerned with the acquisition of knowledge and skills in

reading, understanding and memorizing the last Juz (volume) (30th

part) of the Holy

Qur'n composing of thirty seven (37) Suwar (chapters), to include Srah Al-Ftiha

(The Opening Chapter) making a total of thirty eight (38) suwar.

Reading and analyzing the Holy Qur'n involve competence in the application of the

rules of Tajwd (proper pronunciation during recitation of the Holy Qur'n). The

subject also deals with understanding the meanings of the teachings in the Holy

Qur'n, appreciating and practicing them, and transmitting values and lessons

learned by applying them to real-life situations.

Subject Goal: Develop knowledge and skills in reading the Holy Qur'n,

understand the message and apply the values learned in everyday life.






to understand the

concept of Istiah (seeking refuge in

Allh) and Basmalah

(saying Bismill

before doing

anything); listen to the

way the Holy Qur'n is

read; memorize and

recite Sra al-Ftiha

(The Opening Chapter)

and the seven (7)

suwar of the last Juzof

the Holy Qur'n

beginning from Sra

an-Ns to Sra al-

Kawthar following the

rules of Madd aby;

and give the

importance of Sra

al-Ftiha.



to demonstrate proper

etiquettes/manners in

reading the Holy

Qur'n; memorize

eight (8) suwar from

Sra al-Mn to

Sra al-diyt

through Tartl (chant); recite verses with Lm

As-Shamsiyyah wa

Lm Al-Qamariyyah

and Shaddah letters;

give the literal

meaning and

importance of the

selected suwar in their

own words; and

internalize the values

derived from the

suwar learned.



to memorize seven (7)

suwar from Sra al-

Zalzala to Sra ad-

Dhuh; develop sense

of understanding

thereof; give the literal

meaning of the

selected verses read;

give the importance of

the suwar read;

demonstrate manner

of reading in Tartl

(chant): Qalqalah

(rules of vibration in

Qur'n reading: Kubr

& Sugr); and

internalize the values

derived from the

suwar learned.



to memorize seven (7)

suwar from Sra al-

Layl to Sra at-riq;

apply the rules of

Waqf; familiarize with

Mm As-Skinah and

Nn As-Skinah (rules of Qur'n reading);

give the contextual

meaning and

importance of the

suwar read; give the meaning of the

selected verses read;

and practice the

lessons derived from

the suwar learned in

their daily activities.



to memorize four (4)

suwar from Sra al-

Burj to Sra al-

Infir; apply the rules

of Mm As-Skinah

and Nn As-Skinah

(Ir, Ikhf, Idghm

and Iqlb (rules in Tajwd)); define the

contextual meaning of

the word Qur'n; give the meaning of

the selected verses

memorized; give the

main idea and

importance of the

suwar read; and

practice the lessons

derived from the

suwar learned in their

daily activities.



to memorize four (4)

suwar from Sra at-

Takwr to Sra an-

Naba; apply rules of

Mudd (Madd Wjib,

Mad Jiz, Mad Lzim,

Mad wadh, Mad Layn,

Mad 'ridhlis-sukn (rules in Tajwd)); gain

insight from the

meaning and lessons

learned from the

verses; familiarize

concepts based on the

revelation of the Holy

Qur'n (Madaniyyah- chapters revealed in

Makka and Makkiyah, chapters revealed in

Madina); and apply

the lessons derived

from the suwar

learned in their daily

activities.




1. Listen to the way

the Holy Qur'n is

read

2. Recite Basmalah

and Istiah

3. Practice reciting

Basmalah and

Istiah before reading and

reciting the suwar

4. Repeat the

ya (verses)

listened to


the Holy Qur'n is

read

2. Repeat the

ya (verses)

listened to

3. Identify /

demonstrate the

proper etiquettes/

manners in reciting

the Holy Qur'n

(e.g., say Istiah and Basmalah,

pupil should be

clean as well as the

classroom)

4. Identify the rules in

Tartl (chant) with

emphasis on Lm

As-Shamsiyyah

Wal-Lm Al-

Qamariyyah and

Shaddah letters


the Holy Qur'n is

read

2. Repeat the

ya listened to

3. Identify the rules in

Trtil (chant) with

emphasis on:

Qalqalah (Kubr

& Sugr)

4. Read and recite the

following seven (7)

suwar based on the

abovementioned

rules

Sra az-

Zalzala

Sra al-

Bayyina

Svra al-Qadr

Sra al-laq Sra at-Tn

Sra as-Sharh

Sra ad-Dhuh


the Holy Qur'n is

read

2. Repeat the

ya listened to

3. Identify the rules of

Waqf


following seven (7)

suwar based on the

abovementioned

rule

Sra al-Layl

Sra as-Shams

Sra al-Balad

Sra al-Fajr

Sra al-

Gshiya

Sra al-Al

Sra al-riq

5. Familiarize with the

rules of Mm As-

Skinah and Nn

As-Skinah


the Holy Qur'n is

read

2. Repeat the

ya t listened to

3. Read and recite

the following four

(4) suwar applying

the rules of Mm

As-Skinah and

Nn As-Skinah

(Ir, Ikhf, Idgm

and Iqlb)

Sra al-Burrj

Sra al-

Inshiqq

Sra al-

Mutaffifn

Sra al-Infir

4. Give the

contextual

meaning of the

word Qur'n

4.1. Define the

word Qur'n


the Holy Qur'n is

read

2. Repeat the

ya listened to

3. Identify the rules

of Mudd such as:

Madd Wjib

Madd Jiz

Madd Lzim

Madd wadh

Madd Layn

Madd ridh Lis-

sukun

4. Read and recite

the following four

(4) suwar

Sra at-Takwr

Sra basa

Sra an-Nzit Sra an-

Naba



5. Recite the eight (8)

required short

Suwar from the

Holy Qur'n

including Srah Al-

Ftiha following

the rules of Madd

aby (long

vowels)

Sra al-Ftiha

Sra an-Ns

Sra al-Falaq

Sra al-Ikhls

Sra al-Masad

Sra an-Nar

Sra al-Kfirn

Sra al-Kawthar

6. Cite some of the

importance of

Sra al-Ftiha

5. Recite the following

eight (8) suwar

based on the

abovementioned

rules

Sra al-Mn

Sra Quraysh

Sra al-Fl

Sra al-

Humaza

Sra al-r

Sra at-

Takthur

Sra al-Qrih

Sra al-

diyt

6. Give the literal

meaning of the

selected suwar in

their own words

7. Give the

importance of the

suwar learned

8. Internalize the

values derived from

the suwar learned

5. Give the literal

meaning of the

selected verses

read

6. Give the

importance of the

suwar read

7. Write Mufradt

(vocabulary) in

Arabic from the

suwar learned

8. Internalize the

values derived

from the suwar

learned

6. Give the meaning

of the selected

verses learned

7. Give the contextual

meaning of the

suwar learned

8. Express in their

own words the

importance of the

suwar learned

9. Practice the lessons

derived from suwar

learned in their

daily activities

4.2. Enumerate

features of the

Holy Qur'n

(e.g., final

revelation)

4.3. Identify the

physical

composition of

the Holy

Qur'n (e.g.,

no. of Juzand

Sra, Titles of

Suwar)

5. Give the meaning

of the selected

verses learned

6. Give the lessons

that can be

derived from the

suwar

7. Express in their

own words the

importance of the

suwar learned

8. Practice the

lessons derived

from suwar

learned in their

daily activities

5. Give the insights

from the meaning

and lessons from

the verses learned

6. Give the lessons

that can be derived

from the suwar

7. Express in their

own words the

importance of the

suwar learned

8. Familiarize with

concepts based on

the revelation of

the Holy Qur'n

(e.g., Madaniyya

and Makkiya

suwar)

9. Apply the lessons

derived from suwar

learned in their

daily activities


SRAH AND HADTH

Subject Description

Srah and Hdith is one core subject in the private Madaris. Srah, as a sub-learning

area, focuses on the biography of Prophet Muhammad . The content includes his

activities during early childhood, adolescent years, and adulthood on to his

prophethood. Important lessons from the story of his life are emphasized and given

ample time from Grades I to VI, for the learners to emulate and practice appropriately.

Subject Goal: Demonstrate understanding of the story of the life of Prophet

Muhammad from early childhood, to adulthood and propethood and

emulate the values learned therein

On the other hand, Hadth, as a sub-learning area and as the second source of Islamic

jurisprudence after the Holy Qur'n, focuses on the Prophet's sayings, actions,

distinct dispositions, and Taqrr (Prophet Muhammad's implied approval of

Sahbah's actions), which should be followed by Muslims.

For Grades I to III, Ahdth on daily undertaking, and good manners and etiquettes

are the basic content. Grades IV-VI take care of proper attitude and behaviors not

only towards fellowmen but also towards animals and other creations. Personal

hygiene and the protection and conservation of the environment are also given focus.

Subject Goal: Acquire knowledge of and apply the teachings and practices

of Prophet Muhammad as contained in the Ahdth.

Note to the teacher: The Ahdth found in this document are prescribed; other related Ahdth that the teacher deem relevant and significant to the level of the

learner may also be used.


LEARNING EXPECTATIONS FOR SRAH


At the end of Grade I, the

learner is expected to

demonstrate knowledge

about the childhood of

the Prophet Muhammad

, in particular, his birth

date, birth place, parents

and adoptive parents;

and retell stories from his

birth until his spiritual surgery.

At the end of Grade II, the

learner is expected to

show understanding

about the Prophets life

and characteristics

during his childhood

days that is, his first visit

to Madina until his

early stay with Abu lib;

and practice the values

derived from these

events.


the learner is expected to

demonstrate

understanding about the

Prophets life during

his early youth from the

events of his first journey

to Shm (Syria) with Abu

lib, Harb Al-Fijr ( The

Sacreligious War ) and

Hilf Al-Fudhl ( The

Goodwill Confederacy);

describe his traits,

participation and

contribution to society;

and practice the values

derived.

At the end of Grade of IV,


understand the different

situations and important

roles of Prophet

Muhammad during his

adolescent years such as

the event where he had a

wrestling exercise with

Rokna and the series of

events during the

reconstruction of the

Kabah; discuss the

Prophets traits,

participation and roles

from these events; and

practice the values

derived.



understand Prophet

Muhammads life

during his post-

adolescence years which

includes the significant

events during his second

journey to Shm as a

trader, his marriage to

Khadjah Bint Khuwaylid

, and his search for

truth; discuss the

Prophets traits (e.g.,

trustworthiness); and

practice the values

derived.



understand and value the

life of Prophet

Muhammad during the

first stage of

prophethood, with

emphasis on the traits of

Khadjah , his first Wahi

(the way Qur'n was

revealed to the Prophet

) through Jibrl, social

sanction, year of

mourning, and Laylatul

Isr ( journey by night

from Masjid al-Harm to

Masjid al-Aqs ) Wal-

Mirj ( journey from

Masjid al-Aqs to the

heaven); describe his

prophethood as

prophesized; and

practice the values

derived.


LEARNING COMPETENCIES FOR SRAH


1. Identify

Muhammad

as a Prophet

as the Last

Messenger

2. Name the parents

of Prophet

Muhammad and

his grandparents

3. Identify the

birthplace of

Prophet

Muhammad

4. Tell the date of

birth of Prophet

Muhammad

5. Retell stories about

Muhammads

early childhood

1. Retell the story of

the Prophets

first journey to

Madina

2. Tell the story of his

becoming an

orphan

3. Retell the stories

after he became an

orphan

living with his

grandfather

living with his

uncle, Abu lib

becoming a

shepherd

family life of

Abu lib,

before and after

Muhammads

stay

1. Narrate events on

the first journey

to Shm with Abu

lib

1.1 Describe the

meeting with

Bahra

(Gerges)

2. Narrate events

during the Harb

Al-Fijr and Hilf

Al-Fudhl

2.1 Describe his

participation

and role

during these

events

2.2 Identify his

character

traits from

the events

(e.g.,

helpfulness,

concern for

the

community)

1. Narrate events on

wrestling exercise

with Rokna

1.1. Describe the

traits of the

Prophet

1.2. Give the

importance of

physical fitness

(masculinity/

femininity),

sportsmanship

and compassion

2. Tell the story where

the Prophet showed

his trustworthiness

(Al-Amn)

2.1 Give the

importance of

trustworthiness

3. Narrate the events

during the

rebuilding/

reconstruction of the

Kabah

1. Narrate how

Khadjah knew

about Prophet

Muhammad as a

trustworthy man

2. Discuss the story of

the second journey

of Prophet

Muhammad to

Shm

2.1 Describe

significant

events (e.g.,

barakah -

(blessing))

2.2 Identify his

character traits

as a trader

2.3 Give the

importance of

these values

1. Describe the

prophethood of

Muhammad as

prophesized

2. Discuss story of

the first Wahi

(revelation)

through Jibrl

3. Explain why

Khadjah is

considered a

great woman to

Prophet

Muhammad

as a wife

(supporter)

as a wise

woman

(Hakmah)

as the first

woman who

embraced

Islam



5.1 Tell the name of

his nurse and

siblings

(Ukhowwah fir

Radhh brother

through

breastfeed)

5.2 Identify

significant

events (e.g.,

spiritual surgery")

4. Identify his

characteristics

during his

childhood days

5. Identify the values

associated with his

characteristics

6. Practice the values

identified

3. Describe the

event where the

Prophet was

protected from

doing forbidden

acts

4. Practice the

values identified

3.1. Give the

significance of

the Kabah and

black stone

3.2. Identify lessons

that can be

derived from this

event (e.g., use

of Hall funds,

cooperative

effort)

4. Narrate the events

during the

replacement of the

black stone (i.e.,

settlement of the

disputes among the

Quraish)

4.1. Discuss Prophets

participation

and role in this

event

4.2. Identify his

character traits

(e.g.,

trustworthiness,

good relationship

with the

community)

3. Discuss the events

about the marriage

of the Prophet to

Khadjah

3.1. Identify the

qualities of the

Prophet that

attracted

Khadjah

3.2. Discuss the

significance of

the Prophets

marriage to

Khadjah

4. Discuss the reasons

why Prophet

Muhammad was

searching for truth

and divine

guidance


learned

4. Describe the

family life of the

Prophet

5. Discuss how

Prophet

Muhammad ,

his family and

followers were

sanctioned

socially

6. Narrate the

events in the

Year of

Mourning

death of

Khadjah Bint

Khuwailid

death of Abu

lib

Prophet

Muhammads

visit to if

7. Discuss the

Laylatul Isr Wal-mirj



4.3. Give the

importance of

each value


learned

8. Identify values

from the

significant

events during

the first stage of

prophethood

9. Practice the

values learned


LEARNING EXPECTATIONS FOR HADTH




to recite short

Ahdth/supplications

for each of the

following occasions:

Before sleeping

and upon waking

up

Before and after

eating and

drinking

Before entering

and upon going

out of the comfort

room

Before dressing

and undressing

Before going out

and in of the

house and masjid

For the morning

and evening



to practice selected

Ahdth/supplications

for different occasions

such as:

How he/she cares

for his/her

personality

When travelling

such as riding and

upon getting off a

vehicle

When seeing

good and bad

things

During natural

events

He/ She feels

unsafe in a certain

place or time


the learner should be

able to read and recite

Ahdth on the

significance of good

manners and right

conduct towards

parents, brothers and

sisters, elders, close

relatives and others;

practice them as

prescribed in the

Ahdth in his/her daily

life; and familiarize

with Mufradt

(vocabularies) from the

Ahdth.



to read and recite

Ahdth on proper

etiquette towards

fellowmen, animals

and other creations;

internalize and practice

them as prescribed in

the Ahdth in his/her

daily life; and give the

meaning of the

Ahdth.



to demonstrate

knowledge and

understanding of

prescribed Ahdth on

importance of

knowledge, respect for

teachers, good

manners and behaviors

towards others and the

society, and protection

of the environment

through reading,

reciting, and giving the

meaning of the

Ahdth; and

internalizing and

practicing the values

learned in his/her daily

life.



to demonstrate

knowledge and

understanding of

prescribed Ahdth on

Islam as a way of life:

Martibu dnil Islam

(Classes of Islamic

Religion )

Hall and Harm

(lawful and unlawful)

being sincere,

humble, forgiving

and kind

wise use of resources

being industrious and

self-reliant

producing quality

work

through reading,

reciting, & giving the

meaning of the Ahdth;

and internalizing &

applying the values

learned in his/her daily

life.


LEARNING COMPETENCIES FOR HDITH


1. Recite a Hadth/

supplication before

sleeping and upon

waking up

2. Recite a Hadth/

supplication for

morning and

evening

3. Recite a Hadth/

supplication on

eating and drinking

4. State a Hadth/

supplication upon

entering and going

out of the comfort

room

5. Recite Hadth/

supplication on

dressing and

undressing

1. Recite the Ahdth/

supplications about

caring for ones

personality such as

when facing the

mirror


supplications when

travelling such as

riding and getting

off a vehicle


supplications when

seeing good and

bad things


supplications upon

hearing animal

sounds

1. Read and recite

Ahdth on the

significance of good

manners and right

conduct, love for

parents, how to

behave with siblings,

how to love aunts

and uncles, good

manners and right

conduct towards

elders and close

relatives, and others


Mufradt from the

Ahdth learned

3. Give the literal

mearning of the

selected Ahdth in

their own words

4. Identify the values

derived from the

Ahdth


prescribed Ahdth

on love/concern

for neighbors,

concern for family,

family support

staff; and on

accommodating

visitors; on

friendship; on care

for animals and

other creations

2. Internalize the

Ahdth learned

3. Give the mearning

of the selected

Mufradt from the

Ahdth learned

4. Give the general

meaning of the

Ahdth read and

learned


prescribed Ahdth

on importance of

knowledge; on

respect for teachers;

on good manners

towards others, on

being truthful &

kind; on discipline

and obedience to

prescribed laws;

and on protection

of the environment

and other creations;

2. Internalize the

Ahdth learned

3. Give the meaning of

selected Mufradt

(vocabulary) from

the Ahdth learned

4. Give the main

idea(s) of the

Ahdth learned


prescribed Ahdth

on Islam as a way of

life:

Martibu Dnil-

Islam

Hall and Harm

Being sincere,

humble,

forgiving, kind

Wise use of

resources

Being industrious

and self-reliant

2. Internalize the

Ahdth learned

3. Give the meaning

of selected

Mufradt from the

Ahdth learned



6. Recite Hadth/

supplication when

going in and out of

the house and

Masjid

7. Identify values that

can be derived from

the Ahdth


supplications

during natural

events such as rain,

thunder, etc.

6. Recite Ahdith/

supplications when

he/she feels unsafe

in a certain place

and time

7. Identify values that

can be derived from

the Ahdth

5. Practice values from

the Ahdth learned

5. Enumerate the

values and proper

etiquette learned

from the Ahdth

6. Practice proper

etiquette and

values learned

5. Enumerate the

values, and good

manners &

behaviors learned

from the Ahdth

and relate them to

their environment

6. Practice the values,

and good manners

& behaviors learned

4. Give the meaning

of the Ahdth

learned

5. Discuss the values

learned from the

Ahdth and relate

them to their

everyday lives


learned


QDAH AND FIQ

Subject Description

qdah and Fiq is also one core subject in the private Madaris. qdah, as a sub-

learning area, focuses on Islamic beliefs, in particular the three fundamentals of Islam

(Ul Ath-thalthah), concepts of Tawhd, bdah and the dangers of Shirk, Kufr and

Nifq to deepen the relation with Allh , strengthen the faith and serve as guidance

to the straight path in the day-to-day life and in all endeavors.

Subject Goal: Develop understanding of beliefs associated with the Islamic

faith (qdah Islamiyyah), the fundamentals of Islam (Ul At-thalthah) and

the Oneness (Tawhd) of Allh.

On the other hand, Fiq , as a sub-learning area, focuses on the precepts of Ahkm Ash-sharyyah (Islamic Legislation) in relation to human affairs, in particular the rules

and etiquettes in purification and in performing the Pillars of Islam.

Subject Goal: Develop understanding of rules in observance of rituals on

the performance of the 5 Pillars of Islam, including rules on Hall and Harm

(lawful and prohibited); enhance right conduct and morals, and love for

peace, unity, and harmony.


LEARNING EXPECTATIONS FOR QDAH




to demonstrate

knowledge of Allh

as the Creator, as God

and as al-Ahad (The

One); and show

reverence to the

power of Allh .



to demonstrate

knowledge of Islam as

a religion and Allh

as its source;

demonstrate

knowledge of

Muhammad as the

Last Messenger; and

recite the

Shahdatayn.



to understand the

concept of Tawhd

(doctrine of Oneness

[of God]); and

acknowledge the

Oneness of Allh .



to understand the

concepts of the 6

Articles of Faith (mn);

and recognize them.



to understand the

concepts of bdah

(worship) and its kinds

and Ihsn (perfection

of bdah ); and apply

Ihsn in daily activities.



to show

understanding of the

concepts of Shirk

(polythiesm), Kufr

(disbelief), Nifq

(hypocracy) and their

effects.


LEARNING COMPETENCIES FOR QDAH


Knowing Allh Marifatullh

1. Familiarize with

different creatures

2. Appreciate the

creations

3. Identify Allh as

the Creator

4. Identify Allh as

God

5. Identify Allh as

al-Ahad (The One)

Knowing Islam as a religion (Marifatu Din Al-Islam)

1. Name Islamic

practices

Islamic names

Way of

dressing

Greetings

Structures

2. Appreciate

Islamic practices

3. Identify Islam as

a way of life

3.1. Define the

word

Islam

3.2. Identify

Islam as the

religion of

Muslims

1. Define Tawhd

(doctrine of

Oneness [of God])

2. Enumerate the 3

classifications of

Tawhd

3. Name practices

that show Tawhd

Arrubbiyyah

(Lordship of Allh)

Tawhd Al-

Uliyyah

(Divinity of

Allh)

Tawhdul Asmi

Waift

(Oneness of

Allh by His

Names and

Attributes)

1. Define mn (Faith)

2. Describe the

concept of the

Article of Faith

3. Enumerate the 6

Articles of Faith

4. Recall basic

concept of Tawhd

5. Discuss in their

own words the

meaning of Belief

in Allh

1. Define bdah

2. Enumerate the 2

kinds of bdah

3. Identify examples

of badah

Visible (e.g.,

performing the

Pillars of Islam)

Invisible (e.g.,

love for, trust

and faith in Allh )

4. Discuss the Fadhil

(virtues) of bdah

5. Define Ihsn

6. Identify practices

of Ihsn

7. Discuss

importance of

Ihsn

1. Recall concepts on

Tawhd

2. Discuss the concept

of Shirk

3. Explain in their own

words the 3

classifications of

Shirk

4. Identify Shirk

practices according

to its classifications

5. Differentiate

between Tawhd

and Shirk

6. Explain the effect of

Shirk on ones

qdah

7. Recall concepts on

mn

8. Discuss the concept

of Kufr and its 2

aspects



6. Name attributes of

Allh which are

Mlikul Mulk (The

Owner of All), ar-

Razzq (The

Sustainer), al-lm (The Knower of All),

al-Wadd (The

Loving One), and

al-Hamd (The

Praised One)

7. Show reverence to

the power of

Almighty Allh

7.1. Show love and

respect by

saying

Subhnahu Wa

Tal

(Sublime and

Exalted is

He(Allh)

3.3. Identify the

Classes of

Islamic Religion

(Martibu Dnil

Islam ): Islam,

Eimn, Ihsn

3.4. Recognize

Allh as

source of

Islamic religion

Knowing the Last Messenger (Ma'rifatun-Nabiy)

4. Identify Muhammad

as the Last

Messenger

4.1. Give 3 names of

the Prophet

4.2. Identify

character traits

of the Prophet

5. Recite the

Shahdatayn

(Testimony)

4. Appreciate Allh

as the Creator

5. Perform practices

as worship to Allh

(e.g., prayer)

6. Give some names

and attributes of

Allh

7. Acknowledge the

Oneness of Allh

6. Name the four

well-known

Malikah

(angels) (Jibrl,

Mkil, rl,

Isrfl); the four

Revelations/

Books (Zabr,

Taurt, Injl,

Qur'n); the five

prominent Rusul

(Nh, Ibrahim,

Msa, s

and Muhammad )

7. Identify the roles

of the four

prominent

Malikah

8. Identify the

significance of

the books and

to whom these

were revealed

8. Apply Ihsn in

daily activities (e.g.,

at home, in the

school)

9. Identify Kufr

practices according

to its aspects

10. Explain the effect

of Kufr on ones

mn

11. Discuss the

concept of Nifq

(hypocrisy) and its

2 classifications

12. Identify indicators

of Nifq

13. Explain the effect

of Nifq on ones

self



7.2. Say appropriate

expressions

such as

Subhnallh

(Glorious is

God), Msh

Allh (God has

willed it),

Alhamdullilh

and Allhu

Akbar (All praise

is due to Allh

and God is

[the] greatest)

7.3. Name ways of

worshipping

Allh from

observations

(e.g., parents

performing

prayer)

7.4. Tell how the

creations of

Allh can be

preserved

9. Discuss in their

own words the

concept of

Belief in

Malikah,

Books and the

Rusul

(prophets)

10. Discuss in their

own words the

concept of Life

After Death

11. Discuss in their

own words the

concept of

Belief in Qadr

(destiny)

12. Recognize the

Articles of Faith


LEARNING EXPECTATIONS FOR FIQ




to demonstrate

knowledge of ahrah

(purification) by

applying the

etiquettes; familiarize

with the 5 Pillars of

Islam; and

demonstrate Wudh

(ablution).



to demonstrate

knowledge of al

(prayer) by performing

the 5 obligatory

prayers; and give the

importance of al.



to demonstrate

knowledge of

Mubiltus al

(invalidations of

prayer) and

Makrtus al

(undesirable acts of

prayer); differentiate

between obligatory

and optional prayers;

and give the virtues of

al.



to demonstrate

knowledge of Zak

and adaqah including

knowledge of Hall

and Harm (as

integrated in Kaifiyyah

Az- Zak (ways how

to give Zak); and

give the virtues in

giving Zak and

adaqah.



to demonstrate

understanding of

awm including

knowledge of Najis

(as integrated in

Mubiltus awm); and

recognize the benefits

and virtues of awm.



to demonstrate

understanding of Hajj;

recognize the benefits

and virtues of Hajj;

and identify the types

of Ghusl (as integrated

in Kaifiyyatul-hajj).


LEARNING COMPETENCIES FOR FIQ


1. Name the five Pillars

of Islam


concept of ahrah

(purification) and

Wudh (personal

hygiene)

2.1 Familiarize with

the 1st

Pillar:

Shahdatayn

(testimony)

3. Identify the

etiquettes on

personal hygiene

such as taking a

bath; on Firah (i.e.

nail cutting, using

the toliet like Istinj'

(cleansing after the

call of nature) and

Qadhil Hjah,

cleaning of ears and

nose,

siwk/brushing of

teeth) as daily

habits

1. Recall the Kaifiyyah

Al-Wudh

2. Identify Mubtiltul-

Wudh'

3. Identify the al

Al-Mafrdhah (five

obligatory prayers)

4. Distinguish the

different prayer

time (Awqtus

al)

4.1 Recite An and

Iqmah (call for

prayer and call

in performing

prayer)

4.2 Identify An as

the first call for

prayer and

Iqmah as the

second

1. (integrate in the discussion of al) Identify

Tayyammum and

its kaifiyyah as

another form of

Wudh'

2. Recall Kaifiyyah As-

al (ways how to

perform al)

3. Identify Mub iltus

al (invalidations

of prayer) and

Makrtus al

(undesirable acts of

prayer)

4. Differentiate

Mubiltus al

and Makrtus

al (undesirable

acts of prayer)

5. Identify al An-

Nawfil (non-

obligatory prayers)

1. Define Zak (alms-

giving)

2. Enumerate the two

kinds of Zak

(Zak Al-Wjib and

adaqah (giving in

charity))

3. Identify Kaifiyyah

Az-Zak (ways how

to perform Zak)

Shurt Wujb Az-

Zak

(requirements of

persons obliged

to Zak)

Properties subject

for Zak (with

emphasis on the

concept of Hall

and Harm)

Recipients of

Zak

4. Give the importance

and virtues of giving

Zak

1. Discuss the

concept of awm

(fasting)

2. Identify Shurt

Wujb As-awm

(requirements of

persons obliged

to perform awm)

3. Identify the types

of awm

Obligatory

Non-obligatory


As-awm

Sunanos awm

(optional acts

awm)

1. Discuss the

concept of Hajj

2. Identify Shuru

Wujbil-Hajj

(requirements of

persons obliged

to perform Hajj)

3. Identify two types

of Hajj

Obligatory

Non-obligatory

4. Concepts on

mrah

Virtues of

mrah

Differentiate

between Hajj

and mrah

5. Familiarize

Kaifiyyah Al-Hajj

(ways how to

perform Hajj)

Arknul-hajj

(Pillars of Hajj)

Wjibtul-hajj

(obligatory acts

of Hajj



4. Identify kinds of

water for

purification

Clean water

Impure/

Contaminated

water

5. Apply the etiquettes

of taking a bath and

Fitrah


Al-Wudh':

Shurut Al-

Wudh'

(prerequisites)

Furdh Al-

Wudh'

(compulsory

steps)

Sunan Al-Wudh'

(non-compulsory

steps)

7. Demonstrate

Wudh' (ablution)

8. Appreciate the

importance of

ahrah

(purification)

5. Name the Shur

Wujb As- al

(persons obliged to

pray)


As- al (ways how

to perform al ):

Shurt As- al

(include

etiquettes on

proper dressing

i.e., dbul libs)

Arkanu- al

(pillars of prayer)

Wajibatu al

(obligatory acts

of prayer)

Sunano al

(optional acts in

prayer)

7. Demonstrate the

prayers

a. Fajr (dawn prayer

with two Rak')

b. ur (noontime

prayer with four

Rak')

6. Identify the

different kinds of

al An-Nawfil:

al Ar-Rawtib

At-Tarwiyh

al Al-Witr

al Adh-Dhuh

Tahiyyatal Masjid

altul dayn (the

two Islamic

festivities)

altul Jum'h

7. Familiarize with

the concept of

altul Jum'h

8. Give the virtues of

altul Jum'h

9. Differentiate

between obligatory

and optional

prayers

10. Express in their

own words the

virtues of al

(obligatory and

optional)

5. Differentiate

between Zak and

adaqah

6. Give the importance

and virtues of giving

adaqah

Mubiltus

awm

(invalidations

of fasting) (with emphasis on the concept of Fil At-t Watarkil Muharramt (doing acts of worship and avoiding forbidden acts))

Makrtus

awm

(undesirable

acts in relation

to fasting)

5. Identify the kinds

of Najis

(contaminated/

unclean) as part

of Muharramt

6. Identify Zakul

Fir as a

requirement to

complete awm

Mubiltul-hajj

(invalidations of

Hajj)

Al-Mahurtul Hajj

(restrictions in

the rituals of

Hajj)

6. (integrate in the discussion of Hajj) Identify Mashkhul

Khuffayn as

another form of

Wudh'

7. (integrate in the discussion of Hajj) Identify the types

of Ghusl (ritual

washing)

(compulsory and

non-compulsory

purification)

8. Give the

importance of

altu dil Adhh



c. r (late afternoon prayer

with four Rak')

d. Maghrib (sunset

prayer with three

Rak' )

e. sh (evening

prayer with four

Rak')

8. Tell the importance

of al

7. Give the

importance of

al Al'dayn

(with emphasis on

dayn as the only

Islamic festival)

8. Discuss the

importance of

performing awm

9. Recognize the

benefits and

virtues of awm

9. Discuss the

importance of Hajj

10. Recognize the

benefits and

virtues of Hajj


ISLAMIC VALUES EDUCATION

Subject Description

Islamic Values Education as a learning area focuses on the universal values that are

found in the Holy Qur'n and the Sunnah (tradition) of the Prophet Muhammad ,

basic of which is following what Allh has commanded and avoiding those that are

forbidden.

Lessons on universal values of spirituality (God-fearing), truthfulness, purification,

cleanliness, environmental care and sanitation, love of country, peace, justice and

equality, respect, self-reliance and being productive are given emphasis per grade

level. Incidental values are also given attention.

Learning activities to internalize these values shall be varied, meaningful and realistic.

Basic materials from verses of the last Juz' (volume) of the Holy Qur'n and related Sunnah/ Hadth are part of the content in Islamic values. Concept of the pillars

of Islm, the 6 Articles of Faith, Srah (biography of the Prophet ) and Hdith, qdah (Islamic belief) and Fiq (Islamic jurisprudence) that bring out these values are used as

the content from Grades I to VI.

In reading the suwar (chapters), teachers are encouraged to use the rules of Tajwd

(rules/manner of reading the Holy Qur'n), with emphasis on Mad aby for Grade I;

Lm As-Shamsiyyah and Al-Qamariyyah for Grade II; Qalqalah Kubr and Qalqalah

Sugr for Grade III; Waqf for Grade IV; Mm and Nn As-Skinah for Grade V; and

Mudd for Grade VI.

Subject Goal: Acquire the desired Islamic values that would guide learners

to be Maka-Diyos, Makabayan, Makakalikasan at Makatao; thereby making

them agents in advocating and promoting brotherhood, peace and unity, and

justice and equality.

4 Ms 4Hs

Maka-Diyos

Maka-Tao

Maka-Bayan

Maka-Kalikasan

Hubbullh (Wa Hubbur-Rasl)

Hubbul-Insniyyah

Hubbul-Waan

Hubbul-Bah

Note to the teacher: The Ahdth found in this document are prescribed; other related Ahdth that the teacher deem relevant and significant to the level of the

learner may also be used.






to demonstrate values

of maka-Diyos,

makatao, makabayan

and makakalikasan

based on

supplications, seven

(7) suwar (from the

last Juz from Sra

an-Ns to Sra al-

Kawthar) and Sra al-

Ftiha, concept of

ahrah (purification)

& Wudh' (ablution),

life story of Prophet

Muhammad from

his early childhood

days in relation with:

ones self and

Allh

parents

siblings

close relatives; and

able to practice

ahrah and Wudh'.




of maka-Diyos,

makatao, makabayan

and makakalikasan

based on

supplications, eight (8)

suwar (from Sra al-

Mn to Sra al-

diyt), belief in Allh

as the bestower of

Islam, concept of al

(prayer), life story of

Prophet Muhammad

from his early

childhood days (when

he became an orphan)

in relation with:

ones self and

Allh

classmates and

other persons in

the school

immediate

environment; and

able to perform

al.




of maka-Diyos,

makatao, makabayan

and makakalikasan

based on different

Ahdth (Prophet

Muhammads

traditions (maxims)),

seven (7) suwar (from

Sra az-Zalzala to

Sra ad-Dhuh),

concept of the

Oneness of Allh ,

life story of Prophet

Muhammad from

his early youth (1st

travel to Shm with

Abu lib, Harbul Fujr

(The Sacreligous War),

and Hilful Fudhl

willing (The Goodwill

Confederacy) in

relation with:

ones self and

Allh

family members




of maka-Diyos,

makatao, makabayan

and makakalikasan

based on different

Ahdth, seven (7)

suwar (from Sra al-

Layl to Sra at-riq),

concept of the Zak

(obligatory alms

giving, 3rd

Pillar of

Islam) and adaqah

(giving charity), the 6

Articles of Faith, life

story of Prophet

Muhammad during

the time of rebuilding

of the Kabah in

relation with:

ones self and

Allh

family support

staff

neighbors

friends




of maka-Diyos,

makatao, makabayan

and makakalikasan

based on different

Ahdth, four (4) suwar

(from Sra al-Burj to

Sra al-Infir),

concept of bdah

(worship) and Ihsn

(perfection/

worshipping Allh as if

you see Him), concept

of awm (fasting, 4th

Pillar of Islam), life

story of Prophet

Muhammad when

he was a trader (2nd

travel to Shm (Syria)

in relation with:

ones self and

Allh

friends

people in the

community




of maka-Diyos,

makatao, makabayan

and makakalikasan

based on different

Ahdth, four (4) suwar

(from Sra at-Takwr

to Sra an-Naba),

concept of Hajj

(pilgrimage to

Makka, 5th

Pillar of

Islam), life story of

Prophet Muhammad

during the early

stage of his being a

prophet in relation

with:

ones self and

Allh

elders

people in the

community

(women and

children)

in ones

surroundings



teachers/ elders

people in the

community

in ones

surroundings

in the community

(public areas); and

able to perform

al; and practice

good deeds.

people in the

community

animals and other

creations

in the school and

community; and

practice good deeds.

animals and other

creations

in the school and

community;

practice bdah &

apply Ihsn; and

practice good deeds.

in the community;

and

show obedience by

avoiding Shirk

(polytheism), Kufr

(disbelief) and Nifq

(hypocrisy); live out a

Hall (lawful)

lifestyle; and practice

good deeds.



Core Value/ Sub

Core/ Related

Values


MAKA-DIYOS

(Allh )

Appreciation of

Allhs

creation

Gratefulness

Reverence

Obedience

Respect

Sincerity

Willingness

Compassion

Trust

Faithfulness

Hopefulness

Submission

God-fearing

Love

Humility

Responsibility

Punctuality

1. Appreciate

Allhs

creations

2. Recognize Allh

as the Creator,

God and al-Ahad

(The One, the

only one) as

mentioned in

Srah Al-Ikhl

(and as drawn

from the first

commandment

in the Ten

Commandments)

3. Listen carefully

when the Qur'n

is read or recited

by the teacher

1. Recognize Allh

as the

bestower of

Islamic religion

2. Appreciate the

character traits

of Muhammad

as the Last

Prophet of Allh

3. Show reverence

to Allh

refined elementary madrasah curriculum (v3)

Documents

learning expectations

subject goal

learning competencies

subject description

inaasahang bunga

arabic language

table of contents introduction

list of suwar