KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRIMARY SCHOOL EDUCATION CURRICULUM DESIGN

ISLAMIC RELIGIOUS EDUCATION ACTIVITIES

GRADE 1, 2 & 3
 First Published in 2017

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-051-6

Published and printed by Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya (GoK) is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2018, the United Nations
Sustainable Development Goals (SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving
the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the implementation
of the Competency Based Curriculum (CBC) at Pre-Primary, Primary and Junior School levels.

The Kenya Institute of Curriculum Development (KICD) reviewed the curriculum and rationalised the number of learning areas in
2024. The review and rationalisation process was informed by several factors, among them, the recommendations of the Presidential
Working Party on Education Reforms (PWPER) and reports of the continuous curriculum monitoring and evaluation activities.

The reviewed curriculum designs build on competencies attained earlier by learners. The designs prepare the learner for smooth
transition to the next level. The designs will also afford the learner opportunities for developing requisite competencies and enable
them to interact with other people and the environment around them.

The key components of the curriculum designs include the National Goals of Education, the essence statement, general and specific
learning outcomes as well as the strands and sub strands. Suggested learning experiences, key inquiry questions, core competencies,
Pertinent and Contemporary Issues (PCIs), values and assessment rubrics are also outlined in the curriculum designs.

It is expected that all Government agencies and other stakeholders in Education will use the designs to plan for the effective and
efficient implementation of the Competency Based Curriculum.

Thank you.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

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PREFACE
The Ministry of Education (MoE) rolled out the Competency Based Curriculum (CBC), nationally in 2019, following a national
convention in 2017 where the Basic Education Curriculum Framework (BECF) was adopted by stakeholders and a national pilot of
the curriculum in the Early Years of Education (EYE) in 2018. According to the UNESCO IBE requirements, a curriculum should be
reviewed every five years. So, the review of CBC was due from 2023. In view of this, the reviewed curriculum designs will enhance
the implementation of CBC since it corporates the lessons learnt from the implementation of CBC so far.
Consistent periodical review of the curriculum is also critical in the realisation of the Vision and Mission of the on-going curriculum
reforms as enshrined in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education
and Training for Sustainable Development in Kenya. The Sessional Paper explains the shift from a content-focused curriculum to a
focus on producing an engaged, empowered and ethical citizen.
Therefore, the reviewed curriculum designs will facilitate the inculcation of core competencies in CBC, which are identified as:
communication and collaboration, critical thinking and problem solving, creativity and imagination, citizenship, digital literacy,
learning to learn and self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various strands and
sub strands and other aspects of the CBC. The designs also outline suggested learning resources and varied assessment techniques. It
is expected that the use of these designs will lead to enhanced learning outcomes at various levels, prepare the learner for smooth
transition to subsequent grades and make learning enjoyable.
The MoE requests all stakeholders to keep giving feedback on the curriculum designs to inform the review during the next cycle.
Thank you.

DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY STATE DEPARTMENT FOR
EARLY LEARNING AND BASIC EDUCATION
MINISTRY OF EDUCATION

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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process is
guided by research, international best practices as well as stakeholder engagement. The Institute conceptualised the Competency Based
Curriculum (CBC) in consultation with the Ministry of Education and other stakeholders. According to the Basic Education Curriculum
Framework (KICD, 2017) the conceptualisation of CBC was informed by 21st Century learning needs, the Constitution of Kenya 2010, the
Kenya Vision 2030, the East African Community Protocol, the International Bureau of Education (IBE) Guidelines and the United Nations
Sustainable Development Goals (SDGs).
KICD is funded by the Kenya Government to discharge its mandate. The institute also receives support from development partners targeting
specific programmes. The reviewed curriculum designs were developed with the support of the World Bank through the Kenya Primary
Education Equity in Learning Programme (KPEELP) - a project coordinated by MoE. KICD wishes to most sincerely thank the Government
of Kenya, through the MoE and other development partners. More specifically, KICD appreciates the Cabinet Secretary - MoE and the
Principal Secretary – State Department of Basic Education,
Additionally, the Institute expresses gratitude to all the KICD staff members, teachers, university lecturers, MoE staff, Semi-Autonomous
Government Agencies (SAGAs) and representatives of various stakeholders; among others, for their contributions to the development of
the reviewed curriculum designs. Finally, KICD acknowledges the Chief Executive Officers of the Teachers Service Commission (TSC)
and the Kenya National Examinations Council (KNEC) as well as the KICD Council for supporting the curriculum review process.
May God bless all the individuals and respective institutions who in one way or another supported the curriculum review process. Indeed,
these designs will effectively guide the implementation of the CBC at Primary level, thereby preparing the learner to transition to the Junior
School.

Best wishes to all learners and curriculum implementers.

PROF. CHARLES O. ONG’ONDO, PhD., MBS.

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

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NATIONAL GOALS OF EDUCATION
1. Foster nationalism, patriotism, and promote national unity
Kenya’s people belong to different communities, races and religions and should be able to live and interact as one people.
Education should enable the learner acquire a sense of nationhood and patriotism. It should also promote peace and mutual
respect for harmonious co-existence.

2. Promote social, economic, technological and industrial needs for national development
Education should prepare the learner to play an effective and productive role in the nation.
a) Social Needs
Education should instil social and adaptive skills in the learner for effective participation in community and national
development.

b) Economic Needs
Education should prepare a learner with requisite competences that support a modern and independent growing economy.
This should translate into high standards of living for every individual.

c) Technological and Industrial Needs

Education should provide the learner with necessary competences for technological and industrial development in
tandem with changing global trends.

3. Promote individual development and self-fulfilment

Education should provide opportunities for the learner to develop to the fullest potential. This includes development of
one’s interests, talents and character for positive contribution to the society.

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4 Promote sound moral and religious values
Education should promote acquisition of national values as enshrined in the Constitution. It should be geared towards
developing a self-disciplined and ethical citizen with sound moral and religious values.

5. Promote social equity and responsibility

Education should promote social equity and responsibility. It should provide inclusive and equitable access to quality and
differentiated education; including learners with special educational needs and disabilities. Education should also
provide the learner with opportunities for shared responsibility and accountability through service learning.

6. Promote respect for and development of Kenya’s rich and varied cultures
Education should instil in the learner appreciation of Kenya’s rich and diverse cultural heritage. The learner should value
own and respect other people’s culture as well as embrace positive cultural practices in a dynamic society.

7. Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the interdependent network of diverse peoples and nations. Education should therefore enable the learner
to respect, appreciate and participate in the opportunities within the international community. Education should also
facilitate the learner to operate within the international community with full knowledge of the obligations,
responsibilities, rights and benefits that this membership entails.

8. Good health and environmental protection

Education should inculcate in the learner the value of physical and psychological well-being for self and others. It should
promote environmental preservation and conservation, including animal welfare for sustainable development.

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LESSON ALLOCATION AT LOWER PRIMARY
S/No Learning Area Number of Lessons Per Week
1. Indigenous Language Activities 2
2. Kiswahili Language Activities / Kenya Sign Language Activities 4
3. English Language Activities 5
4. Mathematical Activities 5
5. Religious Education Activities 3
6. Environmental Activities 4
7. Creative Activities 7
8. Pastoral/Religious Instruction Programme 1*
Total 31

LEVEL LEARNING OUTCOMES FOR PRIMARY SCHOOL EDUCATION

By the end of Primary Education, the learner should be able to:
a) Use verbal and or non-verbal cues to convey information in varied contexts.
b) Demonstrate mastery of number concepts to solve problems in day to day life.
c) Use appropriate social skills, moral and religious values to positively impact the society.
d) Develop individual talents and interests for self-efficacy.
e) Make informed decisions as local and global citizens of a diverse, democratic society in an interdependent world.
f) Devise innovative strategies for environmental conservation and sustainability.
g) Apply digital literacy skills for learning and enjoyment.
h) Appreciate the country’s rich and diverse cultural heritage for harmonious living.

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 ISLAMIC RELIGIOUS
EDUCATION ACTIVITIES
GRADE 3

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ESSENCE STATEMENT
Kenya is a state where people subscribe to various religions. The National Goal of Education, No. 4, advocates for the
Promotion of sound Morals and Religious values among learners. Religious Education is one of the ways of inculcating
these values in learners.
Islamic Religious education activities aim at equipping the learner with knowledge, skills, values and attitudes that assist
them grow up socially, emotionally and spiritually as balanced persons. The strands covered in this activity area are: Qur’an,
Hadith, Devotional Acts, Siirah (Life of the Prophet) and Islamic Festivals. The teacher of Islamic Religious education is
encouraged to use learner-centered approaches. This learning area helps the learner acquire values and skills that enables them to
be responsible and ethical citizens who are at peace with Allah (SWT), self, others and the environment.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Primary Education, the learner should be able to:
a) recite, read and write short selected Surahs (chapters) of the Qur’an.
b) demonstrate love, appreciation and awareness of Allah (SWT) and His creation.
c) demonstrate love and appreciation for the Prophet Muhammad (S.A.W).
d) practise Islamic etiquette for social relations.
e) perform acts of worship correctly.
f) apply creativity and critical thinking skills in problem solving in accordance with Islamic teachings,
g) use and conserve the immediate environment while observing Islamic teachings
h) Co-exist harmoniously with people of other faiths and of different cultural backgrounds.
i) Practice hygiene and observe nutrition and safety, guided by Islamic principles

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SUMMARY OF STRANDS AND SUB STRANDS
No Strands Sub-Strands Number of
Lessons
1.0 Qur’an 1.1 Selected Chapters (Surah) 24
2.0 Hadith 2.1 Hadith on Ihsaan 06
2.2 Hadith on Honesty 06
2.3 Hadith on Respect 06
3.0 Pillars of Iman 3.1 Belief in the Last Day 04
3.2 Belief in His Power 04
4.0 Devotional Acts 4.1.1 Swalah Postures and phrases of Prayers 07
5.0 Akhlaq 5.1 Islamic etiquette (Manners of entering and leaving Masjid) 04
(Moral Teachings) 5.2 Islamic phrases 04
5.3. Relationship (care and dua for the sick) 05
5.3.1 places of worship 04
5.4 Environment Care (care for animals (domestic) 04
6.0 Siirah 6.1 Early of the Prophet (S.A.W.) 06
7.0 Islamic Festivals 7.1 Milad un Nabii 03
7.2 Aqiqa 03

Total Number of Lessons 90

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STRAND 1.0: QUR’AN
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 1.1 By the end of the sub- The learner is guided to: What are the
Qur’an Selected: strand the learner should be ● listen to surah al- Masad from the benefits of learning
• Surah al- able to: teacher/resource person/digital surah al- Masad?
Masad a) read surah al- Masad device/peers and repeat after them,
correctly for ● take turns reciting surah al- Masad
application, repeatedly and correct each other to
(8 Lessons) b) recite surah al- Masad enhance memorisation,
in preparation for ● use cards with words to fill in gaps to
day-to-day life, complete verses of surah al- Masad,
c) appreciate surah al- ● sort and arrange the verses of surah
Masad for spiritual al- Masad from pocket boards then
nourishment. read them.
Core Competencies to be developed:
Creativity and Imagination: as learners sort and arrange the verses of surah al- Masad.
Values:
Unity: cooperation is enhanced as learners take turns reciting surah al- Masad repeatedly and correct each other to enhance
memorisation.
Pertinent and Contemporary Issues:
Life Skills: a healthy relationship is promoted as learners practise reciting surah al- Masad during prayers.
Link to other Learning Activities: as learners recite surah al- Masad they develop skills in Language Activities.

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Strand Sub- Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
Strand
1.0 1.2 By the end of the sub-strand, The learner is guided to: What are the benefits of
Qur’an Selected: the learner should be able to: ● listen to Surah An-Nasr from learning Surah An-Nasr?
• Surah a) read Surah An-Nasr the teacher/resource
An- correctly for spiritual person/digital devices/peers and
Nasr nourishment, repeat after them,
b) recite Surah An-Nasr ● take turns to recite Surah An-
(8 in preparation for day- Nasr repeatedly and correct
Lessons) to-day life, each other to enhance
c) appreciate the Quran memorisation,
as the revealed Book ● use cards with words to fill in
of Allah (S.W.T.). gaps to complete verses in
Surah An-Nasr,
● sort and arrange the verses of
Surah An-Nasr from pocket
boards then read it.
Core Competencies to be developed:
Creativity and Imagination: as learners sort and arrange the verses of Surah An-Nasr in their correct order.
Values:
Unity: is enhanced as learners take turns to recite Surah An-Nasr repeatedly and correct each other to enhance memorisation
Pertinent and Contemporary Issues:
Effective communication: as learners listen to Surah An-Nasr from the teacher/resource person/digital devices/peers and
repeat after them.
Link to other Learning Activities: Reading skills as the learner reads Surah An-Nasr which can be related to skills in
English Language Activities.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
1.0 1.3 Selected By the end of the sub-strand The learner is guided to: What are the benefits
Qur’an Surah: the learner should be able ● listen to Surah Al-Kafirun from of learning Surah Al-
• Al-Kafirun to: the teacher/resource Kafirun?
a) read Surah Al-Kafirun person/digital devices/peers and
(8 Lessons) correctly for spiritual repeat after them,
nourishment, ● take turns to recite Surah Al-
b) recite Surah Al- Kafirun repeatedly and correct
Kafirun in preparation each other to enhance
for day-to-day life, memorisation,
c) appreciate the Quran as ● use cards with words to fill in
the revealed Book of gaps to complete verses in Surah
Allah (S.W.T.). Al-Kafirun,
● sort and arrange the verses of
Surah Al-Kafirun from pocket
boards then read them.
Core Competencies to be developed:
Communication and Collaboration: sorting as learners sort and arrange the verses of Surah Al-Kafirun correctly.

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 Values:
Unity: cooperation is enhanced as learners take turns to recite Surah Al-Kafirun repeatedly and correct each other to enhance
memorisation
Pertinent and Contemporary Issues:
Life Skills: interpersonal relations as learners take turns to recite Surah Al-Kafirun repeatedly and correct each other to
enhance memorisation.
Link to other Learning Activities: Reading skills as they read Al-Kafirun which can be related to skills in English Language
Activities.

SUGGESTED ASSESSMENT RUBRIC

Level Exceeds Meets Expectations Approaches Below Expectations
Indicator Expectations Expectations
Ability to recite the selected Recites the selected Recites the selected Recites the selected Recites the selected
surahs surahs with clear surahs surahs with minor surahs with major
articulations errors errors

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STRAND 2.0 HADITH
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
2.0 2.1 Hadith By the end of the sub- The learner is guided to: Why should a
Hadith on Ihsaan strand the learner • read the Hadith on Ihsaan from digital Muslim worship
should be able to: devices/flipcharts/manila Allah (S.W.T.) as
(6 lessons) a) read the Hadith on paper/chart/PowerPoint, if he/she sees
Ihsaan for spiritual Him?
nourishment, “...To worship Allah (S.W.T.) as if you see
b) apply the teachings of Him for if you do not see Him, He sees you.”
the Hadith on Ihsan to • take turns to read the Hadith on
strengthen the Ihsaan and correct one another,
consciousness of • listen to short stories depicting
Allah (S.W.T.), Ihsaan and then tell them in class,
c) appreciate the Hadith • share personal experiences where they
on Ihasan as a way of practised Ihsaan,
nurturing piety. • sing qasida/poems on the importance of
upholding Ihsaan as per the hadith.
Core Competencies to be developed:
Communication and Collaboration: as learners listen to short stories depicting Ihsaan and then tell them in class.
Values:
Unity: as learners take turns to read the Hadith on Ihsaan and correct one another.
Pertinent and Contemporary Issues:
Life Skill: living with others as learners take turns to read the Hadith on Ihsaan and correct one another.
Link to other Learning Activities: as learners read the selected Hadith in turns, it can be related to English Language
Activities skills.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning experiences Key Inquiry
Question(s)
2.0 2.2 Hadith By the end of the sub-strand, The learner is guided to: Why is it
Hadith on Honesty the learner should be able to: ● read the Hadith on honesty from important for
a) read the Hadith on honesty for digital devices/flipcharts/manila a Muslim to
(5 Lessons) spiritual nourishment, papers/charts, practise
b) apply the teachings of the “Speak the truth even if it is bitter,” honesty?
Hadith on honesty to strengthen ● read the Hadith on honesty
consciousness of Allah and correct each other,
(S.W.T.), ● pick flashcards from a
c) appreciate the Hadith on box/pocket board, complete
Honesty as a way of the Hadith on honesty, and
nurturing integrity in the read it,
society. ● share experiences where they have
practised honesty,
● sing qasida/poems on the benefits of
the hadith on honesty.
Core Competencies to be developed:
Self-efficacy: reflection on its own - as learners share experience where honesty is applied.
Values:
Honesty: enhanced as learners choose to do the right things always as they share experiences in class.
Pertinent and Contemporary Issues:
Life Skills: honesty and integrity is enhanced as learners story-tell on instances when honesty is practised.
Link to other Learning Activities: as learners read the selected Hadith and correct each other, it can be related to English
Language Activities.

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Strand Sub- Specific Learning Suggested Learning Experiences Key Inquiry
Strand Outcomes Question(s)
2.0 2.3 Hadith By the end of the sub- The learner is guided to: How should one behave
Hadith on Respect strand, the learner should ● read the Hadith on respect from digital in the company of elders/
devices/flipcharts/manila parents/teachers?
be able to: papers/charts/PowerPoint;
a) read the Hadith on “He is not among us he who does not show
respect for spiritual mercy to our young ones and does not
(5 Lessons) nourishment, respect the elders,”
● take turns to read the hadith on respect and
b) apply the teachings of the correct each other to enhance
Hadith on respect, to memorisation,
strengthen the ● listen to a story on the instances
consciousness of Allah, where respect is depicted and
role-play,
c) appreciate the benefit of ● share experiences where they have
respect in nurturing practised respect,
harmony in the society. ● sing qasida/poems on the benefits of the
hadith on respect.
Core Competencies to be developed:
Communication and Collaboration: as the learner reads and shares experiences where respect is practised.
Values:
Respect: is enhanced as learners take turns to read the Hadith on respect and correct each other.
Pertinent and Contemporary Issues:
Life Skills: Living with others enhanced as learners take turns in reading the Hadith and assist each other to do the same.
Link to other Learning Activities: as learners read the Hadith in turns, it can be related to skills in English Language
Activities.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Meets Expectations Approaches Below Expectations
Indicator Expectations Expectations
Ability to read the selected Reads the selected Reads the selected Reads the selected Reads the selected
Hadiths and give their Hadiths, gives the Hadiths and gives Hadiths and gives Hadiths and gives their
teachings. teachings, and their teachings. their teachings with teachings with some
shares a relevant little guidance. difficulties.
personal experience.

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STRAND 3.0 PILLARS OF IMAN
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.0 3.1. Belief By the end of the sub- The learner is guided to: What
Pillars in the Last strand, the learner should ● watch video clips on the Last Day should you
of Iman Day be able to: from the internet/digital devices and do to be
a) give other names of mention the other names of the Last successful
(4 the Last Day, Day (For example, Yaumul Aakhir, on the Last
Lessons) b) mention good deeds Yaumul Qiyama, Yaumul Ba’ath, Day?
a person can Yaumul Hisab, Yaumul Jazaa),
perform in ● listen to short stories on good deeds
preparation for the (for example, good behaviour,
Last Day, respecting elders, teachers, parents,
c) appreciate the helping others),
performance of ● sing/recite qasida/poems on the Last
good deeds in Day,
readiness for the ● role-play good deeds a learner can
Last Day. practise.
Core Competencies to be developed:
Creativity and Imagination: communicating ideas confidently as the learners sing/recite qasida/anashid/poems on the
events of the Last Day.
Values:
Unity: is enhanced as learners role-play good deeds that they can practise in their day-to-day life.
Pertinent and Contemporary Issues:
Life Skills: living with others as they role-play good deeds that they can practise in their day-to-day life.
Link to other Learning Activities: singing/reciting poems on various events/themes is related to Language Activities

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
3.0 3.2. Belief in By the end of the sub- The learner is guided to: 1. What are some
Pillars Allah strand the learner should ● listen to a teacher/resource person narrating their of the unique
of (S.W.T.)’s be able to: belief in the Power of Allah (S.W.T.), creations of
Iman Power a) name some ● watch video clips on the wonders/powers of Allah
(Qadar) creatures of Allah Allah (S.W.T.) and narrate what they have (S.W.T.)?
(S.W.T.) from their observed, 2. Which
(4 Lessons) immediate ● draw and colour some unique creations of Allah bounties depict
environment, (S.W.T.) from their immediate environment, the power of
b) draw unique creations ● tell stories /role-play the events which happened Allah(S.W.T.)?
of Allah (S.W.T.) from to them and manifested the Powers of Allah
their immediate (S.W.T.),
environment, ● pick and sort the things that indicate the powers
c) appreciate the Power of of Allah (S.W.T.) using flashcards,
Allah (S.W.T.) as a ● sing/recite qasida/anashid/poems that depict the
pillar of Iman. powers of Allah (S.W.T.).
Core Competencies to be developed:
Creativity and Imagination: as learners draw and colour some unique creations of Allah (S.W.T.) from their immediate environment that
depict the powers of Allah (S.W.T.).
Values:
Respect: enhanced as the learners appreciate diverse opinions as they tell stories/role-play events that happened to them and manifested
the powers of Allah (S.W.T.)
Pertinent and Contemporary Issues:
Respect: enhanced as learners pick flashcards from pocket boards with the events/things that indicate the powers of Allah. (S.W.T.).
Link to other Learning Activities: learners draw and colour some unique creations of Allah (S.W.T.) which is a skill related to Creative
Arts.

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SUGGESTED ASSESSMENT RUBRIC
Level Exceeds Meets Expectations Approaches Below Expectations
Indicator Expectations Expectations
Ability to give other names of Gives other names of Gives other names of Gives other names of Gives some of the
the Last Day. the Last Day with the Last Day. the Last Day with names of the Last
ease. little guidance. Day with challenge.
Ability to draw unique Draws unique Draws unique Draws unique Draws unique
creations of Allah (S.W.T.) creations of Allah creations of Allah creations of Allah creations of Allah
from the immediate (S.W.T.) from the (S.W.T.) from the (S.W.T.) from the (S.W.T.) from the
environment. immediate immediate immediate immediate
environment environment. environment with environment with
creatively. minor gaps. major gaps.

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STRAND 4.0: DEVOTIONAL ACTS
Strand Sub-Strand Specific Learning Suggested Learning experiences Key Inquiry
Outcomes Question(s)
4.0 4.1 Swalah By the end of the sub- The learner is guided to: How do we
Devotional Postures strand the learner should ● watch video clips showing the performance perform
Acts and be able to: of swalah and the phrases used in each swalah?
Phrases a) identify the correct posture of swalah (takbiratul ihram, subhana
in phrases for each Allah wabihamdihi, sami’a Allah liman
Swalah. posture of swalah, hamida, subhana Rabi’al A’la wa bihamdihi,
b) Recite the phrases Rabi ghfirlii, tashahhud,
for each posture of taslim),
(6 Lessons) swalah, ● sort and match the phrases from a flashcard
c) appreciate the (takbiratul ihram, subhana Allah
correct wabihamdihi, sami’a Allah liman hamida,
performance of subhana Rabi’al A’la wa bihamdihi, Rabi
swalah by reciting ghfirlii, tashahhud, taslim) with correct
phrases in each postures,
posture. ● record oneself using a digital device while
saying the phrases for each posture and share
with friends.
Core Competencies to be developed:
Digital Literacy: as the learner records self-performing swalah using a digital device.
Values:
Responsibility: accountability as learners engage in assigned roles and duties when picking the pillars of swalah from
flashcards and arranging them in sequence.

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 Pertinent and Contemporary Issues:
Life Skills: effective communication as learners give and respond to instructions when demonstrating the performance of
swalah.
Link to other Learning Activities: as learners pick the pillars of swalah from flashcards and arrange them in relation to
relevant phrases that can be related to Mathematic activities.

SUGGESTED ASSESSMENT RUBRIC

Level Exceeding Expectations Meeting Approaching Below Expectations
Indicator Expectations Expectations
Ability to recite and Recites and matches Recites and matches Recites and matches Recites and matches
match phrases with phrases with their postures phrases with their phrases with their postures phrases with their
their postures of of swalah and demonstrates postures of swalah. of swalah but with minor postures of swalah
swalah. them. mix-ups. with major mix-ups.

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STRAND 5.0: AKHLAQ (MORAL TEACHINGS)
Strand Sub-Strand Specific Learning Suggested Learning experiences Key Inquiry
Outcomes Question(s)
5.0 Akhlaq 5.1 Islamic By the end of the The learner is guided to: Why is a
(Moral Etiquette sub-strand the ● watch video clips on how to enter and leave the masjid
Teachings) • Manners of learner should be masjid and then mention what they have important to a
Entering able to: observed on the manners of entering and leaving Muslim?
and a) state the the masjid (such as reciting the dua for entering
Leaving the importance of a the masjid, entering on your right foot first,
Masjid masjid in their observing silence while in the masjid, leaving
day-to-day life, the masjid on your left foot first, reciting the dua
b) demonstrate the for leaving the masjid),
(4 Lessons) appropriate ● reciting the dua for entering the mosque
manners of (Allahumma ftahliy ab-waba Rahmatik), and the
entering and dua for leaving (Allahumma inna nas-aluka min
leaving the fadhlik) displayed on a chart/classroom walls,
masjid in day-to- ● pick and arrange words from flashcards to
day life, complete the dua for entering and leaving the
c) appreciate the masjid,
masjid manners ● collaborate in dramatising the manners of
in the life of a entering and leaving the masjid together with the
Muslim. dua.

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Core Competencies to be developed:
Creativity and Imagination: as learner make thoughtful choices as they dramatise the manners of entering and leaving the
masjid.
Values:
Respect: as learner have a positive regard for self and others as they dramatise the manners of entering and leaving the masjid.
Pertinent and Contemporary Issues:
Life Skills: living with others as learner takes turns in picking and arranging words from flashcards to complete the dua for
entering and leaving the masjid.
Link to other Learning Activities: the concept of reciting dua for entering and leaving the masjid can be related to Language
activity skills.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
5.0 Akhlaq 5.2 Islamic phrases By the end of the sub-strand, The learner is guided to: Why should a
(Moral the learner should be able to: • watch a video clip on the Muslim apply
Teachings) • HasbunAllah a) state the circumstances selected Islamic phrases then the selected
wa ni’imal wakil under which the selected recite them, phrases?
• La hawla wa la Islamic phrases are said in • role-play the situations when it
Quwwata illa their day-to-day life, is appropriate to use the
b) read the selected Islamic selected Islamic phrases,
billahi
phrases correctly to build • take turns to read the
reliance on Allah selected Islamic phrases
(4 Lessons) (S.W.T.), from charts and correct
c) appreciate the use of the each other,
selected Islamic phrases in • use words in flashcards to
their day-to-day complete the selected Islamic
experiences. phrases and read them.
Core Competencies to be developed:
Creativity and Imagination: as learners make thoughtful choices as they role-play the situations appropriate to use the selected
Islamic phrases.
Values:
Respect: as learner takes turns reading the selected Islamic phrases.
Pertinent and Contemporary Issues:
Life skills: empathy as learners take turns when role-playing the situations appropriate to use the selected Islamic phrases
Link to other Learning Activities: the concept can be related to courtesy phrases like thank you, welcome, and same to you
in English Language Activities.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
5.0 Akhlaq 5.3 By the end of the sub- The learner is guided to: What do you do
(Moral Relationship strand, the learner ● listen from a teacher/peer then when a member of
Teachings) • 5.3.1 should be able to: recite the dua for the sick; As-al the family is sick?
Care a) recite the dua for the sick Allah al-Adhim, Rabb al-Arsh al-
and dua Adhim, an yashfiyak,
for spiritual growth,
for the ● dramatise ways of showing care for
sick b) identify ways of
the sick,
showing care for the (such as, visit
sick to enhance them, pray for
(4 Lessons) brotherhood, them, assist them.),
c) appreciate the ● take turns to recite
importance of visiting the dua for the sick
and correct each
the sick as an act of
other,
ibadah. ● role-play ways of helping the sick.
Core Competencies to be developed:
Creativity and Imagination: makes thoughtful choices as they dramatise the ways of showing care for the sick.
Values:
Love: as the learner recites the dua for the sick and dramatising the ways of showing care for the sick
Pertinent and Contemporary Issues:
Life Skills: Empathy as learners take turns to recite the dua for the sick and correct each other.
Link to other Learning Activities: The concept of visiting and caring for the sick can be related to Environmental activities

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Strand Sub –Strand Specific Learning Outcomes Suggested Learning experiences Key Inquiry
Question(s)
5.0 Akhlaq 5.3.2 Places of By the end of the sub- The learner is guided to: 1. What symbols
(Moral Worship strand, the learner ● watch video clips from digital differentiate
Teachings) should be able to: devices/view pictures and identify the places of
(4 Lessons) a) name the places of the different places of worship worship for
worship for various shown in the video clips/pictures various
religions to (such as masjid, church, and religious
acknowledge diversity, temple) then draw and colour them, groups?
b) identify the different ● listen to a resource person/ a 2. What
symbols for places of teacher as they describe the activities
worship to show different religious groups that use take place in
respect for other the masjid, church, and temple, a mosque?
religions, ● sort and match the names of places
c) appreciate places of of worship and their corresponding
worship for other religions using flashcards,
religions to enhance ● model the symbols of different
peaceful co-existence. religious groups.
Core Competencies to be developed:
Creativity and Imagination: as learners model, draw, and colour places of worship.
Values:
Respect: as learners name, identify symbols, model, draw different places worship.
Pertinent and Contemporary Issues:
Life Skills: unity and cooperation as learners work in pairs when drawing and colouring places of worship.
Link to other Learning Activities: The concept of drawing, colouring and modelling (skills) symbols for different places of
worship is related to the concepts in Creative Arts.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
5.0 Akhlaq 5.4 By the end of the sub- The learner is guided to: 1. Which
(Moral Environment strand, the learner ● observe a chart/ with pictures of domestic domestic
Teachings) • Care for should be able to: animals and name them, animals are
Animals a) mention various ● draw and colour domestic animals found in found in
(domestic) ways of caring for their locality, your
domestic animals ● watch video clips showing various forms of locality?
as per the care given to domestic animals (such as 2. How can
teachings of Islam, feeding, protection from harm, providing you care for
b) care for domestic water, treating them when they fall sick, domestic
(3 Lessons) animals according to not overloading them when used as a form animals?
the teachings of of transport) and role-play the care given to
Islam, domestic animals,
c) appreciate caring for ● listen to short stories on care for domestic
domestic animals as animals from digital
part of the creations devices/teacher/resource person and retell,
of Allah (S.W.T.). ● sing qasida (songs) and poems on care for
domestic animals.
Core Competencies to be developed:
Creativity and Imagination: as learners make thoughtful choices as they draw and colour the domestic animals.
Values:
Love: as learners portray a caring attitude and take turns to role-play the ways of taking care of domestic animals.
Pertinent and Contemporary Issues:
Life Skills: empathy as learners demonstrate the types of care accorded to animals while roleplaying.
Link to other Learning Activities: The concept of caring for domestic animals can be related to Agriculture.

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SUGGESTED ASSESSMENT RUBRIC
Levels Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicators Expectations
Ability to use the selected Uses the selected Uses the selected Uses the selected Uses the selected
Islamic phrases. Islamic phrases with Islamic phrases. Islamic phrases with Islamic phrases but
excellent articulations. minor mistakes. with major mistakes.
Ability to demonstrate the Demonstrates the Demonstrates the Demonstrates the Demonstrates the
manners of entering and manners of entering manners of entering manners of entering manners of entering
leaving the masjid. and leaving the masjid and leaving the and leaving the but has challenges in
using illustrations. masjid. masjid with little demonstrating
guidance. leaving the masjid.

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STRAND 6.0 SIIRAH
Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
6.0 6.1 Early By the end of the sub- The learner is guided to: What was the
Siirah life of the strand, the learner ● listen to a short story of the prophet character of
Prophet should be able to: (S.A.W.)’s early life from a digital the Prophet
(S.A.W.) a) mention the activities device/teacher/resource person (for (S.A.W.)
that were carried out by example, as a shepherd, journey with his during his
the prophet (S.A.W.) uncle to Syria for trade) and retell, early life?
(5 Lessons) during the early stages of ● take turns narrating the activities that were
his life, carried out by the prophet (S.A.W.) in his
b) identify the qualities early life- as a shepherd, merchant,
that can be learnt from ● pick and read flashcards with the list of
the Prophet (S.A.W.) the qualities of the Prophet (S.A.W.)
early life, derived from his early life (for example.
c) appreciate the qualities hardworking, trustworthy, truthfulness,
of the Prophet humble, obedient and patient),
(S.A.W.) in shaping the ● sing qasidas/poems on the qualities of the
life of a Muslim. Prophet (S.A.W.) in his early life.

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Core Competencies to be developed:
Learning to Learn: develops relationships as learners narrate the activities that were carried out by the prophet (S.A.W.) in his
early life.
Values:
Responsibility: accountability as learners take turns narrating the activities that were carried out by the prophet (S.A.W.) in his
early life - shepherd, merchant
Pertinent and Contemporary Issues:
Life Skills: Effective communication- as learners take turns in narrating the activities that were carried out by the prophet
(S.A.W.) in his early life.
Link to other Learning Activities: The concept of the early life of the prophet (S.A.W.) can be related to Environmental
Activities.

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STRAND 7.0 ISLAMIC FESTIVALS
Strand Sub-Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Question(s)
7.0 7.1 Milad By the end of the sub- The learner is guided to: How do you
Islamic un – Nabii strand the learner should ● listen to peers and watch video clips on celebrate your
Festivals be able to: qasida in praise of the Prophet (S.A.W.) birthday?
a) name the date, day and and then sing the qasida,
(3 Lessons) month the Prophet was ● sing qasidas in praise of the Prophet
born (S.A.W.),
b) outline the activities ● name the attributes of the Prophet
that take place during (S.A.W.),
the Milad un-Nabii c ● discuss what a Muslim can learn from
for remembrance of the Milad un Nabii (for example, love and
Prophet (S.A.W.)’s life, respect for the prophet (S.A.W.),
c) appreciate the siirah of reminds Muslims of the teachings of
the prophet the prophet (S.A.W.), teaches the
(S.A.W.) as the Muslims the birth and life of the
foundation of Islamic prophet (S.A.W.), strengthens unity
History. among Muslims, promotes the noble
character of the prophet (S.A.W.)),
● role-play the activities that take place
during Milad un-Nabii.

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Core Competencies to be developed to be developed:
Citizenship: appropriate interaction with others - as the learners role-play the activities that take place during Milad un Nabii
Values:
Unity: as leaners display team spirit as they work in groups to role-play the activities that take place during Milad un Nabii.
Pertinent and Contemporary Issues:
Life skills: tolerance - understanding diversity as learner role-play activities that take place during Miladun Nabii
Link to other Learning Activities: The concept of celebration can be related to Environmental activities -special occasions
like weddings and circumcision.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Question(s)
7.0 Islamic 7.2 Aqiqa By the end of the sub-strand the The learner is guided to: What is the
Festivals learner should be able to: • watch video clips on animals significance of
(3 lessons) a) mention the animals that are used in aqiqa and mention them, celebrating
slaughtered during aqiqa as • draw and colour the animals aqiqa?
Islamic tradition, slaughtered during aqiqa
b) roleplay the activities that take ceremony,
place during Aqiqa, ● pick flashcards and mention
c) appreciate aqiqa celebrations the activities that take place
as a way of learning Islamic during aqiqa,
religious traditions. ● role-play the activities that
take place during aqiqa.
Core Competencies to be developed to be developed:
Citizenship: appropriate interaction with others as learners roleplay the activities that take place during Aqiqa
Values:
Unity: cooperation and team spirit is displayed as they work in groups and role-play the activities that take place during
Aqiqa.
Pertinent and Contemporary Issues:
Life Skills: tolerance as they role-play the activities that take place during Aqiqa.
Link to other Learning Activities: as learners celebrate Aqiqa which can be related to special occasions in Environmental
Activities.

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SUGGESTED ASSESSMENT RUBRIC
Levels Exceeds Meets Expectations Approaches Below Expectations
Indicators Expectations Expectations
Ability to identify the Identifies six Identifies six Identifies three - four Identifies less than
qualities of the Prophet qualities of the qualities of the qualities of the three qualities of the
(S.A.W.). prophet (S.A.W.) and prophet (S.A.W.). prophet (S.A.W.). prophet (S.A.W.).
explains them.
Ability to outline the Outlines the Outlines the activities Outlines the activities Outlines the activities
activities that take place activities that take that take place during that take place during that take place during
during Milad un-Nabii place during the Milad un-Nabi i Milad un-Nabii but Milad un-Nabii ,
ceremony. Milad un-Nabii and leaves out a few leaving out major
supports it with details. details.
pictures.
Ability to mention the Mentions the Mentions the Mentions the Mentions the
activities that take place activities that take activities that take activities that take activities that take
during Aqiqa. place during Aqiqa place during Aqiqa. place during Aqiqa place during Aqiqa
with convincing with minor mix-ups. with major mix-ups.
explanations.

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APPENDIX 1: COMMUNITY SERVICE LEARNING AT LOWER PRIMARY
At this sub-level, the goal of the CSL activity is to provide links between concepts learnt in the various Learning Activities and
real-life experiences. Learners begin to make connections between what they learn and the relevance to their daily lives. CSL is
hosted in the Environmental Activities learning area. The class teacher is expected to:
• identify and guide learners to undertake age-appropriate, whole-class integrated CSL activities within the school, and
• consider learner safety when selecting the activity.

The following steps for the integrated CSL activity should be staggered across the school terms:
Steps in carrying out the integrated CSL activity

1) Preparation
• Determine the activity for the learners.
• Map out the targeted core competencies, values, and specific learning areas skills for the CSL activity.
• Identify resources required for the activity (focusing on locally available materials).
• Stagger the activities across the term (set dates and times).
• Communicate with learners, parents/caregivers/guardians, school administration, teachers, and other relevant
stakeholders in the school community.
• Identify and develop assessment tools.

2) Implementation of CSL Activity

● Assigning roles to learners.
● Ensure every learner actively participates in the activity
● Observe learners as they carry out the CSL activity and record feedback.
● Use an appropriate assessment tool to assess both the process and the product (assess learner’s work from the beginning to
the end product)

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● Assess the targeted core competencies, values and subject skills.

3) Reflection on the CSL Activity

Conduct a self-evaluation session with learners on the integrated CSL activity undertaken by discussing the following:
● what went well and why?
● what did not go well and why?
● what can be done differently next time?
● what they have learnt?

There will be one integrated CSL activity conducted annually. The thematic areas for this activity will be derived from the broader
categories of the PCIs and concepts from the various Learning Areas. Teachers are expected to vary the themes yearly to allow
learners to address different PCIs within their contexts. There should be a link between the skills from the learning areas and the
chosen themes.

The integrated CSL activity utilises a Whole School Approach (WSA), involving the entire school community (learners,
parents/caregivers/guardians, school administration, teachers). Parents/caregivers/guardians are crucial stakeholders in the
planning and execution of the CSL activity. While the teacher leads the planning and integration, learners will be expected to
actively participate throughout the process.

The CSL activity provides an opportunity to develop of core competencies and nurture various values. The teacher will vary the
emphasised core competencies and values each year.

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Assessment of the CSL Activity
Assessment of the integrated CSL activity will focus on three components namely:
• skills from various learning areas applied in carrying out the activity,
• core competencies developed, and
• values nurtured.

Assessment should focus on both the process and the end product of the CSL activity. The teacher will assess learners in groups
using various tools such as an observation schedule, checklist, rating scale, or any other appropriate assessment tool.

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APPENDIX 2: SUGGESTED ASSESSMENT METHODS, RESOURCES, AND NON-FORMAL ACTIVITIES
Strand Sub-Strand Suggested Suggested Resources Suggested Non-Formal
Assessment Methods Activities

Qur’an Selected Surahs Oral questions, Flashcards, Juzuu, Digital Participate in Qur’an
observation device recitation competitions, and
attend madrasa after school
to learn Qur’an.
Hadith Selected Hadiths Oral questions, Charts, hadith book Learners to discuss with
portfolio, and parents and other siblings the
observation meaning/teachings of the
Hadith
Pillars of Believe in the Last Oral questions, Plants, animals, crayons, Tree planting in a school and
Iman Day portfolio, and papers, paint, brushes, community as a means of
observation water and pictures taking care of Allah’s
creation.
Believe in His power Oral questions, Plants, animals, crayons, Tree planting in a school and
(Qadar portfolio, and papers, paint, brushes, community as a means of
observation water and pictures taking care of Allah’s
creation

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Devotional Swalah Oral questions, Flashcards, chart Attend the madrasa after
Acts portfolio, and school to learn Shahada.
observation
wudhu Oral questions, Flashcards, chart Attend Qur’anic schools after
portfolio, and school to learn more about
observation wudhu.
AKHLAQ 1 Islamic etiquette Oral questions and Charts, pictures, Practise Islamic eating
(Moral Masjid – manners of observation audiovisual materials, manners during meals at
Teachings) entering and leaving utensils, home with siblings.
+dua), discipline in the
mosque,
Sneezing (Alhamdulillah) Oral questions and Charts, computer, Use Islamic phrases
observation projector, flashcards appropriately in their free
time.
Akhlaq Islamic phrases Oral questions, Animals, trees, colours, Planting and taking care of
(Hasbunallah wa ni’mal portfolio, and crayons, tape recorder trees in the school
wakil, La haula wala observation compound.
Quwatta ilabilla
2 Relationship Oral questions and Charts, colours, empty Participate in activities and
5.2.1 care and dua for observation boxes simple tasks assigned to
the sick them by parents

2 Places of worship Oral questions, Water, brooms, dustbins, Collect litter in the school
Portfolio, and rake Compound
observation

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6.0 SIIRAH Early life of the Prophet Oral Flashcards Narrating the event of the
(Life of (S.A.W.) questions, birth of the Prophet (S.A.W.)
Prophet) (shepherd, merchant portfolio, and to other siblings and family
observation members.

7.Festivals 7.1 Miladu-Nabii Oral questions, Colour, crayons, manila Assist in the preparation of
Portfolio, and papers, brooms, water Eid Festivals
observation
Aqiqa Oral questions, Colour, crayons, manila Assist in the preparation of
Portfolio, and papers, brooms, water aqiqa Festivals
observation

98