Islamic Religious Education

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
UPPER PRIMARY LEVEL DESIGNS

SUBJECT
ISLAMIC RELIGIOUS EDUCATION

GRADE 6
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
JANUARY 2021
First Published in 2021
All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed in any form or
by any means; electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the
publisher.
ISBN:000-0000-00-000-0
Published and printed by Kenya Institute of Curriculum Development

Grade 6 Curriculum Design
FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for education, training and research meet
the aspirations of the Kenya Constitution 2010, the Kenya Vision 2030, the United Nations Sustainable Development
Goals (SDGs) and the Regional and Global conventions to which Kenya is a signatory. In relation to this, the Ministry
of Education (MoE) embarked on curriculum reforms that culminated in the full implementation of the Competency
Based Curriculum (CBC) in January, 2019 from the level of Early Years Education (Pre-Primary 1 and 2, and Lower
Primary Grade 1, 2 and 3). This was followed by the roll out of the curriculum in Grade 4 in 2020. In readiness for the
progression of the Grade 4 cohort, the curriculum designs for Grade 5 were developed.
Grade 6 designs have now been developed. These curriculum designs are intended to ensure that the core competencies
attained by learners at Grade 5 are enhanced even as further opportunities are provided for identification and nurturing
of every learner’s potential as learners prepare to transit to Junior Secondary school.
The curriculum designs include the general and specific learning outcomes for the learning areas (subjects) as well as
strands and sub - strands. The designs also outline suggested learning experiences, key inquiry questions, assessment
rubric, pertinent and contemporary issues, values and Community Service Learning (CSL) activities.
It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective
and efficient implementation of the Competency Based Curriculum.
PROF. GEORGE A. O. MAGOHA, MBS, EBS, CBS

CABINET SECRETARY
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Islamic Religious Education
PREFACE
The Ministry of Education (MoE) is currently implementing the second phase of the curriculum reforms with the roll
out of the Competency Based Curriculum (CBC) at Grade 4 in 2020. This is the first cohort of the Upper Primary level
in the new education structure. Grade 5 and 6 designs have also been developed.
Grade 6 being the final stage of the upper primary level is very critical in the realization 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 Nurturing every Learner’s potential.
Therefore, the Grade 6 curriculum designs are intended to enhance the learners’ development in the CBC core compe-
tencies, namely: Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagina-
tion, Citizenship, Digital Literacy, Learning to Learn and Self-efficacy.
The curriculum designs also continue to link the activities in the main learning areas to the other aspects of the CBC
including links to Pertinent and Contemporary Issues (PCIs), Values and Community Service Learning (CSL). The
designs also offer several suggested interactive learning activities and variety of assessment techniques. It is expected
that the curriculum designs will guide the teachers to enable learners attain the expected learning outcomes for Grade
6 and prepare them effectively for the next Grade.
It is my expectation that the teacher will use the designs to make learning interesting, exciting and enjoyable.
DR. BELIO R. KIPSANG, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT OF EARLY LEARNING AND BASIC EDUCATION
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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2018) mandates the Institute
to develop curricula and curriculum support materials for basic and tertiary education and training, below the univer-
sity. The curriculum development process for any level involves thorough research, international benchmarking and
robust stakeholder engagement. Through this systematic and consultative process, the KICD conceptualised the Com-
petency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF), that responds
to the demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, Kenya and the Kenya
Vision 2030, East African Commission Protocol and the United Nations Sustainable Development Goals.
KICD obtains its funding from the Government of Kenya to enable the successful achievement of the stipulated mandate
and implantation of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support
from development partners targeting specific programmes. The Grade 6 curriculum designs have been developed with
the support of the World Bank through the Kenya Secondary Education Quality Improvement Program (SEQIP) com-
missioned by the MoE. Therefore, the Institute is very grateful for the support of the Government of Kenya, through
the MoE and the development partners for the policy, resource and logistical support. Specifically, special thanks to
the Cabinet Secretary – MoE and the Principal Secretary – State Department of Early Learning and Basic Education,
We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, educators who took part as
panelists; the Semi-Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their
various roles in the development of the Grade 6 curriculum designs. In relation to this, we acknowledge the support of
the Secretary - Teachers Service Commission (TSC) and the Chief Executive Officer of the Kenya National Examina-
tions Council (KNEC) for their support in the process of developing these designs.
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Finally, we are very grateful to the KICD Council Chairperson Dr. Sara Ruto and other members of the Council for very
consistent guidance in the process. we assure all teachers, parents and other stakeholders that these curriculum designs
will effectively guide the implementation of the CBC at Grade 6 and preparation of learners for Grade 7.
PROF. CHARLES O. ONG’ONDO

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWORD................................................................................................................................................iii
PREFACE.....................................................................................................................................................iv
ACKNOWLEDGEMENT.............................................................................................................................v
TABLE OF CONTENTS......................................................................................................................vi
NATIONAL GOALS OF EDUCATION..................................................................................................viii
SUGGESTED TIME ALLOCATION.........................................................................................................xi
GENERAL LEARNING OUTCOMES FOR MIDDLE SCHOOL...................................................xii
ISLAMIC RELIGIOUS EDUCATION.................................................................................................1
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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.
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.
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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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SUGGESTED TIME ALLOCATION
# Subject Lessons Per Week
Mathematics 5
Physical and Health Education 5
English language 4
Kiswahili Language KSL for learners who are deaf 4
Science and Technology 4
Agriculture 3
Creative Arts (Art and craft, Music) 3
Home science 3
Religious Education (CRE/IRE/ HRE) 3
Social Studies (Citizenship, Geography, History) 3
Other Languages 2
Pastoral Programme and Instructions 1
TOTAL 40
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GENERAL LEARNING OUTCOMES FOR MIDDLE SCHOOL EDUCATION

By the end of Middle School, the learner should be able to:
1) apply literacy, numeracy skills and logical thinking appropriately in self-expression,
2) communicate effectively in diverse contexts,
3) apply digital literacy skills appropriately for communication and learning in day-to-day life,
4) practise hygiene, appropriate sanitation and nutrition to promote health,
5) explore, manipulate, manage and conserve the environment effectively for learning and sustainable
development,
6) demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility,
7) demonstrate social skills, spiritual and moral values for peaceful co-existence,
8) demonstrate appreciation of the country’s rich, diverse cultural heritage for harmonious co-existence,
9) manage pertinent and contemporary issues in society effectively.
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ISLAMIC RELIGIOUS EDUCATION
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ESSENCE STATEMENT
Islamic Religious Education aims at nurturing and providing an enabling environment for the learner to grow spiritually
and morally. This learning area provides desired Islamic knowledge, skills, attitudes and values drawn from seven broad
areas namely Qur’an, Hadith/Sunnah, Pillars of Iman (Faith), Devotional Acts, Muamalaat (Social relations), Akhlaq
(Moral values) and History of Islam. It prepares the learner to grow as responsible citizens who is at peace with Allah
(S.W.T), self, others and the environment. Learners interested in this learning area may aspire to be scholars of Islamic
studies, judicial officials (Qadhis), and spiritual leaders. The Qur’an and the Sunnah (practices of Prophet Muhammad
(s.a.w) form one of the key frameworks in facilitating learning in this area, in addition to the Vygotsky’s Social Cultural
Theory which finds parallels with the Prophetic concept of fitra (Pure state of being).
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SUBJECT GENERAL LEARNING OUTCOMES
By the end of Upper Primary, the learner should be able to:
1. Recite, read and write the selected surah to enhance interaction with the Qur’an as a primary source of
guidance.
2. Deduce lessons from the selected surah and apply them in daily life.
3. Appreciate and emulate the practices of the Prophet (s.a.w) as the best role model.
4. Develop awareness and appreciation of Pillars of Iman as the foundation of Islam.
5. Demonstrate interest in and positive attitude towards performance of acts of Ibadah(worship) appropriately.
6. Acquire Islamic values to grow as a responsible and ethical citizen.
7. Appreciate Islamic history as a basis for culture and civilization for peaceful coexistence
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Strand Sub Strands Specific Learning Suggested Learning Key inquiry

Outcomes Experiences question(s)
1.0 Qur’an 1.1 Selected By the end of the sub Individually/in pairs/in small 1. What are the
Surah: strand, the learner should groups, learners are guided to: effects of
be able to: backbiting?
• read and memorize the
a. read and memorize selected surah with the aid 2. How can
the selected surah of digital devices/mus’haf / Muslims use
(16 Lessons) for use in devotional chart. time well?
activities.
- Al-Humaza 3. How can
b. explain the basic Muslims prepare
meaning of the - Al-Asr for the Day of
selected surah to - At-Takathur judgement?
enhance positive
character formation. - Al-Qariah
c. discuss the lessons • discuss the basic meaning of

learnt from the the selected surah and make
selected surah notes
for spiritual
nourishment. • match and sort the verses of
the selected surah with their
d. apply the teachings corresponding meaning
of the selected surah using flash cards
in their daily life.

e. appreciate the • brainstorm on the lessons

importance of the learnt from the selected
selected surah by surah and present in class.
adhering to their
teachings.
Core Competencies to be developed:
• Citizenship is enhanced through exhibiting the teachings of the selected surah daily life and demonstrating
how the selected surah enhances positive character formation
• Digital Literacy enhanced through manipulation of digital devices when listening to the selected surah and
getting the meaning/lessons
• Communication and Collaboration enhanced through group discussions and class presentation
• Self-Efficacy achieved through class presentation

PCIs: Values:
• Social Cohesion as they discuss the teachings of • Responsibility responsible use of time as
Surah Al-Humaza taught in surah Al-Asr
Links to other subjects: Languages – Arabic and English- Suggested community Service-Learning Activities:
Learners acquire new vocabularies as they learn the mean-
ing of the Surah. Learners explain the meaning and lessons of the se-
lected surah to siblings, parents/guardians and friends.
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Suggested Formative Assessment Rubrics
Indicator Exceeds expectations Meets Expectations Approaches Below expectations

expectations
Reading of the Learner correctly re- Learner correctly Learner correctly Learner can recite
selected surah cite the selected surah recites the selected recites some selected selected surah with
with confidence and surah surah assistance
ease
Meaning and Learner correctly Learner explains the Learner explains the Learner can explain
lessons learnt from explain the meaning, meaning, and discuss- meaning and discuss- the meaning, and dis-
the selected surah and discusses the les- es the lessons from the es the lessons from cuss the lessons from
sons from the selected selected surah some of the selected the selected surah
surah with confidence surah with assistance
and ease


2.0 Hadith 2.1 Selected By the end of the sub Individually/in pairs/in small 1. Why is
Hadith strand, the learner groups, learners are guided to: appearance
should be able to: and wealth not
2.2 Hadith • read the hadith on purity of important in the
on Purity of a. read the selected action: eyes of Allah?
Actions: hadith on purity of
actions for moral “Allah does not look 2. What does
guidance. at your appearance or Allah look for
wealth, but rather He when rewarding
(3 Lessons) b. uphold lessons learnt looks at your heart and servant?
from the hadith on actions. (Muslim).
purity of actions for
sincerity in deeds. • discuss lessons learnt from
the hadith on purity of
c. apply the lessons actions and make summary
learnt from the had- notes
ith in day-to day life.
• brainstorm on the rele-
d. appreciate purity vance of purity of actions
of actions to gain in today’s society and
rewards from Allah. share the findings on a
chart.
• Dramatise situations de-

picting purity of actions
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Core competences to be developed:
• Citizenship is enhanced through upholding hadith on purity of actions for sincerity in deeds and in applying
the lessons learnt from the hadith in day-today life.
• Communication and collaboration through group discussion
• Digital literacy, through use of digital devices
• Critical thinking and problem solving as they discuss the relevance of Hadith in today’s society.
PCIs: Values:
• Effective communication as learners make presentation • Integrity as learners learn that all actions must
in class be done with sincerity and pure intentions
• Positive Discipline as learners appreciate the importance • Responsibility as learners apply the teachings of
of sincerity of actions the Hadith in their daily life
Links to other subjects: Suggested community Service Learning Activities:
CRE has similar content related to sincerity of actions Learner to write on the significance of purity of ac-
tions

Indicator Exceeds Meets Expectations Approaches Below expectations

expectations expectations
Hadith on Purity of Learner correctly Learner correctly Learner reads and Learner has dif-
Actions recites the Hadith and reads and explains the explains some of the ficulty in reading
explains the lessons lessons learnt from lessons learnt from and explaining the
learnt from the hadith the hadith the hadith with little lessons learnt from
with ease. assistance the hadith
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2.0 Hadith 2.4 Hadith on By the end of the sub Individually/in pairs/in small 1. Why should
dressing strand, the learner should groups, learners are guided to: male and
be able to: female dress
• read the hadith on dressing: differently?
a. read the selected “The Messenger of Allah
(3 Lessons) hadith on Islamic cursed the man who wears 2. What is the
dressing to inculcate women’s clothing and the purpose of
moral uprightness. woman who wears men’s dressing ?
clothing.” (Abu-Daud).
b. describe the male and
female dress code as • classify clothes and acces-
per the Sunnah of the sories according gender
prophet. (trousers, skirts, blouse,
shirts, shorts, neckless, ear-
c. embrace lessons rings, bangles, hair dressing
learnt from the hadith etc) using digital devices/
on Islamic dressing Pocket Boards/Charts.
d. practise Islamic man- • discuss lessons learnt from
ner of dressing as an the hadith on Islamic dress-
act of ibadah. ing and make class presen-
e. appreciate the Islam- tations
ic dressing to avoid • search for reasons why the
the wrath of Allah. prophet prohibited gender-

mixed dressing and write a

short essay.
• model appropriate dress for

different gender
• draw and colour different

clothes and accessories and
display.
• Creativity and Innovation as learners model, draw and colour different clothes and accessories.
• Communication and collaboration through group discussion
• Citizenship as the learner adopts moral uprightness on Islamic dressing as guided by hadith
• Digital literacy through manipulation of digital devices during class

PCIs: Values:
• Human Sexuality as learners dress as per the Islamic • Respect for self as they dress appropriately
teachings for different genders.
• Responsibility as they observe Islamic manner
• Positive Discipline as learners observe Islamic manner of dressing as per teachings of the Hadith.
of dressing
Home science as it covers content on dressing for different Learners to draw different types of clothes for differ-
occasions and decency ent genders and share with the community members
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Hadith on dressing Learner correctly Learner reads the Learner reads the Learner reads the
describes the male hadith correctly, hadith correctly, hadith, describes
and female dress and describes between describes the male the male and female
identifies the lessons the male and female and female dress dress and identifies
learnt and recites the dress and identifies and identifies some the lessons learnt
hadith confidently the lessons learnt lessons learnt from from the hadith with
from the hadith the hadith assistance


2.0 Hadith 2.5 Hadith on By the end of the sub Individually/in pairs/in small 1. What are the
planting strand, the learner should groups, learners are guided to: dangers of
be able to: cutting down
(3 Lessons) • read the hadith on planting trees?
a. read the selected trees and crops:
hadith on planting 2. What are the
of trees and crops “If a Muslim plant a tree or benefits of
for environmental sows a field and men, ani- growing trees
consciousness. mals and birds eat from it, and crops?
all of it is charity from him.”
b. discuss the impor- (Muslim)
tance of planting
trees and crops as an • research on significance
act of ibadah. of planting trees and crops
and present the findings
c. plant trees and crops
for food sustainability • plant trees and crops in
and earn rewards the school compound and
from Allah. care for them
d. appreciate the value • collect pictures of fruit

of planting trees and bearing plants and crops
crops for the benefit and display in class.
of Allah’s creatures.
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• Critical thinking and problem solving through research on significance of planting trees and crops
• Creativity and Innovation enhanced through collection and display of fruit bearing trees
PCIs: Values:
• Environmental education as learners plant and take •Responsibility as learners plant and take care
care of trees of trees and crops.
Agriculture-as it contains similar content Learners participate in National/County tree planting

exercise Learners plant trees and crops at home.

Hadith on planting Learner correctly dis- Learner correctly Learner is able to Learner requires as-
trees and crops cusses the importance reads the hadith read the hadith sistance to read the
of planting trees and and discusses the and discuss some hadith and discuss
recites Hadith with importance of importance of the importance of
confidence planting trees planting trees planting trees

Strand Sub Strands Specific Learning Suggested Learning Experi- Key inquiry
Outcomes ences question(s)
2.0 Hadith 2.6 Hadith By the end of the sub Individually/in pairs/in small 1. What bounties
on respon- strand, the learner groups, learners are guided to: has Allah given
sible use of should be able to: to mankind?
Human ca- • read the hadith:
pabilities and a. read the selected 2. How should a
hadith on “Take advantage of five Muslim use time
resources matters before five oth-
responsible use of wisely?
human capabilities er matters: your youth
and resources for before you become old; 3. What activities
character building. and your health, before may cause harm
you fall sick; and your to people’s
b. explain the signifi- wealth, before you become health?
(3 Lessons) cance of using Al- poor; and your free time
lah’s bounties for before you become busy; 4. How do you
the benefit in life and your life, before your spend your
and the hereafter. death.” (Ahmad) pocket money?
c. use the bounties • discuss the significance

from Allah of using Allah’s bounties
responsibly in day- and make summary notes
to day-life.
• brainstorm on how to
d. appreciate the use the bounties of Allah
bounties from responsibly and make
Allah by acting presentations in class
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responsibly to get (youthfulness, health,

the pleasure of wealth, time, life).
Allah.
• role play proper usage of
Allah bounties mentioned
in the Hadith.
• Self-efficacy enhanced through search of information and class presentation
• Creativity and Innovation through role play on proper usage of Allah’s bounties
PCIs: Values:
• Analytical thinking skills as learners prepare and make • Responsibility as learners observe the teach-
presentations ings of Hadith on responsible living
• Self- Esteem as learners make presentations in class
• Positive Disciple as learners live responsibly

Home Science- covers similar content Learners to sensitise the youth in the community on
the need for responsible and living positive use of
energy towards the good of the society


expectations
Hadith on Learner correctly Learner correctly Learner explains Learner has diffi-
responsible use of explains the lessons explains the lessons some lessons learnt culty in explaining
Human capabilities learnt and recites the learnt from the hadith from the hadith lessons learnt from
and resources Hadith the hadith
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3.0 Pillars of 3.1 Impor- By the end of the sub Individually/in pairs/in small 1. How do the
Iman tance of Pil- strand, the learner should groups, learners are guided to: Pillars of Iman
lars of Iman be able to: affect the lives
• Listen/sing qasida on the of Muslims?
(2 lessons) a. identify the six pillars Pillars of Iman from digi-
of Iman to strengthen tal devices 2. Why are the
their spiritual Pillars of Iman
development. • arrange Pillars of Iman in important?
sequence using flash cards.
b. explain the impor-
tance of the pillars of • search online/books/re-
Iman in shaping their source on the significance
character. of the Pillars of Iman and
present in class
c. appreciate the pil-
lars of Iman as the • search verses from the
foundation of Islamic Qur’an and hadith on
faith. Pillars of Iman and make a
portfolio
• Communication and collaboration as learners listen and sing qasida on Pillars of Iman
• Creativity and Innovation as learners create a portfolio on the verses from the Qur’an on pillars of Iman

PCIs: Values:
• Effective communication as learners sing the qasida • Responsibility as learners observe the pillars of
during the lesson Iman
• Social Cohesion as they discuss revealed books for • Respect as learners appreciate diversity in faith
different denominations/faith groups
Music as they sing the qasida Learners to make posters on Pillars of Iman and share
with community members

expectations
Importance of Pil- Learner confidently Learner accurate- Learner can identify Learner has diffi-
lars of Iman and accurately ly identifies the of some pillars of Iman culty in identifying
identifies the pillars pillars of Iman and and explain their the pillars of Iman
of Iman and explains explains their impor- importance when and explaining their
their importance. tance prompted importance
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3.0 Pillars of 3.2 Taqwa By the end of the sub Individually/in pairs/in small 1. What actions
Iman (God Con- strand, the learner should groups, learners are guided to: lead to piety?
sciousness) be able to:
• read verses Qur’an from 2. Why is taqwa
(2 lessons) a. identify the qualities digital device /mus’haf important in
of a pious person and list down qualities the life of a
(Muttaqiin) for char- of mutaqiin (Q. 2: 2-5, Muslim?
acter building. 3:133-135)
b. explain the signifi- • match and sort the qual-

cance of taqwa in the ities of a pious person
life of a Muslim. using flash cards
c. demonstrate con- • search online/mus’haf/

sciousness of Allah resource person verse
in day-to-day life as on taqwaa and draw the
a mark of true belief. significance from (Q. 2:4
3: 76, 7:96, 9:119, 19:72,)
d. appreciate virtue of
taqwa as a precon- • keep a weekly log/diary
dition for success in on activities that demon-
life and in the Here- strate taqwaa
after.

• Digital literacy through sorting and matching of qualities of a pious person
• Self-Efficacy as learners search for verses from the Qur’an on taqwa and make presentation
• Critical thinking as learners draw significance of taqwa from the verses of the Qur’an
PCIs: Values:
• Analytical Thinking Skills as learners draw signifi- • Love taqwa leads to love for Allah
cance of taqwa from the verses of the Qur’an
• Integrity as learners maintain their fidelity to Al-
• Self-management skills as a pious person guards lah by doing what is right
against wrong doing
• Positive Discipline as learners learn on how to guard

against wrong doing
Links to other subjects: Religious Education Subjects- Suggested community Service Learning Activities:
cover content on God consciousness Learners to write an article on qualities of a pious
person and share with the peers
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expectations
Qualities of a pious Learner identifies the Learner identifies the Learner identifies Learner has difficulty
person qualities of a pious qualities of a pious some qualities of a identifying qualities
person using relevant person pious person related to a pious
verses from the person
Qur’an
Significance of Learner explains the Learner explains the Learner explains Learner has difficul-
taqwa significance of taqwa significance of taqwa the significance of ties in explaining the
using relevant verses taqwa with some significance of taqwa
from the Qur’an inconsistencies

3.0 Pillars of 3.3 Tawakkul By the end of the sub Individually/in pairs/in small 1. How can a
Iman (Reliance on strand, the learner should groups, learners are guided to: Muslim show
Allah) be able to: reliance on
• brainstorm and identify Allah?
a. identify the qualities the qualities of a
of a mutawakkil as Mutawakkil and display 2. Why is
(2 lessons) a basis for character them on the notice tawakkul
building. board ((Q.3:160, Q5:23, important to
Q65:3) Muslim?
b. discuss the
significance of • sort the qualities of a
tawakul in the life of Mutawakkil using a digi-
a Muslim. tal device/Pocket Board/
Flash cards
c. practice tawakul in
day-to-day life as a • discuss the significance
way of strengthening of Tawakul in the life
belief/reliance on in of a Muslim and make
Allah. summary notes
d. appreciate virtue • discuss ways in which

of tawakkul as a Muslims can practice
condition for success tawakkul in daily life.
in life and in the
Hereafter.
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• Digital literacy through sorting and matching of qualities of a Mutawakkil
• Learning to Learn as they sort and search information on qualities of a Mutawakkil

PCIs: Values:
•Analytical Skills as they sort and think of the powers of • Love for Allah as learners rely on Allah
Allah
• Responsibility as learners are engaged to prac-
•Social Awareness Skills as they discuss on qualities of a tice tawakkul
Mutawakkil
Religious Education Subjects as they contain content on Learners encourage family members to rely on Allah
reliance on God at all times
Indicator Exceeds expectations Meets Expectations Approaches expec- Below expectations

tations
Qualities of a Learner correctly Learner correctly Learner correctly Learner identifies
Mutawakkil identifies the qualities identifies the qualities identifies some qualities of a
of a Mutawakkil using of a Mutawakkil qualities of a Mutawakkil with
relevant verses from Mutawakkil assistance
the Qur’an

Significance of Learner explains Learner explains Learner explains Learner has difficulty
Tawakkul the significance the significance of the significance of explaining the
of tawakkul using tawakkul tawakkul with some significance of
relevant verses from inconsistencies tawakkul
the Qur’an
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3.0 Pillars of 3.4 Tawbah By the end of the sub Individually/in pairs/in small 1. Why should a
Iman (Repentance) strand, the learner groups, learners are guided to: Muslim seek
should be able to: repentance from
• brainstorm on the con- Allah?
a. identify the ditions for tawbah and
(2 lessons) conditions of display them on a chart 2. How should
tawbah as a basis Muslims seek
for forgiveness from • discuss the significance of repentance from
Allah tawbah (Q25:70, Q39:53) Allah?
make class presentation.
b. discuss the
significance of • dramatize ways of seeking
tawbah in the life of forgiveness and repentance
a Muslim. from Allah
c. practise actions that • search hadith on tawbah

lead to tawbah as and draw lessons from
a way of purifying them
one’s soul from sins.
d. appreciate virtues
of tawbah as a
condition for success
in life and in the
Hereafter.

• Digital literacy enhanced as learners search for Hadith on Tawbah
• Communication and collaboration through group discussion and presentation
• Creativity and Innovation as learners dramatise ways of seeking forgiveness from Allah
PCIs: Values:
Positive discipline as learners learn to seek forgiveness for • Responsibility as learners take responsibility
their mistakes of their actions and seek forgiveness from
Allah.
Religious Education Subjects as similar content is taught Learners to make fliers on conditions for tawbah and
distribute in the community
Indicator Exceeds expectations Meets Expectations Approaches expecta- Below expectations

tions
Conditions for Learner correctly Learner correctly Learner identifies Learner requires
Tawbah and signifi- identifies conditions identifies conditions some conditions for assistance to identify
cance of Tawbah for tawbah and for tawbah and ex- tawbah and explains conditions for
explains the plains the significance the significance of tawbah and explain
significance of Tawbah of Tawbah. Tawbah significance of
with examples Tawbah
27 Not for Sale


3.0 Pillars of 3.5 Stories of By the end of the sub Individually/in pairs/in small 1. How did
Iman Prophets: strand, the learner groups, learners are guided to: the selected
should be able to: prophets
• Prophet • listen/watch using digital demonstrate
Ibrahim a. narrate the stories of devices stories of the Iman in Allah?
(A.S.) the selected prophets selected prophets (Ibrahim
for faith building. Breaking idols, saved by 2. What virtues are
• Prophet Allah from fire and attempt derived from
Yusuf b. explain the to sacrifice Ismail, Prophet prophet Ibrahim
(A.S.) lessons learnt Yusuf – Allah saved him and Musa’s
from the stories from the well, temptation/ stories?
(9 Lessons) of the prophets imprisonment, famine and
for character leadership).
development.
• brainstorm how the select-
c. emulate the charac- ed prophets demonstrated
ter of the prophets in their faith in Allah.
day-to-day life.
• deduce lessons from the
d. appreciate the select- stories of the selected
ed prophets as role prophets and make short
models. notes
• discuss the relevance of the

stories of the selected

prophets in the society and

present on a chart.
• Communication and collaboration/Self-Efficacy as learners narrate the stories of the prophets
• Critical thinking and problem solving as learners analyse lessons derived from the stories of the prophets
• Learning to learn as learners emulate the character of the prophets

PCIs: Values:
• Positive discipline as learners gain lessons from the • Integrity, Responsibility, Love as learners em-
stories of the prophets ulate the values exhibited by the prophets
• Mentorship and peer education as learners gain new

insights from the prophets unwavering devotion in
serving Allah
Links to other subjects: CRE- Stories of the prophets is Suggested community Service Learning Activities:
taught (Abraham and Joseph) Learners share the lessons from the stories of the
prophets with peers at assembly
29 Not for Sale


expectations
Stories of Prophets Learner narrates the Learner narrates the Learner narrates the Learner has to be
stories of prophets stories of prophets stories of prophets assisted in narrat-
Ibrahim and Yusuf Ibrahim and Yusuf Ibrahim and Yusuf ing the stories of
with confidence and with coherence with some inconsis- prophets Ibrahim and
coherence tencies Yusuf
Lessons from the Learner explains Learner explains Learner explains gives lessons Learner
stories of prophets the lessons from the the lessons from the some lessons from has difficulty nar-
Ibrahim and Yusuf stories of prophets stories of prophets the stories of prophets rating the stories of
Ibrahim and Yusuf by Ibrahim and Yusuf Ibrahim and Yusuf prophets Ibrahim and
using examples Yusuf


4.0 Devotional 4.1 Twahara By the end of the sub Individually/in pairs/in small 1. Why should
acts (Purity) strand, the learner should groups, learners are guided to: Muslims main-
be able to: tain ritual
4.1.1 Hadath • Identify types of Hadath purity?
a. outline the types of
4.1.2 Optional Hadath for ritual • discuss the differences 2. When can a
Ghusl purity (Twahara) between Hadath Asghar Muslims take
and Hadath Akbar and bath?
(6 Lessons) b. differentiate between present in tabular form
Hadath Asghar and
Hadath Akbar to • identify items to be used in
promote personal the purification of Hadath
hygiene Asghar and Hadath Akbar
and present on a chart.
c. demonstrate ways
of purification of • sort and match types
Hadath Asghar of hadath and methods
and Hadath Akbar of purification (wudhu,
to maintain ritual tayyamum, ghusl) Using
purity. digital devices/Flashcards/
Pocket Board/Charts
d. explain reasons for
performance for • discuss situations when
tayyamum as pre- tayyamum is performed.
condition for
31 Not for Sale

Swalah. • brainstorm on situations

when optional ghusl is
e. identify situations performed and make
for performance of summary notes
sunnah ghusl.
• demonstrate steps of
f. Appreciate performing tayammum
maintenance of ritual
purity as a condition • research on the steps of the
for Ibadah. performance of ghusl and
make notes
• Digital literacy through sorting and matching using digital devices

PCIs: Values:
Personal hygiene as learners maintain high levels of purity • Responsibility as learners observe hygiene as
as required by Islam a pre-requisite for ibaadah
Home science – personal hygiene is covered in the subject Learners share with the peers on the importance of
tahara


expectations
Ways of purification Learner correctly Learner correctly Learner describes Learner has
describes ways of describes ways of ways of purification difficulties in
purification in hadath purification in hadath in hadath Asghar describing ways
Asghar and akbar and Asghar and akbar and akbar with some of purification in
gives examples. inconsistencies hadath Asghar and
akbar
Performance of Learner confidently Learner correctly Learner demonstrates Learner requires
tayammum and and correctly demon- demonstrates how how tayammum and assistance in demon-
strates how tayam- tayammum and ghusl ghusl are performed strating how tayam-
ghusl
mum and ghusl are are performed but misses some steps mum and ghusl are
performed performed
33 Not for Sale


4.0 Devotional 4.2 Zakat: By the end of the sub Individually/in pairs/in small Why should a Mus-
acts strand, the learner groups, learners are guided to: lim pay zakat?
4.2.1 Items should be able to:
liable for • collect pictures of items/
Zakat a. identify the items lia- commodities liable for zakat
ble for zakat payment and display/mount on charts
4.2.2 Recipi- for spiritual growth.
ents of Zakat • use digital devices/ Qur’an
b. describe the eight to search for recipient of
4.2.3 Differ- recipients of zakat Zakat and make notes
ences between as mentioned in the (Q9:60)
Zakat and Qur’an
sadaqa • use flashcards/Pocket
c. differentiate between Board/Charts to show the
(3 Lessons) zakat and sadaqa to differences between zakat
inculcate the spirit of and sadaqa
giving
d. appreciate the need to

pay zakat and sadaqa
to develop empathy

• Creativity and imagination as learners collect and mount pictures of items liable for zakat on a chart for dis-
play
• Critical thinking and problem solving as learners discuss differences between zakat and sadaqa.
PCIs: Values:
• Financial literacy as they discuss zakat and sadaqa • Love in caring for the poor members of the
society
• Responsibility in the payment of zakat to the

recipient
• Unity created by the being empathetic towards

the less fortunate members of the society
Mathematics as payment of zakat involves some calcula- Learners to make posters on the recipient of zakat and
tions based on the nisab and rate. items liable for zakat and share with the community
members
35 Not for Sale


expectations
Items liable for Learner correctly Learner correctly Learner identifies Learner has diffi-
Zakat identifies items liable identifies Items liable some Items liable for culties in identify-
for zakat and cites evi- for Zakat Zakat ing Items liable for
dence from the Hadith Zakat
Recipient of Zakat Learner correctly Learner correctly Learner identifies Learner has difficulty
identifies recipient of identifies recipient of some recipient of identifying recipient
zakat and cites evi- Zakat Zakat of Zakat
dence from the Qur’an
Difference between Learner correctly Learner correctly Learner differentiates Learner requires
Zakat and sadaqa differentiates between differentiates between between Zakat assistance in differ-
Zakat and sadaqa and Zakat and sadaqa and sadaqa with entiating Zakat and
gives examples inaccuracies sadaqa

4.0 Devotional 4.3 Saum By the end of the sub Individually/in pairs/in small Why are some
acts (Fasting) strand, the learner groups, learners are guided to: people exempted
should be able to: from fasting?
4.3.1 People • identify the categories of
exempted a. state the categories people exempted from
from fasting of people who are fasting as mentioned in the
exempted from Qur’an and list them in
4.3.2 Fidya obligatory fast. their note books (Q2:184-
(Compensa- 185).
tion) b. explain the reasons
for fidya (compen- • use digital devices/flash
(4 Lessons) sation) by people cards to search and match
exempted from the categories of people
fasting during the exempted from fasting
month of Ramad- with the corresponding
han. ways of compensation.
c. describe different • discuss the reasons why

ways of compensat- Allah exempted some
ing for missed fasts people from fasting and
make presentations
d. state the wisdom
behind the exemp-
tion of some people
from fasting.
37 Not for Sale

e. appreciate Allah’s
mercy to Muslims
for exemption of
fasting with valid
reasons
• Communication and collaboration through group discussion and class presentations
• Creativity and innovation through sorting and matching using of flash cards
PCIs: Values:
• Social awareness skills as learners think on the categories • Responsibility as learners feel hunger while
of people exempted from fasting fasting as experienced by the poor and learn
to help

Learners visit an orphanage/children’s home during
Home science as learners discuss health benefits of fasting the month of Ramadhan and make donations.


expectations
Exemption from Learner correctly Learner correctly Learner is able to Learner has diffi-
fasting and ways of explains reasons explains the reasons explain some of the culty explaining the
compensation for exemption from for exemption from reasons for exemp- reasons for exemp-
fasting, describes fasting and ways of tion from fasting and tion from fasting and
ways of compensation compensation ways of compensa- ways of compensa-
and gives examples tion tion
39 Not for Sale

Strand Sub Strands Specific Learning Out- Suggested Learning Experi- Key inquiry
comes ences question(s)
4.0 Devotional 4.4 Hajj By the end of the sub Individually/in pairs/in small 1. What are the
acts strand, the learner should groups, learners are guided to: prerequisite for
4.4.1 Condi- be able to: the performance
tions of Hajj • search for conditions of Hajj?
a. outline the Hajj and make notes
4.4.2 Types of conditions of Hajj 2. What is the
Hajj for validity of its • watch video clips on the significance of
performance performance of Hajj, dis- Hajj?
(2 Lessons) cuss the different types of
b. describe different Hajj and make class presen-
types of Hajj tations
to fulfil the
requirements for • search for verses on Hajj
each from Qur’an and Hadith
and display on charts
c. explain the
procedure of • create a model Kaaba and
performing each simulate the performance of
type of Hajj for it is Hajj
validity
d. appreciate Hajj as a
pillar of Islam.

• Digital literacy as learners watch the performance of Hajj from a digital device
• Creativity and innovation as learners model the Kaaba
• Self-Efficacy as learners simulate the performance of Hajj

PCIs: Values:
• Creative thinking as learners model the Kaaba/set up • Unity as people from different backgrounds
the sites for Hajj meet to perform Hajj
Creative Arts as learners model the Kaaba Learners model the Kaaba and the sites for Hajj for
community learning purposes

expectations
Conditions and Learner correctly Learner correctly Learner identifies Learner has diffi-
Types of Hajj identifies conditions identifies conditions some conditions for culties in explaining
for Hajj, describes for Hajj and describes Hajj and describes conditions of Hajj
the different types of the different types of types of Hajj and describing types
Hajj and explains the Hajj of Hajj
sequence of its perfor-
mance
41 Not for Sale

Strand Sub Strands

Specific Learning Suggested Learning Key inquiry
5.0 Akhlaq 5.1 Virtues: By the end of the sub Individually/in pairs/in small 1. Why should a
(Moral values) strand, the learner should groups, learners are guided to: Muslim work?
5.1.1 Work as be able to:
a form Ibadah • discuss why work is con- 2. Why is work
a. state the reasons why sidered Ibadah in Islam considered an
(2 lessons) work is considered act of Ibadah?
as Ibadah in Islam. • collect pictures of dif-
ferent occupations and 3. What kind
b. explain the benefits display them in class of work is
of work in the prohibited in
development of the • watch video clips on Islam?
Ummah. different types of work
and differentiate between
c. describe different permissible and non-
types of work as permissible.
means to lawful
earnings • identify ethics that should
guide work in Islam
d. differentiate between
halal and haram • brainstorm on the benefits
work of work and present in
class
e. appreciate the
importance of work • dramatize different types
as a form Ibadah. of works as means of
earning a living

• Research on Islamic
teachings on work from
sunnah/Hadith and present
in class
• Learning to learn as learners classify work different types into permissible and non-permissible
• Creativity and imagination as they dramatise different types of work and collect pictures of different occupation
PCIs: Values:
• Financial literacy and poverty eradication through dis- • Responsibility of earning a living
cussion on benefits of work.
• Integrity as one strives for halal earnings.
Mathematics as learners are taught on calculations on Learners to create posters on halal earnings and share
earnings with the peers in the community
Social Studies as learners are taught different types of work
43 Not for Sale


expectations
Work as Ibadah Learner confidently Learner correctly ex- Learner correctly ex- Learner has
and correctly explains plains the importance plains the importance difficulty explaining
the importance of of work as Ibadah. of work as Ibadah the importance of
work as Ibadah. with little assistance work as Ibadah


5.0 Akhlaq 5.1.2 Adalah By the end of the sub Individually/in pairs/in small 1. What are the
(Moral values) (Justice) strand, the learner groups, learners are guided to: benefits of
should be able to: observing
(1 Lesson) • discuss the importance adalah in the
a. explain the impor- of exercising justice and society?
tance of adalah as make class presentation
a means of promot- 2. How can a pupil
ing fairness in the • read a story on justice and practice adalah
society. draw lessons on fairness. in school?
b. describe different in- • role play actions that

stances where justice depict justice
must be practiced to • search for verses in the
ensure fairness in the Qur’an that advocate for
society fairness (Q. 4:135).
c. practice justice and • make and present short
fairness in day-to- skits thematising adalah in
day life. society.
d. appreciate the virtue
of adalah as a way
of earning rewards
from Allah.
45 Not for Sale

• Digital literacy through the search for the meaning of adalah and related verses on adalah
• Creativity and imagination as learners perform short skits thematising adalah, Citizenship as learners discuss
good governance and the significance of upholding justice.
PCIs: Values:
• Good governance as learners discuss the significance • Social justice and integrity by upholding
of upholding adalah. fairness and practising justice
• Friendship formation through upholding fairness while

solving disputes.
Social studies as it covers human rights and justice Learner to write an essay sensitising the community
on the significance of upholding justice


expectations
Significance of Learner correctly ex- Learner correctly ex- Learner explains Learner has difficulty
Adalah (Justice) plains the importance plains the importance the importance of explaining the
of exercising Adalah of exercising Adalah exercising Adalah importance of
(justice) and cites (justice). (justice) with little exercising Adalah
examples. assistance (justice).
47 Not for Sale


5.0 Akhlaq 5.2 Vices: By the end of the sub Individually/in pairs/in small 1. Why does
(Moral values) strand, the learner groups, learners are guided to: Islam prohibit
5.2.1 should be able to: the use of
Intoxicants • research on the negative intoxicants?
a. identify types of effects of intoxicants and
(3 Lessons) intoxicants rampant make short notes 2. What are the
in the society effects of
• brainstorm on ways of intoxicants to
b. explain the effects curbing the use of intoxi- the society?
of intoxicants on cant and make posters
the society
• story-tell/dramatize effects
c. describe ways of of intoxicants.
curbing the use of
intoxicants • watch age-appropriate
videos on the effects of
d. adhere to Islamic intoxicants.
teachings on prohi-
bition of intoxicants • Make posters on the
in day-to-day life. effects of intoxicants
e. appreciate the
prohibition of
intoxicants for the
wellbeing of the
society.

• Digital literacy as learners search for relevant verses/hadith and videos on effects of intoxicants
• Communication and collaboration through story-telling and group discussion
• Creativity and innovation through creation of posters, story-telling and dramatization

PCIs: Values:
• Positive discipline as learners resist the use of • Responsibility as learners restrict themselves
intoxicants/peer pressure from engaging in intoxicants
• Guidance services through discussion on effects
• Alcohol and drug abuse prevention when discussing

effects of intoxicants; Chronic diseases when discussing
effects of intoxicants; Moral e
Science and technology as similar content is covered Learners visit drug and substance rehabilitation
centres to learn more on effects of intoxicants and
sensitise the community on the dangers of intoxicants
using posters
49 Not for Sale


expectations
Effects of Learner correctly Learner correctly Learner is able to Learner has difficulty
intoxicants explains the effects explains the effects of explain some effects explaining effects of
of intoxicants and intoxicants of intoxicants intoxicants.
teaches others.
Ways of curbing use Learner correctly Learner correctly Learner explains Learner can
of intoxicants explains different explains different some ways of curbing explain some ways
ways of curbing use of ways of curbing use of use of intoxicants of curbing use of
intoxicants and cites intoxicants intoxicants with
examples assistance


5.0 Akhlaq 5.2.2 Israf (ex- By the end of the sub Individually/in pairs/in small 1. Why is it
(Moral values) travagance) strand, the learner should groups, learners are guided to important to
be able to: avoid israf?
(2 Les- • discuss resources that
sons) a. identify resources are often wasted e.g. 2. How can people
available in the com- food, water, money and promote good
munity. presentation use resource?
b. explain ways • dramatize appropriate

of guarding ways of using resources
against israf for in accordance to Islamic
effective resource teachings (e.g. serve food
management. enough for self; not using
excessive amounts of water
c. explain the effects of while performing wudhu,
israf in the society turning off TV/, lights when
d. use available re- not in use etc.).
sources effectively as • brainstorm on the effects of
a way of promoting israf and make presentations
economic growth
• make posters discouraging
e. appreciate proper use israf and pin them at
of resources to get strategic places e.g (turn off
rewards from Allah. taps when not in use)
51 Not for Sale

• Critical thinking as learners come up with ways to guard against wastage of resources
• Creativity and Innovation as learners make posters/signage discouraging wastage of resources

PCIs: Values:
• Sustainable consumption as learners appreciate the • Responsibility as learners abide by the teach-
need for proper resource management ings of Islam on Israf
Learners to prepare posters/signage discouraging israf
Home science as wastage of resources is covered in the society

expectations
Ways of guarding Learner correctly Learner correctly Learner describes Learner describes
against israf describes appropriate describes appropri- some appropriate ways of guarding
ways of guarding ate ways of guarding ways of guarding against israf with
against israf and gives against israf against israf assistance
examples
Effects of israf Learner correctly de- Learner correctly de- Learner correctly de- Learner has
scribes effects of israf scribes effects of israf scribes some effects challenges in
and gives examples of israf describing the effects
of israf


5.0Akhlaq 5.3 Dua By the end of the sub Individually/in pairs/in small 1. Why is it
(Moral values) (Supplication strand, the learner should groups, learners are guided to: important
when be able to: to recite a
traveling) • read the dua: dua while
a. recite the dua in travelling?
(2 Les- day-to-day life “Glory to Him who has
sons) to seek Allah’s brought this (e.g. vehi- 2. What safety
protection while cle) under our control, precaution
travelling. though we were unable should one
to control it (ourselves), observe while
b. appreciate the and indeed, to our Lord travelling?
importance of the we will surely return.”
dua in seeking (Muslim).
protection from
Allah. • note the dua in the books
and memorise for usage
• role play traveling and

recite the dua in class.
• discuss the importance

of reciting the dua when
travelling and make notes
and class presentation
53 Not for Sale

• write the dua on charts and

post them on the school’s
notice board
• Communication and collaboration as learners recite the dua
• Creativity and innovation as learners write the dua on charts

PCIs: Values:
• Effective communication as learners recite dua • Responsibility as learners learn the dua and
recite whenever they are travelling.
Arabic and English as the learner acquires new vocabularies Learners make posters on the dua and share with the
peers

expectations
Dua when travelling Learner confidently Learner correctly Learner recites dua Learner has to be
and correctly recites recites the dua. with some inconsis- assisted in reciting
the dua. tencies the dua


6.0 Muama- 6.1 Fair By the end of the sub Individually/in pairs/in small 1. Why should
laat (social treatment of strand, the learner should groups, learners are guided to: workers treated
relations) workers be able to: well?
• discuss the rights of work-
a. state the rights of ers and make notes 2. How can we
workers to promote treat workers
conducive working • discuss appropriate ways of fairly?
environment. treating workers and pres-
(4 Lessons) ent on charts
b. identify appropriate
ways of treating • role play on fair treatment
workers for just of workers.
working environment
• share personal experiences
c. practice Islamic ethics on how workers are treated
while relating with in homes.
workers.
• brainstorm on ways of
d. cite the Hadith of
promoting fair treatment of
Prophet (s.a.w) on fair
workers
treatment of workers
e. appreciate Islamic • research on the Hadith of

teachings on workers the Prophet (s.a.w) on fair
by treating them treatment of workers and
fairly. make class presentations.
55 Not for Sale

The Prophet (s.a.w)

said,
“Your brothers are your

responsibility. Allah has
made them under your
hands. So whosoever
has a brother under
his hand, let him give
him food as he eats and
dress as he dresses. Do
not give them work that
will overburden them
and if you give them
such tasks, then provide
assistance. “(Bukhari)
• Critical thinking and problem solving through discussion on ways of treating workers fairly.
PCIs: Values:
• Human Rights and Responsibilities as learners learn • Respect for the right of workers
on the rights of workers
• Love as they observe fairness when dealing
with workers at home.

Links to other subjects: Suggested community Service Learning Activ-

ities: Learners to sensitise family members on the
Social studies as Human rights is covered in the subject rights of workers.

expectations
Rights of the Learner correctly Learner correctly Learner correctly Learner has
workers and states the rights of states the rights of states some rights of challenges stating
appropriate ways of workers, explains workers and explains workers and explains the rights of workers
treating workers appropriate ways of appropriate ways of appropriate ways of and explaining
treating them and cites treating them treating them appropriate ways of
Hadith treating them
57 Not for Sale


6.0 Muama- 6.2 Relations By the end of the sub Individually/in pairs/in small 1. How should
laat (social with people of strand, the learner should groups, learners are guided to: Muslims relate
relations) other faiths (3 be able to: with people of
Lessons) • research on the rights of other faith?
a. identify the rights non-Muslims and make
of non-Muslims for class presentation 2. What are the
harmonious living. rights of people
• discuss ways of living of other faith?
b. explain ways of peacefully with non-
promoting good Muslims and display on a
relations with people chart (Q., 2:256, 8:61, 60:8,
of other faiths for 109:6).
peaceful co-existence.
• role play ways of living
c. demonstrate ways of harmoniously with people
living harmoniously of other faiths.
with people of other
faiths in day to day
life.
d. appreciate living with

people of other faith
harmoniously.

• Creativity and imagination as they role play on ways of living peacefully with non-Muslims.
PCIs: Values:
• Social cohesion as learners learn to co-exist with peo- • Respect for people of other faiths
ple of diverse faiths
• Peace as people from diverse faiths co-exist
Human Rights and Responsibilities as learners discuss
•
the rights of people of other faiths
Social Studies and Religious education teach harmonious Learner sensitise community members on the impor-
living tance of peaceful co-existence

expectations
Relations between Learner correctly Learner correctly Learner describes Learner requires
Muslims and people describes ways of describes ways of some ways of living assistance in describ-
of other faiths living harmoniously living harmoniously harmoniously with ing ways of living
with people of other with people of other people of other faiths harmoniously with
faiths and gives faiths people of other faiths
examples
59 Not for Sale


6.0 Muamalaat 6.3 Corrup- By the end of the sub Individually/in pairs/in small 1. Why is
(social tion strand, the learner should groups, learners are guided to: corruption bad?
relations) be able to:
• discuss forms of corruption 2. What can you
a. identify forms of in their environment (e.g. do to stop
corruption to create exam cheating, inflating corruption?
(4 Lessons) awareness in the bus fare, withholding
society shopping balance, election, 3. What are effects
deceiving parents on of corruption in
b. explain the effects of school levies among our society?
corruption to incul- others.) and make brief
cate the value of presentation
integrity
• search for hadiths /
c. describe ways of Qur’anic verses on
curbing corruption corruption and write the
for fairness and ac- teachings. (Q. 2:11-12, 27,
countability 30, 188)
d. promote a corrup- • brainstorm on the effects of
tion free society by corruption and then display
observing Islamic on charts.
ethics and taqwa.
• design posters on ways of
curbing corruption.

d. appreciate the • role-play acts depicting

teachings of Islam forms of corruption and
against corruption by ways of eradicating them.
upholding Islamic
morals.
• Critical thinking and problem solving as learners seek ways of curbing corruption
• Citizenship as learners discuss upholding integrity
• Creativity and imagination as learners role play on forms of corruption and designing of posters
PCIs: Values:
• Good governance as learners practice integrity • Integrity as learners embrace a corruption free
society
Learner to design posters on the effects of corruption
Social studies as similar content on corruption is covered and share them with the community members
61 Not for Sale


expectations
Effects of Learner correctly Learner correctly Learner can describe Learner requires
corruption and describes ways of describes ways of some ways of curb- assistance in
ways of curbing curbing corruption, curbing corruption ing corruption and its describing ways of
corruption its effects and gives and its effects effects curbing corruption
examples and its effects


7.0 History of 7.1 Battles By the end of the sub Individually/in pairs/in small How relevant are
Islam of Badr and strand, the learner should groups, learners are guided to: lessons from the
be able to: battles of Badr and
Uhud • search for reasons that led Uhud in today’s
a. identify the reasons to the Battles of Badr and society?
(4 Lessons) that led to the Battles Uhud and make notes
of Badr and Uhud to
appreciate Islamic • watch video clips/listen to
heritage narrations on the Battles of
Badr and Uhud and draw
b. narrate the events of lessons (e.g. Praying to Al-
the battles of Badr lah for help in times of diffi-
and Uhud for spiritual culties, True victory comes
nourishment. from Allah (Q. 3:123-128),
value of knowledge through
c. explain the lessons freeing of captives, fair
learnt from the battles treatment of captives)
of Badr and Uhud to
strengthen their Iman. • brainstorm on the lessons
learnt from the battles of
d. apply the lessons Badr and Uhud and do class
learnt from the battles presentations.
of Badr and Uhud in
day to day life
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e. appreciate reliance on
Allah in overcoming
challenges in day-to-
day life.
• Digital literacy as learners watch videos/listen to narrations on Battles of Badr and Uhud
• Critical thinking and problem solving through application of lessons to contemporary situations
• Citizenship as learners discuss human rights and fair treatment of captives

PCIs: Values:
• Human Rights and responsibility through lessons • Unity and Social justice as they discuss les-
learnt on fair treatment of captives sons learnt from Badr and Uhud.
• Social Cohesion as learners learn the importance of

peaceful co-existence
Learners to narrate the events of the Battles of Badr
Social Studies as it covers content on spread of Islam and Uhud and lessons learnt to their peers


expectations
Battles of Badr and Learner consistently Learner correctly nar- Learner is able to Learner requires
Uhud and correctly narrates rates the events of the narrate some events assistance in
the events of the bat- battles of Badr and of the battles of Badr narrating the events
tles of Badr and Uhud Uhud and describes and Uhud and de- of the battles of
and describes lessons lessons learnt. scribes lessons learnt. Badr and Uhud and
learnt. describing lessons
learnt.
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7.0 History of 7.2 Treaty of By the end of the sub Individually/in pairs/in small 1. Why is it
Islam Hudaibiya strand, the learner should groups, learners are guided to: important
be able to: to resolve
(4 Lessons) • watch videos on treaty of conflict through
a. state the terms of the Hudaibiya and write down peaceful means?
treaty of Hudaibiya the terms of the treaty.
as part of Islamic 2. How can
History. • brainstorm on the lessons Muslims apply
learnt from the treaty of Hu- the lessons
b. describe the lessons daibiya and present in class. learnt from
learnt from the
• dramatize acts depicting the treaty of
Treaty of Hudaibiya
peaceful ways of resolving Hudaibiya?
as a way of
nurturing peaceful conflicts, drawing lessons
conflict resolution from what they have learnt
mechanisms. from the Treaty of Hudai-
biya.
c. adopt peaceful
conflict resolution • make posters on the terms
methods in day-to- of the treaty of Hudaibiya
day life.
d. appreciate the Trea-

ty of Hudaibiya as
a guide to peaceful
coexistence.

• Digital literacy as learners watch videos on the treaty of Hudaibiya
• Critical Thinking and Problem Solving as learners draw lessons from the treaty of Hudaibiya for application in
life
• Learner to Learn as learners acquire knowledge on peaceful conflict resolution mechanism

PCIs: Values:
• Social Cohesion as the treaty led to peaceful co-exis- • Peace as the treaty led peaceful co-existence
tence between members of different communities
• Conflict Resolution and Negotiation as the treaty was

a means of resolving the conflict between Muslims
and the Qureish
Learner to make posters on peaceful conflict reso-
Social Studies and Life Skills as conflict resolution mecha- lution mechanisms and share with members of the
nisms is covered community
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expectations
Terms of the Treaty Learner correctly Learner correctly Learner correctly states Learner has
of Hudaibiya states the terms of the states the terms of the some of the terms of challenges stating
treaty of Hudaibiya, treaty of Hudaibiya the treaty of Hudaibiya the terms of the
Lessons from describes the lessons and describes the and describes some treaty of Hudaibiya
learnt and teaches lessons learnt lessons learnt and describing the
Treaty of Hudaibiya
others. lessons learnt


7.0 History of 7.3 Conquest By the end of the sub Individually/in pairs/in small 1. What lessons
Islam of Makkah strand, the learner should groups, learners are guided to: do Muslims
be able to: learn from the
(Fath-ul • listen to a story /watch events of fath-
Makkah) a. describe the events a video/film/on fath- ul Makkah?
that led to the con- ul Makkah and make a
(4 Lessons) quest of Makkah presentation on the events 2. Why should
for spiritual nour- one forgive
ishment. • discuss lessons learnt people who
from the events of fath-ul have wronged
b. explain the lessons Makkah and display on you?
learnt from the con- charts (e.g. forgiveness,
quest of Makkah purity of places of worship,
for peaceful co-ex- love of one’s enemies as
istence an effective daawa, Islam
stands for peace).
c. apply the lessons
learnt from the con- • dramatize acts depicting
quest of Makkah in peaceful ways of resolving
day to day life. conflicts from the events of
fath-ul Makkah.
d. Appreciate clem-
ency as part of
the Sunnah of the
prophet (s.a.w.).
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• Digital literacy as learners search/watch videos on victory over Makkah
• Communication and collaboration through group discussion, presentation listening to narration on fath-ul
Makkah
Critical thinking and problem solving as learners discuss lessons learnt from the conquest of Makkah and their
•
relevance in today’s life
PCIs: Values:
• Social Cohesion as Makkah was conquered without • Peace as Makkah was conquered without
bloodshed leading to peaceful co-existence among di- bloodshed.
verse communities
• Respect for diversity as fath-ul Makkah led to
• Conflict Resolution and Negotiation as fath-ul Makkah different people living peacefully in Makkah
was a means of resolving a long-standing conflict be-
tween the Muslims and the Qureish
Social Studies as conflict resolutions mechanisms are cov- Learners form Peace Club to advocate peaceful
ered in the subject co-existence in the community


expectations
Conquest of Learner consistently Learner accurately Learner describes the Learner has chal-
Makkah and the and accurately describes the events events of the conquest lenges in describing
lessons learnt describes the events of the conquest of of Makkah and the the events of the
of the conquest of Makkah and the les- lessons learnt with conquest of Mak-
Makkah and the sons learnt. little assistance. kah and the lessons
lessons learnt. learnt.
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7.0 History of 7.4 Farewell By the end of the sub Individually/in pairs/in small 1. What are the
Islam Pilgrimage strand, the learner groups, learners are guided to: main themes in
(Hijatul should be able to: Hijatul Wid’a?
Wid’a) • read the farewell sermon,
a. state the teachings deduce the teachings and 2. How can
• Farewell contained make presentations in class. Muslims apply
Sermon in Prophet the lessons from
Muhammad’s • identify key themes from the farewell
(3 Les- farewell sermon the speech and make notes sermon in
sons) for spiritual today’s world?
• brainstorm on the lessons
nourishment. learnt from Prophet
b. Identify key Muhammad’s farewell
themes from the sermon and make notes (e.g.
Prophet’s farewell sanctity of life and property,
speech as a guide equality of human beings,
to the Muslim Muslim brotherhood,
Ummah not hurting one another,
observing the pillars of
c. discuss the lessons Islam).
Muslims learn
from Prophet • role play acts depicting the
Muhammad’s teachings of the Prophet’s
farewell sermon as farewell sermon.
a basis

for character
formation.
d. apply the lessons

learnt from the
prophet’s farewell
sermon in day-to-
day life.
e. appreciate the
Prophet’s farewell
speech as a guide
to Mankind.
• Citizenship as learners discuss human rights and discrimination of people
• Critical thinking and problem solving as learners draw lessons from the speech for application in life
• Creativity and innovation as learners role play acts depicting the lessons from the farewell sermon
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PCIs: Values:
• Good governance as the speech talked against • Respect as the speech emphasised on the
discrimination and encouraged freeing of slaves respect for women, sanctity of life and respect
for property
• Social cohesion as the Prophet (s.a.w) encouraged
unity of purpose and banned bloodshed
• Human Rights and Responsibilities as the speech cov-

ered the rights of women, men and slaves
Social Studies and Life Skills as Human Rights is covered Learners to discuss the lessons from the farewell
in the subjects speech with the peers during clubs ‘meeting
Suggested Formative Suggested Formative Assessment Rubrics
Indicator Exceeds expectations Meets Expectations Approaches expec- Below expectations

tations
Lessons from the Learner correctly Learner correctly dis- Learner correctly Learner requires
Prophet’s Farewell discusses the lessons cusses the lessons of discusses some les- assistance in discuss-
Sermon of the Prophet’s the Prophet’s Farewell sons of the Prophet’s ing the lessons of the
Farewell Sermon and Sermon Farewell Sermon Prophet’s Farewell
explains its relevance Sermon
in today’s life

APPENDIX
Strand Suggested Suggested Resources Non- formal activities

Methods of
Assessment
Qur’an Portfolio, Oral Mus’haf/Qur’an, Digital devices, Recite the surah and discuss the meaning of
Assessment, Pocket Board, Charts, Course the selected surah during free time, PPI and
Checklist books, and Resource person. clubs
Hadith Portfolio, Oral Digital devices, Charts, Course • Explain the teachings of the Hadith to the
Assessment, books & resource person, peers during the club’s meeting
Check lists, Clothes, earrings, necklace,
Journals, coloured pencils/paints, water • Learners model appropriate Islamic
Observation colours. seeds, Jembe/Hoe, dressing during parent day meeting;
schedule, Shovels, Watering can, water Learners participate in fashion show
competition in the school. Participating in
tree planting activities in school; Planting
of crops on the school garden
• Learners discuss on the need to use

Allah’s bounties in a beneficial manner
during clubs and school assembly.
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Pillars of Portfolio, Oral Digital devices, Charts and • Learners share the significance of Pillars
Iman Assessment, Course books, Mushaf/Qur’an, of Iman with others during school assem-
observation Pocket board, Resource person bly
schedule, (e.g. Imam/Madrasa teacher),
Journals, Islamic Kids Stories - Prophet • Discuss on qualities of Muttaqiin and on
Anecdotal notes, Ibrahim, Prophet Yusuf, the significance of being pious during
clubs
• Give talk on qualities of a Mutawakkil

and on the significance of relying on
Allah.
• Learner narrates on the stories of Prophet

Ibrahim and Prophet Yusuf during parent
meeting and prize giving days.
Devotional Portfolio, Oral Soap, water, sand, toilet paper, • During guidance and counselling ses-
Acts Assessment, Charts, Course books, cloth, sions in school, -Learners discuss how to
Observation paint, Digital devices, Mus’haf/ purify themselves while in state of major
schedule, Qur’an, Chart, Photos of people hadath
Journal, and their occupation/events
Anecdotal notes, (farmer, athlete etc.), • Learners discuss zakat and tax during
Portfolio, parents’ meeting/prize giving
• Learners give a talk on people exempted

from fasting during school assembly and
clubs in the month of Ramadhan

Akhlaq Journals, Digital devices, Course books, • Learners perform light duties in the
(Moral Anecdotal notes, Chart. Photos of people in school environment like picking rubbish,
Values) Portfolio, Oral different occupations. Mus’haf/ cleaning classrooms and dormitories.
Assessment, Qur’an, age-appropriate videos
Observation. on effects of intoxicants, • Learners demonstrate quality of adalah
Resource person, (e.g a while solving disputes in school
successfully rehabilitated drug • Learners attend guidance and counselling
addict) Digital devices on dua sessions on drug and substance abuse in
when travelling school
• Learners who use school transport to

recite the dua when boarding the bus and
during field trips.
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Muamalat Journals, Oral Charts, Mus’haf/Qur’an, Re- • Learners treat non-teaching/support staff
questions, source persons, Course books, fairly in school.
(Social Observation Resource person (Anti-corruption
relations) schedule, official), Digital Devices, talking • Learners initiate interfaith dialogue
Portfolio. walls within the school and hold prayer
sessions alternating amongst the various
faiths represented within the school at the
assembly/before the start of examination
• During Drama and Music festivals,

learners develop items thematising evils
of corruption; Learners develop posters
and talking walls on corruption; Learners
discuss effects of corruption during
Integrity Club meetings.
History of Oral questions, Course books, Digital Devices, • Learners story tell on the History of
Islam Observation Printed map showing the location Prophet Muhammad during Clubs meet-
schedule, of Badr in Saudi Arabia, resource ings.
Portfolio, person
Checklist, • Learners participate in Peace Club
activities.
• Learners discuss peaceful means of con-

flict resolutions in Peace club’s meetings.
• Learners give a talk on Prophet’s

Farewell Pilgrimage in the school
assembly

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REPUBLIC OF KENYA

UPPER PRIMARY LEVEL DESIGNS

ISLAMIC RELIGIOUS EDUCATION

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

Published and printed by Kenya Institute of Curriculum Development

PROF. GEORGE A. O. MAGOHA, MBS, EBS, CBS

iii Not for Sale

DR. BELIO R. KIPSANG, CBS

Property of the Government of Kenya iv

v Not for Sale

PROF. CHARLES O. ONG’ONDO

Property of the Government of Kenya vi

NATIONAL GOALS OF EDUCATION..................................................................................................viii

SUGGESTED TIME ALLOCATION.........................................................................................................xi

GENERAL LEARNING OUTCOMES FOR MIDDLE SCHOOL...................................................xii

ISLAMIC RELIGIOUS EDUCATION.................................................................................................1

vii Not for Sale

NATIONAL GOALS OF EDUCATION

c) Technological and Industrial Needs

3. Promote individual development and self-fulfilment

4 Promote sound moral and religious values

Property of the Government of Kenya viii

5. Promote social equity and responsibility

8. Good health and environmental protection

ix Not for Sale

SUGGESTED TIME ALLOCATION

# Subject Lessons Per Week

Physical and Health Education 5

Kiswahili Language KSL for learners who are deaf 4

Science and Technology 4

Creative Arts (Art and craft, Music) 3

Religious Education (CRE/IRE/ HRE) 3

Social Studies (Citizenship, Geography, History) 3

Pastoral Programme and Instructions 1

Property of the Government of Kenya x

GENERAL LEARNING OUTCOMES FOR MIDDLE SCHOOL EDUCATION

2) communicate effectively in diverse contexts,

4) practise hygiene, appropriate sanitation and nutrition to promote health,

6) demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility,

9) manage pertinent and contemporary issues in society effectively.

xi Not for Sale

Property of the Government of Kenya xii

ISLAMIC RELIGIOUS EDUCATION

1 Not for Sale

Property of the Government of Kenya 2

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Upper Primary, the learner should be able to:

4. Develop awareness and appreciation of Pillars of Iman as the foundation of Islam.

6. Acquire Islamic values to grow as a responsible and ethical citizen.

3 Not for Sale

Strand Sub Strands Specific Learning Suggested Learning Key inquiry

c. discuss the lessons • discuss the basic meaning of

Property of the Government of Kenya 4

e. appreciate the • brainstorm on the lessons

• Self-Efficacy achieved through class presentation

5 Not for Sale

Suggested Formative Assessment Rubrics

Indicator Exceeds expectations Meets Expectations Approaches Below expectations

Property of the Government of Kenya 6