KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A skilled and Ethical Society

PRE - PRIMARY SCHOOL CURRICULUM DESIGN

PRE - PRIMARY 1
 Revised 2024

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: 978-9914-43-097-4

Published and printed by Kenya Institute of Curriculum Development

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FOREWORD
The Government of Kenya 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, the National Curriculum Policy 2019, 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 implementation of the Competency Based Curriculum involves monitoring and evaluation to determine its success. After
the five-year implementation cycle, a summative evaluation of the primary education cycle was undertaken to establish the
achievement of learning outcomes as envisaged in the Basic Education Curriculum Framework. The Government of Kenya
constituted a Presidential Working Party on Education Reforms (PWPER) in 2022 to address salient issues affecting the
education sector. PWPER made far reaching recommendations for basic education that necessitated curriculum review. The
recommendations of the PWPER, monitoring reports, summative evaluation of the primary cycle, feedback from curriculum
implementers, and other stakeholders led to rationalisation and review of the basic education curriculum.

The reviewed Pre-Primary One (PP1) curriculum design is the commencement of formal schooling in Pre-Primary Education. It
focuses on pre-literacy, pre-numeracy, motor and cognitive development, and social and emotional skills.
The curriculum designs present National Goals of Education, essence statements, general and specific expected learning
outcomes for the subjects as well as strands and sub strands. The designs also outline suggested learning experiences, key
inquiry questions, core competencies, Pertinent and Contemporary Issues (PCIs), values, and assessment rubrics.
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 CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION
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PREFACE
The Ministry of Education (MoE) nationally implemented the Competency Based Curriculum (CBC) in 2019. Pre-Primary One
(PP1) is the foundation of learning in the reformed education structure as provided for in the Basic Education, Act, 2013.

The reviewed PP1 curriculum furthers the learning already acquired at home. The curriculum provides opportunities for learners
to acquire pre-literacy and pre-numeracy skills as they enjoy living and learning through play and to develop
self-awareness, self-esteem and self-confidence. This is very 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 nurturing every learner’s potential.

Therefore, the PP1 curriculum designs are intended to enhance the learners’ development in the CBC core competencies,
namely: 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 sub-
strands and the other aspects of the CBC. They also offer several suggested learning resources and a variety of assessment
techniques. It is expected that the designs will guide teachers to effectively facilitate learners to attain the expected learning
outcomes for PP1 and prepare them for a smooth transition to PP2. Furthermore, it is my hope that teachers will use the designs
to make learning interesting, exciting and enjoyable.

DR. BELIO KIPSANG’, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR 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 (SNE
adapt) curricula and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level
of education involves thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative
process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF)
2017. The curriculum responds to the demands of the 21st Century and the aspirations captured in the Constitution of Kenya 2010, the Kenya
Vision 2030, the East African Community Protocol, International Bureau of Education Guidelines and the United Nations Sustainable
Development Goals (SDGs).

KICD receives its funding from the Government of Kenya to facilitate the achievement of its stipulated mandate and implementation of the
government and sector (Ministry of Education - MoE) plans. The Institute also receives support from development partners targeting specific
programmes. The PP1 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 the MoE. Therefore, the Institute is very grateful for the support of the Government of
Kenya, through the MoE and the development partners for policy, resource and logistical support. Specifically, special thanks go to the Cabinet
Secretary in the ministry-MoE and the Principal Secretary in State Department of Basic Education.

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers and educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs), and representatives of various stakeholders for their roles in the development of the PP1 curriculum
designs. In relation to this, we acknowledge the support of the Chief Executive Officers of the Teachers Service Commission (TSC) and the Kenya
National Examinations Council (KNEC) for their support in the process of developing these designs. Finally, we are very grateful to the
Chairperson of the KICD Council and other members of the Council for the very consistent guidance in the process.

We assure all teachers, parents and other stakeholders that this curriculum design will effectively guide the implementation of the CBC at PP1 and
the preparation of learners for transition to PP2.

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

The people of Kenya 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 the community and
national development.
b) Economic Needs
Education should prepare a learner with requisite competencies 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 competencies for the 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. Promote positive attitude towards 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 FOR PRE-PRIMARY
S/No Activity Area Number of Lessons per Week
1. Language Activities 5
2. Mathematical Activities 5
3. Creative Activities 6
4. Environmental Activities 5
5. Religious Activities 3
Pastoral Instruction Programme 1
Total 25

NOTE:
The time allocated for each activity area is 30 minutes.

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LEVEL LEARNING OUTCOMES FOR EARLY YEARS EDUCATION
By end of Pre-Primary Education, the learner should be able to;
1. demonstrate acquisition of literacy, numeracy and communication skills for continuous learning,
2. develop desirable social, moral and religious values for harmonious co-existence,
3. develop creative, innovative and critical thinking skills for problem solving,
4. develop awareness of the immediate environment for learning and enjoyment,
5. develop physically, emotionally and spiritually for self-personal growth,
6. demonstrate respect and value for own country and diverse cultures for national cohesion,
7. discover their interest and talent for self-fulfillment and contribution to the society.

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ISLAMIC RELIGIOUS EDUCATION

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Essence Statement
Islamic Religious Education activities at the pre-primary level is aimed at imparting knowledge, skills, and values to the learner
to enable them develop awareness of Allah (S.W.T.), His creation and how to worship Him. Among the values Islamic religious
education activities aims to inculcate include: sharing, caring, respect, love, empathy, obedience, kindness, helping those in
need, and the ability to differentiate between right and wrong. These competencies will be developed through the following
strands: Qur’an, Pillars of Iman (Articles of Faith), Devotional Acts, Akhlaq (Moral Teachings), Siirah (Life of the Prophet), and
Islamic Festivals. These activities are geared towards holistic development of the young learners through learner-centred
approaches. This lays foundation for primary level of education and for the learners to grow up as an upright and responsible
members of the society.

General Learning Outcomes

By the end of pre-primary education, the learner should be able to:
a) Demonstrate pre-literacy skills in Arabic texts.
b) Demonstrate love, appreciation and awareness of Allah (S.W.T.) and His creation.
c) Emulate the exemplary character of Prophet Muhammad (S.A.W.) in their lives.
d) Practise Islamic etiquettes and values for personal and interpersonal relations.
e) Celebrate Islamic festivals to appreciate the Islamic culture.

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Summary of Strands and Sub-Strands
Strand Sub-Strands No. of Lessons
1.0 Qur’an 1.1 Handling of the Holy Qur’an 06
1.2 The Arabic alphabet with vowels 19
2.0 Pillars of Iman 2.1 Belief in Allah: (Oneness of Allah ) 06
2.2 Belief in Allah: (Allah ’s Creation) 06
2.3 Belief in Allah: Allah’s Creation 05
(My family)
3.0 Devotional Acts 3.1 Pillars of Islam 04
3. 2 Shahadah 03
4.0 Akhlaq (Moral Teachings) 4.1.1 Islamic etiquette ( greetings) 03
4.1.2 Toileting 06
4.1.3 Sneezing 03
4.2.1 Islamic phrases 12
4.3 Relationship ( places of worship) 06
5.0 Siirah 5.1 Prophet Muhammad (S.A.W.) 06
6.0 Islamic Festivals 6.1 Eid Activities 05
Total number of lessons 90

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Qur’an 1.1 Handling of By the end of the The learner is guided to: How do you
the Holy Qur’an sub-strand, the learner ● listen to and sing songs or recite poems on handle the Qur'an
should be able to: Qur’an, at home?
(6 lessons) a) identify the Qur’an ● identify the Holy Qur’an through use of:
as the holy book for flash cards
Muslims, - pictures
b) mention three - video clip on a digital device
etiquette of handling - realia (a copy of the Qur’an)
the Qur’an with ● mention ways of handling the Qur’an
respect, (handling with clean hands, not writing in
c) demonstrate ways of the Qur’an, not reading the Qur’an in the
handling the Qur’an toilet) in pairs or groups,
with respect as a holy ● share copies of the Holy Quran to practise
book, handling,
d) appreciate the Qur’an ● role-play ways of handling the Qur’an with
as a holy book. respect in pairs or small groups,
● colour worksheet on Qur’an.

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Core competencies to be developed:
Learning to learn: as learner mention ways of handling the Qur’an, they share and handle copies of Qur’an appropriately.
Values:
• Respect: Etiquette of Qur’an is enhanced as learners handle the Qur’an respectfully.
• Responsibility: enhanced as learners practise proper handling of the Holy Qur’an.
• Love: as learners share learning materials (copies of the Qur’an) during the class activities.
pertinent and contemporary issues (PCIs):
Life Skills: Learners develop skills of effective communication as they talk about the Holy Qur’an.
Link to other activity areas:
The learner is able to relate with the skills of book handling in Language Activities.

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 THEME: Myself, My Family, My Home,
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Qur’an 1.2 The Arabic By the end of the The learner is guided to: 1. Why is Arabic
alphabet sub-strand, the ● listen to and sing songs on Arabic alphabet, alphabet
learner should be ● listen and repeat Arabic alphabet as pronounced important?
able to: by the teacher or from a recorded video /audio 2. How do you
(19 lessons) a) recognise the ● identify the Arabic alphabet in pairs or small identify the
alphabet in the groups through use of: Arabic
Arabic text, - flash cards alphabet?
b) articulate - cut-outs
correctly the - models
sounds of the - video clip on a digital device,
Arabic ● use digital educational materials on Arabic
alphabet, alphabet for example; Qaidah Al-Nourania
c) read the Arabic website,
alphabet from ● practice pronouncing the sounds of the Arabic
right to left, alphabet in pairs or small groups,
d) Enjoy pre- ● practise the correct orientation of reading the
writing Arabic alphabet (right to left) in groups/ in pairs/
activities individually,
related to the ● engage in hands-on and pre-writing activities on
Arabic Arabic alphabet for example; modelling,
alphabet. painting, tracing, and joining dots.

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Core competencies to be developed:
• Communication and Collaboration: Listening, speaking, pre-writing, and teamwork skills enhanced as learners listen,
pronounce, and engage in activities related to Arabic alphabet.
• Digital literacy: enhanced as learners use digital devices to identify and pronounce Arabic alphabet.
Values:
Unity: as learners cooperate in practising pronunciation of the Arabic alphabet in group discussions.
pertinent contemporary issues(PCIs):
Life Skills: Skills of effective communication are enhanced as the learners listen and pronounce the Arabic alphabet.
Link to other activity areas:
The learner is able to relate pronunciation of Arabic alphabets with letter sound as in Language Activities.

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 Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to mention and Mentions and observes Mentions and Mentions and observes two Mentions and
observe three etiquette three etiquette practices observes three etiquette practices of observes one
practices of handling the of handling the Holy etiquette practices of handling the Holy Qur’an. etiquette practice of
Holy Qur’an. Qur’an correctly and handling the Holy handling the Holy
consistently. Qur’an. Qur’an.
Ability to recognise Recognises twenty-eight Recognises twenty- Recognises twenty to Recognises nineteen
twenty-eight letters of letters of Arabic alphabet eight letters of twenty seven letters of the and below letters of
Arabic alphabets in their in their original shapes Arabic alphabets in Arabic alphabet in their the Arabic alphabet
original shape. and in different positions. their original shape. original shape. in their original
shape.
Ability to articulate the Articulates the sounds of Articulates the Articulates the sounds of Articulates the
twenty eight sounds of the twenty eight Arabic sounds of the twenty twenty to twenty seven of sounds of nineteen
the Arabic alphabet. alphabets correctly and eight Arabic the Arabic alphabet. and below of the
fluently. alphabets. Arabic alphabet.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 Pillars 2.1 Belief in By the end of the sub-strand The learner is guided to: Who is Allah
of Iman Allah: the learner should be able ● sing songs (anashid /qasida) or recite poems (S.W.T.)?
to: about oneness of Allah (Al Ahad),
Oneness of a) recognize Allah as the ● discuss about Allah (S.W.T.) (He is one, He is
Allah one and only God, the creator of everything, He does not eat or
(S.W.T.) b) practise saying drink, He has no family…) in pairs or groups,
( 6 lessons) Subhanahu wa Ta'ala ● model/decorate the name Allah (S.W.T.) (Al-
(S.W.T.) as a way of Ahad),
exalting Him, ● pronounce the phrase ‘Subhanahu wa Ta’ala’
c) acknowledge oneness of (S.W.T.) in turns,
Allah (S.W.T.) as the ● Colour a worksheet of the phrase ‘Al Ahad’
creator of everything. and or ‘Subhanahu wa Ta’ala’.
Core competencies to be developed:
Communication and Collaboration: skills of listening and speaking as learners talk about oneness of Allah (S.W.T.) and as they take
turns to pronounce the phrase ‘Subhanahu Wa Ta’ala.’
Values:
Respect: Respect is enhanced as learners exalt the name of Allah (S.W.T.) by saying (Subhanahu Wa Ta’ala).
pertinent and contemporary issues (PCIs):
Life Skills: unity and cooperation as learners work together in pairs and groups.
Link to other activity areas:
As they talk about oneness of Allah (S.W.T.), they relate to counting skills in Mathematical Activities.

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 THEME: Myself
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Pillars of 2.1.2 Belief in By the end of the Learners is guided to: 1. Who am I?
Iman Allah: sub-strand the ● sing songs (anashid /qasida) or recite poems 2. How am I
Allah (S.W.T.)’s learner should be related to self as a Muslim, similar/
Creation (myself) able to: ● engage in activities that show their images( for different
a) identify self as example; looking at oneself in the mirror, from others?
(6 lessons) creation of observing their shadow…),
Allah (S.W.T.), ● engage in discussion about themselves in pairs
b) care for self as or small groups,
a creation of ● colour a sketch of himself or herself,
Allah (S.W.T.), ● engage in games/hands-on activities related to
c) appreciate the parts of the body using digital devices,
uniqueness of ● practise self-care activities such as washing
oneself as hands, brushing teeth, washing face,
Allah’s ● paint self or print using hand and foot,
creation. ● role-play on care for self.

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Core competencies to be developed:
Self-efficacy: knowing “who I am” and knowing “myself” as learner identifies who they are.
Values:
• Love: as learners care for themselves while talking about creations of Allah.
• Responsibility: as learners take care of themselves.
• Respect is enhanced as learners show acceptance of self by identifying who they are.
pertinent and contemporary issues (PCIs):
• Life skills: The skill of knowing and loving myself, (self-awareness) is enhanced as the learners identify themselves.
Link to other activity areas:
• As learners discuss about themselves, they relate it to the theme ‘myself’ in Environmental Activities
• As learners engage in painting and printing activities, they relate it to Creative Activities.

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 THEME: My Family
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Pillars 2.1. 3 Belief in By the end of the The learner is guided to: 1. What do
of Iman Allah (S.W.T.) sub-strand the learner ● sing songs (anashid /qasida) or recite poems you love
should be able to: related to family members, about your
Allah (S.W.T.)’s a) mention ways of ● news tell about their family members and what family?
Creation caring for family they love about them in pairs or small groups, 2. How do you
(My family) members as ● engage in games/hands-on activities related to thank Allah
creation of Allah family members using digital devices individually, (S.W.T.) for
(5 lessons) (S.W.T.), in pairs or small groups, your
b) draw a family tree ● watch videos on ways of caring for family family?
as a way of members,
identifying family ● describe ways of caring for family members
members, (helping them, listening to them, praying for them,
c) appreciate the and thanking them) in pairs or small groups,
uniqueness of ● use paper folding technique to make/create
one’s family as cut-outs of family members,
Allah’s creation. ● role-play on care for family members
● draw a family tree.

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Core competencies to be developed:
Self-efficacy: knowing “who I am” and knowing “my family” as learners identify who they are and their family members.
Values:
• Love: as learners care for family members in different ways.
• Responsibility: as learners role-play care for family members.
• Respect is enhanced as learners show acceptance of self by identifying who their family members are.
Pertinent and contemporary issues (PCIs):
• Citizenship: peace education; skills of acknowledging about self and others are enhanced as learners discuss their family
members.
• Life skills: The skill of knowing and loving self, (self-awareness) is enhanced as the learners identify their family members.
Link to other activity areas:
• As learners discuss about people found in their home, they relate it to the themes in Environmental Activities.
• As learners engage in paper folding technique, they apply the skill gained in Creative Activities.

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Suggested Assessment Rubric

Level Exceeds Expectations Meets Approaches Expectations Below Expectations

Expectations
Indicator
Ability to identify self Identifies self, family Identifies self and Sometimes identifies self and Identifies self and
and family as creations members, and others as family members as family members as Allah family members as
of Allah (S.W.T.). Allah (S.W.T.)’s creation. Allah (S.W.T.)’s (S.W.T.)’s creation. Allah’s (S.W.T.)’s
creations. creation when
prompted.
Ability to mention four Mentions more than four Mentions four ways Mentions two to three ways Mentions one way of
ways of caring for self ways of caring for self of caring for self and of caring for self and family caring for self and
and family members. and family members. family members. members. family members.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)

3.0 Devotional 3.1 Pillars of By the end of the The learner is guided to: What are pillars
Acts Islam sub-strand the learner ● sing simple short (anashid/qasida) songs of Islam?
should be able to: or recite poems on pillars of Islam,
Five pillars of a) name the five pillars ● mention the five pillars of Islam
Islam of Islam, (Shahadah, Swalah, Zakat, Sawm and
b) recite the pillars of Hajj),
(4 lessons) Islam as taught by ● view audio-visual materials on pillars of
Prophet Muhammad Islam by use of digital devices,
(S.A.W.), ● engage in activities to reinforce on the
c) appreciate the Pillars pillars of Islam for example: jigsaw
of Islam as the basis puzzles, colouring, and picture matching
for Islamic faith. in pairs or groups.

Core competencies to be developed:

• Learning to learn: The skill of reflection on own is enhanced as the learner news tells about five daily prayers.
• Creativity and Imagination: The skils of listening, speaking, and teamwork are enhanced as the learners listen to and mention
the pillars of Islam.

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Values:
• Responsibility: The skill of accountability is enhanced as the learner accomplishes the given tasks.
• Unity: The skill of cooperation is enhanced as learners engage in group activities.
Pertinent and Contemporart issues (PCIs):
Social cohesion: Understanding and integrity is enhanced as learners share items while engaging in group activities.

Link to other activity areas:

As learners count the pillars of Islam, they relate with counting skills in Mathematical Activities

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 Theme: Myself
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
3.0 Devotional 3.1.2 Pillars of By the end of the The learner is guided to: What is
Acts Islam sub-strand the learner ● sing (anashid/qasida) or recite poems on shahadah?
should be able to: shahadah/oneness of Allah (S.W.T.),
Shahadah a) recite the ● listen to the teacher or audio-visual recordings
shahadah as a on shahadah (Ash’hadu an laa Ilaha illallahu wa
(3 lessons) pillar of Islam, ash’hadu anna Muhamaddan Rasulullah) and
b) decorate words of repeat what they have listened to in pairs or
shahadah using groups,
locally available ● make a recording while reciting the shahadah,
materials, ● decorate words of shahadah using locally
c) appreciate available materials,
shahadah as a ● engage in hands-on activities to reinforce the
pillar of Islam. shahadah for example: stencil printing, picture
frame making, painting, and modelling.
Core competencies to be developed:
● Creativity and Imagination: are enhanced as learners decorate words of shahadah using locally available materials.
• Digital literacy: The skill of interacting with digital technology is enhanced as the learner is guided to make a recording of
self while reciting the shahadah.
Values:
• Responsibility: Accountability is enhanced as learners accomplish the task of recording themselves when reciting the
shahadah.

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• Unity: is promoted as the learners engage in hands-on activities to reinforce the shahadah for example: stencil printing,
picture frame making, painting, and modelling
Pertinent and contemporary isssues(PCIs):
Life skills: The skills of effective communication is enhanced as the learners respond by reciting the shahadah.
Link to other activity areas:
As learners listen and practise pronunciation of words of shahadah, they improve their listening and speaking skills in Language
Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to name Names the five pillars of Names the five pillars Names three to four pillars Names one or two
the five pillars of Islam in sequence of Islam. of Islam. pillars of Islam.
Islam. consistently.
Ability to recite Recites the shahadah with Recites the shahadah Recites the shahadah with a Recites the shahadah
the shahadah. correct articulation. correctly. few mix ups. with many mix-ups.

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 THEME: My Family
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Akhlaq 4.1.1 Islamic By the end of the The learner is guided to: 1. How do we
(Moral Etiquette sub-strand the learner ● listen and sing songs related to Islamic greet?
Teachings) should be able to: greetings, 2. When do
Islamic a) pronounce the phrases ● view pictures/videos depicting Islamic you greet
Greetings used in Islamic greetings and discuss aboutthem, one
greetings, ● pronounce the Islamic greetings (Assalaam another?
( 3lessons) b) practise Islamic alaykum warahmatullahi wabarakatuh /Wa
greetings while alaykum salaam warahmatullahi wabarakatuh)
interacting with others, in pairs or groups,
c) appreciate the ● role-play the exchange of Islamic greetings in
importance of using pairs or groups,
Islamic greetings in ● colour worksheets on Islamic greetings.
daily life.
Core competencies to be developed:
Communication and Collaboration: enhanced as learners listen and sing songs related to Islamic greetings and role-play Islamic
greetings.
Values:
• Respect: Islamic etiquette is displayed as they greet one another.
• Unity: as the learners cooperate while role-playing exchange of greetings.
• Peace, love and respect for self and others is promoted as learners exchange greetings with each other.

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Pertinent and contemporary issues (PCIs):
• Life skills: The skill of effective communication is enhanced as learners exchange Islamic greeting during role-plays.
• Citizenship and peace education as learners relate with each other by exchanging greetings.
Link to other activity areas:
• As learners exchange greetings, they relate it to etiquette in their interpersonal relationship in Environmental Activities.
• As learners exchange greetings, they relate to greetings in Language Activities.

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 THEME: My Home

Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key

Outcomes Inquiry
Question(s)
4.0 Akhlaq 4.1.2 Toileting By the end of the The learner is guided to: Why should a
(Moral sub-strand the learner ● sing simple songs (qasida/anashid) on Muslim observe
Teachings) (6 lessons) should be able to: toilet manners, manners of
a) identify the proper ● view/watch Islamic toileting manners toileting?
way of toileting (entering using the left, squatting/sitting,
according to and leaving with the right foot) by use of
Islamic teachings, digital educational materials or pictures,
b) recite the dua ● listen to a resource
before entering and person/teacher/peer on the dua before
after leaving the entering the toilet (Allahumma innii
toilet, Audhu bika minal khubuthi wal
c) demonstrate khabaith) and the dua after leaving
appropriate the toilet (Ghufranaka) and repeat
manners of after,
toileting as per the ● demonstrate appropriate manners
Islamic teachings (entering using left foot, sitting/squatting
d) appreciate Islamic and leaving with right foot) in pairs,
toilet etiquette in ● sequence pictures showing Islamic toilet
day-to-day life. etiquette (entering toilet with left foot,
sitting/squatting, and leaving toilet with

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 the right foot) in pairs or groups,
● engage in creative activities such as
tracing and printing of the feet.
Core competencies to be developed:
• Self-efficacy: The skill of saying my needs is enhanced as learner demonstrates appropriate manners of toileting according to
Islamic teachings
• Critical thinking and Problem solving: Skill of listening and communication are enhanced as learner sequence pictures
showing Islamic toilet etiquette (entering toilet with left foot, sitting/squatting, and leaving toilet with the right foot).
Values:
Responsibility: The persistence in observing Islamic manners of toileting is enhanced as learner practises the etiquette.
Pertinent and contemporary issues(PCIs):
Life skills: Skills of knowing and loving self are enhanced as learners demonstrate proper way of entering and leaving the toilet
that is, using left foot to enter and right foot to leave the toilet.
Link to other activity areas:
As learners observe etiquette of toileting, they practise proper sanitation and toileting as in Environmental Activities.

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Strand Sub-Strand Specific Learning Outcomes Suggested Learning experiences Suggested
Key Inquiry
Question(s)
4.0 Akhlaq 4.1.3 Sneezing By the end of the sub-strand The learner is guided to: 1. What do you
(Moral the learner should be able to: ● watch a video on Islamic etiquette say after
Teachings) (3 lessons) a) mention manners to be of sneezing, sneezing?
observed when one ● discuss the manners of sneezing 2. What do you
sneezes, (covering mouth, saying say when
b) recite the appropriate dua alhamdulillah, responding to the someone else
for sneezing, person who sneezes) in pairs or sneezes?
c) practise the manners of groups,
sneezing in day-to-day ● listen and turn take to recite the
life, dua said after one sneezes,
d) uphold the manners of “Alhamdulillah” and the response
sneezing in promoting given by the immediate audience,
personal hygiene. “Yarhamukallah”,
● role-play on the manners of
sneezing in pairs or groups.
Core competencies to be developed:
Creativity and Imagination: are enhanced as learners role-play on the manners of sneezing in pairs or groups.
Values:
Love: portraying a caring attitude as learners turn take to recite the dua said after one sneezes, “Alhamdulillah” and the response
given by the immediate audience
Pertinent and contemporary issues (PCIs):
Life skills: Love is enhanced as learners respond after one sneezes, “Alhamdulillah”
Link to other activity areas:
As learners observe the correct manners of sneezing, they relate with the same in Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.0 Akhlaq 4.2.1 Islamic By the end of the The learner is guided to: Why should we say
(Moral phrases sub-strand the learner ● listen and sing simple Bismillah and
Teachings) should be able to: songs(anashid/qasida) or recite poems Alhamdulillah
(Bismillah and a) pronounce the related to the Islamic phrases, always?
Alhamdulillah) Islamic phrases ● listen and repeat Islamic phrases
(Bismillah and (Bismillah and Alhamdulillah) from
(6 lessons) Alhamdulillah) to digital resources or persons,
earn blessing of ● discuss situations when phrases
Allah, Bismillah and Alhamdulillah are used
b) apply the Islamic in pairs or groups
phrases in their ● practise the Islamic phrases in their
day-to-day daily activities for example by saying
activities, Bismillah before any activity and
c) appreciate the Alhamdulillah after every activity,
importance of ● role-play daily activities using Islamic
Islamic phrases in phrases.
daily life. ● engage in colouring activities of the
phrases (Bismillah and Alhamdulillah).

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Core competencies to be developed:
• Self-efficacy: is enhanced as learners engage in colouring activities of the phrases (Bismillah and Alhamdulillah).
• Creativity and Imagination: as learners role-play daily activities using Islamic phrases.
Values:
Patriotism: devotion is enhanced as learner practises the phrases before and after activities (Bismillah and Alhamdulillah).
Pertinent and contemporary issues (PCIs):
Life skills: The skill of ffective communication is enhanced as the learner says Bismillah and Alhamdulillah before and after
activities respectively.
Link to other activity areas:
As learners practise pronunciation of the words, they relate to speaking skills in Language Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Akhlaq 4.2.2 Islamic By the end of the sub-strand The learner is guided to: Why should one
(Moral phrases the learner should be able to: ● listen to and sing simple appreciate others ?
Teachings) a) pronounce the Islamic songs(anashid/qasida)or recite poems
shukran phrase (shukran) as a related to the phrase Shukran,
way of appreciation, ● listen to an audio-visual recording on the
( 3 lessons) b) apply the phrase shukran Islamic phrase Shukran then repeat its
in their day-to-day life, pronunciation in pairs or groups,
c) appreciate the ● practise the use of the phrase Shukran
importance of the Islamic through a role play,
phrase (Shukran) in their ● decorate and exchange appreciation
daily life. cards/sheets on which the phrase
Shukran is written on.
Core competencies to be developed:
• Communication and Collaboration: Listening, speaking, and teamwork skills are enhanced as learners listen, pronounce, and
role-play on the phrase (Shukran).
• Learning to learn: as learners decorate and exchange appreciation cards/sheets on which the phrase Shukran is written on.

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Values:
• Respect: etiquette of positive regards for self and others is enhanced as they decorate and exchange appreciation cards with the
phrase shukran.
• Love: Sharing is enhanced as learners exchange and appreciate each other.
Pertinent and contemporary issues(PCIs):
• Life skills: The skill of effective communication is enhanced as learner uses simple courteous words shukran.
• Skill of making choices as the learner uses various ways to show gratitude.
Link to other activity areas:
• As learners practise pronunciation of words they relate to speaking skills in Language Activities.
• As learners thank each other with shukran, they relate to use of courteous words for interpersonal relationships in
Environmental Activities.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
4.0 Akhlaq 4.2.3 Islamic By the end of the sub-strand The learner is guided to: When do we
(Moral phrases the learner should be able to: ● listen to and sing simple songs say Ma shaa
Teachings) a) pronounce the Islamic (anashid/qasida)or recite poems related Allah?
Ma Shaa Allah phrase (Ma Shaa Allah) to the phrase;- Ma shaa Allah,
as a way of appreciation, ● listen to an audio-visual recording on the
(3 lessons) b) apply the phrase Ma Islamic phrase; -Ma shaa Allah then
shaa Allah in their repeat its pronunciation in pairs or
day-to-day life, groups,
c) appreciate the ● discuss situations when the phrase;- Ma
importance of the Islamic shaa Allah is used in pairs or groups,
phrase (Ma shaa Allah) ● practise the use of the phrase;- Ma shaa
in their daily life. Allah through role-play,
● decorate/colour worksheet of the phrase;-
Ma shaa Allah.
Core competencies to be developed:
• Communication and Collaboration: Listening, speaking and teamwork skills are enhanced as learners listen, pronounce, and
role-play on the phrase (Ma shaa Allah).
● Learning to learn: The skill of working collaboratively is enhanced as learners practise the use of the phrase;- Ma shaa Allah
through role-plays.

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Values:
• Respect : etiquette of positive regards for self and others is enhanced as they appreciate each other with the phrase;- Ma shaa
Allah.
• Love : sharing is enhanced as learners appreciate each other using the phrase;- Ma shaa Allah.
Pertinent and contemporary issues (PCIs):
Life skills: The skill of making choices as the learner uses various ways to appreciate others.
Link to other activity areas:
As learners appreciate with the phrase;- Ma shaa Allah, they relate to use of courteous words for interpersonal relationships in
Environmental Activities and Language Activities.

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 THEME: My Neighbourhood
Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
4.0 Akhlaq 4.3.1 By the end of the The learner is guided to: Where do
(Moral Relationship sub-strand the ● sing simple songs or recites poems on Masjid, Muslims pray?
Teachings) learner should be ● view pictures of Masjid through digital
• Places of able to: educational materials like: computer, smart
worship a) identify Masjid phone, and smart board or other resources like
as a place of charts, flash cards, among others,
(6 lessons) worship for ● talk about Masjid in groups,
Muslims, ● engage in hands-on activities such as
b) visit a Masjid as completing picture puzzles of a Masjid using
a place of digital devices or locally available materials in
worship, pairs or groups,
c) appreciate ● visit a nearby Masjid physically or digitally,
Masjid as a place ● colour a picture or a drawing of a Masjid.
of worship for
Muslims.

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Core competencies to be developed:
• Creativity and Imagination: The skill of communication and self-expression is enhanced as the learner colours a picture of a
Masjid.
• Communication and Collaboration: Listening and speaking skills are enhanced as learners discuss about Masjid in pairs or in
groups.
• Critical thinking and Problem solving: Decision making skill is enhanced as the learner correctly fixes the puzzles to
complete the picture of a Masjid.
• Digital literacy: Skill of interacting with digital technology is enhanced as learners view pictures and complete puzzles of a
Masjid.
Values:
• Respect: etiquette of Masjid areenhanced when the learners make a visit to the nearby Masjid.
• Responsibility : accountability areenhanced as learners accomplish the task by colouring a Masjid.
Pertinent and contemporary issues (PCIs):
Life skills: Decision making is enhanced as they make choices on what colour to use for the Masjid as well as completing the
puzzles.
Link to other activity areas:
• As learners colour masjid/sing simple songs on Masjid, they relate to Creative Activities.
• As they talk about masjid, they relate with places of worship in Environmental Activities.

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Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to exhibit Exhibits appropriate Exhibits appropriate Sometimes exhibits Exhibits appropriate
appropriate manners of manners of manners of appropriate manners of manners of
toileting/sneezing. toileting/sneezing toileting/sneezing. toileting/sneezing. toileting/sneezing
consistently. when prompted.

Ability to recite the dua Recites the dua related Recites the dua Recites the dua related to Recites the dua related
related to toileting and to toileting and related to toileting toileting and sneezing with to toileting and
sneezing. sneezing fluently. and sneezing. minor errors. sneezing with major
errors.
Ability to pronounce Pronounces and applies Pronounces and Pronounces and applies Pronounces and
and apply the Islamic the five Islamic phrases applies the five three to four Islamic applies less than three
phrases (Assalaamu fluently. Islamic phrases phrases. Islamic phrases.
alaykum, Bismillah, correctly.
Alhamdulillah, shukran
and Ma shaa Allah).

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.0 Siirah 5.1 Prophet By the end of the sub-strand The learner is guided to: Who is prophet
Muhammad the learner should be able ● listen to audio recording, sing Muhammad
(S.A.W.) to: anashid/qasida or recite poems on prophet (S.A.W.)?
a) mention the name of the Muhammad (S.A.W.) and his character,
Al-amin last prophet of Allah ● mention the name prophet Muhammad
(S.W.T.), (S.A.W.) ibn Abdullahi ibn Abdul Mutalib,
(6 lessons) b) practise the phrase;- ● listen to the story of Prophet Muhammad
Swalallahu Alayhi (S.A.W.) (Al- Amin) from a resource
Wassalaam as a sign of person or digital devices,
love and respect for ● practise the phrase;- Swalallahu Alayhi
prophet Muhammad Wassalaam whenever the name of the
(S.A.W.), prophet (S.A.W.) is mentioned in pairs or
c) demonstrate aspects of groups,
trustworthiness ● role-play on aspects of trustworthiness
(Al-Amin) by emulating (telling the truth, returning others’ items,)
his character, among others),
d) acknowledge ● decorate the name “Muhammad” on a
Muhammad (S.A.W.) as worksheet through creative activities such
the final prophet of as colouring, painting and sticking.
Allah (S.W.T.).

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Core competencies to be developed:
• Communication and Collaboration: Listening and speaking skills are enhanced as learners listen to anashid and stories about
the prophet (S.A.W.)
• Creativity and Imagination: The skill of communication and self-expression as learners undertake Creative Activities
(colouring, painting, and sticking).
Values:
• Integrity: Honesty is promoted as learners role-play aspects of trustworthiness.
• Love for the prophet Muhammad (S.A.W): is enhanced as learners role-play trustworthiness – character of the prophet
(S.A.W.) and by saying (Swalallahu Alayhi wa Salaam) whenever the prophet’s name is mentioned.
Pertinent and contemporary issues (PCIs):
• Life skills: Skills of effective communication are enhanced as learners listen attentively to narrations about prophet
Muhammad (S.A.W.)
Link to other activity areas:
As learners listen to stories on the prophet (S.A.W.) and practice the phrase Swalallahu Alayhi Wassalaam, they relate to
listening and speaking skills in Language Activities.

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Suggested Assessment Rubric

Level Exceeds Expectations Meets Expectations Approaches Expectation Below Expectation

Indicator
Ability to Mention the Mentions the name of Mentions the name of Mentions the name of the Mentions the name of
name of the last prophet the last prophet of Allah the last prophet of last prophet of Allah the last prophet of Allah
of Allah (S.W.T.) as (S.W.T.) as Muhammad Allah (S.W.T.) as (S.W.T.) as Muhammad (S.W.T.) as Muhammad
Muhammad (S.A.W.) (S.A.W.) ibn Abdullahi Muhammad (S.A.W.) (S.A.W.) ibn Abdullahi. (S.A.W.).
ibn Abdullahi ibn Abdul ibn Abdul Mutalib ibn ibn Abdullahi ibn
Mutalib. Hashim. Abdul Mutalib.
Ability to say the Says ‘Swalallahu Says ‘Swalallahu Sometimes says Says ‘Swalallahu
phrase;- Swalallahu Alayhi Wassalaam’ Alayhi Wassalaam’ ‘Swalallahu Alayhi Alayhi Wassalaam’
Alayhi Wassalaam whenever the name of correctly whenever the Wassalaam’ whenever whenever the name of
correctly whenever the prophet Muhammad name of prophet the name of prophet prophet
name of prophet (S.A.W.) is mentioned Muhammad (S.A.W.) Muhammad (S.A.W.) is Muhammad(S.A.W.) is
Muhammad (S.A.W.) is correctly and is mentioned. mentioned. mentioned when
mentioned. coherently. prompted.

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Strand Sub-Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(S)
6.0 Islamic 6.1 Eid By the end of the The learner is guided to: 1. Which
Festivals sub-strand the learner ● sing simple songs/anashid on Eid sourced from: celebrations
Celebrations should be able to: audio recording, resource person, and video do you
a) identify Eid as an recording on digital devices i.e. laptop, know?
(5 lessons) Islamic festival, computer… 2. How do we
b) practise the phrases ● news tell about Eid day, celebrate
of Eid greetings to ● watch Eid celebrations on audio-visual aids for Eid?
enhance love among example: smart phone, smart board and/or
themselves discuss Eid day,
c) appreciate Eid as an ● practise Eid greetings (Eid Mubarak; Minal
Islamic festival. Faizin),
● make and colour Eid greetings cards,
● role-play Eid greetings as they exchange gifts.
Core cmpetencies to be developed:
• Communication and Collaboration: Skills of listening and speaking are enhanced as learners listen to songs/anashid and news
tell.
• Creativity and Imagination: The skill of experimenting is enhanced as learners make and colour Eid greeting cards.

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Values:
• Love: is promoted as learners exchange Eid gifts among themselves.
• Responsibility:accountabilityenhanced as learners engage in assigned roles such as colouring Eid greeting cards.
• Unity: sharing of available resources is promoted as learners colour Eid greeting cards.
Pertinent and contemporary issues (PCIs):
• Life skills: Skills of effective communication are enhanced as learners respond to simple verbal instructions such as singing
songs/anashid on Eid
Link to other activity areas:
• As learners listen and sing anashid on Eid, they relate to Creative Activities skill of singing simple songs.
• As learners exchange gifts, they relate to festivals for interpersonal relationship in Environmental Activities

278
Suggested Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Expectations Below Expectations
Indicator
Ability to identify Eid Identifies Eid as an Identifies Eid as an Sometimes identifies Eid Identifies Eid as an
as an Islamic festival. Islamic festival and Islamic festival. as an Islamic festival. Islamic festival when
gives the greeting prompted
phrases used.

279
CSL AT EARLY YEARS OF EDUCATION (PP1&2 AND GRADE 1-3)
At this level, the goal of the CSL activity is to provide linkages between concepts learnt in the various learning activities and the
real-life experiences. Learners begin to make connections between what they learn and its relevance to their daily life. CSL is
hosted in the Environmental Activities learning area. The class teacher is expected to identify and guide learners to undertake an
age-appropriate whole-class integrated CSL activity within the school. The safety of the learners should also be taken into
account when selecting the CSL activity. The following steps of 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 area skills for the CSL activity.
● Identify resources required for the activity (locally available materials).
● Stagger the activities across the term (set dates and time for the activities).
● Communicate to learners, parents/caregivers/guardians, school administration, teachers, and other relevant stakeholders
in the school community.
• Identify and develop assessment tools.

280
2) Implementation of the 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)
● 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 that will be conducted annually. The thematic areas for the integrated CSL activity
will be derived from the broader categories of the PCIs and concepts from the various learning areas. The teachers are expected
to vary the themes yearly to allow learners to address different PCIs within their contexts. There should be a linkage between the
skills from the learning areas and the themes.

The integrated CSL activity will take a whole school approach (WSA), where the entire school community is involved (learners,
parents/caregivers/guardians, school administration, and teachers). Parents/caregivers/guardians are key stakeholders in the
planning and execution of the CSL activity. Although the teacher takes the lead role in the planning and integration of the CSL
activity, learners will be expected to participate actively in the whole process.

281
The CSL activity provides an opportunity for the development of core competencies and the nurturing of various values. The teacher is
expected to vary the core competencies and values emphasised in the activity yearly.

Assessment of the CSL Activity

Assessment of the integrated CSL activity will focus on 3 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 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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SUGGESTED ASSESSMENT METHODS, RESOURCES AND NON-FORMAL ACTIVITIES
Strand Sub-Strand Suggested Assessment Suggested Resources Suggested Non-Formal Activities
Methods
Qur’an Handling of the Oral assessment, The Qur’an, charts, course Invite a resource person to discuss
Holy Qur’an observation, and books, digital devices, ways of handling the Holy Qur’an.
portfolio. reference materials, and
resource persons/online Develop ways of handling the Qur’an
sources. e.g, paper plates, Apps, Qur’anic,
murals etc.
Prepare posters on etiquette of
handling the Holy Qur’an and display
in strategic places.
Organise sessions where peers guide
each other on proper handling of the
Quran in school.
Arabic alphabets Oral assessment and The Qur’an, charts on Learners share information on and or
portfolio assessment. Arabic alphabets, course display Arabic alphabets during
books, digital devices, and academic days and exhibitions.
reference materials/online
sources such as Qaida
Nouraniyah.

283
Pillars of Belief in Allah Oral and aural The Qur’an, books on Decorate the attributes of Allah
Iman (S.W.T.) assessments, portfolio. Hadith, course books, (S.W.T.) - Al Ahad, or the phrase;-
(oneness of digital devices, and (Subhanahu Wa Ta’ala) on a plaque
Allah (S.W.T.)). reference materials/online and display or sell on open days.
sources.
Allah (S.W.T.)’s Oral and aural The Qur’an, books on Recite poems/sing anashid about self
creation (Myself, assessment, portfolio, Hadith, course books, and family as Allah (S.W.T.)’s creation
My family) and observation. digital devices, and and make presentation during school
reference materials/online events or on digital platforms.
sources.
Make creative works such as painting,
sticking etc and display them on the
notice boards, school magazine, and
digital platforms.
Devotional Pillars of Islam Oral assessment, aural Quran, charts, course Sing anashid/recite poem on pillars of
Acts assessment, books, digital devices, and Islam or recite Shahadah and share on
observation, and reference materials/online social media.
portfolio. sources.
Construct/make a model on pillars of
Islam.
shahadah Create a shahadah wall decoration and
display/sell during school events.

284
Akhlaq Islamic greetings Oral assessment, aural Qur’an, books on Hadith, Make creative works on Islamic
and phrases assessment, portfolio, course books, digital greetings and phrases such as painting,
and observation. devices, and reference sticking etc and display them on the
materials/online sources. notice boards, school magazine, and
digital platforms.
Toileting Oral assessment, aural Qur’an, books on Hadith, Share the information on manners of
assessment, portfolio, course books, digital toileting and dua related to toileting.
and observation. devices, and reference
Prepare posters on etiquette of
materials/online sources.
toileting, dua before entering and after
leaving the toilet and display around
the toilets.
Sneezing Oral assessment, aural Qur’an, books of Hadith, Share the information on manners of
assessment, portfolio, course books, digital sneezing and dua related to sneezing
and observation. devices, and reference during school assembly and pastoral
materials/online sources. programmes.
Prepare posters on etiquette of
sneezing and display in strategic
places.
Places of Oral assessment, Oral assessment, aural Construct a model of a masjid for
worship assessment, portfolio, assessment, portfolio, and display.
and observation. observation.
Visit a nearby mosque.

285
Siirah Prophet Oral assessment, aural Qur’an, books of Hadith, Make decorations and wall hangings
Muhammad assessment, portfolio, books of History of Islam, with the phrase ‘Muhammad’ and
(S.A.W.) and observation. course books, digital display during school events such as
devices, and reference academic exhibitions and parents’ day
materials/online sources.
Islamic Eid Day Oral assessment, aural Qur’an, books of Hadith, Sing anashid/recite poem about Eid
Festivals assessment, portfolio, course books, digital day and share on social media.
and observation. devices, and reference
materials/online sources Create Eid greeting cards and gift
boxes for displaying or selling during
school academic events such as
academic exhibition day.

286