Unified Scheme of work for Primary School. Basic 6 IRS. Islamic Studies Scheme of Work Primary 6. Schemeofwork.com
PRIMARY SIX FIRST TERM SCHEME OF WORK
SUBJECT: ISLAMIC STUDIES
CLASS: GRADE SIX
TERM: FIRST TERM
| WEEK | TOPIC/THEME | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHER’S ACTIVITIES | LEARNERS ACTIVITIES | |
| 1 | REVISION AND CLEANING OF THE SCHOOL ENVIRONMENT | ||||||
| 2 | Suratul-Mulik 1-5 | 1. Recitation of Suratul-Mulik 1-5. 2. Writting of these ayaat of the glorious Quaran. | Learners should be able to : 1. Recite Suratul-Mulik 1-5,ayat:1-5 of the glorious Quran. 2.Identify words and ayat of Suratul-Mulik in Arabic text. 3.Transliterate Suratul-Mulik 1-5 correctly. | 1.The Holy Quran 2. Chart, containing Suratul-Mulik 1-5 | (1) Shows the flash card containing Suratul-Mulik 1. Writes both Arabic and transliteration of Suratul-Mulik on the board. 3. Drills the learners in the pronunciation. 4.Corrects the learners mistake. | 1.Listen attentively to the teacher when reciting and pronouncing. 2. Recites the ayaat after the teacher. 3. Recite in rows and individually. 4.Copy the verses of Suratul-Mulik 1-5 in their exercise books. | |
| 3. | Suratul-Mulik 1-5 | Translation of Suratul-Mulik 1-5 | Learners should be able to:- 1. Translate Suratul-Mulik into English language. 2. Identify lessons of Suratul-Mulik 1-5 correctly. | 1. The Holy Quran 2. Charts, flash cards containing translation of Suratul-Mulik 1-5 | 1.Translates the Arabic text of Suratul-Mulik into English language. 2. Explain fully the meaning of Suratul-Mulik 1-5. 3.Mention the uses of Suratul-Mulik 1-5. 4.Corrects learners mistakes | 1. Listen attentively to the teacher while translating Suratul-Mulik 1-5 in their exercise books. | |
| 4. | Suratul-Mulik 6-10 | Recitation of Suratul-Mulik 6-10 | Learners should be able to:- | ||||
| Writing of these ayaat of the Glorious Quran both Arabic and Transliteration | 1. Recite Suratul-Mulik 6-10. 2. identify words and ayaat of Suratul-Mulik 6-10 in Arabic text. 3. Transliterate Suratul-Mulik 6-10 correctly. | The Holy Quran. Charts, Flash cards containing Suratul-Mulik 6-10. | 1. Shows the card containing Suratul-Mulik 6-10. 2. Writes both Arabic and transliteration of Suratul-Mulik 6-10 on the board. 3. Drills the learners in the pronunciation. 4. Corrects the learners mistake. | 1. Listen attentively to the teachers while reciting and pronouncing. 2. Recites the ayaat after the teacher . 3. Recite in rows and individually. 4. Copy the verses of Suratul-Mulik 6-10 in their exercise books. | |||
| 5. | Suratul-Mulik 6-10 | Translations of Suratul-Mulik 6-10 | Learners should be able to :- 1. Translate Suratul-Mulik 6-10 into English language. 2. Give meaning of Suratul-Mulik 6-10 correctly. 3. mention the uses of Suratul-Mulik 6-10 correctly. | The Holy Quran.Charts, Flash cards containing translation of Suratul-Mulik 6-10 | 1. Translate the Arabic text of Suratul-Mulik 6-10 into English language. 2. Explain fully the meaning of Suratul-Mulik 6-10. 3. Mention the uses of Suratul-Mulik 6-10. 4. Corrects learners mistakes. | 1. Listen attentively to the teacher while translating Suratul-Mulik 6-10. 2. Pronouncing after their teaching Suratul-Mulik 6-10. 3. Copy the translation nd their uses of Suratul-Mulik 6-10 in their exercise books. | |
| 6. | Asmau- Illahi –Husina Beautiful Names of Allah 21-30 | 1. Al-Khafid the one who abuse the ungrateful. 2.Al-Rafiu (The one who exaits the believers). 3. Al-Mudhil (The one who Abase). 4. As-Sami (The all Hearing). 5. Al-Basir (The Seening) 6. Al-Hakam (The Arbiter). 7. (Al- Latif) The subtle. 8. (Al- Kabir) The aware 9. Al- Alim (The Clement) 10. Al-Azim (The great). | Learners should be able to: 1. Recite the beautiful names of Allah as listed in the content 2.Explain its meaning. 3. Memorize these names of Allah 4. Explain how learners could be these names in their prayer (Du’ all). | Cardboard paper showing the Asmau- llila-Husina written in arabic. 3. Flash card with the English translation of the beautiful names of Allah. | 1. Writes the Arabic text of the names shown in the content on the board. 2. Present a cardboard Paper showing the list of Asmau-llilah –Usma. 3. Writes the translation of the name against their Arabic text. 4. Explains the meaning of each of the beautiful names of Allah to the learners. | 1. Repeat after their recitation of the good names of Allah in Arabic text. 2. Listen attentively as teacher as explains the meaning and the uses of these good names of Allah. 3. Copy the beautiful names of Allah in their exercise books. | |
| 7. | Sadaqah (Charityy and its significants) | 1. Definition of the word Sadaqah 2. The purpose of whhicch it enjoined. | Learners should be able to: Explain the meaning of Sadaqah. 2. Explain the purpose of which it enjoined. | 1.A cardboard paper containing the meaning of Sadaqah. 2. A flash card containing the purpose of which it enjoined. | 1.Gives the meaning of Sadaqah. 2. List the purpose of which it enjoined. | 1.Listen attentively 2. recall the meaning of the word Sadaqah. 3. Explain the word donation. 4. Copy the note on their exercise board. | |
| 8. | Sadaqah (Charity and its significant.) | Those who can be benefit from Sadaqah. 3. When Sadaqah can be givn | Learners should be able to: 1. Identify those who can collect Sadaqah. 2. Explain the significant of Sadaqah. 3. Explain the difference between sudaqah and Zakat. | A cardboard containing the list of materials or items that can be used for Sadaqah such as rice, corn, yah, cloth, money etc. | 1. List the those who can benefit from Zakat and Sadaqah. 2. Explain Vividly the significance of Sadaqah. 3. Allows the learners to ask question on the topic “Sadaqah”. | 1.Listen attentively to the teacher. 2. State under what circumstance should sadaqah could be again. 3.writes summary note on the board to their exercise book. | |
| 9. | Faraid, Sunnah and mustahabah of Salat and Sujud-Sahiv. | 1. List the acts of faraid Sulat. 2. Description of the act of Faraid Salat | Learners should be able to:- 1. Mention the meaning of faraid Salat. 2. List the acts of faraid Salat. 3. Demonstrate how to perform faraid Salat. | 1. Chart of each category of the act. 2. Pictures of each act of faraid Salat. | 1. Gives the meaning of each categories of faraid Salat. 2. Explains each acts of faraid Salat. 3. Explains the illustration on the board. | 1. Listen attentively. 2. mention the acts of each steps. 3. Recall the meaning of each word. | |
| 10. | Faraid, Sunnah and mustahabah of Salat and Sujud-Sahiv., | 1. List the acts of faraid Sulat. 2. List the acts of Musta habbat of salat. 3. List the acts of each section. 4. demonstrate how to perform each of them. | Learners should be able to:- 1. Mention the meaning of sunnah and mustahbal of Salat. 2. Demonstrate how to perform sunnah and mustahabbah Salat. 3. List the acts of Sunnah and Mustahabbah of Salat. | 1. Picture illustration of sunnah act or Salat. 2. Pictures of illustration of Mustaphabbah of salat | 1. Gives the meaning of each category of sunnah and Mustahabbah of Salat. 2. Explains each acts of sunnah and mustaphabbah of salat. 3. Explains the illustration on the board. | 1. Listen attentively. 2. Mention the act of each of step. 3. Recall the meaning of each word. 4. Copy the notes in the exercise books. | |
| Faraid Sunah and Mustaphabbah of salat and Sujud-Sahw. | 1.Identify Sujud-Sahw 2. List kinds of Sujud Sahw. | Learness should be able to:- 1. gives the meaning of Sujud –sahw. 2. Mention the kinds of sujud-sahw. 3. demonstrate how to perform sujud-Sahw. | Pictures, illustration of the act of Sujuud- sahw | 1. Gives the meaning of Sujud-sahw 2. List the kinds of Sujud-Sahw. 3. Discuss when to observe Sujud-Sahw 4. Demostrate how to perform sujud-Sahw. | 1. Listen attentively. 2. Mention the acts of each steps. 3. Explain the kinds of Sujud –Sahw. 4. State when they are performed. 5. copy the note on their exercise books. | ||
Unified Scheme of work for Primary School. Basic 6 IRS. Islamic Studies Scheme of Work Primary 6. Schemeofwork.com
PRIMARY SIX SECOND TERM SCHEME OF WORK ISLAMIC STUDIES
SUBJECT: ISLAMIC STUDIES
CLASS: GRADE SIX
TERM: SECOND TERM
| WEEK | TOPIC/THEME | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | Revisions and clearing of the school compound | |||||
| 2 | Suratul Al- Imran 3: 103 – 105 Arabik Text Transliteration | (i)Recitation of Suratul Imran 3: 103 – 104 | Learners should be able to: (1) recite the ayaat of suratul Imran 3: 103 – 104 (2) Identify the words and ayaat of the suratul al – imran | The holy Quran | Shows flash cards containing Suratul – al – Imran Qur 3: 103 – 104 (2) Identify the ayaat one after another (3) Drills the learner in the pronunciation of the words. (4) Corrects the learners mistakes | (1) Listen attentively to the teacher (2) Recite the ayaat in rows and individually. (3) Copy the verse of suratul – al – Imran in their exercise books |
| 3 | Suratul – Al – Imran 3: 103 – 105 | Translation of suratul – al – imran 3: 103 – 104 | Learners should be able to: (1) translate suratul – al – Imran Qur 3: 103 – 104 correctly (2) Identify the words and ayat of suratul – al – Imran Qur 3: 103 – 104 | The holy Quran A cardboard containing the translation of suratul – al – Imran | (1) Translate Suratul – Al – Imran 3: 103 – 104 into English language (2) explain vividly suratul – al – Imran 3: 103 -104 to the hearing of the learners (3) Corrects the learners mistakes | (1) Listen attentively to the teacher (2) reciting and pronouncing the translation of suratul – al – Imran 3: 103 – 104 after their teacher (3) Copy the translation of the ayaat in their exercise books. |
| 4 | Suratul – Al – Imran Q 3: 103 – 105 Arabic text and transhteration | Recitation Of Suratul – Al – Imran Qur 3: 105 | Learners should be able to: (1) recite the ayaat of suratul Imran Quran 3: 105 (2) Identify the words and ayaat of the suratul al – Imran | The Holy Quran | Shows flash cards containing suratul al- Imran 3: 105 (2) Identify the ayaat one after another (3) Drills the learner in the pronunciation of the words (4) corrects the learners mistake | (1) Listen attentively to the teacher (2) recite the ayaat in rows and individually (3) Copy the verses of suratul al- Imran in their exercise books |
| 5 | Suratul – al – Imran 3: 103 – 105 | Translation of suratul Imran Quran 3: 105 | Learners should be able to: (1) translate carefully suratul – al – Imran Qur 3: 105 correctly (2) Identify the words and ayaat of suratul al – Imran Qur 3: 105 | A cardboard containing the translation of suratul al – Imran | (1) translate suratul – al – Imran 3: 105 into English language (2) explain vividly suratul al – Imran 3: 105 to the hearing of the learners (3) Corrects the learners mistake | (1) Listen attentively to the teacher (2) Reciting and pronouncing the translation of suratul al – Imran 3:105 after their teacher (3) Copy the translation of the ayaat in their exercise book |
| 6 | Moral lesson from the life and teaching of the prophet Muhammad (S.A.W) | For the excellent description of the prophet’s (S.A.W) behavour (Q33:21 (2) Al – Amin as referred to the prophet (S.A.W) | Learners should be able to: (1) Explain the qualities of truthfulness and honesty in prophet Muhammad (S.A.W) (2) Explain how the prophet (S.A.W) passed judgment among people | A cardboard paper showing some important points on the moral life of the prophet (S.A.W) | (1) Explain the Quranic references to the prophet (S.A.W) excellent behaviour (2) Al – Amin (The trustworthy) was the name giving to him before his call to prophet hood | (1) Listen to the teacher explanation (2) try to bring living examples from their own relation to that of the prophet (S.A.W) (3) Ask questions and contribute to the lesson (4) copy notes written on the chalkboard |
| 7 | Moral lesson from the life and teaching of the prophet Muhammad (S.A.W) | (i) Other events showing the qualities of the prophet (S.A.W) how the valuables of the Quarayshites were kept with the prophet (S.A.W), were return to them after Hijrah. (2) The statement by the prophet (S.A.W) that if Fatimah his daughter steals he will have her hands cut off. The prophet’s (S.A.W) tolerance of the Jews and other non – Muslims Qu 21:107. (3) The prophet (S.A.W) forgiveness of the Quraishite after their conquest. | Learners should be able to: (1) narrate how the prophet (S.A.W) tolerated others and forgave wrong doers (2) State ways in which they can follow the example of the prophet Muhammad (S.A.W) | Flash cards with such ayaat and suvar that referred to his tolerance, honesty, forgiveness and firmness etc. | (1) Explains the events which revealed the qualities of the prophet (S.A.W) (2) Discusses with the pupils through their lives experiences on how they could apply these moral lessons to their daily life. | (1) Listen as the teacher explains his points. (2) Try to bring living examples from their own in relation to that of the prophet (S.A.W) (3) Explain whether the society today imitates the prophet’s (S.A.W) qualities. (4) Ask questions and contribute to the lesson (5) Copy notes written on the chalkboard. |
| 8 | Lesson from the role of woman in early Islam e.g Khadijah, Aishat, Hafsat and Fatimoh | History of the women in the early Islam e.g. Khadijah, Aisha and others | Learners should be able to: (1) discuss the importance of the women in Islam (2) relates the stories of the lives of the women (3) Discuss the role of Khadijat as the first wife of the prophet Muhammad (S.A.W) | A Chart Containing The List Of Some Prominent Women In Islam E.G. Khadijah Hafsat e.t.c | (1) Discuss about the history of the Khadijah as the wife of prophet as mentioned in the topic. (2) Discuss the role of Khadijah as the prophet’s wife. (3) Leads the learners in attempt to write the history of Khadijah | (1) Listen attentively as the teacher experience the history of the women in the early Islam. (2) Mention the names of the wife of the prophet. (3) Copy the note in their exercise books |
| 9 | Lesson from the role of woman in early Islam e.g. Khadijah, Aishat, Hafsat and Fatimoh | Life History of Aishat the wife of prophet Muhammad (S.A.W) | Learners should be able to: (1) Discuss the history of Aishat as the wife of prophet Muhammad (S.A.W) (2) Explain the roles of played by Aishat as the wife of the prophet (3) State the moral lessons of lives of Aishat | A chart containing the list of some prominent women in Islam | (1) Discuss the roles of Aishat as an ideal wife of the prophet. (2) Discusses the lesson derived from her life history (3) Leads the learner in attempt to write the short history of Aishat | (1) Listen attentively to the teachers explanation (2) Mention and explain the lesson derived from the life history of Aishat (3) Copy the note in their exercise books |
| 10 | Lesson from the role of woman in early Islam e.g. Khadijah, Aishat, Hafsat and Fatimoh | Life History of Hafsat the wife of prophet Muhammad (S.A.W) | Learners should be able to: (1) Discuss the history of Hafsat as the second wife of the prophet Muhammad (S.A.W) (2) explain the roles played by Hafsat as the wife of the prophet (3) State the moral lessons of lives of Hafsat. | A chart containing the list of some prominent women in Islam | (1) Discuss the role of Hafsat as the real and prominent second wife of the prophet (2) discusses the lesson derived from her life history (3) Leads the learners in attempt to write the history of Hafsat | (1) Listen attentively as the teacher explain the history of Hafsat (2) Mention the lesson derived from the life history of Hafsat (3) Copy the note in their exercise books |
| 11 | Lesson from the role of woman in early Islam e.g. Khadijah, Aishat, Hafsat and Fatimoh | Life History of Fatimoh, as the wife of prophet Muhammad (S.A.W) | Learners should be able to: (1) Discuss the history of Fatimoh as the wife of prophet Muhammad (S.A.W) (2) Explain the role of Fatimoh as the wife of the prophet (3) State the lesson derived from the lives of Fatimoh | A chart containing the list of some prominent woman in Islam | (1) Discuss the history of Fatimoh as the prophet’s wife (2) Discuss the role of Fatimoh as the wife of the prophet (3) Discuss the lesson derived from the lives of Fatimoh (4) Leads the learner to write the short note | (1) Listen attentively as the teacher explain the life history of Fatimoh (2) Mention the role of Fatimoh (3) Mention the lesson derived from the life history of Fatimoh (4) Copy the note in their exercise books |
Unified Scheme of work for Primary School. Basic 6 IRS. Islamic Studies Scheme of Work Primary 6. Schemeofwork.com
PRIMARY SIX THIRD TERM SCHEME OF WORK ISLAMIC STUDIES
SUBJECT: ISLAMIC STUDIES
CLASS: GRADE SIX
TERM: THIRD TERM
| WEEK | TOPIC/THEME | CONTENT | BEHAVIOURAL OBJECTIVES | INSTRUCTIONAL MATERIAL | TEACHERS ACTIVITIES | LEARNERS ACTIVITIES |
| 1 | ||||||
| 2 | Suratul Yasin (V. 1 – 10) (Arabic Text) | Recitation of Suratul Yasin in Arabic Text | Learners should be able to: (1) Recite Suratul Yasin from verse 1 – 10 (2) Identify the difficult words in the ayat – l- quran (Suratul Yasin 1 – 10) | (1) Flash cards containing key words in the ayat (2) Recorded cases of suratul Yasin verses 1 – 110 | (1) Shows flash card containing the ayat and the key words in the ayat (2) Write the ayat on the board for the learners to see and read | (1) Listen attentively to the teacher while reciting and pronouncing. (2) Recite the ayat individually and in group correctly (3) Copy down the Arabic text of Suratul Yasin 1 – 10 |
| 3 | Suratul Yasin | Transliteration of verse 1- 10 of Suratul yasin | (1) Recite the transliteration of verses 1 – 10 of Suratu Yasin correctly. (2) Identify the difficult words in the ayat | As above | As above | As above |
| 4 | Suratul Yasin (Translation) | The translation of verses 1 – 10 of suratul yasin | Learners should be able to: (1) Recite verses 1 – 10 of Suratul Yasin (2) Say the meaning of each of the verses from 1 – 10 | Charts showing the translation of verses 1 – 10 of Suratu yasin | (1) Reads the ayat 1 – 10 of Suratul Yasin with the meaning for the learner (2) Master the meanings of each of the verses for the learners to understand and memorize | Listen attentively to the teacher as the reads the transliteration with the meaning. |
| 5 | Suratul Yasin (Lesson) | Lesson learnt from verses 1 – 10 of Suratul Yasin | Learners should be able to write out the lesson learnt from verses 1 – 10 of Suratu Yasin | Cardboard showing the lesson derived from the Ayat | (1) Revises the transliteration and meaning of the Ayat (2) Explain the lessons learnt from the Ayat | Mention the lessons learnt from the meaning of verses 1 – 10 of Suratul Yasin |
| SUB. THEME: SIRAH/TAHDHIB | ||||||
| 6 | Brief history and contribution of the founders of four schools of law in Islam | Malik school of law His life history and contribution towards Islam Malik Ibu Anas | Learners should be able to: (1) Mention the four Islamic school of law and founders (2) Narrate the contributions of Malik Ibn Anas school of law (3) Narrate the life history of Malik | (1) Pictures of Scholars (2) Relevant textbooks (3) Information technology devices | (1) List the four founders of school of law in Islam (2) Leads discussion on brief life history and contributions of Malik Ibn Anas | (1) Listen as the teacher explain his points on the four school of taught. (2) Mention four Islamic scholars (3) Narrate the contribution of Malik Ibn Anas. (4) Copy the note in their exercise books |
| 7 | Brief history and contribution of the founders of four schools of law in Islam | Ambali school of law. His life history and contribution towards Islam. Ahmad Ibn Amibali | Learners should be able to: (1) Narrate the life history of Ambali school of law (2) Narrate the contributions of Ambali school of law (3) Mention the four Islam school of law | (1) Pictures of Scholars (2) Relevant textbooks (3) Information technology device | (1) List the four founders of school of law in Islam (2) Narrate the life history of Ambali school of law (3) Narrate his contribution. | (1) Listen attentively to the explanation of the teacher (2) Narrate the life history of Ambali school of law (3) Narrate Ambali school of law contribution (4) Copy the note in their exercise books |
| 8 | Brief history and contribution of the founders of four schools of law in Islam | Abu Hanifat school of law his life history and contribution towards Islam | Learners should be able to: (1) discuss and narrate the life history of Abu Hanifah School of law (2) Narrate Abu Hanifat contribution (3) Mention the four Islam school of law | (1) Pictures of Scholars (2) Relevant textbooks | (1) List the four founders of school of law in Islam (2) Narrate the life history of Abu Hanifat school of law (3) Narrate Abu Hanifah’s school of law’s contributions. | (1) Listen attentively the teacher’s explanation. (2) Narrate the life history of Abu Hanifah school of law. (3) Narrate Abu Hanifah school of laws contributions. (4) Copy the note in their exercise books |
| 9 | Brief history and contribution of the founders of four schools of law in Islam | Muhammad Ibn Idris Ash – Shaful. His life contribution towards Islam | Learners should be able to: (1) Discuss the life history of Ash – shafi’l school of law (2) Narrate his contribution towards propagation of Islam | (1) Pictures of Scholars (2) Relevant textbooks | (1) narrate the life history of Ash – Shaful school of law (2) Narrate Ash – shaful school of law’s contributions towards the propagations of Islam. | (1) Listen attentively to the teacher’s explanation (2) Narrate the life history of Ash – shafil school of law (3) Narrate the Ash – shafil school of law’s contribution (4) Copy the note in their exercise books |
| 10 | Suratul Al – Zilzilah Quran 99 | Writing of Arabic text of Suratul Al – Zilzullah pronunciation of the words of the surah. Learning of transliteration of the Sarah. | Learners should be able to: (1) Write Arabic text of the Surah (2) Recite the chapters ayaat by ayaat. (3) Transliterate the Surah correctly. | A chart containing Arabic text of Al – Zilzillah and transliteration of the Surah. | (1) Reads the Arabic text of the Surah to the hearing of the learners. (2) Write the Surah ayaat by ayaat in Arabic text (3) Transliterate the Arabic text of the Surah in English language. 4. Connects the learners mistake. | 1. Listen attentively to teacher. 2. Recite the Surah after their teacher. 3. recite the surah in rows and in groups. 4. copy the note in their exercise books. |
| 11 | Suratul Al – Zilzilah Quran 99 | Translation of Al-Zilzillah in English language. | Learners should be able:- 1. Identify the Surah correctly. 2. Translate Al-Zilzilla into English language correctly. | A cart containing the translation of Surah Al-ZilZillah | 1. Translate Al-Zilzillah into English language. 2.Read the ayaat translation. 3. master the meaning of the Surah correctly. | 1.Listen attentively to the teacher. 2. Translate Al- Zilzillah with English language. 3. Master the meaning of Al-Zilzillah. 4. Copy the note in their exercise books. |
