THE REPUBLIC OF UGANDA

MINISTRY OF EDUCATION AND SPORTS

PRIMARY FOUR
Islamic Religious Education
Syllabus

National Curriculum Development Centre

P. O. Box 7002
Kampala – Uganda.
2009
 PRIMARY FOUR

Islamic Religious Education

Syllabus

National Curriculum Development Centre

NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC) UGANDA 2009
COPYRIGHT © NCDC, 2009.
P.O BOX 7002, KYAMBOGO, KAMPALA
KAMPALA- UGANDA
URL. www.ncdc.go.ug

ALL rights reserved. No part of this syllabus should be reproduced stored in a retrieval system or transmitted in any form by
any means electronic, mechanical, photocopying, recording or otherwise without the permission of National Curriculum
Development Centre. No patent liability is assumed with respect to the use of the information contained herein.

ISBN 978-9970-117-64-2

Published by:
National Curriculum Development Centre
Designed by …………………………
Table of Contents
Page
Background …………………………………………………………………………………………………………………… iii
Rationale ………………………………………………………………………………………………………………………. iii
General Methodology ………………………………………………………………………………………………………... iii
Assessment Guidelines iv
……………………………………………………………………………………………………….
General Learning Outcomes ………………………………………………………………………………………………… iv
P4 Religious Education Topic Outline ……………………………………………………………………………………... vii

P.4 Islamic Religious Education, National Curriculum Development Centre iii

 Acknowledgement

The National Curriculum Development Centre (NCDC) would like to express its appreciation to all those who worked
tirelessly towards the production of this P.4 Curriculum.

Our gratitude goes to the Curriculum Task Force of the Ministry of Education and Sports for overseeing and taking timely
decisions whenever necessary. Our thanks also go to partners in education who provided the professional information and
technical assistance and guidance to enable us come up with syllabuses in the seven subjects.

Our gratitude is also extended to our members of the various subject panels who worked tirelessly to ensure the various
curriculum materials are ready within time.

Lastly but not least, we would like to acknowledge all those behind the scenes who formed part of the team that worked
hard to finalise the work on the various syllabi.

The National Curriculum Development Centre (NCDC) takes responsibility for any shortcomings that might be identified in
the publication and welcomes suggestions for effectively addressing the inadequacies. Such comments and suggestions
may be communicated to NCDC through: P.O. Box 7002, Kampala or E-mail admin@ncdc.go.ug or www.ncdc.go.ug .

Connie Kateeba
Director
National Curriculum Development Centre.

P.4 Islamic Religious Education, National Curriculum Development Centre iv

FOREWORD

The Curriculum for Primary Four

The Curriculum for lower primary (P1-3) which the learner in primary four went through was organized around different
themes (Thematic) that were familiar to the learner. The main emphasis of that curriculum was numeracy, literacy and life
skills. The medium of instruction for most learners was the local language. English was taught as a subject.

In this curriculum for primary four, learners are required to change from the theme-based to subject-based learning. They
are also required to begin learning in English. P4 learners will have textbooks. The teacher will encourage learners to do
all activities and make responses in English. These phenomena make primary four a transitional class.

The Primary Four Curriculum revisits content concepts and skills that have already been learnt in local languages as well as
introducing some new content and concepts.

Learners and teachers will start the year using local language when necessary and there will be steady development in the
use of English as the medium of instruction. By the end of primary four the local language will be used only for explaining
the most difficult concepts. Written materials including textbooks will be in English. Local languages will continue to be
taught as subjects to reinforce learners’s literacy.

The subjects to be taught in this Primary Four Curriculum include: English, Mathematics, Social Studies, Religious
Education (Christian Religious Education – CRE) and (Islamic Religious Education – IRE), Integrated Science, Creative
Arts & Physical Education (CAPE) and Local Language.

I, therefore, recommend this Primary Four Curriculum for its implementation in the on-going reforms in Uganda.

Hon. Namirembe BitAmmazire (MP)

MINISTER OF EDUCATION AND SPORTS

P.4 Islamic Religious Education, National Curriculum Development Centre v

Background
This is Primary Four Religious Education Syllabus. In Primary 1-3 learning is based on themes, learning outcomes and
competences. Most of the religious related competences are covered under the literacy strands of the Thematic
Curriculum.

Learners in Primary Four are expected to have developed sufficient basic literacy skills both in local and English language.
The teacher can now use English as a medium of instruction. This will help learners to form correct concepts, relate and
consolidate what was learnt in earlier classes.

The instructional process, content and learner’s text will have to be kept simple since this is a transition class.

Rationale
One of the national aims of Education is to “inculcate moral ethical and spiritual, integrity, tolerance and human fellowship”.
It is in fulfillment of this national “broad aim” that the Religious Education syllabus has been prepared. It forms an integral
part of the Primary school curriculum and is designed to enable the teacher guide and assist the learner develop morally,
and spiritually so as to grow into a balanced, responsible and mature person in community.
There are numerous opportunities to integrate Religious Education activities with other subjects such that moral and
spiritual growth is well integrated with the effective, cognitive, and psychomotor development. For instance; the content of a
music lesson may include religious songs; models and pictures for RE can be made during the Art and Craft less; stories
from the Holy Books may feature in Social Studies and the nature table may provide specimens for learning about creation,
a science lesson on hygiene will relate well with the religious teachings on care of the body.

The National Aims of Education

Both Thematic and Upper Primary Curriculum are designed to address the National Aims of Education as specified in the
Government White Paper on the Education Policy Review Commission Report (1992). The aims are:
(a) To promote understanding and appreciation of the value of national unity, patriotism and cultural heritage, with due
consideration to internal relations and beneficial interdependence;
(b) To inculcate moral, ethical and spiritual values in the individual and to develop self discipline, integrity, tolerance and
human fellowship.
(c) To inculcate into Ugandans a sense of service, duty and leadership for participation in civic, social and national
affairs through group activities in educational institutions and the community.
(d) To promote scientific, technical and cultural knowledge, skills and attitudes needed to enhance individual and
national development.

P.4 Islamic Religious Education, National Curriculum Development Centre vi

(e) To eradicate illiteracy and equip the individual with basic skills and knowledge to exploit the environment for self-
development as well as national development; for better health, nutrition and family life, and the capacity for
continued learning; and
(f) To equip the learners with the ability to contribute to the building of an integrated, self-sustaining and independent
national economy.

Aims and Objectives of Primary Education in Uganda

At Primary education level the national aims can be translated to include the following aims and objectives:
1. To enable individuals to acquire functional literacy, numeracy and communication skills in Ugandan languages and
English.
2. To develop and maintain sound mental and physical health;
3. To instill the value of living and working cooperatively with other people and caring for others in the community.
4. To develop cultural, moral and spiritual values of life;
5. To inculcate an understanding of and appreciation, for, the protection and utilization of the natural environment using
scientific and technological knowledge.
6. To develop a sense of patriotism and unity, an understanding of one’s rights and responsibilities and an appreciation
of the need to participate actively in civic matters.
7. To develop pre-requisite for continuing education and development.
8. To develop adequate practical skills for making a living.
9. To develop appreciation for the dignity of work and for making a living by one’s honest effort.
10. To develop the ability to use the problem-solving approach in various life situations; and
11. To develop discipline and good manners.

Aims and objectives of Islamic Religious Education

The aim of the Islamic Religious Education syllabus is to enable the learner:

1. Experience and live as a practicing Muslim at school and at home thus enabling her/him to appreciate God’s relationship
with her/him and her/his relationship with other in different situations.
2. Enrich her/his life and develop the whole personality.
3. Foster the reconciliation between Islam and her/his cultural values of the individual learner, for happiness, stability in
character, peace in an individual, in the home, community and the nation at large.
4. Acquaint her/himself with the teaching of the Quran.

P.4 Islamic Religious Education, National Curriculum Development Centre vii

5. Appreciate and internalize the value and practice the teachings of Islam, as taught in the Quran and practiced by the
prophet top develop a sense of morality in the individual learner according to the teachings of Islam.
6. Grasp basic concepts of Islamic theology so that she/he can recognize where Islamic and Christianity overlap and
where they differ.
7. Study the principles and the life of prophet Muhammad.
8. Trace the origin and development of Islamic historical events to the spread and development of Islam.
9. Live an integrated life and live in harmony with others.

General Methodology
The syllabus is life-centred and relevant to the Ugandan situation. Teachers will draw on the experiences of the learners
and build the lessons progressing from the known to the unknown. The main instruction methods will be discussion and
guided discovery.
It is strongly suggested that the teacher to uses those methods and activities which put the learner at the centre of the
teaching/learning process. The active verbs used in expressing the learning competences are all directed to the learner.
This implies that as a result of teaching/learning process, the learner should exhibit the competences.

The learners’ text is activity based to emphasize the continuous learner centred approach. The teacher is expected to
constantly help relate Religious Education to real life situations and experiences. The teacher should feel free to use
examples which provide the learner with the opportunity to acquire the same knowledge, concepts, skills, values and
competences.

The methods a teacher chooses to use should be those which contribute towards the achievement of competences,
learning outcomes and eventually lead to the achievements of aims and objectives of primary education. Such methods
therefore, should cater for the spiral nature of the Religious Education syllabus. At Primary Four the topics introduced and
basics covered should pave way for further study of the topics in upper classes. Primary Four class will be useful in
preparing learners for effective participating in P5-7.

General Learning Outcomes

When the learners go through this syllabus they will be able to:
 Discover their own uniqueness and act accordingly with responsibility and dignity.
 Develop a positive attitude towards living with others in the community and learn to show respect and tolerance in
the face of differences.
 Develop a positive attitude towards God’s creation and learn to respect, conserve and develop it.

P.4 Islamic Religious Education, National Curriculum Development Centre viii

  Develop an awareness of God and knowledge of His presence in the world.
 Acknowledge God as the Creator and Almighty

Assessment Guidelines
In principle continuous assessment is recommended and should be based on the summarized competences suggested in
each topic. All assessments of learning shall be based on the learning competences given in this syllabus.

Like in P1-3, assessment guidelines are provided to guide the teacher carry out, manage and keep records on each
individual learner, class progress and end of topic and term performance. Religious Education will be assessed
continuously throughout the course, by the teacher giving an exercise after each lesson and unit, and by an examination at
the end of term.
The teacher is encouraged to record those innovative products of the learner that may not have been planned but indicate
positive progress.

P.4 Islamic Religious Education, National Curriculum Development Centre ix

Topic Outline for IRE - P4 Syllabus

Theme 1 : Reading from the Qur’an

Topic : Surat Al-Asr
 Recitation of the Surah
 The Meaning of the Surah
 Relating The Message of the Surah to Actual Life
 Situations that can make one a Failure in Life.
 Lessons learnt from the Surah

Theme 2 : Tawhiid
Topic : Prophet/ Messenger
 Definition of the Word “Prophet” And “Messenger”
 Duties of the Prophet
 Qualities of the Prophet
 Prophet as a Model of a Good Leader

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Theme 3 : Fiqh (Practice)
Topic : Dress for Prayer
 Dress for Prayer
 Importance of Muslim Dress for Prayer
 Dangers of Improper Dress

Theme 4 : Hadith (Traditions of the Prophet)

Topic : Impurities
 Hadith Concerning Impurities
 The Meaning of the Hadith

Theme 5 : History of Islam

Topic : Early Converts
 Suffering of the Prophet
 Suffering of Bilal and Sumayyah
 Lessons Learnt from the suffering of the early converts.

Term II

Theme I : Reading the Qur’an

Topic : Surat Al-Humaza (Chapter 104)
 Recitation and meaning of the Surah
 Importance of the Surah
 Relating the Message of the Surah to Actual Life
 Lessons Learnt from the Surah

Theme 2 : Taw hid

Topic : The 25 Prophets
 Names of the 25 Prophets
 Categories of Prophets

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Theme 3 : Fiqh (Practice)
Topic : Congregational Prayer
 Performance of a Congregational Prayer
 Types of congregational prayers.
 Organization of Congregational prayers
 Importance of a Congregational Prayer

Theme 4 : Hadith (Prophet’s Traditions)

Topic : Iman
 Hadith Concerning Imaan
 Ten Components of Imaan
 Interpretation of the Hadith
 Lessons learnt from the Hadith

Theme 5 : History of Islam

Topic : Isra and Miraj
 Suffering of the prophet
 Suffering of early converts
 Definition of Isra and Miraj
 The Event of Isra and Miraj
 The Importance of The Event and How It Relates To Daily Life.

Term III

Theme I : Reading from the Qur’an

Topic : Surat Al- Falak(113)
 Recitation of the Surah
 Meaning of the Surah
 Lessons Learnt from the Surah
 Relating the Message of the Surah to Actual Life

Theme 2 : Tawhiid
P.4 Islamic Religious Education, National Curriculum Development Centre xii
Topic : Unique Nature of Muhammad’s Messengership
 Nature of Prophet Muhammad’s Messengership
 Aspects that Made Prophet Muhammad’s Message Unique

Theme 3 : Fiqh (Practice)

Topic : Conduct after Salat
 Behaviour after Salat
 Activities that Take Place after Salat
 Importance of Dua

Theme 4 : Hadith (Prophet’s Traditions)

Topic : Dress and Cleanliness
 Hadith Concerning Dress
 Hadith Concerning Cleanliness
 Interpretation of the Hadith
 Lessons learnt from the Hadiths 1 and 2

Theme 5 : History of Islam

Topic : Prophet’s Muhammad’s migration (Hejira)

 Problems Faced During the Migration( Hejira)

 Lessons Learnt from Prophet’s Migration

P.4 Islamic Religious Education, National Curriculum Development Centre xiii

 TERM I

THEME 1: READING FROM THE QUR´AN

TOPIC: SURAT AL-ASR (Chapter 103)

Background to the Surah

This Surah was revealed in the early Meccan period. It was revealed at the time when Muslims were still very few. It
derives its name from an Arabic word “Al-Asr” meaning the evening time.

The Surah is important because it is reported that the companions of the prophet (PBUH) would not part company without
reciting it. It was meant to strengthen their brotherhood and team spirit. This surah is recommended to be recited when the
learners have finished a day’s work and going back home.

This topic and the subsequent one develop the life skills for standing for one’s values and beliefs. The surah strengthens
the learners ability to; know the value of time, Have faith in Allah and obedience to his commands, be honest and patient,
Respect for the values of Islam and Muslim practice.

Methodology:
- Recitation
- Rote method
- Discussion
- Role play
- Demonstration

Life Skills/Values and higher order thinking skills

- Effective communication
- Interpersonal relationship
- Peer resistance
- Responsibility
- Love and care

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Learning Outcome: The learner is able to, appreciate the message carried by surat Al Asr so as to ably relate
to ALLAH and His creation.
:
Competences Language competences Content Suggested Resources
instructional
strategies
 Recites Surat AL- The learner: Recitation of the Surah  Divide the class into  Juzzu Amma,
ASR Reads, writes, spells, Chapter 103:1-3 groups depending Yassarna,
pronounces and uses on their level of  Newsprint,
the following words Memorization of the Qur’an reading.  Markers,
related to the topic Surah  Invite a mullah or  Learners’ text book
correctly:
school sheikh to  Card boxes
assist recite in tajwid
 Surah
form.
 Ayah  Supervise their
individual recitation
 Al-Asr and ensure
memorization.
 Interprets the  Deeds Meaning of the Surah  Learners tasked to  Juzzu Amma,
meaning of get meaning from Yassarna,
 Patience
Surah. their photo type.  Newsprint,
 Revealed  Ask learners to get  Markers,
meaning from the  Learners’ textbook
displayed chart and
demonstrate.
 Relates the Relating The Message of  Use brainstorming  Juzzu Amma,
message in the the Surah to Actual Life and guided Yassarna,
Surah to his/her discussion to get the  Newsprint,
daily life. message and  Markers,
lessons from the  Learners’ textbook
Surah.

Identifies situations  Guide the learners  Juzzu Amma,

that can make one to identify Situations Yassarna
P.4 Islamic Religious Education, National Curriculum Development Centre 2
Competences Language competences Content Suggested Resources
instructional
strategies
a Failure in Life. that can make one a  Newsprint
Failure in Life

Suggested Competences for Assessment

- The learners are able to:

- Interpret the meaning of the Surat Asr.
- Identify lessons learnt from the Surat.
- Dramatize situations that may lead to failure in life.
- Recite the Surah without the teacher’s guidance.
- Memorize the surah.
- Recite it during prayer.

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THEME 2: TAWHIID (FAITH)

TOPIC: PROPHET/MESSENGER

General Background to the topic

Believing in messengers is one of the six pillars of faith (iman). It is through the prophets that revelation reached mankind
from Allah. Most Prophets received revelation and passed it on to others, they are called messengers because they
delivered Allah’s message without changing meaning or adding their own version or meaning.

This topic is important because it will help learners tell the roles and qualities of prophets as messengers. The learner
already knows the persons whose instructions and commands must be followed, i.e. parents, teachers, prefects, local
council leaders. Therefore the learners’s knowledge should be enhanced by authority the Prophets/messengers carry.
Muslims are encouraged to copy the behaviour and traditions of the prophet/messenger.

Methodology:
- Demonstration of the methods of communication
- Discussion
- Role play
- Brainstorming
- Miming

Life Skills/Values
- Using persuasive language.
- Temper control.
- Appropriate response
- Tolerance.
- Respect for self and environment.
- Effective communication.

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Learning Outcome: Learners are able to understand the concept of prophethood and messengership.

Competences Language Content Suggested instructional Resources

competences Strategies
 Recognises The learner: Definition of prophet and - -Guide learners to exchange  Islamic
and tells the Reads, writes, spells, messenger. ideas about the meaning of website
relationship pronounces and uses prophethood and  Translated
between the following words messengership. Qur’an
prophet and related to the topic
correctly:
 Islamic CDs.
messenger. - Summarise their responses
and further task them to tell the
 Prophet difference between being a
 Messenger prophet and messenger with
emphasis on prophet
 Pillar Muhammad (PBUH).
 Belief
 Identifies the Duties of a Prophet  Read the Learners’ text book  News print
duties of a  Rasuul - Delivering Gods Message. before class/lesson.  Islamic
prophet and  Risaal - Providing leadership.  Ask learners to mention the website
messenger. - Being a role model. duties of a prophet and a  Translated
 Imaan messenger. Qur’an
 Faith  Record highlights as the  Islamic CDs.
summary of the duties of the  Chapter 28
 Trustworthy Prophet.  Charts
 Patient  Encourage learners to write the displaying
summary in their note books. qualities of a
good leader.

 Outlines the Qualities of the prophet  Draw lessons from the qualities  News print
qualities of a - kindness of the earthly leaders like head  Islamic
prophet - patience teacher, prefects, which will website
- Trustworthiness, etc. lead to a discussion on the  Translated
qualities of a prophet and a Qur’an
Prophet As A Model Of A messenger.  Islamic CDs.
P.4 Islamic Religious Education, National Curriculum Development Centre 5
Competences Language Content Suggested instructional Resources
competences Strategies
Good Leader
-Good leadership

-Relationship between earthly

leaders and  Role playing on qualities of a
prophets/messengers. good person, e.g. Parents,
Teachers, head teachers and
prefects.

Suggested Competences for Assessment

 Define Prophethood
 Define messengership
 Identify the duties of prophets
 Identify the qualities of a good leader.

P.4 Islamic Religious Education, National Curriculum Development Centre 6

THEME 3: FIQH (PRACTICE)

TOPIC: DRESS FOR PRAYER

Background to the Topic

Proper dressing is one of the conditions for a prayer (salat) to be valid (accepted). Islam requires a particular type of
dressing when going for salat (prayer).

It is therefore, important for the learners to learn early how to dress for salat to prepare them to be equal to the task.
Parents have a responsibility to dress the learners’ accordingly, and it is the duty of parents to dress their children as
required. The schools should encourage the learners to dress decently. The topic is important as it teaches respect for
Allah’s symbols. The teacher should highlight other symbols that define lslam e.g. the mosque, the Kaaba, the Quran etc.

Methodology
- Demonstration
- Role play
- Dramatization
- Discussion

Life Skills/Values
- Able to put on the acceptable dress for prayer.
- Appreciation.
- Standing for one’s values and beliefs.
- Respect for self and others.
- Confidence.
- Self esteem.

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Learning Outcome: The learner understands and discovers his/her uniqueness and acts accordingly with
responsibility and dignity.

Competences Language Content Suggested strategies Resources

competences
 Describes the The learner: Dress for prayer  Guide the learner to  Learner’s Text
male dress for Reads, writes, spells, (a) Acceptable males dress for describe the Muslim books.
prayer. pronounces and prayer. dress for prayer.  Pictures of
uses the following - The dress should cover the navel the  Demonstrate how appropriate
words related to the above part of the body and below the males dress for dress.
topic correctly: knee. But the clothing should not be prayer.  Appropriate
transparent. clothes for
 Dress
prayer.
 Describes the  Proper dress (b) Acceptable female dress for  Drawing pictures
female dress prayer. showing the Muslim  Learners’
 Prayer
for prayer. dress for prayer. textbook
 Hijaab  Demonstrate how  Text books
females dress for  Qur’an
 Salat
prayer.  Pictures of
appropriate
dress.
 Appropriate
clothes for
prayer.

 Tells the Importance of a Muslim dress for  Discussion about the

importance of prayer. importance of the  Learners’
the Muslim - Decency Muslim dress for textbook
dress for - Respect prayer.  Text books
prayer. - Readiness to perform any  Qur’an
religious duty.
How it relates to daily life.

P.4 Islamic Religious Education, National Curriculum Development Centre 8

Suggested Competences for Assessment:

The learners are able to;

 Describe the male dress for prayer.
 Describe the female dress for prayer.
 Tell the importance of the Muslim dress for prayer.

P.4 Islamic Religious Education, National Curriculum Development Centre 9

THEME 4: HADITH (PROPHET’S TRADITIONS)

TOPIC: IMPURITIES

Background
Impurities are referred to as “Najasah” in Arabic language. Najasah refers to impure substances that a Muslim must avoid
and wash off if they should happen to contaminate his/her clothes and body. The removal of Najasah makes a person keep
away from practices that are harmful to life and promote health living.

The pupils have a concept of health living. It is an act of obedience to the commands of God and His messengers.

Methodology:
(a) Brainstorming
(b) Discussion

Life Skills/Values
- Decision making.
- Readiness for Consequences of decisions.
- Peer resistance.

Learning Outcome: The learner is able identify impurities and keep away from them.

Competences Language competences Content Suggested instructional Resources

Strategies
 Narrates three The learner: Hadith concerning  Guide learners to read  Learners’
prophetic Reads, writes, spells, impurities selected hadith regarding textbook
traditions pronounces and uses Two prophetic traditions impurities.  Related Text
concerning the following words concerning impurities. books
impurities. related to the topic   Qur’an
correctly:  Hadith books

 Interprets the  Impure  The meaning of the  Provide the learners with  Learners’
prophetic prophetic traditions. items that cause impurity / textbook
P.4 Islamic Religious Education, National Curriculum Development Centre 10
Competences Language competences Content Suggested instructional Resources
Strategies
traditions.  Impurities these can be pictures or  Text books
real objects.  Pictures of
 Purify  Guide learners to write the items that
 Feaces importance of prophetic cause
traditions concerning impurity.
 Vomit impurities.
 Urine

 Relates the How the information in the  In groups task learners to  Learners’
message in Hadiths relates to daily explain why they should be textbook
Hadith to daily life clean.  Related Text
life - Health living  Guide the learners to make books.
experience. - Living in good correct responses by  Pictures
environment. relating the topic to  Hadith books.
- The difference between sanitation and reproductive
stagnant water and health.
flowing water.  Task them further to identify
- Things that are Impure. the dangers of using impure
- Dangers of using impure things like stagnant water.
things.  Discuss the dangers of
- Personal Hygiene. impurity.
- Cleaning utensil licked by
a dog.

P.4 Islamic Religious Education, National Curriculum Development Centre 11

Suggested Competences for Assessment

The learners are able to;

- Narrate one Hadith regarding impurities.
- Interpret the meaning of the given Hadith.
- Identify impure substances.

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THEME 5: HISTORY OF ISLAM

TOPIC: EARLY CONVERTS IN ISLAM

Background to the Topic:

Muhammad, from the Hashimite branch of the ruling Quraysh tribe in the Arabian town of Mecca, began to preach the first
of a series of revelations that were made to him by God through the angel Gabriel. He stressed monotheism and
denounced the polytheism of his fellow Meccans. This impressed some Meccans and they embraced lslam.

Early Converts are people who accepted the mission of Prophet Muhammad (PBUH) in the early days of Islam and became
Muslims. Early converts include:- Hadijah, Ali, Abubakar, Zaid bin Thabit, Bilal and Sumayyah.

Methodology
- Dramatization
- Story telling
- Role play
- Discussion
- Brainstorming
- Discussion

Life Skills/Values
- Empathy
- Perseverance
- Interpersonal relationship.
- Coping with stress.
- Resilience.
- Team work and team building

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Learning Outcome: The learner understands and appreciates the plight of the Prophet and early converts.

Competences Language competences Content Suggested Resources

instructional strategies
 Describes the The learner: The suffering of Prophet  Help students to  Commentary on
suffering of Reads, writes, spells, Muhammad (PBUH) and pronounce the the Holy
prophet pronounces and uses the the Early Converts to shahāda, the symbol Qur’an.
Muhammad following words related to Islam. of conversion to lslam  Learners’
the topic correctly:
(PBUH) and the  Narrate the suffering of textbook
early converts. the prophet and Early  New beginning
 Convert converts. IRE Book 4-8.
 Slave  News print
 Related text
 Suffer
books.
 Tells the lessons  Endure The lessons learnt from  In groups let the  Commentary on
learnt from this the suffering of the learners demonstrate the Holy
suffering.  Martyr prophet and early /role play the suffering Qur’an.
 Martyrdom converts of the early converts.  Learners’
 Discuss the suffering textbook.
 Perseverance of the early converts.  New beginning
 Bravery  Summarise learners’ IRE Book 4-8.
demonstrations by  News print
 Firm writing the lessons  Masking tape
 Shahāda learnt from suffering of  Chalk
the prophet and early  Related text
converts. books.

 Relates the Relevance of the above  Let individual learners  Commentary on

suffering of the mentioned suffering to dramatize how Bilal the Holy
early converts to the daily life (RA) suffered. Qur’an.
the daily life.  Guide learners to  Learners’
share experiences textbook.
about relationship they  New beginning
have with fellow IRE Book 4-8.
P.4 Islamic Religious Education, National Curriculum Development Centre 14
Competences Language competences Content Suggested Resources
instructional strategies
learners of different  News print
religions.  Related text
books.

Suggested Competences for Assessment:

- Describe the suffering of the prophet (PBUH) and the Early Converts.
- Tell the lessons learnt from this suffering.
- Give some names of the Early Converts.

P.4 Islamic Religious Education, National Curriculum Development Centre 15

 TERM II

THEME 1: READING FROM THE QUŔAN

TOPIC: SURAT AL-Humaza (Chapter 104)

Background

The Surah derives its name from the word humazah occurring in the first verse. This too is one of the earliest Surahs to be
revealed at Mecca. This Surah reflects what was prevailing in Mecca at the time. People were involved in rumour
mongering. Selfishness, corruption and plundering of resources of the community.

The Surah teaches the value of honesty, and caring for others and Allah’s reward to those who are honest. It discusses
some of the qualities of faith (Iman) (i.e. gratefulness, prayer, sacrifice).

Methodology
- Discussion
- Role Play
- Dramatization

Life Skills/Values
- Empathy
- Appreciation
- Recitation

P.4 Islamic Religious Education, National Curriculum Development Centre 16

Learning Outcome: The learner is able to identify vices that are practiced in his/her community and discover
ways of avoiding them.

Competences Language competences Content Suggested Instructional Resources

strategies
 Recites Surat The learner: • Recitation of the  Divide the class into  Learners’
AL-Humaza Reads, writes, spells, Surat Al-Humaza. groups. depending on textbook.
 Tells the pronounces and uses the • Meaning of the their level of  New beginning
meaning of the following words related to competence in Qur’an IRE Book 4-8.
Surah.
the topic correctly: reading.
Surah.  News print
 Invite a mullah or school  Related text
 Al- Humaza sheikh to assist recite books
the surah.  Qur’an
 Paradise  Supervise learners  Resource
 Sacrifice individual recitation and person.
ensure memorization.
 Insult
 Thankful
 Kind
 Possessed
Importance of the Surat  Guides learners’  Learners’
 Explains the Humaza discussion of the textbook.
relevance of message and lessons  New beginning
the Surah to Relevance of the Surah from the Surah. IRE Book 4-8.
daily life. to daily life  News print
 Related
textbooks.

 Relates the Lessons learnt from the  Brainstorms on the  Learners’

message of the Surah: lessons learnt from the textbook.
Surah to one’s Surah.  New beginning
life.  Tasks learners to get IRE Book 4-8.
P.4 Islamic Religious Education, National Curriculum Development Centre 17
Competences Language competences Content Suggested Instructional Resources
strategies
the meaning from the  News print
learners’ textbook.  Related texts.
 In groups learners get
the meaning from the
displayed chart and
demonstrate
(good behaviour and
unfriendly behaviour)

Suggested Competences for Assessment

The learner should

 Tell the message of the Surah.
 Relate the message of the Surah to his/her life.
 Recite the Surah.

P.4 Islamic Religious Education, National Curriculum Development Centre 18

THEME 2: TAWHIID (FAITH)

TOPIC: THE 25 PROPHETS

Background
In our previous lessons we have defined and explained the duty of the prophet. The learner knows the difference between
a prophet (Nabi) and a messenger (Rasuul). In this topic the learner will be introduced to the names of the 25 prophets
mentioned in the Qur’an. However, the learner should take note that there were more than 25 prophets because God sent
a prophet to every part of this world. The 25 prophets are the most important ones. The learner will also be introduced to
the categories of the prophets, e.g. UL-AZM.

Methodology
- Role learning
- Flash card

Life Skills/Values
- Effective communication
- Creative thinking
- Critical thinking

Learning Outcome: be able to mention the names of the 25 prophets and their categories.

Competences Language competences Content Suggested Resources

instructional
strategies
 Mentions the The learner: The twenty five Prophet  Read the names of  Learners’
names of the 25 Reads, writes, spells, mentioned by the Qur’an the Prophets. textbook.
Prophets. pronounces and uses  Guide learners to list  New beginning
the following words down the Prophets. IRE Book 4-8.
related to the topic  News print.
correctly:  Related texts.
 Qur’an.
 Prophet  Chart
displaying the

P.4 Islamic Religious Education, National Curriculum Development Centre 19

Competences Language competences Content Suggested Resources
instructional
strategies
 Nabbi names of the
25 prophets.
 Rasul
 Ul-Azm
 Describes the Categories of the 25  Help learners to  Learners’
categories of Prophets. describe the textbook.
Prophets. categories of  New beginning
prophets. IRE Book 4-8.
 News print.
 Related texts.
 Chart
displaying UL-
al-AZM.

Suggested Competences for Assessment

The learner should be able to:

 List the names of the 25 prophets
 Read and write the names of these prophets.

P.4 Islamic Religious Education, National Curriculum Development Centre 20

THEME 3: HADITH (PROPHET’S TRADITIONS)

TOPIC: IMAAN AND FORGIVENESS

Background
The Angel Jibril appeared to the prophet in the image of man and asked him about a number of things among which was
“Imaan”. He said: Tell me about “Imaan”. The prophet replied: Imaan is to believe in Allah, His angles, His books, His
messengers, and in the Day of Judgment and to believe in the divine decree whether good or bad. The Angel said: you
have told me the truth.

Methodology
- Discussion
- Dramatization

Life Skills/Values
- Effective communication
- Assertiveness
- Interpersonal Relations
- Non-violent conflict resolution

Learning Outcome: The learner is able to define Imaan and enumerate its articles.

Competences Language Content Suggested instructional Resources

competences activities
 Narrates one The learner:  Narrate one Hadith  Learners’
Hadith Reads, writes, spells, Hadith concerning concerning Iman. textbook.
concerning Iman. pronounces and uses Imaan:  Help learners  New beginning
the following words understand the meaning IRE Book 4-8.
related to the topic of the Hadith.  News print.
correctly:  Related texts.
 Narrates one Hadith concerning  Narrate one Hadith  Learners’
Hadith forgiveness. concerning forgiveness. textbook.
P.4 Islamic Religious Education, National Curriculum Development Centre 21
Competences Language Content Suggested instructional Resources
competences activities
concerning  Ask learners to narrate  New beginning
forgiveness.  Angel the hadith and role play IRE Book 4-8.
its message using their  News print
 Day of judgment day today experiences.  Related texts
 Component  In groups ask pupils to  Chart displaying
share lessons learnt benefits of
 Apostle from the hadith. forgiveness.
 Interprets the two  Devine decree Interpretation of the  Interpret to learners the  Learners’
prophetic meaning of the Hadiths. meaning of the Hadiths. textbook New
 Qadar Explains relevance of the
traditions.  In small groups guide beginning IRE
 Relates the two  PBHU (Peace Be Upon two Hadiths to daily life. learners identify Book 4-8.
Hadiths to daily experiences of  News print.
Him)
life. forgiveness and  Related texts.
 Imaan dramatize them.
 Radhiya Llahu
 Tells the lessons Discussion of lessons  Learners’
learnt from the Anhu(RA) learnt from the Hadith. textbook.
Hadiths.  New beginning
IRE Book 4-8.
 News print.
 Related texts.

Suggested Competences for Assessment:

The learner should be able to:

 Narrate one Hadith concerning Imaan and one concerning forgiveness.
 Interpret the two prophetic traditions.
 Tell the lessons learnt from the two Hadith.
 Relate the two Hadith to daily life.

P.4 Islamic Religious Education, National Curriculum Development Centre 22

THEME 4: FIQH (PRACTICE)

TOPIC: CONGREGATIONAL PRAYER (Salat Al-Jamá)

Background
Jamā prayers are offered by more than one person in a congregation (group). One of the worshippers acts as the Imam
(Leader of the prayer) and the others follow him.

One person with the Imam would make a congregation even if the other person is a child or a woman. The congregational
prayer promotes Islamic brotherhood and unity. The learners know the importance of team work and the need for solidarity.
They also know that people with similar character, identify with each other and are given the same label (e.g. prophets).
“Birds of the same feathers flock together” says an English proverb.

Methodology
- Demonstration
- Role play
- Discussion

Life Skills/Values
- Self awareness
- Friendship formation
- Interpersonal relationship
- Communication
- Peer resistance
- Appreciation, togetherness, responsibility.

P.4 Islamic Religious Education, National Curriculum Development Centre 23

Learning Outcome: The learner demonstrates knowledge and skills in performing Salat (prayer).

Competences Language competences Content Suggested Resources

instructional
strategies
 Gives a The learner: Performance of  Use guided reading to  Learners’
description of a Reads, writes, spells, congregational prayer. explain how textbook.
congregational pronounces and uses congregational prayer  New beginning
prayer. the following words is performed. IRE Book 4-8.
 Mentions types of related to the topic  Demonstrate to the  News print.
congregational correctly: learners a  Picture of
prayers.  Juma congregational Muslims
prayer. performing a
 Jama  Take the learners to congregational
the school mosque/ prayer.
 Reward
nearest mosque to
 Teamwork participate in
congregational
 Leadership prayer.
 Military parade  Or invite a mullah to
demonstrate.

 Ask learners to locate

Types of where the male or
congregational female Imam stands.
prayers.

 Describes the Organization of a  Let the learners role  Learners’

preparation for a congregational prayer play the characters of textbook.
prayer inside the inside the mosque. different characters in  New beginning
mosque. the mosque. IRE Book 4-8.
 News print

P.4 Islamic Religious Education, National Curriculum Development Centre 24

Competences Language competences Content Suggested Resources
instructional
strategies
 Tells the Importance of a  Let groups discuss  Learners’
importance of congregational prayer. importance of textbook.
congregational congregational  New beginning
prayer. prayers. IRE Book 4-8.
 Summarise their  News print
contributions.

Suggested Competences for Assessment:

The learner should be able to:
 Give a definition of congregational prayer and give examples.
 Demonstrate how congregational prayer is performed.
 Explain the importance of a congregational prayer.

P.4 Islamic Religious Education, National Curriculum Development Centre 25

THEME 5: HISTORY OF ISLAM

TOPIC: PERSECUTION, ISRA AND MIRAJ

Background
Isra is the night journey. Miraj is ascension to heaven. Allah wanted to reward his prophet. The prophet made a night
journey from Mecca to Jerusalem and from Jerusalem to heaven and back to Mecca in one night.

The Isra and Miraj was the biggest reward to the prophet Muhammad (PBUH) for his patience and suffering.
Learners know that patience pays.
While Allah rewards those who do good deeds He punishes those who do bad deeds.

Methodology
- Discussion
- Story telling
- Excursion

Life Skills/Values:
- Effective communication
- Coping with challenges
- Problem solving
- Appreciation, endurance, concern

Learning Outcome: The learner is able to appreciate the significance of the Isra a Miraj in Islamic history.

competences Language Content Suggested Resources

competences instructional
strategies
 Defines Isra The learner: Description of Isra and  Use learners  Learners’ textbook.
and Miraj. Reads, writes, spells, Miraj. experiences in  New beginning IRE
pronounces and uses travelling at night to Book 4-8.
the following words introduce Isra.  News print
related to the topic
correctly:  Related texts
 Picture of Jerusalem.

P.4 Islamic Religious Education, National Curriculum Development Centre 26

competences Language Content Suggested Resources
competences instructional
strategies
 Isra
 Miraj
 Journey
 Jerusalem
 Heaven
 Sky
 Nickname
 Quraish
The importance of Isra and  Learners’ textbook.
Miraj.  New beginning IRE
Book 4-8.
 News print
 Related texts
 Describes Isra  Define Isra and Miraj.  Learners’ textbook.
and Miraj. Giving a brief  New beginning IRE
 Explains the description of the Book 4-8.
importance of event of Isra and  News print
Isra and Miraj. Miraj.  Related texts

Suggested Competences for Assessment:

The learners should be able to:

 Describe Isra and Miraj.
 Explain the importance of Isra and Miraj in Islamic history.

P.4 Islamic Religious Education, National Curriculum Development Centre 27

 TERM III

THEME 1: READING FROM THE QUR΄AN

TOPIC: SURAT AL-FALAK (Chapte113)

Background to the Surah

Surat al Falaq is a revealed prayer against witchcraft, wicked and envious people who do not wish success for others. It
mentions categories of enemies who work to frustrate others, e.g. witchdoctors, and jealous. It is also recited to seek God’s
protection against all types of mischief, harmful creatures and all types of wickedness.

Methodology
- Discussion
- Recitation
- Role play
- Dramatization

Life Skills/Values and high order thinking skills

- Assertiveness
- Interpersonal relationship
- Self awareness
- Responsibility
- Love, care

Learning Outcome: The learner is able to identify mischief, harmful creatures, wicked people and
witchdoctors and to know how to deal with them.

Competences Language competences Content Suggested strategies Resources

 Recites the Surah. The learner: • Recitation of the  Divide the class into  Learners’
 Interprets the Reads, writes, spells, Surah. groups depending on textbook.
meaning of the pronounces and uses • Meaning of the their level of  New
Surah. the following words Surah. competence of Qur’an beginning IRE
related to the topic reading. Book 4-8.
correctly:
 Invite a resource person  News print.

P.4 Islamic Religious Education, National Curriculum Development Centre 28

Competences Language competences Content Suggested strategies Resources
 Falak (mullah or school  Related texts.
sheikh) to assist recite  Amulets.
 Witchcraft in tajwid form.
 Sorcery  Supervise their
individual recitation and
 Blowing in the knot. ensure memorization.
 Explains lessons  Wickedness Lessons learnt from the  Brainstorm and guide  Learners’ text
learnt from the Surah. discussion of the  New
Surah.  Mischief message and lessons beginning IRE
 Harmful from the Surah. Book 4-8.
 Task learners to get  News print.
 Creatures
the meaning from their  Chart
 Hiriz. Learners’ text. displaying
 Day of judgment  In groups, give learners items used in
the meaning from the witchcraft.
 Relates the Surah Relevance of the Surah displayed chart.
to daily life. to daily life.  Demonstrate activities
that are harmful to
others.
 Relates the Relevance of the Surah  Giving examples from  Learners’ text
message of the to daily life. the day-to-day life  New
Surah to one’s daily relating to the Surah. beginning IRE
life. Book 4-8.
 News print
 Related texts

Suggested Competences for Assessment:

- Interpret the meaning of the Surah.
- List lessons got from the Surah.
- Relate the message to his/her daily life.
- Recite the Surah.

P.4 Islamic Religious Education, National Curriculum Development Centre 29

THEME 2: TAWHIID (FAITH)

TOPIC: THE UNIQUE NATURE OF MUHAMMAD’S MESSENGERSHIP (PBUH)

Background to the Topic

Allah sent many messengers, each of whom was sent to preach the word of Allah among a certain group of people. Only
prophet Muhammad (PBUH) was sent to all nations and he is the last prophet and messenger. Hence his messengership
is unique.

Recognition of the uniqueness of Muhammad’s messengership and its universality is very important.
By now the learner already knows about previous prophets and some aspects of Muhammad’s (PBUH) Mission.
He will therefore discover a unique way of performing prayer (salat) as compared to the way it was performed by previous
prophets.

Methodology
- Discussion
- Story telling
- Brainstorming

Life Skills/Values and high order thinking skills.

- Critical thinking
- Problem solving
- Assertiveness
- Appreciation, sharing and love.

Learning Outcome: The learner is able to understand prophethood of Muhammad’s messengership.

Competences Language Content Suggested strategies resources

competences
 Describes the The learner: Nature of Prophet  Help learners to  Learners’
nature of Prophet Reads, writes, spells, Muhammad’s describe the nature of textbook.
Muhammad’s pronounces and uses messengership (PBUH). Prophet  New beginning
messengership the following words Muhammad’s IRE Book 4-8.
(PBUH). related to the topic messengership  News print
correctly:
(PBUH).
P.4 Islamic Religious Education, National Curriculum Development Centre 30
Competences Language Content Suggested strategies resources
competences
 Guide learners to
highlight specific
 Unique
issues related to
 Messenger nature of
prophethood.
 Nature
 Outline aspects  Universal Aspects that made  Help learners to  Learners’
that made prophet Muhammad’s identify aspects that textbook
Prophet  Revelation message unique made Prophet  New beginning
Muhammad  Literate Muhammad’s IRE Book 4-8.
(PBUH) message message unique  News print
different from his  Illiterate (PBUH).
predecessors.  Reveal
 Revealed
 Corruption
 Miracle
 Miraculous

Suggested Competences for Assessment

- Tell the nature of Prophet Muhammad’s messengership.
- List aspects that made Prophet Muhammad’s message unique.

P.4 Islamic Religious Education, National Curriculum Development Centre 31

THEME 3: FIQH (PRACTICE)

TOPIC: CONDUCT AFTER SALAT

Background to the Topic

It is recommended that after prayer, a Muslim dedicates some time to make supplications to Allah. These include, thanking
Allah, begging for forgiveness and asking for things one needs in life and in the hereafter.
The period after salat should be used to recite Duwa (supplication). This period requires peace of mind and dedication of
oneself to the creator.
The learner knows how a prayer is performed, and the duwa recited after Salah and that by now prophet’s migration to
Medina was successful because of his Duwa.

This to topic is to introduce to learners some of the important supplications made after Salat.

Methodology
- Demonstration
- DrAmmatization
- Role play
- Rote method

Life Skills/Values
- Effective communication
- Self awareness
- Peer resistance
- Respect, concern and responsibility.

Learning Outcome: Understands, appreciates and demonstrates knowledge of the conduct after prayer.

Competences Language Content Suggested Resources

competences strategies
 Describes the The learner: • Behaviour after the  Demonstrate  Learners’ textbook.
behaviour after Reads, writes, spells, Salat required behaviour  New beginning
salat (prayer) pronounces and uses during and after IRE Book 4-8.
the following words Salat.  News print

P.4 Islamic Religious Education, National Curriculum Development Centre 32

Competences Language Content Suggested Resources
competences strategies
related to the topic  Guide learners to  Chart displaying
correctly: • Activities that take demonstrate short duas recited
 Salat place after Salat activities that take after prayer.
including Supplication place after Salat.
 Adhkar
(prayer for self and
 Supplication others.)
 Recites Adhkar  Orderly exit from the  Guide learners to  Learners’ text
 Dua
(utterances) Mosque. describe how book.
after salat.  Exit people should go  New beginning
out of the mosque. IRE Book 4-8.
 Behave
 News print.
 Behavior  Help learners to  Related texts.
Importance of Duas explain importance
 Rabbana of Duas to
 Explains individuals and
importance of groups.
Duas.

Suggested Competences for Assessment

- Say the prayer they recite after Salat (Prayer).

- Recite the Adhkar (utterances) after Salat (Prayer).
- Read the prayer they recite while going out of the Mosque.

P.4 Islamic Religious Education, National Curriculum Development Centre 33

THEME 4: HADITH (PROPHET’S TRADITIONS)

TOPIC: DRESS AND CLEANLINESS

Background to the Topic

The issue of dress and cleanliness are emphasized in the teachings of Islam. A particular way of dressing is required for
men, as it is recommended that women dress in a way that is different from that of men. Also particular type of cleanliness
is recommended on particular occasions. All this is to ensure purity infront of Allah morality, decency, and hygiene in
society.

Methodology
- Rote method
- Discussion
- Demonstration
- Dramatization
- Role play

Life Skills/Values
- Self awareness
- Effective communication
- Peer resistance
- Care, responsibility, concern

Learning Outcome: Develop an exposure to prophetic literature and appreciate the message therein.

Competences Language Content Suggested Resources

competences instructional
strategies
 Narrates one The learner: Hadith concerning dress  Narrate one Hadith  Learners’ textbook.
Hadith Reads, writes, spells, concerning the  New beginning IRE
concerning a pronounces and Muslim dress. Book 4-8.
Muslim dress. uses the following  Ask learners to role  News print
words related to the
play the Hadith.  Related texts
topic correctly:

P.4 Islamic Religious Education, National Curriculum Development Centre 34

Competences Language Content Suggested Resources
competences instructional
strategies
 Narrates one  Hijab Hadith concerning  Narrate one Hadith  Learners’ textbook.
Hadith  Curse
cleanliness concerning  New beginning IRE
concerning cleanliness. Book 4-8.
cleanliness.  Purity  Task learners to role  News print.
 Knee play the Hadith  Related texts.
concerning  Qur’an
 Palm
cleanliness.
 Navel
 Interprets the  Copy
Interpretation of the  Guide learners to  Learners’ textbook.
two prophetic Hadiths explain the meaning  New beginning IRE
traditions  Ornament of the Hadith and Book 4-8.
 Wig allow them to share  News print.
with peers the  Related text.
 Suit meaning.
 Necklace
 Smart
 Proud
 Pride

 Tells the Lessons learnt from  Demonstrate how a  Learners’ textbook.

lessons learnt Hadith No. 1 Muslim should put  New beginning IRE
from the on. Book 4-8.
Hadith.  News print.
 Allow learners
dramatise cleanliness
within the Muslim
community. (Repeat
the same procedure
for all Hadith chosen.

P.4 Islamic Religious Education, National Curriculum Development Centre 35

Competences Language Content Suggested Resources
competences instructional
strategies
Lessons learnt from
Hadith No. 2

Suggested Competences for Assessment

The learner should be able to:
 Narrate one Hadith concerning dress and one concerning cleanliness.
 Interpret the two prophetic traditions.
 Outline the lessons learnt from the Hadith.

P.4 Islamic Religious Education, National Curriculum Development Centre 36

THEME 5: HISTORY OF ISLAM

TOPIC: PROPHET’S MUHAMMAD’S MIGRATION (HEJIRA) 622 AD

Background to the Topic:

Hejira refers to the journey that was made by the prophet (PBUH) and his companions (RA) in the year 622 AD. They
migrated from Mecca to Medina after being persecuted by the Meccans and denied freedom to practice their new religion;
Islam.

Hejira is a land mark (turning point) in Islamic history.

Reflect on the suffering of the Prophet .in His early years and persecution.

Methodology
- Story telling
- Discussion
- Excursion
- Brainstorming

Life Skills/Values
- Effective communication.
- Empathy.
- Friendship formation.
- Assertiveness.
- Appreciation, endurance and patience.

P.4 Islamic Religious Education, National Curriculum Development Centre 37

Learning Outcome: learner is able to understand, the causes and the effects of the Prophet and his
companions’ migration to Medina.

Competences Language Content Suggested strategies Resources

competences
 Describes the The learner: The Prophet’s persecution, Isra  Guide learners to  Learners’
Prophet’s journey Reads, writes, and Miraj describe the Prophet’s Textbook.
from Mecca to spells, pronounces migration (PBUH).  New
Medina (PBUH). and uses the  Guide learners to answer beginning IRE
following words set questions from the Book 4-8.
related to the topic Learners’ textbook after  Newsprint.
correctly: your description.  Qur’an.
 Tells the problems Problems faced during the  In a story form narrate the  Learners’
encountered/faced  Medina journey.(Hejira) problems faced by the Textbook.
by the prophet  Mecca Prophet during Hejira.  New
(PBUH) on the  Let learners role play the beginning IRE
journey.  Meccans process of Hejira. Book 4-8.
 Command  Newsprint.
 Qur’an.
 Confuse
 Explain the Lessons learnt from prophet’s  Explain the lessons learnt  Learners’
lessons learnt  Confused migration from the prophets’ Textbook.
 Take over
migration.  New
 Guide learners to reflect beginning IRE
 Cave on incidences (giving Book 4-8.
 Web them chance to imagine  Newsprint.
they were involved).  Qur’an.
 Travel
 Migration
 Journey

P.4 Islamic Religious Education, National Curriculum Development Centre 38

Suggested Competences for Assessment
The learner should be able to:
 Define Hejira.
 Describe the Prophets journey.

P.4 Islamic Religious Education, National Curriculum Development Centre 39

References

1. Yusuf Ali, The Holy Quran

2. Sahih Al-Bukhari (Arabic – English)
3. Umar Juma Nsereko Essentials of Islam Book 1 & 2
4. M. A. Quraishy, Text-book of Islam, Book 2
5. Ayoud M.M (1986) The Great Tidings –Islamic call Society.
6. –English Dictionary
7. Yusuf A.Q ( 1984) –The lawful and prohibited in Islam (H.F.S )

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