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TABLE OF CONTENTS Introduction………...................................1 Vision of a Madrasah Learner .................. 1 Background ............................................. 1 What is in the Framework? ...................... 2 How to Use this Framework .................... 3
Arabic Language ......................................... 4 Subject Description ................................. 4 Subject Goal ............................................ 4 Learning Expectations ............................ 5 Learning Competencies .......................... 6
Qur'ān ....................................................... 18 Subject Description ............................... 18 Subject Goal .......................................... 18 Learning Expectations .......................... 19 Learning Competencies ........................ 20
Sīrah and Hadīth ....................................... 22 Subject Description ............................... 22 Subject Goal for Sīrah ........................... 22 Subject Goal for Hadīth ......................... 22 Learning Expectations for Sīrah ............ 23 Learning Competencies for Sīrah .......... 24 Learning Expectations for Hadīth .......... 27 Learning Competencies for Hadīth ........ 28
Âqīdah and Fiqĥ ........................................ 30 Subject Description ............................... 30 Subject Goal for Âqīdah ........................ 30 Subject Goal for Fiqĥ ............................. 30 Learning Expectations for Âqīdah ......... 31 Learning Competencies for Âqīdah ....... 32
Learning Expectations for Fiqĥ.............. 35 Learning Competencies for Fiqĥ ........... 36
Islamic Values Education........................... 39 Subject Description ............................... 39 Subject Goal.......................................... 39 Learning Expectations .......................... 40 Learning Competencies ........................ 42
English ...................................................... 57 Subject Goal.......................................... 57 Learning Expectations .......................... 57
Filipino ...................................................... 58 Mithiin .................................................. 58 Inaasahang Bunga ................................. 58
Elementary Mathematics .......................... 60 Subject Goal.......................................... 60 Learning Expectations .......................... 60
Science and Health ................................... 61 Subject Goal.......................................... 61 Learning Expectations .......................... 61
Sibika at Kultura ....................................... 62 Mithiin .................................................. 62 Inaasahang Bunga ................................. 62
Heograpiya, Kasaysayan at Sibika ............ 63 Mithiin .................................................. 63 Inaasahang Bunga ................................. 63
Glossary .................................................... 64 The 99 Names of Allāh ......................... 72 Ahādīth Collections ................................... 80 List of Suwar from Juz’ Âmma .................103 Transliteration Table of Arabic Letters .... 106
1 Refined Elementary Madrasah Curriculum
INTRODUCTION
The Refined Elementary Madrasah Curriculum is a resource to guide public elementary
schools and private Madaris in the planning, teaching and assessing of Islamic Studies
(including Islamic Values Education) and Arabic Language within the context of the Philippine
classroom. It provides for an enriched teaching curriculum for the public schools as Arabic
Language and Islamic Values Education are taught in addition to subjects in the Basic
Education Curriculum (BEC). On the other hand, private Madaris are provided with a standard
set of learning goals for Islamic Studies subjects while introducing the Basic Education
Curriculum into their school system.
In structuring both curricula, the intention has been to equip the learners with the
competence in different learning areas for them to be competitive in the society and facilitate
the transferability of pupils from the private Madaris to the public schools and vice versa. The
second objective underscores the importance of implementing the BEC.
VISION OF A MADRASAH LEARNER
The content of the framework is founded on a vision of a Madrasah learner:
Ang bata ay dapat tugma sa ugali ng Propeta Muhammad – maka-Diyos (Allāh ), makabayan at sumusunod sa batas, makatao, makakalikasan, marunong sa Arabic, matalino at masipag – at ito’y isinasabuhay niya.
The learner emulates the character traits and virtues of Prophet Muhammad – God-fearing (Allāh ), nationalistic, law-abiding with concern for his
fellowmen and the environment, knowledgeable in Arabic, intelligent and industrious – and lives up to them.
The learning goals and competencies aim to develop among the learners the knowledge and
understanding of Allāh and the principles within the Islamic faith, Prophet Muhammad
and his teachings, and the values that build the self and espouse responsibility, compassion
and peace. The end goal is to prepare the pupils to be responsible, competent and
productive Filipino Muslims whose values are rooted in Islam.
BACKGROUND
The Department of Education (DepEd), in 2004, developed the Madrasah Education Program
for Filipino Muslim learners and accordingly, the Curriculum Framework. DepEd Order No. 51,
s.2004 prescribed for the adoption of this framework in the public elementary schools and
private Madaris. For the past years, the number of implementing schools has grown as DepEd
continues to provide resources in terms of materials and capacity building programs for
teachers, assist the private Madaris during transition and advocate the program in all regions.
2 Refined Elementary Madrasah Curriculum
In 2008/2009, a project to review and refine the framework and the instructional materials
was proposed in view of new curriculum policies within the Department and reports gathered
from monitoring visits and the 3-Year Program Implementation Review. DepEd has engaged
SEAMEO INNOTECH for the said project.
A workshop to review and refine the curriculum framework was conducted in December 2009
which was participated by Arabic Language and Islamic Studies experts, teachers and
curriculum specialists. A vision of a Madrasah Elementary Learner was created at the start of
the activity which served as guidance to the participants in the review and refinement
process. The participants were grouped according to their specialization (subject areas) to
review the subject description, goals, terminal and enabling objectives per grade level, scope
and sequence and time allotment found in the framework. Every group output was presented
to the plenary for deliberation to ensure consultation among experts and practitioners.
The new draft framework was then subjected to a validation by curriculum experts from the
Bureau of Elementary Education for consistency in the format and language used by DepEd
and subject experts for the content. This was later validated by field implementers and
education stakeholders (in January 2010) to primarily verify the appropriateness of learning
competencies and subject content to the level of the learners within the context of Philippine
society.
The finalization of the framework was conducted (in February 2010) to take into account the
inputs during the validation process. The finalized framework now contains a vision, subject
description, subject goals, learning expectations and competencies and the time allotment.
WHAT IS IN THE FRAMEWORK?
The framework contains the subject goal, learning expectations and competencies from
Grades I – VI and the description for the five learning areas: Arabic Language, Qur'ān, Sīrah
and Hadīth, Âqīdah and Fiqĥ, and Islamic Values Education. These will be basis for teachers
planning their lessons and the learning opportunities for the pupils.
The framework contains similar features with the Basic Education Curriculum as it supports
the integration of values teaching across learning areas. The Holy Qur'ān, Islamic beliefs and
legislations, the Sunnah of Prophet Muhammad as well as his life story are rich in values.
Hence, the goal at every grade level is for the learner to understand these values, internalize
them and practice them in every aspect of his/her life.
Also, Arabic terms used in this framework have either been translated or described in the
English language; a glossary of terms is provided. Also, as reference in teaching Hadīth and
Islamic Values Education, a compilation of prescribed Ahādīth and its sources is also included.
3 Refined Elementary Madrasah Curriculum
HOW TO USE THIS FRAMEWORK
This document has been prepared for teachers in the ALIVE Program (in the public school)
and ISAL (in the private Madaris). Though prescriptive, this framework does not restrict the
teacher in teaching other competencies and introducing other relevant topics to achieve the
learning goal. The framework is meant to guide him/her on what to teach and what core
knowledge, skills, and values are expected from their pupils. It is also the basis for the budget
of work.
For the Islamic Values Education subject, teachers are encouraged to find other ways by
which the values can be manifested among the learners.
Unlike in the previous framework, the scope and sequence for every learning area have been
incorporated within the learning competency matrix. Teachers may extract the content and
sequence of delivery within and across the grade levels from the matrices. The degree of
difficulty (in terms of competency) and mastery gradually increases within and across the
grade levels while the scope (for value formation) starts from Allāh and the self, the family,
school and community/society and environment.
This framework is supported by teaching-learning materials developed by DepEd such as
textbooks, skills books, teacher’s manuals, learning guides (for teachers), and audio and video
support materials.
4 Refined Elementary Madrasah Curriculum
ARABIC LANGUAGE
Subject Description
Arabic Language for elementary level focuses on the basic communication skills:
listening, speaking, reading and writing while also developing higher order thinking
skills (HOTS). The phonemic, phonetic and alphabetic features of the Arabic language
are learned to reinforce the language competencies.
The competencies considered continuity in terms of depth and breadth from grade to
grade. The DepEd policy on the use of mother tongue as part of the learning
environment of learners in public elementary schools was considered as well as the
learning of English and Filipino. In Grades I and II, while Arabic is the medium of
instruction, the vernacular, Filipino and English may be used as auxiliary media.
Likewise, in Grades III and IV, the auxiliary media may be Filipino and English. In
Grades V and VI, the learners are exposed to full Arabic texts and materials. A
graphical representation in the use of auxiliary media and the shift to Arabic language
as medium is shown below:
Critical listening, immersion in developmental conversation drills and understanding
grammar rules are given focus to enhance the learners’ speaking, reading and creative
writing skills as well as vocabulary building. Instructional content that integrates Islamic
values derived from the Holy Qur'ān and the Ahādīth of the Prophet Muhammad shall be
utilized.
Subject Goal: Develop functional literacy in the Arabic Language to enable
learners to read and understand the Holy Qur’ān and Ahādīth as well as
equip them with communication skills needed to achieve the vision for
elementary education graduates in preparation for secondary education.
0%
25%
50%
75%
100%
1 2 3 4 5 6Pe
rce
nta
ge o
f La
ngu
age
Use
Grade Level
Multi-Language Transition in ALIVE & SMC
Arabic Language
Mother Tongue/ Filipino/ English
I II III IV V VI
5 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to demonstrate oral
fluency knowledge on
Arabic phonemes,
phonetics and
alphabet; read 2 to 3
syllable words and
understand their
meaning; and show
desirable values by
using polite greetings
in everyday life.
At the end of Grade II,
the learner is expected
to listen, speak, write
and read with
comprehension 4 to 6
syllable words; use
polite greetings for
appropriate situations;
use vocabularies
learned in simple
conversation; and note
details in stories heard
with 2 – 3 sentences
and with at least 2 – 3
words per sentence.
At the end of Grade III,
the learner is expected
to demonstrate the
four basic skills:
listening, speaking,
reading and writing
with comprehension
of 3 to 4-word
sentences; give
meanings of new
words learned
through context clues;
use learned
vocabularies in simple
sentences; and apply
spelling and grammar
rules correctly and
properly.
At the end of Grade IV,
the learner is expected
to demonstrate the
four basic skills:
listening, speaking,
reading, and writing
with comprehension
of at least 3 to 4-word
sentences;
communicate using 3
to 4-word sentences;
construct at least 2-3
sentences out of
stories heard with 2-3
short paragraphs; and
apply grammar rules
properly and correctly.
At the end of Grade V,
the learner is expected
to demonstrate
effective
communication skills
with comprehension;
use simple sentences;
identify main ideas of
short stories heard;
make inferences out of
stories heard; write
about immediate
environment; and
apply rules on
grammar properly.
At the end of Grade VI,
the learner is expected
to demonstrate
effective
communication skills
with comprehension;
retell short stories
heard; infer about
possible ending of
stories heard or read;
write about oneself
and the immediate
environment applying
rules on grammar
properly; and write
simple composition
comprised of 2 or
more paragraphs.
6 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES
GR.
LEVEL LISTENING SPEAKING READING WRITING
I 1. Identify polite greetings,
Islamic expressions and
simple questions heard in
everyday conversation (e.g., Assalāmu Âlaikum and Wa Âlaikumussalām; Ŝabāhul Khair and Ŝabāhun Nūr; Masāul Khair and Masāun Nūr; Wadāân and Ilalliqā’; Shukran and Âfwan; Sāmihniy or Âsif and Lā Âlaik; Mā Ismoka? Kam Ȗmroka/ki? Kayfa Hāluka/ki? Kam Âdadu Usrataka/ki? Fi Ayyi Ŝaffin Anta? Fi Ayyi Ŝaffin Anti? Ayna Taskunu? Alhamdulillāh, Māshā Allāh, and Subhānallāh) (Good morning and Good morning too; Good afternoon and Good afternoon too; Good bye/ See you again, Thanks/ You are welcome, Excuse me/ I am sorry, Don’t worry, What is your name? How old are you? How are you? At what grade level are you? Where do you live? All praises and thanks be to Allāh! How Great/Holy Allāh is!)
1. Use polite greetings and
Islamic expressions heard in
everyday conversation (e.g., Assalāmu Âlaikum and Wa Âlaikumussalām; Ŝabāhul Khair and Ŝabāhun Nūr; Masāul Khair and Masāun Nūr; Wadāân and Ilalliqā’; Shukran and Âfwan; Sāmihniy or Āsif and Lā ‘Alaik; Mā Ismoka? Kam ‘Omroka/ki? Kayfa Hāluka/ki? Kam Âdadu Usrataka/ki? Fi Ayyi Ŝaffin Anta? Fi Ayyi Ŝaffin Anti? Ayna Taskunu? Alhamdulillāh, Māshā Allāh, and Subhānallāh) (Good morning and Good morning too; Good afternoon and Good afternoon too; Good bye/ See you again, Thanks/ Your are welcome, Excuse me/ I am sorry, Don’t worry, What is your name? How old are you? How are you? At what grade level are you? Where do you live? All praises and thanks be to Allāh! How Great/Holy Allāh is!)
7 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING SPEAKING READING WRITING
I 2. Identify root sounds and
different Arabic phonemes:
Bilabial
Labio-dental
Inter-dental
Dental
Alveolar
Velarized
Alveo-palatal
Palatal
Velar
Uvular
Pharyngeal
Glottal
2. Produce the sound of letters
in the Arabic alphabet with
short and long vowels, Sukūn,
Tashdīd, and Tanwīn
3. Name the Arabic alphabet in
proper order
by singing
by using rhymes
4. Repeat 2 to 3 syllable words
for vocabulary building
1. Read and pronounce the
Arabic alphabet
2. Read with comprehension 2 –
3 syllable words
1. Trace and copy from right to
left
Straight lines
Slanting lines
Horizontal lines
Curves
Circular
2. Draw different shapes
3. Trace and copy letters of the
Arabic alphabet in
manuscript
4. Trace Arabic alphabet in
cursive forms
5. Write letters of the Arabic
alphabet in manuscript and
cursive forms
6. Copy 2 to 3 syllable words
7. Copy and write own name in
Arabic alphabet
8 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING SPEAKING READING WRITING
I 3. Identify Arabic words
associated with the following
for vocabulary building:
Parts of the body
Things around the
Madrasah
Parts of the house
Calendar
Time
Arabic numerals
Colors
Shapes
9 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING SPEAKING READING WRITING
II 1. Identify polite greetings,
Islamic expressions, and
simple questions used in
everyday conversations and
in appropriate situations such
as: Bārakallāhu Fīka, Ĥanīan, Ramadhān Karīm, Hayyākallāh, Aṫālallāhu Baqāaka, Hafiẑakallāh, Laylatun Saḙīdah, Taqabbalallāhu Minnā wa Minkum, Shukran, Iḋĥab fi Amānillāh, Hiḋran Hiḋran, Ŝabron Jamīl, La Qaddarallāh, Ṫayyib/Jayyid, Tamām, Mumtāz, Ĥal Tastayqiẑu Mubakkiran? Ĥal Tanāwalta Wajbatal Fuṫūr? Fi Ayyi Sāȃtin Taḋĥabu ilal Madrasah? Ĥal Hāna Waqtul Istirāhah? Māḋā Ishtarayta Minal Baqqālah? Alaysa Kaḋālik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allāh bless your life, May Allāh prolong your life, May Allāh protect you, Good night, May Allāh accept what we have done for Him, Thank you, May Allāh be with you, Be careful, Patience is good, Good luck, May Allāh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)
1. Use polite greetings, Islamic
expressions, and simple
questions heard in everyday
conversations and in
appropriate situations such as:
BārakAllāhu Fīka, Bārakallāhu Fīka, Ĥanīan, Ramadhān Karīm, Hayyākallāh, Aṫālallāhu Baqāaka, Hafiẑakallāh, Laylatun Saḙīdah, Taqabbalallāhu Minnā wa Minkum, Shukran, Iḋĥab fi Amānillah, Hiḋran Hiḋran, Ŝabron Jamīl, La Qaddarallāh, Ṫayyib/Jayyid, Tamām, Mumtāz, Ĥal Tastayqiẑu Mubakkiran? Ĥal Tanāwalta Wajbatal Fuṫūr? Fi Ayyi Sāȃtin Taḋĥabu ilal Madrasah? Ĥal Hāna Waqtul Istirāhah? Māḋā Ishtarayta Minal Baqqālah? Alaysa Kaḋālik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allāh bless your life, May Allāh prolong your life, May Allāh protect you, Good night, May Allāh accept what we have done for Him, Thank you, May Allāh be with you, Be careful, Patience is good, Good luck, May Allāh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)
1. Read polite greetings, Islamic
expressions, and simple
questions heard in everyday
conversations and in
appropriate situations such
as:
Bārakallāhu Fīka, Ĥanīan, Ramadhān Karīm, Hayyākallāh, Aṫālallāhu Baqāaka, Hafiẑakallāh, Laylatun Saḙīdah, Taqabbalallāhu Minnā wa Minkum, Shukran, Iḋĥab fi Amānillah, Hiḋran Hiḋran, Ŝabron Jamīl, La Qaddarallāh, Ṫayyib/Jayyid, Tamām, Mumtāz, Ĥal Tastayqiẑu Mubakkiran? Ĥal Tanāwalta Wajbatal Fuṫūr? Fi Ayyi Sāȃtin Taḋĥabu ilal Madrasah? Ĥal Hāna Waqtul Istirāhah? Māḋā Ishtarayta Minal Baqqālah? Alaysa Kaḋālik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allāh bless your life, May Allāh prolong your life, May Allāh protect you, Good night, May Allāh accept what we have done for Him, Thank you, May Allāh be with you, Be careful, Patience is good, Good luck, May Allāh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)
1. Copy Arabic alphabet in
cursive form
2. Copy polite greetings, Islamic
expressions and simple
questions used and heard in
everyday conversation and in
appropriate situations:
Bārakallāhu Fīka, Ĥanīan, Ramadhān Karīm, Hayyākallāh, Aṫālallāhu Baqāaka, Hafiẑakallāh, Laylatun Saḙīdah, Taqabbalallāhu Minnā wa Minkum, Shukran, Iḋĥab fi Amānillah, Hiḋran Hiḋran, Ŝabron Jamīl, La Qaddarallāh, Ṫayyib/Jayyid, Tamām, Mumtāz, Ĥal Tastayqiẑu Mubakkiran? Ĥal Tanāwalta Wajbatal Fuṫūr? Fi Ayyi Sāȃtin Taḋĥabu ilal Madrasah? Ĥal Hāna Waqtul Istirāhah? Māḋā Ishtarayta Minal Baqqālah? Alaysa Kaḋālik? (Wish you all the best, Congratulations, May you have a blessed Ramadhan, May Allāh bless your life, May Allāh prolong your life, May Allāh protect you, Good night, May Allāh accept what we have done for Him, Thank you, May Allāh be with you, Be careful, Patience is good, Good luck, May Allāh prevent it, Good, Perfect, Excellent, Do you wake up early? Have you taken your breakfast? What time do you go to school? Is it time for recess now? What did you buy from the canteen? Isn't it?)
10 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING SPEAKING READING WRITING
II 2. Identify details from short
stories heard with 2 to 3
sentences composed of 2 to 3
words
3. Identify Arabic words
associated with the following
for vocabulary building:
About oneself
About the family
About school
School helpers
About the Masjid
Things inside the house
Food
Animals
Plants
Different land forms
2. Recite 4-6 syllable words
properly
3. Give details from short stories
heard with 2 to 3 sentences
composed of 2 to 3 words
4. Use vocabularies learned in
simple conversation
About oneself
About the family
About school
School helpers
About the Masjid
Things inside the house
Food
Animals
Plants
Different land forms
2. Read with comprehension 4-6
syllable words
3. Write Arabic numerals (in one
or more digits)
4. Write 2-3 syllable words from
dictation
5. Copy and write 4-6 syllable
words
11 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING SPEAKING READING WRITING
III 1. Identify details from short
stories heard with 4-6
sentences composed of 3-4
words
2. Give meanings of new words
heard through context clues
3. Answer questions such as
Man (who), Māḋā (what), Aina
(where) and Matā (when) in
stories read
4. Identify different kinds of
nouns from stories heard
5. Identify simple verbs from
stories heard
6. Identify Arabic words
associated with the following
for vocabulary building:
Means of transportation
Directions
Heavenly bodies
Bodies of water
People in the community
About the community
Natural events such as
seasons/climates
1. Recite vocabularies learned
from stories heard composed
of 4-6 sentences
2. Give details from short stories
heard with 4-6 sentences
composed of 3-4 words
3. Distinguish nouns in
sentences
Indicators
Common nouns
Proper nouns
Masculine & feminine
4. Distinguish verbs in sentences
Definition/ Description
Indicators
5. Use vocabularies learned in
simple conversation using 4-6
sentences composed of 3-4
words based on
conversational pattern
6. Use nouns and verbs in
correct grammar form
1. Read sentences with 4-6
words with comprehension
2. Give meanings of new words
from short stories read
1. Copy and write 4-6 syllable
words from vocabularies
learned
2. Write 4-6 syllable words from
vocabularies learned in
correct spelling
3. Write nouns and verbs
4. Write polite greetings and
Islamic expressions in correct
spelling from dictation
5. Copy 2-3 word sentences
following basic grammar
rules
6. Write basic information
about oneself (e.g., complete
name, age, birth date,
address) and family (name of
parents and siblings)
12 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING/VIEWING SPEAKING READING WRITING
IV 1. Note details from short
stories heard and viewed
Answer questions such as
Man (who), Māḋā (what),
Aina (where) and Matā
(when)
2. Give meanings of new words
heard through context clues
3. Identify Arabic words
associated with the following
for vocabulary building:
Opposites
Name of continents,
countries & cities
Name of different
religions
Different languages
Adjectives to describe
oneself, distances, sizes,
shapes and colors
4. Follow 1-2 step directions
heard
5. Get information from
conversations listened to
1. Distinguish nouns in
sentences
Singular, dual, and plural
nouns
Al-Asmāul Khamsah (The
Five Nouns)
Pronouns and its kinds
Possessive nouns
2. Distinguish verbs in sentences
Verb Tenses &
conjugation
Al-Af‘ālul Khamsah (The
Five Verbs)
3. Distinguish Hurūf (particles) in
sentences
4. Describe simple sentences
5. Use vocabularies learned in
simple conversation using 4-6
sentences composed of 3-4
words per sentence based on
conversational pattern
6. Apply proper grammar rules
on nouns, pronouns, verbs
and prepositions
1. Read short stories with 4-6
simple sentences (2-3 short
paragraphs) with
comprehension
2. Answer questions such as
Man (who), Māḋā (what), Aina
(where) and Matā (when) in
stories read
3. Give meanings of new words
from short stories read
4. Sequence events from stories
read
5. Summarize short stories read
in 2 to 3 simple sentences
1. Write words from
vocabularies learned in
correct spelling from
dictation
2. Copy simple sentences
3. Write about oneself in simple
sentences
13 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING/VIEWING SPEAKING READING WRITING
IV 6. Sequence events from stories
heard or viewed through
pictures/guided questions
7. Talk about oneself using
simple sentences
14 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING/VIEWING SPEAKING READING WRITING
V 1. Identify main ideas of short
stories heard
2. Give meanings of new words
heard through context clues
3. Identify Arabic words
associated with the following
for vocabulary building:
Current environmental
situation
Professions/ Means of
livelihood
Sports
Human senses
Adjectives to describe
immediate environment
(associated to above),
traits, and situations
4. Follow 3-5 step directions
heard
5. Get simple ideas from
conversations listened to
6. Sequence events from stories
heard or viewed through
guided questions
1. Distinguish Ŝifah (adjective) in
sentences
2. Determine types of Hurūf
(particles)
Jarr
Âtf
Nawāsib (verb)
Jawāzim (verb)
3. Talk about the immediate
environment in sentences
3.1 Use singular, dual and
plural forms of nouns
with adjectives
3.2 Use pronouns with
adjectives
3.3 Use verbs, nouns and
adjectives
4. Identify the Fāḙl
(subject/doer)and Maf'ȗl bihi
(object/ receiver) in sentences
1. Determine the Fāḙl
(subject/doer) and Mafûl bihi
(object) in sentences
2. Determine the Fi’l Mabniy Lil
Majĥūl (passive form of verb)
and Naibul Fāḙl (doer of
passive form of verb) in
sentences
3. Read short stories with at
least 2 or more paragraphs
with comprehension
4. Give main ideas of short
stories read
5. Answer questions such as
Man (who), Māḋā (what),
Aina (where), Matā (when)
and Kaifa (how) in stories
read
6. Give meanings of new words
from short stories read
7. Sequence events from
stories read
8. Infer the traits of characters
from short stories read
1. Write words from
vocabularies learned in
correct spelling from
dictation
2. Write about the immediate
environment in simple
sentences
2.1. Use singular, dual and
plural forms of nouns
with adjectives
2.2. Use pronouns with
adjectives
2.3. Use verbs, nouns and
adjectives
3. Copy sentences with
Fāḙl (subject/doer)
Mafûl bihi (object/
receiver)
Fi‟l Mabniy Lil Majĥūl
(passive form of verb)
Nāibul Fāḙl (doer of
passive form of verb)
15 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING/VIEWING SPEAKING READING WRITING
V 7. Infer the traits of characters
from the story heard/ viewed
5. Identify the Fi‟l Mabniy Lil
Majĥūl (passive form of verb)
and Nāibul Fāḙl (doer of
passive form of verb) in
sentences
6. Describe compound
sentences
7. Use vocabularies learned in
sentences based on
observations
4. Copy compound sentences
16 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING/VIEWING SPEAKING READING WRITING
VI 1. Give meanings of new words
heard
2. Retell short stories heard
3. Discuss main ideas of short
stories heard
4. Identify Arabic words
associated with the following
for vocabulary building:
Current events
People and culture of
different nations
Adjectives and adverbs
related to different
events, feelings &
emotions
5. Follow a series of directions
heard
6. Analyze ideas from
conversations listened to
7. Sequence events from stories
heard or viewed through
guided questions
8. Infer stories heard
1. Differentiate Jumlah Ismiyyah
(Mubtada’ & Khabar (subject
and predicate)) and their
Nawāsikh (invalidations) ) and
Jumlah Fi'liyyah
2. Classify sentences according
to:
Khabariyyah (declarative)
Istifĥamiyyah
(interrogative)
Inshāiyyah (imperative)
Taâjjubiyyah
(exclamatory)
3. Talk about oneself and the
immediate environment in
correct grammar using:
Fāḙl (subject/doer)
Mafȗl bihi(object/
receiver)
Fi'l Mabniy Lil Majĥul
(passive form of verb)
Nāibul Fāḙl (doer of
passive form of verb)
1. Read stories with several
paragraphs with
comprehension
2. Identify Fikrah Ȃmmah (main
idea) and Tafsīl (supporting
details) from paragraphs in
the stories read
3. Discuss main ideas of stories
read
4. Answer questions such as
Man (who), Māḋā (what),
Aina (where), Matā (when),
Kaifa (how) and Limāḋā (why)
in stories read
5. Use new words from stories
read correctly in
conversations
6. Analyze events from stories
read
7. Infer from stories read
1. Write words from
vocabularies learned in
correct spelling from
dictation
2. Write about oneself and the
immediate environment in
correct grammar using:
Fāḙl (subject/doer)
Maf'ûl bihi(object/
receiver)
Fi'l Mabniy Lil Majĥūl
(passive form of verb)
Nāibul Fāḙl (doer of
passive form of verb)
3. Write about oneself and the
immediate environment in
sentences
Use sentences according
to Tarkīb (construction)
Use sentences according
to Dalālah (indication)
4. Write a simple composition
composed of 2 or more
paragraphs
17 Refined Elementary Madrasah Curriculum
GR.
LEVEL LISTENING/VIEWING SPEAKING READING WRITING
VI 4. Talk about oneself and the
immediate environment in
correct grammar
Use sentences according
to Tarkīb (construction)
Use sentences according
to Dalālah (Indication)
Use 4-6 sentences
5. Use vocabularies learned in
sentences based on
observations
18 Refined Elementary Madrasah Curriculum
QUR'ĀN
Subject Description
Qur'ān, as a subject area, is concerned with the acquisition of knowledge and skills in
reading, understanding and memorizing the last Juz’ (volume) (30th
part) of the Holy
Qur'ān composing of thirty seven (37) Suwar (chapters), to include Sūrah Al-Fātihaĥ
(The Opening Chapter) making a total of thirty eight (38) suwar.
Reading and analyzing the Holy Qur'ān involve competence in the application of the
rules of Tajwīd (proper pronunciation during recitation of the Holy Qur'ān). The
subject also deals with understanding the meanings of the teachings in the Holy
Qur'ān, appreciating and practicing them, and transmitting values and lessons
learned by applying them to real-life situations.
Subject Goal: Develop knowledge and skills in reading the Holy Qur'ān,
understand the message and apply the values learned in everyday life.
19 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to understand the
concept of Istiâḋah
(seeking refuge in
Allāh) and Basmalah
(saying Bismillāĥ
before doing
anything); listen to the
way the Holy Qur'ān is
read; memorize and
recite Sūraĥ al-Fātihaĥ
(The Opening Chapter)
and the seven (7)
suwar of the last Juz’of
the Holy Qur'ān
beginning from Sūraĥ
an-Nās to Sūraĥ al-
Kawthar following the
rules of Madd Ṫabīḙy;
and give the
importance of Sūraĥ
al-Fātihaĥ.
At the end of Grade II,
the learner is expected
to demonstrate proper
etiquettes/manners in
reading the Holy
Qur'ān; memorize
eight (8) suwar from
Sūraĥ al-Māûūn to
Sūraĥ al-Âdiyāt
through Tartīl (chant);
recite verses with Lām
As-Shamsiyyah wa
Lām Al-Qamariyyah
and Shaddah letters;
give the literal
meaning and
importance of the
selected suwar in their
own words; and
internalize the values
derived from the
suwar learned.
At the end of Grade III,
the learner is expected
to memorize seven (7)
suwar from Sūraĥ al-
Zalzalaĥ to Sūraĥ ad-
Dhuhā; develop sense
of understanding
thereof; give the literal
meaning of the
selected verses read;
give the importance of
the suwar read;
demonstrate manner
of reading in Tartīl
(chant): Qalqalah
(rules of vibration in
Qur'ān reading: Kubrā
& Sugrā); and
internalize the values
derived from the
suwar learned.
At the end of Grade IV,
the learner is expected
to memorize seven (7)
suwar from Sūraĥ al-
Layl to Sūraĥ at-Ṫāriq;
apply the rules of
Waqf; familiarize with
Mīm As-Sākinah and
Nūn As-Sākinah (rules
of Qur'ān reading);
give the contextual
meaning and
importance of the
suwar read; give the
meaning of the
selected verses read;
and practice the
lessons derived from
the suwar learned in
their daily activities.
At the end of Grade V,
the learner is expected
to memorize four (4)
suwar from Sūraĥ al-
Burūj to Sūraĥ al-
Infiṫār; apply the rules
of Mīm As-Sākinah
and Nūn As-Sākinah
(Iẑĥār, Ikhfā, Idghām
and Iqlāb (rules in
Tajwīd)); define the
contextual meaning of
the word “Qur'ān”;
give the meaning of
the selected verses
memorized; give the
main idea and
importance of the
suwar read; and
practice the lessons
derived from the
suwar learned in their
daily activities.
At the end of Grade VI,
the learner is expected
to memorize four (4)
suwar from Sūraĥ at-
Takwīr to Sūraĥ an-
Naba’; apply rules of
Mudūd (Madd Wājib,
Mad Jāiz, Mad Lāzim,
Mad Ḙwadh, Mad Layn,
Mad 'Ᾱridhlis-sukūn (rules in Tajwīd)); gain
insight from the
meaning and lessons
learned from the
verses; familiarize
concepts based on the
revelation of the Holy
Qur'ān (Madaniyyah-
chapters revealed in
Makkaĥ and Makkiyah, chapters revealed in
Madinaĥ); and apply
the lessons derived
from the suwar
learned in their daily
activities.
20 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES
Grade I Grade II Grade III Grade IV Grade V Grade VI
1. Listen to the way
the Holy Qur'ān is
read
2. Recite Basmalah
and Istiâḋah
3. Practice reciting
Basmalah and
Istiâḋah before
reading and
reciting the suwar
4. Repeat the آيات
Ᾱyaĥ (verses)
listened to
1. Listen to the way
the Holy Qur'ān is
read
2. Repeat the آيات
Ᾱyaĥ (verses)
listened to
3. Identify /
demonstrate the
proper etiquettes/
manners in reciting
the Holy Qur'ān
(e.g., say Istiâḋah
and Basmalah,
pupil should be
clean as well as the
classroom)
4. Identify the rules in
Tartīl (chant) with
emphasis on Lām
As-Shamsiyyah
Wal-Lām Al-
Qamariyyah and
Shaddah letters
1. Listen to the way
the Holy Qur'ān is
read
2. Repeat the آيات
Ᾱyaĥ listened to
3. Identify the rules in
Tārtil (chant) with
emphasis on:
Qalqalah (Kubrā
& Sugrā)
4. Read and recite the
following seven (7)
suwar based on the
abovementioned
rules
Sūraĥ az-
Zalzalaĥ
Sūraĥ al-
Bayyinaĥ
Svraĥ al-Qadr
Sūraĥ al-Âlaq
Sūraĥ at-Tīn
Sūraĥ as-Sharh
Sūraĥ ad-Dhuhā
1. Listen to the way
the Holy Qur'ān is
read
2. Repeat the آيات
Ᾱyaĥ listened to
3. Identify the rules of
Waqf
4. Read and recite the
following seven (7)
suwar based on the
abovementioned
rule
Sūraĥ al-Layl
Sūraĥ as-Shams
Sūraĥ al-Balad
Sūraĥ al-Fajr
Sūraĥ al-
Gāshiyaĥ
Sūraĥ al-A‟lā
Sūraĥ al-Ṫāriq
5. Familiarize with the
rules of Mīm As-
Sākinah and Nūn
As-Sākinah
1. Listen to the way
the Holy Qur'ān is
read
2. Repeat the آيات
Ᾱyaĥ t listened to
3. Read and recite
the following four
(4) suwar applying
the rules of Mīm
As-Sākinah and
Nūn As-Sākinah
(Iẑĥār, Ikhfā, Idgām
and Iqlāb)
Sūraĥ al-Burūrj
Sūraĥ al-
Inshiqāq
Sūraĥ al-
Mutaffifīn
Sūraĥ al-Infiṫār
4. Give the
contextual
meaning of the
word “Qur'ān”
4.1. Define the
word “Qur'ān”
1. Listen to the way
the Holy Qur'ān is
read
2. Repeat the آيات
Ᾱyaĥ listened to
3. Identify the rules
of Mudūd such as:
Madd Wājib
Madd Jāiz
Madd Lāzim
Madd Ḙwadh
Madd Layn
Madd āridh Lis-
sukun
4. Read and recite
the following four
(4) suwar
Sūraĥ at-Takwīr
Sūraĥ Âbasa
Sūraĥ an-Nāziât
Sūraĥ an-
Naba’
21 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
5. Recite the eight (8)
required short
Suwar سور from the
Holy Qur'ān
including Sūrah Al-
Fātihaĥ following
the rules of Madd
Ṫabīḙy (long
vowels)
Sūraĥ al-Fātihaĥ
Sūraĥ an-Nās
Sūraĥ al-Falaq
Sūraĥ al-Ikhlās
Sūraĥ al-Masad
Sūraĥ an-Naŝr
Sūraĥ al-Kāfirūn
Sūraĥ al-Kawthar
6. Cite some of the
importance of
Sūraĥ al-Fātihaĥ الفاتحة
5. Recite the following
eight (8) suwar
based on the
abovementioned
rules
Sūraĥ al-Māûūn
Sūraĥ Quraysh
Sūraĥ al-Fīl
Sūraĥ al-
Humazaĥ
Sūraĥ al-Âŝr
Sūraĥ at-
Takāthur
Sūraĥ al-Qāriâh
Sūraĥ al-
Âdiyāt
6. Give the literal
meaning of the
selected suwar in
their own words
7. Give the
importance of the
suwar learned
8. Internalize the
values derived from
the suwar learned
5. Give the literal
meaning of the
selected verses
read
6. Give the
importance of the
suwar read
7. Write Mufradāt
(vocabulary) in
Arabic from the
suwar learned
8. Internalize the
values derived
from the suwar
learned
6. Give the meaning
of the selected
verses learned
7. Give the contextual
meaning of the
suwar learned
8. Express in their
own words the
importance of the
suwar learned
9. Practice the lessons
derived from suwar
learned in their
daily activities
4.2. Enumerate
features of the
Holy Qur'ān
(e.g., final
revelation)
4.3. Identify the
physical
composition of
the Holy
Qur'ān (e.g.,
no. of Juz‟and
Sūraĥ, Titles of
Suwar)
5. Give the meaning
of the selected
verses learned
6. Give the lessons
that can be
derived from the
suwar
7. Express in their
own words the
importance of the
suwar learned
8. Practice the
lessons derived
from suwar
learned in their
daily activities
5. Give the insights
from the meaning
and lessons from
the verses learned
6. Give the lessons
that can be derived
from the suwar
7. Express in their
own words the
importance of the
suwar learned
8. Familiarize with
concepts based on
the revelation of
the Holy Qur'ān
(e.g., Madaniyyaĥ
and Makkiyaĥ
suwar)
9. Apply the lessons
derived from suwar
learned in their
daily activities
22 Refined Elementary Madrasah Curriculum
SĪRAH AND HADĪTH
Subject Description
Sīrah and Hādith is one core subject in the private Madaris. Sīrah, as a sub-learning
area, focuses on the biography of Prophet Muhammad . The content includes his
activities during early childhood, adolescent years, and adulthood on to his
prophethood. Important lessons from the story of his life are emphasized and given
ample time from Grades I to VI, for the learners to emulate and practice appropriately.
Subject Goal: Demonstrate understanding of the story of the life of Prophet
Muhammad from early childhood, to adulthood and propethood and
emulate the values learned therein
On the other hand, Hadīth, as a sub-learning area and as the second source of Islamic
jurisprudence after the Holy Qur'ān, focuses on the Prophet's sayings, actions,
distinct dispositions, and Taqrīr (Prophet Muhammad's implied approval of
Sahābah's actions), which should be followed by Muslims.
For Grades I to III, Ahādīth on daily undertaking, and good manners and etiquettes
are the basic content. Grades IV-VI take care of proper attitude and behaviors not
only towards fellowmen but also towards animals and other creations. Personal
hygiene and the protection and conservation of the environment are also given focus.
Subject Goal: Acquire knowledge of and apply the teachings and practices
of Prophet Muhammad as contained in the Ahādīth.
Note to the teacher: The Ahādīth found in this document are prescribed; other
related Ahādīth that the teacher deem relevant and significant to the level of the
learner may also be used.
23 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS FOR SĪRAH
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I, the
learner is expected to
demonstrate knowledge
about the childhood of
the Prophet Muhammad
, in particular, his birth
date, birth place, parents
and adoptive parents;
and retell stories from his
birth until his “spiritual
surgery”.
At the end of Grade II, the
learner is expected to
show understanding
about the Prophet‟s life
and characteristics
during his childhood
days that is, his first visit
to Madinaĥ until his
early stay with Abu Ṫālib;
and practice the values
derived from these
events.
At the end of Grade III,
the learner is expected to
demonstrate
understanding about the
Prophet‟s life during
his early youth from the
events of his first journey
to Shām (Syria) with Abu
Ṫālib, Harb Al-Fijār ( The
Sacreligious War ) and
Hilf Al-Fudhūl ( The
Goodwill Confederacy);
describe his traits,
participation and
contribution to society;
and practice the values
derived.
At the end of Grade of IV,
the learner is expected to
understand the different
situations and important
roles of Prophet
Muhammad during his
adolescent years such as
the event where he had a
wrestling exercise with
Rokāna and the series of
events during the
reconstruction of the
Ka‟bah; discuss the
Prophet‟s traits,
participation and roles
from these events; and
practice the values
derived.
At the end of Grade V,
the learner is expected to
understand Prophet
Muhammad‟s life
during his post-
adolescence years which
includes the significant
events during his second
journey to Shām as a
trader, his marriage to
Khadījah Bint Khuwaylid
, and his search for
truth; discuss the
Prophet‟s traits (e.g.,
trustworthiness); and
practice the values
derived.
At the end of Grade VI,
the learner is expected to
understand and value the
life of Prophet
Muhammad during the
first stage of
prophethood, with
emphasis on the traits of
Khadījah , his first Wahi
(the way Qur'ān was
revealed to the Prophet
) through Jibrīl, social
sanction, year of
mourning, and Laylatul
Isrā‟ ( journey by night
from Masjid al-Harām to
Masjid al-Aqsā ) Wal-
Mi‟rāj ( journey from
Masjid al-Aqsā to the
heaven); describe his
prophethood as
prophesized; and
practice the values
derived.
24 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES FOR SĪRAH
Grade I Grade II Grade III Grade IV Grade V Grade VI
1. Identify
Muhammad
as a Prophet
as the Last
Messenger
2. Name the parents
of Prophet
Muhammad and
his grandparents
3. Identify the
birthplace of
Prophet
Muhammad
4. Tell the date of
birth of Prophet
Muhammad
5. Retell stories about
Muhammad‟s
early childhood
1. Retell the story of
the Prophet‟s
first journey to
Madinaĥ
2. Tell the story of his
becoming an
orphan
3. Retell the stories
after he became an
orphan
living with his
grandfather
living with his
uncle, Abu Ṫālib
becoming a
shepherd
family life of
Abu Ṫālib,
before and after
Muhammad‟s
stay
1. Narrate events on
the first journey
to Shām with Abu
Ṫālib
1.1 Describe the
meeting with
Bahīra
(Gerges)
2. Narrate events
during the Harb
Al-Fijār and Hilf
Al-Fudhūl
2.1 Describe his
participation
and role
during these
events
2.2 Identify his
character
traits from
the events
(e.g.,
helpfulness,
concern for
the
community)
1. Narrate events on
wrestling exercise
with Rokāna
1.1. Describe the
traits of the
Prophet
1.2. Give the
importance of
physical fitness
(masculinity/
femininity),
sportsmanship
and compassion
2. Tell the story where
the Prophet showed
his trustworthiness
(Al-Amīn)
2.1 Give the
importance of
trustworthiness
3. Narrate the events
during the
rebuilding/
reconstruction of the
Ka’bah
1. Narrate how
Khadījah knew
about Prophet
Muhammad as a
trustworthy man
2. Discuss the story of
the second journey
of Prophet
Muhammad to
Shām
2.1 Describe
significant
events (e.g.,
barakah -
(blessing))
2.2 Identify his
character traits
as a trader
2.3 Give the
importance of
these values
1. Describe the
prophethood of
Muhammad as
prophesized
2. Discuss story of
the first Wahi
(revelation)
through Jibrīl
3. Explain why
Khadījah is
considered a
great woman to
Prophet
Muhammad
as a wife
(supporter)
as a wise
woman
(Hakīmah)
as the first
woman who
embraced
Islam
25 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
5.1 Tell the name of
his nurse and
siblings
(Ukhowwah fir
Radhāâh –
brother
through
“breastfeed”)
5.2 Identify
significant
events (e.g.,
“spiritual
surgery")
4. Identify his
characteristics
during his
childhood days
5. Identify the values
associated with his
characteristics
6. Practice the values
identified
3. Describe the
event where the
Prophet was
protected from
doing forbidden
acts
4. Practice the
values identified
3.1. Give the
significance of
the Ka‟bah and
black stone
3.2. Identify lessons
that can be
derived from this
event (e.g., use
of Halāl funds,
cooperative
effort)
4. Narrate the events
during the
replacement of the
black stone (i.e.,
settlement of the
disputes among the
Quraish)
4.1. Discuss Prophet‟s
participation
and role in this
event
4.2. Identify his
character traits
(e.g.,
trustworthiness,
good relationship
with the
community)
3. Discuss the events
about the marriage
of the Prophet to
Khadījah
3.1. Identify the
qualities of the
Prophet that
attracted
Khadījah
3.2. Discuss the
significance of
the Prophet‟s
marriage to
Khadījah
4. Discuss the reasons
why Prophet
Muhammad was
searching for truth
and divine
guidance
5. Practice the values
learned
4. Describe the
family life of the
Prophet
5. Discuss how
Prophet
Muhammad ,
his family and
followers were
sanctioned
socially
6. Narrate the
events in the
Year of
Mourning
death of
Khadījah Bint
Khuwailid
death of Abu
Ṫālib
Prophet
Muhammad’s
visit to Ṫāif
7. Discuss the
Laylatul Isrā’
Wal-mi‟rāj
26 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
4.3. Give the
importance of
each value
5. Practice the values
learned
8. Identify values
from the
significant
events during
the first stage of
prophethood
9. Practice the
values learned
27 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS FOR HADĪTH
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to recite short
Ahādīth/supplications
for each of the
following occasions:
Before sleeping
and upon waking
up
Before and after
eating and
drinking
Before entering
and upon going
out of the comfort
room
Before dressing
and undressing
Before going out
and in of the
house and masjid
For the morning
and evening
At the end of Grade II,
the learner is expected
to practice selected
Ahādīth/supplications
for different occasions
such as:
How he/she cares
for his/her
personality
When travelling
such as riding and
upon getting off a
vehicle
When seeing
good and bad
things
During natural
events
He/ She feels
unsafe in a certain
place or time
At the end of Grade III,
the learner should be
able to read and recite
Ahādīth on the
significance of good
manners and right
conduct towards
parents, brothers and
sisters, elders, close
relatives and others;
practice them as
prescribed in the
Ahādīth in his/her daily
life; and familiarize
with Mufradāt
(vocabularies) from the
Ahādīth.
At the end of Grade IV,
the learner is expected
to read and recite
Ahādīth on proper
etiquette towards
fellowmen, animals
and other creations;
internalize and practice
them as prescribed in
the Ahādīth in his/her
daily life; and give the
meaning of the
Ahādīth.
At the end of Grade V,
the learner is expected
to demonstrate
knowledge and
understanding of
prescribed Ahādīth on
importance of
knowledge, respect for
teachers, good
manners and behaviors
towards others and the
society, and protection
of the environment
through reading,
reciting, and giving the
meaning of the
Ahādīth; and
internalizing and
practicing the values
learned in his/her daily
life.
At the end of Grade VI,
the learner is expected
to demonstrate
knowledge and
understanding of
prescribed Ahādīth on
Islam as a way of life:
Marātibu dīnil Islam
(Classes of Islamic
Religion )
Halāl and Harām
(lawful and unlawful)
being sincere,
humble, forgiving
and kind
wise use of resources
being industrious and
self-reliant
producing quality
work
through reading,
reciting, & giving the
meaning of the Ahādīth;
and internalizing &
applying the values
learned in his/her daily
life.
28 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES FOR HĀDITH
Grade I Grade II Grade III Grade IV Grade V Grade VI
1. Recite a Hadīth/
supplication before
sleeping and upon
waking up
2. Recite a Hadīth/
supplication for
morning and
evening
3. Recite a Hadīth/
supplication on
eating and drinking
4. State a Hadīth/
supplication upon
entering and going
out of the comfort
room
5. Recite Hadīth/
supplication on
dressing and
undressing
1. Recite the Ahādīth/
supplications about
caring for one‟s
personality such as
when facing the
mirror
2. Recite the Ahādīth/
supplications when
travelling such as
riding and getting
off a vehicle
3. Recite the Ahādīth/
supplications when
seeing good and
bad things
4. Recite the Ahādīth/
supplications upon
hearing animal
sounds
1. Read and recite
Ahādīth on the
significance of good
manners and right
conduct, love for
parents, how to
behave with siblings,
how to love aunts
and uncles, good
manners and right
conduct towards
elders and close
relatives, and others
2. Familiarize with the
Mufradāt from the
Ahādīth learned
3. Give the literal
mearning of the
selected Ahādīth in
their own words
4. Identify the values
derived from the
Ahādīth
1. Read and recite the
prescribed Ahādīth
on love/concern
for neighbors,
concern for family,
family support
staff; and on
accommodating
visitors; on
friendship; on care
for animals and
other creations
2. Internalize the
Ahādīth learned
3. Give the mearning
of the selected
Mufradāt from the
Ahādīth learned
4. Give the general
meaning of the
Ahādīth read and
learned
1. Read and recite the
prescribed Ahādīth
on importance of
knowledge; on
respect for teachers;
on good manners
towards others, on
being truthful &
kind; on discipline
and obedience to
prescribed laws;
and on protection
of the environment
and other creations;
2. Internalize the
Ahādīth learned
3. Give the meaning of
selected Mufradāt
(vocabulary) from
the Ahādīth learned
4. Give the main
idea(s) of the
Ahādīth learned
1. Read and recite the
prescribed Ahādīth
on Islam as a way of
life:
Marātibu Dīnil-
Islam
Halāl and Harām
Being sincere,
humble,
forgiving, kind
Wise use of
resources
Being industrious
and self-reliant
2. Internalize the
Ahādīth learned
3. Give the meaning
of selected
Mufradāt from the
Ahādīth learned
29 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
6. Recite Hadīth/
supplication when
going in and out of
the house and
Masjid
7. Identify values that
can be derived from
the Ahādīth
5. Recite the Ahādīth/
supplications
during natural
events such as rain,
thunder, etc.
6. Recite Ahādith/
supplications when
he/she feels unsafe
in a certain place
and time
7. Identify values that
can be derived from
the Ahādīth
5. Practice values from
the Ahādīth learned
5. Enumerate the
values and proper
etiquette learned
from the Ahādīth
6. Practice proper
etiquette and
values learned
5. Enumerate the
values, and good
manners &
behaviors learned
from the Ahādīth
and relate them to
their environment
6. Practice the values,
and good manners
& behaviors learned
4. Give the meaning
of the Ahādīth
learned
5. Discuss the values
learned from the
Ahādīth and relate
them to their
everyday lives
6. Practice the values
learned
30 Refined Elementary Madrasah Curriculum
ÂQĪDAH AND FIQĤ
Subject Description
Âqīdah and Fiqĥ is also one core subject in the private Madaris. Âqīdah, as a sub-
learning area, focuses on Islamic beliefs, in particular the three fundamentals of Islam
(Uŝūl Ath-thalāthah), concepts of Tawhīd, Ḙbādah and the dangers of Shirk, Kufr and
Nifāq to deepen the relation with Allāh , strengthen the faith and serve as guidance
to the straight path in the day-to-day life and in all endeavors.
Subject Goal: Develop understanding of beliefs associated with the Islamic
faith (Âqīdah Islamiyyah), the fundamentals of Islam (Uŝūl At-thalāthah) and
the Oneness (Tawhīd) of Allāh.
On the other hand, Fiqĥ , as a sub-learning area, focuses on the precepts of Ahkām
Ash-sharḙyyah (Islamic Legislation) in relation to human affairs, in particular the rules
and etiquettes in purification and in performing the Pillars of Islam.
Subject Goal: Develop understanding of rules in observance of rituals on
the performance of the 5 Pillars of Islam, including rules on Halāl and Harām
(lawful and prohibited); enhance right conduct and morals, and love for
peace, unity, and harmony.
31 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS FOR ÂQĪDAH
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to demonstrate
knowledge of Allāh
as the Creator, as God
and as al-Ahad (The
One); and show
reverence to the
power of Allāh .
At the end of Grade II,
the learner is expected
to demonstrate
knowledge of Islam as
a religion and Allāh
as its source;
demonstrate
knowledge of
Muhammad as the
Last Messenger; and
recite the
Shahādatayn.
At the end of Grade III,
the learner is expected
to understand the
concept of Tawhīd
(doctrine of Oneness
[of God]); and
acknowledge the
Oneness of Allāh .
At the end of Grade IV,
the learner is expected
to understand the
concepts of the 6
Articles of Faith (Īmān);
and recognize them.
At the end of Grade V,
the learner is expected
to understand the
concepts of Ḙbādah
(worship) and its kinds
and Ihsān (perfection
of Ḙbādah ); and apply
Ihsān in daily activities.
At the end of Grade VI,
the learner is expected
to show
understanding of the
concepts of Shirk
(polythiesm), Kufr
(disbelief), Nifāq
(hypocracy) and their
effects.
32 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES FOR ÂQĪDAH
Grade I Grade II Grade III Grade IV Grade V Grade VI
Knowing Allāh – Marifatullāh
1. Familiarize with
different creatures
2. Appreciate the
creations
3. Identify Allāh as
the Creator
4. Identify Allāh as
God
5. Identify Allāh as
al-Ahad (The One)
Knowing Islam as a religion (Ma’rifatu Din Al-Islam)
1. Name Islamic
practices
Islamic names
Way of
dressing
Greetings
Structures
2. Appreciate
Islamic practices
3. Identify Islam as
a way of life
3.1. Define the
word
“Islam”
3.2. Identify
Islam as the
religion of
Muslims
1. Define Tawhīd
(doctrine of
Oneness [of God])
2. Enumerate the 3
classifications of
Tawhīd
3. Name practices
that show Tawhīd
Arrubūbiyyah
(Lordship of Allāh)
Tawhīd Al-
Ulūĥiyyah
(Divinity of
Allāh)
Tawhīdul Asmāi
Waŝŝifāt
(Oneness of
Allāh by His
Names and
Attributes)
1. Define Īmān (Faith)
2. Describe the
concept of the
“Article of Faith”
3. Enumerate the 6
Articles of Faith
4. Recall basic
concept of Tawhīd
5. Discuss in their
own words the
meaning of Belief
in Allāh
1. Define Ḙbādah
2. Enumerate the 2
kinds of Ḙbādah
3. Identify examples
of Ḙbadah
Visible (e.g.,
performing the
Pillars of Islam)
Invisible (e.g.,
love for, trust
and faith in Allāh )
4. Discuss the Fadhāil
(virtues) of Ḙbādah
5. Define Ihsān
6. Identify practices
of Ihsān
7. Discuss
importance of
Ihsān
1. Recall concepts on
Tawhīd
2. Discuss the concept
of Shirk
3. Explain in their own
words the 3
classifications of
Shirk
4. Identify Shirk
practices according
to its classifications
5. Differentiate
between Tawhīd
and Shirk
6. Explain the effect of
Shirk on one‟s
Âqīdah
7. Recall concepts on
Īmān
8. Discuss the concept
of Kufr and its 2
aspects
33 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
6. Name attributes of
Allāh which are
Mālikul Mulk (The
Owner of All), ar-
Razzāq (The
Sustainer), al-Âlīm
(The Knower of All),
al-Wadūd (The
Loving One), and
al-Hamīd (The
Praised One)
7. Show reverence to
the power of
Almighty Allāh
7.1. Show love and
respect by
saying
Subhānahu Wa
Taâlā
(Sublime and
Exalted is
He(Allāh)
3.3. Identify the
Classes of
Islamic Religion
(Marātibu Dīnil
Islam ): Islam,
Eimān, Ihsān
3.4. Recognize
Allāh as
source of
Islamic religion
Knowing the Last Messenger (Ma'rifatun-Nabiy)
4. Identify Muhammad
as the Last
Messenger
4.1. Give 3 names of
the Prophet
4.2. Identify
character traits
of the Prophet
5. Recite the
Shahādatayn
(Testimony)
4. Appreciate Allāh
as the Creator
5. Perform practices
as worship to Allāh
(e.g., prayer)
6. Give some names
and attributes of
Allāh
7. Acknowledge the
Oneness of Allāh
6. Name the four
well-known
Malāikah
(angels) (Jibrīl,
Mīkāil, Ḙẑrāīl,
Isrāfīl); the four
Revelations/
Books (Zabūr,
Taurāt, Injīl,
Qur'ān); the five
prominent Rusul
(Nūh, Ibrahim,
Mūsa, Ḙīsā
and Muhammad )
7. Identify the roles
of the four
prominent
Malāikah
8. Identify the
significance of
the books and
to whom these
were revealed
8. Apply Ihsān in
daily activities (e.g.,
at home, in the
school)
9. Identify Kufr
practices according
to its aspects
10. Explain the effect
of Kufr on one‟s
Īmān
11. Discuss the
concept of Nifāq
(hypocrisy) and its
2 classifications
12. Identify indicators
of Nifāq
13. Explain the effect
of Nifāq on one‟s
self
34 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
7.2. Say appropriate
expressions
such as
Subhānallāh
(Glorious is
God), Māshā
Allāh (God has
willed it),
Alhamdullilāh
and Allāhu
Akbar (All praise
is due to Allāh
and God is
[the] greatest)
7.3. Name ways of
worshipping
Allāh from
observations
(e.g., parents
performing
prayer)
7.4. Tell how the
creations of
Allāh can be
preserved
9. Discuss in their
own words the
concept of
Belief in
Malāikah,
Books and the
Rusul
(prophets)
10. Discuss in their
own words the
concept of Life
After Death
11. Discuss in their
own words the
concept of
Belief in Qadr
(destiny)
12. Recognize the
Articles of Faith
35 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS FOR FIQĤ
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to demonstrate
knowledge of Ṫahārah
(purification) by
applying the
etiquettes; familiarize
with the 5 Pillars of
Islam; and
demonstrate Wudhū‟
(ablution).
At the end of Grade II,
the learner is expected
to demonstrate
knowledge of Ŝalāĥ
(prayer) by performing
the 5 obligatory
prayers; and give the
importance of Ŝalāĥ.
At the end of Grade III,
the learner is expected
to demonstrate
knowledge of
Mubṫilātus Ŝalāĥ
(invalidations of
prayer) and
Makrūĥātus Ŝalāĥ
(undesirable acts of
prayer); differentiate
between obligatory
and optional prayers;
and give the virtues of
Ŝalāĥ.
At the end of Grade IV,
the learner is expected
to demonstrate
knowledge of Zakāĥ
and Ŝadaqah including
knowledge of Halāl
and Harām (as
integrated in Kaifiyyah
Az- Zakāĥ (ways how
to give Zakāĥ); and
give the virtues in
giving Zakāĥ and
Ŝadaqah.
At the end of Grade V,
the learner is expected
to demonstrate
understanding of
Ŝawm including
knowledge of Najāis
(as integrated in
Mubṫilātus Ŝawm); and
recognize the benefits
and virtues of Ŝawm.
At the end of Grade VI,
the learner is expected
to demonstrate
understanding of Hajj;
recognize the benefits
and virtues of Hajj;
and identify the types
of Ghusl (as integrated
in Kaifiyyatul-hajj).
36 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES FOR FIQĤ
Grade I Grade II Grade III Grade IV Grade V Grade VI
1. Name the five Pillars
of Islam
2. Familiarize with the
concept of Ṫahārah
(purification) and
Wudhū’ (personal
hygiene)
2.1 Familiarize with
the 1st
Pillar:
Shahādatayn
(testimony)
3. Identify the
etiquettes on
personal hygiene
such as taking a
bath; on Fiṫrah (i.e.
nail cutting, using
the toliet like Istinjā'
(cleansing after the
call of nature) and
Qadhāil Hājah,
cleaning of ears and
nose,
siwāk/brushing of
teeth) as daily
habits
1. Recall the Kaifiyyah
Al-Wudhū’
2. Identify Mubtilātul-
Wudhū'
3. Identify the Ŝalāĥ
Al-Mafrūdhah (five
obligatory prayers)
4. Distinguish the
different prayer
time (Awqātus
Ŝalāĥ)
4.1 Recite Aḋān and
Iqāmah (call for
prayer and call
in performing
prayer)
4.2 Identify Aḋān as
the first call for
prayer and
Iqāmah as the
second
1. (integrate in the discussion of Ŝalāĥ) Identify
Tayyammum and
its kaifiyyah as
another form of
Wudhū'
2. Recall Kaifiyyah As-
Ŝalāĥ (ways how to
perform Ŝalāĥ)
3. Identify Mubṫ ilātus
Ŝalāĥ (invalidations
of prayer) and
Makrūĥātus Ŝalāĥ
(undesirable acts of
prayer)
4. Differentiate
Mubṫilātus Ŝalāĥ
and Makrūĥātus
Ŝalāĥ (undesirable
acts of prayer)
5. Identify Ŝalāĥ An-
Nawāfil (non-
obligatory prayers)
1. Define Zakāĥ (alms-
giving)
2. Enumerate the two
kinds of Zakāĥ
(Zakāĥ Al-Wājib and
Ŝadaqah (giving in
charity))
3. Identify Kaifiyyah
Az-Zakāĥ (ways how
to perform Zakāĥ)
Shurūt Wujūb Az-
Zakāĥ
(requirements of
persons obliged
to Zakāĥ)
Properties subject
for Zakāĥ (with
emphasis on the
concept of Halāl
and Harām)
Recipients of
Zakāĥ
4. Give the importance
and virtues of giving
Zakāĥ
1. Discuss the
concept of Ŝawm
(fasting)
2. Identify Shurūt
Wujūb As-Ŝawm
(requirements of
persons obliged
to perform Ŝawm)
3. Identify the types
of Ŝawm
Obligatory
Non-obligatory
4. Identify Kaifiyyah
As-Ŝawm
Sunanos Ŝawm
(optional acts
Ŝawm)
1. Discuss the
concept of Hajj
2. Identify Shurūṫu
Wujūbil-Hajj
(requirements of
persons obliged
to perform Hajj)
3. Identify two types
of Hajj
Obligatory
Non-obligatory
4. Concepts on
Ûmrah
Virtues of
Ûmrah
Differentiate
between Hajj
and Ûmrah
5. Familiarize
Kaifiyyah Al-Hajj
(ways how to
perform Hajj)
Arkānul-hajj
(Pillars of Hajj)
Wājibātul-hajj
(obligatory acts
of Hajj
37 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
4. Identify kinds of
water for
purification
Clean water
Impure/
Contaminated
water
5. Apply the etiquettes
of taking a bath and
Fitrah
6. Identify Kaifiyyah
Al-Wudhū':
Shurut Al-
Wudhū'
(prerequisites)
Furūdh Al-
Wudhū'
(compulsory
steps)
Sunan Al-Wudhū'
(non-compulsory
steps)
7. Demonstrate
Wudhū' (ablution)
8. Appreciate the
importance of
Ṫahārah
(purification)
5. Name the Shurūṫ
Wujūb As- Ŝalāĥ
(persons obliged to
pray)
6. Identify Kaifiyyah
As- Ŝalāĥ (ways how
to perform Ŝalāĥ ):
Shurūt As- Ŝalāĥ
(include
etiquettes on
proper dressing
i.e., Ādābul libās)
Arkanuŝ- Ŝalāĥ
(pillars of prayer)
Wajibatuŝ Ŝalāĥ
(obligatory acts
of prayer)
Sunanoŝ Ŝalāĥ
(optional acts in
prayer)
7. Demonstrate the
prayers
a. Fajr (dawn prayer
with two Rak'âĥ)
b. Ẑuĥr (noontime
prayer with four
Rak'âĥ)
6. Identify the
different kinds of
Ŝalāĥ An-Nawāfil:
Ŝalāĥ Ar-Rawātib
At-Tarāwiyh
Ŝalāĥ Al-Witr
Ŝalāĥ Adh-Dhuhā
Tahiyyatal Masjid
Ŝalātul Ḙdayn (the
two Islamic
festivities)
Ŝalātul Jum'ȃh
7. Familiarize with
the concept of
Ŝalātul Jum'âh
8. Give the virtues of
Ŝalātul Jum'âh
9. Differentiate
between obligatory
and optional
prayers
10. Express in their
own words the
virtues of Ŝalāĥ
(obligatory and
optional)
5. Differentiate
between Zakāĥ and
Ŝadaqah
6. Give the importance
and virtues of giving
Ŝadaqah
Mubṫilātus
Ŝawm
(invalidations
of fasting) (with emphasis on the concept of Fi’l At-Ṫāât Watarkil Muharramāt (doing acts of worship and avoiding forbidden acts))
Makrūĥātus
Ŝawm
(undesirable
acts in relation
to fasting)
5. Identify the kinds
of Najāis
(contaminated/
unclean) as part
of Muharramāt
6. Identify Zakāĥul
Fiṫr as a
requirement to
complete Ŝawm
Mubṫilātul-hajj
(invalidations of
Hajj)
Al-Mahẑurātul –
Hajj
(restrictions in
the rituals of
Hajj)
6. (integrate in the discussion of Hajj) Identify Mashkhul
Khuffayn as
another form of
Wudhū'
7. (integrate in the discussion of Hajj) Identify the types
of Ghusl (ritual
washing)
(compulsory and
non-compulsory
purification)
8. Give the
importance of
Ŝalātu Ḙīdil Adhhā
38 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
c. Âŝr (late
afternoon prayer
with four Rak'âĥ)
d. Maghrib (sunset
prayer with three
Rak'âĥ )
e. Ḙshā’ (evening
prayer with four
Rak'âĥ)
8. Tell the importance
of Ŝalāĥ
7. Give the
importance of
Ŝalāĥ Al'ḙīdayn
(with emphasis on
ḙdayn as the only
Islamic festival)
8. Discuss the
importance of
performing Ŝawm
9. Recognize the
benefits and
virtues of Ŝawm
9. Discuss the
importance of Hajj
10. Recognize the
benefits and
virtues of Hajj
39 Refined Elementary Madrasah Curriculum
ISLAMIC VALUES EDUCATION
Subject Description
Islamic Values Education as a learning area focuses on the universal values that are
found in the Holy Qur'ān and the Sunnah (tradition) of the Prophet Muhammad ,
basic of which is following what Allāh has commanded and avoiding those that are
forbidden.
Lessons on universal values of spirituality (God-fearing), truthfulness, purification,
cleanliness, environmental care and sanitation, love of country, peace, justice and
equality, respect, self-reliance and being productive are given emphasis per grade
level. Incidental values are also given attention.
Learning activities to internalize these values shall be varied, meaningful and realistic.
Basic materials from verses of the last “Juz'” (volume) of the Holy Qur'ān and
related Sunnah/ Hadīth are part of the content in Islamic values. Concept of the pillars
of Islām, the 6 Articles of Faith, Sīrah (biography of the Prophet ) and Hādith, Âqīdah
(Islamic belief) and Fiqĥ (Islamic jurisprudence) that bring out these values are used as
the content from Grades I to VI.
In reading the suwar (chapters), teachers are encouraged to use the rules of Tajwīd
(rules/manner of reading the Holy Qur'ān), with emphasis on Mad Ṫabīḙy for Grade I;
Lām As-Shamsiyyah and Al-Qamariyyah for Grade II; Qalqalah Kubrā and Qalqalah
Sugrā for Grade III; Waqf for Grade IV; Mīm and Nūn As-Sākinah for Grade V; and
Mudūd for Grade VI.
Subject Goal: Acquire the desired Islamic values that would guide learners
to be Maka-Diyos, Makabayan, Makakalikasan at Makatao; thereby making
them agents in advocating and promoting brotherhood, peace and unity, and
justice and equality.
4 Ms 4Hs
Maka-Diyos
Maka-Tao
Maka-Bayan
Maka-Kalikasan
Hubbullāh (Wa Hubbur-Rasūl)
Hubbul-Insāniyyah
Hubbul-Waṫan
Hubbul-Bīah
Note to the teacher: The Ahādīth found in this document are prescribed; other
related Ahādīth that the teacher deem relevant and significant to the level of the
learner may also be used.
40 Refined Elementary Madrasah Curriculum
LEARNING EXPECTATIONS
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on
supplications, seven
(7) suwar (from the
last Juz‟ from Sūraĥ
an-Nās to Sūraĥ al-
Kawthar) and Sūraĥ al-
Fātihaĥ, concept of
Ṫahārah (purification)
& Wudhū' (ablution),
life story of Prophet
Muhammad from
his early childhood
days in relation with:
one‟s self and
Allāh
parents
siblings
close relatives; and
able to practice
Ṫahārah and Wudhū'.
At the end of Grade II,
the learner is expected
to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on
supplications, eight (8)
suwar (from Sūraĥ al-
Māûūn to Sūraĥ al-
Âdiyāt), belief in Allāh
as the bestower of
Islam, concept of Ŝalāĥ
(prayer), life story of
Prophet Muhammad
from his early
childhood days (when
he became an orphan)
in relation with:
one‟s self and
Allāh
classmates and
other persons in
the school
immediate
environment; and
able to perform
Ŝalāĥ.
At the end of Grade III,
the learner is expected
to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahādīth (Prophet
Muhammad‟s
traditions (maxims)),
seven (7) suwar (from
Sūraĥ az-Zalzalaĥ to
Sūraĥ ad-Dhuhā),
concept of the
Oneness of Allāh ,
life story of Prophet
Muhammad from
his early youth (1st
travel to Shām with
Abu Ṫālib, Harbul Fujār
(The Sacreligous War),
and Hilful Fudhūl
willing (The Goodwill
Confederacy) in
relation with:
one‟s self and
Allāh
family members
At the end of Grade IV,
the learner is expected
to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahādīth, seven (7)
suwar (from Sūraĥ al-
Layl to Sūraĥ at-Ṫāriq),
concept of the Zakāĥ
(obligatory alms
giving, 3rd
Pillar of
Islam) and Ŝadaqah
(giving charity), the 6
Articles of Faith, life
story of Prophet
Muhammad during
the time of rebuilding
of the Ka‟bah in
relation with:
one‟s self and
Allāh
family support
staff
neighbors
friends
At the end of Grade V,
the learner is expected
to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahādīth, four (4) suwar
(from Sūraĥ al-Burūj to
Sūraĥ al-Infiṫār),
concept of Ḙbādah
(worship) and Ihsān
(perfection/
worshipping Allāh as if
you see Him), concept
of Ŝawm (fasting, 4th
Pillar of Islam), life
story of Prophet
Muhammad when
he was a trader (2nd
travel to Shām (Syria)
in relation with:
one‟s self and
Allāh
friends
people in the
community
At the end of Grade VI,
the learner is expected
to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahādīth, four (4) suwar
(from Sūraĥ at-Takwīr
to Sūraĥ an-Naba‟),
concept of Hajj
(pilgrimage to
Makkaĥ, 5th
Pillar of
Islam), life story of
Prophet Muhammad
during the early
stage of his being a
prophet in relation
with:
one‟s self and
Allāh
elders
people in the
community
(women and
children)
in one‟s
surroundings
41 Refined Elementary Madrasah Curriculum
Grade I Grade II Grade III Grade IV Grade V Grade VI
teachers/ elders
people in the
community
in one‟s
surroundings
in the community
(public areas); and
able to perform
Ŝalāĥ; and practice
good deeds.
people in the
community
animals and other
creations
in the school and
community; and
practice good deeds.
animals and other
creations
in the school and
community;
practice Ḙbādah &
apply Ihsān; and
practice good deeds.
in the community;
and
show obedience by
avoiding Shirk
(polytheism), Kufr
(disbelief) and Nifāq
(hypocrisy); live out a
Halāl (lawful)
lifestyle; and practice
good deeds.
42 Refined Elementary Madrasah Curriculum
LEARNING COMPETENCIES
Core Value/ Sub
Core/ Related
Values
Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
Appreciation of
Allāh‟s
creation
Gratefulness
Reverence
Obedience
Respect
Sincerity
Willingness
Compassion
Trust
Faithfulness
Hopefulness
Submission
God-fearing
Love
Humility
Responsibility
Punctuality
1. Appreciate
Allāh‟s
creations
2. Recognize Allāh
as the Creator,
God and al-Ahad
(The One, the
only one) as
mentioned in
Sūrah Al-Ikhlāŝ
(and as drawn
from the first
commandment
in the Ten
Commandments)
3. Listen carefully
when the Qur'ān
is read or recited
by the teacher
1. Recognize Allāh
as the
bestower of
Islamic religion
2. Appreciate the
character traits
of Muhammad
as the Last
Prophet of Allāh
3. Show reverence
to Allāh by:
performing
the 5
obligatory
prayers
orderly
1. Appreciate the
family as a
blessing of Allāh
based on the
Ahādīth about
parents, siblings
and other close
relatives
2. Appreciate best
creation of Allāh
– humankind –
as mentioned in
Sūraĥ at-Tīn
3. Show gratefulness
by:
being respectful
to parents
behaving kindly
to siblings
being respectful
to close relatives
1. Appreciate the
people in the
community based
on the Ahādīth
about family
support staff,
neighbors and
friends (friendship)
2. Show gratefulness
by:
being respectful
to family
support staff
being
respectful to
neighbors
being
hospitable to
visitors
valuing other
people as
friends
1. Appreciate
animals, plants and
nature as Allāh‟s
creations
2. Show gratefulness
of Allāh‟s
creations by
respecting animals
and other
creations
3. Discuss the
benefits of Ŝawm
to one‟s spirit and
his/her relation
with other nations
4. Show reverence to
Allāh by:
1. Demonstrate
gratefulness to
Allāh by
appreciating His
blessing to
mankind as cited
in Sūraĥ an-
Naba’
2. Give the
importance of
Allāh‟s
creations in pairs
as derived values
from Sūraĥ an-
Naba’
3. Show reverence
to Allāh by:
appreciating the
benefits and
virtues of Hajj
43 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
4. Recognize Allāh
as the
Sustainer and
Protector as
implicitly stated
in the
supplications
and suwar
learned (listed
below)
5. Show reverence
to Allāh by:
reciting the
Shahādatayn
(testimony)
performing the
Wudhū’
(ablution)
reciting the
eight (8)
suwar (from
Sūraĥ al-
Māûūn to
Sūraĥ al-
Âldiyāt)
following the
teacher
4. Re cognize Allāh
as the
Sustainer of the
needs of
mankind as cited
in Sūraĥ Quraysh
5. Show obedience
as the value
derived from
Sūraĥ al-Âldiyāt
by:
obeying
parents
performing
Ŝalāĥ
4. Show reverence to
Allāh by:
avoiding
Mubṫilātus Ŝalāĥ
(invalidations of
prayer) and
Makrūhātus
Ŝalāĥ
(undesirable
acts when
praying) while
performing the
5 obligatory
prayers
reciting and
reading the
seven (7) suwar
(from Sūraĥ az-
Zalzalaĥ to
Sūraĥ ad-
Dhuhā)
practicing good
deeds based on
Sūraĥ az-
Zalzalaĥ and
Sūraĥ at-Tīn
naming the
other attributes
of Allāh
3. Show reverence to
Allāh by:
appreciating the
importance of
giving Zakāĥ and
Ŝadaqah
reciting and
reading the
seven (7) suwar
(from Sūraĥ al-
Layl to Sūraĥ at-
Tariq)
practicing good
deeds based on
Sūraĥ al-Layl and
Sūraĥ al-
Gāshiyaĥ
recognizing Allāh
as al-Âlīm as
cited in Sūraĥ al-
A’lā
appreciating the
benefits of Ŝawm
to one‟s spirit
and health
reciting and
reading the four
(4) suwar (from
Sūraĥ al-Burūj to
Sūraĥ al-Infiṫār)
recognizing
Allāh as al-
Muhyi (The Giver
of Life) and al-
Mumit (The
Taker of Life) as
cited in the story
behind Sūraĥ al-
Burūj
practicing good
deeds based on
Sūraĥ al-
Inshiqāq
doing Ḙbādah in
daily activities
reciting and
reading the four
(4) suwar (from
Sūraĥ at-Takwīr
to Sūraĥ an-
Naba‟)
believing that
there is life after
death as cited in
Sūrah at-Takwīr
and previous
suwar
recognizing
Allāh as
Malikul Mulk
(The Owner of
All) as cited in
Sūraĥ at-Takwīr
practicing good
deeds as
derived from
Sūraĥ an-
Naba’
avoiding Shirk,
Kufr and Nifāq
44 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
reciting the
Basmalah
(recitation of
Bismillāĥ
before doing
anything) and
Istiâḋah
(seeking refuge
in Allāh)
reciting the
seven suwar
from the last
Juz’ (from
Sūraĥ an-Nās
to Sūraĥ al-
Kawthar) and
Sūraĥ al-
Fātihaĥ
following the
teacher
6. Recognize Allāh
as the
protector of all
nations as
implicitly stated
in Sūraĥ al-Fīl
7. Internalize God-
fearing as
derived in Sūraĥ
al-Âdiyāt
8. Show the value
of God-fearing
by performing
Ŝalāĥ
9. Perform Ŝalāĥ
punctually and
sincerely
5. Internalize
obedience by
relating practices
on the concept of
Tawhīd (Oneness)
of Allāh and its
3 categories
(Tawhīd Ar-
Rubūbiyyah,
Tawhīdul
Ulūĥiyyah and
Tawhīdul Asmāi
Waŝŝifāt)
(Lordship of Allāh
, Divinity of
Allāh , Oneness
of Allāh by His
Names and
Attributes)
recognizing Allāh
as al-Qādir
(The All
Powerful) (in re-
creating
everything) as
cited in Sūraĥ at-
Ṫāriq
applying the
concept of the 6
Articles of Faith
in their lives
4. Show obedience
by relating the 6
Articles of Faith as
one‟s guide in life
5. Show sincerity
when giving gifts
to loved ones and
friends as values
derived from
Zakāĥ and
Ŝadaqah
applying Ihsān in
daily activities
5. Discuss how
practicing Ḙbādah
leads someone to
be obedient
6. Recognize that
doing some
Ḙbādah (e.g.
praying, reciting
the Qur'ān, fasting
during the Month
of Ramadhān) is a
way of obedience
to Allāh
7. Perform some
Ḙbādah (e.g.
praying, reciting
the Qur'ān)
willingly and
sincerely
4. Practice
obedience by:
avoiding Shirk,
Kufr and Nifāq
practices
relating daily
tasks to the
roles and traits
of Malāikah
(angels) as
described in
Sūraĥ an-Nāziât
5. Internalize the
spirit of Lailatul
Isrāi Wal Mi'rāj as
one way of
worshipping Allāh
6. Practice the values
derived from the
Hadīth (Marātibu
Dīn Al-Islam) as
obedience to
Allāh
45 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
saying
appropriate
expressions
such as
Subhānahu Wa
Taâlā, Subhan
Allāh, Māshā
Allāh,
Alhamdullilāh
and Allāhu
Akbar (Glory to
Allāh Exalted,
God has willed
it, All praise is
due to Allāh,
God is [the]
greatest)
naming ways
of worshipping
Allāh from
observations
(e.g., parents
performing
prayer)
10. Show trust in
Allāh by
reciting the
following
supplications
on different
situations:
how he/she
cares for
his/her
personality
when
travelling
such as
riding and
upon getting
off a vehicle
when seeing
good and
bad things
during
natural
events
he/ she feels
unsafe in a
certain place
or time
6. Demonstrate
belief in the
Oneness (Tawhīd)
of Allāh and its
3 categories
(Tawhīd Ar-
Rubūbiyyah,
Tawhīdul
Ulūhiyyah and
Tawhīdul Asmāi
Waŝŝifāt) by
practicing acts of
worship (e.g.
praying)
7. Internalize values
such as God-
fearing and
obedience by
associating the
lessons learned in
the Tawhīd
(Oneness) of Allāh
and its
categories with
daily activities
6. Show compassion
to needy as
learned from Sūraĥ
as-Shams, Sūraĥ
al-Fajr, and Sūraĥ
al-A'lā by sharing
7. Demonstrate
helpfulness by
doing household
chores willingly as
values derived in
prescribed Ahādīth
8. Internalize the
concept of 6
Articles of Faith in
daily activities
9. Show love for Allāh
by recognizing
Allāh as Al-âlīm
as cited in Sūraĥ
al- A'lā
8. Demonstrate
compassion in
dealing with the
poor
9. Relate the virtues
including its
Kaifiyyah (ways
how to perform
Ŝawm)
(WajibatuŜawm,
SunnanoŜawm,
Makroĥatus Ŝawm
and
MubṫilātuŜawm) in
dealing with the
needy
10. Show trust in Allāh
as values
derived from
Sūraĥ al-Burūj
11. Discuss the
benefits of Ihsān
and Ḙbādah in
one‟s relation with
Allāh
7. Choose Halāl over
Harām when
doing daily
activities as
learned from
prescribed Hadīth
8. Demonstrate
sincerity in doing
all activities as
prescribed in the
Hadīth on Al-
Ikhlāŝ (sincerity)
9. Demonstrate love
and fear of Allāh
by:
avoiding Shirk,
Kufr and Nifāq
doing Allāh‟s
commands
avoiding what
was forbidden
as mentioned in
the Ahādīth on
Harām and Halāl
46 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
reciting the
following
supplications:
o before
sleeping
and upon
waking up
o before and
after eating
and
drinking
o before
entering
and upon
going out of
the comfort
room
o before
dressing &
undressing
o before
going in and
out of the
house and
Masjid
8. Able to discern
between good
and bad by
associating the
lessons learned in
the Tawhīd of
Allāh and its
categories with
daily activities
9. Perform Ŝalāĥ
sincerely (aware of
Mubṫilāt and
Makrūĥāt)
10. Show willingness
and sincerity to
perform optional
prayers and in
doing activities as
implicitly stated in
Sūraĥ al-Bayyinaĥ
10. Practice
perseverance as
values derived
from Sūraĥ al-
Balad by
performing the 5
obligatory
prayers daily
11. Practice
responsibility as
values derived
from Sūraĥ al-
Ghāshiyaĥ
12. Demonstrate
love and fear of
Allāh by:
recognizing
Allāh as al-
Muhyi and al-
Mumīt as cited
in the story
behind Sūraĥ
al-Burūj
practicing
good deeds as
inspired from
Sūraĥ al-
Inshiqāq
13. Give the virtues
in performing
Ŝawm
10. Show fear of
Allāh by:
believing that
there is life after
death
recognizing
Allāh as
Mālikul Mulk
(The Owner of
All Sovereignty)
as cited in Sūraĥ
at-Takwīr
47 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
naming the
attributes of
Allāh which
are al-Mālik
(The Absolute
Ruler), ar-
Razzāq (The
Sustainer), al-
Âlīm (The
Knower of All),
al-Wadūd (The
Loving One)
and al-Hamīd
(The Praised
One)
6. Practice the
recitation of
Sūraĥ al-Fātihaĥ
(The Opening
Chapter) and the
supplications
learned everyday
11. Tell that love for
Allāh can be
shown by:
avoiding
Mubṫilātus
Ŝalāĥ and
Makrūĥātus
Ŝalāĥ while
performing the
5 obligatory
prayers and the
optional
prayers
practicing good
deeds based on
Sūraĥ az-
Zalzalaĥ and
Sūraĥ at-Tīn
Demonstrate
helpfulness and
perseverance as
values derived
from Sūraĥ as-
Sharh by
helping out in
simple chores
at home and in
school
12. Able to discern
between good
and bad by
associating the
lessons learned
in the Tawhīd
(Oneness) of
Allāh and its
categories, 6
Articles of Faith
and as inspired
by the concept
of Zakāĥ and
Ŝadaqah, its
Kaifiyyah Az-
Zakāĥ with daily
activities
14. Internalize and
practice the
values of
sacrifice, self-
discipline,
punctuality and
commitment in
other activities
based on the
values learned in
Ŝawm
48 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKA-DIYOS
(Allāh )
7. Show obedience
by recognizing
Allāh‟s
attributes as
implicitly stated
in the suwar and
Ahādīth learned
(above)
8. Perform Wudhū'
and the
etiquettes on
personal hygiene
properly
13. Demonstrate
values such as
God-fearing,
obedience,
faithfulness
and
contentment
by
internalizing
the:
6 Articles of
Faith
concept of
Zakāĥ and
Ŝadaqah, its
Kaifiyyah
Az- Zakāĥ
(people
obliged to
give Zakāĥ,
properties
subject to
Zakāĥ and
recipients
of Zakāĥ)
49 Refined Elementary Madrasah Curriculum
Core Value/ Sub
Core/ Related
Values
Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKATAO
Respectfulness
Respect for
other‟s belief and
man‟s dignity
Love
Concern
Sincerity
Thoughtfulness
Kindness
Charity
Generosity
Compassion
Helpfulness
Hospitality
Friendliness
Courtesy
Trustworthiness
Truthfulness
Honesty
Responsibility
1. Show respect for
parents, siblings,
other family
members and
family support
staff as shown in
the early life (early
childhood) of
Prophet
Muhammad
(e.g., using “Po”
and “Opo”)
2. Familiarize with
the concept of
Ṫahārah (personal
hygiene) and
Wudhū'
1. Show respect to
persons in the
school and
immediate
environment as
implicitly stated
in Sūraĥ al-
Ĥumazaĥ by
being polite
2. Show love for
family members
as shown in the
early life of the
Prophet
(time when (he)
became an
orphan) and
relevant
Ahādīth by
being
respectful to
them
1. Show respect to
one‟s parent based
on the Ahādīth
about the parents
(also one of the Ten
Commandments),
siblings and other
close relatives
2. Show respect for
elders and teachers
as drawn from
relevant Ahādīth (on
etiquettes towards
teachers/elders/
children) by being
polite
3. Demonstrate
concern and respect
for siblings as drawn
from relevant
Ahādīth (on how to
act towards siblings)
(e.g., respecting
their personal
properties)
1. Demonstrate
respect for
other's belief as
drawn from Sūraĥ
al-A'lā in the
school and
community
2. Demonstrate
kindness and
concern for
neighbors and
friends as stated
in relevant
Ahādith and as
derived from
Sūraĥ al-Layl and
Sūraĥ al-Fajr
(also from the
Ten
Commandments)
by being polite
and through
sharing
1. Relate respect
and love of self
to respect for
others as can
be drawn from
Sūraĥ al-Infiṫār
2. Demonstrate
concern and
compassion for
needy
3. Internalize the
virtues of Ŝawm
including its
Kaifiyyah
4. Demonstrate
the values such
as discipline
and self-control
derived from
Ŝawm (e.g.,
taking only
enough food
when eating)
1. Practice
obedience to
parents and elders
as drawn from
Sūraĥ an-Nāziât
2. Discuss the
importance of life
as Allāh's gift
based from Sūraĥ
at-Takwīr
3. Appreciate and
respect women
and young
children as
implicitly stated in
Sūraĥ at-Takwīr
4. Give the
importance of
mankind by
internalizing
values of equality
and respect for
man's dignity as
can be drawn
from Sūraĥ „Abasa
50 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKATAO
(Continuation)
Industriousness
Self-reliance
Accountability
Punctuality
Diligence
Discipline
Self-control
Patience
Sacrifice
Commitment
Tolerance
Equality
Unity
Brotherhood
Love for peace
Cleanliness
Propriety
Love for learning
Wisdom
Valuing
Knowledge
3. Practice the
etiquettes on
personal hygiene
such as taking a
bath; on Fiṫrah (i.e.
nail cutting, using
the toliet like
Istinjā' (cleansing
after the call of
nature) and
Qadhāil Hājah,
cleaning of ears
and nose,
siwāk/brushing of
teeth) as daily
habits
4. Apply the values
learned from
Ṫahārah and Fiṫrah
(etiquettes on
personal hygiene)
in home and in
school
in toilet use
in proper
garbage
disposal
3. Show
friendliness and
kindness by
greeting others
(in the family
and immediate
environment)
with Assalāmu'
Âlaikum (Peace
be unto you)
and Wa
Âlaikumissalām
(And unto you
be peace) (as
greetings of
peace) as
inspired from
some of the
verses of Sūraĥ
al-Māûūn, Sūraĥ
al-Ĥumazah
and Sūraĥ al-
Qāriȃh
4. Demonstrate
concern and
helpfulness for the
people in the
community as drawn
from the early youth
of Prophet
Muhammad (1st
travel to Shām with
Abu Ṫālib, Harbul
Fujjār, and Hilful
Fudhūl) and relevant
Ahādīth
by maintaining
cleanliness of the
surroundings
by helping out in
school activities
3. Demonstrate
charity/
generosity as
values derived
from Sūraĥ al-Layl
and Sūraĥ al-Fajr
by sharing with
siblings and
friends
4. Show concern
and sincerity by
helping others
out willingly as
values derived in
Zakāĥ and
Ŝadaqah
5. Act kindly
towards visitors
by being
hospitable as
cited in relevant
Hadīth (on
hospitality)
5. Demonstrate
trustworthiness
as values
derived from
Sūraĥ al-
Muṫaffifīn,
Sūraĥ al-Infitār,
as shown in the
life of Prophet
Muhammad
when he was a
trader, and in
relevant
Ahādīth by
dealing with
friends fairly
6. Show honesty
(as Ḙbādah) as
drawn from
Sūraĥ al-Infiṫār
when dealing
with others
7. Demonstrate
the values such
as patience and
sacrifice as
lesson learned
from Ŝawm
5. Discuss why Hajj is
an educational
experience
6. Discuss the
benefits of Hajj to
one‟s spirit and
his/her relation
with other
nationality
7. Demonstrate
kindness and
courtesy as values
derived from Hajj
by being cheerful
and friendly with
people met in
everyday life
8. Demonstrate
value of sacrifice
as derived from
Hajj (e.g.,
donating some
personal things to
charity)
51 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKATAO 5. Apply values of
cleanliness
learned from
Ṫaĥārah and
Wudhū' in doing
daily habits
4. Practice self-
discipline and
punctuality in
daily activities
as values
derived from
performing
Ŝalāĥ (e.g.,
going to school
on time)
5. Demonstrate
charity as
derived from
Sūraĥ al-
Māûūn, Sūraĥ
al- Ĥumazah
and Sūraĥ al-
Qāriâh (e.g.,
sharing “baon”
with friends)
6. Show patience
to one‟s
playmates as
encouraged
from Sūraĥ al-
Âŝr
5. Show compassion
towards elders,
young children as
derived from Sūraĥ
al-Bayyinaĥ, Sūraĥ
ad-Dhuhā and
relevant Ahādīth (on
compassion for
elders and young
children) by helping
them out willingly
6. Act kindly towards
family members and
close relatives as
values derived from
Sūraĥ al-Bayyinaĥ
and Sūraĥ Ad-Dhuhā
7. Demonstrate
charity/ generosity
towards family
members and close
relatives as derived
from Sūraĥ al-
Bayyinah, Sūraĥ al-
Ad-Dhuhā
6. Demonstrate
trustworthiness
and responsibility
as shown in the
life of Prophet
Muhammad
during the
rebuilding of the
Ka’baĥ (placing of
the black stone)
by behaving
properly in the
classroom and at
home
7. Give the
importance of
giving Zakāĥ and
Ŝadaqah and
practice the
values derived in
daily activities
8. Practice the
value of
equality and
compassion as
derived from
Ŝawm and Ḙīdil
Fiṫr (e.g.,
helping out in
community
activities)
9. Discuss and
internalize the
values from
relevant
Ahādīth (on
value of
knowledge) by
studying and
doing the
assignments
diligently
9. Practice
brotherhood,
equality and unity
as lesson learned
from Hajj and Ḙīdl
Adhhā (Islamic
festival)
10. Demonstrate
industriousness
and commitment
as drawn from
Sūraĥ an-Naba’
by doing school
projects properly
11. Practice
punctuality as
drawn from Sūraĥ
an-Naba’ (e.g.,
in community
activities)
12. Able to share
responsibility as
drawn from Sūraĥ
an-Nāziât (i.e.,
roles of Malāikah)
in assigned tasks
at home and in
school
52 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKATAO 7. Apply
cleanliness and
propriety as
values derived
from
supplications/
Hadīth (on
personality)
and Ŝalāĥ in
one‟s way of
dressing
8. Show love for
learning as values
derived in Sūraĥ al-
Âlaq by doing
school tasks on time
and responsibly
9. Practice helpfulness
and perseverance as
values derived from
Sūraĥ as-Sharh by
helping out in
simple chores at
home and in school
13. Demonstrate
discipline and
self-control as
cited in relevant
Ahādīth (on
Halāl and
Harām/
avoidance from
Shubĥāt)
14. Internalize
sharing of and
valuing
knowledge as
values derived
from relevant
Ahādīth (on
Marātibu Dīn Al-
Islam)
53 Refined Elementary Madrasah Curriculum
Core Value/ Sub
Core/ Related
Values
Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKABAYAN
Self- discipline
Responsibility
Accountability
Prudence in
using resources
Preservation of
public
properties
Respect for
human rights
and holy places
Love for peace
Helpfulness
Concern for the
community
Friendliness
Brotherhood
Unity
Obedience
Love of country
1. Appreciate Allāh‟s
creations
2. Appreciate
Philippine
treasures as
creations of Allāh
3. Identify oneself as
a Filipino Muslim
created by Allāh
4. Apply self-
discipline and
obedience in
public places by
disposing
garbage properly
as values learned
from Ṫaĥārah
1. Apply self-
discipline in
doing daily
habits as values
derived from
performing
Ŝalah by
following
classroom and
school rules and
regulations
2. Demonstrate
love for peace by
saying Assalāmu
Âlaikum and Wa
Âlaikumussalām
as greetings of
peace
3. Appreciate faith
and trust in Allāh
as one way to
protect one’s
country from
dangers and
calamity as
shown in Sūraĥ
al-Fīl
1. Demonstrate
helpfulness and
concern for the
people in the
community as
drawn from the
early youth of
Prophet
Muhammad (1st
travel to Shām with
Abu Ṫālib, Harbul
Fujjār, and Hilful
Fudhūl) and
relevant Ahādīth by
maintaining
cleanliness of the
surroundings
2. Demonstrate love
of country by
obeying rules and
regulations in
school as derived
from Sūraĥ al-Âlaq
1. Demonstrate
love of country
by practicing
unity in doing
school activities
as values
derived from
the life of
Prophet
Muhammad
particularly
during the
rebuilding of
the Ka’bah
(placing of the
black stone)
1. Demonstrate
love of country by obeying rules
and regulations
in the
community as
values derived
from relevant
Ahādith (on
upholding of
Sunnah)
2. Practice the
value of equality
as derived from
Ŝawm and Ḙīdl
Fitr (Islamic
festival) (e.g.,
helping out in
community
activities)
1. Demonstrate
responsibility and
accountability as
values derived
from relevant
Ahādīth (on quality
work) by being
careful in using
community
properties
2. Practice prudence
in using resources
as the values from
relevant Ahādīth
(on the use of
resources)
3. Help preserve
public properties
as values derived
from relevant
Ahādīth (on care
for properties)
4. Demonstrate
respect for holy
places as values
derived from Hajj
by following rules
in the Masjid
54 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKABAYAN
4. Demonstrate
obedience as the
values derived
from the
childhood days
of the Prophet
Muhammad
(when he
became orphan)
by following
guidelines in
public places
5. Discuss the
benefits of Hajj to
one‟s spirit and
his/her relation
with other
nationalities
6. Show respect for
human rights as
values derived
from the story of
Prophet
Muhammad
where he and his
followers were
socially sanctioned
7. Demonstrate
patience and
concern for the
community and
patience as values
derived from the
story of Prophet
Muhammad
during his visit to
Ṫāif (where he was
stoned by children)
55 Refined Elementary Madrasah Curriculum
Core Value/ Sub
Core/ Related
Values
Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKAKALIKASAN
Appreciation of
Allāh’s
creations
Respect for
creations
Responsibility
Stewardship
Prudence in
using resources
Kindness
Cleanliness
1. Appreciate the
creations
2. Tell how Allāh‟s
creations can be
used wisely
3. Apply the values
learned from
Ṫaĥārah and
Fiṫrah (etiquettes
on personal
hygiene) at home
or in school
in toilet use
in proper
garbage
disposal
1. Appreciate nature
as a perfect
design of Allāh
2. Enumerate ways
of taking care of
Allāh‟s creations
3. Demonstrate
respect for
creations as drawn
from supplications
regarding nature
by practicing
cleanliness in
one‟s immediate
environment
1. Appreciate
mankind as the
best creatures
among Allāh‟s
creations as
mentioned in
Sūraĥ at-Tīn
2. Demonstrate
helpfulness and
concern for the
people in the
community as
drawn from the
early youth of
Prophet
Muhammad *
and relevant
Ahādīth by
maintaining
cleanliness of the
surroundings
1. Appreciate Allāh‟s
creations
(heavenly bodies,
time of Fajr,
others) as
mentioned in
Sūraĥ as-Shams,
Al-Fajr, Sūraĥ al-
Ghāshiyaĥ and
Sūaĥ aṫ-Ṫāriq
2. Demonstrate
stewardship and
responsibility as
values derived
from relevant
Ahādīth (care for
animals and other
creations) (e.g.,
taking care of
their pets and
other animals)
1. Demonstrate
respect for
creations as the
values derived
from relevant
Ahādīth (on
etiquettes in
slaughtering
animals for food)
2. Demonstrate
kindness as the
values derived
from relevant
Ahādīth (on
etiquettes in
slaughtering
animals for food)
by avoiding things
that can harm
people and
animals
1. Apply the
etiquettes of
eating and
conserving
natural resources
for food as values
derived in Sūraĥ
Âbasa (e.g.,
consuming only
enough food
when eating)
2. Show
gratefulness and
stewardship in
Allāh‟s
creations (nature)
(e.g., help in tree
planting) as
values derived
from Sūraĥ an-
Naba’
___________________________________________________________________
* 1st
travel to Sham with Abu Ṫālib, Harbul Fijār, and Hilful Fudhūl
56 Refined Elementary Madrasah Curriculum
Core Value Grade I Grade II Grade III Grade IV Grade V Grade VI
MAKAKALIKASAN
4. Demonstrate
stewardship and
responsibility
based on the
character traits of
the Prophet
(when he was a
shepherd during
his childhood) by
taking good care
of animals
5. Demonstrate
obedience as the
values derived
from the
childhood days of
Prophet
Muhammad
(when he became
an orphan) by
following
guidelines in
public places
3. Demonstrate
stewardship and
responsibility as
values derived
from Sūraĥ at-Tīn
(e.g., helping out
in cleaning the
house and
surroundings)
3. Practice prudence
and
industriousness
by recycling
materials as the
values derived
from relevant
Ahādīth (the use
of resources)
57 Refined Elementary Madrasah Curriculum
ENGLISH
Subject Goal: Access varied information and creatively use them in spoken and written forms; communicate fluently and accurately orally
and in writing, for a variety of purposes and different social and academic contexts at their level while carrying out activities in everyday life.
LEARNING EXPECTATIONS
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade I,
the learner is expected
to recognize differences
in speech sounds, word
stress, intonation
patterns in sentences
heard; speak clearly and
use appropriate
expressions in talking
about oneself and the
immediate environment;
read with ease and
understanding
beginners’ books in
English; and write legibly
information about
oneself, common words
and simple sentences in
manuscript form.
At the end of Grade II, the
learner is expected to
listen critically to 1-2
paragraphs; use
appropriate expressions
in varied situations and
about places and topics
of interest; read critically
and fluently in correct
thought units, texts for
information and
entertainment and
respond properly to
environmental prints like
signs, posters, commands
and requests; and write
legibly simple sentences
and messages in cursive
form.
At the end of Grade
III, the learner is
expected to listen
critically to get
information from
text heard;
demonstrate
independence in
using the basic
language structure in
oral and written
communication; and
read with
comprehension.
At the end of Grade
IV, the learner is
expected to listen
critically to news
reports, radio
broadcasts and
express ideas
accurately in oral and
in written form;
demonstrate more
independence in the
use of language to
meet everyday
needs; and read
independently for
pleasure and get
information from
various text types.
At the end of Grade
V, the learner is
expected to listen
critically to different
text types; express
ideas logically in oral
and written forms;
and demonstrate
interest in reading to
meet one’s various
needs.
At the end of Grade
VI, the learner is
expected to listen
critically;
communicate one’s
feeling and ideas
orally and in writing
with a high level of
proficiency; and read
various text type
materials to serve
one’s own learning
needs in meeting a
wide range of life’s
purposes.
58 Refined Elementary Madrasah Curriculum
FILIPINO
Mithiin: Nagagamit ang Filipino sa mabisang pagtanggap ng mga impormasyon sa pakikinig at pagbasa, naipamamalas ang kahusayan
sa pagpapahayag ng sarili sa pagsasalita at pagsulat upang makaangkop sa pang-araw-araw na sitwasyon at mabilis na pagbabagong
nagaganap sa daigdig
INAASAHANG BUNGA
Unang Baitang Ikalawang Baitang Ikatlong Baitang Ikaapat na Baitang Ikalimang Baitang Ikaanim na Baitang
Pagkatapos ng Unang
Baitang, ang mag-
aaral ay inaasahang
nabibigkas ang tunog
ng mga titik ng
alpabeto at mga
simpleng salita.
Nagagamit ang
magagalang na
pananalita at
nakasusunod sa
maikling
panuto/direksyon.
Nakababasa ng
bagong salita, payak
na pangungusap at
maikling babasahin.
Naisusulat ang sariling
Pagkatapos ng
Ikalawang Baitang,
ang mag-aaral ay
nakapagsasabi ng
pangunahing diwa ng
kuwento o saknong
ng tula. Nakababasa
ng may wastong
paglilipon ng salita.
Nakapaglalarawan ng
mga tao, bagay o
pook, nagagamit ang
mga salitang-kilos sa
mga pahayag at
nakabubuo ng mga
pangungusap ayon sa
gamit. Nakasusulat
nang kabit-kabit na
Pagkatapos ng
Ikatlong Baitang, ang
mag-aaral ay
nakauunawa at
nasasagot ang mga
tanong tungkol sa
pinakinggang
balita/ulat, naibibigay
ang sariling palagay
tungkol sa binasang
teksto, naipaliliwanag
ang kahulugan ng
mga hiram na salita,
mga babala at
patalastas; nasasabi
ang pagkakaiba ng
opinyon at
katotohanan.
Pagkatapos ng Ikaapat
na Baitang, ang mag-
aaral ay
nakapagpapahayag
ng sariling ideya at
kaisipan tungkol sa
mga impormasyon/
kuwentong narinig,
nakapagbibigay ng
reaksiyon at
nakalalahok sa iba’t-
ibang talakayan,
gumagamit ng
matalinghagang salita
at mga ekspresyong
tuwiran at di-tuwiran.
Napagsusunod-sunod
ang mga ideya at
Pagkatapos ng
Ikalimang Baitang, ang
mag-aaral ay
nakapagbibigay ng
sariling reaksyon,
palagay o hinuha sa
binasang teksto at
nakapagbubuod ng
napakinggan o
binasang teksto.
Nagagamit ang iba’t
ibang bahagi ng
pananalita, mga
pangungusap,
pahayag o usapan at
sitwasyon.
Nakagagamit ng
diksyunaryo,
Pagkatapos ng
Ikaanim na Baitang,
ang mga mag-aaral ay
nakauunawa sa mga
napakinggang teksto
at naililipat ang
impormasyon tungo
sa iba pang anyo ng
pagpapahayag.
Nagagamit ang iba’t-
ibang pangungusap
sa pagpapaliwanag,
nakapagbibigay ng
solusyon sa mga
suliranin batay sa
karanasan at mga
natutuhang kaalaman
sa anumang
59 Refined Elementary Madrasah Curriculum
Unang Baitang Ikalawang Baitang Ikatlong Baitang Ikaapat na Baitang Ikalimang Baitang Ikaanim na Baitang
pangalan at mga
payak na
pangungusap nang
maayos at may
wastong bantas.
mga titik na
gumagamit ng
wastong bantas.
Nagagamit ang mga
bahagi ng pananalita
sa pangungusap,
usapan at sitwasyon.
Naisusulat ang mga
idiniktang patalastas,
anunsiyo, poster,
liham at iba pang
teksto.
sitwasyon, natutukoy
ang mga
pangyayaring nag-
uugnay ng sanhi at
bunga. Nagagamit
ang mga bahagi ng
pananalita sa
pangungusap,
pahayag, usapan at
sitwasyon.
thesaurus at iba pang
sanggunian sa
paghahanap ng
impormasyon at
nakasusulat ng balita,
biro, anekdota,
patalastas, poster at
sulatin na may 15-20
pangungusap.
sitwasyon, nagagamit
nang wasto ang mga
sangguniang-aklat at
iba pa. Nakasusulat
ng talatang
nagsasalaysay,
naglalarawan,
naglalahad, at
nangangatwiran ayon
sa mga isyu o paksang
napapanahon,
pictorial essay sa
tulong ng mga
ideya/talang binuo ng
klase.
60 Refined Elementary Madrasah Curriculum
ELEMENTARY MATHEMATICS
Subject Goal: Demonstrate understanding and skills in computing with consideratble speed and accuracy, estimating, communicating,
thinking analytically and critically and in solving problems in daily life using appropriate technology
LEARNING EXPECTATIONS
Grade I Grade II Grade III Grade IV Grade V Grade VI
At the end of Grade
I, the child is
expected to
demonstrate
understanding of
basic concepts and
skills on whole
numbers up to one
hundred including
money, fraction and
measurement;
perform addition
and subtraction of 1
to 2-digit numbers;
and apply the
concepts learned to
solve problems.
At the end of Grade
II, the child is
expected to
demonstrate
understanding of
concepts and skills
on whole numbers
up to one thousand
including basics of
geometry; perform
addition and
subtraction of 3 to
4-digit numbers,
understand basic
facts of
multiplication and
division; and apply
the concepts
learned to solve
problems.
At the end of Grade
III, the child is
expected to
demonstrate
understanding of
concepts and skills
on whole numbers
up to one hundred
thousand, fractions,
geometry,
measurement and
graph, perform the
four fundamental
operations of whole
numbers and
measurement; and
apply the concepts
learned in solving
problems.
At the end of Grade
IV, the child is
expected to
demonstrate
understanding of
concepts and
perform skills of
whole numbers up
to millions and
billions including
money, decimals,
fractions, geometry
and graphs; exact
and estimated
computation,
perform the four
fundamental
operations; and
apply the concepts
learned to solve
problems.
At the end of Grade V,
the child is expected to
have mastered the
concepts and operations
of whole numbers;
demonstrate
understanding of
concepts and perform
skills on fractions,
decimals including
money, ratio, percent,
geometry, measurement
and graphs; exact and
estimated computation
of the four fundamental
operations on rational
numbers including
money and
measurement and apply
the concepts.
At the end of Grade VI, the
child is expected to have
mastered the concepts
and operations of whole
numbers; demonstrate
understanding of concepts
and perform skills on
decimals, fractions, ratio
and proportion, percent,
geometry, measurement,
and graphs; understood
concept of probability and
simple algebra; exact and
estimated computation of
the four fundamental
operations involving
decimals, money, fractions
and measurement, and
apply the concepts learned
in solving problems.
61 Refined Elementary Madrasah Curriculum
SCIENCE AND HEALTH
Subject Goal: Construct knowledge and understanding of Science and Health concepts, develop the skill for scientific inquiry, solving
problems, communicating scientific ideas and results and for making informed decisions and develop attitudes that would benefit
themselves, society and the environment
LEARNING EXPECTATIONS
Grade III Grade IV Grade V Grade VI
At the end of Grade III, the learner
is expected to develop functional
understanding and application of
science and health concepts, basic
process/life skills, and acquire
values, attitude and practices
related to one’s sense organs,
growth and development, ways of
protecting oneself, characteristics
of plants and animals, caring for
plants and animals, characteristics
of solids, liquid and gases, light
and sound, force, earth resources
and their conservation, weather
and the sun as a source of heat and
light.
At the end of Grade IV, the learner
is expected to develop functional
understanding and application of
science and health concepts, basic
and integrated process/life skills,
and acquire values, attitudes, and
practices related to body systems
(skeletal, muscular and digestive),
taking care of the systems, concern
towards differently-abled persons,
animal and plant reproduction,
dangers posed by animals,
materials and their uses, methods
of heat transfer, soil erosion,
weather condition, movement of
earth and moon around the sun.
At the end of Grade V, the learner
is expected to develop functional
understanding and application of
science and health concepts, basic
and integrated process skills, and
acquire values, attitudes and
practices related to body systems
(reproductive, respiratory and
urinary), taking care of the systems,
photosynthesis, classifying plants
and animals, plant and animal
adaptation, endangered animals,
materials and their characteristics,
mixture, electrical circuit,
electromagnet, simple machines,
rocks, unequal heating of the
Earth’s surface, weather systems,
typhoon, solar system and recent
inventions and discoveries about
the solar system.
At the end of Grade VI, the learner
is expected to develop functional
understanding and application of
science and health concepts, basic
and integrated process skills and
acquire values, attitudes and
practices related to body systems
(circulatory and nervous),
ecosystem, changes in matter,
energy forms and transformation
energy conservation, friction,
structure and characteristics of the
Earth, occurrence of natural
disasters: earthquake, tsunami,
volcanic eruption, stars and
constellation.
62 Refined Elementary Madrasah Curriculum
SIBIKA AT KULTURA
Mithiin: Nagpapakita ng pagmamahal sa Diyos at sa kapwa; may pagmamalaki sa mga pambansang pagkakakilanlan; nagtatamasang
mga karapatan at gumaganap ng mga tungkulin bilang Pilipino; may positibong saloobin tungo sa paggawa; may kakayahan sa
pangngalaga sa kapaligiran; at may kasanayang makatugon sa mga hamon ng pagbabago sa daigdig
INAASAHANG BUNGA
Unang Baitang Ikalawang Baitang Ikatlong Baitang
Pagkatapos ng Unang Baitang, nagkakaroon ng
kamalayan bilang Pilipino na may paniniwala sa
Diyos; may pagpapahalaga sa kalikasan; at may
pagpapahalaga sa mga karapatang tinatamasa
at mga tungkuling dapat gampanan bilang
kasapi ng mag-anak, pamayanan at bansa.
Pagkatapos ng Ikalawang Baitang, nakikilala
ang sarili at mga katangian at sagisag na
nagpapakilala sa mga Pilipino at sa bansa, may
mga karapatan at tungkulin sa paglinang ng
kakayahan upang makalahok sa mga gawain sa
pamayanan.
Pagkatapos ng Ikatlong Baitang,
nakapagpapakita ng pagpapahalaga sa mga
yaman ng bansa, sa mga karapatang
tinatamasa at mga tungkulin dapat gampanan
at may positibong saloobin sa paggawa na
nakakatulong sa pag-unlad ng pamumuhay.
63 Refined Elementary Madrasah Curriculum
HEOGRAPIYA, KASAYSAYAN AT SIBIKA
Mithiin: Nagpapakita ng pagmamahal sa Diyos at sa kapwa; may pagmamalaki sa mga pambansang pagkakakilanlan; nagtatamasa ng
mga karapatan at gumaganap ng mga tungkulin bilang Pilipino; may positibong saloobin tungo sa paggawa; may kakayahan sa
pangangalaga sa kapaligiran; at may kasanayang makatugon sa mga hamon ng pagbabago sa daigdig
INAASAHANG BUNGA
Ikaapat na Baitang Ikalimang Baitang Ikaanim na Baitang
Pagkatapos ng Ikaapat na Baitang,
nakapagpapakita ng pagmamalaki at
pagpapahalaga sa mga katangiang
pangheograpiya, mga yaman at industriya at sa
mga pagsisikap ng bawat rehiyon na mapaunlad
ang Pilipinas at kulturang nagpapakilala sa ating
pagka-Pilipino.
Pagkatapos ng Ikalimang Baitang,
nakapagpapakita ng pagpapahalaga sa mga
pangyayaring naganap at nagaganap sa
pamumuhay ng mga Pilipino sa iba’t ibang
panahon ng nakatutulong sa pagbuo ng
bayan, nasyon at estado.
Pagkatapos ng Ikaanim na Baitang,
nakapagpapakita ng pagmamalaki bilang
mamamayang Pilipino na may pagmamahal sa
bayan,pagmamalasakit sa yamang bansa at
nakatutugon sa hamon ng globalisasyon.
64 Refined Elementary Madrasah Curriculum
GLOSSARY Note: The English terms may either be the translations or short descriptions of the Arabic words/phrases
[A]
Āḋān – Call for prayer
Âfwan – Response to Shukran
Ahkāmul Mim As-Sākinah – Rules of silent Mim1
Ahkāmun-Nūn As-Sākinah – Rules of Silent Nun2
Aĥlan Wasaĥlan – Welcome
Al-Hajj – The Pilgrimage
Alhamdulillāh – All praise is due to Allāh
Allāhu Akbar – Allāh is great
Al-A'māl – Acts /Deeds
Al-Amānah – Honesty/Trustworthiness
Anwāȗl Ḙbādah – Kinds of worship
Âqīdah – Islamic Creed
Asmāul Istifĥām – Interrogative nouns3
Al-Asmāul Khamsah – The Five Nouns
Arkānul Islām – Pillars of Islam
Arkānul-Hajj – Pillars of Pilgrimage
Arkānus-Ŝalāĥ – Pillars of Prayer
Aŝ- Ŝalāĥ – The Prayer
Āsif – I am sorry
Assalāmu Âlaikum Wa Rahmatullāhi Wa Barakātuh – Peace, mercy and blessings of
Allāh be unto you
Awqātuŝ- Ŝalāĥ – Times of prayer
1 In reading the Holy Qur'ān
2 In reading the Holy Qur'ān
3 In English grammar, it is the interrogative pronouns.
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[B]
Barakah – Blessing
Basmalah – Saying Bismillāĥ before doing anything
Birrul Wālidayn – Obedience to parents
[D]
Dalālah – Indication/Sign
[E]
Ḙbādah – Worship
Ḙīdayn – The two Islamic festivities
[F]
Fāḙl – Doer/Subject
Fi'luṫ-Ṫāȃt – Doing lawful acts
Fiqĥ – Jurisprudence
[G]
Al-Ghusl – Taking a bath
[H]
Hadīth – Tradition of Prophet Muhammad
Hajj – Pilgrimage
Hakīmah – Wise woman
Halāl – Lawful/Permissible
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Harfu Âṫfin – Conjunction
Harbul Fujjār – The Sacreligious War (from Sīrah)
Harfu Jarr – Preposition
Harām – Unlawful
Hilful Fudhūl – The Goodwill Confederacy (from Sīrah)
Hurūf – Refers to Harfu Jarr, Atf, Nawasib, Jawāzim, etc.
Husnul Khuluq – Good moral & right conduct
[I]
Idghām – Rules of assimilation4
Ihsān – Performance of good deeds
Ihsānul Jār – Kindness to neighbor
Ikhfā' – Rules of concealment5
Al-Ikhlāŝ – Sincerity
Ikrāmud-Dhayf – Hospitality to visitor
Ilalliqā' – See you again
Al-Īmān – The Faith
Iqlāb – Rules of silent Nūn when followed by letter Bā'6
Iqāmah – Call for performing the Ŝalāĥ
Al-Islam – Complete submission to the will of Allāh
Isrā' – Journey by night from Masjid al-Haram to Masjid al-Aqsa
Al-Istiȃḋah – Seeking refuge in Allāh
Al-Istinjā' – Cleansing with the use of water after the call of nature7
4 In reading the Holy Qur'ān 5 In reading the Holy Qur'ān
6 In reading the Holy Qur'ān
7 Islamic Jurisprudence
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Iẑĥār – Rules of revealing silent Nun before these letters8 ( ء غ خ ح ع هػ)
[J]
Jawāzim – Rules of governing apocopate form9
Jumlah – Sentence
Jumlah Inshāiyyah – Imperative sentence10
Al-Jūd – Generosity
Juz’ Âmma – The 30th volume of the Holy Qur'ān
Juz’ – Volume in the Holy Qur'ān
[K]
Al-Karam – Generosity
Kayfiyyah – Manner/ Way11
Khabariyyah – Declarative sentence 12
Kufr – Disbelief
[L]
Lam Al-Qamariyyah – Rules of Lam Al-Qamariyyah (as in Al-Qamaru)
Lam Ash-Shamsiyyah – Rules of Lam Ash-Shamsiyyah (as in As-Shamsu)
Laylatul Qadr – The Night of Decree13
8 In reading the Holy Qur'ān 9 Arabic language grammar 10 Arabic Language grammar 11 Islamic jurisprudence ( e.g., Ŝalāĥ, Zakāĥ, Hajj)
12 Arabic language grammar (syntax) 13 See Sūraĥ al-Qadr (Holy Qur'ān Chap.97).
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[M]
Mi'rāj – Journey of the Prophet Muhammad from Masjid Al-Aqsa to heaven
Mabnī Lilmajĥūl – Passive form of verb
Madaniyyaĥ – Chapter and verses revealed in Madinah
Madd – Lengthening of the voice over long vowels 14
Madd Tabīḙy – Long vowels
Maf`ûlun bihi – Object
Al-Mafrūdhāt – The Compulsories15
Al-Mahẑuratul-Hajj – Restrictions in the rituals of Hajj
Makrūĥāt – Undesirable acts16
Malāikah – Angels
Makkiyyah – Chapters and verses revealed in Makkah17
Marātibu Dīnil Islam – Categories of the Islamic Religion18
Ma'rifatullāh – Knowing Allāh
Mas-hul Khuffayn – Another form of ablution19
Mubtada' Wa Khabar – Subject and predicate
Mubṫilāt – Invalidations
[N]
Nāibul Fāḙl – Alternative doer (Arabic grammar)
An-Najāsāt – The Contaminants
An-Naŝihah – The Advice
14 In rules of reading the Holy Qur'ān there are many madd (pl) mudûd such as madd tabīêy, madd Jâiz, madd
lâjim, madd âridh lis-sukûn….etc. (every one of it has specific roles)
15 Fiqĥ (Islamic jurisprudence)
16 Fiqĥ (Islamic jurisprudence)
17 Science of revelation of the Holy Qur'ān 18 Āqīdah (Islamic creed) 19 By rubbing the Khuff (shoe that covers the area that is to be washed in ordinary ablution)
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An-Nawāfil – The Non-compulsories/Optional
Nawāqidh – Invalidations/ Nullifications
Nawāsib – Subjunctives
An-Nifāq – Hypocrisy/ Insincerity
An-Niyyah – The Intention
[Q]
Qadar – Destiny (Sixth pillar of Īmān)
Qalqalah – Rules of vibration in Qur‘ān reading20
Qiyāmul-Layl – Night prayer
[R]
Ar-Radhāȃh – Breast feeding
Rak'ȃĥ – Bending of the torso from an upright position, followed by two prostrations (in
Ŝalāĥ)
Ar-Rifqu bilhayawān – Kindness to animals
Ar-Rifqu bilmamlūk – Kindness to household help
Ar-Rubūbiyyah – Lordship of Allāh
Rusul – Prophets
[S]
As-Ŝabr – Patience
Ŝadaqah – Charity /Alms (optional giving)
As-Sam'û Waṫ-Ṫāȃh – Hearing and obeying21
Ŝawm – Fasting
20 There are two kinds of Qalqalah (vibration) shugra (little) kubra (big) 21 Samân wa Ṫāâtan – at your service
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Aŝ-Ŝidq – Truthfulness
Shirk – Opposite of Tawhīd (i.e. polytheism, idolatry)
Ash-Shukr – Thankfulness
Shurūṫ – Requirements
Subhānallāh – Glory be to Allāh
Sujūd – Prostration
Sunan (plural for sunnah) – Optionals
Sunnah of the Prophet – Ahādīth/Traditions
Sūrah – Chapter
[T]
Taâjjub – Exclamation out of wonder
Aṫ-Ṫaĥārah – Purification
Tajwīd – Rules of reading the Holy Qur'ān
Tarkul Muharramāt – To avoid unlawful acts
Tashdīd – Combining two similar Arabic letters into one
Taqrīr – Prophet Muhammad's implied approval of Sahābah's actions
At-Taqwā – Piety
At-Tawādhu' – Humility
Tawhīd – Oneness of Allāh (Unification)
At-Tayammum – Another type of ablution22
[U]
Al-Ukhuwwah – Brotherhood
Al-Ulūĥiyyah – Divinity of Allāh
22 By rubbing sand to some parts of the body (see Fiqĥ)
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Al-Usūluth-Thalāthah – Three fundamentals
[W]
Waȃlaikumussalām – And peace be unto you
Al-Wafāu bil’âĥd – Fulfillment of the treaty/ agreement
Wah'yun – Revelation
Witr – Odd (number)
Wudhū – ablution
[Z]
Zakāĥ – Alms (obligatory giving)
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THE 99 NAMES OF ALLĀH
Arabic Term English Translation
Allāh ا لله The Greatest Name
1 ar-Rahmān الر ح ا لله The All-Compassionate
2 ar-Rahīm الر ح يلله The All-Merciful
3 al-Malik اح ا ح لله The Absolute Ruler
4 al-Quddūs اح لله د ولله The Pure One
5 as-Salām The Source of Peaceحاظس
6 al-Mu'min اح لله ح ح لله The Inspirer of Faith
7 al-Muĥaymin اح لله ا ح ح لله The Guardian
8 al-Azīz اح ايح يلله The Victorious
9 al-Jabbār اح ا ر الله The Compeller
10 al-Mutakabbir اح لله ا ا ب للله The Greatest
11 al-Khāliq اح ا اح لله The Creator
12 al-Bari' اح ا اح لله The Maker of Order
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Arabic Term English Translation
13 al-Muŝawwir اح لله ا الله The Shaper of Beauty
14 al-Ghaffār اح ا ر الله The Forgiving
15 al-Qaĥĥār اح ا ر الله The Subduer
16 al-Waĥĥāb اح ا ر الله The Giver of All
17 ar-Razzāq الر ر الله The Sustainer
18 al-Fattāh اح ا ر الله The Opener
19 al-Âlīm اح ا ح يلله The Knower of All
20 al-Qābidh اح ا اح لله The Constrictor
21 al-Bāsiṫ اح ا اح لله The Reliever
22 al-Khafidh اح ا اح لله The Abaser
23 ar-Rāfi’ الر اح لله The Exalter
24 al-Muḙzz اح لله حيد The Bestower of Honors
25 al-Muḋill اح لله ح د The Humiliator
26 as-Samī’ الر ح لله The Hearer of All
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Arabic Term English Translation
27 al-Baŝīr اح ا ح للله The Seer of All
28 al-Hakam اح ا ايلله The Judge
29 al-Âdl اح ا ح لله The Just
30 al-Laṫīf ا ر ح يلله The Subtle One
31 al-Khabīr اح ا ح للله The All-Aware
32 al-Halīm اح ا ح يلله The Forbearing
33 al-Âẑīm اح ا ح يلله The Magnificent
34 al-Ghafūr اح ا لله الله The Forgiver and Hider of Faults
35 as-Shakūr الر لله الله The Rewarder of Thankfulness
36 al-Âliyy The Highest د اح ا ح
37 al-Kabīr اح ا ح للله The Greatest
38 al-Hafīẑ اح ا ح يلله The Preserver
39 al-Muqīt اح لله ح يلله The Nourisher
40 al-Hasīb اح الح يلله The Accounter
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Arabic Term English Translation
41 al-Jalīl اح ا ح لله The Mighty
42 al-Karīm اح الح يلله The Generous
43 ar-Raqīb الر ح يلله The Watchful One
44 al-Mujīb اح لله ح يلله The Responder to Prayer
45 al-Wāsi’ اح ا اح لله The All-Comprehending
46 al-Hakīm اح ا ح يلله The Perfectly Wise
47 Al-Wadūd اح اولله ولله The Loving One
48 al-Majīd اح ا ح لله The Majestic One
49 al-Bāḙth اح ا اح لله The Resurrector
50 as-Shahīd الر ح لله The Witness
51 al-Haqq اح ا د The Truth
52 al-Wakīl اح ا ح لله The Trustee
53 al-Qawiyy The Possessor of All Strength د اح ا ح
54 al-Matīn اح ا ح لله The Forceful One
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Arabic Term English Translation
55 al-Waliyy The Governor د اح ا ح
56 al-Hamīd اح ا ح لله The Praised One
57 al-Muhŝiy The Appraiser لله ح اح احيلله
58 al-Mubdī' اح لله ح ح لله The Originator
59 al-Muḙīd اح لله ح لله The Restorer
60 al-Muhyiy The Giver of Life لله ح ح احيلله
61 al-Mumīt اح لله ح يلله The Taker of Life
62 al-Hayy اح ا د The Ever Living One
63 al-Qayyūm اح ا د ولله The Self-Existing One
64 al-Wājid اح ا اح لله The Finder
65 al-Mājid اح ا اح لله The Glorious
66 al-Wāhid اح ا ح لله The One, without partner
67 al-Ahad The one, the only one ا لله ح ا
68 as-Ŝamad ا ر ا لله The Satisfier of All Needs
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Arabic Term English Translation
69 al-Qādir اح ا وحالله The All Powerful
70 al-Muqtadir اح لله ا ولله The Creator of All Power
71 al-Muqaddim اح لله ا ولله The Expediter
72 al-Muakhkhir اح لله ا للله The Delayer
73 al-Awwal ح ا ر لله The First
74 al-Ākhir للله The Last ح ح
75 aẑ-Ẑāĥir ا ر حللله The Manifest One
76 al-Bāṫin اح ا اح لله The Hidden One
77 al-Wāliy اح ا اح لله The Protecting Friend
78 al-Muta'âliy اح ا با ا اح لله The Supreme One
79 al-Barr اح بالد The Doer of Good
80 aṫ-Ṫawwāb ا بر ر الله The Guide to Repentance
81 al-Muntaqim اح لله ح ا حيلله The Avenger
82 al-Âfwu اح ا ح لله The Forgiver
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Arabic Term English Translation
83 ar-Ra'ūf الر لله ولله The Clement
84 Mālikul Mulk اح لله ح ح ا اح لله The Owner of All
85 Ḋul Jalāli wal Ikrām ح زح لإ ـ لإ The Lord of Majesty and Bounty حالإ
86 al-Muqsiṫ اح لله حلح لله The Equitable One
87 al-Jāmi' اح ا ح لله The Gatherer
88 al-Ghaniyy The Rich One د اح ا ح
89 al-Mughniy The Enricher د اح لله ح ح
90 al-Māni' اح ا اح لله The Preventer of Harm
91 ad-Dhārr اد ا ر The Creator of The Harmful
92 an-Nāfi' ا ر اح لله The Creator of Good
93 an-Nūr ا د الله The Light
94 al-Ĥādiy اح ا وح لله The Guide
95 al-Badi' اح ا ح لله The Originator
96 al-Bāqi اح ا ح لله The Everlasting One
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Arabic Term English Translation
97 al-Wārith اح ا اح لله The Inheritor of All
98 ar-Rashīd الر ح لله The Righteous Teacher
99 as-Ŝabūr ا ر لله الله The Patient One
80 Refined Elementary Madrasah Curriculum
AHĀDITH COLLECTIONS
GRADE I
Supplications on sleeping and waking up
خ » كملإ ظي فخرلإ ض وفلإ ظكلإ فبنلإ أملإ فع رك أرلإ ضعض ؿىلإزي مك رر ي رخطلإه خال لإ زخا حالس ف ر خ رمخ طللإ ف لإ خ فخكلإ ظ ط لإ انلإ أرلإ مس اوسك ». « حا س
خ فسخ أولإض ط ظي ض وفلإ خ, خ قلإ خ مللإ خ خ, اك ممخط ف لإ خ فخكلإ ظ لإ , انلإ أكلإانلإ أ خصس فزلإ ا خ فخغلإ ؤاك حاعخف ش , مس او ي أطلإ ». «حا س لإ مس قىي ذحرك ي حا س
عغ زخا خ» (ػ ع مزحص). «طزلإ أكلإ ص لإ مس أم مك حا س .«رخطلإ
Supplications upon waking up
حاىنؼر » اا لإ مخ أمخطىخ خوخ رعلإ حاسذ أكلإ حاسذ ». «حالإلملإ حالإلملإكي, خفخوي في ؿظ لإ لإ راس يس ر زي , أ ن اي رذ لإ ».
Morning and evening supplications
ك حاىنؼر » اا لإ رك ومص خ رك وللإ ىخ ظ لإ رك أملإ ىخ زللإ مس رك أ لإ . «حا س« لإ أوخ أوخ زلإ ظىي الاس أولإض خ قلإ مس أولإض رر ي لا اا حا س
ض ظ علإ مخ حطلإ لإ ض , مض , أ رك مه ػز مخ ىعلإ اك رىعلإ لإ أرفزلإ اي, يس رذولإزي فخغلإ لإ أر ود الاس أولإض , فز حاذن لا ي لإ .«فبوس
Supplications on eating and drinking
قىخ ذحد حاىسخر » ظىخ مخ رسقلإ مس رخر لإ اىخ ف لإ رز ش ح «. »حا س م ح «.رظلإه » م لإ ؿع ىخ مه حالإمظلإ طقخوخ عمىخ حاسذ أ لإ «.حالإلملإ
Supplications upon entering the comfort room
م ح » خزخثغ ». رظلإ حالإ غ مس او ي أ رك مه حاخزلإ .«حا س
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Supplication after going out of the comfort room
زحوك » «غفلإ
Supplications before getting dressed
د » لإ ذح حاؼس حاسذ ظخوي لا , حالإلملإ مى لإ ز ك مهلإ غ لإ رسقى لإ س س » .«ق ز مخ ى ا خ لإ زي ؤاك مهلإ خ لإ أطلإ طى لإ لإ أولإض ظ مس اك حالإلملإ , حا س
ػز مخ ى ا ي رك مهلإ ػز لإ أ ».
Supplications when going in and out of the house
م » رخطلإ ىخ لـإ ا م ح زؽ، رخطلإ ز حالإمخلإ خ لإ اؾ لإ م ز حالإ ؤاك خ لإ مس او ي أطلإ حا سىخ س لإ ىخ ط ح رر ىخ، ض رخ ، ». «ح خزؿلإ ظلملإ ح لإ م ح آمىلإض رخ رخطلإ
لإ أ ، أ لإ أض س مس او ي أ رك أنلإ أض س أ ض ح ، حا س س لإ ط لإ أ س س أ يس لـإ لإ ي أ لإ أؿلإ م، أ لإ أ لإ م أ لإ أ لإ ». «، أ م ح ، ط الإض س رخطلإ
س الاس رخ س لا ق لإ لا ك ». «ح ، ىخ م ح خزؿلإ رظلإ ىخ لـإ ا م ح رظلإىخ س لإ ىخ ط يق . «رر لإ مش ح »: ػمس ا ظ ملإ أ ركلإ كملإ حاظس لإ رز خط ».
Supplications when going in and out of the Masjid
م » رخ حاع لإ لإ كزيلإم , أ حالإ ؿلإ ر ق يلإم , حالإ خو ط لإ خن , مه حاؼس لإم ؿ لإ ح ». «حازس لإ حاظس رط حالس س م ح ظقلإ اي س ح », «رظلإ م حفلإ
مظك حد ركلإ ح ». «أرلإ لإ حاظس رط حالس س م ح مس او ي , رظلإ حا س ك ؤاك مهلإ ف لإ م , أطلإ ؿ لإ خن حازس ىي مه حاؼس لإ لملإ م ح لإ .«حا س
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GRADE II
Supplication when facing the mirror
هلإ خ ق» ق فلظ ىلإض خ لإ مس أولإض كظس .«حا س
Supplication on riding and getting off a vehicle
م » ك لإ ر حازس لإ خ انس رر ا ف طخ مزلإ خ زح لـإ م ح م .«رظلإ
Supplications on travelling
زز » زز , ح أ لإ زز , ح أ لإ , ح لله أ لإ مخ ىسخ ا ذح ز اىخ لخن حاسذ طخس طزلإق زن ىخ امىلإ اوسخ اا رر ه، زو لإ ذح حاززس ». «مقلإ ؤاك في طفزوخ مس اوخ وظلإ حا سض مه حلإاعم مخ طزلإ ، حاظسقلإ ىسخ ». « ح لإ ذح ىخ طفزوخ نلإ لإ مس حا س
لإ . رع ي حاخ فش فلإي حا فز، خكذ في حاظس مس أولإض حالس مس او ي ». «حا س حا سق ذ في حامخ ط حامىلإ ز، آرش حامىلإ فز، ؼخ حاظس لإ أ رك مهلإ
ا حا لإ حا » .Supplications on seeing good and bad things
ي ] جللهخ يظزن ط سم يق ى مخ يز ػ لإ : خن رط ح س ح خالخص طظمن حالس مظ حاسذ رىعلإ . حالملإ جللهخ ز مخ يز ػ لإ حن يق ىلإ
كخ ]: [. حالإلملإSupplications during upon hearing animal sounds
[ ؤاح ح مهلإ ف لإ يلإك فخطلإ ظملإ خف حا رأ , ا ح طمعلإ ا ح , م كللهخفبوس ي حالإلمخر ظملإ و خن , طمعلإ ح رخ مه حاؼس لإ لإ خوللهخ, فظع رأ ػ لإ . [فبوس
حاعخف ش » ؤاك حاعفلإ مس اوسخ وظلإ م » .«حا س ؿ لإ رخ مه حاؼس خن حازس لإ ا ح ]. «أ ي حالم ز رخا س و ظملإ وزخف حالإك د ه , طمعلإ هس فبوس ح رخ مىلإ لإ س فظع
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ؿ م ». يزن مخ لا طزن مس اوسخ وع ». «أ رخ مه حاؼس خن حازس رك حا س خ ه مشحص حاؼس . «مهلإ
Supplications during natural events such rain, thunder, typhoon and seeing the moon
خ» خ وخفعلله زلله مس » .«حا س مظ ركلإ ح وخ رف لإ ق ». «م زلإ لخن حاسذ يظز طزلإ حالإم ثكش مهلإ خ فظ ي رلملإ ىخ ». «حازس لإ كلإ لإ لا ط ىخ ر زك ظ لإ مس لا طقلإ حا س
اك ىخ قزلإ خفلإ ح» .«رعذحرك ه ىخ رخاملإ س مس أ زز حا س يمخن لا ح أ لإح حاظس مش ررنك ح لا ض ررنىخ طزلإ حاظسف ي امخ طلذن ررنىخ .«طلإ
مس او ي » خأ حا س أ رك مهلإ ػز خ ؤاك خ ز ؤاك ». «طلإ مس او ي أطلإ حا سأ رك مهلإ ع ط ض ر خ ز مخ أرلإ خ خ ز مخ ف خ ػز مخ ر خ ز خ
ض ر ط لإ ػز مخ أرلإ خ .«ف
ط سم (-1) س ح زس قخ قخ رط ح س زيلإ لا طظزنح »: هلإ أر مهلإ ح ح س لإ اكهلإ ط عذحد حالإ مش كلإ طؤلإط رخازس
ف ح س لإ خ مهلإ ر يق فبوس حاز خ مهلإ ػز
ح رخ س س طع خ ز طىه اره مخؿ . «خ لإSupplications when he/she feels unsafe in a certain place and time
مشحص » مهلإ ػز زخاي قخر خص مهلإ غ ز ظسخمس أ رك مخص ح حالإ
زن أنلإ يللإ خ ه خص مهلإ ػز مخ خ ي ». «حاؼس . «أ رك مخص ح حاظسآمس« مخ لا ف حاظس ض ػ ت ف حارلإ م م ح حاسذ لا ي زن م حطلإ رظلإ
م حاع م حالإلشن ». «حاظس م مس اوس أ رك مه حا أ رك مه , حا س حالإكظلإ ش لـإ حالإزخلإ , حاع ه زلإ ـ أ رك مه حالإ أ رك مهلإ غ زش ,
ؿخ ز حاز لإ ق يه وع رك مهلإ ». «حا س م ع ك فلإي ولر لـإ مس اوسخ و حا سملإ . «ػزر
84 Refined Elementary Madrasah Curriculum
Supplications upon arrival
.« بح لله وا ا اح لله وا اا اح لله وا احلااب ا ا ح لله وا »
ط سم، (-1) مخ، أنس رط ح س ح ه مز رضي ح ىلإ هلإ حرلإ ز ػ ػخلله، ػمس قخ رع زي خخرؿخلله اا طفز زس ظ لخن : خن ا ح حطلإ طزلإق زن ىخ امىلإ اوسخ اا رر زو ه، مقلإ مخ ىسخ ا ذح ز اىخ مس اوسخ . حاسذ طخس حا سض مه حاعم مخ طزلإ ، حاظسقلإ ذح حاززس ؤاك في طفزوخ نلإ . وظلإ مس حا س
ي ىسخ رعلإ ح لإ ذح فز، . ىخ طفزوخ خكذ في حاظس مس أولإض حالس حا سلإ حالإخ فش في حالإ . فز، ؼخ حاظس لإ مس او ي أ رك مهلإ ز، حا س مىلإ آرش حالإ
هس سحا ف هس ا ح رؿ قخا ا حالإ لإ حا مخ ق ذ في حالإ مىلإ ط حالإ :ىخ كخم ن رحي مظ م زن طخثزن خر ن ازر . آيلإ
قخ (-2) هلإ أوض رضي ح ىلإ ط سم، : ىخ م حاىسزي س ح ز لإ أقلإم يىش قخ ز حالإ لإ ىخ كخم ن : كظس ا ح ىسخ ر زن، طخثزن، خر ن، ازر آيلإ
م يىش، رحي مظ م ىخ حالإ .ف ملإ يش لإ يق اك كظس ق ملإ
85 Refined Elementary Madrasah Curriculum
GRADE III
Respect for parents
ح ط م (-1 ) زس قخ ؿخ رؿ اا رط ح س زيلإ هلإ أر ه لخرظ قخ ك »فقخ مهلإ أكين حاىسخص رلظلإ ػمس »قخ ػمس مهلإ قخ . «أمن
ك ك »قخ ػمس مهلإ قخ . «أمن ف . «ػمس أر »قخ ػمس مهلإ قخ . «ػمس أمن ز حاىسخص املإ يذلإ ه لخرظ زش مهلإ أكين رلظلإ .ك يغ قظ لإ
ح ط م قخ (-2) زس ه حاىسز زيلإ هلإ أر رغم » هلإ أر
قخ . «أولإ ػمس رغم أولإ ػمس رغم أولإ ر »ق مهلإ يخ رط ح س مهلإ أالإىسش ـ خ حالإ مخ ف ملإ ي لإ لإ لإ مخ أ كزز أك حالإ ىلإ يلإ مظ م. «أر
ز قخ (-3) ه ملإ ح رلإ ط سم : هلإ زلإ :قخ رط ح س ح « حا ي ؿ عه حازس زز حاكزخثز أنلإ ي لإ عه :رط ح ق يخ, انس مهلإ أ لإ ي لإ
قخ حا ي ؿ :حازس عه أمس ف لإ عه أمس ي لإ عه أرخي ؿ ف لإ عه أرخ حازس . « ي لإ
قخ (- 4) خ ه رر عش حاظس مخاك رلإ ه : هلإ أر أط لإ رط ر لإ ه ىلإ ح وللإمش فقخ يخ رط ح س ط سم ا لإ ؿخ ي رؿ مهلإ رى ط لإ س ح :ح س
مخ ط لإ م رعلإ مخ ر أرزن لإ س ػ مهلإ رز أر وعم حالس س »: قخ لإ رقكم حاسظ لا ش حازس مخ مخ مهلإ رعلإ لإ فخ اولإ مخ فخر ا ظ لإ حلاطلإ مخ لإ
مخ زح يق ا لإ مخ أر احا. «ط الاس ر
86 Refined Elementary Madrasah Curriculum
Siblings, aunts and uncles
، قخ (-1) عا رضي ح ىلإ ه مظلإ هلإ حرلإ : قخ رط ح س ح ط سم ز ): حاىسخر طللإ ز لإ لإ رمهلإ طللإ ز حاىسخر أ زز ملإ رمهلإ يللإ ألا أخلإ
لإ ه، ط ه، ا قزيذ، رحي حاظزمذ . (
ه (-2) ذ رلإ ػىخ لإ س ك س ه مزس ػىخ حالإلخرع رلإ ه ظ ك س رلإ ػىخ ملمس ك سط سم فقخ يخ رط ح س س س ح أط حاىسز ي أوس
فعش هلإ ؿ مهلإ :مىلإحؿذ »: قخ أرزن لا حاسذ ي ح كي لإ م أخخ ظك أخلإ أرخ ك أمس
اش لإ ركم م ». Respect for relatives
ط سم (-1) س ح زس قخ قخ رط ح س زيلإ »: هلإ أر انس ح سكم فقخاضلإ ملإ قخمض حازس ي كظس ا ح فز مىلإ عخثذ مه :خ ي حالإخ لإ ذح مقخ حالإ
ق عش مهلإ ق عك . حالإ أقلإ ك ه أنلإ أ مهلإ ض لإ قخ وعملإ أمخ طزلإ ح ط م . «قخ فذح اك . ر :قخاضلإ ػمس قخ رط ح س
ظملإ ا » ح انلإ ػجلإ لإ ز عح )قلإ طق ض ظ ح ف حارلإ ظملإ أنلإ طفلإ اس لإ ظملإ انلإ ط لإ ظ لإ فملإ أف يظ رسزن لخر م أرلإ أ لإ ملإ فؤ مس م ح س كخمكملإ أاجك حاسذيه اعى أرلإ
خ فخا آن أ لإ ق د أقلإ قزلإ . «(حالإ
ط سم (- 2) س ح كم »: هلإ خثؼش قخاضلإ قخ رط ح س حازسع طق عزلإ قش رخالإ :مع س ح س مهلإ ق عى ق ع ح س ى . « مهلإ
ط سم (-3) س ح ض رط ح س ه مخاك قخ طمعلإ هلإ أوض رلإلإ يىلإظؤ »:يق أ ق رسلإ ظط لإ ي أنلإ يزلإ مهلإ طزس ا ل لإ ركم .«ف أػزي ف لإ
87 Refined Elementary Madrasah Curriculum
Respect for elders
ظزفلإ اعخامىخ ) (-1) املإ يعلإ زلإ ز زوخ ق املإ ي كملإ زوخ ض مىسخ مهلإ املإ يزلإ ا لإ
زش مىسخ زلإ اذ ػ لإق املإ ي ).
زع قخ (-2) يلإ ل ه حالإ مخن مخاك رلإ س : هلإ أر ق رش هلإ أر ط لإ ىخ حاىسز أط لإ ، شلله زيه ا لإ ي ؼلإ ىخ ىلإ ه ػززش مظقخررن، فؤقملإ وللإ ط سملإ س ح خ خن رف قلله وخي، ززلإ ىخ، فؤخلإ لإ ىخ ف أ هلإ طز لإ طؤاىخ مس ىخ، لإ ىخ أ ظقلإ ف هس أوسخ حػلإ
خ فقخ نح مخ ا »رك ملله ، ملإ مز ملإ م كملإ فع لإ ؿعح اا أ رلإكملإ نلإ اكملإ أك ملإ ، ػمس ا ئمس
ئ ا ح ك زص حالس س ف لإ ظمو أ ، رأيلإزز ملإ حازخخررحي . «أ لإ
Good manners and right conduct
ط سم (- 1) كملإ ا : )قخ رط ح س ح زركملإ انس مهلإ أكز أقلإ س ق خمش أكخطىكملإ أخلإ قخ خ ي حالإ ظلله لـإ ع ملإ , مى م أرلإ كملإ اايس انس مهلإ أرلإ
ح لإ قن مظؼ حالإ ػخرن ق خمش حاؼسزلإ خ ي حالإ ظلله لـإ مقن مى ح يخ , طف لإ لإ قخا
:رط ح مظؼ حالإ ه ػخريلإ ىخ حاؼسزلإ قن قخ ,ن لإ ق لإ ملإ مظف لإ : فمخ حالإزن مظكز (. حالإ
خمض هلإ أري ر قخ هلإ زلإ (-2) ه حالس قخ اي حاىسزي س ح : ح رلإط م : لإ ؿلإ ق أخخ ر لإ أنلإ ط لإ ا زف ػ جللهخ قزنس مه حالإمعلإ لا طللإ
رحي مظ م. ( ي
زس قخ هلإ أد (-3) زيلإ ؼز مخ : ط سم مخ أ لإ طج حاىسزين س ح لإىسش قخ ـ خ حاىسخص حالإ ه حالإخ ي »: ي لإ كظلإ ح ، ؼز مخ : ق « طقلإ فمخ أ لإىسخر قخ ىسخص حالإ خ حالإ فخن »: ي لإ ؽ : حاؿلإ فزلإ حالإ فم ل ق اره كزخن. «حالإ
88 Refined Elementary Madrasah Curriculum
ط سم، قخ هلإ أد (-4) اح ، ه حاىسزي س ح رلإ ق ػي »: حا س أػلإم شحن حاخ ي حالظه ل ق اره كزخن . «في حالإ
زيزس هلإ أد (- 5) ط سم، قخ , ألا »: هلإ رط ح س ح زز ح« لإ لإ رخ خر أخلإ لإ ح »: ر يخ رط ح ، قخ : قخا مخرلله اكملإ أ لإ أ لإ
ظىكملإ أخلإ قللهخ ل ق اره كزخن« أكلإ
أد هلإ أد (-6) ه ؿىخاس، ه ؿز ر ؿىلإ د رلإ مه معخ رلإ كلإ حازس زلإط سم قخ مخ، هلإ رط ح س ح حطسي ح ك ؼمخ : "رضي ح ىلإ
خخاي حاىسخص رخ ي كظه خ، ل جش حالإلظىش طملإ ز حاظس أطلإ رحي " ىلإض، حاظزمذ
خ قخاضلإ ضي ح هلإ هلإ خثؼش ر (-7) : س ح ض رط ح س طمعلإط سم يق قخثم »: خثم حالإ ارؿش حالس ه خ ق ر رلظلإ مه ا لإ . «انس حالإمئلإ
طىه أر احا
89 Refined Elementary Madrasah Curriculum
GRADE IV
Respect for neighbors
ه مز رض (-1) مخ قخ ه حرلإ : ح ىلإ س ح قخ رط ح سط سم :« ػ ر ط خر كظس ىىلإض أوس ـ زي ي ى رخالإ رحي . «مخ سح ؿزلإ
حازخخر
ط سم قخ (-2) س س ح »: هلإ طع هلإ أر ػزيلإق أنس حاىسز ح س مه لا يئلإ ح س مه، لا يئلإ ح س مه، مهلإ يخ رط ح س :ق . «لا يئلإ : قخ
« حيق رحي حازخخر. «حاسذ لا يؤلإمه ؿخري ر
هلإ أد (-3) زيزس رضي ح ىلإ : قخ أنس رط ح س ح ط سم قخ " : ، مضلإ لإ ا للإ ق لإ خ زحلله أ حلآخز ف لإ حالإ مه رخ مهلإ خن يئلإ
مه رخ مهلإ خن يئلإ ز لإ ؿخري، كلإ حلآخز ف لإ حالإ مه رخ مهلإ خن يئلإ ف ز لإ ض لإ كلإ حلآخز ف لإ لإ حالإ رحي حازخخر مظ م".
ط سم، قخ هلإ أد (-4) زس، هلإ رط ح س ح زيلإ مهلإ خن »: لإ حالإ مه رخ مهلإ خن يئلإ ؿخري، حلآخز، ف يئلإ لإ حالإ مه رخ يئلإ
لإ ح أ ق لإ خ زلله حا حلآخز، ف لإ مه رخ مهلإ خن يئلإ ، ف ز لإ ض لإ كلإ حلآخز، ف لإمضلإ اره كزخن . «ا للإ
ز ) (-5) ز خ لإ لإ خ لإ لإ ز ملإ ا أوخ خ لإ لإ .( لإ ا
90 Refined Elementary Madrasah Curriculum
Concern for family
ن س ح (-1) ا قخ طؤالإض خثؼش مخ خن حاىسز م ه حاطلإ زح هلإ ارلإ لإ ى ف أ ط سم يللإ ، فب ح ك زص : قخاضلإ , لإ ىش أ لإ خن ف م
رحي مظ م . (حالس س قخ اا حالس س
م )(-2) ارلإ ك ه، ف حالإمظلإ ظ لإ م أ لإ ارلإ ف طز ح ، ظ فقلإ م أولإ ارلإقخ ك، لإ ف أ ظ فقلإ خ أكذن اا ح قخ حاسذ أولإ ك أين لإ ف أ ظ فقلإ : أولإ
زأطكملإ ف في حملإ مش حاسظ ط عو ؿزن كظس حا نقلإ (.اوسكملإ طئلإSupport staff, chores
ي قخ (-1) ه ط زر رلإ ىخ أد : ه حالإمعلإ ا رن ر رخ اخ لإ رزلإ ذس فب ح لإ رلإ
ا فكخوضلإ ا غ مك اا رزلإ ص رزلإ لإ أخذلإ ىخ يخ أرخ ر ا فق لإ مؼلإ غ م رللهخ غ زي لإ ػ ط لإ ظ ط سم : قخ ,ك سشلله ض رط ح س ح طمعلإ
يكملإ : يق ض أيلإ م ح طللإ حوكملإ ؿع ,اخلإ ض ي ي فمهلإ خن أخي طللإخ يؤلإ ممس عملإ لإ زض ,ف لإ خ ي لإ ممس ظ كلإ الإ , ز مخ ي لإ ف لا يك مخ , ف فبنلإ س
عىلإ ف لإ ز أر احا". ي لإAccommodating visitors
هلإ أد (-1) زس رضي ح ىلإ زيلإ ط سم : أنس رط ح س ح مهلإ خن : "قخ ، مضلإ الإ للإ ق لإ خ زحلله أ حا حلآخز ف لإ مه رخ مهلإ خن يئلإ
حلآخز لإ حا مهلإ رخ مهلإ خن يئلإ ز لإ ؿخري، كلإ حلآخز ف لإ لإ حا مه رخ يئلإ ف ز لإ ض لإ كلإ رحي حازخخر مظ م". ف لإ
91 Refined Elementary Madrasah Curriculum
Friendship, brotherhood
زس هلإ أد (-1) زيلإ : قخ رضي ح ىلإ قخ رط ح س ح ط سم حاسذ ": ض ح كظس وفلإ لإ مى لا طئلإ ح لإ مى ىسش كظس طئلإ ـ ح حالإ لإ خ ر ي لا ط لإ
ىكملإ ؼح حاظس ر لإ ظملإ أفلإ ظمي طلخرزلإ ز ا ح فع لإ ح أف أاانكملإ أملإ لإ أر " طلخراحا
ط سم، قخ (-2) ، ه حاىسزي س ح لإ هلإ أوض رضي ح ىلإ :س ح يمخن ) هس ك ؿ ر أكذس : ػ ع مهلإ هس ف رطا أنلإ يكن ح
زي أنلإ يعا ف أنلإ يكلإ الاس ، لا يلزن أنلإ يلذس حامزلإ مخ، ح خ ط ممس اا لإذف ف زي أنلإ يقلإ ، مخ يكلإ قذي ح مىلإ أنلإ أولإ ز رعلإ كفلإ مظفي . ( حاىسخر حالإ
هلإ أد (-3) ط سم، ، ه حاىسزي س ح لإ زس رضي ح ىلإ زيلإ م ح ف ): قخ عش ي ن طزلإ لا س الاس ن لإ ي ػخد : امخ خا ،
رؿ ن طلخرسخ وؼؤ ف مع سي رخامظخؿ ، ز رؿ ق لإ ، ؿ س زخاس ح شس ؿمخ ، ف ه زأس حص كظلإ حملإ رؿ ا ظلإ ، قخ طفزس
ظمعخ ح حؿلإ م : فقخ خ كظس لا طعلإ فخ رل قش ، فؤخلإ رؿ طل س او ي أخخف ح ،
ىخي رؿ ز ح خخا خلله ففخضضلإ لإ ، في يم ى مخ طىلإ مظفي (ػمخا
هلإ (-4) ، قخ أد زس رضي ح ىلإ زيلإ : قخ رط ح س ح ط سم حاق خمش ): لإ : انس ح طعخا يق ي لإ ـ اي حا أيلإه حامظلخرنن ر
لا س الاس ي لإ ملإ في ي ي رحي مظ م. (أ نط سم قخ (-5) س س ح ه مخاك أنس حاىسز لا طزخغ ح »: هلإ أوض رلإ
م أنلإ لا يل ن امظلإ حوللهخ اخلإ وح زخا ح س لا ط حرزح لا طلخط ح ػ ع ا خ لإ ز أخخي ف ـ لإ طىه أر احا. «ي
92 Refined Elementary Madrasah Curriculum
Caring for animals and other creations
ع هلإ أد (-1) ، هلإ رط ح س ا يعلإ ص رضي ح ىلإ لإ حا رهلإ أط سم، قخ انس ح ظذ ح: "ح ظملإ لالإ ، فب ح قظ لإ ػيلإ ظخن كلإ
زط ل لإ أك ملإ ػفلإ الإ لش، رلإ ح حاذس لإ ظى ظملإ فؤكلإ ا ح رللإ ش، اقظلإ ح حلإ لإ ظى فؤكلإ لظ زفلإ ر لإ الإ رحي مظ م".
ط سم قخ (-2) س ح أنس رط ح س ح س : هلإ وخف هلإ زلإخ حاىسخر » خ كظس مخطضلإ ف خ ضلإ ف ىظلإ ـ س ط زس
زأس ف رض حملإ , ذ لا
خ كزظظلإ خ ا لإ طقظلإ خ عمظلإ خ طؤلإ مهلإ خؼخع ,أ لإ طز ظلإ
لا ض . «حارلإ
قخ (-3) فع حن يزلإ ه معلإ ي : هلإ خخا رلإ فلإ ؿ س رف ي يلذن حاز انس ح شس عىلإ مخ لا يع ه حالإ يع ه م , ـ حد حاع ذي حا س ظملإ ا ح ر زلإ
ض خ مه حارلإ خ مىخسا لإ شا خ ,فؤولإ ح ـ رشلله فخولإ ض ؿ لإ فبنلإ خوضلإ حارلإخ زيلإض ف ,رىقلإ حاظسعلإ ايخس ملإ حد حا س حالإل سخص خ مؤلإ طىه . ( حا نز فبوس
طع ره مىلر
زس (-4) زيلإ هلإ أري ط سم رضي ح ى س ح : ، هلإ رط ح س( ، زقضلإ فؤكلإ يش مهلإ قز حاىسملإ ز خ ، فؤمز رقزلإ شلله قز ضلإ وز خ مه حاولإ أنس وملإ
شلله مه حامم طظز ق ض أمس كلإ لإ ش أ ك وملإ أ لإ انلإ قز ظلإ اا لإ ك ح س لإ طىه . (فؤ حاز ق
93 Refined Elementary Madrasah Curriculum
GRADE V
Importance of knowledge
ح (-1) مخح هلإ زلإ ح ىلإ ه زسخص رض أنس رط ح س ح : رلإط سم قخ ف ) : لإ ح يفق زلله خ لإ
يلإه مهلإ يزا ح ر طىه حاظزمذ . ( حا
ه حاعخؽ (-2) ز رلإ ح رهلإ ملإ : هلإ زلإ قخ قخ رط ح س ح م زض حاع لإ اكهلإ يقلإ مه حاىسخص ظش خ يىلإ ظشح لله م حولإ زض حاع لإ ط سم انس ح لا يقلإ ح لإ خلالله فظج س خ ؿ خ حطسخذ حاىسخص ر طلله ز لإ خاملله ض حاع مخ كظس ا ح املإ يظلإ رقزلإ
ح لإ أض ن ح لإ م ف ن ح ر ز لإ لإ ظ طىه حاظزمذ (فؤفلإ
(3 -) ـ اح ف مظلإ رلإ خ م أر حا س ض قخ ىلإض ؿخاظلله ه ق لإ هلإ ؼ ز رلإي اح ,امؼلإ رلإ خ ي رؿ فقخ يخ أرخ حا س ـ ط , ف ظك مهلإ م يىش حازس او ؿجلإ
س ح هلإ رط ح س ػ ط سم ال يغ ر ى أوسك طل س ح ط سم مخ ؿجلإض الخؿش . س ح ض رط ح س قخ فبو طمعلإ
ط سم يق خ »: ملله لإ ذ ف خ ي لإ خ مهلإ ,مهلإ ط ك زيقلله زيقلله ر ط ك ح سىسش ـ م , ز حالإ ع لإ خ ا خاذ حالإ خ رضلله ىلظ انس حالإم ثكش اظ أؿلإ عخام , انس حالإ
ض مهلإ ف حارلإ حص م مهلإ ف حاظس فز ا ظ لإ مخ ,ا ظلإ ف حالإ لإ حالإل ظخن ف ؿ , ر طخثز ز لإ ش حالإ قمز ا لإ حالإ عخر ف لإ عخام حالإ حالإ انس ف لإ
ح ذ ك ز خ ,حالإ رػش حاولإ ع مخ انس حالإ لا , ح ػح ايىخرلله رس ز خ املإ ي انس حاولإ حفز م فمهلإ أخذي أخذ رل ع لإ ػح حالإ رس خ ملله طىه أر احا . «ارلإ
حال ظخن )(-4) خ ز لـإ ش ف ك ض كظس حاىسملإ مهلإ ف حارلإ م ثكظ انس ح ز ,ف حامخ (. ا ل نن مع مي حاىسخص حالإخ لإ
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Respect for teachers and elders
(1-) ، ر حاولإلخر رضي ح ىلإ ز حاز لإ ه ملإ زش رلإ عا قلإ هلإ أري مظلإ ط سم : قخ ملإ اكظخد ح ، ): قخ رط ح س ح زإ أقلإ لإ يئ ن حاق
، ح لله ىسش ط ح في حاظن لإ ىسش، فبنلإ خو ملإ رخاظن م ، فؤ لإ ح لله قزح س ط فبنلإ خوح في حالإهس لا يئمس ملإ طى خلله، م ، فؤقلإ ح لله زس ط لـإ ح في حا لإ زسلله، فبنلإ خو لـإ ملإ م فؤقلإ
و الاس رب لإ زمظ طكلإ ظ ع لإ في ر لإ لا يقلإ ، خو ؿ في ط لإ ؿ حازس رحي . (حازس. مظ م
، قخ (-2) عز : هلإ أري مط حاػلإ س ح قخ رط ح سط سم ز ): آن غ لإ قزلإ كخم حالإ م، زش حالإمظلإ زح لإ حاؼس لإ ا لإ
انس مهلإ اؿلإ ح سظط مقلإ خن حالإ زح حاظن لإ ا لإ ، خفي ىلإ ـ حالإ م خاي ف ه . (حالإ حي حرلإ ر
ه زخاس ف رلإ لإ ر مزخر ، طىه حاز ق. حالإTruthfulness, kindness
قخ (-1) ح س حث هلإ زلإ : هلإ أر س ح قخ رط ح سط سم ر »: ـ ف اا حالإ لإ كذد ي كذد فبنس حالإ حالإ ر ,ايسخ ملإ ـ ف انس حالإ
اا حاىسخر لإ ,ي ظذ ىلإ حالإكذد كظس يكلإ يظلزس ذد ؿ ا كلإ انس حازس حرللهخ ذس زز ,ح س اا حالإ لإ ي فبنس حال لإ كملإ رخال لإ لإ , لإ ززس ي انس حالإ ىسش ـ ,اا حالإ ح س ظذ ىلإ كظس يكلإ حال لإ يظلزس ؿ ا للإ انس حازس خ يقلله طىه أر احا . «
(2-) ، ه حاىسزي س ح عخن رضي ح ى ه طملإ حص رلإ هلإ حاىسط سم قخ ه حاخ ي : " ح,حاززن كظلإ ظك لا ,ػلإم مخ كخ في وفلإ ض أنلإ لإ ر
حاىسخص رحي مظ م ". ي لإ
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قخ (-3) ز رضي ح ىلإ ه معلإ حر ش رلإ هلإ ض رط ح س ح : أط لإط م فقخ ض : ؤ ه حازز ق لإ زك، : "قخ . وعملإ : ؿجلإض طظلإ ض ق لإ ظفلإ حطلإ
ح ذ، حاق لإ مؤنس اا ح لإ ض حاىسفلإ مؤوسضلإ اا لإ ض لا حاززن مخ ح لإ ػلإم مخ كخ في حاىسفلإلإ ظ أفلإ ظخ حاىسخص انلإ أفلإ ر، ا في حالس لإ طزاس ك يغ كظه ريىخي في ".
مظى ح مخم ه أكم ره كىز حا حرمي ربطىخا كظه
(4-) س ح ه حاىسز هلإ طخام هلإ أر ز لإ ه حاشن هلإ ق لإ
ط سم قخ م ح » م أخ حالإمظلإ ,الإمظلإ م لا يظلإ م مهلإ خن ف , لا ي لإ ف كخؿظ فبنس ح س خ ,كخؿش أخ ر ىلإ ؽ ح س رشلله فزس م زلإ ؽ هلإ مظلإ مهلإ فزس
ق خمش حالإ لإ رشلله مهلإ زد ي ق خمش , زلإ حالإ لإ ي خ طظزي ح س ملله مهلإ طظز مظلإ طىه . « أر احا
ط سم قخ (-5) س ح زس ه حاىسز زيلإ ض هلإ »: هلإ أر مهلإ وفس خ ولإ رشلله مهلإ زد حا ن م زلإ ق خمش ,مظلإ حالإ لإ رشلله مهلإ زد ي زلإ ىلإ ض ح س , وفس
حلآخزس خ ولإ ف حا ن لإ ز ح س ظز يظس ز معلإ مهلإ يظس مهلإ طظز , حلآخزس خ ولإ ف حا ن لإ م طظز ح س ,مظلإ عزلإ مخ خن حالإ عزلإ ن حالإ لإ ف ح س
ن أخ لإ يش . «ف مخن هلإ أر معخ زلإ ؼلإ ا املإ يذلإ ز »قخ أر اح مهلإ يظس ظز طىه أر احا. « معلإ
Discipline and obedience
قخ (-1) رخض رهلإ طخريش رضي ح ى ـ ق حاعزلإ هلإ أري و ىخ : " رفضلإ د، لإ خ حاق ؿ ضلإ مىلإ شلله لإ ط سم م رط ح س ح
خ حاع ن ىخ. مىلإ ا : فق لإ ش م لإ خ م ىخ يخ رط ح ، ؤوس لإ : قخ . فؤ ، ز كملإ زلإ انلإ طؤمس حا سخ ش، ملإ حاظس ، ؿ س ح لإ شس كملإ رظقلإ لإ أ
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ظ فخلله ؼ زحلله مهلإ يعغلإ مىكملإ فظ ز حخلإ طىسش حاخ فخ . فبوس فع كملإ رظىسظي ي ه لإ حػ يه حام ػخص حامر، ,حازس مللإ ايسخ ملإ حؿذ، خ رخاىس ح لإ ن
ش ض اش رحي أر احا حاظزمذ " فبن س س ر لإ
Protection of the environment
خ اا (-1) يي رعغ ؿ ػلله ز حال ه طع أنس أرخ ركلإ رلإ هلإ مخاك هلإ يللإ خن ه أري طفلإ ؼي م يشي رلإ خ فخزؽ يملإ ك ,حاؼس مهلإ ط لإ خن أم ز ررلإ
رخ رلإ ز ,حالإ ش : فش مح أنس يشي قخ اري ركلإ خ أنلإ أولإ امس ذ خ أنلإ طزلإ فقخ , امسز مخ أوخ رزح ذ :أر ركلإ ذي في طز , مخ أولإض رىخس ظظذ خ خ او ي أكلإ
,ح س ملإ : ػمس قخ ا فذرلإ ملإ س فظ ملإ كزسظح أولإ خ س مح أوس ملله لإ ق ـ اوسك طظ
ملإ ا فظ ملإ كزسظح أولإ مخ س مح أوس طخط , لإ خ فللح هلإ أ ملله لإ ق ـ طظ عز ملإ مهلإ حاؼس ,ر ط رخاظس لإ زدلإ مخ فللح ىلإ او ي م ك , فخضلإ
ز ح :رعؼلإ مزلله ح مؼلإ زلله ـ عهس ػ لا طقلإ خ زملله ح لا ز زلله لا ز خ زأسلله ظ هس حملإ لا طقلإزقهس وللإ لله لا طللإ ح الاس امؤلإ ش لا رع زلله قزنس ػخسلله لا طعلإ ح رهس خمزلله لا طخز
قىس لا ط ز زهلإ , لـإ لا ط لإ لا ط لإ م ؤ ره مخاك . (
ه أر خاذ قخ (-2) رلإ ه أر يشي هلإ خا رلإ : هلإ زس ىلإض م حاىسز ؿز ز ظقلإ خ فمخ حطلإ حك لإ ض و ىخ ف رعلإ ط سم رمكسش فخزؿلإ س ح
يق ز الاس ـ لا ػ ك يخ رط ح س : طىه حاظزمذ. ( حاظس لإ
ه مخاك (-3) هلإ أوض رلإ , رضي ح ى س ح أنس رط ح سح ززلله مىلإ حطسخذح ا ؿذلإ ط سم خ ذ اا اشلإ , ذلإ ـ فلهس حالإ فخ ذ لإ
فظكه ,كى ه حاىسخقش ط سم فمظس ن س ح طىه . ( فىش حاىسزحاظزمذ
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زيزس هلإ أد (- 4) ط سم قخ , رضي ح ى : ه حاىسزي س ح لا يز أك ملإ ف ظظ مىلإ حثم ػمس ي لإ مخ حا س طىه حا رم . ( حالإ
ح حالإم ه حاؼس ع )(-5) لإ ض : حطسق طللإ ف حا حاززحس ف حا نزقخص زس ـ (.حاؼس
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GRADE VI
Maratibu din Al-Islām
أيلإ خلله قخ (-1 ) رط : " هلإ مز رضي ح ى ه ؿ ص ىلإ ر ىمخ وللإط سم حص ي ىخ رؿ ػ ي ر خض ,ح س ح ا لإ لإ
خد مىسخ أك ، ,حاؼ زف لا يعلإ فز، أػز حاظس ز، لا يز علإ حا حاؼس ػ ي طط سم ى ر ,كظس ؿ ض اا حاىسزي س ح ، لإ فؤطلإ زظ اا ر لإ رظ
قخ فخذي ض فس ن : ززلإ ، أخلإ طلإ ، فقخ لا ه حيخ ملمسط سم الاس ح لا ح : رط ح س ح ألاس اا أنس ,طلإ أنلإ طؼلإ
طلؾس طل رم خن، خس، طي حاشس طئلإ طق م حالس س، ملمس حلله رط ح ، طز لله ض اا ظ علإ ض ان حطلإ ز لإ ض : قخ . حالإ . قلإ ق يل ؤا أنلإ يظلإ ىخ ا زلإ ـ فع
ززن : قخ ه حفؤخلإ ، : قخ . يلإمخن لالإ رط ، ظز ، م ثكظ مه رخ أنلإ طئلإخز حلآلإ لإ حالإ ي , ػز زي ر خ لإ ق لإ مه رخالإ طئلإ ض : قخ . ن : قخ . قلإ ززلإ فؤخلإخ ش خث : قخ . ه حاظس م مه حاظس خ رؤ لإ ئ ىلإ ن . ح حالإمظلإ ززلإ هلإ قخ فؤخلإ
خ عخاش ر خ : قخ . أمخرحط عزحس حالإ أنلإ طز حالإلفخس حالإ خ، مش ررسظ أنلإ ط حالإخ ان ف ,حاؼس ي ف زؼلإض م خلله، ػمس قخ يظ خ خن ػمس حولإ زىلإ ر : حالإ يخ مز، أط لإ
ض خث ق لإ م : مه حاظس أ لإ رطا مكملإ : قخ . ح أطخ ملإ يع زيلإ ؿزلإ فبوسىكملإ رحي مظ م " ايلإ
Halāl and Harām
مخ قخ هلإ أد (-1) ه رؼ ز رضي ح ىلإ مخن رلإ ح حاىنعلإ ض : زلإ طمعلإط سم يق ه، : "رط ح س ح انس حالزح ر ه، انس حال ر
خص زلإ هس ؼ ز مه حاىسخص، فمه حطسق حاؼن م خص لا يعلإ ظز مخ أمر مؼلإ ى ر لإ
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ق ف خص زلإ ق في حاؼن مهلإ ، ض زلإ ى زأ ا يلإ ظزلإ حالزح ، فق حطلإ
ح م ك خازس انس اك ، ألا ط ف ك حالإلم يػك أنلإ يزلإ يزلإانس ف ، ألا انس كم ح ملخرم ، ألا شلله كملله ظ م لإ ـ ا ح لضلإ , حا
ظ ن ـ , ق حا ظ ن ـ ا ح فظ صلإ فظ حا ذ , ي حاق لإ رحي ". ألا حازخخر مظ م
قخ هلإ أد (-2) زيزس رضي ح ىلإ : قخ رط ح س ح لإط سم مى ه رمخ أمز : انس ح أمز حالإمئلإ زخلله، ز الاس انس ح طعخا ذ لا يقلإ
ط ه، فقخ طعخا حالإمزلإ زخص ح م ح : )ر ط ح مه حا خ حازن يخ أين
قخ طعخا ,( خالخلله ىخ ملإ : ) زخص مخ رسقلإ خ حاسذيه آمىح ح مهلإ ,(يخ أينمخ يخ رد يخ اا حاظس زز، يم ن ي ي عغ أغلإ فز أػلإ ؿ ي حاظس ػمس ز حازس
غذ رخالإلزح ، فؤوس كزح ، زظ م لإ كزح ، زر مؼلإ كزح ، عم م لإ ، رد خد ا ـ ظ رحي مظ م". يظلإ
Sincerity
مى ه أد (-1) ه حاخ سخد رضي ح طعخا هلإ أم ز حامئلإ ؾ مز رلإ كفلإ قخ ط سم يق : ىلإ آا ض رط ح س ح طعخا : طمعلإ
سخص مخ رخاى لإ ,اوسمخ حالإ زة مخ و حملإ اوسمخ اك اا , زط لـإ فمهلإ خوضلإ
رطا اا ح زط لـإ ف رطا لإ ,ح خ أ ز خ يل لإ ا ولإ زط لـإ مهلإ خوضلإ خؿز اا لإ اا مخ زط لـإ خ ف كل زأس يىلإ رحي حازخخر مظ م . (حملإ
Humility
ط م قخ (-1) ح زس أنس رط ح س زيلإ ردس »: هلإ أر ي ارزس
ظم ح س لإ أقلإ حد ا ف رخارلإ عغ م لإ رحي مظ م. «أػلإ
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، قخ (-2) ذ حالإخشح ي لإ ه س ح : هلإ كخرػش رلإ ض رط ح س طمعلإط سم، يق لإ »: ع ، ا ظ لإ ىسش، ن ضع مظلإ ـ حالإ لإ زز ملإ رؤ ألا أخلإ
زز ظكلإ حا مظلإ س ؿ حاىسخر، ن ظ لإ زز ملإ رؤ ي، ألا أخلإ ارزس ظم ح س . «أقلإ
حيش ذي حاز ز يىخ في غ لإ ر زز »: ظكلإ حا مظلإ س ز ؿ طىه حاز قي . « ن ؿعلإ
ه حاخ سخر يق (-3) ه رلإ ه حاخ سخد : هلإ ز ح رلإ ض مز رلإ طمعلإزز يق مىلإ حالإ : رضي ح ىلإ مظ حض رف ح ككلإ ا ح ط انس حاعزلإ
قخ ف : ف أولإعغلإ وعؼك ح ف كق ز ى ا ح لإ ه حاىسخص ز ز، أ لإض، فقخ ح اا حارلإ لس ح لإ لله ز ف : طكزس ظؤ ح ف ظؤلإ أخلإ حخلإ ظ وفلإ
ف قز ف ز ز، أكلإ ه حاىسخص كق ز كظس شيز، أ لإ ه حاىسخص مهلإ خىلإ أ لإخ حاىسخص، لا : ػمس قخ ح ح اا زخاي قخ ص يخ أين : فقخ قخث : رلإ
لك ح قخ ض أك ملإ قخض خ، ف حاىسخص كظس : ح أ لإ لـإ يخ، ف حاىسخص كظس يق أك ملإ امخملله ، ملإ ف ملإ مخ ض اا يزلإ
ملإ ف ملإ مخ ض اا طىه حاز ق. (يزلإ
، قخ (-4) ، هلإ أر ىي ـ ه أوض حالإ ه معخ رلإ رلإ لإ : هلإ ط قخ رط ح سط سم شس : س ح خ س حضعلله ط ر لإ يقلإ زخص مهلإ طز حا
ؿ س ق خمش رإص حالإخ ثي , حالإ لإ ي كظس يخ سز مهلإ ك , ا خي ح سخ ػخ زض مهلإ أي طىه حاز ق . (ح يمخن ي لإ
Forgiveness and self-control
ط سم (-1) قخ رط ح س ح : سمى رر رظظلإ ): ف أنلإ أ لإهلإ مى أ مهلإ ق عى, مس مهلإ كزمى, أ لإ ظ , أنلإ يكن ملإ
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ح زلله ح, فكلإ زلله ق لإ و لإ ح, زلله و ز زلإ ع ه , حالإ ز ف حاظ حال لإ حا , ف الإ
حا ذ ض ح, حاز ز لالإ حافقلإ ظلخا ف حا ى . (قلإWise spending of resources
حا، قخ (-1) رس ، هلإ حاؼسقفي ح س ه ز لإ رلإ ه : هلإ ملمس م زس رلإ ظذ حالإ
ظذ ر ي حا أوس رس س م يش، زش اا معخ س : ػعلإ ض رط ح س أو ي طمعلإط سم، قخ ػ ػللهخ: ح كزس زىخص، : انس ح س ألإا حالإ حا حص، ق حالإ
خ هلإ ػ ع مىلإعلله و خص، االإلخف : مخ ، اضخ ش حالإ قخ ، ق ئح طىه از ق . (حاظن
زي اكملإ ػ ػللهخ )(-2) يكلإ ض اكملإ ػ ػللهخ ز ي : انس ح يزلإ ض اكملإ أنلإ طعلإ يزلإ ػ جللهخ ز ح ر لا طؼلإ , اخلإ ؽ حاعزخاس ا , ، ملإ ظ خمس م ه مىخ لش حامظلإ
ئح زس حاظن ؼلإ قخ ، زي اكملإ ق لإ يكلإ اضخ ش حالإمخ , .) Quality and hard work
(1-)( قى ي ا ح م م لله أنلإ يظلإ (.انس ح يلذن زلإ
ح ػ خركملإ )(-2) لإ ظى أكلإ ح ركخاكملإ لإ ل حوكملإ فؤ لإ اوسكملإ قخامن اا اخلإشلله ر ه حاىسخص ؤوسكملإ ػخمس غ ,كظس لا حاظسفلن غ (. فبنس ح لا يلذن حافللإ
Self-reliance
ط سم (-1) س ح ذ مخ »: هلإ خثؼش قخاضلإ قخ رط ح س انس أ لإ ز ا ي مهلإ ظلإ انس ز ؿ مهلإ ظلإ طىه اره مخؿ . «أ حازس
(2-) س ح هلإ رط ح س ر لإ يكزد حاشن ه معلإ ح رلإ مقلإ ه حالإط سم قخ ذ مهلإ م ي ي »: خ أ لإ زلله ؿ ظلإ ؿ ,مخ ظذ حازس في حازس مخ أولإ
قش ف خخام ا ي لإ أ ظ طىه اره مخؿ . « وفلإ
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Industriousness
ط سم (-1) س ح زس قخ قخ رط ح س زيلإ مخ رعغ »: هلإ أر غىم وز خ الاس رح أولإض يخ رط ح س . «ح س لخر أ لإ أوخ »:قخ . قخ ا
قزحريط مكسش رخالإ لإ خ ا خ ى ن ػخس رق زحط . « ىلإض أرلإ يعلإ يلإ . (قخ ططىه اره مخؿ
ح ط م (- 2) زس أنس رط ح س زيلإ هلإ أر رحف هلإ أر ح»: قخ خرلله سـ طىه اره مخؿ . « خن س زيسخ و
(3 -) خ حاظس هلإ أر كم لإ ه طع حاولإلخر م ك رلإ حالإ : قخ , هلإ زلإط سم س ح خ فبنس »: قخ رط ح س ولإ م ح ف ذ حا ن أؿلإ
ز امخ خ ي ا طىه اره مخؿ . «م ظس
ط سم (-4) س ح ه مخاك قخ قخ رط ح س م »: هلإ أوض رلإ أ لإ ز آخزط أملإ خي ز اولإ من رؤملإ مه حاسذ ي خ حالإمئلإ م اره مخؿ . «حاىسخص
ط سم (-5) س ح قخ قخ رط ح س ح س ه زلإ خ »: هلإ ؿخرز رلإ أين ف لإ ظ خ اهلإ طمص كظس طظلإ ظلله م ح ف حا س ذ فبنس وفلإ أؿلإ حاىسخص حطسقح ح س
ا ح م ح ف حا س ذ خذح مخ ك س أؿلإ خ فخطسقح ح س ؤ ىلإ انلإ أرلإ خ ق رسلإ اره مخؿ. «مخ كز
103 Refined Elementary Madrasah Curriculum
LIST OF SUWAR FROM JUZ’ ÂMMA
No. Suwar (Chapters) English Meaning Total Verses
1 Sūraĥ al-Fātihaĥ The Opening 7
78 Sūraĥ an-Naba’ The Great News, Tidings, The
Announcement 40
79 Sūraĥ an-Nāziât Those Who Tear Out, Those
Who Drag Forth, Soul-snatchers 46
80 Sūraĥ Âbasa He Frowned 42
81 Sūraĥ at-Takwīr The Folding Up, The
Overthrowing 29
82 Sūraĥ al-Infiṫār The Cleaving Asunder, Bursting
Apart 19
83 Sūraĥ al-Muṫaffifīn
The Dealers in Fraud,
Defrauding, The Cheats,
Cheating
36
84 Sūraĥ al-Inshiqāq The Rending Asunder, The
Sundering, Splitting Open 25
85 Sūraĥ al-Burūj The Mansions Of The Stars,
Constellations 22
86 Sūraĥ aṫ-Ṫāriq The Night-Visitant, The Morning
Star, The Nightcomer 17
87 Sūraĥ al-A'lā The Most High, Glory To Your
Lord In The Highest 19
88 Sūraĥ al-Ghāshiyaĥ The Overwhelming Event, The
Pall 26
89 Sūraĥ al-Fajr The Break of Day, The Dawn 30
90 Sūraĥ al-Balad The City, This Countryside 20
104 Refined Elementary Madrasah Curriculum
No. Suwar (Chapters) English Meaning Total Verses
91 Sūraĥ as-Shams The Sun 15
92 Sūraĥ al-Layl The Night 21
93 Sūraĥ ad-Dhuhā
The Glorious Morning Light, The
Forenoon, Morning Hours,
Morning Bright
11
94 Sūraĥ as-Sharh The Expansion of Breast, Solace,
Consolation, Relief 8
95 Sūraĥ at-Tīn The Fig, The Fig Tree 8
96 Sūraĥ al-Âlaq The Clinging Clot, The Clot,
Recite 19
97 Sūraĥ al-Qadr The Night of Power or Honor,
The Night of Decree, Power, Fate 5
98 Sūraĥ al-Bayyinaĥ The Clear Proof, Evidence 8
99 Sūraĥ al-Zalzalaĥ The Earthquake 8
100 Sūraĥ al-Âdiyāt The Courser, The Chargers 11
101 Sūraĥ al-Qāriâĥ
The Striking Hour, The Great
Calamity, The Stunning Blow,
The Disaster
11
102 Sūraĥ at-Takāthur The Piling Up, Rivalry In World
Increase, Competition 8
103 Sūraĥ al-Âŝr The Time, The Declining Day,
Eventide, The Epoch 3
104 Sūraĥ al-Ĥumazaĥ The Scandalmonger, The
Traducer, The Gossipmonger 9
105 Sūraĥ al-Fīl The Elephant 5
105 Refined Elementary Madrasah Curriculum
No. Suwar (Chapters) English Meaning Total Verses
106 Sūraĥ Quraysĥ Quraish 4
107 Sūraĥ al-Māûūn
The Neighbourly Assistance,
Small Kindnesses, Almsgiving,
Have You Seen
7
108 Sūraĥ al-Kawthar Abundance, Plenty
3
109 Sūraĥ al-Kāfirūn Those Who Reject Faith, The
Disbelievers, The Kafirs 6
110 Sūraĥ an-Naŝr The Help, Succour, Divine
Support, Victory 3
111 Sūraĥ al-Masad The Plaited Rope, The Palm Fibre 5
112 Sūraĥ al-Ikhlāŝ Purity of Faith, The Fidelity 4
113 Sūraĥ al-Falaq The Daybreak, Dawn 5
114 Sūraĥ al-Nās Mankind 6
106 Refined Elementary Madrasah Curriculum
TRANSLITERATION TABLE OF ARABIC LETTERS
Latin
Transliteration
Arabic Short
Vowels
Latin
Transliteration
Arabic Long
Vowels
VOWELS
a ā ا
i ī ي
u ū و
‘
CONSONANTS
A a أ Dh dh ض
B b ب Ṫ ṫ ط
T t ت Ẑ ẑ ظ
Th th ث Â â
Ḙ ḙ
Û û
ع ' '
J j ج Gh gh غ
H h ح F f ف
Kh kh خ Q q ق
D d د K k ك
Ḋ ḋ ذ L l ل
R r ر M m م
Z z ز N n ن
S s س Ĥ ĥ هـ
Sh sh ش W w و
Ŝ ŝ ص Y y ي Finalized on April 7, 2010 at SEAMEO INNOTECH, Quezon City inclusion to the 2010 Refined Madrasah Curriculum
Framework for the Elementary Level