TABLE OF CONTENTSdocshare04.docshare.tips/files/27064/270645676.pdf · 2017. 2. 2. · List of Suwar from Juz’ Âmma .....103 Transliteration Table of Arabic Letters.... 106

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.


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.


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.


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.

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Grade Level

Multi-Language Transition in ALIVE & SMC

Arabic Language

Mother Tongue/ Filipino/ English

I II III IV V VI


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,


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,


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,


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,


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,


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.


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!)


GR.


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


GR.


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


GR.


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?)


GR.


II 2. Identify details from short

stories heard with 2 to 3

sentences composed of 2 to 3

words

3. Identify Arabic words



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


GR.


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




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


simple conversation using 4-6


words based on

conversational pattern

6. Use nouns and verbs in

correct grammar form

1. Read sentences with 4-6

words with comprehension


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)


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)






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


simple conversation using 4-6


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


Man (who), Māḋā (what), Aina

(where) and Matā (when) in

stories read



4. Sequence events from stories

read

5. Summarize short stories read

in 2 to 3 simple sentences

1. Write words from


correct spelling from

dictation

2. Copy simple sentences

3. Write about oneself in simple

sentences


GR.


IV 6. Sequence events from stories

heard or viewed through

pictures/guided questions

7. Talk about oneself using

simple sentences


GR.


V 1. Identify main ideas of short

stories heard






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




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



Aina (where), Matā (when)

and Kaifa (how) in stories

read



7. Sequence events from

stories read

8. Infer the traits of characters


1. Write words 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)


GR.


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


sentences based on

observations

4. Copy compound sentences


GR.


VI 1. Give meanings of new words

heard

2. Retell short stories heard

3. Discuss main ideas of short

stories heard




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




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:


Mafȗl bihi(object/

receiver)

Fi'l Mabniy Lil Majĥul




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



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



dictation

2. Write about oneself and the


correct grammar using:


Maf'ûl bihi(object/

receiver)

Fi'l Mabniy Lil Majĥūl




3. Write about oneself and the


sentences

Use sentences according

to Tarkīb (construction)


to Dalālah (indication)

4. Write a simple composition

composed of 2 or more

paragraphs


GR.


VI 4. Talk about oneself and the


correct grammar


to Tarkīb (construction)


to Dalālah (Indication)

Use 4-6 sentences


sentences based on

observations


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.






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.



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.



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.



to memorize seven (7)


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.



to memorize four (4)


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.



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.




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


the Holy Qur'ān is

read


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


the Holy Qur'ān is

read


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


the Holy Qur'ān is

read


Ᾱyaĥ listened to

3. Identify the rules of

Waqf


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


the Holy Qur'ān is

read


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”


the Holy Qur'ān is

read


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’



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


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.


LEARNING EXPECTATIONS FOR SĪRAH


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


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.


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,


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.



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.



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.


LEARNING COMPETENCIES FOR SĪRAH


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



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


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



4.3. Give the

importance of

each value


learned

8. Identify values

from the

significant

events during

the first stage of

prophethood

9. Practice the

values learned


LEARNING EXPECTATIONS FOR HADĪTH




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



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


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.



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.



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.



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.


LEARNING COMPETENCIES FOR HĀDITH


1. Recite a Hadīth/

supplication before

sleeping and upon

waking up


supplication for

morning and

evening


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


supplications when

travelling such as

riding and getting

off a vehicle


supplications when

seeing good and

bad things


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


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


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



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



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



6. Recite Hadīth/

supplication when

going in and out of

the house and

Masjid

7. Identify values that

can be derived from

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


learned


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.


LEARNING EXPECTATIONS FOR ÂQĪDAH




to demonstrate

knowledge of Allāh

as the Creator, as God

and as al-Ahad (The

One); and show

reverence to the

power of Allāh .



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.



to understand the

concept of Tawhīd

(doctrine of Oneness

[of God]); and

acknowledge the

Oneness of Allāh .



to understand the

concepts of the 6

Articles of Faith (Īmān);

and recognize them.



to understand the

concepts of Ḙbādah

(worship) and its kinds

and Ihsān (perfection

of Ḙbādah ); and apply

Ihsān in daily activities.



to show

understanding of the

concepts of Shirk

(polythiesm), Kufr

(disbelief), Nifāq

(hypocracy) and their

effects.


LEARNING COMPETENCIES FOR ÂQĪDAH


Knowing Allāh – Marifatullāh

1. Familiarize with

different creatures

2. Appreciate the

creations

3. Identify Allāh as

the Creator


God


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



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



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


LEARNING EXPECTATIONS FOR FIQĤ




to demonstrate

knowledge of Ṫahārah

(purification) by

applying the

etiquettes; familiarize

with the 5 Pillars of

Islam; and

demonstrate Wudhū‟

(ablution).



to demonstrate

knowledge of Ŝalāĥ

(prayer) by performing

the 5 obligatory

prayers; and give the

importance of Ŝalāĥ.



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.



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.



to demonstrate

understanding of

Ŝawm including

knowledge of Najāis

(as integrated in

Mubṫilātus Ŝawm); and

recognize the benefits

and virtues of Ŝawm.



to demonstrate

understanding of Hajj;

recognize the benefits

and virtues of Hajj;

and identify the types

of Ghusl (as integrated

in Kaifiyyatul-hajj).


LEARNING COMPETENCIES FOR FIQĤ


1. Name the five Pillars

of Islam


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


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


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



4. Identify kinds of

water for

purification

Clean water

Impure/

Contaminated

water

5. Apply the etiquettes

of taking a bath and

Fitrah


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)


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



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


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.






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'.




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.




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




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




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




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



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.



Core Value/ Sub

Core/ Related

Values


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)


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


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


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


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


Allāh by:

avoiding


(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


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



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


derived from the

Hadīth (Marātibu

Dīn Al-Islam) as

obedience to

Allāh



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


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



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



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



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)


Core Value/ Sub

Core/ Related

Values


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


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



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


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


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)



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



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)


Core Value/ Sub

Core/ Related

Values


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


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



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)


Core Value/ Sub

Core/ Related

Values


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



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)


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.





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


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.


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


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.


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



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.


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.


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


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




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




and integrated process skills, and

acquire values, attitudes and


(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




and integrated process skills and

acquire values, attitudes and


(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.


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.


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.


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


3 In English grammar, it is the interrogative pronouns.


[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


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


7 Islamic Jurisprudence


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).


[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)


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


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)


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)


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



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



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



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



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



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



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



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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


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


، 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


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


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


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

http://www.ahadees.com/english-surah-1.html













http://wapedia.mobi/en/Makkah



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

















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


http://wapedia.mobi/en/Quraish




http://wapedia.mobi/en/Kafir






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

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