Islamic Religious Studies Scheme of Work For Primary 2
The Islamic Religious Studies Scheme of Work For Primary 2 is designed to introduce students to various aspects of Islamic knowledge, including the Arabic alphabet, vowels, two-letter words, and important Surahs. The curriculum also includes lessons on the attributes of Allah, the beautiful names of Allah, the Iqamah, and the use of shaddah and alif as maddah signs in Arabic writing. Through a combination of recitation, memorization, and practical activities, students are guided to understand and apply these teachings in their daily lives. The curriculum aims to instil a deep understanding and love for Islam in young students and lays a solid foundation for further Islamic studies in higher grades.
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First Term Islamic Religious Studies Scheme of Work For Primary 2
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| Week | Module/Topic | Objectives | Contents | Teacher’s Activities | Pupils Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|---|
| 1 | Revision of Arabic Alphabet | Pupils should be able to: | Recognition and pronunciation of the Arabic alphabet | Revise the alphabet | Listen attentively | Copy of the alphabet, flash cards |
| (1) Read the Arabic alphabet correctly | (1) Recognition of the alphabet | (2) Read in groups | Read individually and in groups | Chart with the alphabet | ||
| (2) Identify the letters of the alphabet | (2) Pronunciation of the various letters of the alphabet | (3) Identify the letters on the blackboard | Recite the alphabet individually | |||
| 2 | Introduction of vowels | Pupils should be able to: | Recognition and pronunciation of Arabic vowels | Read or pronounce the vowel sounds | Listen attentively | Chart with different vowels |
| (1) Distinguish the vowels: | (1) Reads or pronounces the vowel sounds | Writes the vowels on the chalkboard | Recite the names of vowels | Alphabet with vowel signs | ||
| Al – fathah, al- kasra, al- dummah and al- sukun | (2) Participate in writing and using vowels with letters | with proper pronunciation | ||||
| 3 | Joining of two-letter words | Pupils should be able to: | Identification, pronunciation, and writing of two-letter words | Writes two-letter words on the board | Identify the two-letter words on the board | Chart with two-letter words |
| (1) Identify two-letter words | (1) Identification of two-letter words | (2) Pronounces them correctly | Pronounce the two-letter words with vowel signs | Flash cards | ||
| (2) Pronouncing two-letter words | (3) Drills the pupils | Write the words in their exercise books | ||||
| 4 | Surah al-Lahb | Pupils should be able to: | Recitation and memorization of Surah al-Lahb | Recites the Surah | Recite after the teacher | Recorded Surah on Cassettes, CDs, etc. |
| (1) Recite Surah al-Lahb | (1) Recitation of Surah al-Lahb | (2) Recite in groups | Recite in groups and individually | Teacher’s copy of the Glorious Qur’an | ||
| (2) Learn by heart Surah al-Lahb | (2) Memorization of Suratul – Lahab | (3) Recite individually | Repeat the difficult words | |||
| 5 | Revision and introduction of more attributes | Pupils should be able to: | Recall and introduction of attributes of Allah | Revision of Al-Khaliq Al-Rabb Al-Rahman Al-Rahim | Revises and introduces five more attributes | Pictures depicting attributes of Allah |
| of Allah | (1) Recall attributes taught in year one | (1) Revision of Al-Khaliq Al-Rabb Al-Rahman Al-Rahim | (2) Discusses meaning of each attribute | Guides pupils to put into play the introduced attributes | ||
| (2) Mention attributes: | (2) Allah’s name as a Guide in Arabic is | (3) Guides pupils on applying attributes of Allah | on how to distinguish between how man sees, rules, and | |||
| (i) AL-HADI (The Guide) | AL-HADI | Put into play introduced attributes of Allah | judges | |||
| (ii) AL-MALK (The Ruler) | (3) Allah sends guidance through messengers and Prophets | |||||
| (iii) AL-HAKTM (The Judge) | AL-MALK | |||||
| (iv) AL-BASTR (The All Seeing) | AL-HAKIM | |||||
| 6 | Asma’u Allahi al-husna (Beautiful Names of Allah) | Pupils should be able to: | Recitation and comprehension of ten names of Allah | Writes names of Allah in Arabic | Listen attentively to name pronunciation | Cardboard with names in Arabic and English |
| (1) Recite the ten names of Allah listed under content | (1) Write the ten names of Allah in Arabic | (2) Recites the names after the teacher | Recite names individually or in groups | |||
| (2) Read the meaning of these names in English | (2) Write the English meaning of each name | (3) Recites names in order to memorize | Repeated recitation to learn names by heart | |||
| (3) Commit the names to memory | (3) Explain the meaning and importance of each | |||||
| 7 | Mid Term Test | |||||
| 8 | (1^ Iqamah | Pupils should be able to: | Recitation and understanding of Iqamah | Revises how Adhan is said | Listen to teacher’s recitation of Iqamah | Picture of worshippers standing for Iqamah |
| (1) Recite the Iqamah | (1) Recitation of the Iqamah | (2) Recites Iqamah step by step | Recite Iqamah step by step | Recorded Iqamah on Cassette, CD, etc. | ||
| (2) State when Iqamah is said | (2) Explains when Iqamah is said | (3) Recites the whole text | ||||
| (3) Explain why Iqamah is said | (3) Explains why Iqamah is said | |||||
| 9 | Learning five names out of the | Pupils should be able to: | Identification and mention of functions of Prophets | Reads the names listed | Mention five names out of the twenty-five | Chart with names of Prophets |
| twenty-five Prophets of Allah | (1) Mention twenty-five Prophets of Allah mentioned in the Qur’an | (1) Reads the names listed under content | (2) Writes English meaning of each name | names mentioned in the Qur’an | Flash cards, etc. | |
| (2) Mention five names out of the twenty-five names mentioned | (2) Identifies functions performed by the Prophets | (3) Explains importance of each function | (2) State that all Prophets are equally important | |||
| in the Qur’an | (3) Mentions functions performed by the Prophets | (3) Mention one function performed by the Prophets | ||||
| 10 | Brief History of Prophet Adam (AS) and Nuhu (AS) | Pupils should be able to: | Narration of history and qualities of Prophet Adam and Nuhu | Narrates history of Adam and Nuhu | Point out favours done to Prophet Adam | Picture of Ark with flood |
| (1) Narrate the history of Prophet Adam (AS) and Nûhu (AS) | (1) History of Prophet Âdam and Nûhu | (2) Explains attitudes of Nûhu’s people | Explain consequences of disobedience of son and | |||
| (2) State the qualities of Âdam (AS) and Nûhu (AS) | (2) Quality of Âdam and Nûhu | (3) Narrates history of Nûhu, his people | people of Prophet Nûhu | |||
| (3) Mention consequences of disobedience of the son and people | (3) Consequences of disobedience of son and people of Nûhu | (4) Mention punishment inflicted on Nûhu’s people |
WEEK 11: Revision
WEEK 12&13: Examination
Second Term Islamic Religious Studies Scheme of Work For Primary 2
Read Also: Islamic Studies Scheme of Work for Primary 4
| Week | Module/Topic | Objectives | Contents | Teacher’s Activities | Pupils Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|---|
| 1&2 | Joining of three-letter words | Pupils should be able to: | Revision of two-letter words. | Revise previous alphabet letters | Listen to teacher’s pronunciation | Cardboard with alphabet letters |
| (1) Recall the two-letter words done earlier. | Joining three-letter words to form a word. | Write complex letters on board and pronounce them | Pronounce letters correctly | |||
| (2) Join three-letter words to form a word. | Identify three-letter words. | Pinpoint letters with similar sounds and differences | Recite all twenty-eight letters | |||
| 3 | Introduction of shaddah and alif as maddah sign | Pupils should be able to: | Shaddah and alif as maddah signs. | Pronounce words when vocalized | Identify shaddah in a word | Chart with shaddah and alif as maddah signs |
| (Prolongation) | (1) Identify shaddah. | Meaning and usage of shaddah. | Write words containing shaddah and alif maddah signs | Distinguish between shaddah and alif maddah signs | Chart showing usage of shaddah and alif maddah signs | |
| (2) State why shaddah is used. | Identify ‘alif’ as a prolongation sign. | |||||
| 4 | Surah al-Nasr | Pupils should be able to: | Correct recitation and memorization of Surah al-Nasr | Recite surah with correct pronunciation | Recite surah individually and in groups | Recorded surah on various media |
| (1) Recite Surah al-Nasr correctly. | Difficult word memorization. | Recite surah verse by verse | ||||
| 5 | Practical Demonstration of Raka’ah in Salah | Pupils should be able to: | Explanation and demonstration of Raka’ah in Salah | Explain meaning of Raka’ah | Demonstrate Raka’ah postures individually and in group | Pictures showing different postures |
| (1) Explain the meaning of Raka’ah. | Postures of Raka’ah in Salah. | Demonstrate correct postures | ||||
| 6 | Al-Tashahhud | Pupils should be able to: | Understanding and memorization of Al-Tashahhud. | Correct recitation of Al-Tashahhud | Recite Al-Tashahhud after teacher | Recorded Al-Tashahhud on various media |
| (1) State the Tashahhud. | Reciting Al-Tashahhud correctly. | Explain when and why Al-Tashahhud is recited | ||||
| 8 | Brief History of Prophet Ibrahim (AS) and Ismail (AS) | Pupils should be able to: | Narration of history and qualities of Prophets. | Narrate history of Prophets Ibrahim and Ismail | Identify qualities of Prophets | Charts and pictures of idols |
| (1) Narrate the history of Prophets Ibrahim (AS) and Ismail | Obedience to Allah and stand against idol worship. | Guide pupils in discussion and drama planning | Recount history of Prophets | |||
| 9 | Brief History of Prophet Yûsuf (AS), Mûsa (AS) and Tsa | Pupils should be able to: | Narration of history and lessons of Prophets. | Narrate history and guide pupils’ discussion | Identify qualities and lessons of Prophets | Charts and pictures |
| (AS) | (1) Narrate the history of Prophets Yûsuf, Mûsa, and Tsa. | Lessons in the history of each Prophet. | Identify moral lessons and qualities of Prophets | Mention qualities and lessons | ||
| 10 | Virtuous Conducts in Islam | Pupils should be able to: | Explanation of virtuous conducts in Islam. | Explain punctuality in salat and other occasions | Identify needs for punctuality | Broom, brush, clean and dirty clothes |
Third Term Islamic Religious Studies Scheme of Work For Primary 2
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| Week | Module/Topic | Objectives | Contents | Teacher’s Activities | Pupils Activities | Teaching/Learning Resources |
|---|---|---|---|---|---|---|
| 1 | Revision of Previous Term | Review and refresh previous term’s content. | Previous term’s material. | Conducts a recap session of the previous term. | Participate in the recap and review. | Previous term’s materials |
| 2 | Surah al-Kafirun | Pupils should be able to: | Recitation and memorization of Surah al-Kafirun. | Recites the surah, learns difficult words. | Recite the surah individually and in groups. | Recorded Surah on various media |
| (1) Read Suratul-Kafirun. | Story of the surah and its significance. | Drills pupils on difficult words. | ||||
| 3/4 | Salah al-Jama’ah (congregational prayer) | Pupils should be able to: | Explanation and demonstration of Salah al-Jama’ah. | Demonstrate how Salah al-Jama’ah is performed. | Perform the prayer with the teacher as Imam. | Mat, carpet rug |
| (1) Explain Salah al-Jama’ah. | Conditions and significance of Salah al-Jama’ah. | Explain the importance and practice of the prayer. | Perform Salah al-Jama’ah individually and in groups | Congregational prayer in picture | ||
| 5 | History of Prophet Muhammad from birth to | Pupils should be able to: | Birth of the Prophet and early events. | Narrate the story of his birth and experiences. | Listen to the story. Identify social practices. | Picture of Ka’bah, Nursing mother |
| the death of his mother | (1) Narrate the story of his birth and early life. | The role of his grandfather and uncle in his upbringing. | Identify good treatment under his guardians. | Identify religious practices. | Angel picture, surgeon picture | |
| 6 | History of Prophet Muhammad under the | Pupils should be able to: | Upbringing under his grandfather and uncle. | Narrate the history of his guardians. | Narrate the story of his upbringing. | Grandfather/uncle relationship pictures |
| custody of his grandfather and his uncle | (1) Mention the names of his grandfather and uncle. | Role of his grandfather and uncle in his upbringing. | Mention qualities of his guardians. | Identify care received under them. | ||
| 7 | Mid Term Test | Assess understanding of covered topics. | Topics covered so far. | Conducts a midterm assessment. | Participate in the midterm test. | |
| 8 | History of Prophet Muhammad, his marriage | Pupils should be able to: | Marriage of Muhammad to Khadijah. | Narrate the story of his marriage to Khadijah. | Listen to the history. Mention key points. | Obedient servant picture, sales pictures |
| to Khadijah | (1) Narrate the marriage procedure of Muhammad to Khadijah. | Details of their marriage. | Narrate marriage procedure to the class. | Narrate the marriage procedure. | Mutual respect pictures | |
| 9 | Virtuous conducts in Islam: Meaning of | Pupils should be able to: | Meaning and importance of obedience and kindness. | Guide pupils in demonstrating obedience. | Mention reasons for obedience and kindness. | Obedience and kindness pictures |
| obedience and kindness to people | (1) Explain the meanings of obedience and kindness. | People who should be obeyed and treated kindly. | Demonstrate acts of obedience and kindness. | Demonstrate acts of obedience and kindness. | ||
| 10 | Virtuous conducts in Islam: Modesty and | Pupils should be able to: | Meaning and importance of modesty. | Narrate examples of modest acts. | Identify reasons for being modest. | Modesty and its importance pictures |
| its importance | (1) Explain the meaning of modesty and its importance. | Examples of modest acts. | Demonstrate acts of modesty through role-play. | Mention advantages of modesty. | ||
| 14 | Revision of Term’s Work | Review and consolidate the term’s content. | Topics covered in the term. | Conducts a revision session for the term. | Participate in the revision. |
Throughout these terms, the Primary Two Islamic Studies curriculum remains committed to nurturing students’ moral character, Islamic knowledge, and spiritual growth. By intertwining practical examples, Quranic teachings, and stories of Prophets, the curriculum equips students with the tools to navigate life with integrity, compassion, and devotion. As students progress through these terms, they embark on a meaningful journey towards a deeper understanding of Islam’s teachings and their application in everyday life.
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