Islamic Religious Studies Scheme of Work for Primary 4
The Islamic Religious Studies Scheme of Work for Primary 4 focuses on a range of topics related to Islamic education. It is designed to provide primary school students with a comprehensive understanding of various aspects of Islam, including Quranic recitation, understanding of Surahs, the teachings of the Prophet Muhammad, and Islamic ethics. The scheme covers three terms, with each term introducing new concepts and building upon previous knowledge.
Read Also: Islamic Studies Scheme of Work for Primary 1
First Term Islamic Religious Studies Scheme of Work for Primary 4
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| WEEK | MODULE/TOPIC | OBJECTIVES | CONTENTS | Teacher’s ACTIVITIES | PUPILS ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|---|
| 1 | Revision of Surah al-Kawthar, Surah al-Ma’un and Surah Duraysh | Pupils should be able to: (1) Recite the Arabic text of Surah al-Kawthar, al-Ma’un and Quraysh. (2) Memorize the suwar. (3) Explain their meaning and uses. | (1) Recitation of Arabic text of Surah al-Ma’un, al-Kawthar, and Quraysh. (2) Memorization of suwar (chapters). (3) Translation of the text of the suwar (chapters). | (1) Recite the suwar after the teacher. (2) Participate in the discussion to identify the meaning of the chapter. (3) Listen to the recorded chapters. | (1) Copies of the glorious Qur’an with Arabic text and translations of the chapters. (2) Cardboard paper with explanations on the uses of the chapters. (3) Recorded verses of the chapters. | |
| 2 | Arabic text of Ayah al-Kursiyy and Surah-al-Ishirah | Pupils should be able to: (1) Recite Qur’anic Surah and ayat correctly. | (1) Qur’anic Ayah al-Kursiyy and Surah al-Inshirah. | (1) Listen attentively while the teacher recites. (2) Recite after their teacher. | (1) A cardboard paper with Ayah and surah beautifully written on it. (2) Recorded verses of the ayah and surah. | |
| 3 | Surah al-Fill | Pupils should be able to: (1) Recite the Arabic text according to Tajwid. (2) Memorize the surah (Chapter). (3) Explain the meaning and uses of the surah. | (1) Recitation of Arabic text of Surah al-Fill. (2) Meaning of the chapter. (3) Lessons from the surah to our daily life. | (1) Recite surah after the teacher. (2) Memorize the surah. (3) Participate in the class discussion. | (1) Copies of the glorious Qur’an with the translations of the Surah (Chapter). (2) Cardboard paper showing the Arabic text of Surah al-Fill. (3) Recorded tape of the surah. | |
| 4 | Definition and the significance of Hadith | Pupils should be able to: (1) State the meaning of Hadith. (2) Explain the significance of Hadith. | (1) Meaning of Hadith (as the sayings, actions, and silent approvals of Prophet Muhammad SAW). (2) Significance of Hadith. | (1) Explains the meaning of Hadith as sayings, actions, and silent approvals of the Prophet SAW. (2) Leads a discussion on the significance of Hadith as a second source of Islamic law and explaining the Quran. | (1) A cardboard paper containing the definition of Hadith. (2) Video clip. | |
| 5 | Hadith No:5 of Al-Nawawi’s Collection (Innovation) | Pupils should be able to: (1) Read the Arabic text of the Hadith. (2) Explain the moral lessons from the Hadith No:5. (3) Describe how the Hadith can be applied in daily life. | (1) Reading the Arabic text of Hadith Number five of Al-Nawawi’s Collection. (2) Meaning of the text in English. (3) Identify moral lessons from Hadith Number five. (4) Explain how the Hadith can be applied in our daily lives. | (1) Reads the Arabic text of Hadith of Al-Nawawi’s collection. (2) Explains the meaning of the Hadith in English. (3) Mentions the moral lessons of the Hadith. (4) Explains how the Hadith can be applied in daily life. | (1) Cardboard paper Isnad and Matn of the Hadith. (2) Text of Hadith in Al-Nawawi’s Collection. | |
| 6 | Definition of Shirk (Worshipping anything other than Allah) | Pupils should be able to: (1) Explain that Allah is one and only. (2) State that no one shares power with Allah. (3) State that only Allah deserves to be worshipped. (4) State that shirk is associating other objects with Allah and Islam forbids shirk completely. | (1) Explanation of the meaning of Shirk. (2) Allah’s attribute of being the Creator. (3) Prohibition of shirk by the Prophet. | (1) Listen attentively as the teacher defines Shirk. (2) Copy important points written on the blackboard. | (1) Picture of a man, animal, and other objects of worship. | |
| 7 | Mid-Term Test | |||||
| 8 | Fara’id, Sunnah, and Mustahabbat of Wudu’ | Pupils should be able to: (1) Mention the fara’id, Sunnah, and mustahabbat of Wudu’. (2) State what to do if one omits fara’id or Sunnah step of wudu’. | (1) The Fara’id steps of wudu’. (2) The Sunnah steps of wudu’. (3) The mustahabbat of wudu’. (4) Ways of correcting omissions in wudu’. | (1) Asks pupils to recall how to perform wudu’. (2) Mentions and demonstrates how to perform wudu’. | (1) Cardboard paper showing how ablution is performed. (2) Water container/kettle. | |
| 9 | Salah (Voluntary prayer) | Pupils should be able to: (1) Explain the voluntary salah. (2) Demonstrate how to perform the voluntary prayers. (3) State the time of performing each of the Sunnah (Voluntary) salah. | (1) Description of excellent behaviors of the Prophet (SAW). (2) The Prophet (SAW) as an honest man. (3) Events showing the qualities of the Prophet Muhammad (SAW). | (1) Listen attentively as the teacher explains the Prophet’s excellent behaviors. (2) Copy notes written on the blackboard. (3) Share stories of giving examples of their own in relation to that of the Prophet (SAW). | (1) A cardboard paper showing the excellent behaviors of the Prophet (SAW). (2) Flashcards with catchy ayats and surah teaching morals. (3) Video clips, etc. | |
| 10 | Short History and activities of the Rightly Guided Caliphs | Pupil should be able to: (1) Define the word Khalifah. (2) Explain how Abubakr and Umar accepted Islam. (3) Mention how they stood by the Prophet and protected him. (4) Mention some of their achievements. | (1) Description of the Khalifahs’ attributes. (2) The Khalifs’ acceptance of Islam. (3) Their roles in supporting the Prophet (SAW). | (1) Listen as the teacher explains the word Khalifah. (2) Participate in the discussion on how Abubakr and Umar accepted Islam. | (1) Chart of the list of the Khalifah. (2) Video clips, etc. | |
| 11 | Moral lesson from the life and teachings of Prophet Muhammad (SAW) | Pupils should be able to: (1) Explain the qualities of truthfulness and honesty in Prophet Muhammad (SAW). (2) Explain how the Prophet passed judgment among people. (3) Narrate how the Prophet (SAW) tolerated others and forgave wrongdoers. (4) State ways a Muslim can follow the example of the Prophet (SAW). | (1) Description of excellent behaviors of the Prophet (SAW). (2) The Prophet (SAW) as an honest man. (3) Events showing the qualities of the Prophet Muhammad (SAW). (4) How the valuables of the Qurayshites were kept with the Prophet (SAW) and returned to them after Hijrah. | (1) Listen attentively as the teacher explains the Prophet’s excellent behaviors. (2) Copy notes written on the blackboard. (3) Share stories of giving examples of their own in relation to that of the Prophet (SAW). | (1) A cardboard paper showing the excellent behaviors of the Prophet (SAW). (2) Flashcards with catchy ayats and surah teaching morals. (3) Video clips, etc. |
Second Term Islamic Religious Studies Scheme of Work for Primary 4
Read Also: Islamic Studies Scheme of Work for Primary 3
| WEEK | MODULE/TOPIC | OBJECTIVES | CONTENTS | Teacher’s ACTIVITIES | PUPILS ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|---|
| 1 | Revision | |||||
| 2 | Arabic text of Surah Qadr and Surah-Tin | Pupils should be able to: (1) Recite Quranic ayaat and Suwar with Tajweed. (2) Copy the Ayaat and Surah accurately in their exercise books. | Surah Qadr and Surah-Tin. | (1) Recite the Ayaat and Surah correctly while pupils listen. (2) Guide pupils to recite in groups and individually. (3) Correct mistakes immediately. (4) Play the tape. | (1) Listen attentively while the teacher recites. (2) Recite after the teacher. (3) Recite individually and collectively. (4) Copy the Ayaat and Surah in exercise books. (5) Listen to the tape. | (1) Cardboard paper with Ayaat and Surah written beautifully. (2) Copies of the Qur’an. (3) Recorded tape of the Suwar. |
| 3 | Surah Humazah Arabic text memorization and translation | Pupils should be able to: (1) Recite the Arabic text with Tajweed. (2) Memorize Surah Humazah. (3) Explain its general meaning. (4) Identify the lessons from the Surah. | Surah Humazah. Translation of the Surah. | (1) Recite the Arabic text while pupils listen. (2) Recite translation of the Surah. (3) Explain the use of the Surah and its lessons. (4) Play the recorded tape. | (1) Recite Arabic text and Surah collectively after the teacher. (2) Recite the Arabic text and Surah individually. (3) Listen to the tape. | (1) Cardboard paper with Arabic text of the Surah. (2) Copies of the Holy Qur’an with translation. (3) Recorded tape. |
| 4 | Surah Duha | Pupils should be able to: (1) Recite the Arabic text of Surah-Duha. (2) Explain the meaning of Surah-Duha. (3) Extract lessons from Surah Duha. | Surah-Duha. Meaning of Surah-Duha. Lessons from Surah Duha. | (1) Read the Arabic text of Surah Duha. (2) Guide pupils to read Arabic text. (3) Explain meaning and lessons. | (1) Read Arabic text of Surah-Duha under teacher’s guidance. (2) Explain the meaning of Surah-Duha. (3) Participate in discussion on lessons from the Surah. | (1) Cardboard paper containing Surah-Duha. (2) Copies of the Glorious Qur’an. (3) Recorded Tape. |
| 5 | Hadith No:11 of An-Nawawi Collection (Refraining from Doubt) | Pupils should be able to: (1) Read the Arabic text of Hadith No:11. (2) Explain the meaning of Hadith No:11. (3) Identify moral lessons from the Hadith. | Hadith No:11 of An-Nawawi Collection. | (1) Read the Arabic text of Hadith No:11. (2) Explain the meaning of the text. (3) Lead discussion on moral lessons from the Hadith. | (1) Read the Arabic text of Hadith No:11. (2) Explain the meaning of the text. (3) Participate in discussion on moral lessons. | (1) Cardboard paper with Arabic text of Hadith No:11. (2) Textbooks containing Hadith text. |
| 6 | Belief in the Glorious Books | Pupils should be able to: (1) Mention that Allah sent messages to His Prophets. (2) State that some of these messages are in the Glorious Books. (3) Mention the four Glorious Books and the prophets they were revealed to. | Revelation to the Prophets. Four Glorious Books and the Prophets they were revealed to. | (1) Explain that messages were sent through the Prophets to guide mankind. (2) Guide pupils to learn names of Glorious Books and prophets they were revealed to. (3) Lead discussion on the importance of believing in the Glorious Books. | (1) Listen while teacher explains messages sent to Prophets. (2) List Glorious Books and Prophets. (3) Participate in discussion on why Muslims should believe in the Glorious Books. | (1) Chart of Glorious Books and Prophets. (2) Video clips. |
| 7 | Mid-Term Test | |||||
| 8 | Faraid, Sunnan, and Mustahabaat of Salat | Pupils should be able to: (1) Mention the Faraid, Sunnah, and Mustahabbat of Salat. (2) State what to do if one omits a Faraid or Sunnah step of Salat. | Faraid of Salat. Sunnah steps of Salat. Mustahabbat of Salat. Correction methods for mistakes. | (1) Ask pupils to recall how to perform Salat. (2) Mention and demonstrate Faraid steps of Salat. | (1) Recall and recite Faraid, Sunnah, and Mustahabbat of Salat. (2) Participate in discussion on corrections for mistakes. | (1) Cardboard paper showing Salat steps. (2) Water container. |
| 9 | Tayammum (Dry Ablution) | Pupils should be able to: (1) Explain the meaning of Tayammum. (2) Describe the steps of performing Tayammum. (3) Identify situations for performing Tayammum. | Meaning of Tayammum. Steps of Tayammum. Situations for Tayammum. | (1) Explain the meaning of Tayammum. (2) Demonstrate how Tayammum is performed. (3) Explain situations for Tayammum. | (1) Listen to the teacher’s explanation on Tayammum. (2) Participate in discussion on steps and situations for Tayammum. | (1) Materials for practicing Tayammum (Stone, sand, gravels, etc.). (2) Chart showing steps and situations for Tayammum. |
| 10 | Short history and activities of the Rightly Guided Caliphs | Pupils should be able to: (1) Define the word Khalifah. (2) Describe the lives and roles of Uthman bin Affan and Ali bin Abi Talib. | Definition of Khalifah. Lives and roles of Uthman bin Affan and Ali bin Abi Talib. | (1) Explain the word Khalifah. (2) Lead discussion on how Uthman bin Affan and Ali bin Abi Talib accepted Islam. | (1) Listen attentively to the explanation of the word Khalifah. (2) Participate in the discussion on Uthman bin Affan and Ali bin Abi Talib’s acceptance of Islam. | (1) Chart of Khalifahs. (2) Video clips. |
| 11 | Islamic Rules of Conduct: Punctuality, Trustworthiness, Good Relationship with Others | Pupils should be able to: (1) Explain punctuality and trustworthiness. (2) Define good relationship with others. (3) Describe the importance of punctuality and trustworthiness. (4) List disadvantages of lateness and lying. (5) List advantages of good relationships. | Punctuality and trustworthiness. Good relationship with others. Advantages of punctuality and good relationships. Disadvantages of lateness and lying. | (1) Explain meanings of punctuality and trustworthiness. (2) Discuss the importance of punctuality and trustworthiness. (3) Explain disadvantages of lateness and lying. | (1) Share experiences related to punctuality, trustworthiness, and good relationships. (2) Participate in discussions on disadvantages of lateness and lying. (3) Discuss advantages of maintaining good relationships. | (1) Cardboard paper with advantages and disadvantages. (2) Cardboard paper explaining punctuality, trustworthiness, and good relationships. |
Third Term Islamic Religious Studies Scheme of Work for Primary 4
Read Also: Islamic Studies Scheme of Work for Primary 5
| WEEK | MODULE/TOPIC | OBJECTIVES | CONTENTS | Teacher’s ACTIVITIES | PUPILS ACTIVITIES | TEACHING/LEARNING RESOURCES |
|---|---|---|---|---|---|---|
| 1 | Revision | |||||
| 2 | Reading of Surah al-Ikhlas, As and At-Takathur | Pupils should be able to: (1) Recite the suwar correctly. (2) Memorize suwar by heart. (3) Identify new words in suwar. | Surah al-Ikhlas, As and At-Takathur. | (1) Recite the suwar while pupils listen. (2) Identify new words. (3) Play the recorded cassette. | (1) Listen attentively and recite suwar. (2) Pronounce new words. (3) Recite suwar individually. | (1) Texts of the suwar. (2) Identification of new words. (3) Recorded cassette and player. |
| 3 | Quranic Arabic text of Ayaat 128-129 of Surah-Tawbah | Pupils should be able to: (1) Recite the Ayaat correctly. (2) Copy the Ayaat in their exercise books. | Surah-Tawbah (Ayaat 128-129). | (1) Recite the Ayaat with Tajweed. (2) Guide pupils to recite in groups and individually. (3) Play the recorded cassette. | (1) Listen attentively and recite Ayaat. (2) Recite individually. (3) Copy Ayaat in exercise books. | (1) Cardboard paper with Ayaat written. (2) Copies of the Qur’an. (3) Recorded cassette and player. |
| 4 | Hadith No:18 of An-Nawawi’s collection (Good character) | Pupils should be able to: (1) Read the Arabic text of Hadith No:18. (2) Explain the meaning of the text. (3) Identify moral lessons. | Hadith No:18 of An-Nawawi’s collection. | (1) Read the Hadith text. (2) Explain the meaning. (3) Lead discussion on moral lessons. | (1) Read the Hadith text. (2) Participate in discussion. | (1) Cardboard paper with Hadith text. |
| 5 | Asmaaullahil Husna 21-35 | Pupils should be able to: (1) Read the Asmaaullahil Husna listed. (2) Explain their meanings. (3) Memorize the Asmaaullahil Husna. (4) Explain the use of these names in Du’a. | Asmaaullahil Husna 21-35. | (1) Write and recite the Asmaaullahil Husna on the blackboard. (2) Display cardboard paper with the list of Asmaaullahil Husna. (3) Explain meanings and uses. | (1) Repeat the recitation of Asmaaullahil Husna after the teacher. (2) Listen attentively and learn meanings and uses. (3) Copy into exercise books. | (1) Cardboard paper with Asmaaullahil Husna. (2) Flash cards with Arabic and English translations. |
| 6 | As-Sawn (fasting) and its importance | Pupils should be able to: (1) Explain the term As-Sawn (fasting). (2) Describe the types of fasting. (3) Understand the social and religious importance of fasting. | Meaning of fasting. Types of fasting. Social and religious importance of fasting. | (1) Explain the term As-Sawn. (2) Guide pupils to understand types of fasting. (3) Lead discussion on importance of fasting. | (1) Listen to explanations. (2) Participate in discussion. | (1) Diagrams illustrating fasting. (2) Quotations from Qur’an and Hadith. |
| 7 | Mid-Term Test | |||||
| 8 | Islam and Science | Pupils should be able to: (1) Define science. (2) Identify Muslim scientists. (3) Understand Islamic contributions to science. | Meaning of science. Muslim scientists and their contributions. | (1) Define Islam and science. (2) Share stories of Muslim scientists. (3) Discuss contributions of Muslims to science. | (1) Listen to explanations. (2) Identify Muslim scientists. (3) Participate in discussion. | (1) Cardboard definitions. (2) Pictures of Muslim scientists. (3) Video clips. |
| 9 | Islamic Rules of Conduct: Brotherhood, Views of Islam on Intoxicants and Addiction | Pupils should be able to: (1) Understand proper behavior in private and public places. (2) Avoid intoxication and drug addiction. (3) Understand views on intoxication from Qur’an. | Correct behavior in different places. Avoidance of intoxication and addiction. Views on intoxication from Qur’an. | (1) Explain proper behavior. (2) Discuss dangers of intoxication. (3) Share views on intoxication from Qur’an. | (1) Identify good conduct. (2) Participate in discussion. (3) Share personal experiences. | (1) Cardboard papers with Qur’anic and Hadith quotations. (2) Pictures showing Islamic behavior. (3) Video clips on drug abuse. |
| 10 | Child’s Rights in Islam | Pupils should be able to: (1) Explain child’s rights in Islam. (2) Identify child’s basic rights. (3) Understand Islamic perspective on child’s rights. | Meaning of child’s rights. Child’s basic rights. Islamic perspective on child’s rights. | (1) Explain child’s rights. (2) Discuss child’s basic rights. (3) Compare Nigeria child’s rights Act with Islamic perspective. | (1) Cardboard with Qur’anic quotations and Hadith on child’s rights. (2) Copies of Nigeria child’s rights Act. | Pupils to: (1) Explain child’s rights. (2) State child’s basic rights. (3) Understand Islamic perspective on child’s rights. |
Read Also: Islamic Studies Scheme of Work for Primary 6
The Islamic Religious Studies Scheme of Work for Primary 4 is a comprehensive curriculum that covers various aspects of Islamic education. It focuses on Quranic recitation, understanding Surahs, teachings of the Prophet Muhammad, Islamic ethics, and child’s rights. Through a combination of recitation, discussion, reflection, and examination of Islamic teachings, students are provided with a holistic education that helps them develop a strong foundation in their faith and moral values.