Refined Elementary Madrasah Curriculum (v3)

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'n ....................................................... 18
Subject Description ............................... 18
Subject Goal.......................................... 18
Learning Expectations .......................... 19
Learning Competencies ........................ 20
Srah and Hadth ....................................... 22
Subject Goal for Srah ........................... 22
Subject Goal for Hadth ......................... 22
Learning Expectations for Srah ............ 23
Learning Competencies for Srah .......... 24
Learning Expectations for Hadth .......... 27
Learning Competencies for Hadth........ 28
qdah and Fiq ........................................ 30
Subject Goal for qdah ........................ 30
Subject Goal for Fiq ............................. 30
Learning Expectations for qdah ......... 31
Learning Competencies for qdah ....... 32
Learning Expectations for Fiq.............. 35

Learning Competencies for Fiq ........... 36
Islamic Values Education........................... 39
Subject Goal.......................................... 39
Learning Competencies ........................ 42
English ...................................................... 57
Subject Goal.......................................... 57
Filipino ...................................................... 58
Mithiin .................................................. 58
Inaasahang Bunga................................. 58
Elementary Mathematics .......................... 60
Subject Goal.......................................... 60
Science and Health ................................... 61
Subject Goal.......................................... 61
Sibika at Kultura ....................................... 62
Mithiin .................................................. 62
Heograpiya, Kasaysayan at Sibika ............ 63
Mithiin .................................................. 63
Glossary .................................................... 64
The 99 Names of Allh ......................... 72
Ahdth Collections................................... 80
List of Suwar from Juz mma .................103
Transliteration Table of Arabic Letters.... 106
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

(Allh ), makabayan at sumusunod sa batas, makatao, makakalikasan,
marunong sa Arabic, matalino at masipag at itoy isinasabuhay niya.
The learner emulates the character traits and virtues of Prophet Muhammad
God-fearing (Allh ), 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 Allh 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.
Refined Elementary Madrasah Curriculum
In 2008/2009, a project to review and refine the framework and the instructional materials
was proposed in view of new curriculum policies within the Department and reports gathered
from monitoring visits and the 3-Year Program Implementation Review. DepEd has engaged
SEAMEO INNOTECH for the said project.
A workshop to review and refine the curriculum framework was conducted in December 2009
which was participated by Arabic Language and Islamic Studies experts, teachers and
curriculum specialists. A vision of a Madrasah Elementary Learner was created at the start of
the activity which served as guidance to the participants in the review and refinement
process. The participants were grouped according to their specialization (subject areas) to
review the subject description, goals, terminal and enabling objectives per grade level, scope
and sequence and time allotment found in the framework. Every group output was presented
to the plenary for deliberation to ensure consultation among experts and practitioners.
The new draft framework was then subjected to a validation by curriculum experts from the
Bureau of Elementary Education for consistency in the format and language used by DepEd
and subject experts for the content. This was later validated by field implementers and
education stakeholders (in January 2010) to primarily verify the appropriateness of learning
competencies and subject content to the level of the learners within the context of Philippine
society.
The finalization of the framework was conducted (in February 2010) to take into account the
inputs during the validation process. The finalized framework now contains a vision, subject
description, subject goals, learning expectations and competencies and the time allotment.
WHAT IS IN THE FRAMEWORK?

The framework contains the subject goal, learning expectations and competencies from
Grades I VI and the description for the five learning areas: Arabic Language, Qur'n, Srah
and Hadth, qdah and Fiq, 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'n, 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 Hadth and
Islamic Values Education, a compilation of prescribed Ahdth 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 Allh 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, teachers 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:
Percentage of Language Use
Multi-Language Transition in ALIVE &

SMC
100%
75%
50%
25%
0%
1I
II2
3
III
4
IV
Grade Level
5V
6
VI
Arabic Language
Mother Tongue/
Filipino/ English
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'n and the Ahdth 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 Qurn and Ahdth as well as
equip them with communication skills needed to achieve the vision for
elementary education graduates in preparation for secondary education.
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
I
LISTENING
1. Identify polite greetings,
Islamic expressions and
simple questions heard in
everyday conversation
(e.g., Assalmu laikum and Wa
laikumussalm; abhul Khair
and abhun Nr; Masul Khair
and Masun Nr; Wadn and
Ilalliq; Shukran and fwan;
Smihniy or sif and L laik; M
Ismoka? Kam mroka/ki? Kayfa
Hluka/ki? Kam dadu
Usrataka/ki? Fi Ayyi affin Anta?
Fi Ayyi affin Anti? Ayna Taskunu?
Alhamdulillh, Msh Allh, and
Subhnallh) (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, Dont 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 Allh! How Great/Holy
Allh is!)
SPEAKING
1. Use polite greetings and
Islamic expressions heard in
everyday conversation
(e.g., Assalmu laikum and Wa
laikumussalm; abhul Khair
and abhun Nr; Masul Khair
and Masun Nr; Wadn and
Ilalliq; Shukran and fwan;
Smihniy or sif and L Alaik; M
Ismoka? Kam Omroka/ki? Kayfa
Hluka/ki? Kam dadu
Usrataka/ki? Fi Ayyi affin Anta? Fi
Ayyi affin Anti? Ayna Taskunu?
Alhamdulillh, Msh Allh, and
Subhnallh) (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,
Dont 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 Allh! How Great/Holy Allh
is!)
READING
WRITING
GR.
LEVEL
I
LISTENING
2. Identify root sounds and
different Arabic phonemes:
Bilabial
Labio-dental
Inter-dental
Dental
Alveolar
Velarized
Alveo-palatal
Palatal
Velar
Uvular
Pharyngeal
Glottal
SPEAKING
2. Produce the sound of letters
in the Arabic alphabet with
short and long vowels, Sukn,
Tashdd, and Tanwn
3. Name the Arabic alphabet in
proper order
by singing
by using rhymes
4. Repeat 2 to 3 syllable words

for vocabulary building
READING
1. Read and pronounce the
Arabic alphabet
2. Read with comprehension 2
3 syllable words
WRITING
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.
LEVEL
I
LISTENING
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
SPEAKING
READING
WRITING
GR.
LEVEL
II
LISTENING
1. Identify polite greetings,
Islamic expressions, and
simple questions used in
everyday conversations and
in appropriate situations such
as:
Brakallhu Fka, anan,
Ramadhn Karm, Hayykallh,
Alallhu Baqaka, Hafiakallh,
Laylatun Sadah, Taqabbalallhu
Minn wa Minkum, Shukran, Iab
fi Amnillh, Hiran Hiran,
abron Jaml, La Qaddarallh,
ayyib/Jayyid, Tamm, Mumtz,
al Tastayqiu Mubakkiran? al
Tanwalta Wajbatal Fur? Fi Ayyi
Stin Taabu ilal Madrasah? al
Hna Waqtul Istirhah? M
Ishtarayta Minal Baqqlah? Alaysa
Kalik? (Wish you all the best,
Congratulations, May you have a
blessed Ramadhan, May Allh
bless your life, May Allh prolong
your life, May Allh protect you,
Good night, May Allh accept what
we have done for Him, Thank you,
May Allh be with you, Be careful,
Patience is good, Good luck, May
Allh 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?)
SPEAKING
1. Use polite greetings, Islamic
expressions, and simple
questions heard in everyday
conversations and in
appropriate situations such as:
BrakAllhu Fka, Brakallhu Fka,
anan, Ramadhn Karm,
Hayykallh, Alallhu Baqaka,
Hafiakallh, Laylatun Sadah,
Taqabbalallhu Minn wa Minkum,
Shukran, Iab fi Amnillah, Hiran
Hiran, abron Jaml, La
Qaddarallh, ayyib/Jayyid,
Tamm, Mumtz, al Tastayqiu
Mubakkiran? al Tanwalta
Wajbatal Fur? Fi Ayyi Stin
Taabu ilal Madrasah? al Hna
Waqtul Istirhah? M Ishtarayta
Minal Baqqlah? Alaysa Kalik?
(Wish you all the best,
What time do you go to school? Is it
time for recess now? What did you
buy from the canteen? Isn't it?)
READING
1. Read polite greetings, Islamic
expressions, and simple
questions heard in everyday
conversations and in
appropriate situations such
as:
fi Amnillah, Hiran Hiran, abron
Jaml, La Qaddarallh,
Stin Taabu ilal Madrasah? al
Hna Waqtul Istirhah? M
WRITING
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:
fi Amnillah, Hiran Hiran,
abron Jaml, La Qaddarallh,
Stin Taabu ilal Madrasah?
al Hna Waqtul Istirhah? M
GR.
LEVEL
II
LISTENING
2. Identify details from short
stories heard with 2 to 3
sentences composed of 2 to 3
words
10
About oneself
About the family
About school
School helpers
About the Masjid
Things inside the house
Food
Animals
Plants
Different land forms
SPEAKING
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
READING
2. Read with comprehension 4-6
syllable words
WRITING
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.
LEVEL
III
LISTENING
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), M (what), Aina
(where) and Mat (when) in
stories read
4. Identify different kinds of
nouns from stories heard
5. Identify simple verbs from
stories heard
11
Means of transportation
Directions
Heavenly bodies
Bodies of water
People in the community
About the community
Natural events such as

seasons/climates
SPEAKING
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
READING
1. Read sentences with 4-6
words with comprehension
from short stories read
WRITING
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
IV
LISTENING/VIEWING
1. Note details from short
stories heard and viewed
Answer questions such as

Man (who), M (what),
Aina (where) and Mat
(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
12
SPEAKING
1. Distinguish nouns in
sentences
Singular, dual, and plural

nouns
Al-Asmul Khamsah (The
Five Nouns)
Pronouns and its kinds
Possessive nouns
2. Distinguish verbs in sentences
Verb Tenses &

conjugation
Al-Aflul Khamsah (The
Five Verbs)
3. Distinguish Hurf (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
READING
WRITING
1. Read short stories with 4-6

simple sentences (2-3 short
paragraphs) with
comprehension
1. Write words from

correct spelling from
dictation

Man (who), M (what), Aina
(where) and Mat (when) in
stories read
2. Copy simple sentences

4. Sequence events from stories
read
5. Summarize short stories read
in 2 to 3 simple sentences
3. Write about oneself in simple

sentences
GR.
LEVEL
IV
LISTENING/VIEWING
heard or viewed through
pictures/guided questions
13
SPEAKING
7. Talk about oneself using
simple sentences
READING
WRITING
GR.
LEVEL
V
LISTENING/VIEWING
SPEAKING
1. Identify main ideas of short

stories heard
1. Distinguish ifah (adjective) in

sentences

2. Determine types of Hurf

(particles)

Current environmental
situation
Professions/ Means of
livelihood
Sports
Human senses
Adjectives to describe
immediate environment
(associated to above),
traits, and situations
Jarr
tf
Nawsib (verb)
Jawzim (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
4. Follow 3-5 step directions

heard
3.3 Use verbs, nouns and

adjectives
5. Get simple ideas from

4. Identify the Fl
(subject/doer)and Maf'l bihi
(object/ receiver) in sentences

guided questions
14
READING
1. Determine the Fl
(subject/doer) and Mafl bihi
(object) in sentences
2. Determine the Fil Mabniy Lil
Majl (passive form of verb)
and Naibul Fl (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), Mat (when)
and Kaifa (how) in stories
read
WRITING
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
Fl (subject/doer)

Mafl bihi (object/

receiver)
7. Sequence events from

stories read
Fil Mabniy Lil Majl

(passive form of verb)
Nibul Fl (doer of
passive form of verb)
8. Infer the traits of characters

GR.
LEVEL
V
LISTENING/VIEWING
7. Infer the traits of characters
from the story heard/ viewed
SPEAKING
5. Identify the Fil Mabniy Lil
Majl (passive form of verb)
and Nibul Fl (doer of
passive form of verb) in
sentences
6. Describe compound
sentences
sentences based on
observations
15
READING
WRITING
4. Copy compound sentences
GR.
LEVEL
VI
LISTENING/VIEWING
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
SPEAKING
1. Differentiate Jumlah Ismiyyah
(Mubtada & Khabar (subject
and predicate)) and their
Nawsikh (invalidations) ) and
Jumlah Fi'liyyah
2. Classify sentences according
to:
Khabariyyah (declarative)
Istifamiyyah
(interrogative)
Inshiyyah (imperative)
Tajjubiyyah
(exclamatory)
3. Talk about oneself and the

immediate environment in
correct grammar using:
1. Read stories with several

paragraphs with
comprehension
2. Identify Fikrah mmah (main
idea) and Tafsl (supporting
details) from paragraphs in
the stories read
3. Discuss main ideas of stories
read
Aina (where), Mat (when),
Kaifa (how) and Lim (why)
in stories read
WRITING
1. Write words from
dictation
2. Write about oneself and the
correct grammar using:
Fl (subject/doer)
Maf'l bihi(object/
receiver)
Fi'l Mabniy Lil Majl

Nibul Fl (doer of
3. Write about oneself and the

sentences
Fl (subject/doer)
5. Use new words from stories

read correctly in
conversations
Mafl bihi(object/
receiver)
Use sentences according

to Tarkb (construction)
Fi'l Mabniy Lil Majul

6. Analyze events from stories

read
7. Infer from stories read
Nibul Fl (doer of

to Dallah (indication)
8. Infer stories heard
16
READING
4. Write a simple composition

composed of 2 or more
paragraphs
GR.
LEVEL
LISTENING/VIEWING
VI
SPEAKING
4. Talk about oneself and the
correct grammar

to Tarkb (construction)

to Dallah (Indication)
Use 4-6 sentences

sentences based on
observations
17
READING
WRITING
QUR'N
Subject Description
Qur'n, as a subject area, is concerned with the acquisition of knowledge and skills in
th
reading, understanding and memorizing the last Juz (volume) (30 part) of the Holy
Qur'n composing of thirty seven (37) Suwar (chapters), to include Srah Al-Ftiha
(The Opening Chapter) making a total of thirty eight (38) suwar.
Reading and analyzing the Holy Qur'n involve competence in the application of the
rules of Tajwd (proper pronunciation during recitation of the Holy Qur'n). The
subject also deals with understanding the meanings of the teachings in the Holy
Qur'n, 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'n,
understand the message and apply the values learned in everyday life.
18
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI

to understand the
concept of Istiah
(seeking refuge in
Allh) and Basmalah
(saying Bismill
before doing
anything); listen to the
way the Holy Qur'n is
read; memorize and
recite Sra al-Ftiha
(The Opening Chapter)
and the seven (7)
suwar of the last Juzof
the Holy Qur'n
beginning from Sra
an-Ns to Sra alKawthar following the
rules of Madd aby;
and give the
importance of Sra
al-Ftiha.

to demonstrate proper
etiquettes/manners in
reading the Holy
Qur'n; memorize
eight (8) suwar from
Sra al-Mn to
Sra al-diyt
through Tartl (chant);
recite verses with Lm
As-Shamsiyyah wa
Lm 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 Sra alZalzala to Sra adDhuh; 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 Tartl
(chant): Qalqalah
(rules of vibration in
Qur'n reading: Kubr
& Sugr); and
internalize the values
derived from the
suwar learned.

to memorize seven (7)
suwar from Sra alLayl to Sra at-riq;
apply the rules of
Waqf; familiarize with
Mm As-Skinah and
Nn As-Skinah (rules
of Qur'n 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)
suwar from Sra alBurj to Sra alInfir; apply the rules
of Mm As-Skinah
and Nn As-Skinah
(Ir, Ikhf, Idghm
and Iqlb (rules in
Tajwd)); define the
contextual meaning of
the word Qur'n;
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 Sra atTakwr to Sra anNaba; apply rules of
Mudd (Madd Wjib,
Mad Jiz, Mad Lzim,
Mad wadh, Mad Layn,
Mad 'ridhlis-sukn
(rules in Tajwd)); gain
insight from the
meaning and lessons
learned from the
verses; familiarize
concepts based on the
revelation of the Holy
Qur'n (Madaniyyahchapters revealed in
Makka and Makkiyah,
chapters revealed in
Madina); and apply
the lessons derived
from the suwar
learned in their daily
activities.
19
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
1. Listen to the way

the Holy Qur'n is
read

the Holy Qur'n is
read

the Holy Qur'n is
read

the Holy Qur'n is
read

the Holy Qur'n is
read

the Holy Qur'n is
read
2. Recite Basmalah
and Istiah
2. Repeat the
ya (verses)
listened to
2. Repeat the
ya listened to
2. Repeat the
ya listened to
2. Repeat the
ya t listened to
2. Repeat the
ya listened to
3. Identify the rules in

Trtil (chant) with
emphasis on:
3. Identify the rules of

Waqf
3. Read and recite

the following four
(4) suwar applying
the rules of Mm
As-Skinah and
Nn As-Skinah
(Ir, Ikhf, Idgm
and Iqlb)
3. Identify the rules

of Mudd such as:
3. Practice reciting
Basmalah and
Istiah before
reading and
reciting the suwar
4. Repeat the
ya (verses)
listened to
3. Identify /
demonstrate the
proper etiquettes/
manners in reciting
the Holy Qur'n
(e.g., say Istiah
and Basmalah,
pupil should be
clean as well as the
classroom)
4. Identify the rules in
Tartl (chant) with
emphasis on Lm
As-Shamsiyyah
Wal-Lm AlQamariyyah and
Shaddah letters
20
Qalqalah (Kubr
& Sugr)
4. Read and recite the
following seven (7)
suwar based on the
abovementioned
rules
Sra azZalzala
Sra alBayyina
Svra al-Qadr
Sra al-laq
Sra at-Tn
Sra as-Sharh
Sra ad-Dhuh

following seven (7)
suwar based on the
abovementioned
rule
Sra al-Layl
Sra as-Shams
Sra al-Balad
Sra al-Fajr
Sra alGshiya
Sra al-Al
Sra al-riq
5. Familiarize with the
rules of Mm AsSkinah and Nn
As-Skinah
Sra al-Burrj
Sra alInshiqq
Sra alMutaffifn
Sra al-Infir
4. Give the
contextual
meaning of the
word Qur'n
4.1. Define the
word Qur'n
Madd Wjib
Madd Jiz
Madd Lzim
Madd wadh
Madd Layn
Madd ridh Lissukun
4. Read and recite
the following four
(4) suwar
Sra at-Takwr
Sra basa
Sra an-Nzit
Sra anNaba
Grade I
5. Recite the eight (8)
required short
Suwar from the
Holy Qur'n
including Srah AlFtiha following
the rules of Madd
aby (long
vowels)
Grade II
5. Recite the following
eight (8) suwar
based on the
abovementioned
rules
Sra al-Mn
Sra Quraysh
Sra al-Fl
Sra al-Ftiha
Sra alHumaza
Sra an-Ns
Sra al-r
Sra al-Falaq
Sra al-Ikhls
Sra atTakthur
Sra al-Masad
Sra al-Qrih
Sra an-Nar
Sra aldiyt
Sra al-Kfirn
Sra al-Kawthar
6. Cite some of the
importance of
Sra al-Ftiha
Grade III
5. Give the literal
meaning of the
selected verses
read
6. Give the
importance of the
suwar read
7. Write Mufradt
(vocabulary) in
Arabic from the
suwar learned
8. Internalize the
values derived
from the suwar
learned
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
21
Grade IV
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
Grade V
4.2. Enumerate
features of the
Holy Qur'n
(e.g., final
revelation)
4.3. Identify the
physical
composition of
the Holy
Qur'n (e.g.,
no. of Juzand
Sra, 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
Grade VI
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'n
(e.g., Madaniyya
and Makkiya
suwar)
9. Apply the lessons
derived from suwar
learned in their
daily activities
SRAH AND HADTH

Subject Description
Srah and Hdith is one core subject in the private Madaris. Srah, 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, Hadth, as a sub-learning area and as the second source of Islamic
jurisprudence after the Holy Qur'n, focuses on the Prophet's sayings, actions,
distinct dispositions, and Taqrr (Prophet Muhammad's implied approval of
Sahbah's actions), which should be followed by Muslims.
For Grades I to III, Ahdth 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 Ahdth.
Note to the teacher: The Ahdth found in this document are prescribed; other
related Ahdth that the teacher deem relevant and significant to the level of the
learner may also be used.
22
LEARNING EXPECTATIONS FOR SRAH

Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
At the end of Grade I, the

learner is expected to
demonstrate knowledge
about the childhood of
the Prophet Muhammad
, in particular, his birth
date, birth place, parents
and adoptive parents;
and retell stories from his
birth until his spiritual
surgery.
At the end of Grade II, the

show understanding
about the Prophets life
and characteristics
during his childhood
days that is, his first visit
to Madina until his
early stay with Abu lib;
and practice the values
derived from these
events.

the learner is expected to
demonstrate
understanding about the
Prophets life during
his early youth from the
events of his first journey
to Shm (Syria) with Abu
lib, Harb Al-Fijr ( The
Sacreligious War ) and
Hilf Al-Fudhl ( 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
Rokna and the series of
events during the
reconstruction of the
Kabah; discuss the
Prophets traits,
participation and roles
from these events; and
practice the values
derived.

understand Prophet
Muhammads life
during his postadolescence years which
includes the significant
events during his second
journey to Shm as a
trader, his marriage to
Khadjah Bint Khuwaylid
, and his search for
truth; discuss the
Prophets 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
Khadjah , his first Wahi
(the way Qur'n was
revealed to the Prophet
) through Jibrl, social
sanction, year of
mourning, and Laylatul
Isr ( journey by night
from Masjid al-Harm to
Masjid al-Aqs ) WalMirj ( journey from
Masjid al-Aqs to the
heaven); describe his
prophethood as
prophesized; and
practice the values
derived.
23
LEARNING COMPETENCIES FOR SRAH

Grade I
1. Identify
Muhammad
as a Prophet
as the Last
Messenger
2. Name the parents

of Prophet
Muhammad and
his grandparents
Grade II
Grade III
1. Retell the story of

the Prophets
first journey to
Madina
1. Narrate events on
the first journey
to Shm with Abu
lib
2. Tell the story of his

becoming an
orphan
3. Retell the stories
after he became an
orphan
3. Identify the
birthplace of
Prophet
Muhammad
living with his

grandfather
4. Tell the date of

birth of Prophet
Muhammad
becoming a
shepherd
5. Retell stories about

Muhammads
early childhood
24
living with his

uncle, Abu lib
family life of
Abu lib,
before and after
Muhammads
stay
1.1 Describe the

meeting with
Bahra
(Gerges)
2. Narrate events
during the Harb
Al-Fijr and Hilf
Al-Fudhl
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)
Grade IV
1. Narrate events on
wrestling exercise
with Rokna
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-Amn)
2.1 Give the
importance of
trustworthiness
3. Narrate the events
during the
rebuilding/
reconstruction of the
Kabah
Grade V
Grade VI
1. Narrate how
Khadjah
knew
about Prophet
Muhammad as a
trustworthy man
1. Describe the
prophethood of
Muhammad as
prophesized
2. Discuss the story of

the second journey
of Prophet
Muhammad to
Shm
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
2. Discuss story of
the first Wahi
(revelation)
through Jibrl
3. Explain why
Khadjah
is
considered a
great woman to
Prophet
Muhammad
as a wife
(supporter)
as a wise
woman
(Hakmah)
as the first
woman who
embraced
Islam
Grade I
Grade II
5.1 Tell the name of

his nurse and
siblings
(Ukhowwah fir
Radhh
brother
through
breastfeed)
4. Identify his
characteristics
during his
childhood days
5.2 Identify
significant
events (e.g.,
spiritual
surgery")
6. Practice the values

identified
5. Identify the values

associated with his
characteristics
Grade III
3. Describe the
event where the
Prophet was
protected from
doing forbidden
acts
4. Practice the
values identified
Grade IV
3.1. Give the
significance of
the Kabah and
black stone
3.2. Identify lessons
that can be
derived from this
event (e.g., use
of Hall 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 Prophets
participation
and role in this
event
4.2. Identify his
character traits
(e.g.,
trustworthiness,
good relationship
with the
community)
25
Grade V
Grade VI
3. Discuss the events

about the marriage
of the Prophet to
Khadjah
4. Describe the
family life of the
Prophet
3.1. Identify the

qualities of the
Prophet that
attracted
Khadjah
3.2. Discuss the
significance of
the Prophets
marriage to
Khadjah
5. Discuss how
Prophet
Muhammad ,
his family and
followers were
sanctioned
socially
6. Narrate the
events in the
Year of
Mourning
death of
Khadjah Bint
Khuwailid
4. Discuss the reasons

why Prophet
Muhammad was
searching for truth
and divine
guidance
death of Abu
lib
Prophet
Muhammads
visit to if

learned
7.
Discuss the
Laylatul Isr
Wal-mirj
Grade I
Grade II
Grade III
Grade IV
4.3. Give the
importance of
each value
Grade V
Grade VI
8.
Identify values
from the
significant
events during
the first stage of
prophethood
9.
Practice the
values learned

learned
26
LEARNING EXPECTATIONS FOR HADTH

Grade I
Grade II
Grade III
Grade IV
Grade V

to recite short
Ahdth/supplications
for each of the
following occasions:

to practice selected
Ahdth/supplications
for different occasions
such as:

the learner should be
able to read and recite
Ahdth 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
Ahdth in his/her daily
life; and familiarize
with Mufradt
(vocabularies) from the
Ahdth.

to read and recite
Ahdth on proper
etiquette towards
fellowmen, animals
and other creations;
internalize and practice
them as prescribed in
the Ahdth in his/her
daily life; and give the
meaning of the
Ahdth.

to demonstrate
knowledge and
understanding of
prescribed Ahdth 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
Ahdth; and
internalizing and
practicing the values
learned in his/her daily
life.
Before sleeping
and upon waking
up
How he/she cares

for his/her
personality
Before and after

eating and
drinking
Before entering
and upon going
out of the comfort
room
When travelling
such as riding and
upon getting off a
vehicle
When seeing
good and bad
things
Before dressing
and undressing
During natural
events
Before going out

and in of the
house and masjid
He/ She feels

unsafe in a certain
place or time
For the morning

and evening
27
Grade VI
to demonstrate
knowledge and
understanding of
prescribed Ahdth on
Islam as a way of life:
Martibu dnil Islam
(Classes of Islamic
Religion )
Hall and Harm
(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 Ahdth;
and internalizing &
applying the values
learned in his/her daily
life.
LEARNING COMPETENCIES FOR HDITH

Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
1. Recite a Hadth/
supplication before
sleeping and upon
waking up
1. Recite the Ahdth/

supplications about
caring for ones
personality such as
when facing the
mirror
1. Read and recite

Ahdth 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

prescribed Ahdth
on love/concern
for neighbors,
concern for family,
family support
staff; and on
accommodating
visitors; on
friendship; on care
for animals and
other creations

prescribed Ahdth
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;

prescribed Ahdth
on Islam as a way of
life:
2. Recite a Hadth/
supplication for
morning and
evening
3. Recite a Hadth/
supplication on
eating and drinking
4. State a Hadth/
supplication upon
entering and going
out of the comfort
room
5. Recite Hadth/
supplication on
dressing and
undressing
28

supplications when
travelling such as
riding and getting
off a vehicle
supplications when
seeing good and
bad things
supplications upon
hearing animal
sounds

Mufradt from the
Ahdth learned
3. Give the literal
mearning of the
selected Ahdth in
their own words
4. Identify the values
derived from the
Ahdth
2. Internalize the
Ahdth learned
3. Give the mearning
of the selected
Mufradt from the
Ahdth learned
4. Give the general
meaning of the
Ahdth read and
learned
2. Internalize the
Ahdth learned
3. Give the meaning of
selected Mufradt
(vocabulary) from
the Ahdth learned
4. Give the main
idea(s) of the
Ahdth learned
Martibu DnilIslam
Hall and Harm
Being sincere,
humble,
forgiving, kind
Wise use of
resources
Being industrious
and self-reliant
2. Internalize the
Ahdth learned
3. Give the meaning
of selected
Mufradt from the
Ahdth learned
Grade I
Grade II
Grade III
Grade IV
6. Recite Hadth/
supplication when
going in and out of
the house and
Masjid

supplications
during natural
events such as rain,
thunder, etc.
5. Practice values from

the Ahdth learned
5. Enumerate the
values and proper
etiquette learned
from the Ahdth
7. Identify values that

can be derived from
the Ahdth
6. Recite Ahdith/
supplications when
he/she feels unsafe
in a certain place
and time
7. Identify values that
can be derived from
the Ahdth
29
6. Practice proper
etiquette and
values learned
Grade V
5. Enumerate the
values, and good
manners &
behaviors learned
from the Ahdth
and relate them to
their environment
6. Practice the values,
and good manners
& behaviors learned
Grade VI
4. Give the meaning
of the Ahdth
learned
5. Discuss the values
learned from the
Ahdth and relate
them to their
everyday lives
learned
QDAH AND FIQ

Subject Description
qdah and Fiq is also one core subject in the private Madaris. qdah, as a sublearning area, focuses on Islamic beliefs, in particular the three fundamentals of Islam
(Ul Ath-thalthah), concepts of Tawhd, bdah and the dangers of Shirk, Kufr and
Nifq to deepen the relation with Allh , 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 (qdah Islamiyyah), the fundamentals of Islam (Ul At-thalthah) and
the Oneness (Tawhd) of Allh.
On the other hand, Fiq , as a sub-learning area, focuses on the precepts of Ahkm
Ash-sharyyah (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 Hall and Harm
(lawful and prohibited); enhance right conduct and morals, and love for
peace, unity, and harmony.
30
LEARNING EXPECTATIONS FOR QDAH

Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI

to demonstrate
knowledge of Allh
as the Creator, as God
and as al-Ahad (The
One); and show
reverence to the
power of Allh .

to demonstrate
knowledge of Islam as
a religion and Allh
as its source;
demonstrate
knowledge of
Muhammad as the
Last Messenger; and
recite the
Shahdatayn.

to understand the
concept of Tawhd
(doctrine of Oneness
[of God]); and
acknowledge the
Oneness of Allh .

to understand the
concepts of the 6
Articles of Faith (mn);
and recognize them.

to understand the
concepts of bdah
(worship) and its kinds
and Ihsn (perfection
of bdah ); and apply
Ihsn in daily activities.

to show
understanding of the
concepts of Shirk
(polythiesm), Kufr
(disbelief), Nifq
(hypocracy) and their
effects.
31
LEARNING COMPETENCIES FOR QDAH

Grade I
Knowing Allh
Marifatullh
1. Familiarize with
different creatures
2. Appreciate the
creations
3. Identify Allh as
the Creator
4. Identify Allh as
God
5. Identify Allh as
al-Ahad (The One)
Grade II
Knowing Islam as a
religion (Marifatu
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
32
Grade III
Grade IV
1. Define Tawhd
(doctrine of
Oneness [of God])
1. Define mn (Faith)
1. Define bdah
2. Describe the
concept of the
Article of Faith
2. Enumerate the 2
kinds of bdah
2. Enumerate the 3
classifications of
Tawhd
3. Name practices
that show Tawhd
Arrubbiyyah
(Lordship of Allh)
Tawhd AlUliyyah
(Divinity of
Allh)
Tawhdul Asmi
Waift
(Oneness of
Allh by His
Names and
Attributes)
3. Enumerate the 6
Articles of Faith
4. Recall basic
concept of Tawhd
5. Discuss in their
own words the
meaning of Belief
in Allh
Grade V
3. Identify examples
of badah
Visible (e.g.,
performing the
Pillars of Islam)
Invisible (e.g.,
love for, trust
and faith in Allh
)
4. Discuss the Fadhil
(virtues) of bdah
5. Define Ihsn
6. Identify practices
of Ihsn
7. Discuss
importance of
Ihsn
Grade VI
1. Recall concepts on
Tawhd
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 Tawhd
and Shirk
6. Explain the effect of
Shirk on ones
qdah
7. Recall concepts on
mn
8. Discuss the concept
of Kufr and its 2
aspects
Grade I
6. Name attributes of
Allh which are
Mlikul Mulk (The
Owner of All), arRazzq (The
Sustainer), al-lm
(The Knower of All),
al-Wadd (The
Loving One), and
al-Hamd (The
Praised One)
7. Show reverence to
the power of
Almighty Allh
7.1. Show love and
respect by
saying
Subhnahu Wa
Tal
(Sublime and
Exalted is
He(Allh)
Grade II
Grade III
Grade IV
Grade V
Grade VI
3.3. Identify the

Classes of
Islamic Religion
(Martibu Dnil
Islam ): Islam,
Eimn, Ihsn
4. Appreciate Allh
as the Creator
8. Apply Ihsn in
daily activities (e.g.,
at home, in the
school)
9. Identify Kufr
practices according
to its aspects
3.4. Recognize
Allh as
source of
Islamic religion
6. Give some names

and attributes of
Allh
6. Name the four

well-known
Malikah
(angels) (Jibrl,
Mkil, rl,
Isrfl); the four
Revelations/
Books (Zabr,
Taurt, Injl,
Qur'n); the five
prominent Rusul
(Nh, Ibrahim,
Msa, s
and Muhammad
)
Knowing the Last

Messenger (Ma'rifatunNabiy)
5. Perform practices
as worship to Allh
(e.g., prayer)
7. Acknowledge the
Oneness of Allh
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
Shahdatayn
(Testimony)
33
7. Identify the roles

of the four
prominent
Malikah
8. Identify the
significance of
the books and
to whom these
were revealed
10. Explain the effect

of Kufr on ones
mn
11. Discuss the
concept of Nifq
(hypocrisy) and its
2 classifications
12. Identify indicators
of Nifq
13. Explain the effect
of Nifq on ones
self
Grade I
Grade II
7.2. Say appropriate

expressions
such as
Subhnallh
(Glorious is
God), Msh
Allh (God has
willed it),
Alhamdullilh
and Allhu
Akbar (All praise
is due to Allh
and God is
[the] greatest)
7.3. Name ways of
worshipping
Allh from
observations
(e.g., parents
performing
prayer)
7.4. Tell how the
creations of
Allh can be
preserved
34
Grade III
Grade IV
9.
Discuss in their
own words the
concept of
Belief in
Malikah,
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
Grade V
Grade VI
LEARNING EXPECTATIONS FOR FIQ

Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI

to demonstrate
knowledge of ahrah
(purification) by
applying the
etiquettes; familiarize
with the 5 Pillars of
Islam; and
demonstrate Wudh
(ablution).

to demonstrate
knowledge of al
(prayer) by performing
the 5 obligatory
prayers; and give the
importance of al.

to demonstrate
knowledge of
Mubiltus al
(invalidations of
prayer) and
Makrtus al
(undesirable acts of
prayer); differentiate
between obligatory
and optional prayers;
and give the virtues of
al.

to demonstrate
knowledge of Zak
and adaqah including
knowledge of Hall
and Harm (as
integrated in Kaifiyyah
Az- Zak (ways how
to give Zak); and
give the virtues in
giving Zak and
adaqah.

to demonstrate
understanding of
awm including
knowledge of Najis
(as integrated in
Mubiltus awm); and
recognize the benefits
and virtues of awm.

to demonstrate
understanding of Hajj;
recognize the benefits
and virtues of Hajj;
and identify the types
of Ghusl (as integrated
in Kaifiyyatul-hajj).
35
LEARNING COMPETENCIES FOR FIQ

Grade I
Grade II
Grade III
Grade IV
1. Name the five Pillars

of Islam
1. Recall the Kaifiyyah

Al-Wudh
1. Define Zak (almsgiving)

concept of ahrah
(purification) and
Wudh (personal
hygiene)
2. Identify MubtiltulWudh'
1. (integrate in the
discussion of al)
Identify
Tayyammum and
its kaifiyyah as
another form of
Wudh'
2.1 Familiarize with

st
the 1 Pillar:
Shahdatayn
(testimony)
3. Identify the
etiquettes on
personal hygiene
such as taking a
bath; on Firah (i.e.
nail cutting, using
the toliet like Istinj'
(cleansing after the
call of nature) and
Qadhil Hjah,
cleaning of ears and
nose,
siwk/brushing of
teeth) as daily
habits
36
3. Identify the al
Al-Mafrdhah (five
obligatory prayers)
4. Distinguish the
different prayer
time (Awqtus
al)
4.1 Recite An and
Iqmah (call for
prayer and call
in performing
prayer)
4.2 Identify An as
the first call for
prayer and
Iqmah as the
second
2. Recall Kaifiyyah Asal (ways how to

perform al)
3. Identify Mubiltus
al (invalidations
of prayer) and
Makrtus al
(undesirable acts of
prayer)
4. Differentiate
Mubiltus al
and Makrtus
al (undesirable
acts of prayer)
5. Identify al AnNawfil (nonobligatory prayers)
2. Enumerate the two

kinds of Zak
(Zak Al-Wjib and
adaqah (giving in
charity))
3. Identify Kaifiyyah
Az-Zak (ways how
to perform Zak)
Shurt Wujb AzZak
(requirements of
persons obliged
to Zak)
Properties subject
for Zak (with
emphasis on the
concept of Hall
and Harm)
Recipients of
Zak
4. Give the importance
and virtues of giving
Zak
Grade V
1. Discuss the
concept of awm
(fasting)
2. Identify Shurt
Wujb As-awm
(requirements of
persons obliged
to perform awm)
3. Identify the types
of awm
Obligatory
Non-obligatory
As-awm
Sunanos awm
(optional acts
awm)
Grade VI
1. Discuss the
concept of Hajj
2. Identify Shuru
Wujbil-Hajj
(requirements of
persons obliged
to perform Hajj)
3. Identify two types
of Hajj
Obligatory
Non-obligatory
4. Concepts on
mrah
Virtues of
mrah
Differentiate
between Hajj
and mrah
5. Familiarize
Kaifiyyah Al-Hajj
(ways how to
perform Hajj)
Arknul-hajj
(Pillars of Hajj)
Wjibtul-hajj
(obligatory acts
of Hajj
Grade I
4. Identify kinds of
water for
purification
Clean water
Impure/
Contaminated
water
5. Apply the etiquettes
of taking a bath and
Fitrah
Al-Wudh':
Shurut AlWudh'
(prerequisites)
Furdh AlWudh'
(compulsory
steps)
Sunan Al-Wudh'
(non-compulsory
steps)
7. Demonstrate
Wudh' (ablution)
8. Appreciate the
importance of
ahrah
(purification)
37
Grade II
5. Name the Shur
Wujb As- al
(persons obliged to
pray)
As- al (ways how
to perform al ):
Shurt As- al
(include
etiquettes on
proper dressing
i.e., dbul libs)
Arkanu- al
(pillars of prayer)
Wajibatu al
(obligatory acts
of prayer)
Sunano al
(optional acts in
prayer)
7. Demonstrate the
prayers
a. Fajr (dawn prayer
with two Rak')
b. ur (noontime
prayer with four
Rak')
Grade III
6. Identify the
different kinds of
al An-Nawfil:
al Ar-Rawtib
At-Tarwiyh
al Al-Witr
al Adh-Dhuh
Tahiyyatal Masjid
altul dayn (the
two Islamic
festivities)
altul Jum'h
7. Familiarize with
the concept of
altul Jum'h
8. Give the virtues of
altul Jum'h
Grade IV
5. Differentiate
between Zak and
adaqah
6. Give the importance
and virtues of giving
adaqah
Grade V
Mubiltus
awm
(invalidations
of fasting) (with
emphasis on
the concept of
Fil At-t
Watarkil
Muharramt
(doing acts of
worship and
avoiding
forbidden acts))
Makrtus
awm
(undesirable
acts in relation
to fasting)
9. Differentiate
between obligatory
and optional
prayers
5. Identify the kinds

of Najis
(contaminated/
unclean) as part
of Muharramt
10. Express in their

own words the
virtues of al
(obligatory and
optional)
6. Identify Zakul
Fir as a
requirement to
complete awm
Grade VI
Mubiltul-hajj
(invalidations of
Hajj)
Al-Mahurtul
Hajj
(restrictions in
the rituals of
Hajj)
discussion of Hajj)
Identify Mashkhul
Khuffayn as
another form of
Wudh'
discussion of Hajj)
Identify the types
of Ghusl (ritual
washing)
(compulsory and
non-compulsory
purification)
8. Give the
importance of
altu dil Adhh
Grade I
Grade II
c. r (late
afternoon prayer
with four Rak')
d. Maghrib (sunset
prayer with three
Rak' )
e. sh (evening
prayer with four
Rak')
8. Tell the importance
of al
38
Grade III
Grade IV
Grade V
Grade VI
7. Give the
importance of
al Al'dayn
(with emphasis on
dayn as the only
Islamic festival)
9. Discuss the
importance of Hajj
8. Discuss the
importance of
performing awm
9. Recognize the
benefits and
virtues of awm
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'n and the Sunnah (tradition) of the Prophet Muhammad ,
basic of which is following what Allh 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'n and
related Sunnah/ Hadth are part of the content in Islamic values. Concept of the pillars
of Islm, the 6 Articles of Faith, Srah (biography of the Prophet ) and Hdith, qdah
(Islamic belief) and Fiq (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 Tajwd
(rules/manner of reading the Holy Qur'n), with emphasis on Mad aby for Grade I;
Lm As-Shamsiyyah and Al-Qamariyyah for Grade II; Qalqalah Kubr and Qalqalah
Sugr for Grade III; Waqf for Grade IV; Mm and Nn As-Skinah for Grade V; and
Mudd 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
Hubbullh (Wa Hubbur-Rasl)
Maka-Tao
Hubbul-Insniyyah
Maka-Bayan
Hubbul-Waan
Maka-Kalikasan
Hubbul-Bah
Note to the teacher: The Ahdth found in this document are prescribed; other
related Ahdth that the teacher deem relevant and significant to the level of the
learner may also be used.
39
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI

to demonstrate values
of maka-Diyos,
makatao, makabayan
and makakalikasan
based on
supplications, seven
(7) suwar (from the
last Juz from Sra
an-Ns to Sra alKawthar) and Sra alFtiha, concept of
ahrah (purification)
& Wudh' (ablution),
life story of Prophet
Muhammad from
his early childhood
days in relation with:

of maka-Diyos,
makatao, makabayan
and makakalikasan
based on
supplications, eight (8)
suwar (from Sra alMn to Sra aldiyt), belief in Allh
as the bestower of
Islam, concept of al
(prayer), life story of
Prophet Muhammad
from his early
childhood days (when
he became an orphan)
in relation with:

of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahdth (Prophet
Muhammads
traditions (maxims)),
seven (7) suwar (from
Sra az-Zalzala to
Sra ad-Dhuh),
concept of the
Oneness of Allh ,
life story of Prophet
Muhammad from
st
his early youth (1
travel to Shm with
Abu lib, Harbul Fujr
(The Sacreligous War),
and Hilful Fudhl
willing (The Goodwill
Confederacy) in
relation with:

of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahdth, seven (7)
suwar (from Sra alLayl to Sra at-riq),
concept of the Zak
(obligatory alms
rd
giving, 3 Pillar of
Islam) and adaqah
(giving charity), the 6
Articles of Faith, life
story of Prophet
Muhammad during
the time of rebuilding
of the Kabah in
relation with:

of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahdth, four (4) suwar
(from Sra al-Burj to
Sra al-Infir),
concept of bdah
(worship) and Ihsn
(perfection/
worshipping Allh as if
you see Him), concept
th
of awm (fasting, 4
Pillar of Islam), life
story of Prophet
Muhammad when
nd
he was a trader (2
travel to Shm (Syria)
in relation with:

of maka-Diyos,
makatao, makabayan
and makakalikasan
based on different
Ahdth, four (4) suwar
(from Sra at-Takwr
to Sra an-Naba),
concept of Hajj
(pilgrimage to
th
Makka, 5 Pillar of
Islam), life story of
Prophet Muhammad
during the early
stage of his being a
prophet in relation
with:
ones self and

Allh
parents
siblings
close relatives; and
able to practice
ahrah and Wudh'.
40
ones self and

Allh
classmates and
other persons in
the school
immediate
environment; and
able to perform
al.
ones self and

Allh
family members
ones self and

Allh
family support
staff
neighbors
friends
ones self and

Allh
friends
people in the
community
ones self and

Allh
elders
people in the
community
(women and
children)
in ones
surroundings
Grade I
Grade II
Grade III
teachers/ elders
people in the
community
in ones
surroundings
in the community
(public areas); and
able to perform
al; and practice
good deeds.
41
Grade IV
Grade V
Grade VI
people in the
community
animals and other

creations
in the community;
and
animals and other

creations
in the school and

community;
in the school and

community; and
practice bdah &

apply Ihsn; and
practice good deeds.
show obedience by
avoiding Shirk
(polytheism), Kufr
(disbelief) and Nifq
(hypocrisy); live out a
Hall (lawful)
lifestyle; and practice
good deeds.
practice good deeds.
Core Value/ Sub
Core/ Related
Values
MAKA-DIYOS
(Allh )
Appreciation of
Allhs
creation
Gratefulness
Reverence
Obedience
Respect
Sincerity
Willingness
Compassion
Trust
Faithfulness
Hopefulness
Grade I
1. Appreciate
Allhs
creations
2. Recognize Allh
as the Creator,
God and al-Ahad
(The One, the
only one) as
mentioned in
Srah Al-Ikhl
(and as drawn
from the first
commandment
in the Ten
Commandments)
3. Listen carefully
when the Qur'n
is read or recited
by the teacher
Submission
God-fearing
Love
Grade II
1. Recognize Allh
as the
bestower of
Islamic religion
2. Appreciate the
character traits
of Muhammad
as the Last
Prophet of Allh
3. Show reverence
to Allh by:
performing
the 5
obligatory
prayers
orderly
Humility
Responsibility
Grade IV
Grade V
1. Appreciate the
family as a
blessing of Allh
based on the
Ahdth about
parents, siblings
and other close
relatives
1. Appreciate the
people in the
community based
on the Ahdth
about family
support staff,
neighbors and
friends (friendship)
1. Appreciate
animals, plants and
nature as Allhs
creations
2. Appreciate best
creation of Allh
humankind
as mentioned in
Sra at-Tn
2. Show gratefulness
by:
by:
being
respectful to
neighbors
being respectful
to parents
behaving kindly
to siblings
being respectful
to close relatives
Punctuality
42
Grade III
being respectful
to family
support staff
being
hospitable to
visitors
valuing other
people as
friends
of Allhs
creations by
respecting animals
and other
creations
3. Discuss the
benefits of awm
to ones spirit and
his/her relation
with other nations
Allh by:
Grade VI
1. Demonstrate
gratefulness to
Allh by
appreciating His
blessing to
mankind as cited
in Sra anNaba
2. Give the
importance of
Allhs
creations in pairs
as derived values
from Sra anNaba
3. Show reverence
to Allh by:
appreciating the
benefits and
virtues of Hajj
Core Value
Grade I
MAKA-DIYOS
4. Recognize Allh
as the
Sustainer and
Protector as
implicitly stated
in the
supplications
and suwar
learned (listed
below)
(Allh )
5. Show reverence
to Allh by:
reciting the
Shahdatayn
(testimony)
performing the
Wudh
(ablution)
Grade II
reciting the
eight (8)
suwar (from
Sra alMn to
Sra alldiyt)
following the
teacher
4. Re cognize Allh
as the
Sustainer of the
needs of
mankind as cited
in Sra Quraysh
5. Show obedience
as the value
derived from
Sra al-ldiyt
by:
obeying
parents
performing
al
Grade III
Grade IV
Allh by:
Allh by:
avoiding
Mubiltus al
(invalidations of
prayer) and
Makrhtus
al
(undesirable
acts when
praying) while
performing the
5 obligatory
prayers
appreciating the
importance of
giving Zak and
adaqah
reciting and
reading the
seven (7) suwar
(from Sra azZalzala to
Sra adDhuh)
practicing good
deeds based on
Sra azZalzala and
Sra at-Tn
naming the
other attributes
of Allh
43
reciting and
reading the
seven (7) suwar
(from Sra alLayl to Sra atTariq)
Grade V
appreciating the
benefits of awm
to ones spirit
and health
reciting and
reading the four
(4) suwar (from
Sra al-Burj to
Sra al-Infir)
practicing good
deeds based on
Sra al-Layl and
Sra alGshiya
recognizing
Allh as alMuhyi (The Giver
of Life) and alMumit (The
Taker of Life) as
cited in the story
behind Sra alBurj
recognizing Allh
as al-lm as
cited in Sra alAl
practicing good
deeds based on
Sra alInshiqq
doing bdah in
daily activities
Grade VI
reciting and
reading the four
(4) suwar (from
Sra at-Takwr
to Sra anNaba)
believing that
there is life after
death as cited in
Srah at-Takwr
and previous
suwar
recognizing
Allh as
Malikul Mulk
(The Owner of
All) as cited in
Sra at-Takwr
practicing good
deeds as
derived from
Sra anNaba
avoiding Shirk,
Kufr and Nifq
Core Value
Grade I
MAKA-DIYOS
reciting the
Basmalah
(recitation of
Bismill
before doing
anything) and
Istiah
(seeking refuge
in Allh)
(Allh )
reciting the
seven suwar
from the last
Juz (from
Sra an-Ns
to Sra alKawthar) and
Sra alFtiha
following the
teacher
44
Grade II
Grade III
6. Recognize Allh
as the
protector of all
nations as
implicitly stated
in Sra al-Fl
5. Internalize
obedience by
relating practices
on the concept of
Tawhd (Oneness)
of Allh and its
3 categories
(Tawhd ArRubbiyyah,
Tawhdul
Uliyyah and
Tawhdul Asmi
Waift)
(Lordship of Allh
, Divinity of
Allh , Oneness
of Allh by His
Names and
Attributes)
7. Internalize Godfearing as
derived in Sra
al-diyt
8. Show the value
of God-fearing
by performing
al
9. Perform al
punctually and
sincerely
Grade IV
recognizing Allh
as al-Qdir
(The All
Powerful) (in recreating
everything) as
cited in Sra atriq
applying the
concept of the 6
Articles of Faith
in their lives
4. Show obedience
by relating the 6
Articles of Faith as
ones guide in life
5. Show sincerity
when giving gifts
to loved ones and
friends as values
derived from
Zak and
adaqah
Grade V
applying Ihsn in
daily activities
5. Discuss how
practicing bdah
leads someone to
be obedient
6. Recognize that
doing some
bdah (e.g.
praying, reciting
the Qur'n, fasting
during the Month
of Ramadhn) is a
way of obedience
to Allh
7. Perform some
bdah (e.g.
praying, reciting
the Qur'n)
willingly and
sincerely
Grade VI
4. Practice
obedience by:
avoiding Shirk,
Kufr and Nifq
practices
relating daily
tasks to the
roles and traits
of Malikah
(angels) as
described in
Sra an-Nzit
5. Internalize the
spirit of Lailatul
Isri Wal Mi'rj as
one way of
worshipping Allh

derived from the
Hadth (Martibu
Dn Al-Islam) as
obedience to
Allh
Core Value
Grade I
MAKA-DIYOS
saying
appropriate
expressions
such as
Subhnahu Wa
Tal, Subhan
Allh, Msh
Allh,
Alhamdullilh
and Allhu
Akbar (Glory to
Allh Exalted,
God has willed
it, All praise is
due to Allh,
God is [the]
greatest)
(Allh )
naming ways
of worshipping
Allh from
observations
(e.g., parents
performing
prayer)
45
Grade II
10. Show trust in
Allh 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
Grade III
Grade IV
6. Demonstrate
belief in the
Oneness (Tawhd)
of Allh and its
3 categories
(Tawhd ArRubbiyyah,
Tawhdul
Ulhiyyah and
Tawhdul Asmi
Waift) by
practicing acts of
worship (e.g.
praying)
6. Show compassion
to needy as
learned from Sra
as-Shams, Sra
al-Fajr, and Sra
al-A'l by sharing
7. Internalize values
such as Godfearing and
obedience by
associating the
lessons learned in
the Tawhd
(Oneness) of Allh
and its
categories with
daily activities
7. Demonstrate
helpfulness by
doing household
chores willingly as
values derived in
prescribed Ahdth
8. Internalize the
concept of 6
Articles of Faith in
daily activities
9. Show love for Allh
by recognizing
Allh as Al-lm
as cited in Sra
al- A'l
Grade V
8. Demonstrate
compassion in
dealing with the
poor
9. Relate the virtues
including its
Kaifiyyah (ways
how to perform
awm)
(Wajibatuawm,
Sunnanoawm,
Makroatus awm
and
Mubiltuawm) in
dealing with the
needy
10. Show trust in Allh
as values
derived from
Sra al-Burj
11. Discuss the
benefits of Ihsn
and bdah in
ones relation with
Allh
Grade VI
7. Choose Hall over
Harm when
doing daily
activities as
learned from
prescribed Hadth
8. Demonstrate
sincerity in doing
all activities as
prescribed in the
Hadth on AlIkhl (sincerity)
9. Demonstrate love
and fear of Allh
by:
avoiding Shirk,
Kufr and Nifq
doing Allhs
commands
avoiding what
was forbidden
as mentioned in
the Ahdth on
Harm and Hall
Core Value
Grade I
MAKA-DIYOS
Grade II
reciting the
following
supplications:
(Allh )
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
46
Grade III
Grade IV
8. Able to discern
between good
and bad by
associating the
lessons learned in
the Tawhd of
Allh and its
categories with
daily activities
10. Practice
perseverance as
values derived
from Sra alBalad by
performing the 5
obligatory
prayers daily
9. Perform al
sincerely (aware of
Mubilt and
Makrt)
10. Show willingness
and sincerity to
perform optional
prayers and in
doing activities as
implicitly stated in
Sra al-Bayyina
11. Practice
responsibility as
values derived
from Sra alGhshiya
Grade V
12. Demonstrate
love and fear of
Allh by:
recognizing
Allh as alMuhyi and alMumt as cited
in the story
behind Sra
al-Burj
practicing
good deeds as
inspired from
Sra alInshiqq
13. Give the virtues
in performing
awm
Grade VI
10. Show fear of
Allh by:
believing that
there is life after
death
recognizing
Allh as
Mlikul Mulk
(The Owner of
All Sovereignty)
as cited in Sra
at-Takwr
Core Value
Grade I
MAKA-DIYOS
Grade II
naming the
attributes of
Allh which
are al-Mlik
(The Absolute
Ruler), arRazzq (The
Sustainer), allm (The
Knower of All),
al-Wadd (The
Loving One)
and al-Hamd
(The Praised
One)
(Allh )
6. Practice the
recitation of
Sra al-Ftiha
(The Opening
Chapter) and the
supplications
learned everyday
47
Grade III
11. Tell that love for
Allh can be
shown by:
avoiding
Mubiltus
al and
Makrtus
al while
performing the
5 obligatory
prayers and the
optional
prayers
practicing good
deeds based on
Sra azZalzala and
Sra at-Tn
Demonstrate
helpfulness and
perseverance as
values derived
from Sra asSharh by
helping out in
simple chores
at home and in
school
Grade IV
12. Able to discern
between good
and bad by
associating the
lessons learned
in the Tawhd
(Oneness) of
Allh and its
categories, 6
Articles of Faith
and as inspired
by the concept
of Zak and
adaqah, its
Kaifiyyah AzZak with daily
activities
Grade V
14. Internalize and
practice the
values of
sacrifice, selfdiscipline,
punctuality and
commitment in
other activities
based on the
values learned in
awm
Grade VI
Core Value
Grade I
MAKA-DIYOS
Grade II
7. Show obedience
by recognizing
Allhs
attributes as
implicitly stated
in the suwar and
Ahdth learned
(above)
(Allh )
8. Perform Wudh'
and the
etiquettes on
personal hygiene
properly
48
Grade III
Grade IV
13. Demonstrate
values such as
God-fearing,
obedience,
faithfulness
and
contentment
by
internalizing
the:
6 Articles of
Faith
concept of
Zak and
adaqah, its
Kaifiyyah
Az- Zak
(people
obliged to
give Zak,
properties
subject to
Zak and
recipients
of Zak)
Grade V
Grade VI
Core Value/ Sub

Core/ Related
Values
MAKATAO
Respectfulness
Respect for
others belief and
mans dignity
Love
Concern
Sincerity
Thoughtfulness
Kindness
Charity
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
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)
1. Show respect to
persons in the
school and
immediate
environment as
implicitly stated
in Sra alumaza by
being polite
1. Show respect to
ones parent based
on the Ahdth
about the parents
(also one of the Ten
Commandments),
siblings and other
close relatives
1. Demonstrate
respect for
other's belief as
drawn from Sra
al-A'l in the
school and
community
1. Relate respect
and love of self
to respect for
others as can
be drawn from
Sra al-Infir
1. Practice
obedience to
parents and elders
as drawn from
Sra an-Nzit
2. Familiarize with
the concept of
ahrah (personal
hygiene) and
Wudh'
Generosity
Compassion
Helpfulness
Hospitality
Friendliness
Courtesy
Trustworthiness
Truthfulness
2. Show love for

family members
as shown in the
early life of the
Prophet
(time when (he)
became an
orphan) and
relevant
Ahdth by
being
respectful to
them
Honesty
Responsibility
49
2. Show respect for

elders and teachers
as drawn from
relevant Ahdth (on
etiquettes towards
teachers/elders/
children) by being
polite
3. Demonstrate
concern and respect
for siblings as drawn
from relevant
Ahdth (on how to
act towards siblings)
(e.g., respecting
their personal
properties)
2. Demonstrate
kindness and
concern for
neighbors and
friends as stated
in relevant
Ahdith and as
derived from
Sra al-Layl and
Sra al-Fajr
(also from the
Ten
Commandments)
by being polite
and through
sharing
2. Demonstrate
concern and
compassion for
needy
3. Internalize the
virtues of awm
including its
Kaifiyyah
4. Demonstrate
the values such
as discipline
and self-control
derived from
awm (e.g.,
taking only
enough food
when eating)
2. Discuss the
importance of life
as Allh's gift
based from Sra
at-Takwr
3. Appreciate and
respect women
and young
children as
implicitly stated in
Sra at-Takwr
4. Give the
importance of
mankind by
internalizing
values of equality
and respect for
man's dignity as
can be drawn
from Sra Abasa
Core Value
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
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
3. Practice the
etiquettes on
personal hygiene
such as taking a
bath; on Firah (i.e.
nail cutting, using
the toliet like
Istinj' (cleansing
after the call of
nature) and
Qadhil Hjah,
cleaning of ears
and nose,
siwk/brushing of
teeth) as daily
habits
3. Show
friendliness and
kindness by
greeting others
(in the family
and immediate
environment)
with Assalmu'
laikum (Peace
be unto you)
and Wa
laikumissalm
(And unto you
be peace) (as
greetings of
peace) as
inspired from
some of the
verses of Sra
al-Mn, Sra
al-umazah
and Sra alQrih
4. Demonstrate
concern and
helpfulness for the
people in the
community as drawn
from the early youth
of Prophet
st
Muhammad (1
travel to Shm with
Abu lib, Harbul
Fujjr, and Hilful
Fudhl) and relevant
Ahdth
3. Demonstrate
charity/
generosity as
values derived
from Sra al-Layl
and Sra al-Fajr
by sharing with
siblings and
friends
5. Demonstrate
trustworthiness
as values
derived from
Sra alMuaffifn,
Sra al-Infitr,
as shown in the
life of Prophet
Muhammad
when he was a
trader, and in
relevant
Ahdth by
dealing with
friends fairly
5. Discuss why Hajj is

an educational
experience
4. Apply the values

learned from
ahrah and Firah
(etiquettes on
personal hygiene)
in home and in
school
in toilet use
50
in proper
garbage
disposal
by maintaining
cleanliness of the
surroundings
by helping out in
school activities
4. Show concern
and sincerity by
helping others
out willingly as
values derived in
Zak and
adaqah
5. Act kindly
towards visitors
by being
hospitable as
cited in relevant
Hadth (on
hospitality)
6. Show honesty
(as bdah) as
drawn from
Sra al-Infir
when dealing
with others
7. Demonstrate
the values such
as patience and
sacrifice as
lesson learned
from awm
6. Discuss the
benefits of Hajj to
ones 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)
Core Value
Grade I
MAKATAO
5. Apply values of
cleanliness
learned from
arah and
Wudh' in doing
daily habits
Grade II
Grade III
Grade IV
Grade V
Grade VI
4. Practice selfdiscipline and

punctuality in
daily activities
as values
derived from
performing
al (e.g.,
going to school
on time)
5. Show compassion
towards elders,
young children as
derived from Sra
al-Bayyina, Sra
ad-Dhuh and
relevant Ahdth (on
compassion for
elders and young
children) by helping
them out willingly
6. Demonstrate
trustworthiness
and responsibility
as shown in the
life of Prophet
Muhammad
during the
rebuilding of the
Kaba (placing of
the black stone)
by behaving
properly in the
classroom and at
home
8. Practice the
value of
equality and
compassion as
derived from
awm and dil
Fir (e.g.,
helping out in
community
activities)
9. Practice
brotherhood,
equality and unity
as lesson learned
from Hajj and dl
Adhh (Islamic
festival)
5. Demonstrate
charity as
derived from
Sra alMn, Sra
al- umazah
and Sra alQrih (e.g.,
sharing baon
with friends)
6. Show patience
to ones
playmates as
encouraged
from Sra alr
51
6. Act kindly towards

family members and
close relatives as
values derived from
Sra al-Bayyina
and Sra Ad-Dhuh
7. Demonstrate
charity/ generosity
towards family
members and close
relatives as derived
from Sra alBayyinah, Sra alAd-Dhuh
7. Give the
importance of
giving Zak and
adaqah and
practice the
values derived in
daily activities
9. Discuss and
internalize the
values from
relevant
Ahdth (on
value of
knowledge) by
studying and
doing the
assignments
diligently
10. Demonstrate
industriousness
and commitment
as drawn from
Sra an-Naba
by doing school
projects properly
11. Practice
punctuality as
drawn from Sra
an-Naba (e.g.,
in community
activities)
12. Able to share
responsibility as
drawn from Sra
an-Nzit (i.e.,
roles of Malikah)
in assigned tasks
at home and in
school
Core Value
Grade I
MAKATAO
52
Grade II
Grade III
7. Apply
cleanliness and
propriety as
values derived
from
supplications/
Hadth (on
personality)
and al in
ones way of
dressing
8. Show love for

learning as values
derived in Sra allaq by doing
school tasks on time
and responsibly
9. Practice helpfulness
and perseverance as
values derived from
Sra as-Sharh by
helping out in
simple chores at
home and in school
Grade IV
Grade V
Grade VI
13. Demonstrate
discipline and
self-control as
cited in relevant
Ahdth (on
Hall and
Harm/
avoidance from
Shubt)
14. Internalize
sharing of and
valuing
knowledge as
values derived
from relevant
Ahdth (on
Martibu Dn AlIslam)
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
53
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
1. Appreciate Allhs
creations
1. Apply selfdiscipline in
doing daily
habits as values
derived from
performing
alah by
following
classroom and
school rules and
regulations
1. Demonstrate
helpfulness and
concern for the
people in the
community as
drawn from the
early youth of
Prophet
st
Muhammad (1
travel to Shm with
Abu lib, Harbul
Fujjr, and Hilful
Fudhl) and
relevant Ahdth by
maintaining
cleanliness of the
surroundings
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 Kabah
(placing of the
black stone)
1. Demonstrate
love of country
by obeying rules
and regulations
in the
community as
values derived
from relevant
Ahdith (on
upholding of
Sunnah)
1. Demonstrate
responsibility and
accountability as
values derived
from relevant
Ahdth (on quality
work) by being
careful in using
community
properties
2. Appreciate
Philippine
treasures as
creations of Allh
3. Identify oneself as
a Filipino Muslim
created by Allh
4. Apply selfdiscipline and
obedience in
public places by
disposing
garbage properly
as values learned
from arah
2. Demonstrate
love for peace by
saying Assalmu
laikum and Wa
laikumussalm
as greetings of
peace
3. Appreciate faith
and trust in Allh
as one way to
protect ones
country from
dangers and
calamity as
shown in Sra
al-Fl
2. Demonstrate love
of country by
obeying rules and
regulations in
school as derived
from Sra al-laq
2. Practice the
value of equality
as derived from
awm and dl
Fitr (Islamic
festival) (e.g.,
helping out in
community
activities)
2. Practice prudence
in using resources
as the values from
relevant Ahdth
(on the use of
resources)
3. Help preserve
public properties
as values derived
from relevant
Ahdth (on care
for properties)
4. Demonstrate
respect for holy
places as values
derived from Hajj
by following rules
in the Masjid
Core Value
Grade I
MAKABAYAN
Grade II
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
Grade III
Grade IV
Grade V
Grade VI
5. Discuss the
benefits of Hajj to
ones 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
if (where he was
stoned by children)
54
Core Value/ Sub

Core/ Related
Values
MAKAKALIKASAN
Appreciation of
Allhs
creations
Respect for
creations
Responsibility
Stewardship
Prudence in
using resources
Kindness
Cleanliness
Grade I
1. Appreciate the
creations
2. Tell how Allhs
creations can be
used wisely
3. Apply the values
learned from
arah and
Firah (etiquettes
on personal
hygiene) at home
or in school
in toilet use
in proper
garbage
disposal
Grade II
1. Appreciate nature
as a perfect
design of Allh
2. Enumerate ways
of taking care of
Allhs creations
3. Demonstrate
respect for
creations as drawn
from supplications
regarding nature
by practicing
cleanliness in
ones immediate
environment
Grade III
1. Appreciate
mankind as the
best creatures
among Allhs
creations as
mentioned in
Sra at-Tn
2. Demonstrate
helpfulness and
concern for the
people in the
community as
drawn from the
early youth of
Prophet
Muhammad *
and relevant
Ahdth by
maintaining
cleanliness of the
surroundings
___________________________________________________________________
st
* 1 travel to Sham with Abu lib, Harbul Fijr, and Hilful Fudhl
55
Grade IV
1. Appreciate Allhs
creations
(heavenly bodies,
time of Fajr,
others) as
mentioned in
Sra as-Shams,
Al-Fajr, Sra alGhshiya and
Sa a-riq
2. Demonstrate
stewardship and
responsibility as
values derived
from relevant
Ahdth (care for
animals and other
creations) (e.g.,
taking care of
their pets and
other animals)
Grade V
1. Demonstrate
respect for
creations as the
values derived
from relevant
Ahdth (on
etiquettes in
slaughtering
animals for food)
2. Demonstrate
kindness as the
values derived
from relevant
Ahdth (on
etiquettes in
slaughtering
animals for food)
by avoiding things
that can harm
people and
animals
Grade VI
1. Apply the
etiquettes of
eating and
conserving
natural resources
for food as values
derived in Sra
basa (e.g.,
consuming only
enough food
when eating)
2. Show
gratefulness and
stewardship in
Allhs
creations (nature)
(e.g., help in tree
planting) as
values derived
from Sra anNaba
Core Value
MAKAKALIKASAN
Grade I
Grade II
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
56
Grade III
3. Demonstrate
stewardship and
responsibility as
values derived
from Sra at-Tn
(e.g., helping out
in cleaning the
house and
surroundings)
Grade IV
Grade V
Grade VI
3. Practice prudence
and
industriousness
by recycling
materials as the
values derived
from relevant
Ahdth (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.
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI

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 ones various
needs.
At the end of Grade

VI, the learner is
expected to listen
critically;
communicate ones
feeling and ideas
orally and in writing
with a high level of
proficiency; and read
various text type
materials to serve
ones own learning
needs in meeting a
wide range of lifes
purposes.
57
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 magaaral 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 magaaral ay
nakapagpapahayag
ng sariling ideya at
kaisipan tungkol sa
mga impormasyon/
kuwentong narinig,
nakapagbibigay ng
reaksiyon at
nakalalahok sa ibatibang 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 ibat
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 ibatibang pangungusap
sa pagpapaliwanag,
nakapagbibigay ng
solusyon sa mga
suliranin batay sa
karanasan at mga
natutuhang kaalaman
sa anumang
58
Unang Baitang
pangalan at mga
payak na
pangungusap nang
maayos at may
wastong bantas.
59
Ikalawang Baitang
mga titik na
gumagamit ng
wastong bantas.
Ikatlong Baitang
Nagagamit ang mga
bahagi ng pananalita
sa pangungusap,
usapan at sitwasyon.
Naisusulat ang mga
idiniktang patalastas,
anunsiyo, poster,
liham at iba pang
teksto.
Ikaapat na Baitang
sitwasyon, natutukoy
ang mga
pangyayaring naguugnay ng sanhi at
bunga. Nagagamit
ang mga bahagi ng
pananalita sa
pangungusap,
pahayag, usapan at
sitwasyon.
Ikalimang Baitang
Ikaanim na Baitang
thesaurus at iba pang
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.
sanggunian sa
paghahanap ng
impormasyon at
nakasusulat ng balita,
biro, anekdota,
patalastas, poster at
sulatin na may 15-20
pangungusap.
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
Grade I
Grade II
Grade III
Grade IV
Grade V
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.
60
Grade VI
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 ones 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
Earths 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.
61
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
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.
62
Ikatlong Baitang
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
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.
63
Ikalimang Baitang
Pagkatapos ng Ikalimang Baitang,
nakapagpapakita ng pagpapahalaga sa mga
pangyayaring naganap at nagaganap sa
pamumuhay ng mga Pilipino sa ibat ibang
panahon ng nakatutulong sa pagbuo ng
bayan, nasyon at estado.
Ikaanim na Baitang
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]
n Call for prayer

fwan Response to Shukran
Ahkmul Mim As-Skinah Rules of silent Mim1
Ahkmun-Nn As-Skinah Rules of Silent Nun2
Alan Wasalan Welcome
Al-Hajj The Pilgrimage
Alhamdulillh All praise is due to Allh
Allhu Akbar Allh is great
Al-A'ml Acts /Deeds
Al-Amnah Honesty/Trustworthiness
Anwl bdah Kinds of worship
qdah Islamic Creed
Asmul Istifm Interrogative nouns3
Al-Asmul Khamsah The Five Nouns
Arknul Islm Pillars of Islam
Arknul-Hajj Pillars of Pilgrimage
Arknus-al Pillars of Prayer
A- al The Prayer
sif I am sorry
Assalmu laikum Wa Rahmatullhi Wa Baraktuh Peace, mercy and blessings of
Allh be unto you
Awqtu- al Times of prayer
1
In reading the Holy Qur'n
In English grammar, it is the interrogative pronouns.
64
[B]
Barakah Blessing
Basmalah Saying Bismill before doing anything
Birrul Wlidayn Obedience to parents
[D]
Dallah Indication/Sign
[E]
bdah Worship
dayn The two Islamic festivities
[F]
Fl Doer/Subject
Fi'lu-t Doing lawful acts
Fiq Jurisprudence
[G]
Al-Ghusl Taking a bath
[H]
Hadth Tradition of Prophet Muhammad
Hajj Pilgrimage
Hakmah Wise woman
Hall Lawful/Permissible
65
Harfu fin Conjunction

Harbul Fujjr The Sacreligious War (from Srah)
Harfu Jarr Preposition
Harm Unlawful
Hilful Fudhl The Goodwill Confederacy (from Srah)
Hurf Refers to Harfu Jarr, Atf, Nawasib, Jawzim, etc.
Husnul Khuluq Good moral & right conduct
[I]
Idghm Rules of assimilation4
Ihsn Performance of good deeds
Ihsnul Jr Kindness to neighbor
Ikhf' Rules of concealment5
Al-Ikhl Sincerity
Ikrmud-Dhayf Hospitality to visitor
Ilalliq' See you again
Al-mn The Faith
Iqlb Rules of silent Nn when followed by letter B'6
Iqmah Call for performing the al
Al-Islam Complete submission to the will of Allh
Isr' Journey by night from Masjid al-Haram to Masjid al-Aqsa
Al-Istiah Seeking refuge in Allh
Al-Istinj' Cleansing with the use of water after the call of nature7
Islamic Jurisprudence
66
Ir Rules of revealing silent Nun before these letters8 ((
[J]
Jawzim Rules of governing apocopate form9
Jumlah Sentence
Jumlah Inshiyyah Imperative sentence10
Al-Jd Generosity
Juz mma The 30th volume of the Holy Qur'n
Juz Volume in the Holy Qur'n
[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
Arabic language grammar
10
Arabic Language grammar
11
Islamic jurisprudence ( e.g., al, Zak, Hajj)
12
Arabic language grammar (syntax)
13
See Sra al-Qadr (Holy Qur'n Chap.97).
67
[M]
Mi'rj Journey of the Prophet Muhammad from Masjid Al-Aqsa to heaven
Mabn Lilmajl Passive form of verb
Madaniyya Chapter and verses revealed in Madinah
Madd Lengthening of the voice over long vowels 14
Madd Taby Long vowels
Maf`lun bihi Object
Al-Mafrdht The Compulsories15
Al-Mahuratul-Hajj Restrictions in the rituals of Hajj
Makrt Undesirable acts16
Malikah Angels
Makkiyyah Chapters and verses revealed in Makkah17
Martibu Dnil Islam Categories of the Islamic Religion18
Ma'rifatullh Knowing Allh
Mas-hul Khuffayn Another form of ablution19
Mubtada' Wa Khabar Subject and predicate
Mubilt Invalidations
[N]
Nibul Fl Alternative doer (Arabic grammar)
An-Najst The Contaminants
An-Naihah The Advice
14
In rules of reading the Holy Qur'n there are many madd (pl) mudd such as madd taby, madd Jiz, madd
ljim, madd ridh lis-sukn.etc. (every one of it has specific roles)

15
Fiq (Islamic jurisprudence)
16
Fiq (Islamic jurisprudence)
17
Science of revelation of the Holy Qur'n
18
qdah (Islamic creed)
19
By rubbing the Khuff (shoe that covers the area that is to be washed in ordinary ablution)
68
An-Nawfil The Non-compulsories/Optional

Nawqidh Invalidations/ Nullifications
Nawsib Subjunctives
An-Nifq Hypocrisy/ Insincerity
An-Niyyah The Intention
[Q]
Qadar Destiny (Sixth pillar of mn)
Qalqalah Rules of vibration in Qurn reading20
Qiymul-Layl Night prayer
[R]
Ar-Radhh Breast feeding
Rak' Bending of the torso from an upright position, followed by two prostrations (in
al)
Ar-Rifqu bilhayawn Kindness to animals

Ar-Rifqu bilmamlk Kindness to household help
Ar-Rubbiyyah Lordship of Allh
Rusul Prophets
[S]
As-abr Patience
adaqah Charity /Alms (optional giving)
As-Sam' Wa-h Hearing and obeying21
awm Fasting
20
There are two kinds of Qalqalah (vibration) shugra (little) kubra (big)
21
Samn wa tan at your service
69
A-idq Truthfulness
Shirk Opposite of Tawhd (i.e. polytheism, idolatry)
Ash-Shukr Thankfulness
Shur Requirements
Subhnallh Glory be to Allh
Sujd Prostration
Sunan (plural for sunnah) Optionals
Sunnah of the Prophet Ahdth/Traditions
Srah Chapter
[T]
Tajjub Exclamation out of wonder
A-arah Purification
Tajwd Rules of reading the Holy Qur'n
Tarkul Muharramt To avoid unlawful acts
Tashdd Combining two similar Arabic letters into one
Taqrr Prophet Muhammad's implied approval of Sahbah's actions
At-Taqw Piety
At-Tawdhu' Humility
Tawhd Oneness of Allh (Unification)
At-Tayammum Another type of ablution22
[U]
Al-Ukhuwwah Brotherhood
Al-Uliyyah Divinity of Allh
22
By rubbing sand to some parts of the body (see Fiq)
70
Al-Usluth-Thalthah Three fundamentals
[W]
Walaikumussalm And peace be unto you
Al-Wafu bild Fulfillment of the treaty/ agreement
Wah'yun Revelation
Witr Odd (number)
Wudh ablution
[Z]
Zak Alms (obligatory giving)
71
THE 99 NAMES OF ALLH

Arabic Term
Allh
English Translation
ar-Rahmn
ar-Rahm
al-Malik
al-Qudds
as-Salm
al-Mu'min
al-Muaymin
al-Azz
al-Jabbr
10
al-Mutakabbir
11
al-Khliq
12
al-Bari'
72
The Greatest Name
The All-Compassionate
The All-Merciful
The Absolute Ruler
The Pure One
The Source of Peace
The Inspirer of Faith
The Guardian
The Victorious
The Compeller
The Greatest
The Creator
The Maker of Order
Arabic Term
English Translation
13
al-Muawwir
14
al-Ghaffr
The Forgiving
15
al-Qar
The Subduer
16
al-Wab
The Giver of All
17
ar-Razzq
18
al-Fatth
19
al-lm
20
al-Qbidh
21
al-Bsi
22
al-Khafidh
23
ar-Rfi
24
al-Muzz
The Bestower of Honors
25
al-Muill
The Humiliator
26
as-Sam
The Hearer of All
73
The Shaper of Beauty
The Sustainer
The Opener
The Knower of All
The Constrictor
The Reliever
The Abaser
The Exalter
Arabic Term
English Translation
27
al-Bar
28
al-Hakam
29
al-dl
30
al-Laf
31
al-Khabr
32
al-Halm
33
al-m
34
al-Ghafr
35
as-Shakr
36
al-liyy
The Highest
37
al-Kabr
The Greatest
38
al-Haf
The Preserver
39
al-Muqt
The Nourisher
40
al-Hasb
The Accounter
74
The Seer of All
The Judge
The Just
The Subtle One
The All-Aware
The Forbearing
The Magnificent
The Forgiver and Hider of Faults
The Rewarder of Thankfulness
Arabic Term
English Translation
41
al-Jall
42
al-Karm
The Generous
43
ar-Raqb
The Watchful One
44
al-Mujb
The Responder to Prayer
45
al-Wsi
The All-Comprehending
46
al-Hakm
47
Al-Wadd
48
al-Majd
The Majestic One
49
al-Bth
The Resurrector
50
as-Shahd
51
al-Haqq
The Truth
52
al-Wakl
The Trustee
53
al-Qawiyy
54
al-Matn
75
The Mighty
The Perfectly Wise
The Loving One
The Witness
The Possessor of All Strength
The Forceful One
Arabic Term
English Translation
55
al-Waliyy
The Governor
56
al-Hamd
The Praised One
57
al-Muhiy
The Appraiser
58
al-Mubd'
The Originator
59
al-Mud
The Restorer
60
al-Muhyiy
61
al-Mumt
62
al-Hayy
63
al-Qayym
64
al-Wjid
The Finder
65
al-Mjid
The Glorious
66
al-Whid
67
al-Ahad
68
as-amad
76
The Giver of Life
The Taker of Life
The Ever Living One
The Self-Existing One
The One, without partner
The one, the only one
The Satisfier of All Needs
Arabic Term
English Translation
69
al-Qdir
70
al-Muqtadir
71
al-Muqaddim
The Expediter
72
al-Muakhkhir
The Delayer
73
al-Awwal
74
al-khir
The Last
75
a-ir
The Manifest One
76
al-Bin
The Hidden One
77
al-Wliy
The Protecting Friend
78
al-Muta'liy
79
al-Barr
80
a-awwb
81
al-Muntaqim
82
al-fwu
77
The All Powerful
The Creator of All Power
The First
The Supreme One
The Doer of Good
The Guide to Repentance
The Avenger
The Forgiver
Arabic Term
English Translation
The Clement
83
ar-Ra'f
84
Mlikul Mulk
85
ul Jalli wal Ikrm
86
al-Muqsi
87
al-Jmi'
88
al-Ghaniyy
The Rich One
89
al-Mughniy
The Enricher
90
al-Mni'
91
ad-Dhrr
92
an-Nfi'
93
an-Nr
94
al-diy
95
al-Badi'
The Originator
96
al-Bqi
The Everlasting One
78
The Owner of All
The Lord of Majesty and Bounty
The Equitable One
The Gatherer
The Preventer of Harm
The Creator of The Harmful
The Creator of Good
The Light
The Guide
Arabic Term
English Translation
97
al-Writh
The Inheritor of All
98
ar-Rashd
The Righteous Teacher
99
as-abr
79
The Patient One
AHDITH COLLECTIONS
GRADE I
Supplications on sleeping and waking up
,

,

,

.
,
.

( . )

Supplications upon waking up
.

, , .
Morning and evening supplications
,
,

, ,
.

Supplications on eating and drinking

. .
Supplications upon entering the comfort room
.
.
80
Supplication after going out of the comfort room
Supplications before getting dressed
,

,
.
.
Supplications when going in and out of the house

.
.
. :

.
Supplications when going in and out of the Masjid
, , ,

,

.
,

.

.
,
81
GRADE II
Supplication when facing the mirror
.

Supplication on riding and getting off a vehicle
Supplications on travelling

, , ,
.

.

.

Supplications on seeing good and bad things

[

[ :

].
Supplications during upon hearing animal sounds
[

, ].
,

[ .
.

,

,
82

.
.

Supplications during natural events such rain, thunder, typhoon and seeing the moon
. .

.

( -)1 :
Supplications when he/she feels unsafe in a certain place and time

.
.
,
.

, ,
83
Supplications upon arrival
.
( -)1
:

.

.

.

:
.

( -)2 :

:
.
84
GRADE III
Respect for parents
( -)1
. . .

.

( -)2

.
.
( -)3 : :
, :

: .
( -)4 :
85
Siblings, aunts and uncles

) .
( -)1

( :

( -)2

:

Respect for relatives
( -)1 :
:

: . .

).

( -)2 :

: .

( -)3
.
:

86
Respect for elders

( ( -)1
).

:
( -)2
.

Good manners and right conduct

( -)1 ( :

,

:
,
:
).

:

( -)2
:

) .
(-)3

: :
:
: .
87

( -)4

.

( -)5 , :
: :

( -)6
" :
"

:
( -)7
.
:

88
GRADE IV
Respect for neighbors
( -)1
:
.

:

:

( -)2

.
.

( -)3 :

" :
" .

( -)4
:

( ( -)5 ).

89
Concern for family

( -)1

, :
) .

( ( -)2
:

).

Support staff, chores

( -)1 :

, :

,

:

, , ,
" .

Accommodating visitors
:
( -)1

" :

" .
90
Friendship, brotherhood
( -)1 :

" :
"

:
( -)2

:
(

) .

( -)3
( : :

:
( -)4

( : :
) .
:
( -)5
91
Caring for animals and other creations

( -)1
" :

" .
:
( -)2
,
.
( -)3

:

,

,
,
) .

:
( -)4
) .

92
GRADE V
Importance of knowledge
:
( -)1

) .
( :

( -)2
:

)
( -)3

, ,

.

,
:
, ,

, ,

, ,
.
(( -)4

).

93
Respect for teachers and elders
( -)1

: ( :

) .
:
( -)2
( :

) .

.

Truthfulness, kindness
( -)1 :

,
,

.
( -)2

" :
, ,

" .
94

( -)3 :

: . " :
:

" .

( -)4

, ,
,

, .

:
( -)5

,

.
Discipline and obedience

" :
( -)1

. : . :

95
"
Protection of the environment
( -)1

,

, : ,

:
,
, :
, ) .

( -)2 :

) .
:
,
( -)3
,
) .
,

96
) .
,
( -)4

( ( -)5
).

97
GRADE VI
Maratibu din Al-Islm
( -)1 " :

,

:
: ,

.
. :

. :
:
. :
, . :
.
. :

. :

:

,
: . :

"
Hall and Harm
:
( -)1
" :

98
" .
,

,

( -)2 :
( :

),

) , ( :

" .

Sincerity

( -)1

:
:

, ,

) .

Humility
( -)1
:
99
( -)2 :

:

( -)3
:

:
:

:
: :

) .
( -)4 :

:
,
,

) .
Forgiveness and self-control
( -)1 ( : :

, , ,
100

, , ,
,

).
,
Wise spending of resources
( -)1
:

:

: :

) .
( ( -)2 :

,
,
, ).

Quality and hard work
(( -)1 ).

( ( -)2

).

,

Self-reliance
( -)1 :

( -)2

: ,

.
101
Industriousness
( -)1 :
. :
.
.

).

( -)2

.
:

, :
( -)3
:
.

( -)4 :
( -)5 :
102
LIST OF SUWAR FROM JUZ MMA

No.
Suwar (Chapters)
Sra al-Ftiha
English Meaning
Total Verses
The Opening
78
Sra an-Naba
The Great News, Tidings, The

Announcement
40
79
Sra an-Nzit
Those Who Tear Out, Those

Who Drag Forth, Soul-snatchers
46
80
Sra basa
He Frowned
42
81
Sra at-Takwr
The Folding Up, The

Overthrowing
29
82
Sra al-Infir
The Cleaving Asunder, Bursting

Apart
19
83
Sra al-Muaffifn
The Dealers in Fraud,

Defrauding, The Cheats,
Cheating
36
84
Sra al-Inshiqq
The Rending Asunder, The

Sundering, Splitting Open
25
85
Sra al-Burj
The Mansions Of The Stars,

Constellations
22
86
Sra a-riq
The Night-Visitant, The Morning

Star, The Nightcomer
17
87
Sra al-A'l
The Most High, Glory To Your

Lord In The Highest
19
88
Sra al-Ghshiya
The Overwhelming Event, The

Pall
26
89
Sra al-Fajr
The Break of Day, The Dawn
30
90
Sra al-Balad
The City, This Countryside
20
103
No.
Suwar (Chapters)
English Meaning
Total Verses
91
Sra as-Shams
The Sun
15
92
Sra al-Layl
The Night
21
93
Sra ad-Dhuh
The Glorious Morning Light, The

Forenoon, Morning Hours,
Morning Bright
11
94
Sra as-Sharh
The Expansion of Breast, Solace,

Consolation, Relief
95
Sra at-Tn
The Fig, The Fig Tree
96
Sra al-laq
The Clinging Clot, The Clot,

Recite
19
97
Sra al-Qadr
The Night of Power or Honor,

The Night of Decree, Power, Fate
98
Sra al-Bayyina
The Clear Proof, Evidence
99
Sra al-Zalzala
The Earthquake
Sra al-diyt
The Courser, The Chargers
11
101
Sra al-Qri
The Striking Hour, The Great

Calamity, The Stunning Blow,
The Disaster
11
102
Sra at-Takthur
The Piling Up, Rivalry In World

Increase, Competition
103
Sra al-r
The Time, The Declining Day,

Eventide, The Epoch
104
Sra al-umaza
The Scandalmonger, The

Traducer, The Gossipmonger
105
Sra al-Fl
The Elephant
100
104
No.
106
Suwar (Chapters)
English Meaning
Total Verses
Sra Qurays
Quraish
107
Sra al-Mn
The Neighbourly Assistance,

Small Kindnesses, Almsgiving,
Have You Seen
108
Sra al-Kawthar
109
Sra al-Kfirn
Those Who Reject Faith, The

Disbelievers, The Kafirs
110
Sra an-Nar
The Help, Succour, Divine

Support, Victory
111
Sra al-Masad
The Plaited Rope, The Palm Fibre
112
Sra al-Ikhl
Purity of Faith, The Fidelity
113
Sra al-Falaq
The Daybreak, Dawn
114
Sra al-Ns
Mankind
105
Abundance, Plenty
TRANSLITERATION TABLE OF ARABIC LETTERS

Latin
Transliteration
Arabic Short
Vowels
Latin
Transliteration
Arabic Long
Vowels
VOWELS
CONSONANTS
A
Dh
dh
Th
th
'
'
Gh
gh
Kh
kh
Sh
sh
Finalized on April 7, 2010 at SEAMEO INNOTECH, Quezon City inclusion to the 2010 Refined Madrasah Curriculum
Framework for the Elementary Level
106

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TABLE OF CONTENTS

Learning Expectations for Fiq.............. 35

VISION OF A MADRASAH LEARNER

Ang bata ay dapat tugma sa ugali ng Propeta Muhammad maka-Diyos

Refined Elementary Madrasah Curriculum

WHAT IS IN THE FRAMEWORK?

Refined Elementary Madrasah Curriculum

HOW TO USE THIS FRAMEWORK

Refined Elementary Madrasah Curriculum

Percentage of Language Use

Multi-Language Transition in ALIVE &

Critical listening, immersion in developmental conversation drills and understanding

Subject Goal: Develop functional literacy in the Arabic Language to enable

Refined Elementary Madrasah Curriculum

At the end of Grade I,

At the end of Grade II,

At the end of Grade III,

At the end of Grade IV,

At the end of Grade V,

At the end of Grade VI,

Refined Elementary Madrasah Curriculum

Refined Elementary Madrasah Curriculum

4. Repeat 2 to 3 syllable words

2. Draw different shapes

Refined Elementary Madrasah Curriculum

Parts of the body

Things around the

Parts of the house

Refined Elementary Madrasah Curriculum

Refined Elementary Madrasah Curriculum

About the family

About the Masjid

Things inside the house

Different land forms

About the family

About the Masjid

Things inside the house

Different land forms

Refined Elementary Madrasah Curriculum

People in the community

About the community

Natural events such as

Masculine & feminine

4. Distinguish verbs in sentences

5. Use vocabularies learned in

Refined Elementary Madrasah Curriculum

Answer questions such as

2. Give meanings of new words

4. Follow 1-2 step directions

Singular, dual, and plural

2. Distinguish verbs in sentences

Verb Tenses &

3. Distinguish Hurf (particles) in

Refined Elementary Madrasah Curriculum

1. Read short stories with 4-6

1. Write words from

2. Answer questions such as

2. Copy simple sentences

3. Give meanings of new words