Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS ONE). Islamic Religious Studies Scheme of work JSS1 (AGE 12 ).
JSS1 First Term Islamic Studies Scheme of work
WEEK 1
SUBJECT: Islamic Studies
TOPIC: Sūratul-Fatihah Chapter 1
LEARNING OBJECTIVES: By the end of the lesson, students should be able to:
- translate the Sūrah into English;
- discuss Sūratul-Fatihah;
- mention the lessons therein.
LEARNING ACTIVITIES:
- students, in small groups, lead others in the recitation/ translation.
- students, in small group, discuss the three divisions of Sūratul-Fatihah according to the Hadith.
- students, as a class, brainstorm on the lessons therein.
For further studies, students vist: islam4u.pro/blog/surah-fatiha/
EMBEDDED CORE SKILLS:
- Communication and collaboration skill.
- Critical thinking and problem solving.
- Leadership and personal development
- Digital Literacy
LEARNING RESOURCES:
Audio-Visual Resources:
- A chart of translation of Sūratul- Fatihah and Hadith (“I have divided prayer between myself and my servant…”) Sahih-ul-Muslim (395);
- Recorded audio of Sūratul-Fatihah.
Web Resources:
- www.natais.edublogs.org;
WEEK:2
SUBJECT:Islamic studies
TOPIC: Pillars of Islam (Five Pillars of Islam).
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• explain the meaning of each pillar of Islam;
• arrange the pillars of Islam in order;
• evaluate the significance of five pillars of Islam
LEARNING ACTIVITIES:
• students, in small groups, lead others in the recitation/ translation.
• students, in small group, discuss the three divisions of Sūratul-Fatihah according to the Hadith.
• students, as a class, brainstorm on the lessons therein.
• For further studies, students vist: islam4u.pro/blog/surah-fatiha/
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
• Digital Literacy
LEARNING RESOURCES:
Audio-Visual Resources;
• A chart bearing Hadith 3 of An- Nawāwī’s Collections.
• A flashcard containing the pillars of Islam.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEK: 3
SUBJECT: Islamic
TOPIC: Hadīth and Sunnah
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• explain and differentiate Hadīth and Sunnah;
• list the components of Hadīth i.e. Isnād, Matn & Rāwī;
• classify Hadīth into the three known categories of Sahīh, Hassan and Da’īf.
LEARNING ACTIVITIES:
• students, as a class, discuss the meaning of Hadith and Sunnah, also differentiate between the two.
• students, in small groups, identify the three components of Hadīth
• students, in pairs, break an Hadith into its three components.
• students, as a class, brainstorm on the three categories of Hadith.
For further studies, students vist:
• www.youtube.com/watch?v=wv4-6m4jtZI
• www.tes.com/teaching-resource/hadith-and-sunnah-11043967
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
• Digital Literacy
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart showing the meaning of Hadīth and Sunnah.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEK:4
SUBJECT: Islamic studies
TOPIC: At-Tahārah
(Purification and its kinds)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• cite the position of At-Tahārah in worship and its importance;
• classify At-Tahārah (Najasah and Hadath);
• relate how At-Tahārah from Najasah is realized.
LEARNING ACTIVITIES:
• students, in pairs, mention the pre-requsites of any worship in Islam.
• students,in small groups, find out the difference between Najasah and Hadath
• students, as a class, demonstrate how Tayammum, Al-Wudu’ and Al-Ghuslu are performed.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
- Leadership and personal development
- Critical thinking and problem solving.
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart showing the list of kinds of At-Tahārah.
• A chart showing the list of Najasah and Hadath.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEK: 5
SUBJECT: Islamic studies
TOPIC: Al-Wudū’
(Water/Wet Ablution)
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• explain the word ‘Wudu’ and outline what necessitates its performance;
• examine what spoils/vitiates Wudū’;
• demonstrate how to perform Wudū.
LEARNING ACTIVITIES:
• students, as a class, brainstorm on the meaning of ‘Al-Wudu’ and what necesitate its performance.
• students, in pairs, state what vitiates Al-Wudu’
• students, in small groups, compete on how to perform ablution
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• a kettle or bowl fills with water for practical demonstration.
• Students to read Q5:6 and recognize the compulsory part of ablution from sunnah.
• a self-recording of oneself performing ablution.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEK: 6
SUBJECT: Islamic studies
TOPIC: Arabia before Islam
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• explain the word Jahiliyyah in relation to Arabia before Islam”;
• examine the characteristics of the Jahiliyyah period;
• justify some changes brought about by Islam.
LEARNING ACTIVITIES:
• whole class brainstorms on the word “Jahiliyyah”
• students, in pairs, discuss the characteristics of the Jahiliyyah period.
• students, in small groups, identify the changes brought by Islam.
• students, as a class, watch the video/clips on Arabia before Islam.
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• geographical picture of Arab before Islam.
• video/clips
• Printed or copy of the speech of Jafar before the king of Negus to recognize the true picture of the Arab before Islam.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEK: 7
MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY
WEEK:8
SUBJECT: Islamic studies
TOPIC: Iman – Faith (as the First Pillar of Islam):
i. Articles of The Islamic Faith
ii.Kalimatush – hahādah
LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• discuss the meaning of Iman (faith);
• relate the significance of Iman (faith) in relation to other pillars of Islam;
• justify the six articles of Iman (faith) in accordance with Hadith two of An-nawawi;
• highlight the conditions of Kalimatush-Shahādah in relation to Iman (faith).
LEARNING ACTIVITIES:
• Students, as a class, brainstorm on the meaning of Iman (faith).
• Students, in small groups, brainstorm on the significance of Iman (faith).
• Students, in small groups, discuss the articles of faith in accordance with Hadith two of An-nawawi.
• students, as a class, discuss the conditions of Kalimatush-Shahādah in relation to Iman (faith).
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources:
• The text of kalimatush- shahadah in a chart and the English meaning.
• Inscribe the word of Kalimatu-sh-Shahādah and articles of faith boldly on cardboard paper or using a graphic design.
• Chart showing the Articles of the Islamic faith.
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEK: 9
SUBJECT: Islamic studies
TOPIC: Study of Sūratun-Nās (Q. ch. 114) Reading and meaning.
LEARNING OBJECTIVES:
LEARNING ACTIVITIES:
students, in pairs, read the recitation/translation.
students, in a small group, discuss the subject matter of the surah.
students as a class brainstorm on the lessons therein.
For further studies, students vist:
https://www.youtube.com/watch?v=AcVtT2d8-kk
.
EMBEDDED CORE SKILLS:
- students, in pairs, read the recitation/translation.
- students, in a small group, discuss the subject matter of the surah.
- students as a class brainstorm on the lessons therein.
For further studies, students vist:
- https://www.youtube.com/watch?v=AcVtT2d8-kk
LEARNING RESOURCES:
Audio-Visual Resources:
• a chart showing Sūratun-Nas;
• flashcards of the vocabulary words’.
Web Resources:
• www.u-smart.com.ng
WEEK: 10
SUBJECT: Islamic studies
Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS ONE). Islamic Religious Studies Scheme of work JSS1 (AGE 12 ).
TOPIC: Sūratul-Falaq (Q.ch. 113) Reading and meaning.
. LEARNING OBJECTIVES:
By the end of the lesson, students should be able to:
• translate the Sūrah to English Language.
• discuss Sūratul falaq.
• evaluate the lessons and spiritual benefits contained.
LEARNING ACTIVITIES:
• students in pairs, read the Chapter (in Arabic or transliteration) and its translation.
• students, in a small group, discuss the subject matter of the Surah.
• students, as a class, brainstorm on the lessons therein.
For further studies, students vist:
• https://www.youtube.com/watch?v=PvgZn2LfK58
EMBEDDED CORE SKILLS:
• Communication and collaboration skill.
• Critical thinking and problem solving.
• Leadership and personal development
LEARNING RESOURCES:
Audio-Visual Resources: .
• a chart showing Sūratul-Falaq.
• flashcards of the vocabulary words
Web Resources:
• www.natais.edublogs.org;
• www.u-smart.com.ng
WEEk: 11
SUBJECT: Islamic studies
TOPIC: Revision
:
WEEk: 12/13
SUBJECT: Islamic studies
TOPIC:Examination
Second Term Islamic Studies Scheme of work JSS1
| WKS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption Test/ suratul ikhas (q.ch 112) reading and meaning | By the end of the lessons students should be able to Translate the Surah of English language Discuss suratual ikhlas Evaluate the lessons contained therein | Students in pair, read the chapter (in Arabic or transliteration) translation Students in small group discuss the subject matter of the Surah | Audio visual resources A chart showing suratuali khas Flashcards of the vocabulary words Web resource www natais.edubologs.org www.u-smart.com.ng |
| 2 | The year of elephant | By the end of the lessons students should able to Narrate the circumstances that led to the attack of ka abah by abraha Describe the aftermath of the attack and the incidents of the year of elephant Determine the lessons in the story with reference to surtual feel. | Communication oand collaboration skill Critical thinking and problem solving Leadership and personnel development | Audio visual resources A chart showing suratuali khas Flashcards of the vocabulary words Web resource www natais.edubologs.org www.u-smart.com.ng |
| 3 | The collection of haddith | By the end of the lesson, student be able to: Describe how ahadith were collected and preserved Write the names of the six famous collectors of Haddith Outline the brief contribution of each of the famous collectors of ahadith | Students in small groups with the aid of the printed materials shared by the teacher describe how ahdith were collected and preserved Students in pair, write down the names of the six famous collectors of hadith Students as a class give brief contribution of each of the ahadith collectors | Communication and collaboration skill Critical thinking and problem solving Leadership and personal development |
| 4 | Hadith 1 of an nawawi collection Intention precedes Action | By the end of the lesson, students should be able to Translate haddith 1 of an nawawi collections of English language Discuss the haddith to determine its subjet matter | Students in small group, read the hadith Student as a class, they discuss the hadith Student in small groups brainstorm on the lessons therein | Communication and collaboration skill critical thinking and problem solving leadership and personal development |
| 5. Attribute of Allah. (the first 15 attributes of Allah) | By the end of the lesson, students should be able to: . explain the meaning of Attribut6es of Allah . translate the first 15 names of Allah in English; . determine the significance of each of the attributes | .students, in small groups, explain the meaning of attributes’ . students as class, recites the fifteen names of Allah . students in pairs, distinguish religious, social and spiritual significance of the attributes . Project: Design the first 15 Attributes of Allah on a cardboard or use a graphic design. | . communication and collaboration skill . critical thinking and problem solving. . leadership and personal development | Audio – Visual Resource . a chart showing the attributes of Allah and their meaning in English. Web Resources: . WWW natais .edubloges. org, . WWW u-smart com.ng |
| 6. The Birth of the prophet (S. A. W) | By the end the lesson, students should be able to: . Narrate the incidents that happened in the year the prophet (S. A. W) was born, Assess his childhood up to the time he was under the guardianship of Abu-Talib; . relate the lessons learnt in the early life of the prophet. | * Students, as a class, narrate the incident of the people of Elephant. * students, in small groups, discuss the birth of the prophet up to the time he was under the guardianship of Abu Talib * students, in parts, deduce the lessons contain in the early life of the prophet. | * communication and collaboration skill *critical thinking and problem solving. * leadership and personal development | Audio- visual Resources *a chart showing the picture of the city of makkah, the birth place of the prophet. * a chart showing dates of f key event e.g birth death of this father, mother, grandfather. Web Resources: *WWW. Natais . edublogs. Org ; * WWW u- smart. com.ng |
| 7. MID TERM BREAK OPEN DAY MID TERM HOLIDAY | ||||
| 8. The prophet (S.A.W) His Youth & Marriage to Khadijah | By the end of the lesson, students should be able to: . narrate the story of the prophet’s birth up to guardianship under Abu Talib . describe the prophet’s character in his youth . evaluate the prophet’s contact with Khadijah | . students, in small groups, narrate the story of the prophet’s birth up to his guardianship under Abu- talib .* students, in pairs, discuss the prophet’s character as a youth *students, as a class, discuss the reward of honesty in word and action as learn from prophet with Khadijah | *communication and collaboration skill. * critical thinking and problem solving. * leadership and personal development | |
| 9. Hadith 5 of An- Nawawis collection Action of Muslims must be in agreement with Quran and Hadith | By the end of the lesson, students should be able to: *translate Hadith 5 of An- Nawawi’s collection to English language * discuss the Hadith to determine its subject matter, * evaluate the lessons contained therein | * student in small groups, read the Hasith * student as a class disuses the Hadith * students in small groups, brainstorm on the lessons therein | * communication and collaboration skill. * critical thinking and problem solving * leadership and personal development | |
| 10. At- Tayammum | By the end the lesson s students should be able t : *explain the word ‘At –Tayammum and outline what necessitates its performance; * State what spoils/vitiates Tayammum * demonstrate how to perform Tayammum | * student as a class, brainstorm on the meaning of ‘At- Tayammum and what necessitate its performance * student, in pairs, state what vitiates ‘At- Tayammum and highlight purpose of Tayammum in religious practice . * students, in small groups, demonstrate how to perform At’- Tayammum | * communication and collaboration skill. * critical thinking and problem solving . * leadership and personal development | |
| 11. Relationship Between Muslims and Non- Muslims | By the end of lessons student should be able to: *define a Muslim and non –Muslim * discuss what is expected from Muslim to non- Muslim * assess the limitation to the relationship. | * student, in two groups, brainstorm on who a Muslim and non – Muslim is. * students, as a class dicuss what is expected of a Muslim, to non- Muslims. * student in small group determine the limitation to the relationship | * communication and collaboration skill. * critical thinking and problem solving . * leadership and personal development | |
| 12. Revision 13. Revision and 14. Examination |
Lagos State Unified IRS Scheme of Work for Junior Secondary School (JSS ONE). Islamic Religious Studies Scheme of work JSS1 (AGE 12 ).
Third Term Islamic Studies Scheme of work JSS1
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Revision of last term work/surautual Massad (Q.ch 111) Reading and meaning | By the end of the lesson, students should be able to: . translate the surah to English language . discuss the translation of suratul Massad . evaluate the lesons contained therein | . students in pairs, read the chapter (in Arabic of Transliteration translation . students in small groups, discuss the subject matter of the surah . student, as a class brainstorm on the lesson therein | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | Audio-visual resources . a chart showing suratul – massad . flashcard of the vocabulary word Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 2 | The five daily prayer (the second pillar of Islam | By the end of the lesson, student should be able to: . define(salah) ‘the five daily prayers and mention the condition for its observance; . demonstrate a complete Rak’ah . examine those things that vitate salah | . students, in small groups, define salat and its condition . students, as class, demonstrate how a Rak’ah is performed . students in pairs, examine things that vitiate salah | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | Audio – visual resources . use of a virtual devise showing / chart depicting practical demonstration of salah Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 3 | Hadith 6 of An Nawawi’s collections | By the end of the lesson, student should be able to: . translate Hadith 6 of An Nawawi collections to english language . discuss the Hadith to determine in subject matter . evaluate the lessons contained and its application to our lives | . students, in small groups, read the Hadith . student, as a class brainstorm on the Hadith . students, in pairs deduce the lessons therein | . communication and collaboration skill. .critical thinking and problem solving . leadership and personal development | Audio – visual resources . a chart containing the Arabic text of the Hadith . flashcards of the vocabulary words . a chart containing the theme of Hadith 6 of An Nawawi collections Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 4 | Child’s responsibility to parents and relations | By the end of the lesson, student should be able to: . define what responsibility to parents means . highlight some of their responsibilities to parents and their relations . evaluate how these responsibilities affect their lives and society | . students in small groups define responsibility to parents . students as a class brainstorm on some of the thing they can do to show appreciation to their parents with reference to quran 17:23 . student, in pair, discuss how the responsibilities affect their lives and society | . communication and collaboration skill. .critical thinking and problem solving . leadership and personal development | Audio – visual resources . a chart showing a father, mother and children . a chart showing a meaning of Q17:23 and 24 Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 5 | Human Relations in Islam -Greeting -Relations | By the end of the lessons, student should be able to: . explain the term human relations . relate how greeting is expressed in Islam . enumerate Islamic rulings on greeting and responding | . student, in small groups, discuss human relation in Islam . students, in peer demonstrate greeting in Islam . students, as a class, state the Islamic ruling on greeting and responding | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | Audio – visual resources . a chart showing the words of greeting in Islam in Arabic and its meaning in English . a chart of muslim shaking hands/hugging each others in greet in . a chart showing Q4:86 Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 6 | Adan and iqamah | By the end of the lesson, students should be able to: . indentify the differences between Adhan and Iqamah . highlight the importance of call to prayer and Iqamah . call Adhan and Iqamah | . students, in small groups differentiate between Adhan and Iqamah . students, in pair discuss the importance of Adhan and Iqamah . students, as a class, call the Adhan and make Iqamah . for further practice . students should make self voice recording of Adhan and Iqamah on a device | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | Audio – visual resources . recorded call to prayer (Adhan) and Iqamah on technology devices Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 7 | MID TERM BREAK / OPEN DAY / MID TERM HOLIDAY- | ||||
| 8 | The Muhammed (SAW) call to prophethood | By the end of the lesson, student should be able to: . narrate how prophet Muhammad was call to prophethood . relate the first revelation . examine the role played by Khadijah | . students in small groups, study the printed materials shared by the teacher on how prophet Muhammad was call to prophethood . students as a class study Q96:15 .student, in pair discuss the role played bu khadijah | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | Audio – visual resources . a picture of the cave Hira . use of information technology device to display the cave Hira Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 9 | Surautun – nasr (qch 110)reading and meaning | By the end of the lesson, student should able to : . translate the surah in English . discuss suratun nasr . evaluate the lesons contained therein | . students in pair read the recitation translation . students in a small group discuss the subject matter of the surah . students as a class brainstorm on the lesson therein | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development. a chart showing surantaun nasr . flashcard of the vocabulary words Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 10 | Attributes of Allah | By the end of the lesson, student should be able to: . recall the attributes of allah from 1-15 . translate the attributes of allah in English From 16-30 . determine the significance of each of the attributes | . student as a class, recite the attributes of allah from 1 to 15 . students as a class recites the name of allah from 16 to 30 . students in pair mention the significance of the attributes for further practice . students individually design the first 15 attributes of allah on a cardboard or use a graphic design | . communication and collaboration skill . critical thinking and problem solving . leadership and personal development | Audio – visual resources . a chart showing the attributes of allah and their meaning in english Web resources . www.natais.edublog.org; . ww.u-smart.com.ng |
| 11 | General revision on quranic chapters | ||||
| 12 | Revision and Examination |
