Islamic Studies Scheme of work for SSS 2. Lagos State Schemes of Work SS2 Islamic Studies for Senior Secondary School Schemeofwork
SSS 2 Islamic Studies Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome Test & Al-Qur’an: The Study of Suratul-Qariah (Q101) ii.The study 0f Suratut Tokethur (Q102) | By the end the study students should be able to: translate the Surah into English. Interpret the theme and state the subject matter of the Surah of the Suwar. Evaluate the lessons contained therein. | • Students, as a class lead others in the recitation/translation. • Students, as a groups, discuss the theme and state the subject matter of the Surah of the Suwar. • Students, in pairs, examine the lessons therein. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources: • a chart of translation of Suratul-Qari’ah and Suratul Takathur • a recorded audio of Suratul-Qari’ah and Suratul-Takathur Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 2 | Sawm (Fasting) | By the end the study students should be able to: • describe Sawm (Fasting) and examine its kinds. •Justify those exempted fromFasting and reasons and examine the things that vitiate fast. • analyze the benefits/ significance of Sawm – spiritual, social and moral. | • Students, in a small groups, brainstorm on the meaning of Sawm and its kinds. • Students, in pairs, give good reason for those exempted from fasting. •Students, as a class, brainstorms on the spirituals, social and moral significance /benefits of sawm. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources: • a chart of five pillars of Islam. • a chart of the Qur’anic text of 2:183; • achart of Hadith 3 of An-N awawi’s’ Collection Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 3 | Features of the political administration of the Prophet (S.A.W). ii. Features of the political administration of the four rightly Guided Caliphs. | By the end of the lesson, students should be able to: • describe the politicaladministration of the Prophet (S.A.W) • appraise the leadership qualities of the Prophet-Equity Justice and fair play, • evaluate the features of the Political administration of the four rightly guided caliphs (i.e Leadership styles and conflicts resolution). | • Student, in small groups, describe the political administration of the Prophet (SAW). • Students, in pairs, identify the leadership qualities of the Prophet (i.e. Equity, Justice and fair play etc). • Students, as a class, examine the feature of the Political administration of the four rightly Guided Caliphs. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources A chart of the city of Madinah, and the Prophets mosque. -A chart of the names of the Four Rightly Guided Caliphs with the years of their reign. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 4 | Hadith The study of Ahadith: i. 10th ii. 11th and 12th of An-Nawawi’s Collection. | Bythe end of the lesson students should be able to: • define bribery, corruption, cybercrime, cheating, stealing, vandalism, embezzle-ment and fraud; • outline the effects of these social vices on the society; discuss the Islam teachings on these vices) Q2188 Q81 :1-5). | • Student, in small groups, read the Ahadith. • Students, as a class discuss the Hadith. • Students, in small group brainstorm on 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. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 5 | Moral Teaching of Islam i. Bribery ii. Corruption iii Cybercrime iv. Stealing v. Vandalism vi. Embezzlement vii. Fraud | By the end of the lesson, students should be able to: • define Bribery, Corruption, Cybercrime, Stealing Vandalism, Embezzle-ment and Fraud • Outline the effects of these social vices on the society. • Discuss the Islamic teaching on these vices (Q2:188, Q81:1-5). | • Students, in pairs, define bribery, corruption, cybercrime, cheating, stealing, vandalism, embezzlement and fraud. • Students, as a class, brainstorm the effects of these social vices on the society. • Students, in small groups, discuss the Islamic teachings on the above vices. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources: • a chart showing the scenes of the social vices • A chart of the EFCC officials arresting a criminal Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| Hajj and Umrah | By the end of the lesson, students should be able to: • define Hajj and outline the pre-requisite (conditions) of Hajj. • Relate the types of rites of Hajj and describe Al-Mawawi (station of Ihram) • Compare and contrast Hajj and Umrah and analyse the significance of Hajj. | • Students, in small groups, brainstorm of meaning of Hajj and its pre-requisites. • Students, as a class examine the types, rites of Hajj and identify Al-Mawawi(the station of Ihram). • Students, in pairs, compare and contrast Hajj and Umrah and the significance. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources. • flashcards of the key vocabulary words • a chart each of the pillars of Islam. Hajj, rites, Talbiyyah. • a chart of the similarities and differences of Hajj and Umrah in tabular form. • clips of pilgrimage to session. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 7. | MID TERM TESTS/OPEN DAY/MID TERM HOLIDAY | ||||
| Features of Islamic Economic system with special emphasis on the Practice of the Prophet and the Khulafdur Rashidun | By the end of the lesson, students should be able to: • discuss the practice of the Prophet (SAW) on Islamic economic system and itemize its features. • examine the practice of Khulataul-Rashidun Islamic Economic system. • compare and contrast the Islamic economic system with other systems of Haran, Ribah, Usury, Tatfif , Zakat and Sadaqah, Baytul-Mai | • Students, in small groups, itemize the features of the Islamic Economic system. • Students, as a class brainstorm on the practice of theKhulataul-Rashidun Islamic economic system. • Students, in pairs, justify the Islamic economic system with special reference to Halal and Haram, Ribah, Usury, Tatfif , Zakat and Sadaqah, Baytul-Mai | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources. • flashcards of the key vocabulary words a chart of buying and selling. • a chart a bank and different currency notes: • a chart of the following Qur’anic verses: Q2:273 – 274 Q9:50, Q5:4 •Hadith 5th of An-Nawawi’s Collection Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | Al-Qur’an i. The study of Suratul-Asr Q103 ii. The study of Suratul- Hamzah (Q104) Humazah | By the end of the lesson, students should be able to: • translate the Surah into English; • interpret the theme and state the subject matter of the Sarah of the Suwer; • evaluate the lessons contained therein. | • students, in small group, read the Ahadith • students, as a class, discuss the Hadith • students in small groups, brainstorm on the lessons therein. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources. • a chart of translation of Suratul-Asr and Suratul- Hamzah a recorded audio ofSurdtul- Asr and Suratul- Hamzah Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 10 | Hadith: The study of the Hadith 13th and 14thof An- Nawawi’s collections. | By the end of the lesson, students should be able to: • translate Ahadith to English Language. • discuss the Hadith to determine its theme and subject matter; • evaluate the lessons therein. | • Students, in small group, rend the Ahadith • students, as a class discuss the Ahadith • students, in small groups, brainstorm on the lessons therein with emphasis on their application to daily life. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: a chart containing the Arabic text of the Hadtth Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 11 | Jihad | By the end of the lesson, students should be able to: • discuss the concept of Jihad. • consider the various kinds of Jihad and manner of executing each of them. • evaluate the greatest kind of Jihad i.e. Jihadun Nafs and its application. | • Students, in small groups, discuss the concept of Jihad • Students, as a class, brainstorm on various kinds of Jihad and manner of executing them. • Students, in pairs examine the greatest kind of Jihad (i.e. Jihadun-Nafs). | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • Flashcards of the key vocabulary words; • a chart of the Hadith on Jihadun-Nafs; • Charts of the Quranic Text on Jihad Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 12 | Revision | ||||
| 13 | Examination |
Islamic Religious Studies Scheme of Work SSS 2 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | WELCOME TEST/ Study of Qur’an: Sutratul-Falaq (Q113) and Suratun-Nas (Q114) | By the end of the lesson, students should be able to: • translate the Surah into English • determine the themes of the chapters and tell why they-are ‘Mu’awidhalayn’ • evaluate the lessons therein. . | • Students, in small groups, lead others in the Arabic recitation/translate ration and English translation of the chapters. • Students, as a class, investigate the themes of the chapters and why why ‘Mu’awidhalayn’ • Students, in pairs evaluate the lessons therein with the emphasis on their life application. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • a chart of translation ‘Mu’awidhalayn’ • a recorded audio of the ‘Mu’awidhalayn’ Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 2 | Hadith: The Study of Ahadith 34th, 35th ii. 38th and 41st state An-Nawawi’s Collection. | By the end of the lesson, students should be able to: • recall the translation of Ahadith 34th and 35th, 38th and 41st of An-Nawawi’s Collection. • examine the Subject matters of the Ahadith; • infer the lessons! significance the Ahadith. | • Students, in small groups, recite the Arabic text of the Ahadith and recall their English translation. • Students, as a class, classify the subject matters of the Ahadith • Students, in small groups, brainstorm on the lessons therein with emphasis on their application to daily life. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: • Flashcards of the key vocabulary words from the Ahadith • Chart of the Arabic text of the Hadith. Website Resources: •www.natais.edublogs.org •www.u-smart.com.ng |
| 3 | The Contribution of Some Selected Muslim Sages to the World’s Civilization. i. Ibn Rushid ii, Ibn Khaldun | By the end of the lesson the students should be able to: • narrate briefly the life of Ibn Rushid and Ibn Khaldun; consider their contributions to the field of science knowledge. • determine their relevance to modern science and western world. | • Students, in small groups, discuss about the life of Ibn Rashid and Ibn Khaldun. • Students, as a class brainstorm their contributions to the field of science/knowledge. • Students, in pairs, determine their relevance to modern and western world. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: aflashcards of the key vocabulary words Website Resources •www.natais.edublogs.org •www.u-smart.com.ng |
| 4 | Talaq: Divorce i: Meaning ii types (i.e Raj’in and Ba’in) iii. Kinds of marriage ceasation in IsIam (i.e Tabiq, Khul, Faskh and Mubara’ah) | By the end of the lesson the students should be able to: • describe the meaning and the position of Islam on Talaq • relate the types, kinds and other condemned kinds of Talaq; • examine the purpose of lddah and | • Students in class discussion, describe the meaning and the position of Islam on Talaq Students, in small groups discuss the Islamic injunction on the types, kinds, and other condemned kinds of Talaq. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources: a chart of Arabic Text Translation of “The most hateful but lawful practice before Allah is divorce” a hart of different kinds of Talaq charts of the Arabic |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| iv. and other condemned kinds of Talaq (i.e Li’an, Zihdr and ‘ila) | • enumerate the variouskinds of iddah with their durations. • critique Ac custody of children after divorce and the implications of Talaq. | • Students in pairs, examine the purpose of Iddah and enumerate its various kinds and durations. • Students in pairs critique the custody of children after divorce and the implications of Talaq on the husband wife, children and the society in general. | Audio-Visual Resources • Text English Translation of Q4 v 34, Q4 v 125, Q2 v 228, Q2 v 232. A chart of a husband beating his wife and of couples that is in good accord/happy relationship with each other. Website Resources. •www.natais.edublogs.org •www.u-smart.com.ng | ||
| 5 | Mirath inheritance i. Mirath ii. Wasiyyah iii. Significance of inheritance in slam e.g. economic empowerment of the widow (s) widower, parent (s), sibling (s), family | • By the end of the lesson the students should be able to: explain the term Mirath and Wasiyyah; • outline the general principles of Mirath and justifythe wisdom in giving sons greater snares than daughter infer the implications significance of inheritance | • Students, in small groups, distinguish between the term Mirath and Wasiyyah. • Students, as a class, brainstorm on the general principles of Mirath and consider the wisdom in giving sum greater shares than daughter. Students in pairs, discuss the implications/significance in Islam. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development | Audio-Visual Resources • flashcards of the vocabulary words • a chart of Arabic Text and English Translation of Q4 7-11. Website Resources. •www.natais.edublogs.org •www.u-smart.com.ng |
| 6 | Project: The Moral Lessons from the Qur’an and Ahadith | By the end of the lesson the students should be able to: • prepare and submit a write-up on the Islamic teachings of the following virtues: Enjoying Righteousness and Forbidding Evil i. Concept of Leadership and Followership • Justice; • Religious Tolerance and Peaceful Co-existence. • Prepare and submit a write-up or rite-up on the Islam teachings on the following vices: • Bribery, corruption and stealing • Cigarette Smoking and Drug Addictions. • Gambling and Alcoholism • Arrogance and extravagance • Adultery and Fornication and harbingers (pornography and obscenity) • Miserliness and Greed. | • Students, in small groups discuss the implications/ significance of inheritance in Islam. • Student, in small groups design a write-up on the virtues listed from an Islamic perspectives and submit their write up for class assessment. • Students, as a class design a write-up on the listed vices and submit their write up for class assessment. | • Communication and collaboration skill. • Critical thinking and problem solving. • Leadership and personal development. | Audio-Visual Resources • a chart showing various virtues and videos. Website Resources. •www.natais.edublogs.org •www.u-smart.com.ng |
| 7 | Mid Term Tests | Open Day/Mid Term Holiday | |||
| 8 -13 | Revision and Examination |
